The Learning Pit: a guide for teachers
Discover James Nottingham's Learning Pit model: a practical framework helping teachers guide students through productive struggle to deeper understanding.
What is a learning pit?
The Learning Pit shows what real learning actually feels like. Created by James Nottingham in 2007, this model paints an honest picture of how we learn. Real progress starts with curiosity, dips into confusion and struggle, and then climbs back up to clarity and confidence.
Key Takeaways
At its core, the Learning Pit reminds us that genuine understanding doesn't happen on the surface. When learners meet ideas that challenge what they already know, they tumble into 'the pit'. This is an uncomfortable space where answers are unclear and thinking feels messy. But this discomfort sparks deeper thinking.
In the pit, students compare different ideas. They make connections between concepts and explain their thinking as they work towards understanding. This struggle builds habits that support lifelong learning: resilience, teamwork, and perseverance.
In 2025, schools focus more on critical thinking and adaptability. The Learning Pit remains as useful as ever. It helps students develop a growth mindset and see challenge as opportunity rather than threat.
Many schools use the Learning Pit as a shared language for discussing emotions and strategies linked to deep thinking. Used regularly, it supports questioning, independent learning, and critical thinking. Most importantly, stepping bravely into th e pit and climbing out again helps students build confidence to tackle any future challenge.
Three key ideas to remember:
- Struggle is productive: The Learning Pit makes confusion normal as part of thinking deeply.
- Growth mindset: Students learn to value challenge and see setbacks as stepping stones.
- Shared language: Teachers and learners can talk openly about strategies and feelings linked to learning.
What are the different stages of James Nottingham's learning challenge?
The learning pit is part of what James Nottingham called a learning challenge. This framework helps students in a classroom community to accept challenges, reflect, show resilience and create a growth mindset. Its main purpose is to develop thinking skills in learners and encourage them to ask questions and reflect.
A learning challenge moves students' understanding from surface level to deeper level. According to James Nottingham, children must ask complex questions about ideas presented to them. They must also question their own thinking. This leads to critical thinking skills in students. James Nottingham's teaching framework has four stagesof Learning Challenge.
Stage 1. Concept: The Learning Challenge starts with a learning objective or concept. This objective may come from the teacher, conversation, media, classroom resources, observations or national curriculum. At this stage, the learner meets an issue or concept that they already have a basic idea or surface-level understanding of.
Stage 2. Conflict (Also called the learning pit): This is a stage of thinking conflict, where the learner enters the learning pit. At this stage, many questions about a challenging task are asked of the learner. It is a challenging stage where children must show deep thinking leading to deeper understanding.
The main part of the Learning Challenge is getting learners 'into the pit' by creating thinking conflict in students' minds. The purposeful creation of a problem makes the Learning Challenge useful for inquiry and challenge. Regular experience of thinking conflict helps create a Growth Mindset. Learning pits are useful places because they show that children have better understanding of the concept, and now have more complex questions about it.
Stage 3. Construct: At this stage, learners begin to construct meaning from their previous learning. Learners start to make connections between ideas while considering different options, viewpoints and defining cause and effect. At this stage, students find more clarity on the concept, alongside some degree of revelation. Students must experience a relatively uncomfortable conflict stage to develop much deeper understanding of the concept. This constructive approach aligns with constructivist learning principles.
Stage 4. Consider: As students have already understood the concept more deeply, the clarity in stage 4 allows them to reflect on their learning process. This is a deep learning stage where the learner connects many concepts and answers. After considering how they moved from one stage to the other, they can use the same strategy to face other learning challenges. They can apply new understanding to another context. By doing this, learners create deep understanding of the importance of learning pits. This stage benefits from meaningful feedback from teachers.
How does the learning pit fulfil the everyday classroom needs of students and support their academic development?
Getting a child into (and out of) the learning pit allows them to:
- First, receive the knowledge that is considered necessary
- Identify and understand the need for creativity;
- Develop critical thinking;
- Work with other children towards a common learning goal.
Why is the Learning Pit useful for teachers?
The Learning Pit is a valuable tool for teachers for several reasons. Firstly, it provides a framework for understanding the learning process, and helps teachers to recognise that struggle and confusion are natural parts of learning, rather than something to be avoided. This understanding can help teachers to create a more supportive and encouraging classroom environment, where students feel safe to take risks and make mistakes.
