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Daily Coaching News

What impact does technology have on cognitive load?

When it comes to learning, there is no doubt that utilising technology can have its benefits. Research shows that utilising iPads in the classroom has the potential to improve not only students’ perception of their engagement but their collaborative and independence skills as well.

And over the years, technology has become an essential part of people’s lives, with many of us unable to imagine a life without it. For many, Google has become their go-to source for all information (with this having both pros and cons). With many individuals reporting “time poverty” (too much to do and not enough time to do it), technology has provided some much-needed convenience to our everyday lives.

However, is the cost of this convenience our memory? Let’s take a closer look…


5 things we can’t wait to work on with Kate Jones

It’s official: Kate Jones is joining InnerDrive as our Teaching & Learning Lead in 2022.

Read our announcement and Kate’s statement…

Kate is a teacher, leader, writer and all-around education inspiration. She has been sharing resources and commentary on Twitter for years, wrote a number of books including the Retrieval Practice series, regularly writes for education media and hosts a breakfast show on Teachers Talk Radio.

We have admired Kate’s expertise, knowledge and passion for all things teaching & learning for a while now, and have had the pleasure of working with her on several occasions. We can’t wait to get to work supporting educators in more ways thanks to her.

Here’s what you can expect from Kate Jones’s work at InnerDrive…


Kate Jones is joining the InnerDrive team

If you are an educator with a Twitter account, you know who Kate Jones is: teacher, leader, author, radio host, and all-around inspiration for the education community.

Over here at InnerDrive, we have been big fans of Kate’s for a while. Her Twitter profile and her website are gold mines of evidence-based teaching resources, and we have been recommending her “Retrieval Practice” book series to anyone who would listen. We had the pleasure to collaborate with Kate on CPD courses and blogs this past year, and she even did us the honour to ask us to write the foreword for her book.

That is why we are delighted to announce that Kate Jones is joining the InnerDrive team in 2022 as our Teaching & Learning Lead.

Kate’s passion for all things education is truly inspiring, and her invaluable knowledge and experience are bound to take InnerDrive to the next level. We count ourselves very lucky to have such an exciting addition to our team, and can’t wait to get to work.


evidence suggest it benefits all students

Retrieval practice is one of the most popular, and arguably effective, learning strategies for students. Retrieval practice is any activity that forces you to generate an answer to a question. For example, past papers, quizzes, multiple choice tests or even something as simple as a revision partner asking you a question.

Research has consistently shown retrieval practice to be effective in helping students to learn and remember information. For example, in this study, students who studied information by reading and then retrieval practice, performed at least 30% better in a final exam than students who did two study periods of reading.

But as we dig deeper into learning more about retrieval practice, the question has always been, does it work better for some students more than others? Does it only give an advantage to students who have a lot of grit, who enjoy problem solving and testing, or who have a larger working memory capacity? Fortunately a recent research paper has looked to answer this exact question.


Being Normal as an Athlete

To succeed as an athlete, you sometimes have to accept not being normal. It’s hard to live a completely normal life and succeed in sports…

Why everything you thought you knew about success and motivation may be wrong

It is the psychological equivalent of the chicken and the egg. Which comes first: success or motivation?

For years, the general assumption has been that the more we can help motivate students, the more likely they are to be successful. But is the basic equation of “more motivated = more likely to achieve success” always true? In other words, what if reversing the equation actually made it more powerful?