Explore every episode of the podcast Mr Barton Maths Podcast

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Access the show notes here: podcast.mrbartonmaths.com/233-hod-space-ep4-teacher-talk-finding-good-assessments-and-the-most-stressful-times-of-the-year/

In this episode of the podcast, Jo Morgan and Craig Barton discuss:

1. Teacher talk Jo brings a member's post about developing teaching and learning across a department, where a passing line about getting teachers to talk less drew some strong replies. Craig argues that the quantity of talk matters less than its quality, describing how he records teachers' explanations and plays them back in coaching, the research on redundancy and mazes in speech, and Kris Boulton's near-silent examples in atomisation. Jo reflects on over-exampling as a trainee, the choice of first example when expanding double brackets, why she still values longer periods of practice with some classes, and the shortage of videos of real maths lessons.

2. Assessments students have not already seen Jo raises a problem members are describing at both GCSE and A-level: students arriving at mock exams having already worked through the exam board's secure papers. She explains how this came to light at her school, why swapping in a different past paper no longer solves it, and how her department now writes its own papers by rebuilding old ones question by question, along with the workload, grade boundary and further maths difficulties that brings. Craig draws on his Inside Exams series to explain why a good paper is so hard to write, then offers to have AI produce one, a challenge Jo accepts.

3. The most stressful time of the year Craig puts a question to Jo that will also go out to HoD Space members as a survey: is there a point in the academic year that heads of maths find more stressful than the rest? Jo notes that staff absence is stressful whenever it lands, then makes the case for four contenders in turn, September, the run-up to Christmas, the spring term and the first half of the summer term, before choosing her winner. Craig compares her answer with his own memories of exam season as a classroom teacher without a head of department's responsibilities.

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In this episode of the Mr Barton Maths podcast, Craig and Jo discuss three burning issues from the Hubspace community this week:

• How do you make homework work in the age of AI?
• How do you handle students moving sets and communicate this to parents?
• How do you stop students from being confused by the equal sign?

View the show notes here: https://podcast.mrbartonmaths.com/232-hod-space-ep3-ai-and-homework-setting-students-and-the-equals-sign/

Craig speaks to Manu Kapur, Professor of Learning Sciences and Higher Education at ETH Zurich and the researcher behind productive failure. They cover what the framework is and is not, the mechanisms behind it, how long students should struggle, what AI tutors mean for learning before instruction, and the strongest challenges to his work. Access the show notes here: https://podcast.mrbartonmaths.com/231-productive-failure-with-manu-kapur/

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Access the show notes here: ⁠https://podcast.mrbartonmaths.com/230-hod-space-ep2-notes-in-exercise-books-offsted-and-a-level-class-sizes/

In this episode of the podcast, Jo Morgan and Craig Barton discuss:

1. What actually goes in the exercise book

Prompted by a HoD Space member's survey request, Craig puts four options to the community — I do, we do and independent work; I do and independent work; independent work only; or no exercise books at all — and reports where members landed. He sets out why he thinks copying down worked examples is a pace killer and an illusion of understanding, Jo explains why she models on the board but never asks students to copy it, and the two of them disagree about whether key words and definitions have earned their place in the book.

2. What the new Ofsted framework means for heads of maths

Jo asked HoD Space members for recent first-hand experience of inspection under the new framework, and reports back on what came out of it: deep dives have gone, middle leaders may not be asked to talk about their own department, and questions about the maths curriculum are landing with line managers instead. She and Craig work through what that means in practice — the workload around annotated seating plans, the pressure schools are putting on exercise books, the focus on gaps in Year 7 prior knowledge — and land on the same advice from two directions: make sure the person who line-manages you can articulate what happens in maths lessons and why.

3. A-level class sizes

A thread from a member who had seen their A-level groups grow turned into the episode's biggest surprise. Jo describes teaching 28 in further maths and hearing from a school with 32 in a room that seats 32, before setting out why this bites from three angles — the head of maths trying to recruit and carrying an ever-larger key stage five, the classroom teacher who physically cannot get round the room, and the student who was told A-level classes would be smaller than GCSE ones. Craig brings in the Campaign for Mathematical Sciences research on the scale of the problem, and Dylan Wiliam's warning that cutting class sizes only improves outcomes if teachers do something different with the time — and if the extra teachers you hire are as good as the ones you have.

Craig speaks to Joe Liemandt, principal of Alpha School and founder of Trilogy Software, about the model behind the school's two-hour academic day. They cover selection effects, what does and does not scale, the data the apps generate, the future of the teaching profession, and Alpha's plans for the UK. Access the show notes here: https://podcast.mrbartonmaths.com/229-ai-in-education-with-joe-liemandt/

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Access the show notes here: ⁠https://podcast.mrbartonmaths.com/228-hod-space-ep1-praise-tick-sheets-year-7-sets-first-departmental-meeting/⁠

In this episode of the podcast, Jo Morgan and Craig Barton discuss:

1. Praise, and the problem of the "invisible pupils"
Prompted by a question from HOD Space member Megan, Jo and Craig dig into Pritesh Raichura's seating plan tick sheet — where a teacher aims for 30 to 50 individual praises a lesson — and ask whether that's realistic in a maths lesson built around long stretches of independent practice, before turning to how a head of department supports a teacher who wants to try something like this, and what it would take to roll it out across a team.

