For years, the narrative in education was clear: more technology means better learning. Classrooms filled with devices, digital textbooks replaced print, and innovation was measured in the number of screens a school could acquire.
Now, after a decade of high-tech experimentation, something fascinating is happening.
Teachers are rediscovering the power of traditional, low-tech methods. Not because they are nostalgic, but because research is proving that these approaches work. As Dylan Wiliam said,
“Not all innovations improve learning. Sometimes, the most effective tools are the simplest.” – Dylan Wiliam
The future of teaching might just look a little like the past.
1. Simplicity Improves Thinking
Too much digital stimulation can overload working memory and reduce focus. According to the Education Endowment Foundation (2020), simplifying lesson design leads to better learning outcomes, especially in problem solving subjects.
Sometimes a whiteboard and a pen allow deeper thinking than a touchscreen ever could.
2. Handwriting Helps Students Remember More
The research is clear: writing notes by hand improves memory and understanding.
“Writing by hand is a stronger cognitive process than typing.” – Dr. Virginia Berninger
Mueller and Oppenheimer (2014) found that handwritten notes encourage students to summarise and process information, which boosts long-term recall.
When students write by hand, they engage more brain systems than when typing.
3. Teacher-Led Instruction Works
Student autonomy can have a place in education (especially for older students), but explicit teaching often leads to stronger progress.
“Direct instruction is one of the most powerful teaching tools available to educators.” – Barak Rosenshine
Reports from the Institute of Education Sciences (2018) show that clear modelling and guided practice significantly increase achievement in literacy and numeracy.
4. Retrieval Practice Builds Long-Term Knowledge
There is a reason that quizzes, tests and assessments are back with a vengeance.
“Testing is not a mere assessment tool. It is a learning event.” – Henry L. Roediger III
Roediger and Karpicke (2006) found that retrieval practice produces far better retention than re-reading or highlighting.
Flashcards and low-stakes quizzes are not outdated. They are brain-friendly.
5. Balance Matters More Than Tech Integration
Digital tools can enhance learning, but they are not magic.
“Technology amplifies great teaching but cannot replace it.” – John Hattie
Hattie’s Visible Learning meta-analyses (2018) reveal that teacher clarity has a much bigger impact on achievement than technology alone.
Tech is a support. Not the star of the show.
6. Routines Make Students Feel Safe
Predictability allows students to focus on learning rather than uncertainty.
“Structure creates freedom for students to learn.” – Doug Lemov
Research by Lemov (2021) shows that routines reduce stress and waste less instructional time.Consider building routines for homework, lesson structures, topic reviews, journaling and anything else that may be appropriate.
Are your classroom routines truly embedded?
7. Printed Text Creates Deeper Reading
Screens encourage quick scrolling. Paper encourages processing.
“Digital reading encourages skimming. Print encourages deep reading.” – Dr Maryanne Wolf
A University of Maryland meta-analysis (2018) found that print improves comprehension, especially when reading for detail or analysis.
8. Human Connection Is the Ultimate Educational Technology
The best learning happens in positive relationships.
“A teacher’s relationship with students is the single biggest factor in classroom success.” – Robert Marzano
Marzano (2003) found that strong teacher-student relationships equate to several additional months of learning per year.
9. Back to Basics Because Basics Matter
Employers are noticing that many young people lack essential skills.
“Foundational skills are not optional. They are prerequisites for advanced learning.” – OECD Education Directorate
The OECD Skills Outlook (2021) reports global declines in basic numeracy and literacy. Schools are responding by emphasising phonics, fluency and vocabulary again.
Employers are increasingly reporting that fresh graduates lack basic, essential skills.
10. Paper Helps Students Focus
Digital distraction is now one of the biggest challenges in education.
“Students today face unprecedented levels of distraction. Simpler tools help them concentrate.” – Dr Larry Rosen
Common Sense Media (2022) reports that teens check their phones more than 100 times per day. A paper worksheet can feel like a break for their brains.
11. Blended Learning Works Best When it is Light on Tech
John Sweller’s Cognitive Load Theory reminds us that unnecessary complexity restricts learning efficiency.
“Effective teaching is about the intentional selection of methods, not the novelty of tools.” – John Sweller
The best classrooms blend traditional and digital strategies with purpose.
12. Old-School Methods Now Look Fresh and Innovative
There is a delightful irony in the fact that traditional methods feel new again.
“The future of learning is a balanced classroom where tradition and innovation work together.” – Sir Ken Robinson
UNESCO (2021) recommends hybrid approaches that keep human interaction at the heart of learning while allowing technology to support, not dominate.
Final Thought
Old-school is not old-fashioned. It is evidence-based.
The lesson schools are learning today is simple:The best methods are the ones that help students think deeply, connect with others, and remember what they learn.
Oftentimes that means closing the laptop and opening a notebook.
Bibliography and References
Common Sense Media (2022) Social Media, Social Life: Teens Reveal Their Experiences. San Francisco: Common Sense Media.
Education Endowment Foundation (2020) Cognitive Load: Using Instructional Approaches to Reduce Learners Mental Burden. London: EEF.
Hattie, J. (2018) Visible Learning: A Synthesis of Over 1,400 Meta-Analyses Relating to Achievement. London: Routledge.
Institute of Education Sciences (2018) What Works Clearinghouse Intervention Reports. Washington, DC: U.S. Department of Education.
Lemov, D. (2021) Teach Like a Champion 3.0. San Francisco: Jossey-Bass. Marzano, R.J. (2003) What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD.
Mueller, P.A. and Oppenheimer, D.M. (2014) The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), pp.1159 to 1168.
As a science educator with over twenty years of experience, I have spent my career breaking down complex ideas and communicating them in ways that everyone can understand. I am not an astrophysicist, but I do know how to interpret scientific information and present it in a way that is accessible to everyone. That is why I want to take a closer look at the remarkable case of 3I/Atlas: an interstellar object whose behaviour continues to puzzle astronomers and ignite debate across the scientific community.
This is not just another space story. 3I/Atlas is a visitor that defies expectations. From strange chemical traces to electromagnetic fluctuations and delayed image releases, it is forcing scientists to rethink what is possible in the depths of space.
Anomaly 1: The Anti-Tail Reversal
When 3I/Atlas was first observed, astronomers saw an anti-tail: a tail pointing toward the Sun instead of away from it. Weeks later, it suddenly reversed direction. No known natural process can cause such a switch without major internal reconfiguration or controlled changes in its direction of motion (Loeb et al., 2025a; LiveScience, 2025).
Anomaly 2: Erratic Brightness Fluctuations
Typical comets brighten smoothly as they approach the Sun, but 3I/Atlas showed wild brightness jumps and dips, sometimes within hours. These fluctuations do not align with solar heating or gas release models, suggesting something reflective or reactive on the surface that adjusts in real time (Loeb, 2025a; NASA, 2025).
Anomaly 3: Unusual Shape and Rotational Stability
Preliminary light-curve data suggest that 3I/Atlas has an elongated shape and rotates relatively slowly, showing no signs of chaotic tumbling. While this could indicate a degree of rotational stability, the available observations remain limited, and further monitoring will be needed to determine whether the object’s motion is truly stable or simply less variable than that of typical comets (Loeb, 2025b; Wikipedia, 2025).
Anomaly 4: Possible Nickel Tetracarbonyl Signature
Preliminary spectroscopic discussions have mentioned a possible feature resembling nickel tetracarbonyl (Ni(CO)₄): a compound used in industrial nickel refining on Earth. However, this finding has not been independently confirmed, and current spectral data remain inconclusive (Loeb, 2025a; New York Post, 2025).
