Explore every episode of the podcast Chalk & Talk

What if many of the errors students make in math are predictable consequences of the way we teach them? In this episode, Anna is joined by Kristopher Boulton, founder and CEO of Unstoppable Learning to explore how better instructional design can help prevent misconceptions and make difficult math concepts more accessible.  Kris insists that it should be possible to achieve 100% success in math for 100% of the students.

They discuss how carefully chosen examples, better sequencing, atomisation, and careful instructional design makes misunderstandings less likely. Kris also shares insights from his experience as a teacher and school leader and his work helping schools improve outcomes in mathematics. 

Chalk & Talk website:  www.chalkandtalkpodcast.com

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:04] Introduction [00:03:16] Logically faultless communication [00:08:39] Identifying 4 types of mathematical knowledge make teaching easier [00:10:13] Type 1: Categorical concepts [00:12:25] Teaching with examples and non-examples [00:14:52] The four principles for choosing effective examples [00:19:59] Type 2: Transformations [00:26:49] Example of a carefully sequenced math lesson [00:31:44] Dealing with arithmetic difficulties [00:39:13] Type 3: Facts [00:43:23] Type 4: Cognitive routines [00:44:56] How atoms are different from steps [00:52:32] Mastering each atom before tackling the full routine [00:54:11] Quadratic and linear equations [00:57:51] How atomization is different from scaffolding [01:02:24] Why this teaching approach is important

EPISODE TRANSCRIPT

https://chalkandtalk-beta.ubmepsilon.com/episode/ep-82/

RELEVANT PREVIOUS EPISODES

Teaching Math So Students Learn with Craig Barton https://chalkandtalkpodcast.com/episode/ep-63/

The Power of Explicit Instruction with Anita Archer https://chalkandtalkpodcast.com/episode/ep-57/

Project Follow Through: Direct Instruction’s Overlooked Success https://chalkandtalkpodcast.com/episode/ep-39/

Cognitive Load Theory in Math Class with David Morkunas https://chalkandtalkpodcast.com/episode/ep-26/

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: http://www.chalkandtalkpodcast.com/ FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Dr. Montserrat Gomendio, former Deputy Director for Education at the OECD, to discuss the newly released PISA 2025 results.

They explore why student achievement is falling in many countries.  They discuss whether COVID, smartphones, and AI explain the declines, why some education systems are holding up better than others, and what policymakers can learn from countries that are seeing better results.  They also answer questions from listeners that were submitted during a livestream version of the episode.

Chalk & Talk website:  www.chalkandtalkpodcast.com

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:04] - Introduction: PISA 2025 and student achievement [00:05:41] - Why did reading become the dominant PISA story? [00:08:23] - Do phones, digital technology, and AI explain the decline? [00:14:54] - Did COVID and school closures cause the decline? [00:20:58] - What can England teach us about education policy after COVID? [00:22:14] – Scores started declining before COVID [00:27:35] - What do top-performing education systems have in common?[00:34:32] - What makes effective teacher training? [00:39:59] - How can countries improve teacher quality in the short term?[00:45:24] - Why evidence-based professional development matters [00:48:10] - What can countries learn from England’s approach to math? [00:51:22] - What should teachers do when they disagree with their training?[00:56:10] – How to encourage teachers to change [00:59:14] - How should schools design a knowledge-rich curriculum? [01:03:35] - What makes an effective math curriculum? [01:06:44] - Does PISA data hide differences between education systems?[01:10:41] - What does the OECD get wrong about interpreting PISA data? [01:16:14] – Finland: PISA declines and bad advice about following Finland [01:21:54] - Final thoughts

EPISODE TRANSCRIPT

https://chalkandtalkpodcast.com/episode/ep-81/

RELEVANT PREVIOUS EPISODES (linking to website)

The Story Behind Mississippi’s Education Turnaround with Rachel Cante https://chalkandtalkpodcast.com/episode/ep-76/

The Finland myth, East Asia’s rise, and what makes education systems work with Montserrat Gomendio https://chalkandtalkpodcast.com/episode/ep-68/

When a mathematician became education minister: Nuno Crato on transforming education https://chalkandtalkpodcast.com/episode/ep-58/

From decline to top rankings: How England transformed education with Nick Gibb https://chalkandtalkpodcast.com/episode/ep-49/

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: http://www.chalkandtalkpodcast.com/ FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by two elementary school teachers from California who are appearing anonymously so they can speak candidly about their experiences.

Both teach at a school where math achievement has remained consistently low.

After watching many of their students struggle with the curriculum they were expected to use (Illustrative Math), they began exploring research, learning about the science of learning and evidence-informed teaching practices, and rethinking what they had been taught about how children learn math.  They changed the way they taught math and the results were remarkable. Their students began the year below the national average in math and finished well above it.

This inspiring conversation explores what happens when teachers refuse to accept poor outcomes and take the initiative to find better ways to help their students succeed.

Max and Todd are also interested in hearing your thoughts and questions. 

Submit feedback and questions about this episode here: https://chalkandtalkpodcast.com/episode/ep-80/

Sept. 29, 11:00 AM CST Livestream for Making Sense of PISA 2025: Live with Montserrat Gomendio):  https://www.youtube.com/live/g_VTy4q55zo?si=9CWypiuqR1GyHIWc

Chalk & Talk website:  www.chalkandtalkpodcast.com

TIMESTAMPS [00:00:04] Introduction [00:04:03] Remarkable math gains in a struggling school [00:07:05] What they learned in teacher education about math instruction [00:14:49] A school facing years of poor math outcomes [00:17:54] When classroom reality didn’t match what was being taught [00:23:43] Illustrative Math and issues with problem-based instruction [00:33:50] A close look at an Illustrative Math lesson [00:43:14] Recognizing the teaching approach didn’t work [00:46:35] How they transformed their math instruction [00:54:28] What explicit instruction looks like in the classroom [00:58:52] Creating more opportunities for students to respond [01:01:54] How administrators responded to the results [01:06:11] Evidence-informed teaching has a huge impact [01:11:38] Advice for teachers [01:15:03] When a teacher’s work feels hopeless

EPISODE TRANSCRIPT

https://chalkandtalkpodcast.com/episode/ep-80/

RELEVANT PREVIOUS EPISODES

Cognitive load theory and learning math with John Sweller  https://www.podbean.com/ew/pb-s2zyd-1a717d6

Teaching math so students learn with Craig Barton https://www.podbean.com/ew/pb-vr69j-1a277a2

Using the Instructional Hierarchy to teach math with Brendan Lee https://www.podbean.com/ew/pb-3zux7-193d0fc

Transforming education through behaviour science with Dr. Kimberly Berens https://www.podbean.com/ew/pb-9tfz7-16f2e02

The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Math & the Myth of Ability with John Mighton https://www.podbean.com/ew/pb-22c7a-139dc72

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: http://www.chalkandtalkpodcast.com/ FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by returning guest Dr. Brian Poncy to discuss math fact fluency and whether improving students’ fluency with basic number operations leads to better overall math achievement.

Brian shares new results from the first year of a large implementation of the free Facts on Fire program in a Texas school district. They discuss what the data shows, how the program has evolved based on teacher feedback, and what educators are saying about it.

They also revisit five evidence-based reasons why fluency—being able to do math both accurately and effortlessly—matters. With a new school year underway, this episode offers practical and encouraging ideas for helping students build automaticity with math facts through clear instruction, practice, and feedback.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:04] Introduction [00:04:25] What’s changed with Facts on Fire? [00:08:15] Measuring fluency in problems per minute [00:14:47] How Facts on Fire builds fluency through practice and feedback [00:17:29] How much practice do students need? [00:20:11] Facts on Fire goes school-wide in Texas [00:23:22] Teachers’ experiences implementing Facts on Fire [00:24:56] Did Facts on Fire improve math achievement? [00:30:10] What the MAP data reveals [00:34:40] The impact of Facts on Fire and the results [00:42:40] Five reasons why fluency matters [00:43:01] Cognitive load and working memory [00:46:15] Increasing opportunities to respond [00:47:31] Effort, reinforcement, and building confidence [00:49:23] Maintaining skills and promoting generalization [00:52:14] Recapping the five reasons fluency matters [00:54:26] The future of Facts on Fire [00:56:19] A call to action for the new school year [00:57:58] Final thoughts

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-79-resources

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-79-transcript

RELEVANT PREVIOUS EPISODES

Math fact crisis: Strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773

Math Fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

How to Build Automaticity with Math Facts: A Practical Guide  https://www.podbean.com/ew/pb-3ny3k-17323a9

Rocking the Times Tables with Bruno Reddy https://www.podbean.com/ew/pb-2pbdy-18f76df 

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by returning guests Dr. Nidhi Sachdeva and Dr. Paul Kirschner, authors of the upcoming book Becoming an Expert Teacher: Deliberate Practice for Effective Teaching.

They explore what makes an expert teacher and how teaching expertise can be deliberately developed. They discuss the importance of deep subject knowledge, mental models, deliberate practice, and reflection, while explaining the difference between the science and the craft of teaching.

They also examine how teaching expertise can be measured and why striving to become an expert teacher is both a professional responsibility and an equity issue.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:22] Introduction [00:03:26] What makes an expert teacher? [00:12:09] Why teacher content knowledge matters [00:13:24] Why content knowledge isn’t enough [00:16:00] Schemas & pattern recognition explained [00:18:04] How expert teachers think [00:22:55] Deliberate practice to develop teaching expertise [00:30:31] The challenge and importance of deliberate practice [00:38:31] The importance of reflection in teaching [00:40:51] The science and craft of teaching [00:47:57] A reflection on teacher education preparedness [00:55:21] Can teaching expertise be measured ?[00:01:07] The responsibility to become an expert teacher [01:11:40] Final thoughts

RESOURCES Becoming an Expert Teacher: Deliberate Practice for Effective Teaching https://www.routledge.com/Becoming-an-Expert-Teacher-Deliberate-Practice-for-Effective-Teaching/SachdevaKirschner/p/book/9781041107453 Code to get 20% off: 26AFLY2

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-78-transcript

RELEVANT PREVIOUS EPISODES We know more about teaching than ever ¬– so why is change so slow? With Joanna Barbousas https://chalkandtalkpodcast.podbean.com/e/we-know-more-about-teaching-than-ever––so-why-is-change-so-slow-with-joanna-barbousas-ep-69/

Rebuilding teacher training through cognitive science with Jonas Linderoth https://chalkandtalkpodcast.podbean.com/e/rebuilding-teacher-training-through-cognitive-science-with-jonas-linderoth-ep-60/

How we learn: Naive, purposeful, and deliberate practice with Stephen Chew https://www.podbean.com/ew/pb-mrwn2-18adce0 How advocacy is changing reading instruction with Jamie Metsala https://chalkandtalkpodcast.podbean.com/e/how-advocacy-is-changing-reading-instruction-with-jamie-metsala/

Exploring evidence for equitable education with Nidhi Sachdeva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615

Using evidence in education with Pamela Snow https://chalkandtalkpodcast.podbean.com/e/using-evidence-in-education-with-pamela-snow-ep-27/

MUSIC Intro & Outro: Funk Jazz Big Band - ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this solo episode, Anna Stokke explores five common misconceptions in math education that may sound convincing but aren't supported by high-quality evidence. This episode is based on a chapter she wrote for The Practice Project, which is a joint initiative of the American Enterprise Institute and researchED, dedicated to improving classroom practice through research-informed professional knowledge.  

She tackles five common misconceptions about math instruction:  teaching multiple strategies to new learners, relying on technology instead of learning facts and procedures, believing that conceptual understanding must precede procedures, using problem solving as the primary method of instruction, and thinking that practice turns kids off math. She concludes the episode by discussing evidence-based approaches that better support student success in mathematics. This episode is available in video at www.youtube.com/@chalktalk-stokke

The Practice Project article can be read here: https://www.aei.org/research-products/report/five-math-education-misconceptions-that-are-holding-students-back/

TIMESTAMPS

[00:00:00] Introduction

[00:02:16] Myth #1: New learners should learn multiple math strategies

[00:05:41] What to do instead

[00:06:04] Myth #2: Technology makes facts and procedures unnecessary

[00:09:31] Myth #3: Conceptual understanding must come before procedural skill

[00:13:50] Myth #4: Problem solving is the best way to teach mathematics

[00:15:09] The instructional hierarchy guides instructional methods

[00:16:29] Myth #5: Practice turns kids off math

[00:18:41] What the evidence says about effective math instruction

[00:20:06] Final thoughts: takeaways for teachers and parents

RELEVANT PREVIOUS EPISODES  Cognitive load theory and learning math with John Sweller https://www.podbean.com/ew/pb-s2zyd-1a717d6

Rosenshine's Principles of Instruction with Tom Sherrington https://www.podbean.com/ew/pb-hmh6w-1a3a5b0

Techniques for Building Fluency with Math Facts https://www.podbean.com/ew/pb-3ny3k-17323a9

Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-thbad-13cea56

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-77-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-77-transcript

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke is joined by Rachel Canter, Director of Education Policy for the Reinventing America's Schools Project and author of the report Inside the Mississippi Marathon. They explore how Mississippi transformed from one of the lowest-performing states in fourth grade reading and math to one of the highest-performing in the U.S., despite Mississippi being one of the poorest states.

