Dr Nathaniel Swain and Rebecca Birch are teaming up for a new podcast series where we break down real classroom footage to uncover what makes great teaching great. Each episode, we pause the play, slow things down, and analyse the moves teachers make—connecting them to the research on how students learn best.

✨ Teaching is both an art and a science, and this podcast lives right at that intersection.

🎧👀 When we launch in a few weeks’ time, you’ll be able to listen to the audio version (with audio from real classroom clips) or watch the full video to catch every visual detail.

Our first teaser video is out now, featuring a sneak peek of an upcoming episode with powerhouse Principal Manisha Gazula from Marsden Road Public.

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Summary

In this episode of the Chalk Dust podcast, Nathaniel Swain and Rebecca Birch visit the classroom of Queensland primary school teacher, Rebecca Sloots, the first teacher to be featured on the Teach Like a Champion practice archive.

By exploring checking for understanding (CfU) and checking for quality (CfQ), the hosts unpack effective teaching practices, focusing on explicit instruction, CFU techniques, and the importance of peer feedback. They explore how generative learning fosters deeper student engagement and discuss the unique challenges of applying explicit teaching strategies in humanities education.

The conversation emphasises the need for responsive teaching and the value of questioning strategies that encourage multiple interpretations. The importance of addressing misconceptions is discussed, as well as fostering a culture of improvement, and the role of formative assessment in enhancing learning.

The commentary points to the need for teachers to adapt their practices, embrace imperfection in the classroom, and set professional growth goals based on observed classroom dynamics.

Mentioned resources and explainers

Teach Like a Champion – Official site for Doug Lemov’s Teach Like a Champion techniques. It provides an overview of this framework of effective teaching practices – a set of techniques and a shared vocabulary that help teachers achieve dramatic results in the classroom.

Reading Reconsidered – Information on Reading Reconsidered, a practical guide to rigorous literacy instruction by Doug Lemov and colleagues. This resource offers clear, actionable strategies to help all teachers strengthen students’ reading skills – from tackling more complex texts and close reading, to building vocabulary and reading stamina – so that students become confident, independent readers. A variation on Beck and McKeown’s Questioning the Author reading comprehension and interpretation strategy is scaffolded for teachers in this book.

Explicit Direct Instruction (EDI) – Hollingsworth & Ybarra – Overview of the Explicit Direct Instruction teaching approach developed by John Hollingsworth and Silvia Ybarra. EDI is a highly structured, step-by-step method for delivering well-designed lessons, emphasising clear objectives, teacher modeling, guided practice, and continual checking for understanding to maximise student success. TAPPLE is a check for understanding protocol that is mentioned.

Generative Learning – Explainer on generative learning theory, which encourages students to actively generate information and make connections between new material and their existing knowledge. It describes how strategies like summarising, teaching others, or drawing concept maps help learners engage deeply with content and create more durable understanding.

Questioning the Author – Here is a recent post from Nathaniel on this very useful instructional approach for generating quality discussions about text. Devised by Margaret McKeown and colleagues, Questioning the Author involves asking initially broad and open-ended queries about what has been read, followed by more specific questioning to dive deeper into the author’s intentions.

Checking for Understanding – Article on why teachers should continuously verify students’ understanding during lessons and how to do it effectively. It outlines techniques for real-time formative assessment – for example, probing questions (beyond yes/no), sampling multiple students’ responses, and using cold calling – so that instruction can be adjusted based on what students have or haven’t grasped.

Cold Calling – Guide to the cold call technique, as popularised by Doug Lemov. This strategy involves the teacher calling on students unpredictably (rather than only volunteers) to answer questions. The article explains how cold calling keeps everyone attentive and accountable, normalises active participation from all pupils, and creates a more inclusive classroom where each student is expected to think and respond.

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Takeaways

* Teaching is both a science and an art.

* Effective teaching requires analysing classroom practices.

* Check for understanding techniques are essential for student learning.

* Peer feedback enhances student engagement and accountability.

* Generative learning allows students to create multiple responses.

* Explicit teaching can alleviate workload, but has its limits.

* Dialogic conversations are necessary for deeper understanding.

* Questioning the author promotes multiple interpretations.

* Responsive teaching can coexist with explicit instruction.

* Openness to a range of correct answers is crucial.

* Teachers should address misconceptions directly to enhance learning.

* Creating a culture of improvement helps students feel safe to make mistakes.

* Perfectionism in students can hinder their learning process.

* Check for understanding (CFU) should be integrated into lessons.

* Teachers need to be responsive to student needs during instruction.

* Feedback should include positive reinforcement alongside areas for improvement.

* Decluttering routines can lead to more effective teaching practices.

* Setting specific goals for professional growth can enhance teaching effectiveness.

* Engaging students in peer feedback fosters a collaborative learning environment.

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Keywords

education, teaching, classroom instruction, explicit teaching, peer feedback, generative learning, check for understanding, humanities education, teacher strategies, Chalk Dust podcast, education, teaching strategies, classroom management, student engagement, formative assessment, explicit instruction, teacher development, learning culture, feedback, instructional practices

Summary

In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain explore effective teaching practices in secondary education, focusing on engagement strategies; the importance of chess for listening and thinking; and the application of self-determination theory. They discuss the significance of structured lesson plans, guided note-taking, and fostering student participation. The conversation emphasises the need for flexibility in lesson structure and the value of collaborative planning in enhancing student learning. In this conversation, Nathaniel and Rebecca discuss various teaching strategies, focusing on the importance of checks for listening (CFLs), checks for understanding (CFUs), and checks for thinking (CFTs) and how they enhance lesson quality.

They explore the application of knowledge in real-world contexts, the significance of critical thinking, and the link between instruction and student engagement. The hosts also address the importance of creating a safe environment for student participation and the dynamics of teacher presence in the classroom. The conversation concludes with insights on effective pair shares and the rationale behind cold calling students to foster engagement and learning.

Mentioned resources and explainers

AERO (Australian Education Research Organisation)

The Australian Education Research Organisation supports schools and teachers by providing evidence-based resources, video libraries, and research to improve teaching practice. Melissa’s lesson comes from their publicly available classroom video collection.

Explicit Direct Instruction (EDI) EDI, developed by John Hollingsworth and Silvia Ybarra, is a structured, teacher-led instructional model. It includes clear learning intentions, worked examples, guided practice, and frequent checks for understanding. Rebecca and Nathaniel highlight how Melissa’s lesson uses EDI principles like modelling, providing a rationale, scaffolding, and high student response rates.

