TailoredPractice

By Tricia Taylor This article is part of a series on applying learning science to the workplace. Maybe you're hearing it more often at work: Someone says, "I have ADHD." And maybe you've wondered: Is this a genuine diagnosis or the latest excuse for missed shifts or forgotten tasks? What’s actually happening:  in the UK, ADHD diagnosis rates have more than doubled since 2016, rising from 0.7% to 1.6% in males and from 0.2% to 0.9% in females. (Similar trends are seen in the U

In fast-paced workplaces, people don't just leave — they leave early. And while it may look like they've decided the job isn't for them, the reality is often different: the early experience didn't help them learn, build confidence or feel capable quickly enough.

Noticing and Naming What We Do I want to share something simple that has had a big impact. It starts with noticing — and then naming — the small, deliberate decisions teachers make every minute. This Autumn term at Mallorca International School we added a small addition to our learning walks. During these 10–15 minute lesson drop-ins, we left a short Post-it note naming one teacher decision and the impact it had on students. These tiny handwritten notes captured the subtle m

Belonging isn’t separate from academic teaching. Strategies that build knowledge—when done correctly—also build belonging. BY TRICIA...

By Tricia Taylor I believe that we can change. Not in a vague, motivational-poster kind of way, but in a practical, evidenced-based way....

By Tricia Taylor Effective teaching isn’t about tricks; it’s about getting students to think about the right stuff —and think in a way...