 Is cold calling transformative or troublesome in our classrooms? Now, one of the most popular blogs that I've published this academic term is a summary of a piece of research about cold calling and if the evidence suggests, does it improve engagement in class? So, you know, what if we re-evaluated this technique? I was a big fan of it for many years in my classroom. I guess the critical questions are, is it a fair approach? Is it effective? Is it inclusive in our classrooms? We want all our children engaged in our classrooms, not just passive learning. We need every voice heard, not just a few. More importantly, we must check for understanding, not kind of promote uncertainty. So cold calling, often like a jigsaw puzzle, fits into some of our classrooms but it's mismatched in others and as ever, context is key. Without proper use, cold calling might miss the mark and I think for the term ahead, leaving students disengaged or overlooked as we approach the exam season, must be something we need to consider if it's something that's promoted in your school. Cold calling in class does improve engagement. I guess the challenge for us all is how does it line up with the recommendations on cognitive load? How does it work in early years and does it work at the start or end of a lesson? I guess all these details require more unpicking but as ever, nuance is recommended with all teaching ideas.