TAPPLE Framework A core routine within EDI for checking understanding. Teachers present information (Teach), ask a question (Ask), pause to allow thinking (Pause), select a student (Pick), listen to the response (Listen), and provide immediate feedback or clarification (Effective Feedback). More here.

Self-Determination Theory (SDT) A framework for understanding motivation developed by Deci and Ryan. It identifies autonomy, competence, and relatedness as basic psychological needs. Rebecca explains how providing a rationale for learning supports students’ sense of autonomy, increasing motivation and engagement. More here.

Cold Call A technique where the teacher calls on any student to answer, ensuring all students are accountable for learning. Nathaniel explains how Melissa uses cold call after pair shares to maximise participation while keeping psychological safety high. See here for an article on how to even supports voluntary participation.

Checks for Understanding (CFU) Frequent, intentional questions that allow teachers to gauge student understanding in real time and make adjustments. Nathaniel and Rebecca outline how Melissa uses multiple forms of CFU: checks for listening, checks for understanding, and checks for thinking.

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Takeaways

* Engagement strategies are crucial for effective teaching.

* Learning intentions should be clearly communicated to students.

* Self-determination theory highlights the importance of autonomy and competence.

* Lesson structures can vary but should include core principles.

* Guided note-taking helps students organise their thoughts.

* Encouraging student participation enhances learning outcomes.

* Incorporating checks for understanding improves lesson quality.

* Real-world applications enhance student engagement and learning.

* Critical thinking can be prompted through effective questioning.

* Maintaining energy and structure keeps students focused.

* Collaborative planning can ease teacher workload.

* Immediate feedback allows for real-time adjustments in teaching.

* Creating a safe environment encourages student participation.

* Cold calling can be an effective strategy for engagement.

Keywords

effective teaching, secondary education, student engagement, learning intentions, self-determination theory, lesson structure, guided note-taking, student participation, classroom strategies, collaboration, education, teaching strategies, checks for understanding, critical thinking, student engagement, lesson planning, classroom dynamics, teacher presence, collaborative teaching, immediate feedback

Summary

In this conversation, Manisha Gazula, principal of Marsden Road Public School, analyses examples from her classrooms. Together with Rebecca Birch and Nathaniel Swain, the team discuss the unique challenges and strategies of her school, which serves a diverse and transient student population. Manisha emphasises the importance of phonics and structured teaching methods for literacy development, highlighting the school's commitment to consistency and teacher coaching. The discussion also addresses common misconceptions about phonics and the significance of meaning-making in literacy instruction.

In this conversation, Manisha and Nathaniel discuss various aspects of phonics education, emphasising the importance of decoding, meaning, adaptiveness, and pacing in teaching strategies. They explore how effective teaching requires a deep understanding of content and pedagogy, and the need for teachers to be appropriately resourced to teach early reading using expert-created materials.

Mentioned resources and explainers

Explicit Direct Instruction (EDI)

Overview of Explicit Direct Instruction developed by John Hollingsworth and Silvia Ybarra. EDI provides a structured, teacher-led model that prioritises clear learning intentions, modelling, guided practice, and ongoing checks for understanding. Manisha refers to consistent routines across K–6 and the importance of teacher clarity and fidelity to well-sequenced lessons—key aspects of EDI. The TAPPLE framework (Teach-Ask-Pause-Pick-Listen-Effective feedback) is aligned with what’s observed in Marsden Road classrooms.

The Five Pillars of Reading

Phonics, Phonemic Awareness, Fluency, Vocabulary, Comprehension form the essential components of reading instruction. Manisha outlines how phonics at Marsden Road is integrated with vocabulary building and morphology, especially through the morning routine and use of decodables. This comprehensive approach ensures students develop both decoding and meaning-making skills.

Science of Reading (SoR)

Science of Reading overview explains the cognitive science behind effective reading instruction. Manisha describes how the school has embraced SoR principles since 2016, embedding phonics, scope and sequence, and teacher coaching. The distinction between decoding and comprehension is unpacked through classroom footage.

Decodable Texts

Decodable readers are texts written to match the sequence of phonics instruction, allowing students to practise decoding with real meaning. Marsden Road has moved away from PM Benchmarking in early years, favouring decodables to reinforce phonics and build reading confidence.

Gradual Release of Responsibility (I Do, We Do, You Do)

Model of instruction where responsibility shifts from teacher to student over time. The featured teachers move fluidly between modelling, choral practice, targeted questioning, and independent application—a clear application of this model.

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Takeaways

* Marsden Road Public School serves a diverse, low SES student population.

* 90% of students come from a language background other than English.

* Phonics is essential for literacy and forms the basis of all learning.

* Teaching strategies include explicit instruction and daily phonics teaching.

* Classroom routines are crucial for maintaining focus and engagement.

* Teachers receive ongoing training and support in phonics instruction.

* Decodable books are used to enhance understanding and meaning-making.

* The school has seen significant improvements in student literacy outcomes.

* Consistency in teaching methods is key to student success.

* Misconceptions about phonics often overlook its complexity and importance.

* Adaptive teaching is key in teaching to cater to diverse student needs.

* Maintaining an appropriate pace in lessons keeps students engaged.

* Teachers must understand content and pedagogy to adapt their teaching effectively.

* Low variance lessons can help increase quality in teaching practices.

* Teachers' personalities and styles shape their teaching.

* Effective teaching requires ongoing training and support for educators.

* High-quality and low variance resources enhance instructional practices.

Keywords

Marsden Road Public School, literacy development, phonics, teaching strategies, refugee students, classroom routines, teacher training, early education, decoding, meaning making, phonics, differentiation, teaching strategies, classroom management, literacy education, pacing, teacher training, student engagement, content delivery, educational progress

Summary

In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by instructional coach and Knowledge for Teachers podcast host Brendan Lee. Together, they step inside a Year 3/4 classroom at Morwell Central Primary School, where Brendan delivers a real-time maths lesson on the commutative property of multiplication.

They unpack the anatomy of a high-impact lesson, covering how mistake analysis can build reasoning, why mini whiteboard routines make or break lesson flow, and how classroom culture can be shaped in real time, even with a class you've never met.

They explore the role of motivation, including how framing content as a “cheat code” gives students a reason to care, and why explicitly teaching mathematical vocabulary supports fluency and retention. Brendan explains how and when to fade scaffolds, the value of concrete–pictorial–abstract progressions, and how this links to dual coding and cognitive load theory.

The episode also teases apart the subtle differences between checks for listening, understanding, and thinking, and offers practical strategies for maximising participation and feedback without overcomplicating the lesson. Whether you’re a primary or secondary teacher, maths specialist or not, this episode highlights just how responsive, structured teaching can lift engagement and understanding.

