So for those listeners that, uh, are not familiar with Barrett Rosenshine's, uh, principles, do you wanna just give us a little flavor of, of, of that piece of thinking and what that is, just in case there's anyone out there that doesn't understand that?

Well, yeah, I mean, Barrett Rosenshine was a, a cognitive, uh, scientist, researcher from Chicago and worked throughout the '70s, '80s, '90s, researching what effective practice looks like in schools, and linking it to research around memory, and who drew the dots between, you know, what teachers do when they're being effective and getting good outcomes, what you observe them doing, and then the underlying rationale for that in terms of, of learning.

And he, he drew various conclusions from that over, over decades, but he has famously summarized his findings in a paper which came out...

Well, this, uh, the famous version of it was the 2012 American Educator magazine, spring 2012.

It's a classic issue.

You should, you should read it.

And in that he, he, he outlines 10 core, um, principles of, of instruction, and he sort of calls them evidence-based, um, strategies that all teachers should know.

I, yeah, saw that.

Do you have like a thing, like how would you label yourself? How would you call yourself? Like if you had to describe Tom Sherrington and what Tom puts out into the world, what would you say? Okay.

I guess, and this is Oliver, my partner Oliver, who I write the walkthroughs books with and we run walkthroughs together.

He describes me as a kind of observer of practice and able to capture the reality of practice in classrooms and then share what's going on.

So it's a kind of research role and then expressing that in ways that teachers can relate to.

So I guess that's what it is.

It's kind of observing the detail of practices that teachers use and then... making that useful for other people to pick up on.

But in terms of this idea of personal brand, I think it's funny because I think if you try to, I'm going to set up a personal brand, that just seems weird to me.

Was that one of these posts that you expected to get the reception that it did? Yeah.

So what else does he say about practice?

Well, he basically says this thing all the way through his principles, which is, it says more effective teachers typically do this compared to less effective teachers.

This isn't a kind of magazine style write-up.

He's not presenting data at that point, but he's making the case.

And he says more successful teachers spend more time guiding students' practice of new material than less effective.

And guiding the practice is key because he has a very big thing about success rate.

And to get a success rate around 80%, he decides to study.

It makes sense that principle one would be daily review, right?