Emma & Tom Talk Teaching

Rapidly attaining the status of podcasting legend, Dr Louise Allen-Walker returns to our studio for another fun-filled adventure in the world of neuroscience. Louise is the programme director for Cardiff Met's MSc Psychology in Education programme, and is therefore well-placed to give us some interesting psychological goodies to help us in our teaching practice, as well as to bust some more examples of neuroscience being used in ways that are confusing, inaccurate or just plain dodgy. Louise has brought along one of her favourite books: The Science of Learning: 99 studies every teacher needs to know. The book presents 99 two-page summaries of seminal studies and unpacks the implications for the classroom teacher in a highly accessible format - no psychology expertise required!In this episode, we discuss four studies which cover cognitive load, resilience, interaction with nature and the ominously-named 'seduction of neuroscience'. Louise also brings us something interesting and something to try, because you don't get to be a programme director without a serious commitment to doing your homework. Louise's first episode recorded down-the-line during Covid was memorable for an appearance by the infamous 'neuromyth van' outside her house (you'll have to listen to find out what we're on about). In her second she was challenged to bust as many neuromyths as she could against the clock. Will we come up with something else bizarre for Louise this time around? Listen in and find out!-----------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 15th May 2023

For today's research bite, Emma is in conversation with Danielle Kates from our PGCE Primary programme. Danielle was keen to investigate ways to improve her pupils' reading comprehension, so she carried out a review of literature in order to make recommendations for her placement schools and her own practice.You can download Danielle's summary of her research here, and you can watch the video version of this conversation on our YouTube channel.Thanks to Danielle for joining us to share her research!Danielle's sources were:Blything, L.P., Hardie, A. and Cain, K. (2020) ‘Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses’, Reading research quarterly, 55(3), pp. 443–472. Available at: https://doi.org/10.1002/rrq.279.Estyn (2021), English language and literacy insetting and primary schools. Available at: https://www.estyn.gov.wales/system/files/2022-01/Estyn%20English%20language%20and%20literacy%20E%289%29.pdfFilderman, M.J. et al. (2022) ‘A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades’, Exceptional children, 88(2), pp. 163–184. Available at: https://doi.org/10.1177/00144029211050860.García, J.R. and Cain, K. (2014) ‘Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English’, Review of educational research, 84(1), pp. 74–111. Available at: https://doi.org/10.3102/0034654313499616.James, E. et al. (2021) ‘The relations between morphological awareness and reading comprehension in beginner readers to young adolescents’, Journal of research in reading, 44(1), pp. 110–130. Available at: https://doi.org/10.1111/1467-9817.12316.Logan, J. (2017) ‘Pressure Points in Reading Comprehension: A Quantile Multiple Regression Analysis’, Journal of educational psychology, 109(4), pp. 451–464. Available at: https://doi.org/10.1037/edu0000150.--------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 31st March 2023.

We welcome Sioned Dafydd back to our studio today. Welsh-speaking listeners to the podcast will be very familiar with Sioned, and she has been working with Emma and Tom on a project to develop an understanding of how to support new members of the profession as they learn and develop.There's some discussion of the Professional Standards for Teaching and Leadership in Wales, but even for listeners outside the country, there's plenty to think about in terms of the processes and ways thinking that characterise new teachers as they learn.You can see the videos from the project at www.youtube.com/@sharedunderstanding--------------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 18th April 2023

For today's PGCE Research Bite, Tom is joined by Christy Scott from PGCE Primary. Christy has carried out some research for her school about how to create classroom spaces which motivate pupils to read. In this episode, Christy explains to Tom what she found out from her research, and the recommendations she made for her school. You can also watch this discussion on our youtube channel at youtube.com/@cardiffpartnershipThanks to Christy for sharing her work! You can download her infographic here. Christy's six main sources are:Barrett, P., Davies, F., Zhang, Y. and Barrett, L. (2015) ‘The Impact of Classroom Design on Pupils’ Learning: Final Results of a Holistic, Multi-level Analysis’, Building and Environment, 89(89), pp.118–133. Chou, M.-J., Cheng, J.-C. and Cheng, Y.-W. (2016) ‘Operating Classroom Aesthetic Reading Environment to Raise Children’s Reading Motivation’, Universal Journal of Educational Research, 4(1), pp.81–97. Oakley, G., Wildy, H. and Berman, Y. (2018) ‘Multimodal Digital Text Creation Using Tablets and Open-ended Creative Apps to Improve the Literacy Learning of Children in Early Childhood Classrooms’, Journal of Early Childhood Literacy, 20(4),pp.655-679. Suggate, S., Pufke, E. and Stoeger, H. (2016) ‘The Effect of Fine and Grapho-motor Skill Demands on Preschoolers’ Decoding Skill’, Journal of Experimental Child Psychology, 141, pp.34–48. Campbell, S. (2021) ‘What’s Happening to Shared Picture Book Reading in an Era of Phonics First?’, The Reading Teacher, 74(6), pp.757-767. Fisher, A.V., Godwin, K.E. and Seltman, H. (2014) ‘Visual Environment, Attention Allocation, and Learning in Young Children’, Psychological Science, 5(7), pp.1362–1370. -----------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 24th March 2023

It's time to turn the tables on Emma and find out about her doctoral research in progress! Emma is investigating pedagogical content knowledge, a seminal concept in teaching, and specifically how we support student teachers to develop it.She's been working hard on her literature review, and Tom's here to ask all the questions about what it might mean for those who support new members of the profession.If you want to read Shulman's seminal 1986 paper, Those who understand, you can find it here.---------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 18th April 2023

Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Nia Jefferies yn trafod sut yr aeth ati i ddysgu mwy am sut mae gemau cyfrifiadurol yn gallu datblygu sgiliau rhif plant oed cynradd. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy danysgrifio i bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau.Gallwch wylio'r bennod hon ar YouTube - youtube.com/@cardiffpartnership

