Connecting a topic Pointing out similarities between the topic to be studied and one

that is more contemporary, more familiar, or more interesting to your students.

Stereotype, conventional wisdom A conventional, formulaic, and oversimplified
conception, opinion, or image that often stands in for reality. These can be explored
further by examining them in more complexity, in different contexts, or analyzing the
rationales/origins for the stereotypes in the first place.
Challenges to knowledge, beliefs, and attitudes Devil’s advocate: to argue against a
cause or position not as a committed opponent but purely in order to provoke a
discussion
or argument, or to determine the validity of the cause or position. Focused questioning:
Questioning designed to extract the underlying assumptions, situatedness, or logical
construction of a cause, position, or opinion.
Poll, pretest A poll is a survey conducted about a topic by asking questions that can be
answered by yes/no or agree/disagree. These generally give quick collective feedback
which can influence the ensuing instruction, although it is usually not detailed in nature
and does not assess individual student perceptions. A pretest is an examination given
before the instruction that tests what students will be expected to know after the
instruction. It enables instructors to know what kinds of initial knowledge and
misconceptions students have when they begin the module of instruction.

Where can you find more information?

Aubrey, K. and Riley, A. (2016). Understanding and using educational theories. London: SAGE
Publications Ltd.
Cambridge Assessment International Education. (2019). Implementing the Curriculum with
Cambridge: A Guide for School Leaders. Available at:
www.cambridgeinternational.org/images/134557-implementing-the-curriculum-with-cambridge.pdf
Coe, R., Aloisi, C., Higgins, S. and Elliot Major, L. (2014). What makes great teaching? Review of
the underpinning research. Sutton Trust. Available at: www.suttontrust.com/wp-
content/uploads/2014/10/What-makes-great-teaching-FINAL-4.11.14-1.pdf
Education Endowment Foundation (EEF). (2014). Neuroscience and education: A review of
educational interventions and approaches informed by neuroscience. London: EEF. Available online
at: https://educationendowmentfoundation.org.uk/ evidence-summaries/evidence-reviews/education-
and-neuroscience/
Education Endowment Foundation (EEF). (2019a). Early Years. Available online at:
https://educationendowmentfoundation.org.uk/school-themes/early-years/
Education Endowment Foundation (EEF). (2019b). Metacognition and self-regulated learning. EEF.
Available online at:
https://educationendowmentfoundation.org.uk/public/files/Publications/Metacognition/EEF_Metacogn
ition_and_self-regulated_learning.pdf
Edwards, D. and Mercer, M. (1995). Common Knowledge: The Development of Understanding in the
Classroom. London, UK: Routledge.
European Students’ Union (ESU). (2010). Student-Centred Learning: Toolkit for Students, Staff and
Higher Education Institutions. Brussels: The European Students’ Union. Available at: www.esu-
online.org/resources/6068/Student-Centred-Learning-Toolkit/
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
Abingdon, UK: Routledge.
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4),
212–218. Available online at: www.depauw.edu/files/resources/krathwohl.pdf
Mourshed, M., Krawitz, M. and Dorn, E. (2017). How to improve student educational outcomes,
McKinsey & Co. Available at:
www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20to%20
improve%20student%20educational%20outcomes/How-to-improve-student-educational-outcomes-
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