By Zoe Enser
Effective teaching is response to need. No two pupils always hold exactly the same pieces of information. How they have understood core information, how they make meaning from it, and how they store that in their schemas, varies from pupil to pupil, as shown in Graham Nuthall’s excellent research in The Hidden Lives of Learners.
If we want to avoid embedding misconceptions which can derail learning, ensure clarity, and build new learning on strong foundations, we need to think about how we can gather as much data as possible about what our pupils do and do not know and what they can and can’t do.