What has been detected, however, is far more intriguing: nickel in the apparent absence of iron. In natural astrophysical environments, such as stars, meteorites, and planetary cores, nickel is almost always accompanied by comparable or greater amounts of iron, since the two elements form together through stellar nucleosynthesis and coalesce in metallic grains. Detecting nickel without a corresponding iron signature is therefore highly unusual and difficult to explain by known natural processes (Loeb, 2025a; Lodders, 2003; Scott et al., 2015).
Anomaly 5: Possible Non-Gravitational Deceleration
Tracking after the Mars flyby has led to speculation that 3I/Atlas might be experiencing slight non-gravitational forces, potentially consistent with deceleration. However, no confirmed slowdown has yet been observed in published data.
The latest analyses set an upper limit on any non-gravitational acceleration of around 3 × 10⁻¹⁰ AU day⁻², suggesting that if such an effect exists, it is extremely small (arXiv, 2025). Researchers have noted that if future data were to reveal a measurable deceleration, it could imply propulsion, drag modulation, or controlled momentum adjustment: possibilities that extend beyond known natural mechanisms (Loeb, 2025; LiveScience, 2025).
For now, the evidence remains inconclusive, and astronomers continue to monitor 3I/Atlas for further orbital deviations that might clarify the cause of its curious behaviour.
Anomaly 6: Magnetospheric and Radio Anomalies, and the Wow! Connection
I have to say that out of all of the anomalies that 3I/Atlas exhibits, this is the one that intrigues me the most.
As 3I/Atlas neared Mars, some commentators speculated that subtle fluctuations in magnetic and radio readings could have coincided with its closest approach, although no such anomalies have been confirmed by any official data. Researchers continue to monitor the region for potential electromagnetic signatures that might emerge as the object moves through the inner Solar System (Loeb, 2025a).
The most fascinating thing for me, however, is a potential link to one of astronomy’s most famous mysteries: the Wow! Signal of 1977. Detected by Dr. Jerry Ehman at the Big Ear Radio Observatory, this powerful, narrowband radio burst lasted 72 seconds and appeared to originate from the constellation Sagittarius, near the Chi Sagittarii star group (Ehman, 1977). Despite decades of follow-up, the signal was never detected again, and no natural source has ever been identified.
Recent trajectory analyses have suggested that 3I/Atlas entered the Solar System from a broadly similar direction: the same region of the sky near Sagittarius that produced the Wow! Signal. While this could be coincidence, it is an extraordinary one. Both phenomena, the unexplained 1977 signal and the 2025 arrival of 3I/Atlas, involve anomalous data emerging from the same part of space, separated by almost half a century.
There is no evidence yet that the two are directly connected, but the parallel raises compelling questions. If 3I/Atlas did indeed travel from the same interstellar neighbourhood that produced the Wow! Signal, we may be seeing different kinds of data points, one electromagnetic, one physical, that hint at intelligent activity or at least an unknown astrophysical process in that region of space.
Anomaly 7: Delayed HiRISE Image Release
Although NASA’s Mars Reconnaissance Orbiter (MRO) reportedly captured HiRISE images of 3I/Atlas during its Mars flyby, none of those images have been released to the public as of yet. The reason for the delay remains unclear, with no official statement from NASA confirming when, or if, the data will be published.It remains unclear whether the data are still being processed, classified, or deprioritised in favour of other mission objectives (Loeb, 2025).
Anomaly 8: A Curious and Convenient Trajectory
Perhaps the most overlooked anomaly is the path that 3I/Atlas is taking through our Solar System. Unlike most interstellar visitors, which arrive at steep angles relative to the ecliptic plane, 3I/Atlas is travelling at an inclination of only about five degrees. This means its orbit lies almost flat in line with the paths of the planets: an orientation that is statistically uncommon for hyperbolic interstellar bodies (NASA, 2025).
In addition, 3I/Atlas has passed relatively close to several major planets on its way through the inner Solar System, including Mars, and its perihelion (the point nearest the Sun) occurs behind the Sun from Earth’s point of view. That geometry has temporarily obscured the object from most direct optical observation, delaying high-resolution imaging from both Earth and space-based telescopes.
While these alignments could easily be coincidental, they have attracted attention from researchers who point out that this trajectory would offer an ideal path for an observational survey of the inner planets, or for a probe seeking to minimise visibility during its solar approach. Whether purely natural or coincidentally efficient, the route of 3I/Atlas remains one of the most striking aspects of its discovery so far (Loeb, 2025a; LiveScience, 2025; NASA, 2025).
Anomaly 9: 3I/Atlas is Massive
The estimated dimensions of 3I/Atlas make it one of the largest interstellar objects ever detected. Preliminary photometric analysis places its diameter at roughly 4 to 6 kilometres, with a mass that could exceed 30 billion tons depending on composition and albedo (NASA, 2025; Loeb, 2025b).
For comparison, 1I/ʻOumuamua measured only a few hundred metres long, and 2I/Borisov, the first confirmed interstellar comet, was about a kilometre across. Objects on the scale of 3I/Atlas are expected to be gravitationally bound within stellar systems, not travelling freely through interstellar space. Its sheer size makes its arrival statistically improbable under current models of ejection and galactic dynamics (Loeb, 2025b).
This anomaly adds to the mystery: a body of such mass should produce a strong and consistent outgassing signature if it were a typical comet, yet no such emission has been confirmed. Its enormous scale, combined with its non-typical chemical and orbital characteristics, continues to challenge natural explanations and keep astronomers re-evaluating how interstellar debris forms and travels.
What it Could All Mean
Each anomaly alone might be explainable, but together they form a pattern that is difficult to dismiss. The combination of unusual metallurgy, electromagnetic irregularities, and possible controlled motion raises the possibility of technology or mechanisms unknown to current science (Loeb et al., 2025a). Even if it is entirely natural, 3I/Atlas likely represents a new class of interstellar object formed under conditions we have never observed before.
How Society Might Respond to Disclosure
If one day it is confirmed that 3I/Atlas is artificial or linked to extraterrestrial intelligence, humanity would face a moment of historic change. Governments would rush to control narratives, markets might wobble, and belief systems would evolve. But our best preparation is not fear: it is education, critical thinking, and open dialogue. The ability to assess evidence calmly and rationally will define how well we adapt.
Lessons for Education: Why This Matters for Teachers and Students
The story of 3I/Atlas is not only for astronomers: it has deep implications for education, especially in how we teach science, inquiry, and critical thinking.
In high schools around the world, science is often taught as a collection of fixed facts: Newton’s laws, the periodic table, the standard model of particle physics. But discoveries like 3I/Atlas remind us that science is not static: it is a living, evolving pursuit of understanding. When the evidence does not fit the model, the model must change. That is the heart of scientific progress.
Teachers can use 3I/Atlas as a case study in scientific curiosity. For instance:
Physics and mathematics classes can model the object’s trajectory, deceleration, and tail orientation to practise applying Newtonian and non-gravitational equations.
Chemistry lessons can explore how compounds like nickel tetracarbonyl form on Earth, then compare those processes to hypothetical space chemistry.
Philosophy or Theory of Knowledge courses can use 3I/Atlas as an example of how humans interpret uncertainty, where data meets belief.
STEM clubs can research historical radio anomalies like the Wow! Signal and analyse why repeatability and peer review matter in establishing credibility.
Even more importantly, this event is a powerful opportunity to teach information literacy. In an era where social media amplifies speculation, students need to distinguish peer-reviewed science from pseudoscience. By examining credible sources such as NASA and Harvard preprints alongside media coverage, students develop the ability to assess evidence critically and respectfully.
Teachers can use this topic to inspire awe and a sense of wonder that fuels lifelong learning. Whether 3I/Atlas turns out to be a natural anomaly or something entirely new, it reminds students that discovery begins with curiosity, and that even established science can change when new evidence appears.
That, perhaps, is the most important lesson of all.
Classroom Applications: Practical Ideas for Educators
Debate Prompt: “3I/Atlas is an example of how science evolves, not proof of alien life.” Discuss.