Mentioned resources and explainers

Ochre EducationBrendan is a board member at Ochre, which provides free, evidence-informed teaching resources, including primary Mathematics, for Australian classrooms.

The Knowledge for Teachers podcastHosted by Brendan Lee, this show features deep-dive conversations with leading educators.

Concrete–Pictorial–Abstract (CPA) FrameworkA core maths instructional sequence. Brendan explains how his dot arrays and number lines support cognitive development by moving students gradually toward symbolic understanding.

Fading ScaffoldsAlso called the guidance fading effect. Brendan shows how support is gradually withdrawn during guided practice so students experience successful independence.

Checks for ListeningUsed to keep students focused and accountable, especially during teacher modelling. Brendan uses multiple checks to ensure students stay engaged during new learning. You can learn more from Craig Barton here.

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Takeaways

* Clear routines build student confidence and help new teachers take control quickly.

* Mini whiteboards are powerful, but only with tight behavioural expectations.

* Mistake/error analysis is a gateway to mathematical reasoning.

* Varying example formats increases transfer and reduces rote pattern-matching.

* Even in a scripted model, responsiveness matters—especially in guided practice.

* Motivation is built when students see the value in what they’re learning.

* Vocabulary in maths should be taught explicitly—just like in English.

* The best learning often happens in the “we do” phase, not the “I do” or “you do”.

Keywords

primary maths, Brendan Lee, explicit teaching, guided practice, mini whiteboards, commutative property, mistake analysis, worked examples, teacher routines, classroom management, CPA framework, dual coding, cognitive load, instructional coaching, adaptive teaching, formative assessment, motivation, vocabulary in maths, checks for listening, effective modelling

Summary

In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by instructional coach, author, and classroom management expert Dr Mark Dowley. Together, they step inside classrooms across Australia to see how great teachers start their lessons, from Year 9 maths to a Northern Territory prep class of fifty students.

They unpack the anatomy of an effective entry routine, from greeting students at the door to getting pens moving in under a minute. Along the way, they show how routines set the tone for behaviour, protect learning minutes, and build a positive culture from day one, even with classes you’ve just inherited.

The discussion covers how to reset routines when standards slip, why “do it again” is more about warmth than discipline, and how to make praise genuine rather than controlling. They explore similarities across contexts, from high-SES boys’ schools to mixed-age classrooms, looking at how to balance whole-school consistency with teacher autonomy.

You’ll see how small tweaks, like reducing “friction” in transitions or controlling the pace of entry, help students get started calmly and confidently. Whether you teach early years or senior secondary, this episode shows why high expectations and consistent routines work for every age group.

Mentioned resources and explainers

The Classroom Management Handbook Mark’s Amazon-bestselling guide to building culture, belonging, and behaviour in schools.

Positive Narration Describing desired behaviour in the moment to set norms and build buy-in without over-praising. Here’s an explainer from Teach Like a Champ.

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Takeaways

* A tight start makes the whole lesson easier to manage.

* “Do it again” works best when delivered warmly, not punitively.

* Positive narration should feel authentic, not robotic.

* High expectations and routines work for all ages; the principles don’t change.

* Reduce friction by having everything students need ready to go.

* Consistency across year levels smooths transitions, especially 6 to 7.

* Small moments, like greeting at the door, set the tone for the whole lesson.

* Teacher autonomy matters, but shared principles ensure every class starts strong.

Keywords

classroom management, entry routines, Mark Dowley, explicit teaching, positive narration, do it again, reducing friction, routines, behaviour expectations, checks for understanding, teacher autonomy, whole-school consistency, lesson starts, participation routines, K–12 transitions, instructional coaching, formative assessment, motivation, culture building

Summary

In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Dr Carl Hendrick, Professor of Education at Academica University of Applied Sciences and co-author of How Learning Happens and How Teaching Happens. Together, the team explore real classroom footage from Australian classrooms, reflecting on how teachers respond when learning doesn’t go exactly to plan.

They analyse three lessons: Jeanette Breen’s Year 3 class tackling sentence kernels, Troy from Sophia College guiding students through sentence fragments in a secondary context, and Mark De Bruin from Cranbrook using a “Do Now” and visualiser work to develop literacy. Across these examples, Carl, Rebecca and Nathaniel highlight what expert teachers do when slides contain errors, students answer unexpectedly, or early practice shows misconceptions.

Themes include how to pivot in real-time, why checking for understanding is more than asking “are we good?”, and how to create psychological safety so imperfect student work can be used as a springboard for improvement. They also discuss the role of cultural knowledge in English, why retrieval practice can fail if poorly executed, and how responsive teaching underpins explicit instruction.

Carl reflects on the “illusions of learning” that shaped his forthcoming book, co-written with Paul Kirschner, and explains why engagement, apparent fluency, or polished lessons are not always indicators of genuine understanding.

Mentioned resources and explainers

How Learning Happens / How Teaching Happens

Carl’s earlier books with Paul Kirschner distilling core findings from cognitive psychology for teachers.

The Writing Revolution (TWR)

Referenced in Jeanette’s lesson, this approach uses sentence kernels to build syntactic and compositional fluency. Contact Ballarat Clarendon College for opportunities to complete this training at a time convenient for Australian participants.

Retrieval Practice

Carl and Nathaniel note how surface-level “Do Nows” can fail unless they actually prompt students to connect prior knowledge. Christine Counsell’s writing on history teaching is mentioned as a model.

Pedagogical Content Knowledge (PCK)

Lee Shulman’s concept, invoked when Troy pivots his grammar explanation, illustrating how teachers need multiple representations of knowledge, not just content expertise.

“Illusions of Learning” (forthcoming book)

Carl previews his new book with Paul Kirschner and Jim Hill, addressing why engagement, confidence or “busyness” can mislead teachers about true learning. You can pre-order here.

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Takeaways

* Responsive teaching means pivoting when materials or answers don’t align with expectations.

* Checking for understanding requires variety—listening, thinking, and retrieval are not the same.

* Student work, even if imperfect, is a powerful lever for whole-class improvement.

* Retrieval practice only works if students genuinely recall prior knowledge, not just copy prompts.

* Cultural and content knowledge are prerequisites for deeper learning, particularly in English.

* Explicit teaching is not only “telling,” it’s breaking down steps, modelling improvement, and making excellence visible.

* Great lessons are built on earlier culture-setting and routines, not just what happens in the room that day.