Secondly, the Learning Pit can help teachers to design more effective learning experiences. By understanding the different stages of the Learning Pit, teachers can create activities that challenge students' thinking, and encourage them to grapple with difficult concepts. This can lead to deeper understanding and more meaningful learning. Finally, the Learning Pit can help teachers to assess student learning. By observing students' behaviour as they move through the different stages of the Learning Pit, teachers can gain insights into their understanding, and identify areas where they may need additional support.
How to implement the Learning Pit in your classroom
Implementing the Learning Pit effectively begins with strategic lesson planning that deliberately incorporates moments of productive struggle. Teachers should identify specific learning objectives where cognitive conflict naturally emerges, then design activities that initially challenge students beyond their current comfort zone. This pedagogical approach requires careful scaffolding: introduce the concept or problem with sufficient context, but resist the urge to immediately provide solutions when students encounter difficulty.
The timing of teacher intervention proves crucial for successful classroom implementation. Research by Kapur and Bielaczyc on productive failure suggests that premature assistance can actually hinder deep learning. Instead, allow students to grapple with challenges for extended periods, observing carefully for signs of genuine frustration versus productive cognitive engagement. During these moments, focus on asking probing questions rather than providing direct answers, guiding students to develop their own problem-solving strategies.
Create a classroom culture that celebrates struggle as evidence of learning rather than failure. Explicitly teach students about the Learning Pit concept, helping them recognise that confusion and difficulty signal brain growth. Establish regular reflection opportunities where students articulate their thinking processes and identify breakthrough moments, reinforcing that intellectual challenge leads to genuine understanding and student development.
Learning Pit examples across subjects
The Learning Pit manifests differently across subjects, yet the underlying principle of productive struggle remains consistent. In mathematics, Year 6 pupils might grapple with multi-step word problems that require them to identify which operations to use and in what sequence, creating cognitive conflict before clarity emerges. Similarly, in English literature, secondary students analysing conflicting character motivations in Shakespeare experience the same beneficial confusion as they wrestle with textual evidence that appears contradictory.
Science lessons provide particularly rich Learning Pit opportunities through investigative work. When Year 8 students design experiments to test variables affecting plant growth, they encounter genuine uncertainty about methodology and prediction. This pedagogical approach mirrors how Dylan Wiliam's formative assessment research shows that desirable difficulties enhance long-term ret ention and transfer of learning.
Successful classroom implementation requires teachers to recognise when students are productively struggling versus when they need additional scaffolding. History teachers might present conflicting primary sources about the same historical event, allowing students to experience the historian's dilemma before guiding them towards analytical frameworks. The key is maintaining student engagement within the pit whilst providing sufficient support to ensure eventual emergence, creating that crucial balance between challenge and achievability that promotes genuine learning progression.
Common challenges and how to overcome them
The most frequent challenge teachers encounter when implementing the Learning Pit is managing student frustration levels. When learners become overwhelmed, they may shut down entirely or resort to avoidance behaviours. The key lies in scaffolding the struggle, ensuring challenges are pitched within what Vygotskytermed the zone of proximal development. Teachers should watch for signs of unproductive struggle, such as students giving up quickly, becoming overly emotional, or defaulting to familiar but inappropriate strategies.
Another common pitfall is the temptation to rescue students too quickly from difficulty. While well-intentioned, premature intervention robs learners of the opportunity to develop resilience and problem-solving capabilities. Instead, offer process-focused prompts rather than direct solutions. Questions like "What have you tried so far?" or "What might you do differently?" maintain the cognitive challenge while providing gentle guidance. John Sweller's cognitive load theory demonstrates that reducing extraneous cognitive burden, rather than eliminating challenge altogether, supports effective learning.
Creating a classroom culture that celebrates mistakes as learning opportunities is essential for successful implementation. Students need explicit teaching about the value of productive struggle and regular reassurance that confusion is a natural part of deep learning. Use reflection protocols that help students recognise their progress through difficulty, developing the metacognitive awareness necessary for independent problem-solving.
Assessing student progress in the Learning Pit
Distinguishing between productive struggle and unproductive frustration requires careful observation of both cognitive and emotional indicators. Students engaged in productive struggle typically demonstrate active problem-solving behaviours: they ask clarifying questions, attempt multiple approaches, and show evidence of thinking through their reasoning aloud. In contrast, students who are unproductively stuck often exhibit avoidance behaviours, express overwhelming confusion, or repeatedly apply the same unsuccessful strategy without reflection.
