Chalk Dust

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