 see if there's something you can do with your teachers to redesign how they present their slides. I'm also a big fan of non-verbal signals, particularly for vulnerable students, but also to support reducing that cognitive load. Here are two examples here. What's the difference? 7 times something equals 28. That's version 1. Version 2, 7 times something equals 28. What's the difference? Here it is again. Version 1, 7 times something equals 28. Version 2, 7 times something equals 28. Can you spot the difference? So the difference is the double tap. 7 times something equals 28. To add more fuel or more support to the students, what I need to do is rather than you see the back of my head, I turn to face you. 7 times something equals 28 and I offer even more non-verbal data to support the key piece of information that we want to find out. So these small tweaks tap tap, looking at the student, speaking slowly, allowing to lip-read 7 times something. These small signals can also reduce cognitive load and support retention. The key question that I always pose is as teachers, we have a choice. We can either hinder or support the teaching and learning with small micro-decisions that really enhance teaching and learning. Here's how I can hinder your learning.