111. The hypercorrection effect

The hypercorrection effect is a learning phenomenon where people remember corrected errors better if they were highly confident in their wrong answer, leading to stronger learning than correcting low-confidence mistakes. This counterintuitive finding occurs because the “surprise” of being wrong triggers deeper processing, making the correct information “stickier” and improving long-term memory, which educators can leverage for transformational learning opportunities.

This staff meeting starter will enable staff to consider their knowledge and understanding around the hypercorrection effect, the causes, and how they can utilise it in the classroom to cultivate a positive learning environment that embraces mistakes as opportunities for learning.

110. Implicit versus explicit memory

Long-term memory is often thought of in two main ways: implicit and explicit memory. The key difference between them is whether we’re aware of recalling the information or not.

Implicit memory works in the background — it’s the kind of memory we use without even thinking about it. It helps us remember how to do things like read smoothly, follow routines, or carry out everyday skills. This type of memory includes habits, skills, and learned behaviours that become automatic over time. Explicit memory, on the other hand, is when we consciously try to remember something. This includes recalling facts we’ve learned (semantic memory) or thinking back to personal experiences (episodic memory). It’s the type of memory pupils often rely on when revising for tests or answering questions. Both types of memory are important in the classroom. While explicit memory helps pupils learn and recall new information, implicit memory supports the development of reading fluency and classroom routines.

This staff meeting starter provides staff with the opportunity to discuss their understanding of explicit and implicit memory and learning and how both types can be used to ensure explicit knowledge of a topic can eventually become implicit, automatic knowledge through practice. 

Linked resources

Premium subscribers can access a training module about memory and long term learning which provides an overview of how thinking works and its relationship between working memory and long-term memory. We also have a number of training modules based on helping pupils rememeber what they have been taught. Clikc the button below to take a look.

109. Supporting shy children in the classroom

Helping a shy child feel comfortable in class is all about lowering the “social stakes” while building their confidence in small, manageable steps. Supporting shy pupils requires a focus on psychological safety, gradual exposure, and inclusive communication methods. 

Research highlights that building a trusting, one-on-one relationship with the pupil is the most effective foundation for reducing their social anxiety. To further support our pupils, we should model empathy and confidence while avoiding labelling them as ‘shy’ or pressuring them to talk.

This staff meeting starter encourages staff to consider the strategies they have available to support all pupils through the provision of low-pressure participation strategies, social and emotional support and gradual confidence building.

108. Using pre-teaching to build foundational knowledge

Pre-teaching is a strategy that introduces key ideas, vocabulary, or skills before pupils encounter them in the classroom. It helps provide the building blocks pupils need so they feel more confident and prepared when a new topic begins.

When used well, pre-teaching is less about delivering an extra lesson and more about giving pupils a helpful “head start.” By introducing important concepts in advance, teachers can remove some of the barriers that often cause pupils to switch off when learning becomes challenging. It can reduce cognitive load and help pupils—particularly those with additional needs—keep pace with the curriculum.

This staff meeting starters encourages teachers to think about where pre-teaching could support learning in their classrooms. It invites reflection on how to identify the key knowledge, vocabulary, and skills pupils will need for upcoming lessons, how to spot pupils who may benefit from extra support, and how to check for gaps in learning before moving on.

107. Developing professional vision as a teacher

Developing your professional vision is essentially about upgrading your “teacher radar.” While a new teacher might see a noisy classroom and think about volume control, a teacher with a refined professional vision sees that same noise and identifies which pupils are having a productive debate and which are stuck and frustrated.

Professional vision starts with knowing where to look. You can’t pay attention to everything at once, so you must learn to filter the “noise” of the classroom. This expertise allows teachers to distinguish between meaningful moments and distractions, enabling more effective, real-time decision-making.

This staff meeting starter encourages us, as teachers, to develop our professional vision through learning to ‘see’ and interpret complex classroom interactions through a professional lens.

106. The cost of unclear instructions on cognitive load

When instructions in the classroom aren’t clear, it can have a bigger impact than we might realise. Pupils often end up using a lot of their mental energy simply trying to work out what they’re supposed to be doing, rather than focusing on the learning itself. This can lead to confusion, reduced engagement, and wasted learning time. Over time, it can also make it harder for pupils to remember and apply what they’ve learned—particularly when tasks are more complex. In some cases, teachers may even need to revisit and re-teach material, which takes up valuable lesson time.

