As a passionate educator deeply invested in cognitive science, I often find myself marveling at how platforms like Duolingo harness psychological principles to foster effective learning. I myself have a 433 day streak learning Scottish Gaelic and am completely invested in the app – I’ve even been known to stop at the side of a road in Islay at 11.55pm to complete my lesson so as not to lose my streak before midnight. The app not only teaches languages but also embodies core principles of cognitive psychology that can be applied across educational settings. In this blog I want to explore several key aspects of Duolingo’s design and how they align with the science of learning.

One of Duolingo’s most compelling features is its streaks—continuously recorded days of study. The psychology behind this is rooted in the concept of habit formation. According to James Clear, author of Atomic Habits, forming a habit requires consistency and time. Streaks provide users with a visual representation of their progress, encouraging them to engage daily. This aligns with B.F. Skinner’s operant conditioning theory, where rewards (in this case, the satisfaction of maintaining a streak) reinforce behaviour. The streak system not only promotes regular practice but also creates a sense of accountability, which is essential for sustained learning.

Duolingo’s design incorporates expert-level questioning, ensuring that users face challenges they can reasonably tackle. Research indicates that maintaining an 80% success rate can lead to increased motivation. Psychologist Peps McCrea notes, “People are more motivated to learn when they experience success rather than failure.” This principle is reflected in Duolingo’s carefully calibrated questions, which strike a balance between challenge and attainability. By facilitating small wins, learners build confidence and are more likely to persist in their studies.

Another crucial aspect of Duolingo’s methodology is its use of interleaving—a strategy that mixes new content with previously learned material. Cognitive science research, such as that conducted by psychologist Robert Bjork, highlights that this technique enhances retrieval practice, reinforcing long-term retention. In Duolingo, users frequently revisit past vocabulary and grammar rules while encountering new ones, which not only solidifies their understanding but also makes learning more dynamic and engaging.

Duolingo employs low-stakes assessments to allow learners to practice without the pressure of high-stakes testing. This aligns with the findings of psychologists like John Dunlosky, who advocate for formative assessments as a way to reinforce learning. Regular quizzes and exercises in Duolingo give users the chance to gauge their understanding and identify areas for improvement, fostering a growth mindset—an essential component for effective learning as articulated by psychologist Carol Dweck.

The construction of schemas—mental structures that help organise knowledge—plays a pivotal role in how we learn. Duolingo’s curriculum is meticulously designed to introduce new content while linking it to familiar vocabulary and grammar. This approach is supported by cognitive load theory, which emphasises that new information should be presented in a way that is manageable for learners. By connecting new material to prior knowledge, Duolingo not only aids comprehension but also enhances retention, allowing learners to make meaningful connections.

Interestingly, the marketing strategies of Duolingo also reflect cognitive science principles. The company employs gamification techniques to engage users, leveraging the psychology of reward systems. By creating a fun, game-like experience, Duolingo taps into intrinsic motivation, making language learning feel less like a chore and more like an adventure. This mirrors the educational ideal of fostering a love for learning, which is crucial for lifelong education.

While Duolingo exemplifies many effective principles of learning, it is important to acknowledge that it is not a flawless solution and certainly not a substitute for a great teacher. The app has its limitations, such as a lack of comprehensive explanations and the nuanced understanding that a skilled educator can provide. Personal interaction, tailored feedback, and the ability to adapt instruction to individual learners’ needs are irreplaceable components of successful education. However, the key takeaways from Duolingo’s design—such as the importance of consistency, motivation through success, interleaving practice, and the construction of schemas—can serve as important reminders of the value of utilising research-informed evidence into learning design.

As I conclude another academic year in Expressive Arts, I find it useful to take a moment to reflect on the experiences, challenges, and achievements that have shaped my journey this past year. It’s often easy to remember things which went wrong or challenged us. It’s essential to learn from these. But by recognising and showing gratitude for the whole gambit of experiences, helps me to keep perspective.

Celebrating Achievements

This year has been marked by several noteworthy accomplishments. One of the highlights was our week-long residency with the BBC Scottish Symphony Orchestra. This initiative allowed our young people to engage in side-by-side rehearsals with professional musicians, culminating in a series of concerts that showcased their hard work and dedication. Additionally, we offered songwriting and sound walk workshops that not only benefitted our music pupils but also engaged young people who may have otherwise felt disconnected from such opportunities. It was heartening to witness the impact of these experiences on our whole school community.

