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         <title>Teaching i s always contingent</title>
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         <description><![CDATA[<div><br><br>Brackets are a concrete home for an abstract idea<br><br>Worked Out Examples<br><br>Cognitive load theory<br><br>Model<br><br>Explains steps<br><br>Explains underlying principles<br><br>Much more secure solid exposition of the examples upfront<br><br><br></div>]]></description>
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         <description><![CDATA[<div>Making a putter<br><br>Connected <br><br>Integrated<br><br>Going into long grass in summer<br><br>Insect see how they vary<br><br>Seeing how they move and vary<br><br>Link to an abstraction of insect<br><br><br>Schema building<br><br>Curriculum and schema building less likely to sick<br><br>This<br><br>Not deep and thick<br><br>Non-specialist<br><br>CAndle dissapear<br><br><br></div>]]></description>
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         <title>The hidden lives of learners      Graham Nuthall</title>
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         <title> Reduce the Problem Space</title>
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         <description><![CDATA[<div>Review<br>Small Steps with practice<br>Procedural  Fluency AfL<br>Model<br>Guide Practice<br>Conceptual Understanding  AfL<br><br><br><br><br></div>]]></description>
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