As a classroom teacher and school leader, I have experienced the positive impact of a school-wide application of a cognitive science-driven pedagogy. I have witnessed real change in student and teacher thinking, and have celebrated the positive impact on student outcomes. This perspective focuses on a key contributor for driving such change: the benefits of deliberate and explicit application, and modelling of cognitive science principles in the planning and delivery of professional development.
The story
Just over four years ago at The Nottingham Emmanuel School, we were heading towards new and ambitious examinations with high expectations and a strong commitment to our students, but using pedagogies that didn’t enable new knowledge to embed effectively over time. Our results were therefore not reflecting the hard work and commitment of the community. As a school, we recognised the need for a shift in pedagogy and knew that deliberate change management and focused profess
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