It's been ages since we did a book review, and today we bring you the smallest book yet! Beginning Teachers' Learning is a slim volume but full of fascinating insights for anyone who works with novice teachers. We've got an in-depth review for you, and hopefully you'll be keen to get hold of your own copy once you've listened! You can find all the details here: https://www.criticalpublishing.com/beginning-teachers-learning-----------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 1st March 2023

For our latest episode of PGCE Research Bites, Dr. Sally Bethell is joined by Meredith Bawks from our PGCE Secondary PE programme. Meredith's research was sparked by seeing a pupil with autism in her PE class who was distressed and unable to participate in the lesson. Meredith saw an opportunity to put her assignment to good use in looking for strategies to support her pupil, and today's presentation is the result.Meredith's recommendations are relevant to subjects across the curriculum, and it's especially good to see Meredith presenting today, as she was a Research Bites viewer before coming on the PGCE programme, and wasn't expecting to be called up to contribute!Thanks to Meredith for making her visual summary available, which you can download here.If you'd like to see the video version of this episode, you can head over to our YouTube channel, Professional Learning with the Cardiff Partnership.Meredith's main sources are:Dillon, G.V., Underwood, J.D. and Freemantle, L.J. (2016) “Autism and the U.K. Secondary School Experience,” Focus on Autism and Other Developmental Disabilities, 31(3), pp. 221–230.Lamb, P., Firbank, D. and Aldous, D. (2014) “Capturing the world of physical education through the eyes of children with autism spectrum disorders,” Sport, Education and Society, 21(5), pp. 698–722.Grenier, M. (2014) “Accessing the Curriculum Through the Inclusion Spectrum,” in Physical Education for students with autism spectrum disorders: A comprehensive approach. Champaign, IL: Human Kinetics, pp. 17–25.Houston-Wilson, C. (2022) “Chapter 10 - Autism Spectrum and Social Communication Disorders,” in J.P. Winnick and D.L. Porretta (eds) Adapted Physical Education and Sport. 7th edn. Champaign, IL: Human Kinetics, Inc., pp. 195–212.Dieringer, S.T. et al. (2017) “Increasing physical activity in children with autism through music, prompting, and modeling,” Psychology in the Schools, 54(4), pp. 421–432Gordon, V. and Pennington, C.G. (2022) “Tips for including individuals with autism in Physical Education,” Journal of Physical Education, Recreation & Dance, 93(1), pp. 58–60.-----------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 17th March 2023

It's the Easter break, and we've come to our beloved studio B2.16, plagued as it is with the noise of building work and passing students, with a pile of thought-provoking material from books, podcasts and the news.How can we reduce inequities for pupils in poverty? How do we effectively challenge deficit perspectives in student teachers? What's going on with pupil behaviour policies which insist on 'standard English'? Why did that man just give me a bunch of flowers and run away?All of these questions, and more, will be chewed over and flogged half to death in an episode that includes some upsetting content and strong language.You can find the content that inspired us here:Enser, Z. and Enser, M (2020) Fiorella and Mayer's Generative Learning in Action. Woodbridge: John Catt.'More darts and laurels' - Transom.org (Sound School podcast)John Humphrys - Radio Moments: ConversationsThompson, I (2017) Tackling social disadvantage through teacher education. St Albans: Critical Publishing.Cushing, I. (2021), 'Language, discipline and "teaching like a champion"'. British Educational Research Journal, 47(1), pp.23-41.Quigley, A (2018), Closing the Vocabulary Gap. Abingdon: Routledge‘They filmed me without my consent’: the ugly side of #kindness videos - The Guardian---------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 27th February 2023

PGCE research bites is back! Our student teachers have completed the latest set of assignments in which they address an area of interest or need in their schools. Reviewing the literature and outlining arguments and recommendations, our student teachers have all presented a visual summary of their research to their schools. Over the next few weeks we're bringing some of the best work to a wider audience in podcast and video form.Today, Cara Whitfield from PGCE Secondary Drama discusses with Emma her research into creating accountable anti-racist spaces in the drama classroom.If you'd like to see this podcast in video form, you can check out the Professional Learning with the Cardiff Partnership YouTube channel at https://www.youtube.com/@cardiffpartnershipThanks to Cara for making her visual summary available, which you can download here.Cara's six sources are: Williams, C., 2021. Black, Asian and Minority Ethnic Communities, Contributions andCynefin in the New Curriculum Working Group. Available at:https://dera.ioe.ac.uk/37607/1/black-asian-minority-ethnic-communities-contributions-cynefin-new-curriculum-working-group-final-report.pdfUtt, J. and Tochluk, S. (2016). ‘White Teacher, Know Thyself.’ Urban Education, 55(1) doi:10.1177/0042085916648741.Smith, L. (2020) ‘Top Ten Texts: A Survey of Commonly-taught KS3 Class Readers’, Teaching English, 23, pp.30-33.Tanner, S.J., Miller, E.T. and Montgomery, S. (2018). We might play different parts: theatrical improvisation and anti-racist pedagogy. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(4), pp.523–538. doi:10.1080/13569783.2018.1494557.Gallagher, K. and Rivière, D. (2007). When drama praxis rocks the boat: struggles of subjectivity, audience, and performance. Research in Drama Education: The Journal of Applied Theatre and Performance, 12(3), pp.319–330. doi:10.1080/13569780701560412.Carter, C. and Sallis, R. (2016). Dialogues of diversity: examining the role of educational drama techniques in affirming diversity and supporting inclusive educational practices in primary schools. NJ, 40(1), pp.78–88. doi:10.1080/14452294.2016.1239504.-------------------------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 17th March 2023