Making Kids Cleverer
A Manifesto for Closing the Advantage Gap
Overview of Making Kids Cleverer
David Didau's groundbreaking guide revolutionizes education by blending research with practical strategies. Endorsed by education expert Paul Kirschner, this book reveals counterintuitive methods to enhance children's intelligence. Can cleverness truly be taught? Discover why this resource shapes modern teaching practices worldwide.
Key Themes in Making Kids Cleverer
- knowledge acquisition
- cognitive evolution
- biologically secondary knowledge
- cultural transmission
- deliberate instruction
Quotes from Making Kids Cleverer
You can't think critically about molecular biology without understanding molecular biology.
Making children cleverer may achieve many diverse aims simultaneously.
Intelligence is the ability to adapt and solve problems, while IQ is merely a proxy measure.
Schools emerged specifically to teach this biologically secondary knowledge—things that don't come naturally.
Characters in Making Kids Cleverer
- David DidauAuthor and educational researcher
- Dylan WiliamEducational researcher and learning expert
- G.K. ChestertonWriter and philosopher cited on education
- James FlynnIntelligence researcher cited on cognitive factors
- Howard GardnerPsychologist known for multiple intelligences
About the Author
About the Author of Making Kids Cleverer
David Didau, author of Making Kids Cleverer, is an acclaimed education consultant and cognitive science advocate renowned for challenging conventional teaching practices.
A former English teacher and Senior Lead Practitioner for English at Ormiston Academies Trust, Didau’s work bridges research in educational psychology with classroom application, emphasizing knowledge-rich curricula to enhance student intelligence.
His award-winning blog, The Learning Spy, has shaped national education policy and influenced Ofsted frameworks, while his other books, including The Secret of Literacy and Making Meaning in English, explore evidence-based strategies for improving literacy and critical thinking.
A sought-after speaker described as “bottled lightning,” Didau has collaborated with the UK Department for Education and trains educators globally. His ideas on curriculum design and cognitive development are widely cited in academic and professional circles, cementing his reputation as a provocative thinker in modern education reform.
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FAQs About This Book
Making Kids Cleverer argues that intelligence can be enhanced through structured education focused on building crystallized intelligence (knowledge and skills). David Didau challenges the notion of fixed intelligence, advocating for evidence-based teaching methods to close the socio-economic "advantage gap" by prioritizing knowledge-rich curricula. The book synthesizes cognitive science research to provide actionable strategies for educators and policymakers.
This book is essential for teachers, school leaders, and policymakers seeking to improve educational equity through cognitive science. Parents interested in evidence-based learning strategies will also benefit. Didau’s insights are particularly relevant for those addressing systemic disparities in student outcomes.
Yes—it offers a compelling, research-backed framework for rethinking education. Critics praise its accessibility and practical advice, though some debate its emphasis on knowledge over creativity. It’s recommended for anyone invested in transformative educational practices.
- Crystallized intelligence: Knowledge accumulation as the foundation for problem-solving.
- Advantage gap: Socio-economic disparities in education and strategies to mitigate them.
- Deliberate practice: Structured, iterative learning over rote repetition.
- Malleable intelligence: The argument that cognitive ability isn’t fixed.
Didau proposes:
- Prioritizing foundational knowledge in curricula.
- Using spaced repetition and retrieval practice to reinforce learning.
- Designing assessments that measure deep understanding rather than superficial recall.
Some educators argue the book oversimplifies intelligence metrics and underemphasizes creative thinking. Others question its applicability in under-resourced schools. However, its evidence-based approach is widely praised.
As a former English teacher and senior education lead, Didau blends classroom experience with cognitive research. His work with the UK Department of Education and Ofsted informs its policy-focused recommendations.
- “Knowledge is the opportunity we owe every child”
- “Intelligence isn’t a ceiling—it’s a floor we can raise”
- “Teaching disadvantaged students effectively benefits all learners”
Didau argues that knowledge deprivation—not innate ability—drives the advantage gap. He advocates for explicit instruction of “powerful knowledge” (e.g., cultural literacy, scientific frameworks) to level the playing field.
Teachers are framed as “cognitive architects” who design learning environments to systematically build knowledge. Didau emphasizes teacher expertise in curriculum design over progressive but unproven methods.
It counters project-based and student-led learning trends, advocating instead for direct instruction and mastery learning. Didau criticizes “false dichotomies” like knowledge vs. skills, urging integration.
Yes—strategies like encouraging wide reading, discussing complex topics, and using low-stakes quizzes align with home learning. The book stresses parental role in nurturing intellectual curiosity.
