# ⚗️DistillED > ⚗️ The 5-minute email that makes evidence-informed teaching crystal clear This file provides information about ⚗️DistillED to help large language models understand and reference this publication's content. ## Posts - [Lethal Mutations](https://newsletter.jamieleeclark.com/p/lethal-mutations): When Good Ideas Lose Their Purpose [FREE ONE-PAGE GUIDE] - [Dual Coding](https://newsletter.jamieleeclark.com/p/dual-coding): Why Words and Pictures Aren't Enough [FREE ONE-PAGE GUIDE] - [Successive Relearning](https://newsletter.jamieleeclark.com/p/successive-relearning): The Spacing Advice Most PD Gets Wrong [FREE PLANNING TOOL] - [The Impact Ladder](https://newsletter.jamieleeclark.com/p/the-impact-ladder): How to Know Whether Your School PD is Working [FREE EVALUATION TOOL] - [Attention Residue](https://newsletter.jamieleeclark.com/p/attention-residue): How to Reduce the Mental Spillover Between Tasks [FREE PLANNING TOOL] - [Classroom Layout](https://newsletter.jamieleeclark.com/p/classroom-layout): How Seating, Sightlines and Walls Shape Attention and Learning [FREE ONE-PAGE GUIDE] - [Start Strong](https://newsletter.jamieleeclark.com/p/start-strong): 5 Classroom Foundations That Pay Off All Year [FREE ONE-PAGER PACK] - [Precorrections](https://newsletter.jamieleeclark.com/p/precorrections): How to Stop Predictable Problems Before They Start [FREE PLANNING TOOL] - [Handwriting is Thinking](https://newsletter.jamieleeclark.com/p/handwriting-is-thinking): Why Slower Writing Leads to Better Learning [FREE PLANNING TOOL] - [Fading Support](https://newsletter.jamieleeclark.com/p/fading-support): The Backward-Fading Method for Building Independence [FREE PLANNING TOOL] - [Micro-Decisions](https://newsletter.jamieleeclark.com/p/micro-decisions): How Teachers Notice, Interpret and Respond in the Moment [FREE RESOURCE] - [Strategies vs Principles](https://newsletter.jamieleeclark.com/p/strategies-vs-principles): A Strategy Is What You Do. A Principle Is Why You Do It. [FREE ONE-PAGER & RESOURCE] - [Oracy](https://newsletter.jamieleeclark.com/p/oracy): The Ultimate Guide to Talk for Learning [FREE PLANNING TOOL] - [Mini-Whiteboards: Revisited](https://newsletter.jamieleeclark.com/p/mini-whiteboards-revisited): More Than a Checking Tool. A Participation System [FREE HANDBOOK!] - [Overt vs Covert Retrieval](https://newsletter.jamieleeclark.com/p/overt-vs-covert-retrieval): Why The Format of Retrieval Matters As Much As The Act [FREE PLANNING TOOL] - [Feedback as Detective Work](https://newsletter.jamieleeclark.com/p/feedback-as-detective-work): How to Make Feedback Something Students Act On [FREE PLANNING TOOL] - [Rehearsal Before Retrieval](https://newsletter.jamieleeclark.com/p/rehearsal-before-retrieval): Why Building Knowledge Comes Before Testing It [FREE RESOURCE] - [Classroom Transitions](https://newsletter.jamieleeclark.com/p/classroom-transitions): Why Transitions Fail — and the Instructional Decisions That Fix Them [FREE ONE-PAGE GUIDE] - [The Generation Effect](https://newsletter.jamieleeclark.com/p/the-generation-effect): Don't Outsource the Cognitive Work [FREE ONE-PAGE GUIDE] - [ The Visualiser: The Complete Guide](https://newsletter.jamieleeclark.com/p/the-visualiser-the-complete-guide): Everything You Need to Know... From Live Modelling to Whole-Class Feedback [FREE ONE-PAGE GUIDE] - [Non-Examples](https://newsletter.jamieleeclark.com/p/non-examples): How Showing What Something ISN'T Sharpens What IT IS [FREE ONE-PAGER] - [Poor Proxies #6: The Few vs. The Many Part 6 of 6](https://newsletter.jamieleeclark.com/p/poor-proxies-6-the-few-vs-the-many-part-6-of-6): Why a Few Correct Answers Don't Tell You What the Whole Class Knows [NEW PLAYBOOK] - [Poor Proxies #5: The Finish Line Fallacy Part 5 of 6](https://newsletter.jamieleeclark.com/p/poor-proxies-5-the-finish-line-fallacy-part-5-of-6): Why Covering the Curriculum Isn't the Same as Learning It [FREE ONE-PAGE GUIDE] - [Poor Proxies #4: The Calm Classroom Illusion Part 4 of 6](https://newsletter.jamieleeclark.com/p/poor-proxies-4-the-calm-classroom-illusion-part-4-of-6): Why a Quiet Room Doesn't Always Mean a Thinking Room [FREE ONE-PAGE GUIDE] - [Poor Proxies #3: The Feedback Gap Part 3 of 6](https://newsletter.jamieleeclark.com/p/poor-proxies-3-the-feedback-gap-part-3-of-6): When Giving Feedback Isn't the Same as Students Learning From It [NEW PLAYBOOK] - [Poor Proxies #2: The Engagement Myth Part 2 of 6](https://newsletter.jamieleeclark.com/p/poor-proxies-2-the-engagement-myth-part-2-of-6): When Motivated Students Still Aren't Learning [NEW PLAYBOOK] - [Poor Proxies #1: The Busy Trap Part 1 of 6 ](https://newsletter.jamieleeclark.com/p/poor-proxies-1-the-busy-trap-part-1-of-6): Why Lots of Work Doesn't Always Mean Lots of Learning [NEW PLAYBOOK] - [Activating Prior Knowledge](https://newsletter.jamieleeclark.com/p/activating-prior-knowledge): Making Learning Meaningful for the Long Term [FREE RESOURCE] - [Behavioural Leadership](https://newsletter.jamieleeclark.com/p/behavioural-leadership): 5 Classroom Management Strategies Every Teacher Should Know [FREE ONE-PAGE GUIDE] - [🎈 50th Edition: Free Gift!](https://newsletter.jamieleeclark.com/p/50th-edition-free-gift): Full Rosenshine CPD Pack [THIS WEEK ONLY] - [Everyone, Together, Anyone](https://newsletter.jamieleeclark.com/p/everyone-together-anyone): 3 Strategies to Boost Attention, Participation and Hard Thinking [FREE RESOURCE] - [Formative Action Loops](https://newsletter.jamieleeclark.com/p/formative-action-loops): Ensuring Assessment Actually Changes Learning [FREE ONE-PAGE GUIDE] - [Explaining With Precision ](https://newsletter.jamieleeclark.com/p/explaining-with-precision): Designing Clear Explanations That Reduce Cognitive Load [FREE RESOURCE] - [Habits of Attention](https://newsletter.jamieleeclark.com/p/habits-of-attention): Teaching Attention Through Purposeful Routines [FREE ONE-PAGE GUIDE] - [Rosenshine's Principles of Instruction](https://newsletter.jamieleeclark.com/p/rosenshine-s-principles-of-instruction): The Full Guide That All Teachers Need to Read [ONE-PAGER & PLAYBOOK]