“At the start of this book I presented ten things I used to believe that I no longer do. So, it seems only fitting to end with ten things I now believe that I wished I knew when I first started teaching. Students remember what they are thinking about, or attending to. Planning for achievement is more important than planning for motivation. Practice does not make perfect, practice makes permanent. Students do not think and learn differently due to their learning styles, but because of their amount of domain-specific knowledge. My choice of examples and exercises are the single most important part of my planning. It often makes sense to teach the How before the Why. Students can be struggling but not learning. Effective differentiation is best achieved in terms of the time students spend on a task, not by giving different students different tasks to do. Retrieval, predominantly through frequent low-stakes quizzing, is the key to long-term learning. Perhaps, above all, the best thing I can do to help my students become the independent problem-solvers I want them to be is to carefully and explicitly teach them.”