They discuss the policies behind the turnaround, including growth-based accountability, early literacy initiatives, higher expectations for students, evidence-based instruction, and being transparent with parents.  They also discuss how Mississippi improved education outcomes for some of the most marginalized students and what other jurisdictions can take away from Mississippi’s success.  This episode is a must listen for educators, school leaders, policymakers, parents, and anyone interested in learning how sustained, evidence-based reform can improve student outcomes.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:22] Introduction [00:04:51] Mississippi’s education system in the 90s [00:10:57] Holding underperforming schools accountable [00:14:25] Transforming accountability through A–F school grades [00:20:16] The Literacy-Based Promotion Act and the Science of Reading [00:28:07] Being honest with parents about student performance [00:32:09] Third-grade retention: The controversy and the impact [00:39:44] The three Ps of reform: Policy, People, and Persistence [00:41:33] Mississippi's gains in reading and math [00:49:41] Why accountability is difficult but important [00:52:24] The political will behind Mississippi's turnaround [00:55:39] Can other places replicate Mississippi's success? [00:58:26] Final thoughts

RESOURCES

Inside the Mississippi Marathon by Rachel Canter: https://www.progressivepolicy.org/inside-the-mississippi-marathon/

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-76-transcript

RELEVANT PREVIOUS EPISODES 

The Finland myth, East Asia’s rise, & what makes education systems work with Montse Gomendio https://www.podbean.com/ew/pb-7k52u-1a8a731

From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/ew/pb-zps9p-18c1e97

Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke is joined by Doug Lemov, author of Teach Like a Champion and one of the most influential voices on effective teaching practice. They discuss educational equity and why strong teaching, clear behaviour routines, high expectations, and academic rigor are essential for helping every student succeed.

They also discuss practical classroom strategies, including how to use cold calling effectively, active observation in math class, and building a culture where students are engaged and accountable for learning. Teachers, school leaders, and anyone interested in evidence-based education will find practical, actionable insights in this conversation.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:22] Introduction [00:03:06] Teach Like a Champion – is it about social justice? [00:05:36] Why some stress is essential for learning [00:10:38] School culture and how students respond – Asha’s story [00:16:28] How can you change school culture? [00:23:01] Why behaviour expectations are important [00:30:28] Why it’s important to be upfront about classroom policies [00:37:25] Teaching Techniques: Active Observation [00:45:36] Teaching Techniques: Cold Calling [00:53:06] The false positives of volunteer responses [00:58:36] Why having a mental model of how learning happens is critical for teachers [01:03:48] Final thoughts

RESOURCES

Teach like a Champion: https://teachlikeachampion.org/

Basketball leadership Teacher article https://www.nytimes.com/athletic/7167858/2026/04/03/dusty-may-michigan-basketball-leadership-teacher/

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-75-transcript

RELEVANT PREVIOUS EPISODES 

Inside one of England’s top-performing non-selective schools with Robert Peal https://www.podbean.com/ew/pb-p7uyp-1ad62d6

The case for practice and the power of Math Corps with Alex Kontorovich  https://www.podbean.com/ew/pb-d8bef-1916f6d

Educational leadership: Improving math and literacy with Scott Hill https://www.podbean.com/ew/pb-vpzf8-16d0c17

Stress and learning with Dan Rosen https://www.podbean.com/ew/pb-94vv4-147a254

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this special two-part Chalk & Talk mailbag series, Anna Stokke is joined by Jonathan Regino, Pre-K–12 Supervisor of Math at Interboro School District, to answer questions submitted by listeners.

In Part 2, Anna and Jonathan tackle topics such as calculators in IEPs, math fact fluency, teacher content knowledge, the importance of mastering fractions, the role of NCTM in math education, and what evidence-informed math instruction looks like in classrooms. Drawing on their extensive experience in mathematics education, they provide practical, research-informed insights for teachers, school leaders, and parents.

This episode is available in video at www.youtube.com/@chalktalk-stokke

Olivier Chabot’s Notebook LM: https://notebooklm.google.com/notebook/c97a098a-7c1f-4e80-aa02-0ff73164b8e8?addSource=true&pli=1

TIMESTAMPS

[00:00:22] Introduction [00:02:42] Is too much content contributing to lack of math mastery? [00:07:11] Prioritizing critical math content [00:09:13] Common Core and issues with focussing on multiple strategies

[00:14:47] Questions about standard algorithms [00:18:19] The role of NCTM

[00:26:11] Helping teachers improve math content knowledge [00:33:23] What to focus on after math facts [00:41:38] Myths about math facts and neuroscience [00:44:17] Do calculators help with students who have IEPs? [00:50:36] Final thoughts

RESOURCES

https://www.annastokke.com/resources/ep-74-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-74-transcript

RELEVANT PREVIOUS EPISODES 

Science of Math: The movement everyone's talking about with Sarah Powell (65)

https://www.podbean.com/ew/pb-gar68-1a4c913

The power of explicit instruction with Anita Archer 

https://www.podbean.com/ew/pb-93dcw-19a3530

Ep 54. Balanced literacy didn’t work—will balanced math? with Ben Solomon

https://www.podbean.com/ew/pb-usvqw-1962107

How to Build Automaticity with Math Facts: A Practical Guide (solo episode) 

https://www.podbean.com/ew/pb-3ny3k-17323a9

Understanding math reform ideology with Tom Loveless

https://www.podbean.com/ew/pb-7ih4c-15dbf9a

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this special two-part Chalk & Talk mailbag episode, Anna Stokke is joined by Jonathan Regino, Pre-K–12 Supervisor of Math at Interboro School District, to answer questions submitted by listeners.

Together, they answer questions from teachers and parents about math resources, explicit instruction, teaching mixed ability classes, supporting advanced learners, and more. Drawing on their experience in mathematics education, Anna and Jonathan share practical, evidence-informed insights for teachers and school leaders looking to improve student outcomes.

This is Part 1 of a two-part listener Q&A special.

This episode is available in video at www.youtube.com/@chalktalk-stokke

Virtual assistant to help you get answers from past Chalk & Talk episodes: https://notebooklm.google.com/notebook/c97a098a-7c1f-4e80-aa02-0ff73164b8e8

TIMESTAMPS

[00:00:22] Introduction [00:03:35] Saxon Math and Singapore Math [00:09:59] Recommended books for math teachers [00:13:28] Difference between Direct Instruction and direct instruction [00:16:10] Resources for preparing students for algebra [00:18:10] Tips for introducing evidenced-based instruction to colleagues [00:26:27] Teaching mixed ability classes [00:28:39] Teaching advanced students [00:31:14] Resources for advanced students [00:33:42] Ability grouping and mixed ability classrooms [00:36:05] Flexible ability grouping [00:39:32] Final thoughts

RESOURCES https://www.annastokke.com/resources/ep-73-resources

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-73-transcript

RELEVANT PREVIOUS EPISODES  What to do when “Research Shows” shuts you down: A guide for parents and teachers https://www.podbean.com/ew/pb-9t822-1ab0f70

Teaching math so students learn with Craig Barton https://www.podbean.com/ew/pb-vr69j-1a277a2

Math Academy: Optimizing student learning with Alex Smith and Justin Skycak https://www.podbean.com/ew/pb-jawpr-181e0c3

Project Follow Through: Direct Instruction's overlooked success with Marcy Stein https://www.podbean.com/ew/pb-a9fqx-17a2ffb

Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Math Teaching Tips with Barry Garelick and JR Wilson https://www.podbean.com/ew/pb-97efn-13f9a35

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke is joined by Robert Peal, joint head teacher of West London Free School, one of England’s highest-performing non-selective schools.  Robert is also the author of Progressively Worse and co-author, with Nick Gibb, of Reforming Lessons:  Why English Schools Have Improved Since 2010 and How This Was Achieved. Anna visited West London Free School recently and invited Robert to join the podcast to share what makes the school so successful.

They discuss the school’s approach to behaviour, school culture, high expectations, and a knowledge-rich curriculum.  They also talk about England’s school reforms and why ineffective educational fads have continued to resurface throughout history, despite weak evidence. Teachers, school leaders, and policymakers will find practical insights on how structure, high expectations, a knowledge-based curriculum, and effective teaching are the keys to improving student outcomes.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:22] Introduction [00:03:37] Inside West London Free School [00:07:21] Why Free Schools were established in England [00:12:33] Establishing behaviour expectations [00:17:04] House points and celebrating achievements [00:18:07] School sanctions [00:21:06] Silent corridors, and their role in the West London Free School [00:25:33] Parents’ response [00:29:10] Breakdown of the ‘House System’ [00:36:59] A knowledge-rich curriculum in practice [00:41:28] Training teachers on best teaching practices [00:46:35] Grouping students based on readiness [00:50:23] Formative assessments and summative assessments [00:54:53] Is socioeconomic background a good excuse for poor outcomes? [01:00:07] Final advice

RELEVANT PREVIOUS EPISODES 

From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/ew/pb-zps9p-18c1e97

The Finland myth, East Asia’s rise, and what makes education systems work with Montserrat Gomendio https://www.podbean.com/ew/pb-7k52u-1a8a731

Rocking the times tables with Bruno Reddy https://www.podbean.com/ew/pb-2pbdy-18f76df

Education myth busting with Daisy Christodoulou https://www.podbean.com/ew/pb-z2q9q-14ce080

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-72-transcript

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke continues the conversation from the previous episode on what happens when requests for evidence are dismissed with the phrase “research shows.” She is joined by Thomas Briggs and David Shuck from the Center for Educational Progress to explore why ineffective or unsupported practices persist in education.

Thomas and David introduce an important distinction between misunderstanding and conviction: sometimes educators genuinely believe they are following best practices, while other times evidence is ignored or dismissed due to ideology.  They discuss examples including flawed advanced math placement decisions, an update on the New York math briefs controversy, concerns around programs like YouCubed, and the impact of San Francisco’s math de-tracking experiment.

The conversation examines how “research shows” can be used both in good faith and as a way to shut down debate, while offering listeners practical ways to think critically about evidence and education policy.

This episode is available in video at www.youtube.com/@chalktalk-stokke

Anna Stokke was recently a guest writer for the Center for Educational Progress.  That article is available at https://www.educationprogress.org/p/what-to-do-when-research-shows-shuts

TIMESTAMPS

[00:00:22] Introduction [00:03:16] What is the Center for Educational Progress? [00:05:10] Two reasons ineffective educational practices persist [00:07:57] Examples of misunderstandings [00:09:11] Students being denied access to advanced math [00:16:14] Is conviction one of the biggest barriers to evidence-based education? [00:18:56] The controversy around the New York Math Briefs [00:21:43] NYSED response to Ben Solomon’s petition [00:25:27] Why did the NYSED’s response shift to political motivation? [00:27:41] The response from the New York Math Briefs expert [00:33:24] YouCubed’s education claims and flawed methodology [00:38:21] YouCubed’s updates and more underlying issues [00:44:23] San Francisco’s failed de-tracking experiment [00:51:57] Why tracking and ability grouping helps students [00:58:52] Final piece of advice for parents and teachers

RELEVANT PREVIOUS EPISODES 

What to do when “Research Shows” shuts you down: A guide for parents and teachers https://www.podbean.com/ew/pb-9t822-1ab0f70

Balanced literacy didn’t work­––Will balanced math? with Ben Solomon https://www.podbean.com/ew/pb-usvqw-1962107

Science of Math: The movement everyone’s talking about with Sarah Powell https://www.podbean.com/ew/pb-gar68-1a4c913

Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

California's math controversy with Jelani Nelson Part I https://www.podbean.com/ew/pb-d3bai-144ec76

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-71-transcript

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke explores what to do when a math program or education initiative doesn’t seem to work, but you’re told "research shows" that it does.

