Naylor's Natter Podcast 'Just talking to Teachers'

This week I am in conversation with Patrice Bain about her and Pooja Agarwal's new book Powerful Teaching in the second of my summer specials  About Patrice  Patrice M. Bain, Ed.S. is passionate about student success using research-based strategies. As a veteran K–12 teacher, Patrice recently completed more than 25 years teaching social studies at a middle school in Illinois. Patrice is the only teacher-author of the popular practice guide, Organizing Instruction and Study to Improve Student Learning commissioned by the Institute of Education Sciences. Patrice's teaching approaches have been featured on TV (PBS's NOVA), radio (NPR), popular press, and multiple books. Patrice frequently presents professional development workshops throughout the United States. She has taught education courses at the graduate level, and she was a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Russia. For more information about Patrice, visit patricebain.com and follow her on Twitter @patricebain1. The natter: Introduction: could you tell listeners about your career to this point , how you meet your co-author Pooja and how you decided to work together?  What is powerful teaching and how and why did you and Pooja come up with this idea ? Many Listeners will be familiar with the cognitive science behind the strategies suggested (my podcast is broadly evidence based) , what we are maybe less familiar with is how to incorporate these into our teaching , this is why I’m thrilled to speak with you .  Could you outline some suggestions on how to incorporate retrieval practice into lessons?  Spacing is something that teachers may be incorporating as part of their schemes of learning or long term plans . How do you suggest teachers use spacing ?  I am fascinated by metacognition and have delivered keynotes and courses on the topic , I still find it incredibly difficult to explain what it is and how to incorporate it into lessons . Your book has some fantastic suggestions , could you outline some of these for listeners ?    Interleaving is used by many students during revision for example . How do you suggest that teachers best use interleaving as a classroom strategy ?    Could you outline for listeners where you will be speaking next and where they can get your book?   Will you be coming to the UK ?  

This weeks natter is with the distinguished Dr Thomas R Guskey. We discuss professional development and the importance of evaluating CPD. I ask Tom about his seminal piece of research: Does It Make a Difference? Evaluating Professional Development About Tom: Thomas R. Guskey, Ph.D. is a Senior Research Scholar in the College of Education and Human Development at the University of Louisville and Professor Emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first director of the Center for the Improvement of Teaching and Learning, a national research centre. Dr. Guskey is the author/editor of 25 award-winning books and more than 250 book chapters, articles, and professional papers on educational measurement, evaluation, assessment, grading, and professional learning. His articles have appeared in prominent research journals including the American Educational Research Journal, Educational Researcher, and Review of Educational Research, as well as practitioner publications such as Education Week, Educational Leadership, Phi Delta Kappan, and The Learning Professional, and School Administrator. He served on the Policy Research Team of the National Commission on Teaching & America’s Future, and on the task force to develop the National Standards for Professional Development.  Introductory questions What is your 5 level model for evaluating professional development and how did it come about? What do you hope people take away from your model? England specific questions Professional development has arguably never been more valued than it is currently. In 2016 the DfE produced standards for teachers professional development but stopped short of overtly suggesting evaluation . Why is evaluation so important in professional development and so often overlooked?  In 2018, the EEF released an implementation guide which looked at how to implement professional learning (and other initiatives) and was pitched at decision makers within schools. This seems to sit across levels 3-5 of your model. What do you see as the best ways to evaluate at level 3 . The EEF guide talks about fidelity data but what procedures would you use to evaluate at level 3?  In 2019, OFSTED have written into their grade descriptors for a school to be 'outstanding' that "leaders ensure that teachers receive focussed and highly effective professional development. Teachers subject, pedagogical and pedagogical content knowledge build and develop over time. This consistently translates into improvements in the teaching of the curriculum" Firstly , what are your views on this? Secondly do you see this as sitting at level 4 and what are your thoughts on using observations of lessons to evaluate professional learning? Does improving the teaching of the curriculum automatically improve outcomes for pupils? Episode produced and edited by William H Rushton (www.naylorsnatter.co.uk)

