Darren Leslie
@dnleslie.bsky.social
Teacher writing about teaching, learning, leadership and evidence-informed practice.
Why do some pupils avoid answering, even when they may know?
Mistakes are one of the clearest windows into pupils’ thinking.
Good classrooms welcome them, make thinking visible and give teachers the chance to respond before misconceptions become secure.
Mistakes are one of the clearest windows into pupils’ thinking.
Good classrooms welcome them, make thinking visible and give teachers the chance to respond before misconceptions become secure.
July 16, 2026 at 5:09 PM
Why do some pupils avoid answering, even when they may know?
Mistakes are one of the clearest windows into pupils’ thinking.
Good classrooms welcome them, make thinking visible and give teachers the chance to respond before misconceptions become secure.
Mistakes are one of the clearest windows into pupils’ thinking.
Good classrooms welcome them, make thinking visible and give teachers the chance to respond before misconceptions become secure.
AI should not remove the thinking through which learning happens.
For novice learners, be cautious about tools that generate answers before pupils have built the knowledge to understand and evaluate them.
The most promising AI keeps the cognitive work with the learner.
For novice learners, be cautious about tools that generate answers before pupils have built the knowledge to understand and evaluate them.
The most promising AI keeps the cognitive work with the learner.
July 16, 2026 at 6:15 AM
AI should not remove the thinking through which learning happens.
For novice learners, be cautious about tools that generate answers before pupils have built the knowledge to understand and evaluate them.
The most promising AI keeps the cognitive work with the learner.
For novice learners, be cautious about tools that generate answers before pupils have built the knowledge to understand and evaluate them.
The most promising AI keeps the cognitive work with the learner.
AI can help a pupil finish the task while quietly changing the thinking the task was meant to develop.
Does it replace retrieval, explanation or problem-solving?
Or does it strengthen them?
The real value of AI lies in the thinking it leaves with the learner.
Does it replace retrieval, explanation or problem-solving?
Or does it strengthen them?
The real value of AI lies in the thinking it leaves with the learner.
July 15, 2026 at 5:34 AM
AI can help a pupil finish the task while quietly changing the thinking the task was meant to develop.
Does it replace retrieval, explanation or problem-solving?
Or does it strengthen them?
The real value of AI lies in the thinking it leaves with the learner.
Does it replace retrieval, explanation or problem-solving?
Or does it strengthen them?
The real value of AI lies in the thinking it leaves with the learner.
I want to deepen my understanding of AI and learning.
What are the strongest studies or papers on AI being used to teach, tutor or support pupils?
I’m particularly interested in research that examines learning outcomes, not only engagement or efficiency.
Please share anything I should read
What are the strongest studies or papers on AI being used to teach, tutor or support pupils?
I’m particularly interested in research that examines learning outcomes, not only engagement or efficiency.
Please share anything I should read
July 14, 2026 at 9:54 AM
I want to deepen my understanding of AI and learning.
What are the strongest studies or papers on AI being used to teach, tutor or support pupils?
I’m particularly interested in research that examines learning outcomes, not only engagement or efficiency.
Please share anything I should read
What are the strongest studies or papers on AI being used to teach, tutor or support pupils?
I’m particularly interested in research that examines learning outcomes, not only engagement or efficiency.
Please share anything I should read
The timing of AI support may matter as much as the tool itself.
Before a pupil attempts the work, AI may remove the need to retrieve, reason or persist.
After an attempt, it may expose an error, offer a useful hint or improve the next response.
Same tool. Different moment. Different effect.
Before a pupil attempts the work, AI may remove the need to retrieve, reason or persist.
After an attempt, it may expose an error, offer a useful hint or improve the next response.
Same tool. Different moment. Different effect.
July 14, 2026 at 5:26 AM
The timing of AI support may matter as much as the tool itself.
Before a pupil attempts the work, AI may remove the need to retrieve, reason or persist.
After an attempt, it may expose an error, offer a useful hint or improve the next response.
Same tool. Different moment. Different effect.
Before a pupil attempts the work, AI may remove the need to retrieve, reason or persist.
After an attempt, it may expose an error, offer a useful hint or improve the next response.
Same tool. Different moment. Different effect.
Why do some pupils seem to understand everything in the lesson, then remember almost nothing a week later?
Performance during a lesson is not the same as durable learning.
The real test is what pupils can retrieve, apply and connect once support has gone.
Performance during a lesson is not the same as durable learning.
The real test is what pupils can retrieve, apply and connect once support has gone.
July 13, 2026 at 6:04 PM
Why do some pupils seem to understand everything in the lesson, then remember almost nothing a week later?
