Chalk & Talk

In this engaging mailbag discussion, the host tackles a tricky logic puzzle that leaves some listeners pondering. A deep dive into the importance of mastering multiplication facts reveals why calculators can't replace this essential skill. The conversation shifts to a positive trend in literacy, highlighting impressive gains in Southern states due to focused educational reforms. These success stories offer hope and inspiration for other regions aiming to improve foundational reading and teaching practices.

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 a captivating discussion, Mike Petrilli, President of the Thomas B. Fordham Institute, shares his insights on the decline in standardized test scores and the complex role of assessments in K–12 education. He highlights Mississippi's educational strides despite poverty, contrasts U.S. scores with international benchmarks like PISA, and examines the impacts of the pandemic. Petrilli emphasizes the necessity of accurate assessments for effective policymaking and offers strategies for influencing educational policy—a must-listen for anyone invested in educational reform.

In this engaging discussion, Zach Groshell, a teacher, coach, and education consultant, shares expert insights into math instruction. He addresses how to manage diverse proficiency levels and critiques the Building Thinking Classrooms approach. Zach highlights the importance of foundational skills over new methodologies and shares practical strategies for effective differentiation. The duo also debates the value of number talks for building math fluency and emphasizes maximizing instructional time through efficient teaching practices.

In this engaging discussion, Dr. Jamie Metsala, a professor of education and an expert in reading acquisition, highlights the urgent need for evidence-based reading practices within education systems. She emphasizes the importance of universal screening and structured literacy, especially for students with reading disabilities. The conversation also delves into parent advocacy as a crucial factor in effecting systemic change, alongside the significant implications of the Ontario Human Rights Commission's Right to Read report. Jamie's insights on teacher training and the emotional effects of reading difficulties make this a must-listen for educators and parents alike.

Join Alex Smith, Director of Curriculum with a PhD in Math, and Justin Skycak, Director of Analytics specializing in AI learning platforms. They tackle Bloom's 2 sigma problem and how Math Academy's mastery learning principles can revolutionize math education. The conversation dives into leveraging knowledge graphs for effective learning, the concrete-pictorial-abstract teaching approach, and the importance of cognitive load management. They also discuss strategies for adult learners and future innovations at Math Academy, making this a treasure trove for math educators!

In this engaging discussion, Dr. Sarah Powell, a Professor of Special Education at the University of Texas at Austin, critiques a recent joint position statement on math instruction for students with disabilities. She highlights the lack of evidence-based practices, particularly the omission of explicit instruction, and argues for better recommendations to enhance learning outcomes. Powell emphasizes educators' ethical responsibility to employ effective methods and promotes research-backed strategies to tackle math difficulties, ensuring that every student can succeed.

Therese Markow, Professor Emeritus at UC San Diego and host of the Critically Speaking podcast, dives into the alarming decline of basic math skills among students and its critical impact on science education. She shares insights from her experience as a geneticist, exploring the fascinating link between math proficiency and logic. The conversation also tackles the potential genetic aspects of math abilities and debunks myths about gender and math skills. Markow emphasizes the importance of foundational math for success in life and academic pursuits.

Join Dr. Marcy Stein, professor emeritus from the University of Washington, Tacoma, as she unpacks the fascinating yet overlooked story of Direct Instruction (DI) and Project Follow Through, the largest educational experiment in the world. She reveals how DI effectively supports all students, not just the struggling ones, while discussing its origins and misconceptions. Marcy walks through a typical DI math lesson and shares strategies for bridging skill gaps, calling for a shift toward evidence-based educational practices amidst the political hurdles in academia.

In this discussion, Blake Harvard, a secondary AP psychology teacher known for his innovative methods and author of "Do I Have Your Attention?", delves into cognitive psychology and its impact on education. He shares fascinating insights on memory constraints and attention contagion, highlighting how classroom dynamics influence learning. Blake emphasizes the effectiveness of retrieval and spaced practice in reducing test anxiety and improving retention. He also challenges conventional views on creativity, arguing that a strong knowledge base actually fosters innovation.