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 Bartonhttps://chalkandtalkpodcast.com/episode/ep-63/ The Power of Explicit Instruction with Anita Archerhttps://chalkandtalkpodcast.com/episode/ep-57/ Project Follow Through: Direct Instruction’s Overlooked Successhttps://chalkandtalkpodcast.com/episode/ep-39/ Cognitive Load Theory in Math Class with David Morkunashttps://chalkandtalkpodcast.com/episode/ep-26/ MUSICIntro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: http://www.chalkandtalkpodcast.com/FB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @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 Cantehttps://chalkandtalkpodcast.com/episode/ep-76/ The Finland myth, East Asia’s rise, and what makes education systems work with Montserrat Gomendiohttps://chalkandtalkpodcast.com/episode/ep-68/   When a mathematician became education minister: Nuno Crato on transforming educationhttps://chalkandtalkpodcast.com/episode/ep-58/   From decline to top rankings: How England transformed education with Nick Gibbhttps://chalkandtalkpodcast.com/episode/ep-49/   MUSICIntro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: http://www.chalkandtalkpodcast.com/FB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @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 TRANSCRIPThttps://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. Based on a chapter she wrote for an essay collection by the American Enterprise Institute and researchED, Anna explains how these ideas can hinder student learning and create lasting gaps in mathematical understanding. She examines misconceptions such as teaching multiple strategies to new learners, relying on technology instead of facts and procedures, and the belief that conceptual understanding must always come before procedural skill. Throughout the episode, Anna shares what the research actually says and highlights evidence-based approaches that better support student success in mathematics. This episode is available in video at www.youtube.com/@chalktalk-stokke The article version of this episode, written by Anna Stokke, …. TIMESTAMPS [00:00:00] Introduction [00:01:21] Preview of what to expect in episode [00:02:16] Myth #1: New learners should learn multiple math strategies [00:05:41] What new learners should 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] Why Rosenshine’s instructional hierarchy is always relevant [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 https://www.podbean.com/ew/pb-gar68-1a4c913 The power of explicit instruction with Anita Archer https://www.podbean.com/ew/pb-93dcw-19a3530 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 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 teachershttps://www.podbean.com/ew/pb-9t822-1ab0f70 Teaching math so students learn with Craig Bartonhttps://www.podbean.com/ew/pb-vr69j-1a277a2 Math Academy: Optimizing student learning with Alex Smith and Justin Skycakhttps://www.podbean.com/ew/pb-jawpr-181e0c3 Project Follow Through: Direct Instruction's overlooked success with Marcy Steinhttps://www.podbean.com/ew/pb-a9fqx-17a2ffb Identifying and educating advanced students with Jonathan Pluckerhttps://www.podbean.com/ew/pb-y6cxs-16ad6f1 Math Teaching Tips with Barry Garelick and JR Wilsonhttps://www.podbean.com/ew/pb-97efn-13f9a35   MUSICIntro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.comFB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @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 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 TIMESTAMP [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 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

n 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 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: https://shortcourses.latrobe.edu.au/masterclass-evidence-informed-mathematics-teaching 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 TIME STAMPS [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 Reading and math: Parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6 Math and the myth of ability with John Mighton https://www.podbean.com/eas/pb-22c7a-139dc72 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: annastokke.com/ep-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/ep-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