Performance during a lesson is not the same as durable learning.
The real test is what pupils can retrieve, apply and connect once support has gone.
Performance during a lesson is not the same as durable learning.
The real test is what pupils can retrieve, apply and connect once support has gone.
Reposted by Darren Leslie
Transform your teaching with my book "Powerful Teaching" and discover evidence-based strategies to boost student learning.
Powerful Teaching: Unleash the Science of Learning
Powerful Teaching: Unleash the Science of Learning
retrievalpractice.org
July 13, 2026 at 2:41 PM
Transform your teaching with my book "Powerful Teaching" and discover evidence-based strategies to boost student learning.
AI can make a pupil’s work look better without making the pupil any better.
That is the distinction schools cannot afford to miss.
A polished answer is not proof of learning.
The real test is what the pupil can still understand, remember and do when the AI is removed.
That is the distinction schools cannot afford to miss.
A polished answer is not proof of learning.
The real test is what the pupil can still understand, remember and do when the AI is removed.
July 13, 2026 at 5:34 AM
AI can make a pupil’s work look better without making the pupil any better.
That is the distinction schools cannot afford to miss.
A polished answer is not proof of learning.
The real test is what the pupil can still understand, remember and do when the AI is removed.
That is the distinction schools cannot afford to miss.
A polished answer is not proof of learning.
The real test is what the pupil can still understand, remember and do when the AI is removed.
We often assume that struggle is evidence of learning.
But productive struggle asks pupils to retrieve, connect and apply knowledge.
Unproductive struggle comes from confusion, overload or missing prior knowledge.
Challenge should deepen thinking, not block access to the content.
But productive struggle asks pupils to retrieve, connect and apply knowledge.
Unproductive struggle comes from confusion, overload or missing prior knowledge.
Challenge should deepen thinking, not block access to the content.
July 12, 2026 at 5:02 PM
We often assume that struggle is evidence of learning.
But productive struggle asks pupils to retrieve, connect and apply knowledge.
Unproductive struggle comes from confusion, overload or missing prior knowledge.
Challenge should deepen thinking, not block access to the content.
But productive struggle asks pupils to retrieve, connect and apply knowledge.
Unproductive struggle comes from confusion, overload or missing prior knowledge.
Challenge should deepen thinking, not block access to the content.
AI is at its most useful when it supports thinking, not when it replaces it.
Learning is built through retrieving, generating, connecting and refining ideas.
So the key question is not:
“Can AI do this task?”
It is:
“What thinking do I want the learner to do?”
Learning is built through retrieving, generating, connecting and refining ideas.
So the key question is not:
“Can AI do this task?”
It is:
“What thinking do I want the learner to do?”
July 12, 2026 at 5:27 AM
AI is at its most useful when it supports thinking, not when it replaces it.
Learning is built through retrieving, generating, connecting and refining ideas.
So the key question is not:
“Can AI do this task?”
It is:
“What thinking do I want the learner to do?”
Learning is built through retrieving, generating, connecting and refining ideas.
So the key question is not:
“Can AI do this task?”
It is:
“What thinking do I want the learner to do?”
Teacher talk is often treated as something to minimise.
But reducing it too far can leave pupils with less knowledge, less clarity and less capacity to work independently.
The goal is not less explanation.
It is better explanation, given at the right moment.
But reducing it too far can leave pupils with less knowledge, less clarity and less capacity to work independently.
The goal is not less explanation.
It is better explanation, given at the right moment.
July 11, 2026 at 5:12 PM
Teacher talk is often treated as something to minimise.
But reducing it too far can leave pupils with less knowledge, less clarity and less capacity to work independently.
The goal is not less explanation.
It is better explanation, given at the right moment.
But reducing it too far can leave pupils with less knowledge, less clarity and less capacity to work independently.
The goal is not less explanation.
It is better explanation, given at the right moment.
1/ A valuable article from David Didau.
Schools search for visible signs of learning because learning itself is invisible.
The problem begins when those signs become targets, and teachers start producing the appearance of learning rather than learning itself. 🧵
Schools search for visible signs of learning because learning itself is invisible.
The problem begins when those signs become targets, and teachers start producing the appearance of learning rather than learning itself. 🧵
Is Rob Coe’s idea of ‘poor proxies for learning’ “one of the most damaging ideas in education”? Or is it an essential language to help us avoid being seduced by nonsense? Find out below… open.substack.com/pub/daviddid...
The Proxy Trap: how poor are 'poor proxies for learning'?