Drawing on her personal experience as both a parent and educator navigating “research shows” claims, Anna explains how parents, teachers, and advocates can ask for evidence, evaluate what counts as credible research, and respond when weak claims are presented with confidence.  This episode is based on a presentation she gave at researchED Toronto in 2025.

Anna unpacks common tactics used to shut these conversations down, including shifting the burden of proof, overwhelming people with endless references, credential deflection, and denying that poor practice exists at all.  She also offers practical advice for parents and educators on how to counter these tactics and spot and stop the spread of bad ideas in education.

This is an essential conversation for anyone trying to push for better practice in schools and navigate resistance along the way.

This episode is available in video at www.youtube.com/@chalktalk-stokke

A Substack version of this episode, written by Anna Stokke, as a guest writer for the Center for Educational Progress is available at https://www.educationprogress.org/p/what-to-do-when-research-shows-shuts

TIMESTAMPS [00:00:22] Introduction [00:01:35] What to do when something doesn’t feel right [00:02:48] Why Anna got involved in math education advocacy [00:06:38] Understanding the phrase “Research shows” in education [00:07:01] The Wildfire Effect: How bad ideas spread [00:09:25] How to ask for evidence [00:09:57] Burden of proof fallacy [00:11:04] Firehose Effect: Overwhelming you with articles [00:12:16] Overcoming the Firehose Effect [00:13:01] Credential deflection [00:14:59] Gaslighting: When you’re told the problem doesn’t exist [00:16:11] Evaluating the evidence [00:17:50] Fuzzy terms: Critical thinking, conceptual understanding, number sense, curiosity, differentiation [00:19:26] Become informed [00:18:36] Resources that can help [00:20:16] Final thoughts

RELEVANT PREVIOUS EPISODES  Red flags in education research with Ben Solomon https://www.podbean.com/ew/pb-cp5xt-156072c

Mailbag: Building Thinking Classrooms, number talks & more with Zach Groshell https://www.podbean.com/ew/pb-stw9g-186807f

Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

RELEVANT RESOURCES The Institute of Education Sciences Practice Guide https://ies.ed.gov/ncee/wwc/practiceguides

The National Mathematics Advisory Panel Final Report https://files.eric.ed.gov/fulltext/ED500486.pdf

Education Endowment Foundation https://educationendowmentfoundation.org.uk/

The National Center on Intensive Intervention https://intensiveintervention.org/

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-70-transcript

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Professor Joanna Barbousas, Pro Vice-Chancellor of Education, Impact and Innovation, and Dean of the School of Education at La Trobe University in Australia.

Early in her career, Joanna noticed that many capable students struggled to access the curriculum due to gaps in foundational reading and language skills—an insight that has shaped her work ever since.

Now, she is focused on transforming teacher education to better prepare educators using evidence-based practices. Joanna shares how she led major changes at La Trobe University–redesigning programs to align with the science of learning and launching initiatives like the Science of Language and Reading Lab and the Science of Math Education Lab.

Anna and Joanna also explore why change is so difficult in universities and what it takes to lead meaningful reform.

This is a compelling conversation for anyone interested in improving education and translating research into practice.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching

ResearchED Calgary ResearchED Calgary registration: https://www.eventbrite.ca/e/researched-calgary-tickets-1984343272144

TIMESTAMPS

[00:00:22] Introduction [00:05:19] How Joanna’s early teaching shaped her leadership initiatives [00:06:51] How Joanna went from classroom teacher to Dean [00:10:31] The education landscape in Australia [00:15:38] Unpacking the Rowe report [00:19:23] The importance of teacher education reviews in Australian [00:24:51] The outcomes of the TEEP review

 [00:30:08] Becoming the Dean of Education at La Trobe University [00:35:25] Reaction from faculty members [00:43:34] SOLAR Lab – How was it established? [00:49:17] Explaining the successful Nexus program [00:53:38] What Joanna learned about retaining teachers in hard-to-staff schools [00:55:17] Ideas for a national model [00:57:42] Why change matters: A message to leaders [01:00:26] Conclusion

RELEVANT PREVIOUS EPISODES  Rebuilding teacher training through cognitive science with Jonas Linderoth https://www.podbean.com/ew/pb-zwqb7-19e0dae

Reclaiming learning time to boost literacy and numeracy with Ross Fox https://www.podbean.com/ew/pb-bpy4n-188c9c5

Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-69-transcript

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-69-resources

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Dr. Montserrat (Montse) Gomendio, a former Secretary of State for Education in Spain.  Montse is also a former Deputy Director of Education for the OECD, the international organization that administers the PISA test. Drawing on global data, including from PISA, Montse explains why some education systems consistently perform well while others struggle to improve.

Montse discusses the three key drivers of effective education systems:  teacher quality, a knowledge-rich curriculum, and strong assessments aligned with that curriculum.  Anna and Montse discuss what large-scale international assessments like PISA can (and can’t) tell us. The conversation also explores why education reform is so difficult to implement, what high-performing systems right like those in East Asia and Estonia get right, and whether Finland’s reputation as a model system is supported by evidence.

This is a fascinating conversation that will appeal to educators, policymakers, and anyone interested in what actually drives improvement in education systems.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

MONTSERRAT GOMENDIO’S BOOK (OPEN ACCESS) Dire Straits-Education Reforms: Ideology, Vested Interests and Evidence: https://www.openbookpublishers.com/books/10.11647/obp.0332

SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching

ResearchED Calgary ResearchED Calgary registration: https://www.eventbrite.ca/e/researched-calgary-tickets-1984343272144

TIMESTAMPS

[00:00:22] Introduction [00:04:55] The role of Deputy Director of Education at the OCED [00:06:21] What is the purpose of PISA? [00:07:29] How is PISA different from TIMSS or PIRLS? [00:12:54] What is an appropriate definition of equity? [00:15:06] Measures that improve educational equity [00:19:57] The perplexing narrative about Finland as a top performer [00:28:42] Why do East Asian countries perform so well? [00:33:00] The importance of content knowledge [00:36:06] Misleading recommendations from the OECD [00:37:16] After-school tutoring in East Asian countries [00:41:36] Why implementation in different countries can be difficult: Latin America [00:46:18] Reducing class size: popular and expensive, but ineffective [00:48:08] What makes an effective teacher? [00:52:01] A look at Estonia’s education system [00:54:14] Why is it so hard to implement reforms even when they are evidence-based? [01:02:23] Preventing the reversal of good education policies [01:06:31] What are the main components that make an effective education system?

RELEVANT PREVIOUS EPISODES 

When a mathematician became education minister: Nuno Crato on transforming education https://www.podbean.com/ew/pb-pxzyk-19b773f

Balanced literacy didn’t work—will balanced math? https://www.podbean.com/ew/pb-usvqw-1962107

From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/ew/pb-zps9p-18c1e97

Understanding math reform ideology with Tom Loveless  https://www.podbean.com/ew/pb-7ih4c-15dbf9a

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-68-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Dr. John Sweller, emeritus professor at the University of New South Wales and the researcher best known for developing Cognitive Load Theory. Together, they explore how cognitive load theory should guide classroom practice, particularly in mathematics.

John explains the limits of working memory, how experts and novices approach problem solving differently, and how strategies like worked examples can help manage cognitive load. They also discuss whether productive failure is supported by research and the strong experimental evidence supporting explicit instruction, particularly when students are learning new content.

This episode will be extremely valuable for educators, especially math teachers, who want to better understand how students become expert problem solvers and what that means for effective instruction.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

SHORT COURSE 

La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching

TIMESTAMPS [00:00:22] Introduction [00:03:53] Biologically primary and biologically secondary knowledge [00:09:34] Element Interactivity [00:15:37] Two characteristics of working memory [00:16:52] Understanding long-term memory [00:21:06] Does working memory capacity vary for different people? [00:21:44] Can working memory capacity be altered? [00:22:45] How can you measure working memory? [00:23:49] Explaining cognitive load theory [00:27:55] Can you measure cognitive load? [00:31:51] Sweller’s definition of problem solving [00:37:28] Understanding schemas [00:44:26] The way novices and experts categorize problems differently [00:46:11] The expertise reversal effect [00:50:13] How to identify students are ready for problem solving [00:52:12] Thoughts on productive failure [00:55:40] Why is there still debate about prioritizing inquiry-based approaches in math instruction?

RELEVANT PREVIOUS EPISODES 

Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56 Cognitive load theory in math class with David Morkunas https://www.podbean.com/ew/pb-znh5k-15f7937

Unmasking instructional illusions with Paul Kirschner, Carl Hendrick and Jim Heal https://www.podbean.com/ew/pb-kvuee-198b6ee

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-67-transcript

MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by two world-renowned experts in human memory and learning, Dr. Elizabeth Bjork and Dr. Robert Bjork, to explore what makes a difficulty desirable in learning.

They explain why some learning strategies that feel effortful often leads to stronger, longer-lasting retention while strategies that feel easy, like rereading or rewatching lectures without self-testing, or cramming, can create an illusion of mastery. The conversation unpacks retrieval practice, spacing, interleaving, variation, and addresses common misconceptions about what makes a difficulty desirable, and why what looks like slow progress in the short term may actually lead to more durable learning in the long-term.

This episode will be of interest to educators at all levels and is especially important for high school and university students and their teachers who want to develop effective study habits grounded in science.

This episode is also available at www.youtube.com/@chalktalk-stokke

SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching

TIMESTAMPS

[00:00:22] Introduction [00:04:48] Guests’ background: moving from math to psychology [00:09:04] Researching effective learning techniques [00:10:35] Who does this research apply to? [00:14:47] The introduction of ‘Desirable difficulties’ [00:18:40] Understanding desirable difficulties [00:20:13] Importance of retrieval practice [00:30:46] The spacing effect [00:33:43] Variation and the benefits for students [00:36:55] Retrieval practice is the anchor in desirable difficulties [00:43:19] Blocking and interleaving [00:51:58] Final Thoughts

RELEVANT PREVIOUS EPISODES 

Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

How we learn: Naïve, purposeful, and deliberate practice with Stephen Chew

https://www.podbean.com/ew/pb-mrwn2-18adce0

Powerful teaching with Patrice Bain https://www.podbean.com/ew/pb-d77g4-14602e3

How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-66-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna is joined once again by Dr. Sarah Powell, a professor at the University of Texas at Austin whose research focusses on supporting students with math difficulties. They respond to a recent NCSM statement criticizing the Science of Math movement.

Anna and Sarah unpack what the Science of Math is and why high-quality evidence matters.  They address misconceptions about explicit instruction and “one-size-fits-all” teaching and explore why math instruction deserves the same scientific scrutiny as reading instruction. This episode is a must-listen for educators, school leaders, policymakers, and parents navigating the current math education landscape.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

SHORT COURSE 

La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching

TIMESTAMPS

[00:00:22] Introduction and an overview of the NCSM statement [00:10:25] What is the Science of Math? [00:12:07] Is this only about special education? [00:14:24] Math learning through the general lens of learning science [00:17:19] Is the Science of Math equivalent to the Science of Reading? [00:20:01] The instructional hierarchy applies to learning anything [00:24:07] The same groups tried to discredit What Works Clearinghouse [00:26:30] Responding to claims about research citations [00:29:49] Addressing the NCSM’s claims about quantitative research [00:31:21] Why quantitative research and data matter [00:38:24] Why alignment with IES and What Works Clearinghouse is a strength, not a flaw [00:40:18] Importance of measuring learning  [00:42:59] Strange statements about an impoverished pedagogical approach [00:47:30] Misconceptions about explicit instruction [00:51:25] Is there quantitative data that supports mixed approaches or inquiry? [00:55:20] Does explicit instruction fundamentally minimize learners' autonomy? [00:56:32] Final Claim: The one-size-fits-all teaching method [00:58:04] Problems with the phrase “math wars” [00:59:59] Why is there such strong resistance to The Science of Math? [01:02:51] Final Thoughts

RELEVANT PREVIOUS EPISODES  Reading and math: Parallels and pitfalls with Matt Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

Red flags in education research with Ben Solomon https://www.podbean.com/ew/pb-cp5xt-156072c

Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Supporting students with math difficulties with Sarah Powell https://www.podbean.com/ew/pb-ciqgm-17def6b

The power of explicit instruction with Anita Archer https://www.podbean.com/ew/pb-93dcw-19a3530

Mailbag: Building Thinking Classrooms, number talks, & more with Zach Groshell https://www.podbean.com/ew/pb-stw9g-186807f

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-65-transcript

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-65-resources

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Tom Sherrington, education consultant, author of Rosenshine’s Principles in Action, co-author of the Teaching Walkthrough series, and a former teacher and school leader with over 30 years of experience. Tom shares how Rosenshine’s Principles of Instruction became a foundational framework for his own practice and why they remain one of the most useful entry points into evidence-based teaching.