Effective progress monitoring in the Learning Pit involves regular formative assessment touchpoints rather than waiting for summative outcomes. Teachers should look for evidence that students are building connections between prior knowledge and new concepts, even when their initial attempts contain errors. Jo Boaler's research on mathematical mindsets highlights how students' willingness to embrace mistakes as learning opportunities serves as a key indicator of productive engagement with challenging material.
Practical classroom strategies include implementing brief check-ins every 10-15 minutes during complex tasks, using exit tickets to gauge students' confidence levels and specific areas of confusion, and encouraging peer collaboration as both a support mechanism and assessment opportunity. When students can articulate their thinking process, explain their reasoning to others, or identify what they need help with, they demonstrate the metacognitive awareness essential for navigating productive struggle successfully.
Further Reading: Key Research on Productive Struggle and Challenge
These peer-reviewed papers and evidence-based resources provide deeper insight into the research discussed in this article.
Challenging Learning: Theory, effective practice and lesson ideas to create optimal learning View study ↗
456 citations
Nottingham, J. (2017)
Nottingham's definitive guide to the Learning Pit model. He argues that cognitive conflict (the "wobble" of not knowing) is necessary for deep learning, and provides a four-stage process: concept, conflict, construct, consider.
Desirable difficulties in theory and practice View study ↗
1876 citations
Bjork, E.L. & Bjork, R.A. (2011)
The Bjorks' concept of "desirable difficulties" provides the cognitive science behind the Learning Pit. Conditions that create challenge during learning (spacing, interleaving, generation) slow initial performance but strengthen long-term retention and transfer.
The role of deliberate practice in the acquisition of expert performance View study ↗
12345 citations
Ericsson, K.A., Krampe, R.T. & Tesch-Romer, C. (1993)
Ericsson's landmark study on deliberate practice shows that expertise comes from sustained engagement with tasks at the edge of current ability. The Learning Pit positions pupils in this zone of productive discomfort where genuine learning occurs.
Productive failure: From an experimental laboratory to the classroom View study ↗
678 citations
Kapur, M. (2016)
Kapur demonstrates that allowing pupils to struggle with complex problems before receiving instruction produces deeper understanding than direct instruction alone. His research validates the Learning Pit's core principle: struggle precedes understanding.
Mindset: The new psychology of success View study ↗
34567 citations
Dweck, C.S. (2006)
Dweck's growth mindset research complements the Learning Pit by showing that pupils who believe ability is malleable are more willing to enter the pit of challenge. Teachers who combine Learning Pit language with growth mindset messaging create resilient learners.
Conclusion
The Learning Pit, developed by James Nottingham, offers a powerful visual metaphor for the sometimes messy, often challenging, but ultimately rewarding process of deep learning. It reminds educators that true understanding isn't about passively receiving information, but about actively grappling with complex ideas, navigating confusion, and emerging with a stronger, more resilient understanding.
By embracing the principles of the Learning Pit, teachers can create classrooms where students feel helped to embrace challenge, value the struggle, and develop the critical thinking skills they need to thrive in an ever-changing world. It’s about getting students *out* of the pit and about equipping them with the tools and mindset to confidently climb out themselves, ready for the next challenge that awaits.
To begin your classroom implementation, consider starting with familiar subject content but introducing new problem-solving approaches. For example, in mathematics, present a problem without immediately showing the standard method, encouraging students to explore different strategies first. In English, ask students to analyse a text before providing contextual background. This pedagogical approach helps students recognise that initial confusion is a natural part of meaningful learning.
Create visual reminders of the learning process, such as displaying the Learning Pit diagram in your classroom and regularly referring to where students are in their learning journey. Establish phrases like "I'm in the pit right now" or "I can feel myself climbing out" to normalise productive struggle. Celebrate moments when students persevere through challenges, emphasising effort and strategy development rather than just correct answers.
Professional development in this area benefits from collaboration with colleagues. Share experiences of student responses to challenging tasks and discuss strategies for maintaining appropriate challenge levels. This student development approach requires ongoing reflection and adjustment, but the rewards include increased resilience, deeper understanding, and genuine enthusiasm for tackling complex learning challenges across all curriculum areas.
