- Foreword Dylan Wiliam
- Introduction: getting responsive teaching wrong
- How can we plan a unit, when we want students to learn so much, and we have so little time?
- How can we plan a lesson, when we want students to learn so much, and we have so little time?
- How can we show students what success looks like?
- How can we tell what students learned in the lesson?
- How can we tell what students are thinking?
- How can we help every student improve?
- How can we make this work in reality?
- Conclusion
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