Host Anna Stokke speaks with Scott Hill, Superintendent of Evergreen School Division. They discuss Evergreen’s proactive approach to improving education, particularly focusing on mathematics and literacy.  Scott shares how his division tackled low math scores by interviewing students, addressing behaviour issues, employing structured instructional methods, and providing consistent common assessments. They also touch on broader pedagogical narratives, the role of schools in society, and the importance of setting higher expectations for students. Additionally, Scott highlights the critical strides made in early literacy instruction, with Evergreen School Division being recognized with a national award from Dyslexia Canada.  A key takeaway from this episode is that strong leadership, data-informed decision making, and a commitment to addressing weaknesses can significantly impact student learning.  TIMESTAMPS [00:00:00] Introduction [00:03:39] Evergreen’s math challenges and student feedback [00:08:43] Grade inflation and reporting to parents [00:11:24] Divisional changes to improve math scores [00:14:42] Higher expectations for students [00:20:05] The role of schools in society [00:26:02] Is inquiry-based pedagogy accomplishing the stated goals? [00:30:45] Instructional caricatures and foundational skills [00:37:09] Setting behavioural standards [00:40:02] Cell phones in schools [00:46:01] Common assessments and provincial exams [00:56:30] Award-winning literacy initiatives [01:01:08] Final thoughts RELEVANT PREVIOUS EPISODES Ep 1 Math and the myth of ability with John Mighton https://www.podbean.com/ew/pb-22c7a-139dc72 Ep 18 Education myth-busting with Daisy Christodoulou https://www.podbean.com/ew/pb-z2q9q-14ce080 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 30 Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e EPISODE TRANSCRIPT https://www.annastokke.com/ep-33-transcript EPISODE RESOURCES https://www.annastokke.com/ep-33-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Cornicob Podington Bear – Camp Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Math professor Anna Stokke speaks with Dr. Jonathan Plucker, a professor and director of the Education Policy Program at Johns Hopkins University, about advanced education, acceleration and academic streaming. Jonathan discusses the flaws in traditional methods of identifying advanced students and advocates for universal screening to ensure equitable access to advanced programs. They cover various interventions, including acceleration, and discuss the drawbacks of de-streaming or anti-acceleration policies. They also discuss equity concerns. They talk about flexible ability grouping, the need to challenge stereotypes about advanced students, and more.  Jonathan emphasizes that education should meet the needs of every student, including students who excel academically, and he provides concrete advice for accomplishing that. A key takeaway from this episode is that offering advanced programs benefits all students and, ideally, every school should include advanced programming.  This episode is a must-listen for educators of any subject, parents and policymakers. NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-32-resources TIMESTAMPS [00:00:00] Introduction  [00:03:42] Terminology: gifted or advanced?  [00:07:58] Are labels a problem? [00:10:54] Identifying advanced students [00:21:13] Equity in advanced programs [00:25:28] Meeting the needs of advanced students [00:27:46] Effective interventions for advanced students [00:31:29] Enrichment vs. acceleration [00:34:59] Supporting learners beyond minimum competency [00:38:42] The case of San Francisco Unified School District [00:43:14] Problems with de-streaming and anti-acceleration programs [00:48:16] Flexible ability grouping: A solution? [00:53:18] Who benefits from flexible ability grouping? [00:54:53] The impact of de-streaming on teachers and students [00:58:42] What needs to change to support advanced students   RELEVANT PREVIOUS EPISODES Ep 11. California’s math controversy with Jelani Nelson, Part I https://www.podbean.com/ew/pb-d3bai-144ec76 Ep 12. California’s math controversy with Jelani Nelson, Part II https://www.podbean.com/ew/pb-93gm5-144fc4c Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a Ep 19. The Calculus Project with Adrian Mims https://www.podbean.com/ew/pb-fkbjk-14eb0a7 Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a EPISODE TRANSCRIPT https://www.annastokke.com/ep-32-transcript EPISODE RESOURCES https://www.annastokke.com/ep-32-resources MUSIC Intro and Outro: Coma Media – Catch itBlue Dot Sessions – No Squirrel Connection, Cornicob, BaltiPodington Bear – Camp Website: www.annastokke.com

Join math professor Anna Stokke in conversation with Dr. Nidhi Sachdeva and Dr. Jim Hewitt, educators and researchers at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. They discuss their co-designed course on the science of learning and its impact on educational practice. The episode expands on their recent presentation on equitable instruction at ResearchEd Canada, covering instructional techniques effective in closing the achievement gap. Key topics include explicit instruction, the benefits of retrieval practice, formative assessments, and the importance of addressing educational myths. They also explore the implications of Project Follow Through and evaluate other educational approaches like collaborative learning, culturally responsive teaching, and social-emotional learning. The conversation emphasizes the need for evidence-based strategies to promote equity in education. This episode is essential listening for educators, parents, and anyone committed to narrowing education achievement gaps. NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-31-resources TIMESTAMPS [00:00:00] Introduction [00:03:33] Key topics in the Science of Learning course [00:09:38] Integrating microlessons into instruction [00:12:50] Debunking educational myths [00:17:17] Equitable instruction [00:21:21] Inclusive instruction [00:22:18] Reducing inequities 1:  Explicit instruction  [00:30:27] Project Follow Through [00:35:10] Reducing inequities 2: Retrieval practice [00:41:34] Reducing inequities 3: Formative assessment & feedback [00:46:55] Research on small-group learning [00:51:09] Culturally responsive teaching [00:54:14] Social-emotional learning [00:55:52] Strengths and limitations of differentiated instruction [00:58:41] Advocating for science of learning courses [01:00:12] Closing thoughts on equitable instruction RELEVANT PREVIOUS EPISODES Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df Ep 10. Maximizing learning through explicit instruction with Zach Groshell https://www.podbean.com/ew/pb-px8h6-1443528 Ep 22.  Mindsets and misconceptions with Carl Hendrick https://www.podbean.com/eas/pb-78zv9-15493b1 Ep 24. Raising student achievement with Dylan Wiliam https://www.podbean.com/eas/pb-kduiw-15bba36 Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac EPISODE TRANSCRIPT https://www.annastokke.com/ep-31-transcript EPISODE RESOURCES https://www.annastokke.com/ep-31-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