Keywords

explicit teaching, Carl Hendrick, Rebecca Birch, Nathaniel Swain, Chalk Dust podcast, sentence kernels, The Writing Revolution, retrieval practice, do now, visualiser, student work, responsive teaching, adaptive teaching, pedagogical content knowledge, illusions of learning, guided practice, explicit instruction, classroom culture, checking for understanding

Summary

In this episode of Chalk Dust, Dr Nathaniel Swain and Rebecca Birch are joined by John Hollingsworth, co-founder of DataWorks Educational Research and co-author of Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson. Known widely as the “Purple Book,” his work has shaped how teachers worldwide think about whole-class explicit teaching.

Together, the team analyse classroom footage from maths, English, and science lessons, reflecting on how expert teachers use strategies such as “I’ll come back to you,” gestures, non-volunteer questioning, and sentence frames. John unpacks what effective checking for understanding looks like, why aiming for “80% whole-class success then corrective feedback” leads to 100% mastery, and how explicit instruction is far from “chalk and talk.”

Themes include the role of choral response in normalising mistakes, how gestures and props strengthen memory, why teachers must “work the page” rather than read slides verbatim, and the motivational power of explaining lesson importance. John shares coaching insights from working in over 25,000 classrooms, emphasising structured processing time, randomisation, and pre-planned sentence stems.

Mentioned resources and explainers

Explicit Direct Instruction (EDI), the Purple Book

Hollingsworth and Ybarra’s foundational text on well-crafted lessons and whole-class explicit teaching.

Gestures and kinesthetic strategies

Not to be confused with learning styles or VAK! Gestures are most powerful when they clearly align with meaning, such as iconic or representational movements rather than random hand-waving. Learning is supported both when students produce gestures themselves and when they observe them from teachers or peers. The benefits are particularly strong with complex or abstract material, or when students have weaker verbal memory. Gestures also help by offloading some of the cognitive load, giving learners a visual or embodied way to grasp relationships that would otherwise be carried verbally.

Sentence frames and academic language

John’s recommendation is that teachers pre-write frames with academic vocabulary to ensure students orally rehearse complete, formal responses.

Motivation and rationale

The importance of telling students why they are learning something, linking lesson content to careers, tests, or future applications.

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Takeaways

* Explicit instruction is not “chalk and talk” but highly interactive, with student responses every 20–30 seconds

* Randomisation of questioning prevents teachers from being misled by only hearing from the same few students

* Gestures and props strengthen memory, even in secondary classrooms

* Checking for understanding should move beyond surface answers, supported by sentence stems and academic vocabulary

* Explaining lesson importance supports motivation and autonomy, linking learning to tests, careers, and real-world use

* Structured processing time—pair-share, justification, complete sentences—is essential for real learning

Keywords

explicit teaching, John Hollingsworth, Rebecca Birch, Nathaniel Swain, Chalk Dust podcast, Explicit Direct Instruction, Purple Book, checking for understanding, non-volunteer questioning, I’ll come back to you, whiteboards, sentence frames, academic language, gestures, props, motivation, rationale, structured processing time, pair-share, classroom coaching, work the page, adaptive teaching

Summary

In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Denarius Frazier, Regional Superintendent of Instruction for Uncommon Schools in New York City and Senior Advisor with the Teach Like a Champion team. Denarius, co-author of Reconnect: Building School Culture for Meaning, Purpose, and Belonging, shares how routines, feedback, and culture can transform classrooms into places of both rigour and belonging.

Together, they analyse footage comparing Denarius’ own classroom with that of UK teacher Matthew Gray, focusing on practices like narrating the lap, culture of error, and show-calling student work. They also examine a lesson from master teacher Julia Addeo to explore how expert teachers respond in real time to patterns of misunderstanding while maintaining high expectations and warmth.

Themes include how belonging is cultivated through competence, why predictability and shared routines lower cognitive load, and how monitoring and feedback can be systematised so every student experiences success during a lesson—not after it. The conversation bridges cognitive science and classroom craft, illustrating that belonging and excellence are not opposites but mutually reinforcing.

Mentioned resources and explainers

Teach Like a Champion 3.0

Doug Lemov’s updated framework underpins much of the discussion, including active observation, show call, and habits of attention.

Reconnect: Building School Culture for Meaning, Purpose, and Belonging

Co-authored by Denarius Frazier, this book explores how predictability, structure, and academic success foster genuine connection in schools.

Rosenshine’s Principles of Instruction

Referenced when Nathaniel and Rebecca note that “monitoring independent practice” must be more than wandering the room—it should be intentional, transparent, and coachable.

Daniel Willingham – Why Don’t Students Like School?

Denarius cites Willingham’s model of working memory to explain how predictable routines and planned responses prevent cognitive overload for both students and teachers.

Active Observation & Mastery Thresholds

Frazier outlines how teachers can respond to classroom data: reteach when mastery <50%, compare exemplars when 50–70%, and run “almost-there show calls” when >80%. These heuristics help teachers act on evidence rather than instinct.

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Takeaways

• Belonging is built through competence, not just connection; students trust teachers who help them succeed.

• “Naming the lap” makes feedback purposeful and visible, showing students what excellence looks like as they work.

• The culture of error normalises mistakes as learning opportunities, building safety and inclusion through transparency.

• School-wide consistency in routines reduces chaos and cognitive load, especially for adolescents.

• Data-informed show-calls turn monitoring into responsive teaching, using student work as a mirror for collective growth.

• Expert responsiveness isn’t improvisation; it’s structured anticipation guided by mastery data.

• Classroom culture is the prerequisite for rigour: without predictability and attention habits, high-quality instruction cannot land.

Keywords

Denarius Frazier, Teach Like a Champion, Reconnect, Uncommon Schools, explicit teaching, Rebecca Birch, Nathaniel Swain, Chalk Dust podcast, classroom culture, belonging, competence, feedback, show call, culture of error, Rosenshine, active monitoring, responsive teaching, working memory, cognitive load, data-informed instruction, predictability, routines.

Summary

In this episode of the Chalk Dust podcast, Nathaniel Swain and Rebecca Birch are joined by Teach Well General Manager, Katie Webster, and Western Australian primary teacher Kaitlin Rowan to explore the transformative impact of instructional coaching and deliberate practice on classroom teaching.

Through a before–and–after analysis of Kaitlyn’s filmed lessons, the conversation highlights how building routines for full student participation elevates learning, strengthens classroom culture, and accelerates teacher development. The hosts unpack practical techniques from the Teach Well Masterclass Series, including choral response, whiteboards, calling non-volunteers, and gesture-based cues.

The discussion reflects on why explicit instruction routines matter for long-term memory, how production effect and rehearsal strengthen learning, and the role of coaching cycles in helping teachers build fluency and confidence. Importantly, Kaitlyn shares the emotional journey of recording her early practice, receiving targeted feedback, and embedding techniques over time.