They explore where the principles came from, why they matter, and what they actually look like in real classrooms, with a focus on sequencing and modelling, effective questioning, review, and structured practice. This practical, research-informed conversation offers clear, concrete guidance for educators at all levels who want to align their teaching with how learning works.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

SHORT COURSE 

La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching

PRINCIPLES OF INSTRUCTION RESOURCE

Principles of Instruction: Research-based Strategies That All Teachers Should Know by Barak Rosenshine: https://www.aft.org/sites/default/files/Rosenshine.pdf

TOM SHERRINGTON WEBSITE https://teacherhead.com/

TIMESTAMPS

[00:00:22] Introduction and listing the 10 principles [00:04:19] Who was Barak Rosenshine? [00:04:45] From 17 evidence-based instructional procedures to 10 principles [00:08:18] What research backs Rosenshine’s principles? [00:14:54] UK teachers’ familiarity with Rosehnshine’s principles [00:14:08] Pace of adopting Rosenshine’s principles in other countries [00:18:07] The more practice the better: Rosenshine’s on practice [00:23:06] What does aiming for an 80% success rate mean? [00:27:09] Importance of checking for understanding [00:28:39] Checking for understanding and good questioning [00:32:55] Understanding the forms of guided practice [00:34:33] Teaching between desks [00:38:54] Principle 1 & 10 – The reviewing stages [00:43:51] When to review before teaching your lesson [00:45:11] Presenting new materials and small practice steps   [00:49:47] Principle 4 – Providing models [00:51:34] Principle 8 – Provide scaffolds for difficult tasks [00:54:59] Do these principles apply to any subject? [00:57:40] Can we get 80% success in classrooms with a wide range of learning levels?

RELEVANT PREVIOUS EPISODES  The power of explicit instruction with Anita Archer https://www.podbean.com/ew/pb-93dcw-19a3530

Educational leadership:  Improving math and literacy with Scott Hill https://www.podbean.com/ew/pb-vpzf8-16d0c17 Reclaiming leaning time to boost literacy and numeracy with Ross Fox https://www.podbean.com/ew/pb-bpy4n-188c9c5

Exploring evidence for equitable education with Nidhi Sacheva and Jim Hewitt

https://www.podbean.com/ew/pb-fjdnt-1685615

Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-64-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Craig Barton, former secondary maths teacher, host of the Mr. Barton Maths Podcast, author of How I Wish I’d Taught Maths, and a new Tips for Teachers book series. Craig reflects on how his teaching evolved after engaging deeply with learning science and educational research.

Together, they explore what effective explicit instruction looks like in math from atomisation and worked examples to checking for understanding, purposeful practice, and problem solving across the I do, we do, you do phases. This practical, research-informed episode is essential for educators looking to improve math outcomes by aligning instruction with how learning works.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

SHORT COURSE 

La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching

CRAIG BARTON'S BOOKS & WEBSITE

Order How I Wish I’d Taught Maths here: https://shorturl.at/rGTin

Craig Barton’s Tips for Teachers books & websites: https://mrbartonmaths.com/

TIMESTAMPS

[00:00:22] Introduction [00:05:09] What changed Craig’s mind about how to teach math [00:09:07] When struggle isn’t productive [00:12:29] Essential components of a well-structured, explicit instruction lesson [00:14:54] An introduction to atomisation [00:16:16] Purposeful practice [00:21:08] More on atomisation [00:23:58] Examples of atomisation [00:27:03] Summary of atomisation [00:27:49] How to deal with wide skill ranges in the math classroom [00:31:36] Engelman & Carnine’s Theory of Instruction [00:32:30] Tips for the ‘I do’ stage [00:38:24] Importance of checking for listening [00:44:17] Tips for the ‘We do’ stage [00:45:51]  A ‘we do’ fraction example [00:49:23] Atomisation helps with struggle [00:52:24] Tips for the ‘You do’ stage [00:54:13] How to use purposeful practice [00:55:24] How to set students up to solve non-routine problems [01:03:56] How to effectively teach problem solving [01:09:05] The importance of structure [01:09:53] Can explicit instruction in math be interactive? [01:12:01] Where to find Craig [01:13:08] Final thoughts

RELEVANT PREVIOUS EPISODES  Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Raising student achievement with Dylan Wiliam https://www.podbean.com/ew/pb-kduiw-15bba36

Project Follow Through:  Direct Instruction’s overlooked success with Marcy Stein https://www.podbean.com/ew/pb-a9fqx-17a2ffb

Using the Instructional Hierarchy to teach math with Brendan Lee https://www.podbean.com/ew/pb-3zux7-193d0fc

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-63-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Dr. Jared Cooney Horvath, a cognitive neuroscientist, educator, and bestselling author of The Digital Delusion. They examine what decades of research and international data reveal about classroom technology, screens, multitasking, attention, and memory, and why more technology often leads to less learning.

Jared explains how offloading knowledge to devices can undermine higher-order thinking, why human teachers’ expertise, and practice, remain central to learning, and when technology may help or hinder students. The conversation also tackles how schools and families can navigate an increasingly tech-saturated education system.

This is a thoughtful, evidence-informed episode for educators, parents, and anyone questioning whether digital tools in the classroom are helping students learn or holding them back.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Order The Digital Delusion here: https://www.lmeglobal.net/digital-delusion

TIMESTAMPS

[00:00:22] Introduction [00:04:50] Cognitive decline among Gen Z [00:09:14] The decline international test scores and the correlation with technology [00:11:28] Screen usage in schools [00:13:03] Relationship between EdTech and countries that invest less in it [00:16:16] Effect size in education in the context of EdTech [00:20:49] What forms of EdTech work? [00:25:17] When EdTech is a better than nothing [00:32:57] Practise and producers are essential to learning [00:33:30] What is creativity? [00:34:20] Why offloading learning to technology harms creativity [00:38:50] AI: The Tool Nobody Asked For [00:44:17] Difference between K-12 and university students using EdTech [00:47:14]   EdTech creates multi-tasking [00:54:27] Advice: Responding to “digital devices are ubiquitous” [00:55:50] Advice: Responding to “these students learn differently” [01:00:32] General advice for parents and school leaders [01:03:46] Laptops vs iPads vs notetaking by hand [01:06:48] Being a Luddite in the 21st century

RELEVANT PREVIOUS EPISODES  Educational leadership:  Improving math and literacy with Scott Hill https://www.podbean.com/ew/pb-vpzf8-16d0c17

Mindsets and educational misconceptions with Carl Hendrick https://www.podbean.com/ew/pb-78zv9-15493b1

Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1

The tweet that roared with Tom Bennett https://www.podbean.com/ew/pb-bpgqn-14326ef

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-62-transcript 

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by two familiar guests, mathematician and founder of JUMP Math, Dr. John Mighton, and learning expert and bestselling author Dr. Barbara Oakley. They discuss their new Coursera course, Making Math Click: Understanding Math Without Fear, what learning science reveals about how students learn math, and why practice and worked examples play such a critical role in building math confidence.

They discuss schemas, give some cautionary advice about using manipulatives and concrete-pictorial-abstract approaches, and explain why moving quickly from concrete to abstract matters. They describe what’s at stake when math education fails, what’s lost when students don’t develop foundational skills, and what it will take to help more learners succeed in math.

This is a practical, engaging, and insightful episode for teachers, parents, university students, and anyone who has ever felt they weren’t a math person.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Making Math Click: Understand Math Without Fear: Free course with certificate: https://www.coursera.org/learn/math-click?action=showPartnerSupportedAccess

TIMESTAMPS

[00:00:22] Introduction [00:05:40] How Barbara’s background shaped her approach to math [00:07:00] John’s experience with math from a young age [00:09:21] John and Barbara’s Coursera course [00:11:07] Who is their course for? [00:15:45] Is the course beneficial for teachers? [00:21:54] What math and Sylvia Plath’s writing have in common [00:23:51] Building schemas in math [00:26:46] Getting good at math leads to liking math [00:31:08] Kaminsky’s research on manipulatives vs. abstract representations [00:33:39] Fading from concrete to abstract [00:40:30] Barbara’s article in the Seattle Times [00:42:30] Real world consequences of innumeracy [00:49:13] Learning math takes practice and patience [00:51:38] Societal loss from kids not learning math [00:57:13] Failed constructivist approaches [01:00:50] Barbara’s and John’s recommendations for system improvements [01:05:42] Final thoughts

RELEVANT PREVIOUS EPISODES 

How to excel in math and other tough subject with Barabara Oakley

https://chalkandtalkpodcast.podbean.com/e/ep-7-best-ways-to-learn-math-with-barbara-oakley/ Math and the Myth of Ability with John Mighton

https://chalkandtalkpodcast.podbean.com/e/ep-1-math-and-the-myth-of-ability-with-john-mighton/

Balanced literacy didn’t work–will balanced math? with Ben Solomon https://www.podbean.com/ew/pb-usvqw-1962107

Math fact crisis: strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-61-resources 

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-61-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna talks with Dr. Jonas Linderoth, a professor of education at the University of Gothenburg, about how influential educational ideas have shaped the teaching profession and why evidence from cognitive science and educational psychology still faces resistance in teacher education. They discuss how education reforms of the 1990s affected teacher status and student outcomes, and Jonas’ reflections on his own role during that period.

They also discuss why evidence-based pedagogy is so crucial and what it means when teachers encounter research-informed strategies and respond with a single word – “finally”.   They also explore Sweden’s recent proposal to embed cognitive science in teacher preparation, why it’s controversial, and how implementation is unfolding.

This is an insightful episode for anyone interested in how research, policy, and classroom practice come together.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:22] Introduction [00:04:50] The Swedish school reforms   [00:08:57] The prevalence of constructivist teaching [00:12:26] Realizing the evidence didn’t match the rhetoric [00:13:36] How Jonas’s call for reflection became the most read article in Sweden [00:17:13] Perceptions of the teaching profession in Sweden [00:20:01] A systematic approach to teaching art [00:22:40] PISA & TIMS scores in Sweden [00:24:34] Why education academics research the Science of Learning [00:26:35] The value of quantitative research [00:29:23] Sweden’s move to embed cognitive science in teacher preparation [00:32:37] Reaction to the government proposal to transform teacher preparation [00:34:34] How evidence-based practice caught the government’s attention [00:36:52] Jonas’s work with pre-service teachers [00:37:28] When teachers say “finally” about evidence-based techniques [00:42:37] Core content for preparing future teachers [00:44:41] Grass-roots science of learning movements [00:46:02] The future of education in Sweden [00:49:24] Final thoughts: Jonas’s advice for international audiences

RELEVANT PREVIOUS EPISODES  The power of explicit instruction with Anita Archer

https://chalkandtalkpodcast.podbean.com/e/the-power-of-explicit-instruction-with-anita-archer-ep-57/

Maximizing learning through explicit instruction with Zach Groshell

https://chalkandtalkpodcast.podbean.com/e/ep-10-maximizing-learning-through-explicit-instruction-with-zach-groshell/

Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df Cognitive Load Theory with Greg Ashman https://chalkandtalkpodcast.podbean.com/e/ep-4-cognitive-load-theory-with-greg-ashman/

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-60-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-60-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna talks with Dr. George Georgiou, an educational psychologist and professor in the Faculty of Education at the University of Alberta, whose work focuses on preventing and remediating reading difficulties. The episode explores recent Human Rights Commission investigations in Canadian provinces that examined why students haven’t been taught to read using effective, evidence-based, methods–what the inquiries uncovered, and how the situation deteriorated to this point.  

They also discuss George’s research on reading difficulties and his eye-opening study that revealed the gaps in pre-service teachers’ knowledge of language and literacy. They talk about recent reforms in Alberta, including the rollout of universal literacy screening–what the results have shown so far, and how parents and schools are responding. This conversation really highlights what’s possible when research, policy, and practice come together.  As always, Anna advocates that math deserves the same attention as reading.  It’s a must-listen for educators and policymakers worldwide. 