This short staff meeting starter encourages teaching staff to reflect on how clear explanations and instructions can improve the efficiency and effectiveness of learning in the classroom, helping pupils focus their energy where it matters most.

Linked resources

Premium subscribers can access a range of training modules which focus on reducing cognitive load, including ‘Cognitive Load Theory in the Classroom which explores three types of cognitive load and how to use this information when creating resources and delivering lessons.

105. Using cueing to support learning

Cueing can be a powerful way to help pupils focus, stay on track, and feel more confident in their learning. At its heart, cueing is simply using small, intentional prompts to guide attention, support memory, and encourage positive learning behaviours. When we use cues well, we make it easier for pupils to notice what matters, stay engaged, and access the strategies they need to succeed—especially those who may be easily distracted or who benefit from a little extra structure.

There are lots of ways to cue pupils, and each brings something different to the classroom experience:

• Visual cues — symbols, colour coding, gestures, or objects that signal what’s expected.Verbal cues — short phrases, reminders, or prompts that help pupils refocus or recall information.
• Non‑verbal cues — eye contact, proximity, or a simple hand signal that redirects attention without interrupting the flow of the lesson.
• Graphical cues — diagrams, icons, or visual organisers that help pupils make sense of information and remember it later.

This staff meeting starter gives everyone a chance to explore these different types of cues together—thinking about where they fit naturally into lessons, which pupils might benefit most, and how we can make cues clear, accessible, and inclusive for all. It’s an opportunity to share practical ideas, reflect on what already works well, and pick up new strategies to bring into the classroom.

104. Collaborative learning

Collaborative learning is an approach where pupils work together in small groups to achieve a common goal, such as solving a problem or completing a task. It is different to group work due to the carefully planned structures and roles assigned to pupils.

Collaborative learning emphasises meaningful interaction where pupils actively work together, discuss ideas, and justify their opinions to build a shared understanding. It promotes engagement, critical thinking, and communication skills by creating a supportive environment where pupils contribute their unique perspectives. This approach can involve a wide range of activities, from short discussions to long-term projects. 

This staff meeting starter provides an opportunity for staff to discuss their use of collaborative learning in the classroom and ways to ensure it is effective through careful planning, designing structured activities and guiding pupils as they work.

103. Neuromotor development

It’s fascinating how much our physical bodies affect our brains. Neuromotor development in the classroom is crucial because a child’s physical maturity directly impacts their ability to learn. We’re talking about essential skills like sitting still, focusing their attention, holding a pencil correctly, and controlling those eye movements needed for reading!

However, the simple acts of sitting, focusing, and writing are surprisingly complex. A child needs all the right physical building blocks in place. Think about it: they must engage their core muscles to sit up straight, maintain balance, coordinate their arm and hand movements, be able to cross the body’s midline, hold the pencil just right with control, and track letters with their eyes. If any of these skills are immature, learning becomes a challenge. We rely on these, and other neuromotor skills, not just for learning but to reach our full potential in life. 

This staff meeting staff provides opportunities for staff to consider how the school’s curriculum improves neuromotor development in pupils to ensure they are physically ready to learn.

Linked resources

Premium subscribers can access a training module entitled Best start in life part 2: the 3 prime areas. In this video, based on Ofsted’s research review of early years education, there is a section about physical development which you may find informative. This section begins 13 minutes and 4 seconds into the video.

102. Didagogy – the teaching of teachers

Didagogy is a brand-new term—you won’t find it in most dictionaries just yet! It essentially means the art and science of teaching the teachers. It is the emerging discipline of teaching teachers, focusing on improving professional development to be more responsive, evidence-based, and effective. 

It recognises that teachers are a unique type of adult learner who require a distinct approach to training, and it seeks to create a framework for designing and delivering meaningful, long-term teacher learning. Didagogy is specifically about how teachers learn, not just the general principles of adult learning, known as androgogy. The term “didagogy” was proposed by the Teacher Development Trust and an Expert Working Party in a 2025 report to address the lack of a consistent language and framework for effective teacher professional development.

This staff meeting starter provides an opportunity for teachers to consider and discuss the responsiveness of their professional development and whether it genuinely helps them grow as professionals.