Chalk Dust

SummaryIn this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Dr Carl Hendrick, Professor of Education at Academica University of Applied Sciences and co-author of How Learning Happens and How Teaching Happens. Together, the team explore real classroom footage from Australian classrooms, reflecting on how teachers respond when learning doesn’t go exactly to plan.They analyse three lessons: Jeanette Breen’s Year 3 class tackling sentence kernels, Troy from Sophia College guiding students through sentence fragments in a secondary context, and Mark De Bruin from Cranbrook using a “Do Now” and visualiser work to develop literacy. Across these examples, Carl, Rebecca and Nathaniel highlight what expert teachers do when slides contain errors, students answer unexpectedly, or early practice shows misconceptions.Themes include how to pivot in real-time, why checking for understanding is more than asking “are we good?”, and how to create psychological safety so imperfect student work can be used as a springboard for improvement. They also discuss the role of cultural knowledge in English, why retrieval practice can fail if poorly executed, and how responsive teaching underpins explicit instruction.Carl reflects on the “illusions of learning” that shaped his forthcoming book, co-written with Paul Kirschner, and explains why engagement, apparent fluency, or polished lessons are not always indicators of genuine understanding.Mentioned resources and explainersHow Learning Happens / How Teaching HappensCarl’s earlier books with Paul Kirschner distilling core findings from cognitive psychology for teachers.The Writing Revolution (TWR)Referenced in Jeanette’s lesson, this approach uses sentence kernels to build syntactic and compositional fluency. Contact Ballarat Clarendon College for opportunities to complete this training at a time convenient for Australian participants. Retrieval PracticeCarl and Nathaniel note how surface-level “Do Nows” can fail unless they actually prompt students to connect prior knowledge. Christine Counsell’s writing on history teaching is mentioned as a model.Pedagogical Content Knowledge (PCK)Lee Shulman’s concept, invoked when Troy pivots his grammar explanation, illustrating how teachers need multiple representations of knowledge, not just content expertise.“Illusions of Learning” (forthcoming book)Carl previews his new book with Paul Kirschner and Jim Hill, addressing why engagement, confidence or “busyness” can mislead teachers about true learning. You can pre-order here. Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Responsive teaching means pivoting when materials or answers don’t align with expectations.* Checking for understanding requires variety—listening, thinking, and retrieval are not the same.* Student work, even if imperfect, is a powerful lever for whole-class improvement.* Retrieval practice only works if students genuinely recall prior knowledge, not just copy prompts.* Cultural and content knowledge are prerequisites for deeper learning, particularly in English.* Explicit teaching is not only “telling,” it’s breaking down steps, modelling improvement, and making excellence visible.* Great lessons are built on earlier culture-setting and routines, not just what happens in the room that day.Keywordsexplicit teaching, Carl Hendrick, Rebecca Birch, Nathaniel Swain, Chalk Dust podcast, sentence kernels, The Writing Revolution, retrieval practice, do now, visualiser, student work, responsive teaching, adaptive teaching, pedagogical content knowledge, illusions of learning, guided practice, explicit instruction, classroom culture, checking for understanding This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by instructional coach, author, and classroom management expert Dr Mark Dowley. Together, they step inside classrooms across Australia to see how great teachers start their lessons, from Year 9 maths to a Northern Territory prep class of fifty students.They unpack the anatomy of an effective entry routine, from greeting students at the door to getting pens moving in under a minute. Along the way, they show how routines set the tone for behaviour, protect learning minutes, and build a positive culture from day one, even with classes you’ve just inherited.The discussion covers how to reset routines when standards slip, why “do it again” is more about warmth than discipline, and how to make praise genuine rather than controlling. They explore similarities across contexts, from high-SES boys’ schools to mixed-age classrooms, looking at how to balance whole-school consistency with teacher autonomy.You’ll see how small tweaks, like reducing “friction” in transitions or controlling the pace of entry, help students get started calmly and confidently. Whether you teach early years or senior secondary, this episode shows why high expectations and consistent routines work for every age group.Mentioned resources and explainersThe Classroom Management Handbook Mark’s Amazon-bestselling guide to building culture, belonging, and behaviour in schools.Positive Narration Describing desired behaviour in the moment to set norms and build buy-in without over-praising. Here’s an explainer from Teach Like a Champ.