Teaching is a profession known for the challenges faced. Those challenges can be related to classroom behaviour, exam pressures, funding and budget issues amongst many other factors. The COVID-19 pandemic in 2020 has brought new and additional challenges to all professions, businesses and occupations – not excluding teaching.
The TPACCK model first featured in my book Love To Teach: Research and Resources (2018) but it is based on the research and work of others. I felt there was something missing from the previous models that I wanted to develop further. The feedback to the TPACCK model, from people that have read my book or attended presentations I have delivered, where I discuss this model, has been very positive with different teachers and leaders telling me that they have applied this in their schools to support and shape teaching and professional learning.
In recent years retrieval practice (combined with spaced practice) has completely changed my teaching practice – for the better. I have seen many of the benefits of Retrieval Practice first hand, which go far beyond the ability to recall information from long term memory. I have fully embraced the research and this evidence-informed strategy, as have many others around the world. However, there are still some classroom teachers and students that are quite sceptical and wary about the hype surrounding retrieval practice.