The episode reinforces that expert teaching emerges through sustained professional learning, high expectations, and a supportive culture where teachers try, reflect, and refine.

Mentioned resources and explainers

Teach Well Masterclass Series

A structured development program supporting teachers to embed high-impact explicit-instruction routines with coaching cycles, rehearsal, feedback, and classroom filming.

Choral Response & Cueing

A technique to promote full participation and rehearsal, improving retention and automating core knowledge. Linked to production effect research and cognitive load theory.

Mini-whiteboards & ‘Hover then Chin-it’

Interactive formative assessment routines ensuring real-time visibility into student thinking. Supports responsive teaching and prevents passive learners.

Cold Calling / Non-volunteers

A technique to ensure high engagement and accountability, normalising contribution and shifting classroom culture towards full participation.

Generative Learning

Strategies that require students to produce responses rather than consuming information passively, improving schema development and transfer.

Explicit Instruction

A structured, teacher-led approach emphasising modelling, checking for understanding, guided practice, and independent practice. Related to Hollingsworth & Ybarra (EDI) and Teach Like a Champion.

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Thanks for listening to Chalk Dust! Share with a colleague who enjoys evidence-informed teaching.

Takeaways

* Teaching expertise evolves through deliberate practice, coaching, and reflection.

* Participation routines enable every student to think, respond, and rehearse.

* Production effect and rehearsal improve long-term memory.

* Coaching cycles accelerate teacher proficiency through targeted feedback.

* Whiteboards, choral response, and non-volunteers boost active engagement.

* Full participation is learnable: expectations plus routines create culture.

* Gestures and non-verbal cues streamline transitions and maintain pace.

* Formative assessment must be visible and actionable.

* High expectations are enacted through routines, not slogans.

* Classroom culture of safety supports risk-taking and learning from mistakes.

Keywords

explicit instruction, Teach Well, teacher coaching, participation routines, choral response, whiteboards, formative assessment, generative learning, classroom culture, cognitive load, production effect, instructional routines, teaching practice improvement, Chalk Dust podcast, education research, professional learning, teacher development, student engagement, high expectations

Summary

In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by educator, designer, and author Peps Mccrea, Director of Education at Steplab and writer of the High Impact Teaching series. Together, they watch and unpack classroom footage from two outstanding UK teachers—Primary English teacher Isla Lago and science teacher Pritesh Raichura.

The conversation explores why these lessons work so well: sharply defined routines, responsive checking for understanding, efficient use of visualisers, and the art of keeping teacher talk concise without losing warmth or personality. Peps explains how practices such as cold call, turn-and-talk, whiteboard checks, and scripting work together to build attention, motivation, and trust.

Across both classrooms, the trio highlight how routines reduce cognitive load for students, free up teacher bandwidth, and create an environment where high expectations feel safe rather than authoritarian. They discuss how warmth and structure complement each other, why error culture requires trust, and how teachers can identify a small set of core routines to declutter and refine.

This episode shows, with real footage, how clarity, consistency and care create classrooms where all students—especially the most vulnerable—can thrive.

Mentioned resources and explainers

Peps Mccrea’s High Impact Teaching series

Short, practical books on attention, motivation, memory, and habits in classrooms.

Steplab

A coaching and professional learning platform that provides video examples, structured steps, and instructional frameworks.

Culture of Error (TLAC)

A classroom norm where mistakes are welcomed as learning opportunities, supported by teacher warmth and trust.

Cold Call, Turn & Talk, Mini-Whiteboard CFU

Key techniques for increasing global attention and making student thinking visible.

Scripting & Economy of Language

We’re not talking about Direct Instruction. We’re talking about planning key questions, definitions, and phrases to reduce waffle and sharpen explanations.

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Takeaways

• Routines free up attention—for teachers and students.

• Thinking time matters; most teachers give far too little.

• Cold call works because it increases whole-class accountability.

• Concise teacher talk strengthens focus and reduces cognitive overload.

• Whiteboard CFU is fast, humane, and more reliable than exercise books.

• Warmth balances structure: students trust teachers who challenge and support.

• By having greater consistency in norms and routines, more cognitive load is freed up for teachers and students alike.

• A culture of error only works when students feel genuinely safe.

• Visualisers simplify teaching, keep eyes on students, and reduce friction.

• Identify a small set of routines, then practise them until they’re automatic.

• Shared schoolwide routines elevate autonomy by removing behavioural friction.

Keywords

Steplab, Peps Mccrea, explicit teaching, classroom routines, checking for understanding, mini whiteboards, cold call, turn and talk, culture of error, economy of language, scripting, instructional coaching, visualiser teaching, behaviour expectations, motivation, attention, habits, responsive teaching, teaching practice, high expectations.

Summary

In this Season Two opener of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain unpack what it means to start the year “right” through classroom routines that are warm, efficient, and culturally responsive. Drawing on classroom videos from AERO, they analyse entry routines, explicit logistical instructions, and minimally invasive behaviour corrections (the look, gesture cues, deliberate pauses, proximity). Across primary and secondary examples, they emphasise that strong routines aren’t about cold compliance; they are about building trust, reducing chaos, and freeing up attention for learning. The episode closes with a useful tension: aiming high while avoiding performative perfectionism—being yourself, staying firm, and focusing on the active ingredients that make routines work.

Mentioned resources and explainers

AERO (Australian Education Research Organisation)

AERO provides evidence-informed guidance and classroom video libraries showcasing effective practice. In this episode, Rebecca and Nathaniel use several AERO clips as case studies for entry routines, instruction delivery, and behaviour support.

Entry routines

The predictable sequence for when students arrive: greeting, expectations, materials, and immediate settling. Strong entry routines reduce transition friction, increase time-on-task, and communicate calm authority without needing lots of talk.

Checks for Understanding (CFU) in routines

Quick prompts that verify students can repeat or enact steps (for example: “What’s the first thing?”) before movement begins. CFUs prevent students from wriggling and prematurely moving off, especially when there are multiple steps.

Nonverbal corrections

Low-disruption cues (a look, a hand signal, finger to lips, a pause) used mid-instruction to redirect behaviour without breaking lesson flow or escalating attention to the behaviour.

Proximity

A minimally invasive management move: the teacher continues teaching but shifts closer to off-task students. Done well, it communicates monitoring and support without public correction.

Circulation and scanning

The practice of “working the room” with purpose: pausing to scan, moving to hotspots first, keeping sightlines open, and avoiding turning your back on the class.