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Supporting the Right to Read in Manitoba (Manitoba Human Rights Commission, 2025) https://www.manitobahumanrights.ca/education/pdf/public-consultations/supportingrighttoread.pdf

TIMESTAMPS

[00:00:22] Introduction [00:01:09] Findings from the Manitoba Human Rights Commission [00:06:02] George Georgiou’s research background [00:08:02] The Right to Read Human Rights Reports in Canada [00:12:11] Thoughts on the Right to Read reports [00:16:26] Similarities with math [00:17:07] Good curriculum that focuses on foundational skills [00:19:31] The study: Pre-service Teachers' Knowledge of Language and Literacy Concepts [00:27:39] Results of the Human Rights Report in post-secondary education [00:29:46] Reaction to the study: Pre-service Teachers' Knowledge of Language and Literacy Concepts [00:30:39] The Alberta English Language Arts curriculum [00:32:56] Is the new curriculum working? [00:37:31] What is universal screening? [00:44:50] What are the free assessments? [00:48:46] Findings of the assessments [00:53:38] Communicating the results to parents [00:54:34] Criticism on the screening process and results [01:00:40] Reading intervention programs [01:05:33] Final Thoughts: The future of early screening and intervention in Canada [01:09:02] Final Thoughts: What role should universities play in preparing teachers?

RELEVANT PREVIOUS EPISODES  How advocacy is changing reading instruction with Jamie Metsala https://chalkandtalkpodcast.podbean.com/e/how-advocacy-is-changing-reading-instruction-with-jamie-metsala/

Using evidence in education with Pamela Snow https://chalkandtalkpodcast.podbean.com/e/using-evidence-in-education-with-pamela-snow-ep-27/

Reading and math: parallels and pitfalls with Matthew Burns

https://chalkandtalkpodcast.podbean.com/e/ep-20-reading-and-math-parallels-and-pitfalls-with-matthew-burns/

Universal screening in math with Amanda VanDerHeyden https://chalkandtalkpodcast.podbean.com/e/universal-screening-in-math-with-amanda-vanderheyden-ep-50/

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-59-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-59-transcript

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke welcomes Dr. Nuno Crato, research professor of mathematics and statistics at the University of Lisbon. He was Portugal’s former Minister of Education and led major education reforms from 2011 to 2015.  His education reforms contributed to Portugal’s strongest-ever results on international assessments like PISA and TIMSS. Nuno shares his belief that everything starts with the curriculum and stresses the importance of clear standards, accountability, and student support. He also explains how Portugal raised academic rigor while helping struggling learners. They also discuss what Nuno’s research on PISA and TIMSS reveal about the characteristics of effective education systems and the lessons policymakers can draw from Portugal’s success. This episode is a must-listen for educators, policymakers, and anyone with an interest in improving education.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Nuno Crato’s website: https://www.nunocrato.org

TIMESTAMPS

[00:00:22] Introduction [00:05:12] Becoming Portugal’s Minister of Education [00:08:51] Adjusting to the position of Minister of Education [00:13:07] The landscape of the Portuguese Education System, early 2000s [00:19:08] The importance of a good curriculum [00:23:07] Using TIMSS data to structure a knowledge-based curriculum [00:26:22] Using testing to ensure curriculum goals are met [00:29:11] Concerns about project-based learning [00:34:18] Standard assessments and evaluations [00:39:31] Accountability markers and incentives for standard assessments [00:43:08] Addressing testing and accountability criticisms [00:44:59] Becoming informed about evidence-based pedagogy [00:48:23] What PISA data reveals about effective types of instruction [00:51:04] Does more money spent on education translate to better outcomes? [00:52:15] What changes are more likely to lead to better outcomes? [00:54:58] Results of PISA and TIMSS in 2015 Portugal [00:59:53] Pushback to education reforms and where it came from [01:04:54] Advice to policymakers

RELEVANT PREVIOUS EPISODES 

From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/ew/pb-zps9p-18c1e97

The importance of practice and the power of Math Corps with Alex Kontorovich https://www.podbean.com/ew/pb-d8bef-1916f6d

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-58-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-58-transcript

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

This episode features top takeaways from Anna Stokke’s interview: The Power of Explicit Instruction with Dr. Anita Archer. If you haven’t heard the full conversation yet, you can find the entire episode on the Chalk & Talk YouTube channel: https://youtu.be/EE5wvi-xQTM?si=Wx8W4eb5YOqdWEvM

Anita is one of the world’s leading experts on explicit instruction and co-author of the bestselling book Explicit Instruction: Effective and Efficient Teaching. 

Resource page: https://www.annastokke.com/resources/ep-57-resources

Episode 57:  The power of explicit instruction with Anita Archer

In this episode, Anna Stokke welcomes Dr. Anita Archer, one of the world’s leading experts on explicit instruction and co-author of the bestselling book Explicit Instruction: Effective and Efficient Teaching. They discuss what explicit instruction is, why it’s both effective and efficient, and what the research says about its impact. Together, they discuss who benefits from explicit instruction, common mistakes teachers make, and practical strategies such as the “I do, we do, you do” model. Dr. Archer also shares insights from her 50-year career in education and offers advice for teachers looking to strengthen their instructional practices and help all students succeed.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:22] Introduction [00:05:26] Anita’s background in explicit instruction [00:07:30] The three big C’s (clear, concise, and consistent) [00:10:25] What is explicit Instruction? [00:13:30] Problems with multiple strategies [00:15:50] Explicit instruction is effective and efficient [00:20:58] Research on explicit instruction [00:27:11] Who does explicit instruction benefit? [00:30:56] When to begin using explicit instruction [00:38:24] Lack of awareness about effectiveness of explicit instruction [00:42:32] Teaching well from the start reduces tier 2 intervention [00:45:55] identifying the different stages/phases: I do, we do, you do [00:44:48] Phase 1: I do [00:47:43] Phase 2: We do [00:49:47] Phase 3: You do [00:53:29] Importance of giving students opportunities to respond [00:58:57] What are unison choral responses? [01:03:17] The importance of structured turn and talks [01:08:31] Resource recommendations and Archerisms

RELEVANT PREVIOUS EPISODES 

The Science of Math with Amanda VanDerHeyden

https://chalkandtalkpodcast.podbean.com/e/ep-3-the-science-of-math-with-amanda-vanderheyden/

Maximizing learning through explicit instruction with Zach Groshell

https://chalkandtalkpodcast.podbean.com/e/ep-10-maximizing-learning-through-explicit-instruction-with-zach-groshell/

Balanced literacy didn’t work—will balanced math? with Ben Solomon

https://chalkandtalkpodcast.podbean.com/e/balanced-literacy-didn-t-work%e2%80%94will-balanced-math-with-ben-solomon-ep-54/

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-57-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-57-transcript

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke welcomes three leading experts in education, Dr. Paul Kirschner, Dr. Carl Hendrick, and Dr. Jim Heal for a fascinating discussion about their new book, Instructional Illusions. Drawing on decades of experience and research, they explore key ideas from the book, including how to bridge the gap between educational research and classroom practice. Together, they discuss the science of learning, evidence-informed teaching, and how educators can apply research insights to improve instruction. This engaging conversation is a must-listen for anyone passionate about effective teaching and student learning.

Register for the Masterclass:  Evidence-informed Mathematics Teaching, La Trobe School of Education

Read the book, Instructional Illusions, here: https://tinyurl.com/instructional-illusions 

TIMESTAMPS

[00:00:22] Introductions

[00:05:15] What are Instructional Illusions?

[00:07:30] The difference between illusions and myths

[00:11:13] The discovery illusion

[00:12:50] Why do people believe in discovery learning?

[00:19:50] The curse of knowledge

[00:24:29] The innovation illusion

[00:30:01] Unmasking the innovation illusion

[00:32:59] The expertise Illusion

[00:38:04] The Dunning-Kruger effect

[00:43:48] Unmasking the expertise illusion

[00:47:50] The uniqueness illusion

[00:50:52] The engagement illusion

[00:57:10] Shifting the focus to cognitive engagement

[01:01:28] The student-centred illusion

[01:05:00] Unmasking the student-centred illusion

[01:06:23] Is the science of learning a fad?

RELEVANT PREVIOUS EPISODES 

Evidence Based Teaching Strategies with Paul Kirschner https://chalkandtalkpodcast.podbean.com/e/ep2-evidence-based-teaching-strategies-with-paul-kirschner/

Mindsets and Misconceptions with Carl Hendrick

https://chalkandtalkpodcast.podbean.com/e/ep-22-mindsets-and-misconceptions-with-carl-hendrick/

EPISODE RESOURCES

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching: https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-56-transcript

MUSIC

Intro and Outro: Coma Media – Catch it Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke hosts an informative mailbag edition with guest Jonathan Regino, supervisor of math (pre-K-12) at Interboro School District in Pennsylvania and an experienced classroom teacher.

Drawing on their combined experience and expertise, they tackle listener questions, ranging from how to address large knowledge gaps among students to program recommendations. They also offer guidance on becoming informed about evidence-based practices, effective ways to assess students, and more. This engaging conversation is a must-listen for anyone seeking to strengthen math instruction and improve student learning.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Register for the Masterclass:  Evidence-informed Mathematics Teaching, La Trobe School of Education

TIMESTAMPS

[00:00:22] Introduction

[00:04:52] Question 1: How can new teachers learn about evidence-based practices?

[00:09:52] Book recommendations

[00:16:08] researchED

[00:18:12] Question 2: Grading math assessments with points versus using standards-based grading

[00:23:00] The 1,2,3,4 scale breakdown

[00:26:16] Consistency with the grading system

[00:27:30] Question 3: Free class-wide interventions to address math knowledge gaps

[00:28:40] Delta Math RtI

[00:33:09] Supporting high school math students with large knowledge gaps

[00:38:46] Recommended resources

[00:43:22] Question 4: England’s times table check

[00:47:40] Question 5: Are spiraling programs ineffective?

[00:50:02] Understanding spiraling vs. interleaving vs. spaced practice

[00:56:14] Program recommendations

[00:59:44] Final thoughts

RELEVANT PREVIOUS EPISODES 

From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/ew/pb-zps9p-18c1e97

Cognitive load theory in math class with David Morkunas https://www.podbean.com/eas/pb-znh5k-15f7937

Rocking the times tables with Bruno Reddy https://chalkandtalkpodcast.podbean.com/e/rocking-the-times-tables-with-bruno-reddy/

Math fact crisis: Strategies for improving numeracy with Brian Poncy https://chalkandtalkpodcast.podbean.com/e/math-fact-crisis-strategies-for-improving-numeracy-with-brian-poncy/

EPISODE RESOURCES https://www.annastokke.com/resources/ep-55-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-55-transcript

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke speaks with Dr. Ben Solomon, professor and researcher at the University at Albany with expertise in math assessment and intervention. Ben returns to the podcast to discuss “balanced math” and the recently released New York math briefs, which are part of the state’s numeracy initiative, and are set to shape professional development across New York.

He explains why he and his colleagues launched a petition calling for the retraction of the briefs, pointing to omissions, misleading claims, and misuse of the term “evidence based.” They also unpack common math myths, such as the claim that timed tests cause math anxiety, and highlight the importance of explicit instruction while drawing parallels to balanced literacy and the reading wars.

This timely conversation is essential for educators, policymakers, and anyone committed to improving math education.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Petition to Retract the New York Math Briefs: https://shorturl.at/bN7PF

Masterclass: Evidence-informed Mathematics Teaching, La Trobe University https://shortcourses.latrobe.edu.au/masterclass-evidence-informed-mathematics-teaching

TIMESTAMPS

[00:00:23] Introduction

[00:04:22] Understanding the New York Math Briefs

[00:09:46] The science of learning and its frameworks

[00:16:18] Myth 1: Time Testing causes Math Anxiety

[00:22:00] Myth 2: Explicit Instruction is Only for Students with Disabilities

[00:27:10] What is Explicit Instruction?

