Built to support HGIOS 4 QI 2.3, in Education Scotland’s evaluative language
A teacher records a lesson. Second Listen hands back the four or five moments worth thinking about, in the language of HGIOS 4 QI 2.3. Nothing is scored, and nobody else sees it.
Built in the UK. Your lessons never leave it. For Scottish local authorities and their schools. The demo needs a code, ask us for one.
“Whiteboards up. Show me a fraction that’s the same as three quarters. … I can see sixes and eights, and a couple of fours. Hold on to that.”
Every pupil answered at once, and you read the spread of answers before moving on, which showed you who had the idea and who needed the next step.
Hinge question · Black & Wiliam, 1998 · expert synthesis
Example moments from a made-up P6 fractions lesson.
A few formal visits a year, and they feel high-stakes for everyone in the room.
After a full day, few teachers have the time or a second pair of ears to look back on a lesson.
School and authority data rarely reaches what actually happened in classrooms.
On a school PC in the browser, or on your phone signed in with a QR code.
The lesson is read against eight indicators drawn from HGIOS 4 QI 2.3. Then the audio is deleted.
One moment at a time, in your own words, with a question worth sitting with.
If you like, plan one next step, try it for a week or two, then look back.
No forms, no targets, no marks. Teachers read one moment at a time and decide what, if anything, to do with it.
A whole-school picture for self-evaluation and your improvement plan, in Education Scotland’s evaluative language you already use: most, a majority, a few.
46 lessons analysed · 14 staff joined
Share of lessons with clear evidence of each indicator, never a share of staff. Shown once five staff have joined. Two further indicators not shown here.
Every suggestion comes from a bank of 41 teaching approaches drawn from 29 sources, each checked against the original publication. The AI chooses from the bank. It cannot write a citation of its own.
Expert synthesis, not peer-reviewed
A single question the whole class answers at once, on whiteboards, hands or fingers, shows the spread of understanding rather than sampling one pupil, and decides what happens next.
A review rather than a trial, and its aggregation of effect sizes has been criticised (Bennett, 2011). The often quoted ‘six or seven months’ figure should not be treated as an independently established effect.
Black, P. & Wiliam, D. (1998). Inside the Black Box. Phi Delta Kappan, 80(2), 139–148.
25 of the 29 sources carry a caveat like this, and some question the approach they support.
Every step a lesson goes through happens in the United Kingdom, from the recording to the reflection.
Transcribed by Microsoft in the UK, which keeps none of it. Deleted the moment it is transcribed; the transcript goes as soon as the lesson is read.
A lesson's moments are deleted automatically, unless the teacher keeps them a little longer for a reflective cycle.
No grades, ratings or rankings of teachers, anywhere in the product.
Staff sign in with a code sent to their own work email, protected by the school’s own mailbox security.
More detail in our questions and answers.
A half-hour conversation and a look at the demo together.