We were also privileged to host the artist-in-residence project with the Scottish National Galleries as part of their Your Art World initiative. Collaborating with artist Katie Schwab was an enriching experience, and seeing our students’ work exhibited in the National Gallery in Edinburgh—and featured on STV—was a proud moment for us all.

Another significant event was our second year running Creative Industries and their end of project event Showcase, which was entirely led by our pupils. Featuring over 30 talented dancers and musicians, the event demonstrated the creativity and commitment of our young people. Our Christmas concert earlier in the year also served as a testament to real-life learning, bringing together students, families, and the wider community in a celebration of their achievements.

We also successfully passed our Creative Industries SQA verification visit this year, alongside participating in an SQA Art exhibition and hosting various family and friends performances in drama. Additionally, I had the opportunity to contribute to the Education Scotland pilot review, before being appointed for Expressive Arts as an Education Scotland Associate, which involved really engaging discussions on curriculum design in both Dundee and Glasgow. Loved being able to contribute to this and work with the core team to influence and shape curriculum in Scotland.

I was also appointed as Depute Head Teacher for the coming year, an opportunity I approach with humility, enthusiasm and a deep sense of responsibility.

Addressing the Challenges

While there have been many successes, the year has not been without its challenges. I faced disappointment when my application for a secondment to Education Scotland could not progress as I had hoped. This experience taught me a lot – about myself, about leadership and about mindset during setbacks. Furthermore, we have encountered difficulties in appointing a creative industries teacher, which has hindered our ability to expand this subject area as I envisioned. Thankfully the post has now been filled and I can’t wait to see how this curricular area grows.

Additionally, I took on the responsibility of writing our school improvement plan and standards and quality report in a colleague’s absence, which presented its own set of challenges. Especially whilst maintaining my faculty head role and taking on parts of my new remit. However, this experience allowed me to grow in my role and contribute to the school’s strategic vision.

On a personal level, I have navigated some health challenges, and after lots of back and forth, I’m now on the NHS waiting list for surgery. This journey has been a learning experience in prioritising health and well-being amidst the demands of my role.

Looking Forward

As we move into the next academic year, I remain optimistic about the path ahead despite the many challenges and new responsibilities I’ll be facing. I cannot thank those who have mentored me, encouraged me and guided me this year – you know who you are! I’m also glad to have had the opportunity to mentor and support others, and in this way give back something that others have provided for me.

Best wishes for the year ahead.

Nearly a week into school summer holidays, I find myself wrestling with a very familiar feeling: the struggle to go from full-on mode to complete relaxation. For someone like me—a principal teacher of expressive arts with a penchant for perfectionism and a sprinkle of PMDD—this transition can feel like a dramatic drop from 100mph to zero in a matter of days.

Let’s be honest: June was a month where I felt like I was juggling more than a circus performer. A new timetable with maximum teaching commitment? Yeah. A host of evening events including dance shows, leavers dance, BGE showcase and several social events? Yes. Writing the school improvement plan and S&Q? Yip. Preparing for an interview, being appointed, and stepping into parts of the role before my official start? Absolutely. Add to that the usual chaos of leading a busy faculty, completing professional review discussions, inducting new staff, trips, school show rehearsals and gearing up for the year ahead, and you have a recipe for sheer exhaustion.

By the time 1pm arrived last Tuesday, I wasn’t just tired; I was utterly gubbed. And then comes the challenge of switching off. It’s as if my brain is stuck in a hamster wheel, racing through all the tasks I still want to tackle and the overwhelming notion of the all that needs to be done in my new role. Relaxation feels like a distant dream, a place where my mind can finally take a break.

I know I’m not alone in this struggle. Many teachers, particularly those who put pressure on themselves in their role, like I do, find it difficult to transition from the demands of the school year to the leisurely days of summer. The guilt of not being productive can be overwhelming. But, dear future me, let’s remember this feeling and learn how to navigate it better next year. Being forewarned is being forearmed.

