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With pupils missing huge stretches of schooling, the temptation when teaching remotely – and when schools eventually restart – will be to try to help them catch up in the most efficient way possible. But that may not be wise, argues David Gibbons – forcing children to learn things more quickly affects knowledge retention and risks student and teacher burnout

Taking inspiration from the ‘journal clubs’ that meet in hospitals to evaluate the latest medical studies, David Gibbons and his colleagues set up a school-based discussion group with the aim of getting down to the nitty-gritty of pedagogical research

By breaking down the typical spacial hierarchy implicit in classroom design and instead making every surface writable for students to scrawl upon, David Gibbons has discovered a way to make his (permanent) mark on pupils’ learning