Data Modelling Exercise: Students use real orbital data to model 3I/Atlas’s path and calculate possible forces acting on it.
Ethics in Science Discussion: Explore how data transparency (such as the HiRISE image delay) affects public trust in science.
Cross-curricular Extension: Link physics, chemistry, and philosophy by asking: How do we know what we know?
Creative Project: Have students write a short story or podcast episode imagining first contact, grounded in real science.
Final Thoughts
3I/Atlas could still be a natural wonder, but its behaviour demands serious attention. From its anti-tail reversal to its unusual nickel signature and delayed imagery, this interstellar traveller is expanding our understanding of what is possible.
Whether it turns out to be a relic of alien engineering or an extraordinary natural object, 3I/Atlas reminds us of something profound: the universe is far from ordinary, and we have only just begun to understand it. As educators, it is our privilege to help the next generation make sense of it.
Bibliography and References
Note: Selected images in this article have been sourced from Pixabay and are free to use under the Pixabay License (no attribution required).
Ehman, J. (1977) The “Wow!” Signal Detection Log, Big Ear Radio Observatory, Ohio State University. Available at: https://www.bigear.org/wow20th.htm (Accessed: 26 October 2025).
Loeb, A. (2025b) Is the Interstellar Object 3I/Atlas Alien Technology? Harvard/Institute for Interstellar Studies Preprint, arXiv:2507.12213. Available at: https://arxiv.org/abs/2507.12213 (Accessed: 26 October 2025).
Lodders, K. (2003) Solar System abundances and condensation temperatures of the elements, The Astrophysical Journal, 591(2), pp. 1220–1247.
Scott, P., Asplund, M., Grevesse, N. and Sauval, A.J. (2015) The elemental composition of the Sun III: The heavy elements, Astronomy & Astrophysics, 573, A25.
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After more than twenty years in education, I have seen classrooms in every imaginable state: from the sterile and rigid to the warm, colourful and alive with creativity. What has always fascinated me is how the design of a learning space quietly shapes the way students feel, think, and behave.Even thinking back to when I was a child at school: the classroom environment mattered to me, a lot!
In my early teaching years, I was utterly convinced that great learning came purely from great teaching. Over time, however, I have come to realise that the classroom environment (both physical and non-physical) matters just as much.
A thoughtfully designed classroom nurtures curiosity, collaboration, and happiness. A poorly designed one, even with the best teacher, can stifle all of those things.
Whether I am working with learners in a secondary science classroom or training corporate teams through my business, Richard James Rogers Corporate Training, one principle remains constant: the environment is acts as a vital teaching assistant.
What follows next are some tips to make your classroom the inviting, comfortable and engaging space that it should be: even if you’re starting from scratch.
Tip #1: Think ‘collaboration’, not ‘control’
Traditional classrooms were built for order, with rows of desks facing a single direction and the teacher as the focal point. That structure mirrors an industrial-age mindset that prioritises efficiency over engagement.
I remember one classroom early in my career where the layout made every lesson feel like a lecture, and students seemed to settle into listening rather than interacting. I was teaching in a science lab that had been built in the 1930s! The teachers desk was even on a stage (I’m not joking), and was elevated above the desks of the students.
I attempted to change the layout as best as I could mid-year, moving chairs into clusters, adding a corner for peer discussion, and letting students pick their seats. The impact was immediate: more voices in class, more movement, and more peer-to-peer help.
Research supports this shift. Classrooms that allow students to reconfigure their learning spaces, work in groups, and move freely can improve academic progress by as much as 16 per cent (Barrett et al., 2015).
When students have ownership of their environment, they feel a greater sense of belonging and motivation.
Key Takeaway: Create ‘zones’ for presentation, discussion, and quiet reflection. Give students the freedom to choose where they learn best.
Tip #2: Light, colour and air matter more than you might think
In my corporate workshops, I often talk about the power of small details such as lighting, colour, and even scent in influencing focus and creativity. The same applies to classrooms.
I recall a science lab with harsh fluorescent lighting and grey furniture, where even the brightest experiments seemed flat. It was dark, it smelt bad (it had just been built and stank of various solvents) and even the plumbing hadn’t been sorted properly. Later that year, when we replaced some lighting with daylight-mimicking LEDs, introduced a plant, and painted one wall a soft green, students began commenting that the room ‘felt calmer’ and ‘easier to think in’.
Environmental psychology shows that lighting, colour, and air quality directly affect concentration and emotional well-being (Cheryan et al., 2014; Tanner, 2008). Natural light sharpens alertness, calming colours reduce anxiety, and clean air supports cognitive function.
Key Takeaway: Bring natural elements into the classroom. Plants, daylight, and natural materials boost mood and reduce stress hormones (Li & Sullivan, 2016).
Tip #3: Furniture must fit the learner
Comfort is not an indulgence in teaching. It is a gateway to productivity. Whether in a classroom or a corporate training room, poorly designed furniture can send the wrong message: that the students don’t come first.
Ergonomic, adjustable furniture reduces strain and supports sustained engagement (Parcells, Stommel & Hubbard, 1999). Flexible arrangements make it easy to shift from discussion to collaboration to independent study (Rands & Gansemer-Topf, 2017).
Think of your favourite coffee shop. Is the furniture comfortable or uncomfortable? Successful restaurants and coffee houses understand the power of cosy furniture and surroundings in driving success, and it’s high time that schools realised it too.
Key Takeaway: Choose furniture that adapts to learning needs, if you can. Movable desks, adjustable chairs, cushions, etc. Flexibility signals trust and respect.
Tip #4: Design for neurodiversity
In inclusive classrooms, I have seen how noise, glare, or visual clutter can quietly exclude certain learners. One student I taught was bright in science but withdrew when the lab group became loud and the lighting flickered. Creating a quiet corner with soft lighting and clear visual boundaries gave that student a place to recalibrate, and from then on they participated more freely.
Neurodiverse students in particular may find typical classroom environments overwhelming (Botha & Frost, 2020). Simple design changes such as soft lighting, quiet corners, and visual order can dramatically improve comfort and focus (Ashburner et al., 2008).
Key Takeaway: Ask students what makes them feel calm and focused. Their insights often reveal inexpensive but transformative changes.
Tip #5: Consider the social architecture of learning
Classrooms are not just physical spaces: they are emotional ecosystems. The way we arrange furniture, display student work, and design shared areas communicates value and belonging.
In one school, I turned a corridor wall into a ‘student voice’ gallery: photos of projects, quotes, and creative pieces. Suddenly, students would pause by that wall; they felt seen. That sense of recognition carried into the classroom.
When student work is showcased proudly, engagement increases. When collaborative zones are designed intentionally, relationships flourish (Korpershoek et al., 2019).
Key Takeaway: Display work that tells a story of growth. Create informal zones for conversation, peer feedback, and mentoring.
Tip #6: Think of well-being as a design principle
In my training sessions with Richard James Rogers Corporate Training, I emphasise that well-being is not a programme: it is a design philosophy. The same applies in education more generally, too.
A well-designed classroom says ‘you are safe, seen, and capable’ before a word is spoken. The OECD (2021) places well-being at the heart of education in its Learning Compass 2030 framework, and it’s important tat we, as educators, recognise the profound impact that classroom design principles can have on our students sense of well-being.
I remember an IBDP class of 18-year olds where one student sat in the back corner, visibly withdrawn. I moved their seat into a small group circle near the window, offered a more comfortable chair that didn’t wobble, and asked for their opinion on how the classroom could feel better. By the end of the term, that student had become a peer mentor for others.
Sometimes the changes we make can be as simple as shifting a seat and making space for voices to be heard.
Key Takeaway: When you design a learning space, ask: does it encourage movement, curiosity, and connection? If so, then you are already designing for well-being.