In the second episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills. They begin by discussing five compelling reasons that fluency is crucial. Brian shares his research on dosage, which addresses the frequency and duration of practice for math skills.  Anna asks Brian to define conceptual understanding, and they explore its relationship with procedural skill. They also discuss explicit timing and address concerns about anxiety. Brian emphasizes the importance of data-driven decision-making and more. A key takeaway from these two episodes is that achieving fluency with basic facts requires daily practice—every school day, not just once a week or every other day. The specifics are covered in this episode. As Brian emphasizes, basic fact fluency results in significant effects with minimal investment in instructional time. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education. NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-30-resources TIMESTAMPS [00:00:00] Introduction Five reasons math fluency is important [00:02:42] Reason 1: More opportunities to respond  [00:05:50] Reason 2: Increased rates of reinforcement [00:10:07] Reasons 3 & 4: Knowledge maintenance & reducing cognitive load [00:12:35] Reason 5: Skill generalization [00:20:16] Defining conceptual understanding [00:25:31] Relationship between conceptual understanding & fluency building [00:28:35] Research on dosage: how much to practice [00:36:05] To mix or not to mix skills [00:38:58] Explicit timing with goal setting and rewards [00:42:29] Explicit timing and math anxiety [00:47:54] Making data-based decisions [00:52:30] Advice for schools RELEVANT PREVIOUS EPISODES Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56 Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac EPISODE TRANSCRIPT https://www.annastokke.com/ep-30-transcript EPISODE RESOURCES https://www.annastokke.com/ep-30-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Thannoid, Tarte Tatin, Mazamorra, Cornicob Podington Bear – Camp Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In this first episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills. In the episode, Brian stresses that we have a basic fact crisis where many students struggle with basic fact fluency, affecting their overall math proficiency. They discuss his research and effective strategies for teaching basic facts and computational skills. The conversation begins with a description of the instructional hierarchy, a tool for identifying a student’s learning stage and selecting suitable tasks, with an accompanying infographic available on the episode resource page. Anna asks Brian to define some key terms such as fluency, automaticity and mastery.  They discuss the impact of his free program, M.I.N.D, particularly its implementation in a low-performing school. They also cover research on decomposition strategies and emphasize the importance of data collection to inform instruction. Throughout the episode, Brian shares strategies used in the M.I.N.D program, revealing his deep passion for helping children learn math. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education. NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annstokke.com/ep-29-resources TIMESTAMPS [00:00:00] Introduction [00:03:26] Definition of fluency [00:04:40] The instructional hierarchy [00:14:27] Interventions for building accuracy and fluency [00:22:38] Definition of automaticity [00:30:24] Definition of mastery [00:34:53] Facts on Fire for Tier 1 instruction [00:44:54] Research on decomposition strategies for mental math [00:50:07] Implementing Facts on Fire: A longitudinal study [01:00:53] The need to make data-informed decisions [01:01:45] Closing thoughts and topics in next episode RELEVANT PREVIOUS EPISODES Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56 Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6 EPISODE TRANSCRIPT https://www.annastokke.com/ep-29-transcript EPISODE RESOURCES https://www.annastokke.com/ep-29-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Town Market, Spindash, Cornicob Podington Bear – Camp Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In episode 28, math professor Anna Stokke interviews Dr. Katharine Beals, who is a linguist and expert in using evidence-based instruction to teach students with autism.  Katharine is the author of several books on autism, including one focused on autism-friendly curriculum and instruction. They begin the episode with an overview of autism, where Katharine describes some of its defining characteristics and the skills typically affected. She discusses how autism impacts math learning and some common instructional techniques that can negatively impact autistic students. They then discuss what research suggests are the most effective instructional methods for students with autism. Along the way, they discuss facilitated communication, and Katharine recommends math programs that are particularly well-suited for autistic individuals. A key takeaway from this conversation is that many instructional techniques that are most effective for students with autism benefit the majority of students, but poor instructional methods more adversely affect those with autism. This fascinating and highly informative conversation is a must-listen for educators and anyone passionate about education. PREVIOUS EPISODES MENTIONED Ep 21. The right to learn math with Daniel Ansari https://www.podbean.com/ew/pb-4nv9n-1527568 Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac EPISODE TRANSCRIPT https://www.annastokke.com/ep-28-transcript EPISODE RESOURCES https://www.annastokke.com/ep-28-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Inamorata, Town Market, The Gran Dias Podington Bear – Lakeside Path, Camp Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In Episode 27, math professor Anna Stokke talks with Dr. Pamela Snow, a cognitive psychology professor at La Trobe University’s School of Education in Australia.    She is renowned for her expertise in language and literacy instruction and co-founded the Science of Language and Reading (SOLAR) Lab at La Trobe, which assists schools in adopting scientific approaches to enhance reading instruction. Pamela emphasizes viewing school as a health intervention and effective language and reading instruction as a social justice issue.  The conversation spans a range of topics, including evidence-based methods for teaching reading, the golden mean fallacy in education, and foundational skills in both reading and math.  