To help ease this transition, I’ve started exploring alternative ways to engage my brain—activities that allow me to unwind while still feeling productive. Writing has become a wonderful outlet; it’s therapeutic to get my thoughts down, even if it’s just in a messy journal which I’m trying to write in each day. I’m also keen to resurrect my blog posts as they definitely help me to work through my thoughts and gain clarity in my thinking. Reading has been another refuge, diving into novels that whisk me away from the school corridors and into new worlds. Right now I’m loving Kristin Hannah’s ‘The Women’ and its depiction of Vietnam.

Running, too, has become my saviour. There’s something about lacing up my trainers and hitting the pavements that clears my head and reminds me to breathe. It’s not about setting records or achieving personal bests; it’s about moving my body and letting go of the mental clutter.

As an expressive arts teacher, I thrive on creativity, but it can be easy to forget to indulge in it for myself. Whether it’s painting, crafting, or trying a new recipe, allowing myself the freedom to create without the pressure of perfectionism is crucial in finding that elusive relaxation.

So, to all my fellow teachers out there feeling the post-term blues, remember that it’s perfectly okay to struggle with this transition. Acknowledge the exhaustion, and give yourself permission to rest. As I sit here reflecting on this past month, I’m committed to being kinder to myself next summer. I’ll plan ahead, carve out time for relaxation, and embrace the beauty of simply being.

For me, it’s about finding a balance between the hustle and the calm, and making the most of my summer holidays—one day at a time!

Inspired by @drlucykelly and @sarahphilpcoach recent podcast… Some of my thoughts on my own experience of perfectionism.

Perfectionism ≠ High Standards

I used to think perfectionism was just about having high standards, and most definitely didn’t apply to me as in many aspects of life I’m quite ‘slap dash.’ But after a series of sessions of CBT, it was suggested that I was showing traits of perfectionism. After months of therapy with an amazing therapist, I’ve realised it’s more about the self-imposed rules and routines I feel I must meet.

These rigid expectations can be suffocating, leading to stress and burnout rather than excellence. Here’s what I’ve learned:

1. Challenging the Rules: Not every standard I set is necessary. I’m learning to question which routines truly serve my goals. Often my own rules stem from no particular sensible reasoning but I like the familiarity and structure of the routine. I’m getting better at ‘noticing’ my thinking around this and realising when there might be little purpose served by a rule.
2. Embracing Flexibility: Life is unpredictable. Allowing for flexibility in my plans helps reduce anxiety and opens up new opportunities but is something which I find VERY challenging. Being comfortable with being uncomfortable has been a huge learning curve for me. CBT helps me to practise ‘breaking the rules’ safely to see how I cope, and almost always, thinking about the rule being broken, is worse than breaking the rule. Gavin Oates concept of ‘plot twist’ was really useful for this.
3. Prioritising Well-Being: Perfectionism often comes at the cost of my mental health. I’m working on prioritising self-care over meeting every self-imposed benchmark. I put pressure on myself to never let people down; if I’ve said I’ll do something I MUST do it; cancelling plans is something I find really hard because it’s already been programmed into my head as a rule. Sometimes I need to say no to protect myself and to allow myself space to rest and recover. This is in itself difficult because I then feel a sense of failure for not meeting the expectation negating any rest I require.
4. Celebrating Progress, Not Perfection: for quite a while I struggled because I’d had very limited experience of failure. Whilst this meant I did well at school, job interviews, art school etc I think this created self imposed pressure not to fail. Again learning, and experiencing things which don’t go according to plan has helped me to understand progress is what truly matters! The more I experience failure, the more I realise that it’s not always disastrous and instead provides some learning.
5. Building a Supportive Community: Sharing my struggles with others helps me realise I’m not alone in this journey. Together, we can break free from these constraints.

Perfectionism is about control, but I’m learning to let go and embrace the beautiful messiness of life!

I’m writing this at the end of my February week holiday. It’s been a good break spent with family but a break which admittedly last Friday, I didn’t feel I was ready for. It came only four weeks after our return from Christmas holidays and in many ways it seemed too soon to be on holiday again. However I can’t help feeling that, for that very reason I’ve been able to enjoy the break far more. In comparison to last February, when I lay washed out and exhausted on the couch feeling like I’d been hit by a bus, this year I’ve actually been able to enjoy my time off. I’ve rested, relaxed, been productive, exercised and enjoyed time with family. I’ve even done some school work. And I feel like when I return to school this Monday, I’ll be in a much better place to face the madness of the term ahead.