Overall conclusion
Learning spaces should do more than contain lessons. They should inspire them. When we design with well-being in mind, we elevate not only academic outcomes but also joy, confidence, and belonging.
As educators and leaders, we design not just classrooms. We design cultures of care and creativity. The walls, the light, the layout, all tell a story. Let it be one that says:
‘You belong here. You can grow here.’
Bibliography and references
Ashburner, J., Ziviani, J. and Rodger, S., 2008. Sensory processing and classroom emotional, behavioural, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), pp.564–573.
Barrett, P., Zhang, Y., Moffat, J. and Kobbacy, K., 2015. A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 89, pp.118–133.
Botha, M. and Frost, D., 2020. Extending the neurodiversity paradigm: Autism, identity and learning space inclusion. Disability & Society, 35(8), pp.1364–1386.
Cheryan, S., Ziegler, S.A., Plaut, V.C. and Meltzoff, A.N., 2014. Designing classrooms to maximise student achievement. Policy Insights from the Behavioural and Brain Sciences, 1(1), pp.4–12.
Fisher, K., 2016. The New Learning Environments Research Group: Linking pedagogy and space. The University of Melbourne.
Heschong, L., 2003. Daylighting and human performance. ASHRAE Journal, 45(6), pp.65–67.
Korpershoek, H., Canrinus, E.T., Fokkens-Bruinsma, M. and de Boer, H., 2019. The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes: A meta-analytic review. Educational Research Review, 27, pp.100–118.
Li, D. and Sullivan, W.C., 2016. Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, pp.149–158.
OECD, 2021. The Future of Education and Skills 2030: OECD Learning Compass Framework. Paris: OECD Publishing.
Parcells, C., Stommel, M. and Hubbard, R.P., 1999. Mismatch of classroom furniture and student body dimensions: Empirical findings and health implications. Journal of Adolescent Health, 24(4), pp.265–273.
Rands, M.L. and Gansemer-Topf, A.M., 2017. The room itself is active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), pp.26–33.
Tanner, C.K., 2008. Explaining relationships among student outcomes and the school’s physical environment. Journal of Advanced Academics, 19(3), pp.444–471.
Sometimes it is necessary for teachers to reflect on the overall purpose of education. After all, knowing the why will often give us new perspectives on the how.
Many thought-leaders have articulated their ideas on what the purpose of education should be. Some notable quotes are given below:
“The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable.”
– Plato
“The goal of education is the advancement of knowledge and the dissemination of truth.”
– John F. Kennedy
The object of education is to prepare the young to educate themselves throughout their lives.”
– Robert Maynard Hutchins
In my 2019 blog post entitled 5 Things Schools Should be Teaching Kids (But Most Aren’t) I came straight to the point with my thoughts on what the purpose of education is (albeit much less elegantly that the esteemed individuals quoted above):
School must prepare students for life
– Richard James Rogers
My statement is probably most aligned with that of Robert Maynard Hutchins (the legendary American educational philosopher and former Chancellor of the University of Chicago and, to my shame, a person I had only heard about during my research for this blog post). It brings me great satisfaction to know that I and such an esteemed and well-respected educator are pretty much in agreement: even if our opinions are more than a few decades apart! (Hutchins was born in 1899).
Schools must prepare students for life, but what does that actually look like in 2025 (and beyond)? Today, I’ll deliver a condensed version of my research into the top 5 skills employers are looking for, and what schools (and, by inference, teachers) should do about it.
#1 In-Demand Skill for 2025: AI Literacy and Human/AI Collaboration
Unless you’ve been meditating in a remote forest somewhere for the past three years, you’ll know that AI, and particularly GenAI, has skyrocketed in capability, use-applications and accessibility. Everybody who’s anybody in the corporate training or online education sector is offering courses in AI integration and for a good reason: there’s a lot of money to be made! Additionally, the World Economic Forum’s Future of Jobs Report 2025 lists “AI and big data” as the top technological skills that are projected to “grow in importance more rapidly than any other skills in the next five years”.
I will admit openly that I have also jumped on this bandwagon: I have personally completed four very detailed online courses covering AI integration this year (see my LinkedIn profile for details) and I now offer AI integration as one of my corporate training workshops (and it’s proving to be one of my most popular).
Bottom line for teachers:
Learn AI skills and get certified (there’s lots of free and inexpensive courses available online).
Once you have some foundational knowledge (or have access to someone who does) build a spiral AI curriculum (including ethics, prompting, verification, model limits), and embed AI use across subjects in schemes of work (e.g., AI-assisted drafting in English; model evaluation in Science, and so on).
Keep up to date with the latest use cases of AI in education (this topic stream by Edutopia is well-worth bookmarking!)
#2: In-Demand Skill for 2025: Data Literacy and Analytical Thinking
In July 2025, Elon Musk weighed in on the debate about what children should study in the age of AI. Responding to a call for students to prioritise mathematics, he argued that the true focus should be “Physics (with math)”, highlighting his belief that a deep grasp of fundamental principles, supported by mathematics, is more valuable than coding alone in an AI-driven world. Additionally, The World Economic Forum’s Future of Jobs Report 2025 makes clear that analytical thinking is still one of the top core skills employers expect to be in high demand by 2030.
Bottom line for teachers:
Encourage deep learning (as opposed to ‘surface learning’) in all subjects through guided activities (see my blog post here as a starting point).
Require students to source and clean datasets from time-to-time and include activities where students choose appropriate displays, quantify uncertainty, and write claims with evidence. My blog post entitled Putting Numbers Into Everything offers a good launchpad of ideas from which you can start this process in your lessons.
#3: In-Demand Skill for 2025: Cybersecurity and Digital Trust
According to the 2024 ISC2 Cybersecurity Workforce Study (which is the latest available study, at the time of writing), the world is short of nearly 4.8 million cybersecurity professionals, and almost nine out of ten teams say they lack key cybersecurity skills. With AI bringing both powerful new tools and serious new risks, the call is growing for people who can think critically about digital safety and design systems that are secure from the start. For schools, this is a clear signal: cyber-awareness and responsible use of AI should be part of every student’s education, not just for future specialists but for all young people who will live and work in a digital world.
Bottom line for teachers:
Build cyber-awareness into everyday lessons. Connect topics like passwords, phishing, and data privacy to students’ daily digital use, not just to IT classes.
Treat AI as both a tool and a topic. Encourage students to explore how AI can help (e.g. with research and problem-solving) while also discussing its risks (such as bias and security breaches). This great blog by LittleLit gives five AI tools that can be tailored for use by children, and I would recommend all teachers reading this to look at ways to bring a few of these into your lessons.
Practise ‘secure-by-design’ thinking: When students create projects, apps, or even presentations, have them consider safety, privacy, and ethical use as part of the design process. See my blog post about design thinking to get started.
#4: In-Demand Skill for 2025: Sustainability Literacy
Employers are warning about a major shift from 2025 onwards: environmental stewardship is expected to be one of the fastest-growing skill demands globally. Recruitment needs for so-called “green skills” is already rising more quickly than the supply of qualified workers. LinkedIn’s Global Green Skills Report 2024/25 shows that this growth will continue worldwide, with the gap between demand and supply projected to widen steadily through 2030 to 2050.
Bottom line for teachers:
Use real data in lessons: In maths or ICT, have students analyse datasets on carbon emissions or renewable energy growth. This builds both numeracy and awareness of global sustainability trends. National Geographic Kids is a great resource for acquiring some useful data for projects.
Run project-based learning on green innovation: In science or design technology, set tasks like designing a low-waste product, creating a model of a solar-powered device, or calculating the energy savings from switching to LED lighting. Initiatives that encourage students to reduce single-use plastic, or to reduce printing costs, can also raise awareness in powerful ways.