They also discuss ways to improve teacher preparation and whether programs like the one at La Trobe might start emerging in other universities.  This episode is a must-listen for anyone interested in education, whether from a reading perspective or a math perspective. PREVIOUS EPISODES MENTIONED Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a Ep 20.  Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6 EPISODE TRANSCRIPT https://www.annastokke.com/ep-27-transcript EPISODE RESOURCES https://www.annastokke.com/ep-27-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Balti, Coulis Coulis, Lissa, Cornicob Podington Bear – Proliferate Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In Episode 26, math professor Anna Stokke is joined by David Morkunas, who is an Australian teacher and numeracy learning specialist.  Their conversation focusses on practical applications of cognitive load theory and explicit instruction for teaching math.  They discuss David’s role in overseeing a primary math program.  He shares strategies for incorporating cognitive science principles into daily math reviews.  They discuss the significance of standard algorithms and explore David’s strategies for teaching them.  They talk about the role of manipulatives, math anxiety and fostering motivation in math class.  Anna also asked David to recommend resources for further exploration of explicit instruction and cognitive load theory. This episode is packed with actionable advice for teaching math.  David’s infectious passion for math and his skill in applying effective teaching methods make this an invaluable episode for educators and math education enthusiasts.  PREVIOUS EPISODES MENTIONED Raising student achievement with Dylan Wiliam: https://www.podbean.com/eas/pb-kduiw-15bba36 EPISODE TRANSCRIPT https://www.annastokke.com/ep-26-transcript EPISODE RESOURCES https://www.annastokke.com/ep-26-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Town Market, Balti Podington Bear – Camp, Proliferate Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In this episode, math professor Anna Stokke is joined by education policy expert, Dr. Tom Loveless.  They discuss the National Math Advisory Panel and some of the recommendations in from its final report.  They talk about the influential 1989 NCTM standards and their global impact on math education as well as the history of the math wars. Tom discusses some of his concerns about the California Math Framework and whether its recommendations are aligned with those in the National Math Advisory Panel report.  They cover many other topics such as San Francisco’s unsuccessful de-tracking initiative and the importance of memorizing math facts.  This episode is a must listen for anyone who teaches math, as well as parents and policymakers. PREVIOUS EPISODES MENTIONED Red flags in education research with Ben Solomon (Ep 23) Modern relevance in the math curriculum with Brian Conrad (Ep 15) California’s math controversy with Jelani Nelson, Part I (Ep 11) EPISODE TRANSCRIPT https://www.annastokke.com/ep-25-transcript EPISODE RESOURCES https://www.annastokke.com/ep-25-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Avoiding the Backdrop, Godmother’s Visit, Lakeside Path, Momentary Ease, Sonatina Kemf Komiku – Bleu Podington Bear - Kitten Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In Episode 24, Anna Stokke interviews Dr. Dylan Wiliam, who is an education researcher renowned for his expertise on formative assessment.  They begin by discussing PISA scores and the need to improve math proficiency. They then focus on Dylan’s two primary recommendations for raising student achievement – a knowledge-rich curriculum and investing in enhancing teacher effectiveness.  They also discuss both formative and summative assessment. Dylan provides some concrete examples for how educators, whether in school or post-secondary settings, can effectively use formative assessment to support student learning.  Along the way, they discuss math specialists in primary schools and things teachers can focus on to have the largest impact.   This episode provides a wealth of practical wisdom for teachers, policy makers and parents. The resource page for this episode includes books, studies and videos mentioned in the episode. EPISODE TRANSCRIPT https://www.annastokke.com/ep-24-transcript EPISODE RESOURCES https://www.annastokke.com/ep-24-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Balti, Noe Noe, Cherry Heath, Lemon and Melon, Haventhorn, Thannoid Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Join math professor, Anna Stokke, for a discussion with Dr. Ben Solomon in the final episode of the first season of Chalk & Talk.  Ben is a psychology professor and a researcher in math assessment and intervention, known for his expertise in research methodology. One of the goals of this episode is to provide teachers, parents, and the wider public with tools for critically evaluating claims in education.  The resource page for this episode describes five red flags to watch for in education research studies.  Anna asked Ben to analyze two specific education papers.  The first paper has often been used to justify misguided claims about standard algorithms. They discuss flaws with the methodology in that paper.  Ben also analyzes a high-quality education paper, highlighting the qualities that elevate it to the status of a rigorous education study, from which meaningful conclusions can be drawn.  Along the way, they have a passionate discussion about the importance of teaching standard algorithms. The conversation wraps up with a discussion on the science of learning and the need for education to evolve to use evidence-based practices and data-driven decision-making to achieve best outcomes for students.  They hope this episode equips educators and parents with some tools to critically evaluate claims, ensuring that educational practices are grounded in sound research. Thank you for joining Anna Stokke for the first season of Chalk & Talk! Follow Anna on X to receive advance notifications for new episodes. researchED Toronto, Canada: https://www.eventbrite.ca/e/researched-canada-the-science-of-learning-toronto-may-3-4-2024-tickets-765640259627 EPISODE TRANSCRIPT https://www.annastokke.com/ep-23-transcript EPISODE RESOURCES https://www.annastokke.com/ep-23-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Arroz con leche, Cherie’s Polvo, Haventhorn, Mazamorra, Tarte Tatin, Noe Noe, Cornicob Website: www.annastokke.com X: @rastokke Threads: @rastokke37 Bluesky: @rastokke.bsky.social

