Professional Readings

Make It Stick: The Science of Successful Learning

Authors: Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel

“Make It Stick” is a compelling and research-based exploration of how people learn most effectively. The authors, drawing from cognitive psychology, argue that many widely used learning techniques—such as rereading, highlighting, and cramming—are largely ineffective in promoting long-term understanding. Instead, they advocate for evidence-based methods such as retrieval practice, spaced repetition, and interleaving. These techniques might seem harder and less intuitive at first, but they lead to more robust learning. The authors combine scientific studies with engaging anecdotes to illustrate these concepts in practical and relatable ways.

One of the key themes of the book is that learning should be effortful to be effective. When students struggle to retrieve information, they reinforce and deepen their memory. This concept contrasts with passive study habits that may provide short-term gains but lead to quick forgetting. The authors emphasize the value of making mistakes and correcting them as a powerful path to learning. The book encourages learners and teachers to shift their mindset toward strategies that challenge the brain more rigorously.

Another strength of “Make It Stick” is its accessibility. Though deeply rooted in academic research, the book avoids technical jargon and instead speaks directly to educators, students, and parents. Each chapter ends with a summary that reinforces key takeaways, providing actionable advice. Whether you are a teacher designing assessments or a student preparing for exams, the book offers practical tools to enhance your approach to learning. This synthesis of theory and practice makes it one of the most influential reads for anyone serious about education.

REFLECTION

Reading “Make It Stick” fundamentally altered my perception of what effective learning looks like. I realized that many strategies I had encouraged in the past—such as rereading notes or reviewing slides right before a test—were not serving my students in the long term. The book made it clear that deeper understanding comes from active engagement with the material over time. As a result, I began restructuring my lessons to include more frequent, low-stakes retrieval activities. This included things like weekly quizzes, flashcard reviews, and concept mapping.

After implementing these changes, I noticed a marked difference in my students’ retention and confidence. They became more comfortable with recalling information without prompts and began to reflect more critically on what they knew and what they still needed to work on. I also introduced spacing into my teaching schedule, returning to key ideas periodically rather than teaching them once and moving on. This helped reinforce learning and gave students multiple opportunities to master important content. It was encouraging to see students grow more metacognitively aware and develop better study habits over time.

The book also influenced my professional conversations with colleagues. I shared its insights during a professional development workshop, and several of my peers also began incorporating retrieval and spacing strategies into their instruction. It felt empowering to know that my teaching was becoming more grounded in research and not just habit or tradition. “Make It Stick” is now one of my go-to recommendations for new teachers looking to improve student learning outcomes. It reminded me that when we teach students how to learn effectively, we equip them with skills that go far beyond the classroom.

Understanding by Design

Authors: Grant Wiggins and Jay McTighe

Link: Understanding by Design

“Understanding by Design” (UbD) is a landmark book in the field of curriculum development and instructional planning. Grant Wiggins and Jay McTighe introduce the backward design model, which begins with the end in mind—identifying desired learning outcomes before planning lessons or assessments. The book outlines a framework for designing curriculum that prioritizes deep understanding rather than rote memorization. This shift in thinking helps educators focus on what students should understand and be able to do by the end of a learning experience. It represents a powerful approach to instructional alignment and intentional teaching.

The authors emphasize the importance of essential questions and “enduring understandings” that guide units and lessons. These essential questions are

open-ended and thought-provoking, helping students make connections across disciplines and develop critical thinking skills. Wiggins and McTighe argue that teaching should not be driven by activities or textbooks alone, but by goals that promote lasting learning. This philosophical shift encourages educators to evaluate the “why” behind their lessons and align assessments and instruction accordingly. The result is a more meaningful and coherent learning journey for students.

Another major takeaway from UbD is the importance of performance-based assessments. Instead of relying solely on multiple-choice tests, the authors recommend assessments that require students to apply their knowledge in authentic ways. These might include projects, presentations, or real-world problem-solving scenarios. By doing so, students demonstrate not just recall but true understanding and transfer of knowledge. The book offers numerous templates, checklists, and examples to help teachers apply these concepts in practice, making it a highly practical resource.

REFLECTION

After reading “Understanding by Design,” I took a critical look at how I planned my units and realized that I often started with activities, not outcomes. UbD helped me shift my planning approach to begin with clearly defined goals, which then guided my assessments and daily lessons. This made my teaching more focused and coherent. I started incorporating enduring understandings into my units, and essential questions became a staple in my classroom. These changes deepened classroom discussions and encouraged students to think about the “big picture.”

Students responded positively to these changes, especially when they understood what they were working toward from the beginning of a unit. They appreciated knowing the purpose behind their learning tasks and felt more invested in achieving the learning outcomes. I also observed that performance tasks gave students a chance to showcase their creativity and understanding in ways that standard tests could not. This led to increased student engagement and a more authentic demonstration of mastery. It also gave me more diverse data to inform my teaching.

Implementing the UbD framework also improved my collaboration with colleagues. During planning meetings, we began discussing enduring understandings and aligning our assessments, which led to greater consistency across grade levels. It was empowering to know that we were designing units that truly prioritized student learning and deep understanding. “Understanding by Design” not only enhanced my instructional planning but also enriched the learning experiences of my students. It remains one of the most influential books in my professional development journey.

Visible Learning for Teachers: Maximizing Impact on Learning

Author: John Hattie

Link: Visible Learning for Teachers

“Visible Learning for Teachers” is the practical companion to John Hattie’s extensive meta-analysis on what works in education. Hattie examined thousands of studies and ranked teaching interventions by their effect size on student achievement. This book translates those findings into actionable strategies that teachers can use in their classrooms. It focuses on the idea that teachers should strive to make learning visible—meaning students

understand what they are learning, why they are learning it, and how they are progressing. It emphasizes data-informed instruction and reflective teaching.

Hattie’s research identified factors with the highest impact, such as teacher clarity, feedback, and student self-assessment. He challenges teachers to become evaluators of their own teaching by regularly collecting evidence of student learning and using it to adapt their instruction. The book offers concrete tools for setting success criteria, developing learning intentions, and creating classroom environments where feedback is actively used. It advocates for transparency in teaching and for empowering students to take ownership of their learning journey.

Another key message of the book is that student-teacher relationships are foundational to academic success. Hattie emphasizes that trust, respect, and mutual high expectations create a culture where students are more willing to take risks and engage deeply. The book provides examples and case studies that show how these principles play out in various classroom settings. It is both research-driven and deeply human in its approach. Educators will find that Hattie’s work provides a strong foundation for evidence-based instructional improvement.

REFLECTION

Reading “Visible Learning for Teachers” inspired me to become more intentional about measuring the impact of my teaching. Instead of assuming that students understood a concept because I taught it, I started looking for concrete evidence of learning. I began using exit tickets, formative assessments, and reflective journals more consistently to gather real-time feedback.

This helped me identify where students were struggling and adjust my instruction accordingly. It also made my teaching more responsive and student-centered. One of the most significant changes I made was how I used feedback in my classroom. I moved away from vague comments like “good job” and toward specific, actionable feedback that helped students know exactly what to improve. I also encouraged peer and self-assessment, which increased student agency. Over time, students began setting their own goals and monitoring their progress more effectively. This shift toward visible learning improved both motivation and achievement in my classroom.

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