[00:29:45] The Importance of Explicit Instruction

[00:34:07] Similarities between Balanced Literacy and Balanced Math

[00:38:30] The Fundamental Misunderstandings of Explicit Instruction

[00:41:51] Myth 3: Structured Practice of Math Facts and Standard Algorithms Isn’t Useful

[00:43:56] Misconceptions about Conceptual Understanding

[00:47:13] Myth 4: Discovery Learning Should be Prioritized in the Early Stages of Acquisition

[00:51:50] The New York Math Scores

[00:57:03] The Benefits of Math Fluency Programs

[00:58:52] Replacement Documents for the New York Math Briefs

[1:05:38] Final Thoughts

RELEVANT PREVIOUS EPISODES 

Red flags in education research with Dr. Ben Solomon https://www.annastokke.com/podcast/episode/3a372141/red-flags-in-education-research-with-ben-solomon-ep-23

How to build automaticity with math facts (Anna Stokke) https://www.podbean.com/ew/pb-3ny3k-17323a9

Math fact crisis: strategies for improving numeracy with Brian Poncy https://chalkandtalkpodcast.podbean.com/e/math-fact-crisis-strategies-for-improving-numeracy-with-brian-poncy/

Do timed tests cause math anxiety? with Robin Codding https://chalkandtalkpodcast.podbean.com/e/ep-17-do-timed-tests-cause-math-anxiety-with-robin-codding/

Universal screening in math with Amanda VanDerHeyden https://chalkandtalkpodcast.podbean.com/e/universal-screening-in-math-with-amanda-vanderheyden-ep-50/

From decline to top rankings: How England transformed education with Nick Gibb https://chalkandtalkpodcast.podbean.com/e/from-decline-to-top-rankings-how-england-transformed-education-with-nick-gibb-ep-49/

Teachers Talk Radio https://www.ttradio.org/

RESOURCES

Found here: https://www.annastokke.com/resources/ep-54-resources/

EPISODE TRANSCRIPT

Found here: https://www.annastokke.com/transcripts/ep-54-transcript/

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke chats with Brendan Lee, a teacher and educational consultant focused on bridging the gap between educational research and classroom practice. They discuss the instructional hierarchy and how teachers can tailor their teaching based on where students are in their learning journey––whether it’s the acquisition, fluency, generalisation, or adaptation stage. Brendan shares practical strategies and actionable advice that teachers can immediately apply in the classroom to better support student learning. This is an insightful discussion that will leave educators feeling informed, inspired, and ready to take on their next lesson.

Brendan Lee’s website: www.learnwithlee.net

This episode is also available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:23] Introduction

[00:03:15] Understanding the Instructional Hierarchy

[00:04:40] The acquisition stage

[00:08:28] Teacher’s Talk Radio

[00:10:39] Students’ struggles in the acquisition stage

[00:12:48] Effective teaching techniques in the acquisition stage

[00:19:37] Think-alouds: The meaning and purpose

[00:23:45] Concrete-Pictorial-Abstract

[00:33:47] Backwards fading method

[00:34:58] Make or break method

[00:36:50] Fluency stage: what teaching techniques work best

[00:47:34] Generalization/adaptation stage

[00:55:11] When to use teaching tools

[01:00:55] Advice for new teachers using the Instructional Hierarchy

RELEVANT PREVIOUS EPISODES 

Reclaiming learning time to boost literacy and numeracy with Ross Fox https://www.podbean.com/ew/pb-bpy4n-188c9c5

Supporting students with math difficulties with Sarah Powell https://www.podbean.com/eas/pb-ciqgm-17def6b

Math fact crisis: Strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773

Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

Cognitive load theory in math class with David Morkunas https://www.podbean.com/eas/pb-znh5k-15f793

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-53-transcript 

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke has an engaging conversation Dr. Alex Kontorovich, a math professor at Rutgers University with a strong passion for math outreach. They explore why practice in math is often undervalued compared to disciplines like music or sports. They also discuss Math Corps, which is a summer math program for kids that combines evidence-based learning strategies with high expectations. Alex recently founded a Math Corps chapter in New Brunswick, New Jersey.  The episode wraps up with a lively discussion about A Mathematician's Lament by Paul Lockhart, sparked by a comment from a listener. Whether you're a teacher, a parent, a mathematician, or simply someone interested in education, this episode has something for you.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:00] Introduction  

[00:02:54] The value of math practice 

[00:08:11] Engaging in math outreach 

[00:11:44] Rutgers Math Corps: Structure and curriculum 

[00:21:41] When research confirms what experience already knew 

[00:24:05] Why times tables fluency matters 

[00:30:07] Science of learning techniques in Math Corps 

[00:35:42] Using hand gestures and building classroom culture 

[00:40:01] Gamification 

[00:42:23] Why well-meaning schools still produce poor results 

[00:49:37] Discussion on A Mathematician's Lament 

[01:16:03] Conclusion and final thoughts 

RELEVANT PREVIOUS EPISODES

How we learn:  Naïve, purposeful, and deliberate practice with Stephen Chew https://www.podbean.com/ew/pb-mrwn2-18adce0

Math Academy: Optimizing student learning with Alex Smith and Justin Skycak https://www.podbean.com/ew/pb-jawpr-181e0c3

Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1

Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-52-transcript

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-52-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke chats with Bruno Reddy, a math teacher and the creator of Times Tables Rock Stars. They discuss his journey from founding a school to creating Times Tables Rock Stars to address foundational skill gaps. Bruno shares great ideas for generating excitement in the math classroom and motivating students to practice essential math facts. They also discuss the importance of math fluency, insights from a teacher exchange in Shanghai, and effective teaching strategies such as mastery learning and variation theory.  This is an energizing conversation full of useful takeaways for anyone passionate about improving math outcomes.

Times Tables Rock Stars will be running national and regional competitions in Australia and New Zealand in August, September and October, 2025.  Follow their socials on Facebook, Instagram, or LinkedIn for more information.

Times Tables Rockstars: https://ttrockstars.com

TIMESTAMPS

[00:00:00] Introduction

[00:04:50] The origin story of Times Tables Rock Stars

[00:14:20] Global times tables competitions 

[00:15:38] The impact of TTRS on math outcomes

[00:18:20] How to motivate students to practice

[00:22:56] The importance of positive math experiences

[00:28:25] Choral chants and community building

[00:30:54] Lessons learned from the Shanghai teacher exchange program

[00:34:50] Variation theory

[00:43:37] Implementing mastery learning 

[00:50:28] Fluency: What most math programs get wrong

[00:52:29] The importance of times tables

[00:56:05] Finding common ground in educational debates 

RELEVANT PREVIOUS EPISODES

From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/eas/pb-zps9p-18c1e97

Math fact crisis: Strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773

Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

Cognitive load theory in math class with David Morkunas https://www.podbean.com/eas/pb-znh5k-15f7937

How to build automaticity with math facts: A practical guide https://www.podbean.com/eas/pb-3ny3k-17323a9

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-51-transcript

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions: Avoiding the Backroom, Neatly Folded, Cornicob, Partly Sage

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Host and math professor Anna Stokke talks to Dr. Amanda VanDerHeyden about a topic many Chalk & Talk listeners have asked about: universal screening in math. Amanda explains what universal screening is, why it matters, and how schools can use it to identify students who need extra support.  They also discuss how to choose validated screeners, common mistakes to avoid, and how screening connects to effective intervention. This is a practical, informative episode for teachers, school leaders, and anyone looking to strengthen math instruction.

[00:00:00] Introduction  

[00:04:17] Overview of universal screening 

[00:07:51] Universal screening in math vs reading 

[00:11:36] How to find validated screening tools 

[00:19:32] Should screeners match the curriculum? 

[00:23:31] 145 math skills that forecast success and when to teach them 

[00:29:24] The problem with making screeners too easy 

[00:31:37] Is Acadience a good screening tool?  

[00:32:43] Comparing reading and math screening systems 

[00:37:09] Recap: What to look for in a good screener 

[00:40:12] Frequency and timing of screening 

[00:44:18] The growing importance of math screening 

[00:48:45] Addressing teacher concerns with screening results 

[00:52:31] Conclusion and final thoughts 

RELEVANT PREVIOUS EPISODES

The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Math and the myth of ability with John Mighton https://www.podbean.com/eas/pb-22c7a-139dc72

Reading and math: Parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

Supporting students with math difficulties with Sarah Powell https://www.podbean.com/ew/pb-ciqgm-17def6b

Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-50-transcript

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-50-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Podington Bear:  No Squirrel Commotion

Blue Dot Sessions:  Avoiding the Backroom, Momentary Ease

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke interviews The Right Honourable Sir Nick Gibb, former Minister of State for Schools in England. Nick discusses the bold, evidence-based reforms he led over a decade to reverse declining academic performance in English schools. From phonics-based reading instruction to math mastery, he explains how high expectations, rigorous curricula, and a focus on teacher training transformed outcomes—helping England rise to 4th in the world in reading on PIRLS and one of the highest-performing countries on TIMSS.  This episode is a must-listen for anyone interested in meaningful education reform.

TIMESTAMPS

[00:00:00] Introduction  [00:04:05] The state of English education in 2005 [00:05:50] Problems with progressive education [00:08:12] Math teaching in England before the reforms [00:13:13] Education: A non-partisan issue [00:14:48] Learning about math teaching from Shanghai and Singapore [00:18:01] Competency-based curriculum debate [00:22:00] Reading reforms  [00:26:09] Resistance to the phonics movement [00:32:10] Math reforms implemented for primary education [00:38:08] Attention to detail in curriculum development [00:41:11] Debates on educational standards [00:42:41] Reforming initial teacher training [00:48:24] The Education Endowment Foundation [00:50:21] Liberating the teaching profession  [00:55:07] How the reforms improved student outcomes [00:57:42] Educational outcomes in Scotland and Wales [01:00:38] The future of education reforms [01:06:24] Advice for policymakers and advocates [01:16:00] Reflections and closing remarks

RELEVANT PREVIOUS EPISODES

Education myth-busting with Daisy Christodoulou https://www.podbean.com/ew/pb-z2q9q-14ce080

The tweet that roared with Tom Bennett https://www.podbean.com/ew/pb-bpgqn-14326ef Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

Exploring evidence for equitable education with Nidhi Sachdeva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-49-transcript

EPISODE RESOURCES https://www.annastokke.com/resources/ep-49-resources 

MUSIC

Intro and Outro: Coma Media – Catch it

Oy Studio: Light comedy

Blue Dot Sessions: Avoiding the Backroom, Neatly folded, Momentary Ease, Balti

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Join math professor Anna Stokke in conversation with Dr. Stephen Chew, a cognitive psychologist at Samford University. They explore the different types of practice—naive, purposeful, and deliberate—and why understanding these distinctions can transform teaching and improve learning. The discussion also covers how to use feedback effectively, structure worked examples in math class, address common student misconceptions, and build trust in the classroom. They even tackle the term “active learning"—whether it actually means anything useful, and why the research on it may not be as clear as it seems. Packed with practical advice and research-based strategies, this episode is a must-listen for educators at all levels.

NOTE: The resource page contains research articles mentioned in the episode: https://www.annastokke.com/resources/episode-48-resources

TIMESTAMPS

[00:00:00] Introduction [00:02:53] Understanding naive, purposeful, and deliberate practice [00:13:46] The importance of feedback in learning [00:20:03] Effective use of worked examples [00:25:13] Addressing student misconceptions [00:31:18] Debunking learning myths: Struggle and engagement [00:34:58] Is active learning just a buzzword? [00:37:40] The problem with research on active learning [00:42:35] Nine cognitive challenges for effective teaching [00:44:51] Building trust in the classroom [00:47:55] Desirable difficulties vs. unnecessary challenges [00:51:23] Formative assessment techniques for large classes [00:53:47] The complexity and importance of teaching [00:54:32] Bridging the gap between research and practice

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Ep 7. How to excel in math and other tough subject with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2

Ep 16. Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-48-transcript

EPISODE RESOURCES

https://www.annastokke.com/resources/episode-48-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Cornicob, Momentary Ease, Town Market, Noe Noe Podington Bear – Proliferate

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this special mailbag episode, Anna Stokke tackles two listener questions and a comment. She breaks down a logic puzzle that stumped some fans, explains why relying on calculators isn’t a substitute for math fact fluency, and highlights comments from a listener about encouraging literacy trends in several Southern U.S. states.

TIMESTAMPS

[00:00:00] Introduction and Mailbag Announcement

[00:01:08] Question 1: Logic Problem from Episode 40

[00:04:47] Question 2: Can calculators replace math fact fluency?

[00:12:00] Comment on states that buck the declining scores trend

The Southern Surge: Understanding the Bright Spots in the Literacy Landscape https://www.karenvaites.org/p/the-southern-surge-understanding

RELEVANT PREVIOUS EPISODES 

Ep 40 From math to science: How weak math skills hurt students https://www.podbean.com/ew/pb-mqims-17b512f

Ep 36 How to build automaticity with math facts: A practical guide https://www.podbean.com/ew/pb-3ny3k-17323a9 Ep 29 Math fact crisis: strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773 Ep 30 Math Fluency matters with Brian Poncy  https://www.podbean.com/ew/pb-pj6z6-166741e

Ep 45 A decade of decline: Examining falling test scores with Mike Petrilli https://www.podbean.com/ew/pb-qeajx-187272a

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-47-transcript

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Momentary Ease, Neatly Folded

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In Episode 46, Anna Stokke chats with Australian education leader Ross Fox. As the former Director of Catholic Education for the Archdiocese of Canberra and Goulburn, Ross led a major shift in teaching practices that led to significant gains in both literacy and numeracy. 

