Retrieval Practice, Responsive Teaching & Checking for Understanding with Dr Carl Hendrick
Date and Time
Monday, May 25 · 9:00am – 3:00pm AEST
Location
ISQ South Bank Office
Level 7
Professional Learning
5.0 hours
About This Event
Join Dr Carl Hendrick for a focused professional learning event on Retrieval Practice, Responsive Teaching and Checking for Understanding.
In this session, Dr Carl Hendrick will explore retrieval as a curriculum-wide design feature rather than a starter activity, showing how to build purposeful retrieval streams aligned to curriculum content and avoid low-impact “busy retrieval”. The day will also examine practical techniques for efficiently checking for understanding, interpreting student responses, and adjusting instruction in real time to close knowledge gaps.
Designed for teachers and leaders, this session connects evidence from the science of learning with concrete classroom practice to support more responsive, high-impact teaching.
Tickets Available
Monday, May 25
Monday, May 25
Tickets
In Person Pass
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Member (In Person) Sold Out$350.00 AUD GST inc.
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Non-Member (In Person) Only 6 left$429.00 AUD GST inc.
Online Pass
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Member (Online) Tickets Available$320.00 AUD GST inc.
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Non-Member (Online) Tickets Available$400.00 AUD GST inc.
Speakers
Dr Carl Hendrick
Carl Hendrick is an internationally recognised expert in the science of learning and instructional design. He is a professor at Academica University of Applied Sciences in Amsterdam and leads research projects that bridge cognitive science, educational psychology, and classroom practice. He is a member of the UNESCO International Bureau of Education Science of Learning editorial board and works with government education departments and large school networks internationally to support evidence-informed teaching, curriculum development, and teacher professional learning.
He began his career as an English teacher in an inner-city London school before completing his PhD in education at King’s College London. His work focuses on helping teachers and school leaders apply evidence-based strategies such as retrieval practice, spacing, and explicit instruction to improve student learning.
Carl is co-author of How Learning Happens and Instructional Illusions, and regularly delivers keynotes and workshops around the world on responsive teaching, curriculum design, and professional development.
He began his career as an English teacher in an inner-city London school before completing his PhD in education at King’s College London. His work focuses on helping teachers and school leaders apply evidence-based strategies such as retrieval practice, spacing, and explicit instruction to improve student learning.
Carl is co-author of How Learning Happens and Instructional Illusions, and regularly delivers keynotes and workshops around the world on responsive teaching, curriculum design, and professional development.