Why schools can't live with proxies or without them
open.substack.com
July 11, 2026 at 7:59 AM
1/ A valuable article from David Didau.
Schools search for visible signs of learning because learning itself is invisible.
The problem begins when those signs become targets, and teachers start producing the appearance of learning rather than learning itself. 🧵
Schools search for visible signs of learning because learning itself is invisible.
The problem begins when those signs become targets, and teachers start producing the appearance of learning rather than learning itself. 🧵
If AI gives every pupil instant feedback, will they learn more?
Not necessarily.
Feedback is one of the most powerful influences on learning.
But only if pupils think about it.
🧵
Not necessarily.
Feedback is one of the most powerful influences on learning.
But only if pupils think about it.
🧵
July 11, 2026 at 7:19 AM
If AI gives every pupil instant feedback, will they learn more?
Not necessarily.
Feedback is one of the most powerful influences on learning.
But only if pupils think about it.
🧵
Not necessarily.
Feedback is one of the most powerful influences on learning.
But only if pupils think about it.
🧵
Differentiation is often presented as creating something different for every pupil.
But could inclusive teaching sometimes begin with a stronger shared classroom experience instead?
🧵
But could inclusive teaching sometimes begin with a stronger shared classroom experience instead?
🧵
July 10, 2026 at 4:59 PM
Differentiation is often presented as creating something different for every pupil.
But could inclusive teaching sometimes begin with a stronger shared classroom experience instead?
🧵
But could inclusive teaching sometimes begin with a stronger shared classroom experience instead?
🧵
Can AI think for a pupil?
It can generate an answer, explain a concept and suggest an example.
But learning does not happen because information exists.
It happens because pupils think about that information.
🧵
It can generate an answer, explain a concept and suggest an example.
But learning does not happen because information exists.
It happens because pupils think about that information.
🧵
July 10, 2026 at 5:08 AM
Can AI think for a pupil?
It can generate an answer, explain a concept and suggest an example.
But learning does not happen because information exists.
It happens because pupils think about that information.
🧵
It can generate an answer, explain a concept and suggest an example.
But learning does not happen because information exists.
It happens because pupils think about that information.
🧵
Reposted by Darren Leslie
I’m delighted to announce the launch of the new TEACHING POWERUPS membership website for schools: teachingpowerups.com
🔵 Over 100 Trusted Techniques
🔵 Coaching frameworks
🔵 Extra professional learning supports
If this is of interest for your school, local authority or trust, please get in touch 😊
🔵 Over 100 Trusted Techniques
🔵 Coaching frameworks
🔵 Extra professional learning supports
If this is of interest for your school, local authority or trust, please get in touch 😊
June 12, 2025 at 5:01 PM
I’m delighted to announce the launch of the new TEACHING POWERUPS membership website for schools: teachingpowerups.com
🔵 Over 100 Trusted Techniques
🔵 Coaching frameworks
🔵 Extra professional learning supports
If this is of interest for your school, local authority or trust, please get in touch 😊
🔵 Over 100 Trusted Techniques
🔵 Coaching frameworks
🔵 Extra professional learning supports
If this is of interest for your school, local authority or trust, please get in touch 😊
Reposted by Darren Leslie
✈️ Evidence-Informed Wisdom is here!! ✈️
RT for a chance to be the first to read it.
Today we received our advance copies.
It’s a serious book written in a funny way. It’s my favourite thing I’ve ever done.
Will pick someone at random on Sunday night and post them a copy!
RT for a chance to be the first to read it.
Today we received our advance copies.
It’s a serious book written in a funny way. It’s my favourite thing I’ve ever done.
Will pick someone at random on Sunday night and post them a copy!
June 5, 2025 at 6:21 PM
✈️ Evidence-Informed Wisdom is here!! ✈️
RT for a chance to be the first to read it.
Today we received our advance copies.
It’s a serious book written in a funny way. It’s my favourite thing I’ve ever done.
Will pick someone at random on Sunday night and post them a copy!
RT for a chance to be the first to read it.
Today we received our advance copies.
It’s a serious book written in a funny way. It’s my favourite thing I’ve ever done.
Will pick someone at random on Sunday night and post them a copy!
Reposted by Darren Leslie
There are lots of ways to provide opportunities for retrieval practice. There are benefits/limitations to different techniques that's why I embrace variety. As a history teacher, quizzes are great for knowledge recall but students must be given opportunities for elaboration & application too.
June 6, 2025 at 7:54 AM
There are lots of ways to provide opportunities for retrieval practice. There are benefits/limitations to different techniques that's why I embrace variety. As a history teacher, quizzes are great for knowledge recall but students must be given opportunities for elaboration & application too.