#5: In-Demand Skill for 2025: Communication
According to Lightcast, a leading labour-market analytics firm, 76% of job postings request at least one durable (human) skill, with communication consistently ranking among the most in demand. The World Economic Forum highlights related skills such as creative thinking, resilience, and leadership/social influence as essential for the workforce of 2025 and beyond.
Bottom line for teachers
Do more in-class group/individual presentations. Students can use Google Slides, Canva or other technology to present their ideas. See my blog post on tips for slide presentations (aimed at teachers, but applicable to students) for top tips on getting the delivery right.
Design lessons that force students to work through ambiguity, such as group work, debates, and peer review, so they build resilience, leadership, and creative thinking, which are rising fast as employer priorities.
Conclusion
So what does all of this mean for us in the classroom? The future world of work is crying out for five big things: AI know-how, data smarts, cyber-savvy thinking, green awareness, and those all-important human skills like communication and resilience. The good news is that we don’t need to bolt these on as extra lessons. Instead, we can weave them into what we already do: use AI tools for research, crunch real-world data in maths or science, chat about online safety whenever tech comes up, link projects to sustainability, and give students plenty of chances to work together and present their ideas.
Bibliography and references
Aristotle. (1992). Politics (trans. B. Jowett). Chicago: Encyclopaedia Britannica.
Kennedy, J.F. (1963). Public Papers of the Presidents of the United States: John F. Kennedy, 1963. Washington, DC: U.S. Government Printing Office.
Mann, H. (1846). Twelfth Annual Report to the Massachusetts Board of Education. Boston: Massachusetts Board of Education.
As a teacher with over twenty years of experience across the UK and Thailand, I’ve come to realise one of the most important truths in education: treating every student the same is not the same as giving every student a fair chance.
Like many early-career educators, I believed that equality, which means giving all students the same tasks, the same resources, and the same deadlines, was the fairest way to teach. However, time and experience taught me that equity, not equality, is what truly transforms learning. It involves giving each student what they need to succeed. Sometimes that means providing different forms of support to different learners.
🎯 Equality vs Equity: Understanding the Distinction
Equality in education refers to providing the same input, such as resources, instruction, and expectations, to all students, regardless of their background or ability.
Equity, by contrast, refers to providing varied support based on each student’s individual needs. This ensures that every learner has a real chance to reach similar outcomes (American Institutes for Research, 2021).
As educators, recognising this difference is crucial. While equality may appear fair on the surface, it can unintentionally overlook real barriers that prevent students from achieving their potential.
🧪 A Student Who Changed My Perspective
I once taught a student who had never studied Chemistry before enrolling in my IGCSE course. In Term 1, she scored a Grade U on her initial assessments, which was far below a pass. Some teachers might have seen her as too far behind to succeed.
I saw something different. I saw potential.
We worked together closely. I created a personalised study plan, offered regular one-on-one coaching, and gave her access to simplified materials that broke down difficult concepts into manageable sections. She was incredibly committed, and I made sure she had the right tools and support at every stage.
By the end of the academic year, she achieved a Grade A* in her final IGCSE examination.
That transformation did not happen because of equal treatment. It happened because of equitable support that matched her specific needs.
🛠️ Equity in Action: Practical Classroom Strategies
Here is how I integrate equity into my everyday teaching practice:
I design tasks at various levels of complexity and allow students to demonstrate understanding in multiple ways (Gregory and Chapman, 2013).
3. Targeted Support
Students who need additional time, alternative materials, or more personalised guidance receive it. Fairness means giving students what they need, not giving everyone the same thing (Sands, Kozleski and French, 2000).
4. Flexible Feedback
I adjust how often and in what format I provide feedback based on what works best for each student. Some thrive with independence, while others benefit from frequent check-ins. It’s important to explore a variety of methods, such a live-marking, learning journals, peer-assessment and automated assessment. If you’re finding that feedback is eating up too much of your time to be sustainable, then you might find my blog post on efficient feedback strategies helpful.
🌍 Why Equity Matters Now More Than Ever
In today’s post-pandemic world, students are returning to school with greater disparities in learning and wellbeing than ever before. UNESCO (2023) stresses that schools must prioritise equity in their recovery plans to avoid widening existing gaps.
This is especially true in international and multicultural schools, where learners bring a wide range of linguistic, cultural, and academic experiences. A one-size-fits-all model no longer meets the needs of our students, and it likely never did.
💡 Final Thoughts
That IGCSE Chemistry student taught me more than any professional development course ever could. She did not need the same treatment as everyone else. She needed the right support at the right time.
In education, equality may look fair. However, only equity ensures that every student has a genuine chance to succeed.
When we commit to equity, we are not lowering expectations. We are raising access. That is how real learning happens.
Language models of AI have become one of the most impressive achievements of modern technology. The development of these systems is extremely dynamic. From simple chatbots to complex systems that can write texts, compose music, and even analyze emotions. One of the most famous examples of language models is the GPT series by OpenAI. Also, the latest models from Anthropic. In particular, Claude AI. Hence, we will take a closer look at the main stages of evolution of AI language models. In particular, GPT and Claude AI features and their advantages or differences.
The Best Screen Recording Software for Content Creation. Practical AI in Action.
Artificial intelligence keeps integrating into daily lives. So, effective tools for visual communication are becoming indispensable. It is especially true for Mac screen recording. In fact, it is a key tool if you need to create training materials, presentations, social media content etc. This year, users have a wide range of screen recording programs available. Among the best solutions, CleanShot X stands out. This tool allows you to not only record videos and GIFs, but also hide desktop icons and turn off notifications while recording. You can also share the results instantly via a cloud service. There are other great options, too. The best Mac screen recording software will depend on your specific needs. For quick recordings, the built-in macOS Screenshot tool is a good choice. If you need advanced editing and sharing features, CleanShot X or Capto are great choices. For professional streaming and deep customization, consider OBS Studio. Thanks to these tools, creating high-quality visual content is now accessible to everyone.
The Path to Smart Text: GPT Language Models
Origins
Opportunities and development
Artificial intelligence that learns from texts: Origins of GPT
Generative Pre-trained Transformer is a series of artificial intelligence models developed by OpenAI. The first versions had rather limited capabilities. With each new iteration, they became more powerful. GPT-3 was already capable of:
Respond to user queries,
Generate almost complete essays,
Model dialogues,
And even joke around a bit.
The real breakthrough came with GPT-4. It has reached the level of high-quality generation of meaningful text regardless of context.
GPT-4 features. Ecosystem development.
GPT-4 supports multimodality. This means that it can work not only with texts but also with images, tables, etc. It was this version that gave rise to the creation of numerous third-party services. In particular, GPTNinja. They allow you to customize the model to meet specific user needs. Thanks to APIs and integrations, GPT has become a universal assistant in development, business, and education.
New Vision of the Language Models’ Future: Claude AI
Meaning
Ethics, security and quality
What is Claude AI?
This is a model created by Anthropic. The latter positions itself as an ethical, safe, and less biased alternative to traditional language models. It is named after Claude Shannon. He was the father of information theory. So, answering the question of what is Claude AI, we can affirmatively say that it is more than just a description of artificial intelligence. Claude has a different architecture. It is focused on responsible interaction with users.
Ethics. Security. Quality.
Claude was developed with a focus on safe behavior. This model is better at handling sensitive topics. It avoids toxic responses. It does not “hallucinate” as often as GPT-3.5. At the same time, Claude demonstrates high-quality generation and deep contextual analysis.
Claude AI vs GPT-4
Architectural differences
Quality of generation
Technological Base: Differences
Claude and GPT-4 operate on different architectural approaches.
GPT-4 is a transformer with a complex infrastructure and multibillion parameters. This allows it to efficiently process a large amount of data.
Claude is more focused on ethics, security, and humanity in the answers.
Who Creates Better?: Generation Quality
The question of whether Claude is better than GPT 4 cannot be answered unequivocally. For some tasks, Claude does win. In particular, when generating business letters or ethical responses.