Join math professor, Anna Stokke, in conversation with author and educator Dr. Carl Hendrick.  They begin by discussing research on growth mindset. Then, they discuss whether motivation is a precursor to academic success or if, in fact, success is more likely to lead to motivation. They talk about whether engagement is a valid measure of learning and whether it’s possible to teach generic skills like critical thinking. Anna asks Carl how we might define the science of learning and they discuss teaching methods that are in line with the science of learning. They wrap up the conversation with a discussion on the impact of mobile phones on learning, and Carl gives some valuable advice for new teachers.  This episode will be of interest to teachers, parents and anyone interested in education. researchED Toronto, Canada: https://www.eventbrite.ca/e/researched-canada-the-science-of-learning-toronto-may-3-4-2024-tickets-765640259627 EPISODE TRANSCRIPT https://www.annastokke.com/ep-22-transcript EPISODE RESOURCES https://www.annastokke.com/ep-22-resources MUSIC Intro and Outro: Coma Media – Catch It Blue Dot Sessions – Building the Sled, Cherie’s Polvo, Cherry Heath, Cigar Singles, Haventhorn, Lemon and Melon Website: www.annastokke.com X: @rastokke Threads: @rastokke37 Bluesky: @rastokke.bsky.social

Join math professor, Anna Stokke, as she interviews Dr. Daniel Ansari, who is a Canada Research Chair in developmental cognitive neuroscience.  They discuss the importance of early numeracy skills and his research on symbolic representations. They talk about similarities and differences between math and reading. They also debunk the misconception of gender differences in math. Responding to a question from a teacher, Daniel discusses the role of manipulatives in teaching math. He also discusses dyscalculia and provides some tips for helping students who struggle with math.  They close the episode by discussing some common neuromyths.  Among other things, Daniel stresses the fundamental right of every child to learn math. The resource page for this episode includes studies mentioned in the episode and resources for helping children who struggle with math. EPISODE TRANSCRIPT https://www.annastokke.com/ep-21-transcript EPISODE RESOURCES https://www.annastokke.com/ep-21-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Proliferate Blue Dot Sessions – Balti, Hedgeliner, Cornicob, Coulis Coulis, Lissa Website: www.annastokke.com X: @rastokke Threads: @rastokke37 Bluesky: @rastokke.bsky.social

Join math professor, Anna Stokke, for a discussion about reading and math with Dr. Matthew Burns.  He is well-known for his research in reading instruction, including research on the effectiveness of the Fountas & Pinnell Benchmark Assessment System.  He has also published research on math interventions.  He gives a brief history of reading instruction and explains how ideas about how to teach reading became pervasive despite lacking scientific evidence.  They then move on to discuss parallels with math instruction, which is the focus of the episode. A noticeable shift is happening in reading, with educators and policymakers now recognizing the importance of phonics and other principles from the science of reading.  Math has not received the same level of attention as reading, despite being extremely important.  Anna asks Matt to discuss what turned things around for reading and to offer suggestions for how we might create a similar shift for math. The resource page for this episode includes studies mentioned in the episode and resources for helping children develop automaticity with math facts. EPISODE TRANSCRIPT https://www.annastokke.com/ep-20-transcript EPISODE RESOURCES https://www.annastokke.com/ep-20-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Lakeside Path Blue Dot Sessions – General Inamorata, The Gran Dias, Tarte Tatin, Thannoid Website: www.annastokke.com X: @rastokke Threads: @rastokke37 Bluesky: @rastokke.bsky.social

Join Anna Stokke in conversation with Dr. Adrian Mims.  He is the co-founder and CEO of the Calculus Project, which is a non-profit organization that aims to increase the number of Black, Hispanic, Indigenous and low-income students taking calculus, starting with support in middle school. They discuss why he started The Calculus Project, the various components of the program, and its overall impact.  They talk about what he calls “the quiet crisis,” in reference to declining math scores, and why it’s important to turn that around.  They discuss the importance of offering math acceleration options for middle school students.  They talk about the consequence of students finding themselves in a position where they must take remedial math in university.  Moreover, Dr. Mims shares some valuable advice for policy makers on how to improve math outcomes for students who have historically been underrepresented in math.  This episode will be of interest to teachers, school administrators, parents, policy makers and anyone with an interest in improving math outcomes. EPISODE TRANSCRIPT https://www.annastokke.com/ep-19-transcript EPISODE RESOURCES https://www.annastokke.com/ep-19-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – No squirell commotion, Proliferate Blue Dot Sessions – Partly Sage, Cornicob, Gaena, Thannoid Website: www.annastokke.com X: @rastokke Threads: @rastokke37 Bluesky: @rastokke.bsky.social

Join math professor, Anna Stokke, in conversation with Daisy Christodoulou.  Daisy is a teacher, an author and the Director of Education at No More Marking. They begin by discussing the myth that facts prevent understanding and the importance of content knowledge, with a side discussion on why it is important to memorize math facts.  They discuss why basic knowledge cannot just be outsourced to computers.  They talk about some common myths about exams and whether exams help students learn. Anna asks Daisy for her thoughts on a practice called ungrading. They talk about how to acquire knowledge and myths surrounding so-called 21st century skills. This episode is a must-listen for  anyone who is interested in education! EPISODE TRANSCRIPT https://www.annastokke.com/ep-18-transcript EPISODE RESOURCES https://www.annastokke.com/ep-18-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Squirrel Commotion, Prolifereate Blue Dot Sessions:  Tarte Tatin, Cases to Rest, No Squirrel Commotion, Partly Sage OY Studio – Light Comedy Website: www.annastokke.com X: @rastokke Threads: @rastokke37 Bluesky: @rastokke.bsky.social

In Episode 17, Anna Stokke sits down with Dr. Robin Codding to talk about timed tests and math anxiety.   Robin is a psychology professor who researches math interventions, assessment tools and math anxiety. She is  one of the founding members of the group The Science of Math.   In this episode, Anna asks Robin to shed some light on claims that timed tests cause math anxiety. They discuss the relationship between math achievement and math anxiety, whether it’s important to include timed practice in math class, how much practice is needed to become fluent with math skills, at what stage students should be engaging in timed practice, causes of math anxiety, and best ways to mitigate it.   They talk about the relationship between conceptual and procedural understanding and whether productive struggle is a reasonable instructional technique.  Robin also shares strategies for identifying instructional methods that are philosophy-based, rather than evidence-based.  This episode is an essential resource for clearing up misconceptions about timed tests and math anxiety. EPISODE TRANSCRIPT https://www.annastokke.com/ep-17-transcript EPISODE RESOURCES https://www.annastokke.com/ep-17-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear - Kitten Blue Dot Sessions – Ivory pillow, Delmendra, Ivory Pillow, Partly Sage, Coulis Coulis Website: www.annastokke.com Twitter: @rastokke Threads: @rastokke37