Reposted by Darren Leslie
Find the episode here - open.spotify.com/episode/0ZIp...
Andy Creamer
Talking Scottish Education · Episode
open.spotify.com
June 4, 2025 at 4:21 PM
Find the episode here - open.spotify.com/episode/0ZIp...
Reposted by Darren Leslie
Great point from Andy to finish about the importance of *time* for teachers to access and engage with professional learning, for preparation and to work together.
June 4, 2025 at 4:49 PM
Great point from Andy to finish about the importance of *time* for teachers to access and engage with professional learning, for preparation and to work together.
Reposted by Darren Leslie
Another really interesting episode of 'Talking Scottish Education' from @stuartphysics.bsky.social and @dnleslie.bsky.social speaking about #curriculum #reform with Andy Creamer from @educationscotland.bsky.social
Many shortcomings of #CfE identified and discussed. Need for clarity and decluttering
Many shortcomings of #CfE identified and discussed. Need for clarity and decluttering
June 4, 2025 at 4:20 PM
Another really interesting episode of 'Talking Scottish Education' from @stuartphysics.bsky.social and @dnleslie.bsky.social speaking about #curriculum #reform with Andy Creamer from @educationscotland.bsky.social
Many shortcomings of #CfE identified and discussed. Need for clarity and decluttering
Many shortcomings of #CfE identified and discussed. Need for clarity and decluttering
Reposted by Darren Leslie
An interesting whirlwind tour of the history of @gtcscotland.bsky.social, reminding us why it was set up 60 years ago. youtu.be/zZbMlc0ExPI
60 years of Trusted Teaching
YouTube video by GTC Scotland
youtu.be
June 2, 2025 at 2:48 PM
An interesting whirlwind tour of the history of @gtcscotland.bsky.social, reminding us why it was set up 60 years ago. youtu.be/zZbMlc0ExPI
Reposted by Darren Leslie
💧Water = Exam Power
Drinking water during exams can boost focus, memory & mood.
Simple habit, big impact.
👉 https://www.innerdrive.co.uk/blog/drink-water-in-an-exam/
Drinking water during exams can boost focus, memory & mood.
Simple habit, big impact.
👉 https://www.innerdrive.co.uk/blog/drink-water-in-an-exam/
June 2, 2025 at 9:20 AM
💧Water = Exam Power
Drinking water during exams can boost focus, memory & mood.
Simple habit, big impact.
👉 https://www.innerdrive.co.uk/blog/drink-water-in-an-exam/
Drinking water during exams can boost focus, memory & mood.
Simple habit, big impact.
👉 https://www.innerdrive.co.uk/blog/drink-water-in-an-exam/
Reposted by Darren Leslie
Awake early on a Sunday, but very much enjoyed listening to this great discussion about supporting the teaching of languages on Talking Scottish Education.
Great to hear the about the importance and positive impact of subject specific professional learning.
open.spotify.com/episode/3fqZ...
Great to hear the about the importance and positive impact of subject specific professional learning.
open.spotify.com/episode/3fqZ...
Sheena Bell & Lynne Jones
Talking Scottish Education · Episode
open.spotify.com
June 1, 2025 at 6:37 AM
Awake early on a Sunday, but very much enjoyed listening to this great discussion about supporting the teaching of languages on Talking Scottish Education.
Great to hear the about the importance and positive impact of subject specific professional learning.
open.spotify.com/episode/3fqZ...
Great to hear the about the importance and positive impact of subject specific professional learning.
open.spotify.com/episode/3fqZ...
Reposted by Darren Leslie
😴 + 📚 = 🚀
Struggling students? Start with their sleep.
Better rest = better memory, focus & mood.
💡 Download our FREE guide on Sleep & Learning:
https://www.innerdrive.co.uk/guides/sleep-and-learning/
Struggling students? Start with their sleep.
Better rest = better memory, focus & mood.
💡 Download our FREE guide on Sleep & Learning:
https://www.innerdrive.co.uk/guides/sleep-and-learning/
May 31, 2025 at 11:20 AM
😴 + 📚 = 🚀
Struggling students? Start with their sleep.
Better rest = better memory, focus & mood.
💡 Download our FREE guide on Sleep & Learning:
https://www.innerdrive.co.uk/guides/sleep-and-learning/
Struggling students? Start with their sleep.
Better rest = better memory, focus & mood.
💡 Download our FREE guide on Sleep & Learning:
https://www.innerdrive.co.uk/guides/sleep-and-learning/