At the same time, GPT-4 often demonstrates better results in coding or analytics.
So, the choice depends on the specific need.
Integration Into Business and Daily Life: AI in Real Life
Useful applications
How to choose?
Useful applications for all industries
Language models are already actively used in the following areas:
Business:Automation of correspondence. Creation of marketing strategies.
Education:Generation of tests and training materials.
Programming: Writing and analyzing code.
Media: Creating content for social networks and blogs.
How to choose a language model?
As always, it all depends on your goals. GPT-4 or GPTNinja will be a good choice if you need a powerful tool with wide capabilities. If you are looking for a model that is focused on ethics and accuracy, Claude AI can be a great alternative.
You can also experiment with new services that clearly demonstrate the capabilities of modern AI.
Summary
The evolution of AI language models has transformed the way we interact with data. This path demonstrates the growing interest in ethics, security, and practical applications of AI in everyday life. From the first versions of GPT to the innovative Claude AI. Today, everyone can use GPTNinja or Al story writer tools. However, it is crucial to approach everything consciously and use the potential that these models open up to us with wisdom.
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Don’t forget to check out the full bibliography and recommended reading list at the end of this blog post.
The world is grappling with a significant teacher shortage crisis. According to UNESCO, an additional 44 million teachers are needed by 2030 to achieve universal primary and secondary education (UNESCO, 2024). This shortage is not just a statistic; it has profound implications for the quality of education and the future of societies worldwide.
A simple glance through teacher forums, such the incredibly popular International Schools Review, reveals a dark abyss that’s peppered with bleak testimonials:
“I believe that many of my colleagues feel unheard and mistreated – this has been shown time and again in our staff surveys. Of course, someone in the inner sanctum would not be subject to the toxic, exclusionary, bullying behaviour meted out by SLT; it does not mean it does not exist. Some colleagues are leaving this academic year due to feeling disenfranchised.“
– A teacher at a school in Singapore, May 2025
“The school is working to improve vertical curriculum alignment, but since the school has been in operation for many years, it is surprising that the curriculum is such a mess, at least in the department I taught in. I think that will get better in the next few years though. If you order your materials the year before, you can get things, but don’t expect to have them at the beginning of the school year. If you need classroom supplies like pencils, markers, erasers, etc, good luck.”
– A teacher at a school in Brazil, May 2025
“Walking through the corridors is akin to walking through a zoo. Children scream, shout and run about with no regard for safety. No teacher dares make an attempt to challenge this behaviour for various reasons. Two of which are fear of the parents and lack of support from the principal.”
– A teacher at a school in Kazakhstan, May 2025
These reviews, and others like them, offer some insight into the world of teaching at an international level, and go some way to explaining why so many teachers are quitting the profession. In today’s blog post, I aim to describe the key factors that are driving this exodus, and describe some much needed advice for all stakeholders who want to retain their brightest and best teachers for years to come.
Understanding the Crisis
Several factors are contributing to the current global teacher shortage:
High Attrition Rates: Many teachers are leaving the profession due to burnout, low salaries, and lack of support. In the United States, for example, 51,000 teachers quit their jobs in 2023 alone (Devlin Peck, 2025).
Uneven Distribution: Rural and underserved areas often struggle more with teacher shortages, exacerbating educational inequalities (UNESCO, 2024).
Aging Workforce: A significant portion of the teaching workforce is nearing retirement, and there aren’t enough new teachers to replace them (Devlin Peck, 2025).
Impacts on Education
When there aren’t enough teachers in schools, this leads to:
Larger Class Sizes: Overcrowded classrooms make it challenging to provide individual attention to students (UNESCO, 2024).
Reduced Educational Quality: Unqualified or overburdened teachers may not deliver the curriculum effectively, impacting student learning outcomes (Education Week, 2025).
Increased Inequality: Disadvantaged communities suffer the most, widening the education gap between different socioeconomic groups (UNESCO, 2024).
Strategies for Addressing the Shortage
To mitigate the teacher shortage crisis, stakeholders can consider the following approaches:
#1: Enhancing Teacher Training and Support
Mentorship Programs: Implementing structured mentorship can help new teachers acclimate and reduce early-career attrition (Frontline Education, 2025).
Professional Development: Ongoing training opportunities keep teachers engaged and improve teaching quality (Education Week, 2025).One of my favourite platforms for this is the excellent Great Teaching Toolkit. My Blog Index for Teachers is also a very popular for those seeking free, yet high-quality, CPD material.
#2: Improving Compensation and Working Conditions
Competitive Salaries: Offering salaries that reflect the importance of the teaching profession can attract and retain talent (Devlin Peck, 2025). If pull factors, such as decent pay, are not present to begin with then many fresh graduates are simply not going to choose teaching as a profession.
Work-Life Balance: Flexible working arrangements and manageable workloads can reduce burnout (The Guardian, 2024).
With respect to managing workloads we must not forget about teachers who work online, too. Jessica Robinson from The Speaking Polymath write this great post for me back in 2022 with some good tips for preventing burnout whilst teaching online.
#3: Alternative Pathways into Teaching
Career Changers: Encouraging professionals from other fields to transition into teaching can bring diverse experiences into the classroom (Education Week, 2025).
Residency Programs: Programs like Urban Teacher Residencies provide hands-on training and have shown success in retaining teachers in high-need areas (Wikipedia, 2023).
#4: Policy Interventions
Legislative Support: Policies that provide financial incentives, such as student loan forgiveness or housing assistance, can make teaching more attractive (UNESCO, 2024).
Streamlining Certification: Simplifying the certification process without compromising quality can help fill vacancies more quickly (New York Post, 2025).
What does the future hold?
In addition to the above points, there’s a massive issue looming in the background that virtually no one is talking about: People simply aren’t having as many babies as they used to. Fertility rates have been falling steadily across much of the developed world for decades, and many countries are now well below the replacement rate of 2.1 children per woman. For example, South Korea’s fertility rate hit a record low of 0.72 in 2023, while countries like Japan (1.26), Italy (1.22), and China (1.09) are also experiencing unprecedented demographic decline (World Bank, 2024; United Nations, 2023).
This trend has profound implications for the future of education. While teacher shortages are currently critical, the long-term demand for teachers is likely to decline as school-age populations shrink. According to projections by the UN Department of Economic and Social Affairs, the number of children aged 5–14 will decline significantly in many high-income countries by 2050. This suggests that some of today’s recruitment pressures may ease over time: not due to systemic reform, but because of demographic inevitability (UN DESA, 2022).
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In essence, what this means is that current teacher shortages are likely to persist for a good while yet but by around 2050 we may see an inversion of this scenario as far fewer children exist to begin with. With the advent of generative AI, and it’s subsequent widespread adoption, we may soon see the role of educator becoming fully automated as schools cut back on salaries due to low student numbers.
Conclusion
The teacher shortage is a multifaceted issue requiring coordinated efforts from governments, educational institutions, and communities. By investing in teacher support, improving working conditions, and implementing innovative recruitment strategies, we can work towards a future where every child has access to quality education delivered by qualified and motivated teachers.
In terms of the longer term plan for teachers (i.e. 20 – 40 years down the road), I advise everyone to keep busy with studies and acquire as many skills as you can – we may soon be replaced by automated systems, and the ability to seamlessly transfer to another profession, or to capitalise on your skills in a business capacity, will be a tremendous advantage (hence my development of Corporate Training programs, which are becoming incredibly popular).
Success in high school is not just about hard work: it’s about working smart, using proven strategies that boost learning, memory, and motivation. Here are 10 powerful tips, distilled from years of classroom experience and research-backed methods, to help students achieve their full potential.