2. Setting Year 7
Jo explains why her school groups new Year 7s using SATs results rather than a baseline test, how two early end-of-unit tests are used to sense-check those groupings, and why keeping the whole business of setting deliberately low-key matters as much as getting the groups right.

3. Planning your September INSET meeting
Jo makes the case that the first department meeting of the year is the most important one you'll run all year, and talks through what goes into hers — from lesson expectations and homework routines to the admin nudges teachers need and the single department focus that will shape the year ahead.

In an unscheduled episode, Kris Boulton analyses a trainee teacher's volume-of-prisms sequence. He and Craig Barton work through key design principles — simplifying the rule, stripping out the arithmetic, starting with the general case, and building testing and expansion sequences that force genuine mathematical thinking. Access the show notes here: podcast.mrbartonmaths.com/227-breaking-down-an-example-sequence-with-kris-boulton

Returning guest Zach Groshell, author of Just Tell Them, explains how he designs Direct Instruction maths apps for Alpha School. They cover the US school system, why most education apps fail, how atomisation and mastery work on a screen, the limits of data and motivation, and why he chose a different school for his own daughter. Access the show notes here: podcast.mrbartonmaths.com/226-ai-in-education-with-zach-groshell

In this AI in Education episode, Craig Barton welcomes back Dylan Wiliam to discuss what generative and extractive AI mean for assessment, teaching and the purpose of schooling. Wiliam argues the evidence base is thin, urges caution about education's long feedback loops, and distinguishes cognitive offloading from cognitive outsourcing. Access the show notes here: podcast.mrbartonmaths.com/225-ai-in-education-with-dylan-wiliam

Kris Boulton returns for the AI in Education mini-series. He shares how Claude has become fully woven into his daily work, gives a candid first-hand account of his visit to Alpha School in New York, and digs into where AI now sits for creating high-quality maths resources — and where it still falls short. Access the show notes here: podcast.mrbartonmaths.com/224-ai-in-education-with-kris-boulton

Grainne Hallahan, formerly an English teacher, now runs the questions at Teacher Tapp — the app that surveys more than 10,000 teachers a day. She came on with five AI-related findings from the archive, on cheating, lesson planning, attendance targets, and whole-school policies, plus three favourite Teacher Tapp findings to finish. Access the show notes here: podcast.mrbartonmaths.com/223-what-do-10000-teachers-think-about-ai

In this long-awaited sequel (eight years after her last appearance), Craig welcomes back Becky Allen — education researcher, co-founder of Teacher Tap, co-author of The Teacher Gap, and now a consultant to the US-based Alpha School chain — for a deep dive into AI in education, with a particular focus on AI as a personal tutor. Becky is a self-confessed AI optimist who uses LLMs for almost everything (with a fervent endorsement of WhisperFlow voice transcription as a game-changer for giving models richer context). She walks through what she's been seeing inside Alpha School, where students do roughly two hours a day on AI-powered learning apps and spend the rest of their time on project-based learning, sports, and life skills. Her clearest examples of where AI tutoring genuinely shines are in generative prerequisite-knowledge conversations and in forcing students to engage step-by-step with worked examples — pulling them out of the passive eye-darting that kills most textbook learning. From there, Craig walks her through a battery of common sceptical pushbacks (screen time, scalability, Alpha's wealthy demographic, motivation without an audience, the Khanmigo flop, applicability to the Global South, and the future of subject-specialist teachers) and Becky pushes back on each with characteristic nuance. Her core thesis: AI won't transform mainstream schools much — they're too operationally complex to bend — but it will enable a parallel world of micro-schools, alternative provision, and remote subject specialists, particularly for the growing population of persistently absent and home-educated children. The conversation closes with reflections on whether AI will take her own job (and what to advise her children) and a prediction that the most concrete thing AI will fix in mainstream schools is marking. View the show notes here: podcast.mrbartonmaths.com/222-ai-in-education-with-becky-allen

In this episode of the Mr Barton Maths podcast, Craig sits down with Bibi Groot, behavioural scientist at Eedi, to unpack the rigorous research behind their ed-tech work. Bibi traces her journey from the UK's Behavioural Insights Team — where she applied frameworks like EAST (Easy, Attractive, Social, Timely) to public policy — to becoming Eedi's first behavioural scientist after a stint completing a PhD at UCL and having twins. The conversation builds methodically from the fundamentals of randomised control trials (and why they're so notoriously difficult to run well in schools) through the headline results of Eedi's two-year, 20-school RCT showing that students using the platform gained the equivalent of two to four extra months of progress, before diving into the much-publicised Google DeepMind collaboration. That study, run with LearnLM and a human-in-the-loop safety net, found that an AI tutor matched a human tutor on immediate question success and actually outperformed humans on short-term transfer questions — likely because the AI was relentlessly Socratic where time-pressured human tutors tended to short-circuit students' metacognition. Bibi closes by previewing Eedi's much larger four-arm follow-up trial (running until July 2026) testing whether deep student context beats strong pedagogy alone, plus exciting new pilots bringing DQR and WhatsApp-delivered AI tutoring to learners in Guyana, India, and Sub-Saharan Africa. Visit the show notes here: podcast.mrbartonmaths.com/221-building-an-ai-tutor-with-google-deepmind-with-bibi-groot-eedis-chief-impact-officer

