The chapter promoting teaching as an academic pursuit has its good points, but is decidedly shaky in a couple of aspects. For example, it mentions the prominence of neuroscience in teacher training courses. Then the book references, without actually naming it, cognitive load theory:

“Given the incredibly limited capacity of your working memory…”.

Now, the authors explicitly state at the beginning of the book that this is no academic tome, but come on! What on earth counts as “incredibly limited”? Cognitive load theory, despite its promotion by some educationalists, is based on limited evidence and even less common sense.

Continue reading this review on the Schools Week website.