Daisy Christodoulou – författare

Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment.Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.

Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment. Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.

In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:Facts prevent understandingTeacher-led instruction is passiveThe 21st century fundamentally changes everythingYou can always just look it upWe should teach transferable skillsProjects and activities are the best way to learnTeaching knowledge is indoctrinationIn each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.

In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:Facts prevent understandingTeacher-led instruction is passiveThe 21st century fundamentally changes everythingYou can always just look it upWe should teach transferable skillsProjects and activities are the best way to learnTeaching knowledge is indoctrinationIn each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.

In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:

Facts prevent understanding Teacher-led instruction is passive The 21st century fundamentally changes everything You can always just look it up We should teach transferable skills Projects and activities are the best way to learn Teaching knowledge is indoctrination

In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.

This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.

In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:

Facts prevent understanding Teacher-led instruction is passive The 21st century fundamentally changes everything You can always just look it up We should teach transferable skills Projects and activities are the best way to learn Teaching knowledge is indoctrination

In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.

This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.

Ed tech has so much potential, both for teachers and learners, so why hasn't it yet had the transformative impact on education that has long been promised? Daisy Christodoulou tackles both sides of the ed tech debate in answering this question, critiquing missed opportunities about how we learn, as well as areas of success. Rooted in research, and written from the educationalists' perspective, Teachers vs Tech? examines a broad range of topics from the science of learning and assessment, to personalisation, and the continued importance of teaching facts. It explores international examples from both big brand digital teaching programs and up-and-coming start-ups in considering what has and hasn't worked well. The author draws throughout on her experience in the classroom and from working within the education community. She outlines a positive vision for the future: one where technology is developed in conjunction with teachers' expertise, and is ultimately used to improve educational outcomes for all. Vive la ed tech revolution!

Ed tech has so much potential, both for teachers and learners, so why hasn''t it yet had the transformative impact on education that has long been promised? Daisy Christodoulou tackles both sides of the ed tech debate in answering this question, critiquing missed opportunities about how we learn, as well as areas of success. Rooted in research, and written from the educationalists'' perspective, Teachers vs Tech? examines a broad range of topics from the science of learning and assessment, to personalisation, and the continued importance of teaching facts. It explores international examples from both big brand digital teaching programs and up-and-coming start-ups in considering what has and hasn''t worked well. The author draws throughout on her experience in the classroom and from working within the education community. She outlines a positive vision for the future: one where technology is developed in conjunction with teachers'' expertise, and is ultimately used to improve educational outcomes for all. Vive la ed tech révolution!

SHORTLISTED IN THE CHARLES TYRWHITT SPORTS BOOK AWARDS 2025LONGLISTED FOR THE 2025 WILLIAM HILL SPORTS BOOK OF THE YEAR Is it football any more?'Fascinating and persuasive' The Herald‘Everyone involved in the VAR controversy should read this short, beautifully-written book and think again’ Sir Michael BarberIn 2019, the English Premier League introduced the Video Assistant Referee (VAR), a way of using technology to review and correct the on-field referee’s decisions. It’s been a disaster: players hate it, managers hate it, pundits line up to pour scorn on its decisions, and fans have coined the chant ‘it’s not football any more’ to describe its effect on the game.Almost every other sport in the world has managed to integrate technology into its decision-making process. Why is football failing so badly? Is it a special case, or have the game’s authorities got something wrong? And what does the controversy about VAR tell us about the nature of authority, rationality and technology in the 21st century?

SHORTLISTED IN THE CHARLES TYRWHITT SPORTS BOOK AWARDS 2025LONGLISTED FOR THE 2025 WILLIAM HILL SPORTS BOOK OF THE YEAR Is it football any more?'Fascinating and persuasive' The Herald‘Everyone involved in the VAR controversy should read this short, beautifully-written book and think again’ Sir Michael BarberIn 2019, the English Premier League introduced the Video Assistant Referee (VAR), a way of using technology to review and correct the on-field referee’s decisions. It’s been a disaster: players hate it, managers hate it, pundits line up to pour scorn on its decisions, and fans have coined the chant ‘it’s not football any more’ to describe its effect on the game.Almost every other sport in the world has managed to integrate technology into its decision-making process. Why is football failing so badly? Is it a special case, or have the game’s authorities got something wrong? And what does the controversy about VAR tell us about the nature of authority, rationality and technology in the 21st century?