A decade after his first appearance on the podcast, Dan Meyer returns to discuss the intersection of AI and mathematics education. Now leading AI feature development at Amplify (which acquired Desmos), Dan brings a uniquely balanced perspective—simultaneously a critic of AI's most maximalist claims and an active builder of AI tools for the classroom. Craig and Dan dig into three core areas: AI as a personal tutor, AI for teacher professional development, and AI for assessment. Along the way, they explore why AI tutors keep falling short of their hype, what Amplify's "discussion moments" feature reveals about thoughtful AI integration, the realities of the Alpha School model, and the social dimensions of learning that no chatbot can replicate. Dan argues that genuine educational improvement may depend less on technology and more on political solutions like teacher pay, class sizes, and addressing inequality—a sobering counterpoint to the dominant AI-as-saviour narrative. the show notes here: podcast.mrbartonmaths.com/220-ai-in-education-with-dan-meyer/

In this episode, I welcome my friend and Eedi co-founder, Dr Simon Woodhead. We dive into the evolution of educational technology, data collection, and AI's role in personalised learning. Join us as we reflect on past innovations, current challenges, and future opportunities in edtech, data science, and AI integrations in education. View the show notes here: podcast.mrbartonmaths.com/219-ai-in-education-with-simon-woodhead-eedis-chief-data-scientist

Education expert Carl Hendrick discusses the transformative potential of AI in education, emphasising how AI can enhance learning science, curriculum design, and personalised instruction. He explores the differences this time around compared to past EdTech innovations and offers insights into practical applications and future implications. Access the shownotes here: podcast.mrbartonmaths.com/218-ai-in-education-with-carl-hendrick

Discover the nuanced debate around AI's role in education through an in-depth conversation with science teacher and author, Adam Boxer. We explore both the exciting potentials and significant pitfalls of AI tools in teaching, assessment, and resource development. View the episode shownotes here: podcast.mrbartonmaths.com/217-ai-in-education-with-adam-boxer

A long-awaited conversation with Barbara Oakley, distinguished professor of engineering, bestselling author, and creator of the world's most popular online course "Learning How to Learn." Barbara shares her remarkable journey from hating maths in school to becoming a champion of cognitive science-based teaching, and brings her expertise in memory and learning to bear on the rapidly evolving world of AI in education. Across four key areas—personalised tutoring, assessment, lesson planning, and teacher professional development—Barbara offers a refreshingly optimistic yet pragmatic take on how generative AI can support learning, while issuing strong warnings about the dangers of constructivist approaches in an AI-enabled world. She makes a passionate case for testing more (not less), for cognitive realist teaching over student-centred approaches, and for bringing the scientific method into education the way it transformed medicine. The conversation ranges from how AI helps her generate metaphors and surprises in her own teaching, to a fascinating insight into how large language models "grok" patterns in ways that mirror human learning. View the show notes here: podcast.mrbartonmaths.com/216-ai-in-education-with-barbara-oakley

In this in-depth interview, Daisy Christodoulou explores the evolution of AI in education assessment, focusing on the capabilities and limitations of large language models and AI auto-marking systems. She discusses the history, current state, and future potential of AI in assessment, emphasising the importance of human oversight and the challenges of AI interpretability. Daisy Christodoulou discusses the impact of AI on education, assessment, professional development, and resource creation, emphasising the importance of human oversight and strategic integration of technology. Access the show notes here: podcast.mrbartonmaths.com/215-ai-in-education-with-daisy-christodoulou

In this conversation, Craig and Iro Xenidou-Dervou explore the emerging field of early financial literacy, discussing its significance in children's education. They delve into the distinct constructs of financial literacy and numeracy, the innovative assessment tool 'Arlo's Adventures', and the five key components of financial literacy for young children. The discussion also highlights the role of parents and educators in fostering financial understanding, the challenges posed by socioeconomic factors, and the importance of concrete experiences in teaching financial concepts. Iro emphasises the need for a curriculum that effectively addresses these components and the importance of early conversations about money. Access the show notes here: podcast.mrbartonmaths.com/214-research-in-action-31-early-years-financial-literacy-with-iro-xenidou-dervou

In this episode of the Mr Barton Maths podcast, Professor Victoria Simms discusses her research on children's mathematical thinking and the importance of family involvement in early education. She emphasises the role of the home environment in shaping children's mathematical experiences and the need for supportive resources for parents. The discussion also covers the challenges of early education, the impact of sibling interactions, and the long-term effects of early mathematical experiences. Vic shares insights on data-collection methodologies in educational research and highlights the importance of fostering positive mathematical experiences at home. Access the show notes here: podcast.mrbartonmaths.com/213-research-in-action-30-supporting-families-with-mathematics-with-vic-simms

In this episode of the Mr. Barton Maths podcast, Craig is joined by Chris Shaw, a mathematics educator with nearly 30 years of experience. They discuss Chris's transition from secondary school teaching to a full-time role at Loughborough University, where he is involved in teacher training and research. The conversation delves into the importance of effective explanations in mathematics education, the challenges of pursuing a PhD, and the role of sense-making in teaching. Chris shares insights from his research on what constitutes a good mathematical explanation and the significance of example selection in teaching. The episode concludes with reflections on the complexities of teaching and the ongoing quest for effective educational practices. Read the show notes here: podcast.mrbartonmaths.com/212-research-in-action-29-explanations-and-reasoning-with-chris-shore

In this conversation, Hugo Lortie-Forgues discusses his background in psychology and education, focusing on misconceptions in learning fractions and the importance of understanding educational programs. He emphasises the need for clear communication of research findings, particularly regarding the effectiveness of educational interventions and the uncertainty that accompanies them. The discussion also touches on the challenges teachers face in interpreting research and the importance of evaluating the quality of educational studies.