Tip 1: Use Retrieval Practice with the P.O.W.E.R. Method
Retrieval practice strengthens memory and deepens understanding. The P.O.W.E.R. method offers a step-by-step approach:
Prime the mind with mind maps and summaries.
Organize thoughts using mnemonics, diagrams, and structured notes.
Wrestle with challenging recall questions in a low-stakes environment.
Evaluate progress using self-assessment tools like traffic lights or digital journals.
Reinforce learning through hands-on, real-world tasks.
Clarity in teaching is essential. Share resources before lessons, use simple and organized slides, and avoid overwhelming students with too much or irrelevant information. Speak clearly and slowly, reinforce key terms, and use everyday language to explain complex concepts. Focused activities and careful resource selection also boost lesson effectiveness.
Variety in lessons keeps students engaged. Incorporate games like Splat, Mystery Word, Bingo, and True or False Walls to reinforce key concepts in a fun and interactive way. These activities not only motivate students but also enhance their recall and application of knowledge.
Learning journals promote reflection and metacognition. Students can track their progress, note areas for improvement, and set goals. Journals also provide valuable feedback for teachers and encourage ownership of learning.
Instead of focusing on one topic at a time (blocked practice), interleave different topics and question types. This improves problem-solving skills and helps students see connections between concepts. Interleaving has been shown to enhance long-term retention and adaptability.
QLA allows students to analyze their performance question by question, identifying specific strengths and weaknesses. This targeted approach helps students focus their revision on areas that need the most improvement, leading to more efficient study habits.
Encourage students to assess their own and each other’s work. This develops critical thinking, helps them understand marking criteria, and builds a deeper awareness of quality work. When done correctly, it empowers students to take responsibility for their progress.
Timely, specific, and actionable feedback is key to student improvement. Focus on what the student did well, what needs to improve, and how to move forward. Feedback should be an ongoing dialogue, not a one-time event, and should encourage growth mindsets.
Teach students how to structure their notes and study materials. Tools like mind maps, graphic organizers, and timelines make complex information easier to understand and remember. Organized learning enhances clarity and confidence.
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Tip 10: Motivate Students with Positive Reinforcement
Motivation is crucial for high performance. Use praise, rewards, meaningful goals, and real-life relevance to inspire students. Show them how their learning connects to their future ambitions, and create an environment where effort is recognized and celebrated.
These strategies, when combined, create a powerful framework for academic success. By embedding these tips into daily teaching and learning routines, students can build the skills, mindset, and confidence they need to excel.
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Don’t forget to check out the full bibliography and recommended reading list at the end of this blog post.
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Artificial Intelligence (AI) used to sound like science fiction, and was once confined to the creative genius seen in movies I loved as a child, such as WarGames (1983), The Terminator (1984) and Short Circuit (1986). These days, however, it has graduated beyond the illustrious imaginations of movie directors and authors and is actually having an impact in schools: helping students write essays, solve mathematics problems, and even brainstorm ideas for group projects. Welcome to 2025, where generative AI is fast becoming an essential tool in the high school classroom.It’s also the technology behind some bizarre and fun recent trends, such as the current AI Doll image creation craze. A doll version of me, created by ChatGPT, is given below. I hope the similarity does me justice!
On a more serious note, however, generative AI has presented school teachers all over the world with some pressing challenges. It’s important to consider how we, as teachers, can use this technology responsibly and effectively. In this blog post I’ll outline some practical, classroom-friendly ideas that even complete beginners can start utilizing right away!
What is Generative AI?
Before we begin, it’s important to make the distinction between generative AI, and other forms of AI. As I alluded to earlier, AI has actually been around in various forms for quite a while. It’s what allowed me and scores of children in the 80s and 90s to play single-player computer games on systems like the Atari ST, Sinclair ZX Spectrum, Sega Mega Drive (remember Sonic the Hedgehog?) and many other devices.
What’s relatively new in the AI space, and what’s caused so much debate and excitiement in the past two to three years is generative AI, which refers to algorithms that can create new content based on existing data. This includes text, images, music, and more. One of the most famous examples is ChatGPT, which can write essays, summaries, and even simulate conversations (Center for Teaching Innovation, 2023).
Rather than replacing teachers, AI is best used as a co-pilot. It can help to lighten workloads, support differentiation, and provide new ways to engage learners.
Five Practical Ways to Use Generative AI in Your Classroom
1. Boost Writing with AI Examples and Prompts
Ever had a student stare at a blank page, unsure where to start? I certainly have. Reaching such students can be real challenge at times. Generative AI, however, may be able to help you by offering writing prompts, providing structured outlines, and generating example paragraphs in various tones and styles. These can be used to help students compare good versus poor structure, or to kick-start a creative writing project (XQ Institute, 2023).
💡 Try this: Ask ChatGPT to produce an essay introduction on climate change, or any topic, then let your students critique it or build on it with their own arguments.
2. Teach Critical Thinking Through AI “Mistakes”
Generative AI can sometimes produce responses that are incorrect or subtly flawed, and that can be a gift in disguise. Use AI-generated answers with embedded errors and ask students to fact-check and edit them. This teaches critical reading, evaluation of sources, and digital literacy, all of which are key 21st-century skills (TIME, 2023).
💡 Try this: Present an AI-generated paragraph with factual errors and challenge students to find and correct them using reliable sources.
3. Differentiate Learning Materials
Students learn at different paces and levels. Generative AI can help you rephrase content in simpler language or adjust reading levels to suit English Language Learners (ELLs) or students with learning difficulties (CRPE, 2024). It is like having a personalized assistant that adapts your materials on demand. If you’re looking for additional tools to add to your differentiation toolkit, then generative AI may be just what you need!
💡 Try this: Take a science article, or an article on any subject matter, and ask the AI to rewrite it for different reading ages or to include more visual metaphors. You can do this with existing worksheets, slides, guides and other resources, too.
4. Fuel Student Creativity
Generative AI can co-create stories, invent fictional dialogue, compose poems, or help design imaginary worlds. For creative projects in English, drama, music or even business studies, it can be a brilliant brainstorming tool (Ali et al., 2023).This allows the AI system to become a ‘creation expansion’ tool that can extend and relate students’ current creative abilities.
💡 Try this: Ask students to work with AI to co-author a short story, with students editing and expanding the AI’s ideas. The prompt ‘I would like to co-author………with you’ should work well with most generative AI systems.
5. Streamline Your Workload
Let’s be honest, teaching is a really demanding job. AI can help with lesson planning, quiz creation, report card comment generation, and even drafting parental emails (Wired, 2023). It is not about replacing your voice, but about saving you time so you can focus on what matters: your students. If you’re struggling with your workload as a teacher, then you should always talk with your line manager in the first instance, as they will know the context within which you are working and will be able to best advise you. However, you may wish to experiment with AI tools too, as you may find that they will relieve you of some of the pressure created by administrative tasks.
Tip from experience: If you want to use AI to generate student report cards, then please seek the permission from your school first, as copyright/data privacy may be an issue to consider. If you are given the green light to go ahead, then check that the correct English is being used (British, or American, for example) and always double-check the reports before officially publishing them,
To make the most of generative AI while keeping things ethical and purposeful, consider the following:
Discuss ethical use with your students: Talk about plagiarism, misinformation, and AI’s limitations (Center for Teaching Innovation, 2023).
Always verify facts: AI can sound confident, even when it is wrong. Teach students to double-check.
Use AI as a tool, not a crutch: Guide students to be critical thinkers, not just content consumers.
Address access equity: Ensure all students have access to tools, especially those from underserved communities (CRPE, 2024).
Final Thoughts
Generative AI is here to stay and that is exciting. With the right approach, it can support better learning outcomes, help differentiate instruction, reduce our workload and spark joy in the classroom. The key is to use it with your students, not for them. As educators, we still provide the wisdom, mentorship, and heart that AI can never replicate.
