Respected educators such as Tom Sherrington, author of The Learning Rainforest who is among the opponents of DIKR, are rightly alarmed by a book that purports to reconcile and at the same time cast out educational researchers, most of whom work in schools, who have the audacity to question the shibboleths of the professoriate in education. Working teachers have had enough of this chagrin, and Claxton’s book will only perpetuate it by belittling those who question the prevailing school orthodoxy. The book How Learning Happens, written by Kirchner and Carl Hendrick, filled the void left by Claxton and his fellow educators in promoting theories of school change and essentially abandoning the field. Claxton is extremely cautious when evaluating the cognitive research and writings of a particular scholar belonging to the so-called “DICR” field. The author and his entourage do not want to challenge Daniel T. Leader, a proponent of instructive learning and knowledge-rich curricula, because the ideas they have sown are already affecting teaching and learning in schools. It has long been known that giving children complex tasks without the necessary background knowledge is a problem, and we now know much more about “how learning happens in the minds of students and teachers.” The popularity of Tom Sherrington’s Rosenschein Principles of Teaching lectures and the accompanying ResearchED textbook should confound both prospective teachers and those in regular teaching practice. Dylan William, a renowned researcher in the field of student assessment, gives us hope with his characteristically measured and insightful foreword, and John Hattie, a giant of Australian education, gives his support to the cover. Original books such as Daisy Christodoulou’s Seven Myths of Education, Martin Robinson’s Trivium 21c, Greg Ashman and Paul A. It’s a refreshing change to see a textbook spread like wildfire without the education schools’ printing. It speaks with a teacher’s voice and conveys well what real teaching in real classrooms involves: effective questions, modeling, help, and independent practice. Sherrington, who works directly with teachers in British schools, disagrees with Claxton’s claims. He oversimplifies the concept and misinterprets the explanatory diagram as a “physical space that fills” and the “bottleneck effect” as affecting individual students.