Visit the shownotes here: https://podcast.mrbartonmaths.com/211-research-in-action-28-considering-uncertainty-when-interpreting-educational-research-with-hugo-lortie-forgues/

In this conversation, Andrew Manches, a Professor of Children and Technology at the University of Edinburgh, discusses the intersection of technology and early childhood education. He emphasizes the importance of understanding how children interact with technology and the potential benefits and challenges it presents. The conversation explores innovative tools that blend physical and digital learning, the role of gestures in communication, and the complexities of conducting research in educational settings. Manches advocates for collaboration between researchers and educators to enhance learning experiences and prepare children for a digital future.

View the show notes here: https://podcast.mrbartonmaths.com/210-research-in-action-27-technology-and-learning-with-andrew-manches/

In this conversation, Silke Goebel, a professor at the University of York, discusses her research on number processing in children, the cognitive and cultural aspects of numerical cognition, and the influence of language on learning mathematics. She explores how numbers are represented in the brain, the concept of subitizing, and the challenges posed by different number systems across cultures. The discussion also touches on the impact of bilingualism and reading direction on numerical understanding, as well as practical takeaways for teachers and parents to support children's mathematical development. Access the show notes here: https://podcast.mrbartonmaths.com/209-research-in-action-26-linguistic-influences-on-number-processing-with-silke-goebel/

Kris Boulton and maths teacher Duncan Grantham join me to discuss creating maths resources using AI. You can access the shownotes here: mrbartonmaths.com/blog/atomisation-in-action-4

Kris Boulton and maths teacher Lee Wheeler join me for the third in our monthly deep-dives about how to apply the principles of Atomisation in the classroom. This time we look at problem-solving, prerequisite knowledge, and overtisiation. Access the show-notes here: mrbartonmaths.com/blog/atomisation-in-action-3

Ollie Lovell and Mark Dowley have written a fantastic book - The Classroom Management Handbook. In this conversation, we dive into three of Ollie and Mark’s 10 behaviour principles: Master your own behaviour to influence others, Treat behaviour as a curriculum, and Success is the greatest motivator. We then discuss my favourite part of the book - the worked example or scripts that Ollie and Mark have written to show teachers exactly how to enact these principles in their classrooms. Whether you are a novice teacher or an experienced practitioner, there will be something in this chat, and indeed in the book, for you. You can access the show notes here: mrbartonmaths.com/blog/classroom-management-handbook

Science teacher and educational guru Adam Boxer joins me to discuss why he thinks the way CPD is traditionally delivered in schools is broken, and how we can fix it. We discuss three common models of CPD - the one-off inset, the yearly whole-school focus, and instructional coaching - and Adam outlines just how difficult it is to make them effective. We then discuss Adam's alternative. You can access the show notes here: mrbartonmaths.com/blog/adam-boxer-cpd/

Regular listeners will know that each month, I get together with my good friend and podcasting arch-enemy Ollie Lovell. This is the fifth in our series of conversations where we seek to agree upon a maths lesson structure. This time around, we continue our discussion of the Do Now, this time focusing on how to respond to the checks for understanding, and addressing reasons why the Do Now can take too long. As ever, we go super deep. So, I hope people enjoy it. Access the show-notes here: mrbartonmaths.com/blog/lesson-structure-5

Kris Boulton and maths teacher Lee Wheeler join me for the second of our series of Atomisation in Action episodes, where we discuss the benefits and challenges of applying the principles of Atomisation in the classroom. This time, we discuss how Atomisaiton can go wrong, and how it works with sets and mixed-attainment classes. You can access the show notes here: mrbartonmaths.com/blog/atomisation-in-action-2

This episode, Neil Almond, creator of the amazing Teacher Prompts newsletter, returns to the show. We begin by reflecting on some recent developments in the world of AI and then turn our attention to Neil’s AI spin on Neil Postman's Technology Principles, where Neil expresses caution about the impact AI could have on our students' education and the role of teachers. You can access the shownotes here: mrbartonmaths.com/blog/ai-in-education-3

This is the first in what I hope will be a new series of episodes focusing on Atomisation and its potential impact on student learning. Access the show notes here: mrbartonmaths.com/blog/atomisation-in-action-1

This is the second instalment in a series of episodes examining the role of AI in education. On this episode, I am joined by James Radburn. As you will hear, James has devoted considerable time to considering the positive benefits and pitfalls of AI in education. Today, after James shares three practical use cases of AI that all listeners can use, we dive into the tricky areas of AI literacy for both teachers and students. What is the minimum that all teachers and students need to know about AI, and what are the ethical implications?