Cultural responsiveness: shame and psychological safety

The episode highlights that some corrections can inadvertently shame students. Subtle moves (pause, name + “thank you”, neutral tone) maintain belonging and reduce escalation—particularly important in contexts where shame has cultural weight.

Teacher presence

Visible leadership means being positioned well, monitoring, and signalling that learning is the priority. The discussion includes a practical nuance for early years settings where being physically at the students’ level can be appropriate.

“Strong Voice” (Teach Like a Champion)

Nathaniel links self-interruption and deliberate pausing to the idea that teachers can pause mid-sentence to signal “we’re not ready yet” without lecturing or escalating.

“Pastore’s Perch”

A positioning idea: standing at a room edge/corner can improve sightlines and scanning compared with standing in the middle. Rebecca names it explicitly and suggests it as a useful practical heuristic.

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Takeaways

* Routines aren’t about being harsh; they create safety, predictability, and efficiency so learning can happen.

* Greeting at the door can do double duty: relationship-building plus immediate, calm expectation-setting.

* When instructions have multiple steps, holding movement until “when I say go” reduces chaos and keeps attention to the end.

* CFUs work beautifully for routines: brief recaps (“What’s first?”) prevent confusion before students transition.

* Nonverbal corrections protect lesson flow and psychological safety, particularly when students are sensitive to public attention or shame.

* Proximity is an underrated intervention: it redirects without stopping teaching or spotlighting a student.

* Scanning and circulation are expert skills that develop with practice and observation; novices often “look” without noticing what matters yet.

* Education support staff are most powerful when routines are genuinely shared and seamless, not “helper on request”.

* Teacher presence matters: being up, positioned well, and visible supports both behaviour and momentum—without needing to raise your voice.

* Starting the year well means balancing high expectations with authenticity; aim for strong active ingredients, not impossible standards.

Keywords

classroom routines, entry routines, behaviour management, nonverbal corrections, proximity, circulation, scanning, checks for understanding, teacher presence, psychological safety, culturally responsive practice, AERO classroom videos, explicit instructions, start-of-year teaching, education support collaboration

Summary

In this special episode of Chalk Dust, Nathaniel Swain and Rebecca Birch sit down with Adam Boxer to explore the thinking behind Carousel Teaching’s new video library. Rather than simply showcasing polished classroom clips, Adam explains how the platform is designed to pair tightly curated footage with explicit professional learning, commentary, and guidance so teachers understand not just what works, but why. The conversation focuses on one deceptively small but powerful domain of classroom craft: behaviour, transitions, and teacher presence.

Using clips from Adam’s own classroom and from colleagues Abby and Jack, the episode examines how teachers can prevent disruption before it starts through eye contact, body positioning, clear instructions, visible scanning, and carefully calibrated countdowns. Adam argues that strong classroom culture is not built through friendliness or vague notions of “relationships” alone, but through clear routines, consistent expectations, and precise, replicable moves. Across the discussion, the hosts reflect on what makes video-based professional learning useful: the chance to see normal classrooms, normal friction, and the specific choices that make lessons run smoothly.

Mentioned resources and explainers

Carousel Learning

Carousel Learning is Adam Boxer’s retrieval practice platform for students. It is designed to support retrieval and checking for understanding through structured classroom routines and digital tools.

Carousel Teaching

Carousel Teaching is the professional learning platform attached to Carousel Learning. It combines video exemplars, commentary, quizzes, and courses on specific aspects of classroom practice such as questioning, mini whiteboards, lesson starts, and behaviour management.

Turnaround school

Adam explains that the Totteridge Academy (more here), where the videos were filmed, is not a selective or “startup” school built from scratch with ideal conditions. It is a turnaround school: a previously low-performing school that has significantly improved. This matters because the strategies shown are intended to feel achievable in ordinary school contexts.

Be seen looking

A technique Adam links to Teach Like a Champion. It is not enough for a teacher to scan the room; students need to know they are being scanned. Visible attention helps prevent disruption before it begins.

Anticipate triggers

A strategy for preventing predictable moments of chaos. For example, if the phrase “pack up” tends to trigger movement too early, the teacher structures instructions to avoid that premature response.

Break eye contact

One of Adam’s highly specific behaviour techniques. After giving a correction, the teacher does not linger, negotiate, or invite backchat; they break eye contact and move on, signalling certainty and preventing escalation.

Circulation and the “crab walk”

Adam challenges the idea that teachers should constantly wander while addressing the class. Instead, he argues that movement should be purposeful and timed carefully, especially during independent practice. His “crab walk” describes circulating while keeping the body square to as many students as possible and the eyes up, maintaining oversight of the room.

Metronomic and non-metronomic countdowns

The episode closes with a close look at countdowns. Adam distinguishes between evenly timed countdowns and flexible ones that adapt to the task. The key principle is that countdowns should preserve urgency while still being fair and achievable.

Takeaways

* Video-based professional learning is most useful when it is paired with explanation, commentary, and shared language about what teachers are seeing.

* Teachers benefit from seeing normal classrooms, including moments of friction and correction, not just idealised footage.

* Strong behaviour management is often proactive rather than reactive: positioning, scanning, timing, and clarity matter before correction is ever needed.

* “Relationships” are valuable in themselves, but they are not a sufficient explanation for orderly classrooms.

* Students do not behave simply because they like a teacher; clear routines, boundaries, and expectations still matter.

* Teacher presence is communicated through body position, eye contact, and visible monitoring as much as through words.

* Circulation is most effective when it is purposeful and timed well, rather than constant wandering during teacher talk.

* Precise strategy names such as “be seen looking”, “anticipate triggers”, and “break eye contact” make coaching and implementation more actionable.

* Countdowns can support pace and urgency, but they need to match the actual demands of the task.

* Excellent classroom routines balance warmth, fairness, and high expectations.

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Keywords

Carousel Teaching, Carousel Learning, Adam Boxer, classroom video library, professional learning, behaviour management, teacher presence, transitions, mini whiteboards, be seen looking, anticipate triggers, break eye contact, circulation, crab walk, countdowns, pace, classroom routines, instructional coaching, classroom craft, evidence-based teaching

Summary

In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Jo-Anne Dooner and Geoff Ongley from Get Reading Right, Training 24/7 and Learning 24/7. The conversation explores how high-quality, knowledge-rich literacy instruction can be made accessible at scale — including in remote and international contexts.

Using training videos rather than live classroom footage, Jo-Anne models a structured morning routine designed to build factual knowledge, grammatical metalanguage, and sentence construction over time. The episode unpacks how deliberate instruction in parts of speech, schema-building, chanting, live scribing, and gradual release culminates in a “quarantined” writing lesson with a clear end in mind.