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* A tight start makes the whole lesson easier to manage.* “Do it again” works best when delivered warmly, not punitively.* Positive narration should feel authentic, not robotic.* High expectations and routines work for all ages; the principles don’t change.* Reduce friction by having everything students need ready to go.* Consistency across year levels smooths transitions, especially 6 to 7.* Small moments, like greeting at the door, set the tone for the whole lesson.* Teacher autonomy matters, but shared principles ensure every class starts strong.Keywordsclassroom management, entry routines, Mark Dowley, explicit teaching, positive narration, do it again, reducing friction, routines, behaviour expectations, checks for understanding, teacher autonomy, whole-school consistency, lesson starts, participation routines, K–12 transitions, instructional coaching, formative assessment, motivation, culture building This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by instructional coach and Knowledge for Teachers podcast host Brendan Lee. Together, they step inside a Year 3/4 classroom at Morwell Central Primary School, where Brendan delivers a real-time maths lesson on the commutative property of multiplication.They unpack the anatomy of a high-impact lesson, covering how mistake analysis can build reasoning, why mini whiteboard routines make or break lesson flow, and how classroom culture can be shaped in real time, even with a class you've never met. They explore the role of motivation, including how framing content as a “cheat code” gives students a reason to care, and why explicitly teaching mathematical vocabulary supports fluency and retention. Brendan explains how and when to fade scaffolds, the value of concrete–pictorial–abstract progressions, and how this links to dual coding and cognitive load theory. The episode also teases apart the subtle differences between checks for listening, understanding, and thinking, and offers practical strategies for maximising participation and feedback without overcomplicating the lesson. Whether you’re a primary or secondary teacher, maths specialist or not, this episode highlights just how responsive, structured teaching can lift engagement and understanding.Mentioned resources and explainersOchre EducationBrendan is a board member at Ochre, which provides free, evidence-informed teaching resources, including primary Mathematics, for Australian classrooms.The Knowledge for Teachers podcastHosted by Brendan Lee, this show features deep-dive conversations with leading educators.Concrete–Pictorial–Abstract (CPA) FrameworkA core maths instructional sequence. Brendan explains how his dot arrays and number lines support cognitive development by moving students gradually toward symbolic understanding.Fading ScaffoldsAlso called the guidance fading effect. Brendan shows how support is gradually withdrawn during guided practice so students experience successful independence.Checks for ListeningUsed to keep students focused and accountable, especially during teacher modelling. Brendan uses multiple checks to ensure students stay engaged during new learning. You can learn more from Craig Barton here.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Clear routines build student confidence and help new teachers take control quickly.* Mini whiteboards are powerful, but only with tight behavioural expectations.* Mistake/error analysis is a gateway to mathematical reasoning.* Varying example formats increases transfer and reduces rote pattern-matching.* Even in a scripted model, responsiveness matters—especially in guided practice.* Motivation is built when students see the value in what they’re learning.* Vocabulary in maths should be taught explicitly—just like in English.* The best learning often happens in the “we do” phase, not the “I do” or “you do”.Keywordsprimary maths, Brendan Lee, explicit teaching, guided practice, mini whiteboards, commutative property, mistake analysis, worked examples, teacher routines, classroom management, CPA framework, dual coding, cognitive load, instructional coaching, adaptive teaching, formative assessment, motivation, vocabulary in maths, checks for listening, effective modelling This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain explore effective teaching practices in secondary education, focusing on engagement strategies; the importance of chess for listening and thinking; and the application of self-determination theory. They discuss the significance of structured lesson plans, guided note-taking, and fostering student participation. The conversation emphasises the need for flexibility in lesson structure and the value of collaborative planning in enhancing student learning. In this conversation, Nathaniel and Rebecca discuss various teaching strategies, focusing on the