In Episode 16, Anna Stokke talks to cognitive psychologist and bestselling author Dr. Daniel Willingham. Dan shares some of the strategies in his latest book, ”Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy.” They begin by addressing the learning styles myth. They discuss what constitutes retrieval practice in a math context and why retrieval practice is more effective than simply reading. They talk about how to help students recognize and solve variations in math problems, how to get students to use notes effectively, and distractions that hinder learning, such as cell phones and multitasking. He also offers some advice for when students face setbacks. Some of the discussion is geared towards high school or post-secondary students and their instructors, but the conversation will be useful and interesting for anyone who teaches or is interested in human learning. EPISODE TRANSCRIPT https://www.annastokke.com/ep-16-transcript EPISODE RESOURCES https://www.annastokke.com/ep-16-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear - Kitten Blue Dot Sessions – Tarte Tatin, Coulis Coulis, Balti, Are We Loose Yet, Gaena Website: www.annastokke.com Twitter: @rastokke Threads: @rastokke37

Join Anna Stokke in discussion with Dr. Brian Conrad, who is a math professor and director of undergraduate studies in math at Stanford. They discuss some modern-day applications of math, and he gives some advice for parents who wonder what type of math their kids should learn to be ready for a four-year college degree in STEM or other quantitative fields.  Listeners will receive an update on what happened with the California Math Framework since the two episodes featuring Jelani Nelson (Episodes 11 & 12).  As well, Brian Conrad shares examples of the many false or misleading citations he found permeating a 1000-page draft copy of the CMF. The discussion of those findings illustrates how citation misrepresentation can lead to misunderstandings about math and data science among the general public. This episode is a must-listen for parents, teachers, policy makers and anyone with an interest in math or education. EPISODE TRANSCRIPT https://www.annastokke.com/ep-15-transcript EPISODE RESOURCES https://www.annastokke.com/ep-15-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Tarte Tatin, Callison, Ivory Pillow, Coulis Coulis, Cases to Rest, Delmendra, Delicates Website: www.annastokke.com Twitter: @rastokke Threads: @rastokke37

Join Anna Stokke in discussion with Dr. Dan Rosen, who is a teacher and school leader.  They explore the impact of stress on learning.  They talk about the biology of stress, the difference between anxiety and stress, and common factors that trigger stress for students in the classroom. They also discuss misconceptions about stress.  For example, stress may actually enhance learning at certain stages of the learning process.  They discuss the claim that timed tests cause math anxiety and talk about practical strategies for minimizing the impact of stress in high-stakes assessments, like exams. This episode will benefit educators of all levels, from K-12 to post-secondary, regardless of the subject they teach, be it math or another field.  Parents will also find it useful. EPISODE TRANSCRIPT https://www.annastokke.com/ep-14-transcript EPISODE RESOURCES https://www.annastokke.com/ep-14-resources MUSIC Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Thannoid, Little Poder, Cases to Rest, Coulis Coulis 29811401 – Mysterious Illusion OYStudio – Light Comedy Website: www.annastokke.com Twitter: @rastokke Threads: @rastokke37

In Episode 13, Anna Stokke discusses teaching with Patrice Bain, who is a co-author of the book Powerful Teaching: Unleash the Science of Learning.  Patrice was one of the first K-12 teachers to partner with cognitive scientists so that research could be conducted in a classroom setting.  This episode is all about using research-based power tools to transform teaching.  They discuss retrieval practice, spacing, interleaving and metacognition.  Along the way, they give practical teaching tips, with a special focus on math.  The strategies discussed apply to teaching any field and to both K-12 and post-secondary.  In addition to a familiarity with research-based teaching strategies, Patrice brings a wealth of practical teaching experience to the conversation.  This episode is a must listen for anyone who is interested in evidence-informed teaching! EPISODE TRANSCRIPT https://www.annastokke.com/ep-13-transcript EPISODE RESOURCES https://www.annastokke.com/ep-13-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Proliferate, Kitten Blue Dot Sessions – Partly Sage, Cases to Rest, No Squirrel Commotion Purple Planet – Bright Ideas Website: www.annastokke.com Twitter: @rastokke

This is the second episode of a two-part series featuring Dr. Jelani Nelson.  He is a professor in the Department of Electrical Engineering and Computer Science at UC Berkeley.  Dr. Nelson, and other STEM leaders, have publicly raised concerns about the proposed California Math Framework (CMF).    In this episode, Anna Stokke and Jelani Nelson discuss whether students should have the option of accelerating in math in middle school.  First, Jelani describes how he founded the non-profit AddisCoder.  Jelani shares his thoughts on acceleration and discusses the impact of acceleration reforms in San Francisco. They also discuss the makeup of the CMF writing team, citation misrepresentation in the CMF, among other topics. For better or worse, California tends to lead the way when it comes to changes in education, so this episode is an important listen! The next episode of Chalk & Talk will be published on July 28.  EPISODE TRANSCRIPT https://www.annastokke.com/ep-12-transcript EPISODE RESOURCES https://www.annastokke.com/ep-11-12-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Sunset Strolle, Kitten, Lake Victoria, Coulis Coulis Blue Dot Sessions – Tall Harvey Website: www.annastokke.com Twitter: @rastokke