You can access the shownotes here: mrbartonmaths.com/blog/ai-in-education-2

In this engaging conversation, Craig Barton and Ollie Lovell discuss various teaching strategies, focusing on the 'Do Now' structure in classrooms. They explore the importance of checking for understanding, the effectiveness of mini whiteboards, and how to manage latecomers. The discussion also touches on their upcoming Aussie tour, providing insights into their teaching philosophies and practical classroom management techniques. In this conversation, Craig and Ollie delve into the intricacies of teaching strategies, focusing on the importance of establishing effective routines, gathering and responding to feedback, and optimizing communication in the classroom. They discuss the complexities of teaching, the necessity of splitting up gathering and responding to feedback, and reflect on the ongoing podcast series, emphasizing the depth of discussion required to improve teaching practices. You can access the show notes here: mrbartonmaths.com/blog/lesson-structure-4

I hope this will be the first of a series of episodes investigating AI's role in education. Specifically, I am interested in how AI can save teachers time, help them do their jobs better, or ideally both. I am also interested in the role AI may play in the future in acting as an intelligent 1-to-1 tutor for our students. So, in this first conversation, Neil and I cover the basics of what exactly AI is, cover some of Neil’s use cases for the likes of ChatGPT, Claude, Gemini and NotebookLM, and then Neil reins me back in when I get a bit carried away about where education might be heading.

You can view the show notes here: mrbartonmaths.com/blog/ai-in-education-1

This is the third in our series of conversations where we seek to agree upon a maths lesson structure. This time around, we continue our discussion of the Do Now, this time focusing on the choice of content, and what students do whilst working on the Do Now. As ever, we go super deep. So, I hope people enjoy it.

Show-notes: mrbartonmaths.com/blog/lesson-structure-3

In this episode, Ollie and I tried something different. I’ve been working with a school to help develop a departmental lesson structure with their maths team. I know Ollie had been doing something similar with a school he has been working with, so it seemed a good idea to chat through our ideas to see where we agreed and differed.

My original plan was to cover this all in one pod. But, as you will hear, I may have been a bit optimistic about that. So, we are going to turn this into a series of episodes. Given how far we got in this conversation, we should just about wrap up our dive into a lesson structure by 2029.

Access the show notes here: mrbartonmaths.com/blog/lesson-structure-2

In this episode, Ollie and I tried something different. I've been working with a school to help develop a departmental lesson structure with their maths team. I know Ollie had been doing something similar with a school he has been working with, so it seemed a good idea to chat through our ideas to see where we agreed and differed.

My original plan was to cover this all in one pod. But, as you will hear, I may have been a bit optimistic about that. So, we are going to turn this into a series of episodes. Given how far we got in this conversation, we should just about wrap up our dive into a lesson structure by 2029.

You can access the show-notes here: mrbartonmaths.com/blog/lesson-structure-1

Ollie Lovell sent me a recording of a maths lesson he had recently taught in a school he has been supporting. I suggested we discuss the lesson, centring around Ollie’s planning, the decisions he made, and his responses in the lesson. Fortunately, Ollie agreed, hence what you are listening to now.

I have shared the video clips from the sections of the lesson that we discussed on the show-note page here: mrbartonmaths.com/blog/ollie-lesson

In this conversation, Craig Barton and Ollie Lovell discuss various topics related to teaching and professional development. They touch on the importance of aligning pedagogy in schools and the potential benefits and drawbacks of co-constructing instructional practices. They also discuss effective strategies for delivering CPD, including cold calling participants and switching partners during activities. Craig shares his takeaways from attending CPD sessions by Doug Lemov and from Ollie's conversation with Harry Fletcher-Wood. Overall, the conversation highlights the importance of thoughtful and intentional approaches to teaching and professional development. In this part of the conversation, Craig and Ollie discuss the importance of effective training and the role of habits in learning. They also explore the power of writing as a tool for participation and reflection. They highlight the need for visible writing to facilitate discussion and the benefits of rewriting to deepen understanding. They also discuss the importance of pushing conversations to a higher level to uncover underlying beliefs and assumptions. Finally, they reflect on the challenges of one-off PD sessions and the value of distilling wisdom into actionable takeaways. You can view the shownotes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-14

Time-stamps:

1. Should school teaching and learning playbooks be constructed? (07:54)
2. Reflections on Doug Lemov CPD (29:17)
3. Effective training focusses on developing habits (44:08)
4. The power of writing (59:01)
5. During tricky conversations, push to a higher level (1:08:43)
6. The importance (and perils) of models during CPD (1:22:04)

In this conversation, Craig and Ollie discuss various topics, including their health, their rankings as education influencers, and the importance of breaking down concepts into smaller atoms for effective teaching. They also explore the idea of sharing what students need to hear rather than showing off one's knowledge, and the challenges of atomization in teaching. Ollie shares his experience working with a school and the importance of focusing on specific areas for improvement. Craig highlights the value of breaking down routines and processes in teaching and the need to assess or teach each atom separately. They also discuss the curse of knowledge and the benefits of pairing experienced and less experienced teachers. The conversation explores the idea of productive struggle in education and the importance of curriculum resources. It discusses the benefits of students struggling with tasks and the role of teachers in helping them struggle at a higher level. The conversation also delves into the relationship between curriculum and pedagogy, highlighting the need for both to be addressed in teaching and learning. The importance of shared and prescriptive curriculum resources is emphasized, as well as the need for teachers to see themselves as curriculum designers. The conversation concludes with a discussion on gratitude and the power of storytelling. In this conversation, Craig Barton and Ollie discuss the benefits and drawbacks of discovery-based learning in mathematics. Craig shares his experience observing a teacher who used a discovery approach to teach geometry theorems, which initially made him skeptical. However, he found that the students were engaged and able to explain the theorems effectively. They discuss the importance of efficiency and strategic use of discovery activities in the curriculum. Ollie shares his love for teaching in ways that allow students to make connections on their own. You can view the shownotes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-13

