Chalk & Talk

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

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

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

SHORT COURSE 

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

PRINCIPLES OF INSTRUCTION RESOURCE

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

TOM SHERRINGTON WEBSITE
https://teacherhead.com/

TIMESTAMPS

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

RELEVANT PREVIOUS EPISODES 

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

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

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

Exploring evidence for equitable education with Nidhi Sacheva and Jim Hewitt

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

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

EPISODE TRANSCRIPT

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

 

 

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast

Tiktok: @chalkandtalkpodcast

X: @rastokke

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

Bluesky: @rastokke.bsky.social

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

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

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

SHORT COURSE 

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

CRAIG BARTON'S BOOKS & WEBSITE

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

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

TIMESTAMPS

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

RELEVANT PREVIOUS EPISODES 

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

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

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

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

EPISODE TRANSCRIPT

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

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast

Tiktok: @chalkandtalkpodcast

X: @rastokke

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

Bluesky: @rastokke.bsky.social

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

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

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

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

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

TIMESTAMPS

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

 

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

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

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

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

EPISODE TRANSCRIPT

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

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast

Tiktok: @chalkandtalkpodcast

X: @rastokke

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

Bluesky: @rastokke.bsky.social

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

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

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

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

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

TIMESTAMPS

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

RELEVANT PREVIOUS EPISODES 

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

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

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

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

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

EPISODE RESOURCES

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

EPISODE TRANSCRIPT

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

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast

Tiktok: @chalkandtalkpodcast

X: @rastokke

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

Bluesky: @rastokke.bsky.social

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

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

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

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

TIMESTAMPS

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

 

RELEVANT PREVIOUS EPISODES 
The power of explicit instruction with Anita Archer

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

Maximizing learning through explicit instruction with Zach Groshell

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

Evidence-based teaching strategies with Paul Kirschner

https://www.podbean.com/ew/pb-zgw6i-13b33df

Cognitive Load Theory with Greg Ashman
https://chalkandtalkpodcast.podbean.com/e/ep-4-cognitive-load-theory-with-greg-ashman/

EPISODE RESOURCES

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

EPISODE TRANSCRIPT

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

MUSIC

Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic

Website: www.annastokke.com

FB: Chalk & Talk

IG: @chalkandtalkpodcast

Tiktok: @chalkandtalkpodcast

X: @rastokke

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

Bluesky: @rastokke.bsky.social