This captures something every teacher has felt — the lesson that looked successful but didn’t last.
The distinction between performance and learning is such an important one. Engagement, fluency at the end of a lesson, even beautifully completed work can all mask fragility. What endures is what’s been encoded, revisited, and connected.
I especially appreciate the emphasis on sequencing and retrieval. When we plan for memory — not just momentum — teaching becomes more deliberate. It may feel slower in the moment, but as you say, it compounds.
This captures something every teacher has felt — the lesson that looked successful but didn’t last.
The distinction between performance and learning is such an important one. Engagement, fluency at the end of a lesson, even beautifully completed work can all mask fragility. What endures is what’s been encoded, revisited, and connected.
I especially appreciate the emphasis on sequencing and retrieval. When we plan for memory — not just momentum — teaching becomes more deliberate. It may feel slower in the moment, but as you say, it compounds.