1. Tell teachers what they need to hear (08:01)
2. Breaking things down is the most important thing (13:03)
3. Choose the level of struggle (24:56)
4. What should we spend finite CPD time on (30:35)
5. Dinner table chat (51:44)
6. Circle Theorems discovery lesson (59:27)

In this conversation, Craig Barton and Ollie discuss various topics including recovery from illness, feedback, and teaching methods. They explore different approaches to going through responses from starters in the classroom, such as working through every answer quickly, circulating and addressing specific questions, and using mini whiteboards. They also discuss the importance of setting the tone for the lesson during the do now activity. Additionally, Craig introduces the concept of atomisation in teaching and the NPPPN sequence for teaching categorical atoms. They highlight the importance of using examples and non-examples to help students understand and categorize knowledge. In this part of the conversation, Craig and Ollie discuss the importance of using effective examples and non-examples when teaching concepts. They also explore the key factors that contribute to the success of high-achieving schools, such as sustained professional learning and a shared approach to teaching. Additionally, they discuss how pedagogy may differ when teaching senior students and the importance of providing feedback in a supportive and constructive manner. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-12

Time-stamps:

1. Responses to the Do Now (05:36)
2. NPPPN (18:16)
3. Ollie's visit to a high-performing school (33:42)
4. How does pedagogy change at A Level? (49:55)
5. Words to avoid when giving feedback (58:51)
6. Triple EPPs (1:05:17)

Kris Boulton returns to the podcast to discuss atomisation and how it can lead to unstoppable learning for our students. You can access the show-notes here: mrbartonmaths.com/blog/atomisation-kris-boulton

Timestamps:

1. Atomization in mathematics education, with a focus on expertise-induced blindness and its impact on students' understanding. (10:57)
2. Breaking down complex processes into simpler steps. (15:12)
3. Teaching methods using a taxonomy of seven concepts (categories, comparative, transformation, fact, and process). (19:40)
4. Categorical concepts, comparatives, and transformations in mathematics. (23:43)
5. Identifying and teaching mathematical "atoms" for better instruction. (29:38)
6. Teaching math concepts by breaking them down into smaller, familiar "atoms" to help students understand and build upon them. (38:18)
7. Simplifying math expressions using factoring and atomization. (44:09)
8. Teaching math concepts by breaking them down into smaller, more manageable "atoms" to help students understand and build confidence. (49:48)
9. Categorical concepts in math education, with a focus on non-examples. (53:43)
10. Importance of examples in teaching, with a focus on the limitations of language in conveying concepts. (57:31)
11. Teaching concepts using examples and definitions. (1:03:31)
12. Using correlated features in math teaching. (1:08:50)
13. Teaching quadratics with examples and caveats. (1:13:28)
14. Using examples to teach concepts, including minimally different and maximally different examples. (1:19:20)
15. Teaching language learners using negative examples first. (1:27:01)
16. Teaching math concepts using examples and testing sequences. (1:31:20)
17. Decisions and categorization in math education. (1:35:10)
18. Using language to make math problems easier. (1:39:51)
19. Differentiating between cognitive routines and transformations in math. (1:45:04)
20. Teaching math concepts using different methods. (1:48:25)
21. Teaching math concepts to children using a step-by-step approach. (1:54:18)
22. Using mini whiteboards for testing sequences in math class. (1:59:19)
23. Teaching strategies, emphasizing the importance of interactive learning and using whiteboards. (2:02:36)
24. Using simplified symbols vs. expert-level symbols in math education. (2:07:59)
25. Using continuous conversion in math lessons. (2:12:00)
26. Teaching math concepts using cognitive routines. (2:20:02)
27. Teaching math concepts to students using explicit and implicit methods. (2:25:28)
28. Teaching strategies, including non-examples, identifying concepts, and managing classroom noise. (2:32:03)
29. Math education, examples, and training. (2:35:28)
30. Improving math education with technology and hybrid learning models. (2:39:19)
31. Teaching methods and classroom management. (2:43:42)
32. Teaching math to mixed-ability students, emphasizing the importance of exploration and unveiling mathematical concepts. (2:50:08)
33. Teaching math to high school students, focusing on approach for different learners. (2:53:42)
34. Teaching probability with creative problem-solving strategies. (2:57:47)
35. Breaking down complex math concepts into smaller parts for better understanding. (3:01:57)
36. Sequencing examples in teaching, emphasizing clarity and brevity. (3:06:53)
37. Using "atomization" to teach math concepts more efficiently. (3:11:09)

In this conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and approaches. They cover topics such as the importance of choosing effective examples, the benefits of using green smoothies for breakfast, and the concept of hands-up cold call. They also explore the idea of starting with general examples instead of easy specific cases, and how this can improve student understanding and engagement. Overall, the conversation highlights the importance of thoughtful planning and effective teaching practices. Teachers often spend too much time on questions where understanding is secure and not enough time on questions where understanding is not secure. This can be a result of relying on cold call or hands up instead of using mini whiteboards to assess understanding. It can also stem from a desire to probe further and ensure complete understanding, even when the majority of students have already grasped the concept. This can lead to a missed opportunity to address areas of struggle and allocate time more effectively.

