Followers of this blog will probably know that I really like the writing by Daniel Willingham. His latest blogpost makes no difference. Still I was at first a bit surprised, as we know from the books by Hattie that more teacher knowledge doesn’t lead to more learning. The crux lies in the fact that there is a basis need of knowledge for learning.

“So the overall message is not that surprising. Students learn more when their teachers know the content, and when they can anticipate student misconceptions.
Somewhat more surprising (and saddening), low-achieving students are especially vulnerable when teachers lack knowledge. High-achieving students are more resilient.”