So why not give it a go this week? Whether it is generating a debate prompt or helping a student craft their first poem, AI might just become your new favourite teaching assistant.
Bibliography and References
Ali, S., DiPaola, D., Williams, R., Ravi, P. and Breazeal, C. (2023) Constructing Dreams using Generative AI. arXiv. Available at: https://arxiv.org/abs/2305.12013 (Accessed: 12 April 2025).
Liu, L., Chen, J. and Singh, R., 2023. Implementing Learning Principles with a Personal AI Tutor: A Case Study. arXiv. [online] Available at: https://arxiv.org/abs/2309.13060 [Accessed 13 Apr. 2025].
James Madison University Libraries, 2024. Artificial Intelligence (AI) in Education: AI and Ethics. [online] Available at: https://guides.lib.jmu.edu/AI-in-education/ethics [Accessed 13 Apr. 2025].
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In my twenty years of teaching, I’ve come across numerous pedagogical techniques designed to boost student learning, but few have been as transformative as interleaving. This technique, backed by cognitive science, has the power to enhance long-term retention and application of knowledge: yet it remains underutilised in many secondary school classrooms. Today, I want to explore generalisable rules for interleaving (a structured approach that any secondary school teacher can apply) and one that, to my knowledge, has never been formally outlined before.Out of all of the blog posts I have written to-date, this one has taken me the largest amount of time to research, collate and delineate. I hope that secondary school teachers everywhere will find this guide to be highly practical and transformative. A full bibliography of the research I have cited can be found at the end of this article.
What is Interleaving?
Let’s begin by first exploring this fundamental question: What is Interleaving?
Interleaving is a cognitive learning strategy that involves mixing different topics or types of problems within a single learning session, as opposed to traditional blocked practice, where students focus on one topic at a time before moving on to the next. Research suggests that interleaving improves students’ ability to discriminate between problem types, enhances problem-solving skills, and leads to stronger long-term retention (Rohrer & Taylor, 2007). As many of my readers will remember from an earlier blog post of mine, problem-solving is often a key characteristic of lessons in which deep learning (as opposed to surface learning) takes place.
From my own experience, I first stumbled upon the power of interleaving when preparing my Year 11 students for their IGCSE Maths exams. Rather than structuring revision lessons in the typical topic-by-topic format, I began mixing algebra, geometry, and statistics problems within the same lesson. Initially, students found this challenging, but over time, their ability to recall and apply concepts in different contexts improved dramatically. This worked particularly well when students had finished several topics during their revision sessions, prior to me bringing it all together within interleaved lessons.
The Science Behind Interleaving
Cognitive scientists suggest that interleaving works because it forces students to retrieve and apply knowledge in varied contexts, preventing passive learning and improving memory consolidation (Bjork & Bjork, 2011). A landmark study by Pan et al. (2019) found that interleaved practice led to better exam performance in secondary school students, particularly in subjects like mathematics and science where problem-solving skills are crucial.
Generalisable Rules for Interleaving in Secondary School Classrooms
Despite its effectiveness, interleaving can be difficult to implement without a structured approach. Based on research and my own classroom experiences, I propose the following generalisable rules for effective interleaving in secondary education:
#1: Mix, Don’t Isolate
Traditionally, subjects are taught in blocks, but interleaving requires deliberately mixing topics within lessons or across study sessions. For example:
In a Maths lesson, combine algebra, probability, and geometry problems instead of teaching them separately.
In Science, integrate questions on biology, chemistry, and physics in practice exercises.
In English, interleave different types of writing tasks (e.g. descriptive writing, persuasive essays, and analytical responses) within the same lesson.
In my experience, I have found that interleaving works best if you can connect the separate topics in some way, or if the topics themselves are closely related. In certain cases, project work in groups can lend itself well to interleaved exploration, provided that source material has been directly taught beforehand.
#2: Vary the Practice
Students should not only mix topics but also engage in different types of questions and formats. This can be achieved through:
Interleaved homework: Assign practice problems from multiple topics rather than focusing on just one.
Mixed-question assessments: Instead of unit-based tests, include questions from previous topics to reinforce cumulative learning. If you really must use unit tests, then try to include interleaved questions, or at least some questions that assess knowledge gained in previous units.
Diverse activities: Use a combination of retrieval tasks, discussion-based learning, and problem-solving exercises.
#3: Space it Out
Interleaving is most effective when combined with spaced practice (also known as distributed practice), where content is revisited periodically rather than crammed in one session. This can be structured as follows:
Weekly review sessions that incorporate topics from the past month.
Do Now tasks at the beginning of lessons that include mixed-topic retrieval questions. Live-quiz apps can be utilised if you wish to incorporate a more lively, competitive and upbeat way of implementing these.
Revision timetables that revisit concepts in a cyclic manner.
Learning journals that are filled in, and checked, on a regular basis.
For more information about the Spaced Practice Effect, and how to implement it (beyond the advice I have given in this blog post), then check out this excellent guide by Benjamin Keep.
#4: Scaffold the Difficulty
Interleaving is challenging, and students often find it frustrating at first. To ease them into it:
Start with low-stakes quizzes that mix concepts gradually.
Provide worked examples before asking students to attempt mixed questions.
Allow for collaborative problem-solving before independent practice.
Scaffolding is an interesting and distinct domain of pedagogy in its own right and must not be ignored when designing an interleaved curriculum. Within a lesson, or sequence of lessons, my suggestion for good implementation would be as follows:
Use direct instruction, starting easy then gradually increasing the level of ‘cognitive load‘. Unfortunately, direct instruction has been tarnished with a bad reputation in recent years due to the move towards ‘student-centered’ learning, exploration and phrases such as ” Don’t be a ‘sage on a stage'” and “Don’t ‘spoon feed’ the students” being bandied around school staff rooms (I’ve heard them all!). However, the research suggests that direct instruction, especially when the teacher is mindful of Dual Coding strategies, has a significant and positive effect on learning outcomes.
Go through interleaved worked examples.
Allow students to work in small groups to complete mixed questions.
Provide opportunities for independent practice.
#5: Explicitly Teach the Strategy
Students often resist interleaving because it feels harder than traditional blocked practice. However, just as with metacognitive strategies, we should be encouraging our learners to think about how they think. It’s crucial to explain:
Why it works: Share kid-friendly summaries of research evidence on its benefits (use this blog post if you wish).
How it mimics real-world application: In exams and real life, problems don’t come in neatly organised sets. If you are able to, then provide past-paper questions to demonstrate the fact that the students will be assessed, one day, in an interleaved way.
How to use it independently: Encourage students to interleave their own revision by mixing topics in flashcards, self-quizzes, and study sessions.
Interleaving in Action: My Experience
When I first implemented interleaving, I noticed initial pushback from students. They were used to structured, predictable learning sequences and found interleaved practice to be more demanding. However, after just a few weeks, their ability to transfer knowledge across topics improved significantly. By the time mock exams arrived, they were better equipped to handle unfamiliar questions and apply concepts in novel ways.
For example, in my IBDP Maths AI class several years ago, I introduced interleaved problem sets that combined differentiation, probability, and trigonometry in a single assignment. Students initially struggled but later reported that the varied practice helped them identify links between topics: a crucial skill for higher-order problem-solving.
Final Thoughts: A Call to Action
Interleaving is a powerful, research-backed technique that every secondary school teacher should consider. While it may require a shift in lesson planning, the long-term benefits in terms of deep learning, retention, and problem-solving ability are well worth the effort.
What are your thoughts on interleaving? Have you tried it in your classroom? Let me know in the comments!
Bibliography
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, 56-64.
Pan, S. C., Tajran, J., Lovelett, J., Osuna, J., & Rickard, T. C. (2019). Does interleaved practice enhance foreign language learning? The effects of training schedule on vocabulary learning. Journal of Educational Psychology, 111(8), 1172–1181.
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.
