Explore the taxonomy

Using AI to draft teacher feedback for review and refinement.

Capabilities needed to use, critique and govern AI well.

Instructional approaches that require students to engage in purposeful thinking, discussion, or creation during lessons.

Students' capacity to act intentionally and with self-direction in their own learning process.

IB skill framework for learning how to learn.

A hierarchical framework for classifying educational objectives from lower-order (recall) to higher-order (create) thinking.

A thinking routine for building and evaluating evidence-based arguments.

The collective perceptions, relationships, and norms that shape the intellectual and social environment of a classroom.

The teacher calls on students regardless of whether they have raised their hand.

Students work together toward a shared learning goal, with mutual accountability for outcomes.

A curriculum and instruction model that structures learning around transferable concepts and generalisations rather than topics alone.

A mathematics teaching progression that moves from physical manipulatives through pictorial representations to abstract symbols.

A structured form of group work with explicit interdependence, individual accountability, and social skills development.

Teaching that affirms students' cultural identities and draws on their cultural knowledge as assets in learning.

Learning that produces transferable understanding, rather than surface recall or procedural compliance.

A pedagogical approach that uses purposeful, structured classroom talk as the primary vehicle for learning.

Proactively adjusting content, process, product, or environment to meet the learning needs of diverse students.

Capabilities needed to use digital systems critically and effectively.

A systematic, scripted instructional approach with high structure, rapid pacing, and immediate corrective feedback.

A structured procedure that guides the format, roles, and norms of a classroom discussion.

A learning strategy in which students generate explanations for why facts or concepts are true.

A brief end-of-lesson check that captures student understanding before leaving the classroom.

Teacher-led instruction that makes learning intentions, steps, and success criteria transparent to students.

Information that helps improve work in progress.

A discussion structure with an inner circle of speakers and an outer circle of observers, who then swap roles.

Varying student groupings intentionally based on learning needs, task type, and instructional purpose.

A blended learning model in which direct instruction is moved outside class time, freeing class time for practice and discussion.

Assessment that informs next teaching and learning moves.

Applying game design elements (points, badges, leaderboards) to educational contexts to increase motivation and engagement.

AI systems that generate text, code, images and other outputs.

Students attempt a task with teacher support and prompting before working independently.

Cognitive tasks that require analysis, evaluation, synthesis, or creation rather than recall or basic comprehension.

A three-phase gradual release framework: modelled, guided, and independent practice.

Students apply a skill without teacher support to consolidate and automate learning.

A student-driven approach where questions, problems, or scenarios anchor the learning process.

Mixing different topics or problem types within a practice session rather than practising each in isolation.

Explicit statements of what students are intended to learn in a lesson or unit.

Thinking about thinking, including strategy selection and monitoring.

A brief, focused whole-class teaching session (typically 10–15 minutes) that precedes independent or small-group work.

The teacher demonstrates a skill or process while making thinking visible, before students attempt it.

Students learn content and skills through the process of solving an open, ill-structured problem.

Extended inquiry organised around authentic projects and products.

Deliberate strategies for asking questions that promote thinking, uncover misconceptions, and guide instruction.

Actively recalling learned material to strengthen memory.

Temporary support provided to students that enables them to complete tasks they could not yet manage independently.

A thinking routine that asks students to observe carefully, form interpretations, and generate questions.

A formal discussion protocol in which students explore a text or question through collaborative, inquiry-based dialogue.

Distributing practice over time at increasing intervals to maximise long-term retention.

Students rotate through a series of learning stations on a fixed or flexible schedule, at least one of which involves teacher-led instruction.

The meaningful participation of students in decisions about their learning, school environment, and experience.

Conferences in which the student, rather than the teacher, leads the discussion of their learning with parents or guardians.

Shared indicators of quality in student work.

Information provided by the teacher in response to student performance to support improvement.

Students think individually, discuss with a partner, then share with the class.

Short, repeatable structures that scaffold and make visible different kinds of thinking.

The ability to apply knowledge or skills learned in one context to a new or different context.

A pedagogical approach that recognises the impact of trauma on learning and adjusts practices to promote safety and regulation.

A framework for designing flexible learning experiences that meet the needs of all learners from the outset.

The deliberate pause between asking a question and accepting a response, allowing more students to think.

A teacher-facilitated dialogue involving the entire class in a shared intellectual exchange.

The labour and overhead created by school work, systems and change.

A class structure combining a mini-lesson, extended independent or collaborative work time, and a share/reflection phase.