The episode begins with an overview of the Australian education system.  They then explore Ross’s implementation of the Catalyst program—an initiative grounded in the science of learning. Ross discusses how high-impact teaching strategies and high-quality instructional materials led to measurable improvements in achievement, reduced inequities, and enhanced student motivation and behaviour.  They also explore why the science of learning movement is critical for the future of education in Australia—and beyond.  This episode will be of interest to educators, school leaders, policymakers, and anyone passionate about improving teaching and learning outcomes.

ANNOUNCEMENTS

Free Webinar with Dr. Anna Stokke and Dr. Ben Solomon: The Science of Math Instruction: Using Evidence-Based Practices in the Classroom, May 8, 2025.  Registration link: https://home.edweb.net/webinar/mathskills20250508/

researchED Toronto:  https://researched.org.uk/event/researched-toronto-2025/

TIMESTAMPS

[00:00:00] Introduction and announcements 

[00:02:33] Introducing Ross Fox 

[00:04:14] Understanding the Australian education system 

[00:09:56] Challenges in education and the Catalyst program 

[00:11:03] The importance of effective teaching and learning 

[00:19:22] Implementing the Science of Reading 

[00:26:10] Defining and supporting learning 

[00:30:45] High impact teaching practices 

[00:32:12] Knowledge-rich curriculum 

[00:36:17] Implementing effective math pedagogy  

[00:40:49] Supporting teachers with high-quality math instructional materials 

[00:44:28] Addressing educational inequities 

[00:47:34] The Catalyst program: Goals and implementation 

[00:49:10] Assessment and feedback for effective teaching 

[01:00:53] Professional learning and teacher support 

[01:04:09] Future directions and optimism in education 

RELEVANT PREVIOUS EPISODES

Ep 26 Cognitive load theory in math class with David Morkunas https://www.podbean.com/eas/pb-znh5k-15f7937

Ep 27 Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

Ep 33  Educational leadership:  Improving math and literacy with Scott Hill https://www.podbean.com/ew/pb-vpzf8-16d0c17

Ep 36  How to build automaticity with math facts: A practical guide https://www.podbean.com/eas/pb-3ny3k-17323a9

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-46-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-46-resources

MUSIC

Intro and Outro: Coma Media – Catch it Podington Bear - Kitten Blue Dot Sessions – Town Market, Momentary Ease, Mazamorra, Squirrel Commotion Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, host and math professor Anna Stokke interviews Mike Petrilli, President of the Thomas B. Fordham Institute, about the role of standardized testing in K–12 education. They discuss the benefits and criticisms of standardized tests, the methodologies behind tests like NAEP, international comparisons with PISA and TIMSS, long-term trends in student performance, and the consequences of declines in student achievement. 

Highlights include a discussion of Mississippi's educational success despite high poverty rates, and the potential influences of modern educational policies and smartphones. Mike Petrilli emphasizes the importance of accurate measurement for policymaking and shares advice on influencing educational policy.  This episode is a must-listen for educators, policymakers, parents, and anyone interested in the future of education.

FREE WEBINAR: The Science of Math Instruction: Using Evidence-Based Practices in the Classroom, May 8, 2025.  Registration link: https://home.edweb.net/webinar/mathskills20250508/

TIMESTAMPS

[00:00:00] Introduction  

[00:03:18] Discussion on standardized testing 

[00:06:14] Criticisms of standardized testing 

[00:12:25] Frequency and levels of testing 

[00:20:04] International perspectives on testing 

[00:23:11] Understanding NAEP 

[00:28:07] Recent trends in NAEP scores 

[00:28:41] Impact of the pandemic  

[00:31:16] Pre-pandemic declines  

[00:32:26] Comparing international trends: PISA scores 

[00:33:08] The role of smartphones 

[00:35:26] TIMSS scores 

[00:38:16] Long-term impact of declining academic achievement 

[00:39:20] Efforts to address learning loss 

[00:42:12] States that bucked the trend: the “Mississippi miracle”

[00:46:44] Low-performing states 

[00:49:54] Future strategies for education systems 

[00:53:22] Influencing educational policy 

[00:55:49] Conclusion and final thoughts 

RELEVANT PREVIOUS EPISODES

Ep 33.  Educational leadership:  Improving math and literacy with Scott Hill https://www.podbean.com/ew/pb-vpzf8-16d0c17

Ep 32. Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Ep 25.  Understanding reform math ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a

Ep 18.  Education myth-busting with Daisy Christodoulou https://www.podbean.com/ew/pb-z2q9q-14ce080

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-45-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-45-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Mazamorra, Tarte Tatin, Willow Willow, Betty Dear, Lissa Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Dr. Anna Stokke and guest Dr. Zach Groshell answer listener questions in a special mailbag episode. They cover strategies for managing varying levels of math proficiency in the classroom, critique the Building Thinking Classrooms approach, and discuss whether number talks should be prioritized for developing math fact fluency. This discussion provides practical insights and critiques on current educational practices to help teachers improve math instruction.

TIMESTAMPS

00:00 Introduction

02:44 Listener Question: Differentiating Direct Instruction

05:52 Zach's advice on differentiation

10:10 Listener Question: Building Thinking Classrooms

11:20 Are multiple access points effective?

15:14 Critique of Building Thinking Classrooms

19:03 Does research support using BTC?

20:53 Is everyone doing it wrong?

22:17 Observing BTC in action

23:46 Defining thinking and why mimicking is important

27:30 Permanent vs. non-permanent learning surfaces

29:04 The practicality of mini whiteboards

31:34 Advice from Anna & Zach on whether to use BTC

36:20 Listener question: Number talks and math fact fluency

37:53 Critique of number talks

40:09 Using effective methods for building math fact automaticity

42:19 Advice on mental math strategies

44:18 Using instructional time efficiently

46:21 Conclusion and book description

RELEVANT PREVIOUS EPISODES

Ep 10 Maximizing learning through explicit instruction with Zach Groshell https://www.podbean.com/ew/pb-px8h6-1443528

Ep 36 How to build automaticity with math facts: A practical guide https://www.podbean.com/ew/pb-3ny3k-17323a9

Ep 2 Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/eas/pb-zgw6i-13b33df Ep 3 The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Ep 23 Red flags in education research with Ben Solomon https://www.podbean.com/ew/pb-cp5xt-156072c Ep 29 Math fact crisis: strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773 Ep 30 Math Fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

Ep 41 Supporting students with math difficulties with Sarah Powell

https://www.podbean.com/ew/pb-ciqgm-17def6b

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-44-transcript

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Join Anna Stokke in conversation with Dr. Jamie Metsala, one of two content area experts on the Ontario Human Rights Commission’s Right to Read public inquiry. Jamie shares her expertise on the importance of strong early instruction in foundational reading skills, the pitfalls of balanced literacy, and the urgent need for evidence-based practices in education.  They explore the role of parent advocacy and the far-reaching implications of the Right to Read report, not just for Ontario, but for education systems across Canada and beyond. 

Jamie explains why universal screening matters, how structured literacy benefits all readers, and what effective intervention looks like. They also discuss the importance of teacher preparation programs and ongoing professional development to equip educators with the tools they need to teach reading successfully. 

With many provinces and states still relying on ineffective reading instruction, systemic change is critical. Jamie offers valuable advice for advocates, making this conversation essential listening for educators, parents, and anyone advocating for evidence-based education reform. 

researchED Toronto 2025: https://researched.org.uk/event/researched-toronto-2025/

NOTE: The resource page contains links to reports, articles, and websites mentioned in the episode: annastokke.com/ep-43-resources

TIMESTAMPS

[00:00:00] Introduction  [00:04:06] The Ontario Human Rights Commission Right to Read inquiry [00:06:40] Reading achievement in Ontario and other provinces [00:13:19] The impact of balanced literacy and its flawed assumptions [00:19:21] What science says about teaching foundational reading skills [00:29:15] Universal screening and early interventions [00:32:30] Problems with Reading Recovery  [00:36:32] How Canadian provinces are responding to the Right to Read inquiry [00:41:10] Teacher preparation and the resistance to change [00:50:25] Challenges in implementing evidence-based literacy instruction [00:52:06] Debunking myths: Do all students learn differently? [00:54:20] Structured literacy and the importance of fluency [01:00:43] Consequences of poor reading instruction [01:06:50] Advice for advocates [01:12:47] Final thoughts: The future of reading and math education

RELEVANT PREVIOUS EPISODES

Ep 20 Reading and math: Parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

Ep 27 Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

Ep 29 Math fact crisis: strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-43-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-43-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Proliferate, Balti, Momentary Ease Podington Bear – Camp, Kitten, Squirrel Commotion

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Join Anna Stokke in conversation with Dr. Alex Smith, Director of Curriculum, and Justin Skycak, Director of Analytics, from Math Academy.  Math Academy is an AI-powered online learning platform designed around science of learning principles.  They discuss Bloom's 2 sigma problem and explore how Math Academy aims to address it. They also explain how the platform leverages knowledge graphs to support mastery learning and highlight key instructional strategies such as worked examples, spaced practice, and the testing effect.

They explore how Math Academy manages cognitive load to optimize learning as well as its success with adult learners and advanced students.  They also discuss the concrete-pictorial-abstract approach in math instruction.  To wrap up, Justin and Alex share exciting updates and future plans for Math Academy.  This episode is a must-listen for anyone interested in math education.

NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-42-resources

TIMESTAMPS

00:00 Introduction

04:41 Bloom's 2 sigma problem

10:11 Mastery learning

13:17 Math knowledge graph

21:03 Importance of prerequisite skills

26:42 Worked examples

33:11 Concrete-pictorial-abstract discussion

40:56 Incorporating spaced practice

47:47 Leveraging the testing effect

52:14 Independent learning and incentives

55:51 Math Academy for adult learners

01:01:49 Accelerating advanced students

01:09:57 The future of Math Academy

01:13:26 Final thoughts

RELEVANT PREVIOUS EPISODES

Ep 32. Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

Ep 7. How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-42-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-42-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Balti, Betty Dear, Willow Willow, Partly Sage Podington Bear – Camp, Kitten

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Join Anna Stokke in conversation with Dr. Sarah Powell, a leading expert in teaching students with math difficulties. They discuss the shortcomings of a recent joint position statement by the National Council of Teachers of Mathematics (NCTM) and the Council for Exceptional Children (CEC) on teaching math to students with disabilities.

Sarah critiques the statement’s failure to include critical evidence-based practices, such as explicit instruction, and its reliance on vague or unsupported recommendations. She highlights research-backed strategies that can truly help students struggling with math, emphasizing the ethical responsibility of educators, policymakers, and advocates to ensure effective math instruction.  Sarah also co-authored a response to the position statement.

Note: The resource page for this episode contains a link to the NCTM/CEC position statement, Sarah’s group’s response, and other articles mentioned in the episode: annastokke.com/ep-41-resources

TIMESTAMPS 00:00 Introduction  05:06 Understanding math disabilities 08:19 The NCTM/CEC position statement 17:06 Does growth mindset help math outcomes? 17:53 Is UDL evidence based? 21:57 Evidence-based practices for teaching math 29:07 The omission of explicit instruction 30:55 Why explicit instruction is important 35:51 The IES practice guide 38:50 Consequences of poor instruction 41:44 The Influence of NCTM and CEC 43:26 Recommendations for effective math instruction 49:43 Preventing math difficulties 56:02 Final thoughts RELEVANT PREVIOUS EPISODES

Ep 29 Math fact crisis: Strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773

Ep 30 Math Fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

Ep 25 Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a

Ep 21 The right to learn math with Daniel Ansari https://www.podbean.com/ew/pb-4nv9n-1527568

Ep 3 The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-41-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-41-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Thannoid, Tarte Tatin, Cornicob, Momentary Ease Podington Bear – Proliferate

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke welcomes Dr. Therese Markow, Professor Emeritus at the University of California, San Diego, and host of the Critically Speaking podcast. They discuss the critical intersection of math and science education.

Therese shares her firsthand experiences as a geneticist and post-secondary educator, highlighting the alarming decline in basic numeracy among students and its impact on their success in fields like biology and genetics. The conversation covers fascinating studies linking math experience to logical reasoning and brain development.  Therese tackles the question of whether math skills have a genetic component.