It made me think about the ebb and flow of the school year. How often, as teachers do we ‘not stop until we drop?’ We keep going and going and going. How often do we play martyr – ‘But I’m just too busy, have you seen how much I’ve to do?!’ ‘I’m so exhausted – school is so busy.’ We live for the next holiday or long weekend – often when it arrives, collapsing in a heap and hibernating for a few days to recover. Or even worse becoming ill the moment your body stops. The result is that it takes more time for us to recover and rebuild. Our holiday is about more than just the rest and relaxation it should be; it becomes more of a total recuperation as a result of the complete depletion of our reserves. In the long term, I wonder what impact this has on well-being? And on staff productivity?

In terms of the pandemic, the effects of this impact are only magnified. Since summer 2020, we’ve begun each term with a lot less in the tank than we’ve normally had. Add into this, the regularity of staff losing holidays to illness, and it’s no wonder we are all dragging ourselves to the finish line each term.

So what’s the answer? A four day week? A more even spread of school holidays throughout the year? More flexibility for staff in terms of work patterns and leave of absence? Addressing workload? Unfortunately these aren’t within my pay scale to consider, however I do think it’s important to reflect on the ways in which we can individually approach the educational landscape of work/life balance and help our colleagues to consider this mindfully too.

I’ve come to the view that work/life balance is a bit of a myth. An equilibrium of work/life throughout the year is perhaps something which is somewhat unobtainable. You see, there will be busy times of the school calendar and there will quieter times. Mad March will always trump Still September. I think it’s about having an understanding of that flow, and taking advantage of the quieter times in order to restore and recharge for the busier periods of the year. It’s not feeling guilty about leaving early sometimes so that you can work late when learners really need it at another time. It’s about not feeling you have to work at the weekend if you’ve had late nights through the week. It’s realising that the frantic, busy times are often times of immense productivity and satisfaction, and likewise the calmer months at the start of the year are equally satisfying as we take time to build relationships with new classes. Each season has its own highs and lows. It’s all part of our wonderful profession. And being mindful of that; realising that the stressful times will pass and the calm will come again might be a helpful way to frame our thinking.

Subsequently, I realised that taking a break at the point before we really need it, can actually be far more worthwhile and allows us to reap those benefits in a way which actually goes above and beyond wellbeing. So this term, which will undoubtedly be busy, stressful and full of challenge, I resolve to be more aware of my own tank of energy and give myself permission to take a break long before I run out of steam.

For those of you about to begin your holiday, enjoy the break. For those returning on Monday, I wish you a brilliant term ahead. Thanks for reading.

Tomorrow marks the start of my second week back in school after summer with new pupils and a new timetable. It’s been great to see the energy and enthusiasm of my senior pupils this past week and I’m excited for how their learning will develop over the year ahead. But undoubtedly, over the next few weeks many of us in schools across the country will be asked to give pupils ‘target grades.’ There are many reasons why I’m not a fan of target grades and this blogpost aims to articulate why.

Before I go any further, I want to say that I understand the intention and thinking behind target grades, especially in terms of data and reporting. I realise that grades are very much part of our education system. Parents, and many pupils would find a shift away from reporting on target grades problematic and require a change of mindset. And yet, personally, I feel they cause so much confusion and angst.

Learning is a long term change in knowledge and understanding. And my aim as a teacher is to get pupils excited and motivated to learn. To shape pupils who are passionate about my subject and who get a real buzz from their achievements long after the exam. Not just to get a grade, although I appreciate for many that is important. So why are we still fixated on marks? And do target grades actually help in the journey to pass exams?

My beef with target grades started a while back when I heard of a school where teachers were ‘not allowed’ to give pupils target grades of C as it was seen as not ‘aspirational’ enough. Imagine… teachers’ professional judgement being over-ruled because it might not look good for a pupil to have a C as a target grade. I understand why the school may have wanted to discourage low target grades and instead have high expectations for all learners, but it makes me worry about the part target grades play in the success of a pupil or indeed a school. If we are not giving teacher autonomy to decide a realistic and achievable target grade for a pupil whom they know well, it may as well be a target picked from a hat, making a bit of a mockery of the system. And the more I thought about it, the more I concluded that target grades can be hugely problematic.

