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Index
Title Page
Dedication
Epigraph
Foreword by: Robert A. Bjork
Foreword by: Dylan Wiliam
Acknowledgements
Contents
Figures and tables
Introduction
Part 1: Why we’re wrong
Chapter 1: Don’t trust your gut
Chapter 2: Traps and biases
Chapter 3: Challenging assumptions
Chapter 4: Why we disagree and how we might agree
Chapter 5: You can prove anything with evidence!
Part 2: Through the threshold
Chapter 6: The myth of progress
Chapter 7: Liminality and threshold concepts
Chapter 8: Learning: from lab to classroom
Chapter 9: The input/output myth
Chapter 10: The difference between experts and novices
Part 3: What could we do differently?
Chapter 11: Deliberately difficult
Chapter 12: The spacing effect
Chapter 13: Interleaving
Chapter 14: The testing effect
Chapter 15: The generation effect
Chapter 16: Variety
Chapter 17: Reducing feedback
Chapter 18: Easy vs. hard
Part 4: What else might we be getting wrong?
Chapter 19: Why formative assessment might be wrong
Chapter 20: Why lesson observation doesn’t work
Chapter 21: Grit and growth
Chapter 22: The dark art of differentiation
Chapter 23: The problem with praise
Chapter 24: Motivation: when the going gets tough, the tough get going
Chapter 25: Are schools killing creativity?
Conclusion: The cult of outstanding
Appendix 1: Data by numbers
Appendix 2: Five myths about intelligence
Bibliography
Index
Copyright
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