DAVID JOYCE MCCT

Humbled by the opportunity 2 continue 2 improve @Ambition_Inst & the people who gave me a chance @knightollie @TeacherTweaks @ArkActonAcademy Really proud 2 owe a gratitude of thanks 2 @Nick_J_Rose @nickpointer_ @wheninclass @MissEmmaLark @marjonuni 👏👏👏ambition.org.uk/programmes/mas…

Meaningful CPD = Theory + Techniques + Personal Adaptation. A field report! teacherhead.com/2025/09/15/mea… via @teacherhead

Super excited to announce that I am now a company! My days teaching in a school are at an end. My new venture is tutoring + providing professional development + outreach in physics and cogsci. Here's the site - if you find anything amiss let me know! 😊 itsalearningcurve.education

If you teach anyone at all, and you don't know about @helenrey's CogSci book summaries, you are missing out. It's a wonderful resource summarizing the most important books on cognitive science: bit.ly/3Q7dEnG

Seven Lethal Mutations of Self-Determination Theory @ValentinaDevid and Samuel Derkse discuss 7 ‘lethal mutations’ of SDT that appear logical but hollow out the theory and undermine its workings. kirschnered.nl/2026/04/06/sev…

Student Talk: It matters - not only to deepen learning but because it also just does. teacherhead.com/2026/04/02/stu… via @teacherhead

'Inside the Black Box'. Classic Education Gold from Wiliam and Black. RIP Paul Black - such an influence and legacy 🙏🙏teacherhead.com/2021/09/26/ins… via @teacherhead

Formative Action Loops - and why teaching effectively involves creating them constantly. teacherhead.com/2026/02/19/for… @toetsrevolutie @ValentinaDevid Rene Kneyber. Using this concept all the time now and it makes so much sense... it's all about loops!

It was a real honour to welcome Professor @dylanwiliam to The Totteridge Academy today 💪💪 Dylan has been extremely generous with his time, and has given me lots of feedback and useful pointers when designing Carousel Teaching. Being able to show him in person the lessons and teachers we've filmed in was a pretty great opportunity. I was particularly pleased with a 5 minute segment we saw in my colleague Ava's history lesson. She was working through a text about Charles I's early reign, and when she asked a student a question about the debt he inherited, realised the student didn't have a secure understanding of the concept of debt. She bounced it to another student, who gave a good answer, then she looped back to the first. She then pushed the question further, and asked someone else why Charles had such a debt, and that student didn't give a good answer. She moved the text to the side, and asked a similar diagnostic question on mini-whiteboards. Lots of students gave poor answers, so she asked for boards down, moved to a blank part of her OneNote, and re-explained the causes for Charles's debt, asking verbal questions throughout and looping back to the students who got the initial questions wrong. She rounded the segment off with a follow-up check on the mini-whiteboards. It was pretty ace, and showing it to Dylan was particularly apt, given the way that Ava was so expertly implementing formative assessment. It took me almost 10 years to learn how to do stuff like that, and Ava's in her second year of teaching. Super impressive, and again underscores why we chose to film teachers like her! Thank you Dylan for coming :)

It's heartbreaking when a student invests time & effort into independent revision, but it doesn't pay off! A lot of revision fails because it feels productive: rereading, highlighting, & copying notes. But familiarity is not evidence of learning. Responsive Revision is built on a simple principle: Generate evidence. Diagnose gaps. Close them through targeted retrieval practice. Retrieve. 🧠 Diagnose.❓ Act. 📝 Repeat. 🔁

🗂️ Here’s the complete ⚗️DistillED series on Rosenshine’s Principles of Instruction — ten editions filled with practical insights, tools, and resources for evidence-informed teaching. Please share with colleagues and fellow educators in your network. Enjoy! 1. Daily Review 💭newsletter.jamieleeclark.com/p/daily-review 2. Small Steps 👣newsletter.jamieleeclark.com/p/small-steps 3. Ask a Large Number of Questions 🗣️ newsletter.jamieleeclark.com/p/ask-a-large-… 4. Provide Models for Difficult Tasks🗼 newsletter.jamieleeclark.com/p/provide-mode… 5. Guide Student Practice 🪜 newsletter.jamieleeclark.com/p/guide-studen… 6. Check for Student Understanding ✅ newsletter.jamieleeclark.com/p/check-for-st… 7. Obtain a High Success Rate 📈 newsletter.jamieleeclark.com/p/obtain-a-hig… 8. Provide Scaffolds for Difficult Tasks 🧱 newsletter.jamieleeclark.com/p/provide-scaf… 9. Require and Monitor Independent Practice ✍️ newsletter.jamieleeclark.com/p/require-and-… 10. Weekly and Monthly Review 🗓️ newsletter.jamieleeclark.com/p/weekly-month…

Exploring confusion around modelling: "I do, we do, you do" vs "Guided and Independent Practice" - teacherhead.com/2025/11/21/exp… via @teacherhead

Ever felt that your professional development or coaching resources are fragmented? In the WalkThrus’ Resource Hub they are all in one place. Our 5 step structure of a WalkThru helps you to make professional development simple, accessible, and effective. @WALKTHRUs_5 @teacherhead @MattTeachCoach @olicav

Elaboration: The key to deepening understanding and transfer ↓

Responsive teaching: 7 guiding principles arc.educationapps.vic.gov.au/learning/sites…

In Search of Vygotsky: How the Zone of Proximal Development Became Education's Most Misunderstood Idea. link in reply👇

What does great teaching look like? The Model for Great Teaching is an excellent summary of the Great Teaching Toolkit Evidence Review (Coe et al, 2020). 1 Understanding the content. 2. Creating a supportive environment. 3. Maximising opportunity to learn. 4. Activating hard thinking. @EvidenceInEdu evidencebased.education

If we only rely on students who are inclined to participate, we are enacting the Matthew Effect in our classrooms where the rich get richer and the poor get poorer. @EricaWoolway on the importance of causing students to externalize their thinking. teachlikeachampion.org/blog/tlacs-own…

We covered an astonishing amount of ground in this podcast. Becky is an expert in *everything*, and is worth listening to whatever the topic. Tune in and share!

QLA is an extremely common practice in schools. It sounds like it makes sense. Go through a paper, see which questions students did badly on. Respond accordingly. What does Becky Allen think about QLA? She doesn't mince her words! Tune in and share :)