This is the first episode of a two-part series featuring Dr. Jelani Nelson.  He is a professor in the Department of Electrical Engineering and Computer Science at UC Berkeley.  Dr. Nelson, and other STEM leaders, have publicly raised concerns about the proposed California Math Framework (CMF).   In this episode, much of the discussion surrounds the CMF’s promotion of data science and changes to math requirements in the University of California system. Anna Stokke and Jelani Nelson discuss what sort of math is needed for a data science degree and the crucial role of Algebra II in preparing students for careers in STEM.  Jelani explains the circumstances surrounding the emergence of two high school data science courses that have been marketed as substitutes for Algebra II, despite containing minimal math content.   He also addresses the claim that the CMF is equity-based.  They wrap up the episode by discussing what happened when he retweeted a post about a prominent math educator charging a school district $5000 an hour in consulting fees.  For better or worse, California tends to lead the way when it comes to changes in education, so this episode is an important listen! EPISODE TRANSCRIPT https://www.annastokke.com/ep-11-transcript EPISODE RESOURCES https://www.annastokke.com/ep-11-12-resources MUSIC Intro and Outro: Coma Media - Catch it Purple Planet Music -  Bright ideas MusicTown - Inquisitive Orchestra Yevhen Onoychenko - Comedy Detective Blue Dot Sessions - Cases to Rest Podington Bear - Coulis Coulis, Squirrel Commotion OYStudio - Light Comedy Website: www.annastokke.com Twitter: @rastokke

Join math professor, Anna Stokke, as she chats with Dr. Zach Groshell.  He is an instructional coach and a passionate advocate for evidence-informed teaching.  They discuss whether it’s possible to expand working memory, the characteristics of a successful explicit instruction lesson, effective approaches for delivering feedback and more.  They also tackle a question sent in by a listener who asked whether teaching math through open-ended problems is effective.  This episode will resonate with  teachers, parents and anyone interested in education. EPISODE TRANSCRIPT https://www.annastokke.com/ep-10-transcript EPISODE RESOURCES https://www.annastokke.com/ep-10-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Kitten, Camp Blue Dot Sessions – Tall Harvey, Thannoid, Squirrel Connection OYStudio – Light Comedy Lexin Music – Upbeat Documentary Website: www.annastokke.com Twitter: @rastokke

Join math professor, Anna Stokke, in conversation with Tom Bennett.  He is a teacher, author and founder of the grass roots, non-profit organization ResearchED.  Tom has a captivating sense of humour, making this a great listen.  They discuss many things in this episode, such as education research, group work, cell phones in schools and evidence-informed teaching.  But the conversation begins with the story of ResearchED, which has started an evidence revolution in education. It all started with one tweet – as Tom Bennett calls it “The Tweet that Roared.”   Anyone interested in education will enjoy this episode! EPISODE TRANSCRIPT https://www.annastokke.com/ep-9-transcript EPISODE RESOURCES https://www.annastokke.com/ep-9-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Sunset Stroll, Camp, Proliferate Blue Dot Sessions – Cases to Rest, Partly Sage OYStudio – Light Comedy Website: www.annastokke.com Twitter: @rastokke

In this episode math professor, Anna Stokke, interviews Lucy Crehan, who is a teacher and an author.  In her book, Cleverlands, she presents her first-hand observations of the education systems in different countries. They discuss teacher qualifications in Finland and Singapore, teacher professional development in Japan and math lessons in Shanghai. They cover some commonalities in high-performing countries, such as the use of high-quality textbooks, and the role of practice and memorization in East Asian countries.  The conversation then shifts to cultural differences, some of which may impact educational outcomes. If you are curious about education systems in different parts of the world, you won’t want to miss this episode!  EPISODE TRANSCRIPT https://www.annastokke.com/ep-8-transcript EPISODE RESOURCES https://www.annastokke.com/ep-8-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Lakeside Path Blue Dot Sessions – Tall Harvey, Hundred Mile Lexin Music - Upbeat Documentary OYStudio – Light Comedy Website: www.annastokke.com Twitter: @rastokke

Join Anna Stokke as she interviews Dr. Barbara Oakley, an engineering professor whose work focusses on the relationship between neuroscience and social behaviour.  She is an expert on learning tough subjects and has written several books for teachers and students that detail science-based techniques for learning.  They cover learning techniques such as chunking and deliberate practice.  They explore why being a slower learner may not necessarily be a drawback and consider whether it’s possible to catch up on math skills later in life.  Dr. Oakley shares some effective study techniques and offers strategies for overcoming procrastination. Post-secondary educators and teachers will not want to miss this episode.  The learning tips discussed will also be invaluable for students, parents and anyone who wants to become better at learning math. EPISODE TRANSCRIPT https://www.annastokke.com/ep-7-transcript EPISODE RESOURCES https://www.annastokke.com/ep-7-resources MUSIC Intro and Outro: Coma Media – Catch it Podington Bear – Lakeside Path, Kitten, Camp Blue Dot Sessions – Cases to Rest, Thannoid OYStudio – Light Comedy SoulProdMusic – Upbeat and Happy Music Website: www.annastokke.com Twitter: @rastokke

