Making Kids Cleverer by David Didau Summary

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:

1. Prioritizing foundational knowledge in curricula.
2. Using spaced repetition and retrieval practice to reinforce learning.
3. 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.