Time-stamps

1. Choice of examples (08:53)
2. Hands-up Cold Call (26:14)
3. My 5-point charter (40:06)
4. Behaviour systems (56:10)
5. The teacher mistake (1:07:00)

You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-11/

Craig Barton and Jo Morgan discuss Jo's career journey and the context of her school. They then dive into the topic of achieving amazing GCSE results, starting with the importance of a solid Key Stage 3 and 4 curriculum and pedagogy. Jo emphasizes the need for high-quality teaching, a robust curriculum, and going into depth on topics. She also discusses the benefits of setting and the challenges of staffing Key Stage 3. Joe mentions the use of shared resources and the importance of consistency in teaching across the department. In this part of the conversation, Craig and Jo discuss the importance of being prescriptive in teaching methods and the use of calculators in the classroom. Jo emphasizes the need for live modeling and independent practice, while also acknowledging the challenges of using mini whiteboards effectively. They also discuss the benefits of regular calculator use from the start of Year 7 and the impact of embedded retrieval in lessons. In this part of the conversation, Jo discusses the use of warm-up booklets, assessment practices, and the benefits of using the online homework platform Sparks. She also talks about strategies for supporting the lowest and highest attainers at Key Stage 4. In this final part of the conversation, Jo and Craig discuss the impact of different qualifications on student outcomes, the importance of high standards and expectations in the math department, and the effective use of data to identify and address problems.

Links to all the resources mentioned can be found in the show notes here: mrbartonmaths.com/blog/jo-morgan-gcse/

Time-stamps:

1. Career journey and GCSE results in a South London comprehensive school. (5:16)
2. GCSE results and progress measures. (10:33)
3. School performance metrics and progress measures. (12:49)
4. The impact of progress 8 measure on students' future opportunities. (18:15)
5. Key stage three math curriculum and pedagogy. (23:47)
6. Math teaching strategies and resources in a school with non-specialist teachers. (28:18)
7. Sharing lesson plans and quality control in a school. (33:15)
8. Lesson planning and resource use in math education. (38:07)
9. Math teaching methods and expectations for lessons. (41:41)
10. Teaching mechanics for the first time. (45:34)
11. Using mini whiteboards in the classroom. (48:41)
12. Math teaching strategies and calculator use. (52:47)
13. Using calculators in math class to improve understanding and skills. (59:15)
14. Math education with a focus on calculator use and retrieval practice. (1:02:40)
15. Retrieval practice in language lessons. (1:07:29)
16. Using retrieval practice to fill knowledge gaps in math classes. (1:09:17)
17. Math warm-ups and booklets for engagement and assessment. (1:13:49)
18. Using retrieval practice, prerequisites, and assessment in math lessons. (1:18:29)
19. Using low-stakes assessments in math class. (1:22:52)
20. Effective whole-class feedback in math lessons. (1:27:40)
21. Teaching and assessment strategies in English grammar school. (1:29:16)
22. The impact of Sparks, an online maths platform, on student performance. (1:33:50)
23. Homework strategies in a UK school. (1:38:23)
24. Homework strategies and student motivation. (1:42:57)
25. Offering additional maths qualification to boost GCSE and A-level results. (1:48:13)
26. Math education, including further maths and entry-level maths. (1:51:58)
27. Teaching maths and setting high standards in a school. (1:55:33)
28. Effective leadership and data analysis in a high school math department. (2:00:38)
29. Data analysis and reporting in education. (2:06:03)
30. Department leadership and communication in schools. (2:13:20)
31. Department meetings and their frequency. (2:19:18)
32. Effective teaching strategies and data analysis in maths. (2:22:24)
33. Math interventions and support for Year 11 students. (2:27:16)
34. GCSE maths teaching strategies and student assessment. (2:32:19)
35. Math teaching strategies and school challenges. (2:36:36)
36. Improving GCSE exam review sessions. (2:41:12)

In this episode, Craig Barton interviews Josh Goodrich, the co-founder and CEO of Step Lab, about his experience as an English teacher and his work in teacher education. They discuss the importance of instructional coaching and the challenges schools face in implementing effective coaching programs. Josh emphasizes the need for schools to de-implement ineffective practices and create a culture that supports coaching. He also introduces the concept of mental models and how they impact teachers' ability to change their practice. The conversation highlights the importance of awareness, insights, goals, and specific technical knowledge in coaching teachers. The conversation explores the coaching process and the importance of challenging misconceptions, using critical evidence, and introducing new ideas. It emphasizes the need for observation, hypothesis formation, and gathering evidence to support coaching sessions. The conversation also discusses the use of a framework for lesson observation and the importance of diagnostic questions. Additionally, it highlights the value of rehearsal and planning for implementation, as well as the inclusion of why diagnostics and suggested actions in coaching. The chapter concludes by emphasizing the significance of rehearsal in building habits and shaping teaching techniques. In this conversation, Josh and Craig discuss the implementation of coaching in education. They explore the journey of overcoming the initial awkwardness of coaching and the importance of planning forward. They emphasize the need to link coaching to learning objectives and the value of scripting and refining coaching sessions. They also share stories of coaching challenges and lessons learned. The conversation delves into the effectiveness of live coaching and the benefits of group rehearsal. They discuss the logistics of small group coaching and the role of diagnostic questions. Finally, they reflect on the changing perspectives on coaching and the importance of mental models in coaching.