They also discuss societal and educational implications of weak math skills, including how some popular teaching philosophies might be failing students. Whether you're an educator, a math or science enthusiast scientist, or simply passionate about improving education, this episode offers something for everyone.

NOTE: The resource page contains research articles mentioned in the episode: annastokke.com/ep-40-resources

TIMESTAMPS

00:00 Introduction

03:24 Math skills in science students

11:25 Impact on university curriculum standards

19:36 Links between math and logic skills

28:03 Are math abilities genetic?

28:40 Heritability studies: Twins and math abilities

38:06 Effective math teaching influences math ability

41:27 Gender and math: Debunking myths

42:48 Personal stories about math interest

50:56 Importance of basic math skills in life

52:58 Conclusion and final Thoughts

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 16. Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1

Ep 22. Mindsets and educational misconceptions with Carl Hendrick https://www.podbean.com/ew/pb-78zv9-15493b1

Ep 35. Preparation for university math with Darja Barr and Dan Wolczuk https://www.podbean.com/ew/pb-b8ssx-171a631

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-40-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-40-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Balti, Cases to Rest Podington Bear – No Squirrel Commotion, Kitten

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Join Anna Stokke in conversation with Dr. Marcy Stein, professor emeritus from the University of Washington, Tacoma, about her firsthand experience with Direct Instruction (DI) and Project Follow Through—the world’s largest educational experiment. Despite showing DI’s effectiveness with at-risk students, the results were largely ignored.

Marcy shares insights into the origins of DI, its instructional design, and emphasizes that it’s effective for all students, not just those struggling academically. She also addresses common misconceptions, walks through a typical DI math lesson, and gives advice on how to bridge skill gaps in the classroom. This episode unpacks the story of Project Follow Through and the ongoing fight for evidence-based education.

NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-39-resources

TIMESTAMPS

[00:00:00] Introduction  [00:03:52] Marcy Stein’s background [00:07:11] Origins of Direct Instruction [00:11:26] Overview of Project Follow Through [00:14:40] Instructional models and results of Project Follow Through [00:23:30] What makes DI effective? [00:25:12] Why were the results of PFT ignored? [00:29:28] Difference between DI and di [00:31:52] Instructional design in DI [00:37:50] Pitfalls of multiple strategies [00:42:55] Understanding instructional delivery in DI [00:45:51] Managing varying abilities in the classroom [00:48:28] Addressing prerequisite skills in older students [00:52:40] Spiral vs. strand curriculum [00:55:12] A typical DI math lesson structure [00:59:34] List of DI math programs [01:01:17] Common misconceptions about DI [01:05:03] Challenges and resistance to DI [01:09:02] Role of leaders and faculty in DI implementation [01:13:51] Final thoughts 

RELEVANT PREVIOUS EPISODES

Ep 34 Transforming education through behaviour science with Kimberly Berens https://www.podbean.com/ew/pb-9tfz7-16f2e02

Ep 31 Exploring evidence for equitable education with Nidhi Sachdeva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615

Ep 20 Reading and math: Parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

Ep 10 Maximizing learning through explicit instruction with Zach Groshell https://www.podbean.com/ew/pb-px8h6-1443528

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-39-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-39-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions –Tall Harvey, Little Poder, Momentary Ease, Betty Dear Podington Bear – Camp, Kitten

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Join math professor, Anna Stokke, in conversation with Blake Harvard, a secondary teacher in Alabama.  They discuss insights from his new book, Do I Have Your Attention?, including how he incorporates cognitive psychology into his teaching.

Their conversation explores topics like cognitive architecture, memory constraints, attention contagion and common learning pitfalls. Blake provides practical strategies for implementing retrieval practice and spaced practice, highlighting their benefits in reducing test anxiety and enhancing long term learning outcomes.

The episode wraps up with a thought-provoking discussion on creativity, where Blake challenges the notion that traditional schooling stifles creativity—arguing instead that a strong knowledge foundation fosters it.

Whether you’re an educator or simply curious about the science of learning, this episode offers valuable insights for teaching and learning in any subject.

NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-38-resources

TIMESTAMPS

00:00 Introduction

02:44 Blake's Teaching Journey

03:13 Discovering cognitive psychology

05:18 Understanding memory constraints

13:55 Attention contagion

21:54 Overcoming overconfidence in learning

25:32 The role of forgetting in learning

27:53 Maximizing learning with effective strategies

28:36 The power of retrieval and spaced practice

29:45 Retrieval practice in math

33:10 Diminishing cues retrieval practice

36:21 The Brain Book Buddy strategy

41:13 The importance of honest self-assessment

42:56 Reducing test anxiety with retrieval practice

45:48 The benefits of spaced practice

47:06 Last lesson, last week, last month strategy

49:38 Debunking myths about creativity in education

52:48 Final thoughts and advice for teachers

RELEVANT PREVIOUS EPISODES

Ep. 26 Cognitive load theory in math class with David Morkunas https://www.podbean.com/eas/pb-znh5k-15f7937

Ep. 13 Powerful teaching with Patrice Bain https://www.podbean.com/ew/pb-d77g4-14602e3

Ep 4 Cognitive load theory with Greg Ashman https://www.podbean.com/eas/pb-thbad-13cea56

Ep. 2 Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/eas/pb-zgw6i-13b33df

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-38-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-38-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – No Squirrel Connection, Thannoid, Momentary Ease, Betty Dear Podington Bear – Camp Scott Holmes – Happy Logo

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

Join Anna Stokke as she chats with Dr. Jo Castelino, a secondary school teacher, to discuss her new book on homework.  They discuss the vital role of homework in education, exploring why it's important, how much should be assigned and what types of homework are most effective. Jo shares insights from research and her experiences, addressing common criticisms of homework, strategies for creating a school culture that supports homework, methods for leveraging feedback, and handling issues like cheating. They also discuss the cyclical relationship between homework and self-regulatory behaviours that contribute to higher academic achievement.  Jo gives valuable practical advice on how to design effective homework and how to get both students and parents on board.  This episode will be of interest to educators, parents and school administrators.

NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-37-resources

00:00 Introduction

02:18 Background

03:30 Writing about homework

06:30 Research on homework

12:57 How much homework: Cooper 10-minute rule

15:26 Role of homework in how students learn

22:37 Designing Effective Homework

25:52 Discussing flipped classrooms

28:55 How often to give homework

36:10 Scaffolding homework for struggling students

36:56 Providing feedback

40:06 Homework challenge levels

43:23 Homework and disadvantaged students

47:17 Creating a school culture for homework

48:06 Rewards and consequences

54:39 Getting parents on board

57:55 Addressing cheating

01:03:25 Convincing administrators about homework

01:05:05 Conclusion

RELEVANT PREVIOUS EPISODES

Ep. 31 Exploring evidence for equitable education with Nidhi Sachdeva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615

Ep. 14 Stress and learning with Dan Rosen https://www.podbean.com/ew/pb-94vv4-147a254

Ep. 13 Powerful teaching with Patrice Bain https://www.podbean.com/ew/pb-d77g4-14602e3

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-37-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-37-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Little Poder, Momentary Ease, Betty Dear Podington Bear – Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Bluesky: @rastokke.bsky.social

This solo episode, hosted by Anna Stokke, provides educators, parents, and students with practical, research-backed methods to develop math fact automaticity. These techniques have been shown to work with a wide range of students across age, skills and settings.  Key techniques discussed include flashcards, cover-copy-compare, taped problems, incremental rehearsal and explicit timing, with detailed instructions for how best to implement each technique.  

Call to action: If you know someone who might benefit from this episode, please share it with them!

NOTE: The resource page contains resources to help listeners implement the techniques discussed as well as supporting research: http://annastokke.com/ep-36-resources

TIMESTAMPS

00:00 Introduction

01:19 The Importance of math fact automaticity

03:00 Understanding automaticity

06:17 Acquisition stage

06:50 Fluency stage

08:35 What basic facts?

09:06 When should students have math facts mastered?

09:49 Pairing the stimulus with the response

11:13 Using flashcards effectively

13:25 Incremental Rehearsal

15:13 Cover, Copy, Compare Method

17:49 Taped Problems: Beat the Computer

18:57 Should you use games?

20:52 Explicit timing for fluency building

21:14 Why timed practice is essential

22:31 When to introduce timed practice

24:28 Consistency and Daily Practice

25:01 Conclusion and Call to Action

RELEVANT PREVIOUS EPISODES

Ep 30. Math fluency matters with Brian Poncy https://www.podbean.com/eas/pb-pj6z6-166741e

Ep 29. Math fact crisis with Brian Poncy https://www.podbean.com/eas/pb-u9y84-165d773

Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/eas/pb-8aj3f-1508af6 Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/eas/pb-9qahp-14aed8a

Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/eas/pb-bksbz-13c732d

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-36-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-36-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Momentary Ease, Betty Dear Podington Bear – Camp Scott Holmes – Happy Logo 3

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Join Anna Stokke in conversation with two university math instructors, Dr. Darja Barr from the University of Manitoba and Dan Wolczuk from the University of Waterloo.

What does it take to succeed in university math? Which topics are most critical for success in university calculus? They cover these questions and more in this episode, which is a must-listen for educators, parents and aspiring university students. 

They talk about the importance of algebraic fluency and other key concepts essential for success in calculus. They examine the gap between high school preparation and university expectations, touching on grade inflation, the role of diagnostic tests and the value of high school exams with a discussion on the testing effect along the way. They highlight the importance of effective study habits, perseverance, and the ability to self-assess and seek help when needed.

NOTE: The resource page contains useful information regarding the transition from high school to university math: http://annastokke.com/ep-35-resources

TIMESTAMPS

[00:00:00] Introduction 

[00:03:14] Description of university calculus class

[00:04:55] Why preparation for calculus is important

[00:07:47] Degrees requiring calculus

[00:08:36] High school topics needed for success in calculus

[00:11:11] Importance of algebraic fluency

[00:14:29] Trigonometry and committing facts to memory

[00:22:30] Diagnostic tests

[00:26:14] Relationship between pre-calculus and university calculus grades

[00:32:36] Physical invigilation vs remote diagnostic tests    

[00:34:32] Challenges of high school to university transition

[00:38:07] Grade inflation and the role of standardized testing

[00:43:28] Importance of high school exams

[00:45:29] The testing effect

[00:50:33] Initiatives to support university students

[00:57:06] Characteristics of a successful university math student

[00:59:43] Advice for first-year university students

[01:02:31] Closing remarks

RELEVANT PREVIOUS EPISODES

Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

Ep 11. California’s math controversy with Jelani Nelson https://www.podbean.com/ew/pb-d3bai-144ec76

Ep 7.  How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2

Ep 16. Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-35-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-35-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Little Poder, Thannoid Podington Bear – Camp, Kitten

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Join Anna Stokke in conversation with Dr. Kimberly Berens in Episode 34 of Chalk & Talk. Kimberly is a behaviour scientist, an author, and the founder of FIT Learning.  They discuss the fundamentals of behaviour science, the importance of measurable outcomes, the role of reinforcement, and the application of behaviour science to effective instruction, particularly in math.  They also cover concepts like fluency, retention, and endurance in learning.  They discuss the effectiveness of Direct Instruction, precision teaching and curriculum-based measurement in bringing about significant improvements in student performance.

Kimberly is a passionate advocate for systematic educational change based on scientific approaches.  This episode will be of interest to educators, parents, policy makers, and anyone with an interest in improving educational outcomes.

NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-34-resources

TIMESTAMPS:

[00:00:00] Introduction   [00:02:25] Understanding behaviour science  [00:05:23] Behaviour science vs. cognitive science  [00:08:28] Defining fluency [00:12:40] Applying behaviour science to math instruction  [00:18:01] Do different students learn differently?  [00:22:43] How to measure learning  [00:28:47] Math anxiety, math trauma and the problem with labels  [00:34:56] Combining DI, precision teaching and curriculum-based measurement [00:38:40] The problem with hand raising [00:42:00] Flexible ability grouping  [00:47:20] Breaking ineffective traditions  [00:51:49] Measuring conceptual understanding [00:57:41] Project Follow Through  [01:00:20] The Great Falls Precision Teaching Project  [01:03:28] Fit Learning's practices and outcomes  [01:06:37] Final thoughts and call to action 

RELEVANT PREVIOUS EPISODES

Ep 32.  Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Ep 30.  Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-34-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-34-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Little Poder, Tall Harvey Podington Bear – Camp, Kitten

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c