In this episode, Anna Stokke is joined by two experienced teachers, Barry Garelick and JR Wilson. They have recently published a book called Traditional Math: an effective strategy that teachers feel guilty using. Throughout the interview, Barry and JR share strategies and practical advice that they have used in their own classrooms with great success. They cover topics that will resonate with teachers, including how to get students excited about math, how to effectively use the “I do, we do, you do” method of teaching and the role of understanding in math.  They also discuss critical math topics that teachers should focus on, tips for teaching word problems, how to keep advanced students challenged, and how to help struggling students, among other things.  This episode will be interesting to teachers, parents and anyone with an interest in math education. MUSIC Intro and Outro music by Coma Media - Catch it Transition music by Podington Bear – Camp EPISODE TRANSCRIPT https://www.annastokke.com/ep-6-transcript BOOKS MENTIONED IN THE EPISODE https://www.annastokke.com/ep-6-resources Website: www.annastokke.com Twitter: @rastokke

Join math professor, Anna Stokke, in conversation with Matt Henderson, an assistant superintendent of a school division in Winnipeg, Manitoba, Canada. They discuss the impact of the COVID-19 pandemic on education, challenges with online teaching, and the pervasive use of cell phones and social media. They also discuss the implications of AI, particularly ChatGPT, on education.  The conversation then turns to math teaching, as Matt shares his insights on the challenges facing math teachers and approaches that have helped teachers in his school division. He also provides practical advice for new teachers.  This episode a must-listen for educators, parents, and anyone interested in education. MUSIC Intro and Outro music by Coma Media - Catch it Transition music by Podington Bear – Camp EPISODE TRANSCRIPT https://www.annastokke.com/ep-5-transcript Website: www.annastokke.com Twitter: @rastokke

In this episode, math professor Anna Stokke sits down with Dr. Greg Ashman, an Australian teacher, writer and researcher with a wealth of knowledge on cognitive load theory.  Dr. Ashman shares his journey into education writing and research, including some of the challenges he has faced along the way.  He shares some pitfalls of education research studies and discusses what happened when he tried to track down the references for a claim that timed tests cause math anxiety. The conversation also includes a discussion on cognitive load theory and its implications for effective teaching.  Dr. Ashman explains what good explicit instruction looks like in a math classroom and provides practical advice for new teachers. This episode is a must-listen for teachers, parents and anyone with an interest in education. EPISODE RESOURCES https://www.annastokke.com/ep-4-resources MUSIC Intro and Outro music by Coma Media - Catch it Transition music by Podington Bear – Camp EPISODE TRANSCRIPT https://www.annastokke.com/ep-4-transcript Website: www.annastokke.com Twitter: @rastokke

Join math professor Anna Stokke as she interviews Dr. Amanda VanDerHeyden, a leading expert in using evidence-based methods to improve math instruction in schools.  Dr. VanDerHeyden is a co-founder of The Science of Math, a group of experts advocating for evidence-based math instruction.  Dr. VanDerHeyden shares the origins and goals of the Science of Math movement, as well as addressing common misconceptions. Do timed tests cause math anxiety?  Do standard algorithms hinder understanding?  Is explicit instruction only helpful for struggling learners?  The discussion also covers what happens when kids fall behind in math, among other topics.  This episode is a must-listen for anyone interested in education, especially teachers and parents. EPISODE RESOURCES https://www.annastokke.com/ep-3-resources MUSIC Intro and Outro music by Coma Media - Catch it Transition music by Podington Bear – Camp EPISODE TRANSCRIPT https://www.annastokke.com/ep-3-transcript Website: www.annastokke.com Twitter: @rastokke

Join math professor, Anna Stokke, in conversation with Dr. Paul Kirschner, a renowned  educational psychology researcher and speaker.  This episode will be of interest to anyone involved in teaching, whether they work with children or adults, or simply have an interest in education. Dr. Kirschner explains how we process information in our brains, and how this can be applied to improve teaching practices. He shares insights on effective teaching techniques such as spaced practice, scaffolding, the worked example effect, among others. Additionally, he dispels some common education myths and critiques teaching methods lacking research-based evidence. RESOURCES https://www.annastokke.com/ep-2-resources MUSIC Intro and Outro music by Coma Media - Catch it Transition music by Podington Bear – Camp EPISODE TRANSCRIPT https://www.annastokke.com/ep-2-transcript Website: www.annastokke.com Twitter: @rastokke

In this episode, math professor Anna Stokke sits down with mathematician and best-selling author John Mighton to discuss his passion for teaching math and his founding of JUMP Math, a charity dedicated to helping children achieve their full potential in mathematics. Mighton shares his insights on the persistent myth that some people are not wired to be good at math and how this false belief has held back many students from realizing their full potential. They discuss the science of learning and the characteristics of successful math programs, highlighting the importance of providing ample opportunities for students to practice and master foundational skills.  Mighton shares practical advice for teachers on how they can assess whether math instruction programs align with the science of learning.  He shares his vision for a world where all children have access to high-quality math education. This episode is a must-listen for anyone interested in math education. Resources: Principles of Instruction:  Research-based strategies all teachers should know by Barak Rosenshine All Things Being Equal:  Why Math is the Key to a Better World by John Mighton Music: Intro and Outro music by Coma Media - Catch it Transition music by Podington Bear - Camp