Thread by @dnleslie

Learning isn’t something teachers do to pupils.

It’s something that happens inside pupils’ minds.

Our role is to create the conditions that make successful learning more likely.

Cognitive science gives us a remarkably useful framework. 🧵

One helpful way to think about learning is through four conditions that consistently support it:

• Attention
• Active thinking
• Error feedback
• Consolidation

They’re not a recipe for teaching, but they are a valuable guide when designing instruction.

First, attention.

Pupils cannot learn information they never meaningfully attend to.

Before asking, “Did I explain it clearly?”, ask:

“What were pupils actually thinking about?”

Attention is the gateway to learning.

Attention isn’t simply about behaviour.

It’s about directing pupils’ limited cognitive resources towards the information that matters most.

If attention is elsewhere, learning is unlikely to follow.

Second, active thinking.

Learning is not created by listening alone.

It grows when pupils retrieve, explain, compare, predict and apply what they know.

The activity isn’t the goal.

The thinking is.

This is why we should be cautious about equating engagement with learning.

Busy classrooms can still produce little lasting learning.

What matters is the quality of pupils’ thinking, not simply the quantity of activity.

Third, feedback.

Mistakes are not evidence that teaching has failed.

They often provide the information both teacher and pupil need to move learning forward.

The goal isn’t fewer errors.

It’s better correction.

Feedback is most useful when it helps pupils improve.

Simply telling pupils whether they were right or wrong is rarely enough.

The important question is:

“What should they do differently next time?”

Finally, consolidation.

Understanding developed today is only the beginning.

Long-term learning depends on retrieval, spacing and repeated successful use over time.

Learning is built across weeks and months, not single lessons.

Effective teaching isn’t about finding increasingly complicated strategies.

More often, it’s about consistently getting the fundamentals right.

Clear explanations.

Purposeful practice.

Thoughtful feedback.

Repeated over time.

Much of the thinking behind this thread has been influenced by Stanislas Dehaene’s excellent book How We Learn.

Whether or not you agree with every conclusion, it’s one of the clearest explanations of how cognitive science can inform classroom practice.