In the first instance, target grades are a way of labelling pupils and in many cases, limiting their potential from the start. I don’t believe for a minute that teachers do this intentionally, I’m sure it is often from a place of good intent, but let’s consider how this feels from the pupils point of view. Whilst it might make teachers feel they are differentiating more successfully, how can we ensure that this does not instead create a self-fulfilling prophecy?

Firstly, let’s take the high flying pupil. The student doesn’t cause the teacher any bother, has been a model pupil all through school and did well last year according to her teacher. Her A target grade is well within her reach and the feedback from the first few assessments confirm this. So why should she push herself? She’s pretty confident she’ll get her grade and so she can sit back and coast. She’ll do what she needs to get her A, but that’s it. When assessments are returned, she’ll read the grade to check she made the mark but skip the feedback. Are we really encouraging her to be all she can be so that she experiences the joy and passion of learning?

But perhaps more damaging is the pupil who’s target is a C but despite her best efforts, just isn’t quite making the grade. How must it feel to always be falling short of a target grade? To constantly be told you aren’t quite there yet. This continued emphasis on the grade could be soul destroying for a pupil who already finds this particular subject difficult. As Dylan William suggests giving a grade does not help the student to improve. And when feedback is given along with a grade, the feedback is most often disregarded in favour of the grade. The grade encourages pupils to compare themselves and becomes ego-involving. For me, it seems far more productive to stick to the learning. Yet still we focus on target grades.

When we focus on the mark or grade, we are attaching extrinsic motivation to learning. We are rewarding performance. And the more we focus on this, the less likely we are to be able to harness the intrinsic motivation and passion which comes from deep learning and understanding. Yes, for certain senior classes we may be required to refer to grades or marks at times, but personally I’d prefer to see a move away from constantly referring to target grades and instead consider whether the pupil is achieving their potential. A simple + = – system seems sensible to me. The symbols represent whether a learner is continuing to progress positively, stagnating or progress dipping. The high achieving learners have to keep working hard if they want to keep getting +’s because there’s no room for complacency. Anyone struggling to progress is highlighted by a -. The lower attaining pupils work hard and continue to be rewarded with +’s and any passive learners who are not pushing themselves are flagged up with =. This system focuses much more on incremental improvement and learning as opposed to performance.

If we place more focus on the feedback we are giving or how the learner needs to specifically improve, rather than referring to whether the student is meeting a target grade on a specific piece of work, we are hopefully guiding the learner to the actual ways in which the learner can get better. Dylan Wiliam suggests that feedback should ‘improve the student and not the work.’

Finally I think target grades often cause confusion for pupils, staff and parents. A target grade set to be achieved at the end of the year, makes it very difficult to track progress throughout the year. How can we confidently say that pupil x is meeting their target grade of a B in November when, they still have 5 months of learning left before their assessment? In art and design, a pupil may have only completed half a folio, and whilst they are doing all they can and working to the best of their ability, the folio would not get the desired target grade if assessed in November. Parents find this difficult to fathom, ‘She was getting a B in November, so why is her work now a C?’ Might it be better to focus on the whether they are ‘on track’ to meet their potential and instead spend time giving appropriate feedback to help the learner improve?

I would love to hear your thoughts on what is undoubtedly a highly contentious issue and perhaps how this works in your school. Target grades do serve a purpose, but I can’t help thinking there may be a better use of time, and as always it comes down to great learning and teaching.

This blogpost has been sitting in my drafts for a while. But when I saw this image circulating the internet this weekend I felt incensed to throw in my tuppence worth.

You see Tesco, I’m a teacher. And a parent. And I’d rather your marketing focused on things which really do support learning. Because actually, mobile phones are anything but ‘must-have’ if we hope to produce successful learners.

There’s lots of evidence to suggest that a mobile phone will not be helpful for a learner’s first day at school. This research clearly articulates why mobile phones need not be on our ‘back to school’ shopping list.