The discussion moves beyond classroom technique to the broader question of instructional coaching and teacher development. Rebecca and Nathaniel reflect on the importance of showing teachers what excellence looks like, especially in contexts where high-quality modelling is scarce. The episode closes with a powerful example from Fiji, where the implementation of morning routines has contributed to renewed student engagement and school attendance.

Mentioned Resources and Explainers

Knowledge-Rich Curriculum (E.D. Hirsch; Natalie Wexler)

Jo-Anne references the importance of background knowledge in writing. The idea is that students struggle to write not because of grammar deficits alone, but because they lack facts and schema to draw upon. Morning routines are used to deliberately build that knowledge base.

Morning Routine

A 30-minute daily session focused on explicitly teaching factual knowledge, vocabulary, grammar metalanguage, and oral rehearsal. Knowledge is built cumulatively across the week and displayed on a “schema poster” for later retrieval in reading and writing lessons.

Schema Poster

A cumulative anchor chart that captures key facts from the week’s learning. Built gradually and used as a scaffold for writing, encouraging note-taking rather than copying.

Metalanguage

Explicit teaching of grammatical terminology (subject, predicate, clause, verb, preposition). Jo-Anne argues that young students can handle sophisticated metalanguage if it is taught deliberately and consistently.

Live Scribing and Think-Aloud

Modelling the writing process in real time, narrating decisions about capitals, spacing, verbs, and punctuation. This makes cognitive processes visible and reduces guesswork for novice writers.

Gradual Release Across the Week

Monday–Tuesday: teacher modelling and repetition

Wednesday: partner talk

Thursday: small-group rehearsal

Friday: independent oral rehearsal in full sentences

Takeaways

* High-quality literacy teaching begins with clarity about the final product and works backwards from there.

* Students benefit from explicit knowledge-building before being asked to write.

* Metalanguage is not beyond young learners when taught deliberately and repeatedly.

* Live modelling and think-aloud reduce cognitive overload and make writing processes visible.

* Repetition across the week builds fluency, confidence, and independence.

* Instructional coaching is more powerful when teachers can see and analyse excellent models.

* Structured routines can be adapted and scaled internationally, supporting teachers who may not have access to formal training.

* Knowledge-rich instruction builds not just skill, but motivation and engagement.

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Keywords

knowledge-rich curriculum, morning routine, structured literacy, metalanguage, schema building, explicit instruction, live scribing, gradual release, instructional coaching, literacy block, modelling, professional learning, global education, evidence-based teaching

Summary

In this second part of their conversation with Adam Boxer, Rebecca Birch and Nathaniel Swain move from behaviour and presence into the micro-detail of questioning, participation, and formative assessment. Using a retrieval practice clip, Adam unpacks how tightly structured classroom talk—particularly through “name at end” questioning, deliberate wait time, and systematic student selection—ensures every student is cognitively engaged.

The discussion highlights how seemingly small choices in questioning routines shape accountability, attention, and the flow of classroom thinking. Adam reframes familiar ideas such as “cold call” and “no opt out” into more precise, actionable language, arguing that naming strategies clearly improve teacher implementation. The episode also explores “looping” as a formative assessment technique, where teachers return to students to probe understanding and track learning in real time.

Beyond technique, the conversation turns to subject knowledge, with Adam suggesting that while it matters, classroom control and participation structures are foundational. The episode closes with a broader reflection on professional learning, teacher buy-in, and the importance of giving teachers practical, effective strategies that genuinely improve classroom experience.

Part 1 (Episode 3) is below if you’re new to the pod and want to dive in here first.

Mentioned resources and explainers

Carousel Learning

Carousel Learning is Adam Boxer’s retrieval practice platform for students. It is designed to support retrieval and checking for understanding through structured classroom routines and digital tools.

Carousel Teaching

Carousel Teaching is the professional learning platform attached to Carousel Learning. It combines video exemplars, commentary, quizzes, and courses on specific aspects of classroom practice such as questioning, mini whiteboards, lesson starts, and behaviour management.

Teach Like a Champion

A widely used framework (and book!) for classroom techniques, including “cold call” and participation strategies discussed and critiqued in the episode.

‘Name at end’ questioning

A questioning technique where the teacher asks the question first, provides thinking time, and only then names the student. This maximises participation and ensures all students prepare an answer.

Looping

Adam’s preferred term for returning to a student after an initial response to reassess understanding, supporting ongoing formative assessment.

Takeaways

* Precise questioning routines—especially “name at end” with built-in wait time—ensure all students are thinking, not just those volunteering answers.

* Replacing broad labels like “cold call” with tightly defined techniques improves clarity and implementation for teachers.

* Formative assessment can be embedded in live classroom talk through strategies like looping back to students and probing partial understanding.

* Small instructional decisions, such as how a teacher responds to an incorrect or repeated answer, can reveal or obscure key diagnostic information.

* Strong classroom participation structures matter more than perfect subject knowledge, particularly for early career teachers.

* Teacher expertise develops through structured interaction patterns that reveal misconceptions and build understanding over time.

* Effective professional learning focuses on actionable techniques that reduce classroom friction and improve teacher experience.

* Teacher buy-in is often a response to prior poor professional learning; providing clear, effective strategies is the most reliable way to rebuild it.

* Naming and codifying techniques helps teachers see, remember, and apply them more consistently in practice.

* Even experienced teachers continue to refine their practice through close analysis of classroom footage and micro-level decisions.

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Keywords

Carousel Teaching, Carousel Learning, Adam Boxer, questioning strategies, name at end, looping, formative assessment, classroom talk, retrieval practice, participation, wait time, teacher presence, instructional coaching, professional learning, classroom routines

Summary

In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Hannah Pointon, a Year 3/4 teacher at Woodstock School in Hamilton, New Zealand. Hannah shares how her school has moved towards structured literacy, structured maths, explicit teaching, and teaching behaviour as a curriculum in its own right.

Using early-year classroom footage, the episode explores how clear routines transform classroom life: lining up, entering the room, organising materials, whole-class reading, whiteboard responses in maths, and even collecting lunchboxes. Hannah shows how routines that look simple on the surface are deliberately taught, scaffolded, practised, and reinforced until they become calm, independent habits.

Across the conversation, the hosts reflect on the difference between reacting to chaos and proactively teaching the behaviours students need for learning, safety, and belonging. The result is a classroom that feels purposeful, warm, and highly structured — not because students are constrained, but because they know exactly how to succeed.

Mentioned resources and explainers

Structured literacyA systematic approach to teaching reading that gives students explicit instruction in the skills and knowledge needed for reading success.

