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An empty workbook, or lack of ‘product’ from a lesson, is often
deemed a failure. This belief, supported as it is by much of the
reporting and inspection process used to assess schools, can lead to
the assumption that work or learning done in lessons should be
tangible. There should be something to show. Much research and
personal experience suggests that understanding does not stem solely
– or necessarily most effectively – from writing or creating something.
Therefore the assumption that learning, deep learning, must always be
evidenced by a physical product is false.