You can access the show-notes here: mrbartonmaths.com/blog/how-to-coach

1. Education, teaching, and music with a former English teacher. (5:33)
2. Teaching strategies and reflecting on early years of teaching. (12:19)
3. Teacher's struggles with classroom management and improvement with coaching. (15:35)
4. Instructional coaching in education. (20:50)
5. Implementing coaching programs in schools. (27:10)
6. Coaching and changing teacher practice. (30:00)
7. Improving teaching methods through mental models. (35:10)
8. Teacher experience and mental models. (37:52)
9. Coaching teachers to overcome misconceptions in the classroom. (42:55)
10. Teaching framework and lesson planning. (49:35)
11. Coaching techniques for teachers. (52:18)
12. Teaching strategies and classroom observations. (57:44)
13. Coaching techniques for math lessons. (1:01:52)
14. Coaching techniques for teachers. (1:05:22)
15. Coaching techniques for teachers. (1:10:48)
16. Improving teaching methods through rehearsals and planning. (1:15:49)
17. Rehearsing teaching techniques to improve effectiveness. (1:19:30)
18. Coaching techniques for teachers. (1:23:21)
19. Coaching experiences and diagnostic strategies. (1:27:31)
20. Live coaching in education. (1:32:37)
21. Coaching in education, including feedback and classroom management. (1:35:11)
22. Coaching techniques in education. (1:40:32)
23. Improving coaching in a department. (1:45:31)
24. Coaching and teaching methods. (1:48:50)
25. Coaching in education with valuable insights. (1:54:15)

In this conversation, Craig and Ollie discuss various topics including Brian Johnson's quest to beat the aging process, fitness goals, teaching reading using Monster Phonics, treating failures as system failures, effective teacher professional development, and the use of silent teacher and checking for listening in the classroom. In this part of the conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and methods. They explore the use of worked examples and the importance of checking for understanding. They also discuss the idea of tightening feedback cycles and the benefits of more frequent assessments. Finally, they delve into the controversy surrounding exit tickets and their effectiveness as a teaching tool. You can access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-10/

Time-stamps:

1. Consider failures first as system failures (09:15)
2. My latest lesson observation and coaching template (16:43)
3. Representation, Decomposition, Approximation (32:16)
4. Two different Starts to Finish so pairs don’t copy? (42:20)
5. Tighten feedback cycles (52:57)
6. Are Exit Tickets a waste of time? (1:02:03)

This month Ollie Lovell and I discuss the following things:

1. Why change needs a deep understanding (08:15)
2. The power of using critical evidence during CPD (23:10)
3. Is making feedback into detective work really a good idea? (39:39)
4. The Derring Effect (55:04)
5. What have you got worse at? (1:11:24)
6. I need the toilet (1:20:25)

You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-9/

In this episode, Craig, Ollie, and special guest Zach Groschel discuss various topics related to education. They start by introducing themselves and discussing their current locations. Then, they dive into the importance of standardizing entry and exit routines in schools. They also explore the concept of relentless precision in holding high standards and the obstacles to understanding that teachers may face. Overall, the conversation highlights the need for clear expectations, effective coaching, and ongoing support in education. The conversation covers obstacles to understanding, effective explanations, checking for listening, refining the list, gradual release of responsibility, six direct instruction shifts, and self-explanation. The conversation explores the pre-test effect, the value of mass practice, the importance of discriminative contrast in interleaving, and the role of similarity in interleaving. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-8

Time-stamps:

1. Standardizing classroom entry and rewards for students. (8:45)
2. Classroom management strategies for quiet and focused learning. (13:06)
3. Implementing a new behavior system in a school. (16:55)
4. Implementing a behavior change initiative in schools. (22:56)
5. Improving school standards through coaching and precision. (26:07)
6. Holding high standards in schools. (30:42)
7. Sustaining high standards in teaching and coaching. (36:18)
8. Coaching in education, obstacles to understanding. (41:03)
9. Obstacles to understanding in teaching. (44:50)
10. Clear explanations in teaching. (49:57)
11. Teaching strategies and checklists for effective explanations. (55:30)
12. Gradual release of scaffolding in teaching. (1:02:22)
13. Teaching strategies for language learning. (1:07:30)
14. Gradual release of responsibility in teaching. (1:12:21)
15. Teaching strategies and frameworks. (1:16:09)
16. Self-explanation in education. (1:19:37)
17. Self-explanation in teaching and learning. (1:23:42)
18. Self-explanation in teaching and learning. (1:28:28)
19. Pre-testing and interleaving in math education. (1:32:42)
20. Motivating students through math education. (1:37:42)
21. Interleaving and spaced practice in learning. (1:41:05)
22. Teaching math concepts through spaced repetition and interleaving. (1:48:32)
23. Interleaving and practice strategies in education. (1:51:49)
24. Teaching, learning, and poetry. (1:57:31)