Category: Blog
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How to Improve Practice | Target the Weak Link, Choose the Right Difficulty and Make Repetition Change Performance
A practical guide to improving practice by targeting the real weak link, matching difficulty to the learner, choosing the right practice format, using feedback intelligently and proving that repetition changed independent performance.
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The Tutor Handbook Vol No.0063 | The First Change — How a New Tutor Changes an Inherited Learning Route Without Resetting the Learner
The Tutor Handbook · Volume 0063 · Series ID THB-0063 The Tutor Handbook: Complete series index · Decision quality and route changes. The new tutor has done the responsible thing. They read the continuity packet. They preserved the learner’s first fresh attempt. They checked the active weak link. They verified the support boundary. They checked…
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How to Improve Learning Transfer | Recognise the Deep Structure, Change the Surface and Use Knowledge Somewhere New
A practical guide to improving learning transfer by recognising deep structure, varying surface features, comparing near neighbours, choosing methods independently and testing knowledge in new contexts.
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Top 10 Self-Advocacy Skills Worth Learning
Self-advocacy is learner agency made operational. These ten durable skills help students describe their learning state, bring evidence, explain what they tried, request proportionate support, participate in decisions and return to ownership of the next move.
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How Misconception Repair Works in Teaching | Surface the Wrong Model, Build a Better One and Prove the Old Idea No Longer Wins
A teacher-side mega guide to misconception repair: distinguish a wrong model from a slip or missing knowledge, surface the learner’s reasoning, use contrast and counterexamples carefully, teach a better explanatory model, and verify conceptual change across delay and transfer.
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How Feedback Works in Teaching | Turning Evidence Into a Better Next Attempt Without Replacing the Learner’s Thinking
A teacher-side mega guide to feedback: establish the learning goal, gather useful evidence, select the smallest high-value message, time and deliver it well, give the learner something to do, and verify improvement on a fresh attempt.