importance of checks for listening (CFLs), checks for understanding (CFUs), and checks for thinking (CFTs) and how they enhance lesson quality. They explore the application of knowledge in real-world contexts, the significance of critical thinking, and the link between instruction and student engagement. The hosts also address the importance of creating a safe environment for student participation and the dynamics of teacher presence in the classroom. The conversation concludes with insights on effective pair shares and the rationale behind cold calling students to foster engagement and learning.Mentioned resources and explainersAERO (Australian Education Research Organisation)The Australian Education Research Organisation supports schools and teachers by providing evidence-based resources, video libraries, and research to improve teaching practice. Melissa’s lesson comes from their publicly available classroom video collection.Explicit Direct Instruction (EDI) EDI, developed by John Hollingsworth and Silvia Ybarra, is a structured, teacher-led instructional model. It includes clear learning intentions, worked examples, guided practice, and frequent checks for understanding. Rebecca and Nathaniel highlight how Melissa’s lesson uses EDI principles like modelling, providing a rationale, scaffolding, and high student response rates.TAPPLE Framework A core routine within EDI for checking understanding. Teachers present information (Teach), ask a question (Ask), pause to allow thinking (Pause), select a student (Pick), listen to the response (Listen), and provide immediate feedback or clarification (Effective Feedback). More here.Self-Determination Theory (SDT) A framework for understanding motivation developed by Deci and Ryan. It identifies autonomy, competence, and relatedness as basic psychological needs. Rebecca explains how providing a rationale for learning supports students’ sense of autonomy, increasing motivation and engagement. More here.Cold Call A technique where the teacher calls on any student to answer, ensuring all students are accountable for learning. Nathaniel explains how Melissa uses cold call after pair shares to maximise participation while keeping psychological safety high. See here for an article on how to even supports voluntary participation.Checks for Understanding (CFU) Frequent, intentional questions that allow teachers to gauge student understanding in real time and make adjustments. Nathaniel and Rebecca outline how Melissa uses multiple forms of CFU: checks for listening, checks for understanding, and checks for thinking.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Engagement strategies are crucial for effective teaching.* Learning intentions should be clearly communicated to students.* Self-determination theory highlights the importance of autonomy and competence.* Lesson structures can vary but should include core principles.* Guided note-taking helps students organise their thoughts.* Encouraging student participation enhances learning outcomes.* Incorporating checks for understanding improves lesson quality.* Real-world applications enhance student engagement and learning.* Critical thinking can be prompted through effective questioning.* Maintaining energy and structure keeps students focused.* Collaborative planning can ease teacher workload.* Immediate feedback allows for real-time adjustments in teaching.* Creating a safe environment encourages student participation.* Cold calling can be an effective strategy for engagement.Keywordseffective teaching, secondary education, student engagement, learning intentions, self-determination theory, lesson structure, guided note-taking, student participation, classroom strategies, collaboration, education, teaching strategies, checks for understanding, critical thinking, student engagement, lesson planning, classroom dynamics, teacher presence, collaborative teaching, immediate feedback This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this conversation, Manisha Gazula, principal of Marsden Road Public School, analyses examples from her classrooms. Together with Rebecca Birch and Nathaniel Swain, the team discuss the unique challenges and strategies of her school, which serves a diverse and transient student population. Manisha emphasises the importance of phonics and structured teaching methods for literacy development, highlighting the school's commitment to consistency and teacher coaching. The discussion also addresses common misconceptions about phonics and the significance of meaning-making in literacy instruction. In this conversation, Manisha and Nathaniel discuss various aspects of phonics education, emphasising the importance of decoding, meaning, adaptiveness, and pacing in teaching strategies. They explore how effective teaching requires a deep understanding of content and pedagogy, and the need for teachers to be appropriately resourced to teach early reading using expert-created materials.Mentioned resources and explainersExplicit Direct Instruction (EDI) Overview of Explicit