If you had told me 10 years ago, that I would have been writing this particular blogpost, I would have not believed you. You see, 9 years ago I was the biggest advocate of mobile phones in schools. Fast forward a decade, and this leopard has most definitely changed her spots. Now, I’d rather see a complete ban on mobile phones in classrooms such is my disdain for their distraction.

There are a number of reasons for this u-turn. First hand experience. Academic research. Professional reading. And most significantly a genuine concern for our young people.

Innerdrive Blogpost on mobile phones.

I’m worried about the effects of increased screen time for young people. Constant use of digital devices seriously affects their ability to concentrate. Despite good intentions, it’s too tempting just to sneak a peek at the screen to check notifications. And before you know it, the rabbit hole of social media has swallowed another 14 year old for the 100th time that day, jumping from one video to another message, to email to Instagram to Snap chat. A constant loop of comparison via pings, vibrations and light. It affects concentration. It affects confidence. It affects mental health. It causes stress and anxiety. And these all contribute to poor sleep, poor well-being and poor mindset. Not a healthy combination if we want our young people to thrive.

I’m worried about the use of mobile phones in schools, and the implications this has for learning, when notifications, messages and snap chat are all fighting for our learners’ attention. What chance do they have to experience the joy of learning whilst being bombarded with reminders and communication via their mobile adding a whole other layer of cognitive load to their struggle. Studies show use of mobile phones reduces memory. Not to mention the research into the effects of constant multitasking and ‘app-hopping.’ What chance do we have for focussed, concentrated learning in our classrooms when fighting for attention is a shiny, phone distracting thinking and processing?

But ‘pupils shouldn’t have their phones out in class,’ I hear you cry Tesco. And you are right. Most schools wouldn’t tolerate mobile phones in classrooms. But…

Have YOU tried spending an hour without looking at YOUR phone?? It’s nigh on impossible for adults, never mind young, impressionable teenagers who are keen to fit in and often don’t see the direct benefits of what they are doing there and then in the classroom. Despite the rules, pupils can’t help themselves. A sneak peek there, a quick check in between tasks. Constant battles for attention. And that’s only the students who are keen to learn. Many others don’t have the same self control.

I wonder how many altercations between pupils and teachers stem from mobile phone usage in the classroom? It’s a huge source of friction between young people and teachers, and I’d hazard a guess that the proportion of time given to asking pupils politely to ‘put phones away’ or ‘pop that back into your bag please’ equates to a significant amount of time which could have been better spent on learning and teaching. Not to mention how often situations escalate significantly, when in fact could have been avoided all together had mobile phones not been on their person.

I’m worried about the impact mobile phones have on mental health and well-being, belonging and social interaction. Social media is the root of so many bullying and friendship issues for young people. Often these are drawn into schools as a result of incidences at weekends or in the evening, and already take up huge amounts of energy for pastoral staff. But these should not be the focus of our Monday – Friday in classrooms. Pupils should be protected from that in order to have the best chance at learning. So it worries me that our society now see mobile phones as ‘essential’ prerequisite for the school bag. I personally would much rather focus on creating meaningful face to face learning experiences in school.

And for those arguing the technological benefits of mobile devices, have a read at Daisy Christodoulou’s work if you haven’t already. There might also be parents/carers advocating the need to communicate with young people during school day. This could still happen. Either by a simple message picked up at the end of the day, or in emergencies through the school office, just like was the norm all those years before mobile phones. The issue in school, is that mobile phones, are so much more than ‘phones.’ Cameras, apps, social media, shopping, messaging – and it’s this combination of audio visual assault which distracts from the core purpose of school.

This blog doesn’t have any answers but it does set out to suggest the impact which mobile devices may have on learning. It aims to make parents, teachers and leaders consider how we help students to navigate the constant bombardment of marketing and media which suggest we need mobile phones at school. It may sound extremist to suggest schools should ‘ban all mobile phones’ but like every other educational debate headline we need to understand the context. This is not a draconian, power hungry rule designed to make young people hate school. It actually sets out to protect them – conserving their learning and well-being as well as providing equity of experience. It’s teaching them that in certain environments, especially those required for effective learning, we need focus, attention and thinking.

We need to give our students the best chance at education. Mobile phones in the classroom don’t support that.