Structured mathsAn approach to maths teaching that emphasises clear modelling, practice, fluency, and careful sequencing of foundational knowledge.

The Writing RevolutionA writing approach that supports sentence-level and paragraph-level instruction through explicit, carefully sequenced routines.

Teaching behaviour as curriculumThe idea that behaviour should not be assumed; it should be explicitly taught, practised, checked, and reinforced like any academic skill.

Entry routinesHannah’s students line up, enter in order, put shoes away, sit down, and begin handwriting. The routine is scaffolded early in the year so students gradually become independent.

Whole-class readingHannah uses routines such as tracking, echo reading, buddy reading, and self-reading to support fluency, accountability, vocabulary, and comprehension.

TrackersStudents use a piece of paper to follow the line of text as they read. Hannah prefers paper over rulers because it is quieter and supports focused tracking.

Whiteboard normsStudents practise answering on mini whiteboards, holding boards still, turning them together, and showing work even when unfinished. The routine supports participation and gives the teacher quick feedback.

Fluency in maths factsThe episode highlights the importance of students knowing basic facts automatically so they are not held back by cognitive load when learning more complex maths.

Pre-correctionNathaniel references Anita Archer’s principle: if you expect something, pre-correct it. Hannah’s routines show this in action by preventing predictable problems before they occur.

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Takeaways

* Behaviour needs to be taught explicitly, especially at the start of the year.

* Clear routines reduce the need for constant correction because students know what success looks like.

* Doing routines again is not punitive; it gives students another chance to practise correctly.

* Entry routines help students shift from playground energy into learning mode.

* Classroom organisation matters: simple systems for books, whiteboards, desks, and bags reduce friction.

* Whole-class reading can build fluency, vocabulary, focus, and accountability when routines are carefully taught.

* Echo reading supports expression, punctuation awareness, and fluent phrasing.

* Mini whiteboards are powerful only when the response routines are also taught.

* Maths fact fluency supports later mathematical understanding by reducing cognitive load.

* Strong routines create safety, belonging, and calm — not just more learning time.

Keywords

classroom routines, behaviour curriculum, explicit teaching, structured literacy, structured maths, whole-class reading, echo reading, reading fluency, tracking, mini whiteboards, maths facts, classroom organisation, entry routines, pre-correction, cognitive load, student safety, classroom belonging, primary teaching, Woodstock School, Hannah Pointon

Summary

In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Laura Stam, a third grade teacher in Wyoming, writer of The Knowledge Exchange on Substack, 2024–2025 Goyen Fellow, and founding board member of The Reading League Wyoming. Laura takes us inside a knowledge-rich history lesson on the earliest Native American peoples of North America, with a particular focus on the Arapaho and Shoshone peoples of Wyoming.

The episode explores how a text-based lesson can be highly interactive, precise, and content-rich without becoming fragmented. Using a knowledge organiser, document camera, shared reading, choral responses, pair shares, sentence stems, and a co-constructed Venn diagram, Laura shows how students can build deep knowledge while also practising reading, speaking, listening, and writing. The conversation highlights how explicit teaching can remain flexible and responsive when the content itself drives the lesson.

Across the episode, Rebecca and Nathaniel unpack the small moves that make the lesson work: high participation, full sentence responses, careful questioning, purposeful pauses, and frequent opportunities for students to rehearse and elaborate their thinking. The result is a classroom where students are excited to contribute, but supported enough to do so with precision and confidence.

Mentioned resources and explainers

The Knowledge ExchangeLaura’s Substack, focused on building teacher knowledge through practical resources, classroom examples, and reflections on evidence-informed teaching.

The Reading League WyomingLaura is a founding board member of The Reading League Wyoming, part of a broader movement supporting knowledge about evidence-aligned reading instruction.

Core Knowledge History and GeographyLaura adapted parts of the lesson from Core Knowledge History and Geography materials on the earliest Americans, then supplemented them with local content on the Arapaho and Shoshone peoples.

Knowledge organiserA one-page resource that captures key knowledge for a unit, including timelines, maps, vocabulary, and important facts. In this lesson, the knowledge organiser supports retrieval, review, previewing, and coherence across lessons. More on this here.

Document camera / visualiserLaura uses a document camera rather than slide decks so she can move flexibly between texts, maps, organisers, and student work. It allows live modelling, annotation, and co-construction.

All hands upA participation routine where all students prepare an answer and raise their hands, giving the teacher a sample of responses while maintaining high accountability.

Sentence stemsStructured sentence starters that help students answer in full sentences and elaborate their thinking. Laura uses them to support oral responses and later written work.

Pair share: windows and doorsStudents are assigned as “windows” or “doors” partners so they know who speaks first. This keeps pair discussion efficient and gives every student an opportunity to rehearse.

Shared reading with cloze responsesLaura reads aloud while students follow the text and chorally supply missing words when she pauses. This keeps attention high and gives students frequent opportunities to respond.

Phrase readingStudents are called on to read short sections aloud, with support as needed. Laura uses this carefully so all students can participate without embarrassment.

Advance organiserNathaniel connects Laura’s knowledge organiser to the idea of an advanced organiser: a structure given before learning that helps students make sense of new information.

Venn diagramLaura uses a co-constructed Venn diagram to help students compare and contrast the Arapaho, Shoshone, Inuit, and Eastern Woodlands peoples. This supports conceptual links across lessons.

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Takeaways

* Knowledge-rich lessons can be highly interactive when students are given frequent, purposeful opportunities to respond.

* Knowledge organisers help students see the structure of a unit and retrieve important information across lessons.

* A document camera can support flexible teaching, live modelling, and co-construction more fluidly than a slide deck.

* Full sentence responses help students clarify their thinking orally before writing.

* Pair shares distribute enthusiasm and give all students a chance to rehearse ideas, not just the keenest hands.

* Stopping during shared reading helps students hold on to important information rather than losing the beginning of the paragraph.

* Cloze responses during reading keep attention high and help students practise key vocabulary in context.

* Explicit teaching does not have to be rigid; in a text-based lesson, the content can guide the movement between modelling, guided practice, and independent work.

* Co-constructed notes and diagrams reduce cognitive load before students move into independent writing.

* Strong scaffolding makes independent practice calmer, more productive, and more successful.

Keywords

knowledge-rich curriculum, Laura Stam, The Knowledge Exchange, Core Knowledge, knowledge organiser, document camera, visualiser, shared reading, cloze responses, phrase reading, full sentence answers, sentence stems, pair share, all hands up, Venn diagram, advanced organiser, explicit teaching, cognitive load, Native American history, Arapaho, Shoshone, classroom talk