Chalk & Talk

Dr. Adrian Mims, co-founder of the Calculus Project, talks about the importance of increasing calculus enrollment among underrepresented students. They discuss the program's components including pre-teaching math and the impact of offering math acceleration options. He also shares advice for policy makers on improving math outcomes for traditionally underrepresented students.

Join Anna Stokke in a conversation with Daisy Christodoulou as they debunk education myths including the importance of content knowledge and the role of exams. They discuss the practice of ungrading and the acquisition of knowledge. This episode is a must-listen for anyone interested in education!

Psychology professor, Robin Codding, discusses the relationship between timed tests and math anxiety, including the importance of timed practice and strategies to mitigate anxiety. They also explore the difference between philosophy-based and evidence-based instruction, and the role of culture and technology in education.

Cognitive psychologist and bestselling author Dr. Daniel Willingham shares strategies from his book on applying cognitive science to education. Topics include debunking learning styles, retrieval practice, helping students solve math problems, using notes effectively, and overcoming setbacks.

Join math professor Brian Conrad as he discusses modern applications of math, debunking myths about the math curriculum, and the importance of a strong math background in quantitative fields. He also highlights issues found in a draft of the California Math Framework and emphasizes the need for better material to convey the relevance of math to students. This episode is a must-listen for anyone interested in math or education.

Join Anna Stokke in discussion with Dr. Dan Rosen, a teacher and school leader, as they explore the impact of stress on learning. They discuss the biology of stress, misconceptions about stress, and strategies for minimizing stress in high-stakes assessments. They also address the relationship between stress and test-taking, the drawbacks of student participation methods, and the role of stress in learning and exam preparation.

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  

Professor Jelani Nelson discusses the controversy around the California Math Framework, acceleration in math, and the impact of acceleration reforms in San Francisco. They also explore the CMF writing team, citation misrepresentation, and the importance of quantitative courses and algebra as a foundation for math education.

Dr. Jelani Nelson, a professor at UC Berkeley, discusses the controversy surrounding the proposed California Math Framework (CMF). The discussion focuses on the promotion of data science, changes to math requirements in the UC system, and the emergence of data science courses as substitutes for Algebra II. They also address concerns about equity and the importance of a strong math foundation for STEM careers.

Dr. Zach Groshell, an instructional coach and advocate for evidence-informed teaching, discusses expanding working memory, characteristics of successful explicit instruction, effective feedback, and teaching math through open-ended problems. They explore preparation for learning versus explicit instruction, the shift towards evidence-based instruction, and provide resources for further learning.