: Brick by Brick: Constructing Knowledge in Professional Development Build on what teachers already know.

“I’ve been teaching for years, but I still find myself learning something new each week,” remarked Peter during a recent professional development session. ​“The way these sessions are structured now — it’s like putting pieces of a puzzle together. Each new idea connects to what I already know and opens fresh ways to reach my students.”

This comment captures the heart of what meaningful professional development should do: build knowledge in a way that’s cumulative, intentional, and relevant. However, too often we experience fragmented sessions with new initiatives that don’t always connect to our existing understanding or classroom challenges. The Education Endowment Foundation (EEF), in its guidance report on Effective Professional Development highlights this very issue emphasising that sustained knowledge-building should be the foundation of effective professional growth.

The guidance goes further by suggesting two key mechanisms within this group:
1. Managing cognitive load
2. Revisiting prior learning

So, how can a leader of PD integrate these mechanisms into an effective training provision for their teachers?

1. Start with a Clear Goal and Pathway
Firstly, it’s important to note that building knowledge starts with a well-defined goal that should aim to answer, ​“What do we want teachers to understand and apply by the end of this training?” The goal should be specific, measurable, and, ideally, connected to classroom practice. Once the goal is clear, a pathway can be developed offering incremental steps that build on each other, much like a lesson plan that scaffolds student learning.

Takeaway for Leaders: Clearly outline the learning goals at the beginning of any training session or programme. For example, if the session is focused on improving questioning techniques, explain what specific skills or understandings participants will develop by the end. Each session should feel like a chapter in a larger narrative, making it easier for educators to connect new ideas with existing knowledge.

2. Make Learning Incremental and Scaffolding Explicit
A key part of building knowledge is introducing concepts in manageable increments- being mindful of cognitive load. Managing cognitive load ensures that teachers can process new information without becoming overwhelmed. PD that introduces too much information too quickly (or in an overly complex manner) risks overloading participants, reducing the likelihood of retention and application.

Takeaway for Trainers: Where possible, break down complex concepts into smaller, practical parts, and highlight connections to previous training or known best practices.

1. Chunking Content: Divide the PD session into smaller, digestible segments, focusing on one concept or strategy at a time. For instance, if introducing formative assessment techniques, focus initially on effective questioning before moving on to feedback strategies in subsequent sessions.
2. Visual Aids and Models: Use diagrams or worked examples to reduce cognitive demands. For example, when training teachers on how to implement retrieval practice, provide annotated lesson plans or videos demonstrating the technique in action.

Reflection Questions for Leaders:
i. Are PD sessions designed to focus on a limited number of key ideas to avoid overwhelming teachers?
ii. Do materials used in PD reduce unnecessary cognitive demands (e.g., clear visuals, concise explanations)?
iii. Is there sufficient time for teachers to process and discuss new concepts during the session?

3. Create Opportunities for Repetition and Review
Retention is key to effective learning, and for professional development to genuinely build knowledge, repetition and review must be woven into the structure. The EEF notes that returning to key ideas across multiple sessions reinforces teacher knowledge, solidifying new practices and making them easier to recall and apply.

Takeaway for Leaders: Design a PD programme that revisits core themes throughout the school year.

1. Interleaved Sessions: Structure PD over several weeks to revisit and expand on previous content. For example, in a multi-session PD program on metacognition, dedicate the first session to defining metacognition, the second to modelling it, and subsequent sessions to refining strategies like think-aloud or reflective prompts.

2. Regular Retrieval Practice: Begin each PD session with a short quiz or discussion to recap the previous session. For instance, ask teachers to recall three strategies for effective questioning before introducing deeper techniques.

3. Follow-Up Tasks: Assign practical tasks that require teachers to apply prior learning and reflect on its impact. Perhaps, after a session on feedback, teachers could trial one feedback strategy in their classroom and share reflections at the next session.

Reflection Questions for Leaders:
i. Does the PD design include deliberate opportunities to revisit and build on prior learning?
ii. Are teachers given adequate time and support to practice and refine previously introduced strategies?
iii. How is the impact of prior PD sessions assessed before introducing new concepts?

Final Thoughts: Building a Culture of Ongoing Learning
The EEF’s recommendations remind us that professional development is not a one-off event but a cumulative journey of knowledge-building. By creating PD that builds knowledge in intentional ways, we can empower teachers to continually grow, deepen their practice, and, most importantly, create a richer learning experience for their students.


What’s Next?
We have so far explored the first 2 out of the 14 mechanisms provided by the EEF’s Effective Professional Development Guidance Report. To continue this series, we will explore how school leaders can motivate teachers by exemplifying the next three mechanisms: agreeing and setting goals; using credible sources to promote teacher buy-in and recognising teacher progress.