In this weeks podcast I have a natter with Kate about her book which i am a big fan of! The reason I like this book is that it combines the latest educational research with examples of exactly what this looks like in your classroom. The book is filled with research informed concepts and theories and is useful for all teachers. We discuss  Lesson starters and retrieval practice How can teachers best use technology? What is the best way to embrace literacy in your subject? How much responsibility do teachers have for their own CPD? If listeners would like to become patrons of the podcast and contribute the cost of a flat white to help the host, details can be found here: https://www.patreon.com/naylorsnatter Kate's website  www.lovetoteach87.com Twitter  @87History Instagram LovetoTeach87

In this weeks episode Kathryn and I natter about the importance of good CPD , developing a culture of professional learning and the work of Thomas Guskey. Guskey: Does It Make a Difference? Evaluating Professional Development https://pdo.ascd.org/LMSCourses/PD13OC010M/media/Leading_Prof_Learning_M6_Reading1.pdf

Jonathan Haslam is the Director of the Institute for the Institute for Effective Education . We talk about engaging with evidence and empowering educators with evidence. We talk about the IEE 'Engaging with evidence'  guide , best evidence in brief and evidence from the frontline. We also go off down stretched analogies for Implementation and active ingredients , see what you think of them! Apologies for interference when a family member would not stop ringing, the real life of a teacher 

This week I am in conversation with EEF’s Iggy Rhodes abut the new EEF guidance report on 'Improving behaviour in schools' which she co-authored with Michelle Long. We talk about: EEF and the What works network The process of writing a report like this The 6 recommendations in detail and the balance of proactive and reactive strategies  We discuss the importance of consistency in improving behaviour  Download the report here  https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-behaviour-in-schools/

This week: Lead Practitioner, writer and rED presenter Ruth Walker  In this interview ahead of rED Rugby on Saturday 15th June, Ruth and I discuss the work of Professor Michael Young and the concept of  'Powerful Knowledge'. We also discuss curriculum development, Physics,Cognitive Science and implementation. About Ruth: Teaching Physics – Writing my own textbooks – War on the soft bigotry of low expectations – Team #cogscisci @Rosalindphys

In the week of the release of 'Dual coding for teachers' , we discuss the work of Paivio and Clark, Sweller and others. We talk about the recent popularity of cognitive science and how it has shone a light on dual coding . We natter about cog sci and graphic principles and how to ensure research can cater for both the busy teacher and the research hungry colleagues out there! We discuss how oliver has worked with 35 teachers, teacher developers, psychologists and information designers to share their dual coding practice. we also look at his collaborations with The Learning Scientists, Tom Sherrington and Stephen Tierney. A great episode (if I do say so myself) so like subscribe and share.  Thank you for listening About Oli Cav I used to be a headteacher of a special school, wrote several books on visual teaching strategies and was a trainer in schools and colleges for nearly a decade. After an inspired visit to the 2008 Berlin VizThink conference, I invented the HOW2s — visual step-by-step guides to teaching techniques. Now, I design and illustrate books, produce poster summaries of educational ideas, create visual branding, visualise CPD packages, and make the occasional presentation in the UK and Europe. oliver@olicav.com  |  @olicav The book:Dual coding with teachers  https://www.amazon.co.uk/Dual-Coding-Teachers-Oliver-Caviglioli/dp/1912906252/ref=sr_1_1?crid=13PZRI630IG2W&keywords=dual+coding+for+teachers&qid=1559666319&s=gateway&sprefix=dual+coding%2Caps%2C136&sr=8-1 Research discussed https://www.csuchico.edu/~nschwartz/Clark%20&%20Paivio.pdf