Direct Instruction developed by John Hollingsworth and Silvia Ybarra. EDI provides a structured, teacher-led model that prioritises clear learning intentions, modelling, guided practice, and ongoing checks for understanding. Manisha refers to consistent routines across K–6 and the importance of teacher clarity and fidelity to well-sequenced lessons—key aspects of EDI. The TAPPLE framework (Teach-Ask-Pause-Pick-Listen-Effective feedback) is aligned with what’s observed in Marsden Road classrooms.The Five Pillars of ReadingPhonics, Phonemic Awareness, Fluency, Vocabulary, Comprehension form the essential components of reading instruction. Manisha outlines how phonics at Marsden Road is integrated with vocabulary building and morphology, especially through the morning routine and use of decodables. This comprehensive approach ensures students develop both decoding and meaning-making skills.Science of Reading (SoR)Science of Reading overview explains the cognitive science behind effective reading instruction. Manisha describes how the school has embraced SoR principles since 2016, embedding phonics, scope and sequence, and teacher coaching. The distinction between decoding and comprehension is unpacked through classroom footage.Decodable TextsDecodable readers are texts written to match the sequence of phonics instruction, allowing students to practise decoding with real meaning. Marsden Road has moved away from PM Benchmarking in early years, favouring decodables to reinforce phonics and build reading confidence.Gradual Release of Responsibility (I Do, We Do, You Do)Model of instruction where responsibility shifts from teacher to student over time. The featured teachers move fluidly between modelling, choral practice, targeted questioning, and independent application—a clear application of this model.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Marsden Road Public School serves a diverse, low SES student population.* 90% of students come from a language background other than English.* Phonics is essential for literacy and forms the basis of all learning.* Teaching strategies include explicit instruction and daily phonics teaching.* Classroom routines are crucial for maintaining focus and engagement.* Teachers receive ongoing training and support in phonics instruction.* Decodable books are used to enhance understanding and meaning-making.* The school has seen significant improvements in student literacy outcomes.* Consistency in teaching methods is key to student success.* Misconceptions about phonics often overlook its complexity and importance.* Adaptive teaching is key in teaching to cater to diverse student needs.* Maintaining an appropriate pace in lessons keeps students engaged.* Teachers must understand content and pedagogy to adapt their teaching effectively.* Low variance lessons can help increase quality in teaching practices.* Teachers' personalities and styles shape their teaching.* Effective teaching requires ongoing training and support for educators.* High-quality and low variance resources enhance instructional practices.KeywordsMarsden Road Public School, literacy development, phonics, teaching strategies, refugee students, classroom routines, teacher training, early education, decoding, meaning making, phonics, differentiation, teaching strategies, classroom management, literacy education, pacing, teacher training, student engagement, content delivery, educational progress This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

Explore innovative teaching techniques that elevate student engagement! The discussion dives into checking for understanding and checking for quality in the classroom. Hear how explicit instruction, formative assessments, and peer feedback can transform learning experiences. The hosts tackle misconceptions and the importance of fostering a culture of improvement. Plus, they emphasize analyzing texts from multiple perspectives, adapting to student needs, and embracing imperfection in teaching for ongoing professional growth.

Dr Nathaniel Swain and Rebecca Birch are teaming up for a new podcast series where we break down real classroom footage to uncover what makes great teaching great. Each episode, we pause the play, slow things down, and analyse the moves teachers make—connecting them to the research on how students learn best.✨ Teaching is both an art and a science, and this podcast lives right at that intersection.🎧👀 When we launch in a few weeks’ time, you’ll be able to listen to the audio version (with audio from real classroom clips) or watch the full video to catch every visual detail.Our first teaser video is out now, featuring a sneak peek of an upcoming episode with powerhouse Principal Manisha Gazula from Marsden Road Public.Sign up to the Chalk Dust Substack to get notified the moment it's released—and don’t forget to share it with all the educators in your circle. 👇🎧Find Chalk Dust wherever you like to listen to podcasts.✨Apple PodcastsSpotifyYouTube This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media