We want something inspiring to happen. We are compiling examples of use and best practices from schools across different countries and contexts that are working with the Learning Pit. Alongside these stories, we are also gathering sketches, posters, and visual adaptations created by teachers and students. Not polished case studies — real practice from real classrooms. From early years to secondary, the Pit is being used to normalise struggle, strengthen thinking, and build a shared language around challenge. It may look different everywhere, but the message remains the same: confusion is part of learning, and climbing out requires strategies, dialogue, and support. The image accompanying this post comes from the PD OD Platform, which includes a dedicated section exploring the Learning Pit in depth. We have intentionally chosen this image so as not to spoil the inspiring examples we have already compiled from schools around the world. If you would

A new PD-OD bundle to support the right balance of Explicit Instruction Following a well-attended webinar on Explicit Instruction co-hosted by James Nottingham and his mate Trent Burns, a principal from New South Wales, something became very clear. As educators work to strike the right balance between Explicit Instruction and inquiry-led learning, many leaders are looking for more than just ideas — they want a complete, ready-to-use professional learning experience that is grounded in research, connected to classroom practice, and designed to spark meaningful staff dialogue. That insight led to the creation of a new Explicit Instruction Bundle on PD-OD.com. This carefully curated bundle provides everything leaders need to engage their teams in thoughtful discussion and reflection about when, why, and how Explicit Instruction is most effective. It brings together high-impact videos linked to research and real-world practice, alongside practical documents that encourage staff engagement, professional dialogue, and reflective thinking.

So, how has your year started?  For James, January has arrived at full pace — passport well-used, diary full, and learning conversations happening across continents. The year began with depth rather than distance, as James engaged in an online book study with a school district in Redmond, Oregon — a sustained partnership focused on thinking, challenge, and professional dialogue over time. From there, he headed straight to Monaco, delivering a keynote at an international conference and exploring how schools worldwide are grappling with similar questions about learning, engagement, and purpose. Just four days later, James was back online, presenting to a school district in Massachusetts, USA. Less than a week after that, he was co-presenting a webinar on explicit instruction with his mate Trent Burns in New South Wales — proof that meaningful professional learning doesn’t always require a shared physical space. The travel then ramped up again: three days