In this weeks Natter I speak to Head of Geography, Research Lead and author Mark Enser. We discuss the following research paper and its application in schools: Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning http://memory.psych.purdue.edu/downloads/2012_Karpicke_Grimaldi_EDPR.pdf Jeffrey D. Karpicke & Phillip J. Grimaldi Abstract: Learning is often identified with the acquisition, encoding, or construction of new knowledge, while retrieval is often considered only a means of assessing knowledge, not a process that contributes to learning. Here, we make the case that retrieval is the key process for understanding and for promoting learning. We provide an overview of recent research showing that active retrieval enhances learning, and we highlight ways researchers have sought to extend research on active retrieval to meaningful learning—the learning of complex educational materials as assessed on measures of inference making and knowledge application. However, many students lack metacognitive awareness of the benefits of practicing active retrieval. We describe two approaches to addressing this problem: class- room quizzing and a computer-based learning program that guides students to practice retrieval. Retrieval processes must be considered in any analysis of learning, and incorpo- rating retrieval into educational activities represents a powerful way to enhance learning As usual we discuss  Why this is an important paper and hw its findings can inform teachers practice in their classrooms About Mark: I have been teaching for 14 years in a range of schools. I started in an inner city all girls school in Southampton before moving to an all boys CofE school in Worthing; this was less of a culture shock than I was expecting. I am currently a head of department at a wonderful 11-18 mixed comprehensive in rural Sussex. When I am not teaching or planning I am probably out walking or running in the hills. I regularly contribute articles to TES and you can find my author’s page here. My first book – Making Every Geography Lesson Countis out now and I am currently writing my second, Teach Like Nobody’s Watching. Mark's books: https://www.amazon.co.uk/Making-Every-Geography-Lesson-Count/dp/1785833391/ref=sr_1_1?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-1 https://www.amazon.co.uk/Teach-Like-Nobodys-Watching-essential/dp/1785833995/ref=sr_1_2?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-2 Coming soon: Ruth Walker https://twitter.com/Rosalindphys Oliver Caviglioli https://twitter.com/olicav Jonathan Haslam https://twitter.com/Jonathan_Haslam and Professor Michael Young 

In this weeks Naylor's Natter I speak to Head of Geography, Research Lead and author Mark Enser. We discuss the following research paper and its application in schools: Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning http://memory.psych.purdue.edu/downloads/2012_Karpicke_Grimaldi_EDPR.pdf Jeffrey D. Karpicke & Phillip J. Grimaldi Abstract:  Learning is often identified with the acquisition, encoding, or construction of new knowledge, while retrieval is often considered only a means of assessing knowledge, not a process that contributes to learning. Here, we make the case that retrieval is the key process for understanding and for promoting learning. We provide an overview of recent research showing that active retrieval enhances learning, and we highlight ways researchers have sought to extend research on active retrieval to meaningful learning—the learning of complex educational materials as assessed on measures of inference making and knowledge application. However, many students lack metacognitive awareness of the benefits of practicing active retrieval. We describe two approaches to addressing this problem: class- room quizzing and a computer-based learning program that guides students to practice retrieval. Retrieval processes must be considered in any analysis of learning, and incorpo- rating retrieval into educational activities represents a powerful way to enhance learning As usual we discuss  Why this is an important paper and hw its findings can inform teachers practice in their classrooms About Mark: I have been teaching for 14 years in a range of schools. I started in an inner city all girls school in Southampton before moving to an all boys CofE school in Worthing; this was less of a culture shock than I was expecting. I am currently a head of department at a wonderful 11-18 mixed comprehensive in rural Sussex. When I am not teaching or planning I am probably out walking or running in the hills. I regularly contribute articles to TES and you can find my author’s page here. My first book – Making Every Geography Lesson Count is out now and I am currently writing my second, Teach Like Nobody’s Watching. Mark's books: https://www.amazon.co.uk/Making-Every-Geography-Lesson-Count/dp/1785833391/ref=sr_1_1?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-1 https://www.amazon.co.uk/Teach-Like-Nobodys-Watching-essential/dp/1785833995/ref=sr_1_2?keywords=mark+enser&qid=1559065742&s=gateway&sr=8-2 Coming soon: Ruth Walker  https://twitter.com/Rosalindphys Oliver Caviglioli https://twitter.com/olicav Jonathan Haslam https://twitter.com/Jonathan_Haslam and Professor Michael Young