Mr Barton Maths Podcast

In this episode, Craig Barton interviews Josh Goodrich, the co-founder and CEO of Step Lab, about his experience as an English teacher and his work in teacher education. They discuss the importance of instructional coaching and the challenges schools face in implementing effective coaching programs. Josh emphasizes the need for schools to de-implement ineffective practices and create a culture that supports coaching. He also introduces the concept of mental models and how they impact teachers' ability to change their practice. The conversation highlights the importance of awareness, insights, goals, and specific technical knowledge in coaching teachers. The conversation explores the coaching process and the importance of challenging misconceptions, using critical evidence, and introducing new ideas. It emphasizes the need for observation, hypothesis formation, and gathering evidence to support coaching sessions. The conversation also discusses the use of a framework for lesson observation and the importance of diagnostic questions. Additionally, it highlights the value of rehearsal and planning for implementation, as well as the inclusion of why diagnostics and suggested actions in coaching. The chapter concludes by emphasizing the significance of rehearsal in building habits and shaping teaching techniques. In this conversation, Josh and Craig discuss the implementation of coaching in education. They explore the journey of overcoming the initial awkwardness of coaching and the importance of planning forward. They emphasize the need to link coaching to learning objectives and the value of scripting and refining coaching sessions. They also share stories of coaching challenges and lessons learned. The conversation delves into the effectiveness of live coaching and the benefits of group rehearsal. They discuss the logistics of small group coaching and the role of diagnostic questions. Finally, they reflect on the changing perspectives on coaching and the importance of mental models in coaching. You can access the show-notes here: mrbartonmaths.com/blog/how-to-coach Education, teaching, and music with a former English teacher. (5:33) Teaching strategies and reflecting on early years of teaching. (12:19) Teacher's struggles with classroom management and improvement with coaching. (15:35) Instructional coaching in education. (20:50) Implementing coaching programs in schools. (27:10) Coaching and changing teacher practice. (30:00) Improving teaching methods through mental models. (35:10) Teacher experience and mental models. (37:52) Coaching teachers to overcome misconceptions in the classroom. (42:55) Teaching framework and lesson planning. (49:35) Coaching techniques for teachers. (52:18) Teaching strategies and classroom observations. (57:44) Coaching techniques for math lessons. (1:01:52) Coaching techniques for teachers. (1:05:22) Coaching techniques for teachers. (1:10:48) Improving teaching methods through rehearsals and planning. (1:15:49) Rehearsing teaching techniques to improve effectiveness. (1:19:30) Coaching techniques for teachers. (1:23:21) Coaching experiences and diagnostic strategies. (1:27:31) Live coaching in education. (1:32:37) Coaching in education, including feedback and classroom management. (1:35:11) Coaching techniques in education. (1:40:32) Improving coaching in a department. (1:45:31) Coaching and teaching methods. (1:48:50) Coaching in education with valuable insights. (1:54:15)

Education expert Ollie Lovell joins Craig Barton to discuss teaching strategies, including using worked examples, frequent assessments, and the controversy around exit tickets. They dive into topics like fitness challenges, Monster Phonics for reading, and treating failures as system failures for effective problem-solving.

This month Ollie Lovell and I discuss the following things: Why change needs a deep understanding (08:15) The power of using critical evidence during CPD (23:10) Is making feedback into detective work really a good idea? (39:39) The Derring Effect (55:04) What have you got worse at? (1:11:24) I need the toilet (1:20:25) You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-9/

Zach Groschel and Ollie Lovell join Craig to discuss the importance of standardizing entry routines in schools and the obstacles to understanding that teachers may face. The conversation also explores effective coaching, clear expectations, and the value of mass practice and discriminating contrast in interleaving.

Cognitive psychologist, Nick Soderstrom, discusses memory and retrieval practice. Topics include testing, spacing, interleaving, pre-testing, and effective feedback strategies in teaching math. They explore the difference between learning and performance, optimal spacing for effective learning, and the impact of pre-testing on students' prior knowledge. They also debunk the belief in learning styles and highlight the importance of effective learning strategies.

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the seventh of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss CPD, checking for understanding, rehearsal, lesson planning, and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-7 Time-stamps: Plan CPD around the in-between times (10:04) Questions to ask during CPD (17:52) Ask Who got 8/10? (28:16) Importance of rehearsal when coaching (35:42) Move slowly (50:47) What’s harder, planning lessons from scratch, or adapting existing lessons? (57:27)

Mark McCourt, a retired maths teacher, head of maths, head teacher, Ofsted inspector, CEO, founder, and the creator of MathsConf, shares valuable tips for teachers, discusses potential and ability in education, emphasizes the importance of teaching methods and class organization, explores the fear and lack of agency among teachers, and highlights the significance of assessing student learning and understanding using manipulatives and mini whiteboards. They also discuss inadequate teacher training in the UK, personalized teaching methods, formal language in mathematics, fear of inspections, the power of education and knowledge transfer, and education as a maturation process.

The episode features a conversation with Ofsted's Maths Subject Lead, Steve Wren. We discuss everything from inspections, subject deep-dive, lesson observations, book scrutinies, COVID and more. For show notes, please visit: mrbartonmaths.com/blog/ofsted Time-stamps: Education career, controversies, and accents. (13:13) Maths education, policy, and personal interests. (15:31) Maths education and refereeing football. (20:56) Football refereeing and teaching career insights. (23:27) Lesson planning and the importance of cutting losses. (26:31) Ofsted inspections and their practicalities. (29:12) School inspection process and expectations. (35:33) School inspection and grading. (39:09) School inspection process and leadership. (42:40) Ofsted inspections and deep dives in a secondary school. (49:15) Maths curriculum and lesson observations. (51:13) Teaching maths in a school. (55:22) Ofsted inspections and lesson quality. (1:00:18) Ofsted inspections and consistency in teaching practices. (1:04:45) Using mini whiteboards in the classroom. (1:07:45) Using books to support deep dives in education. (1:11:37) Effective lesson observations and deep dives in education. (1:15:14) Inspector training and subject expertise in education. (1:18:27) Keeping bias out of inspections and tailoring approaches to individual schools. (1:21:55) Effective department meetings in schools. (1:26:44) Maths education report and its findings. (1:29:32) Maths education challenges and solutions. (1:34:23) Teaching methods and exam preparation in schools. (1:39:01) Secondary school teaching strategies and retention. (1:43:47) Primary and secondary school math education. (1:48:12) Problem-solving in math education. (1:52:30) Effective problem-solving strategies in math education. (1:56:35) Maths education balance and practice. (2:00:12) Problem-solving in math education. (2:04:43) Using departmental meetings to support math problem-solving skills. (2:07:06) Curriculum design and problem-solving strategies. (2:11:02) Problem-solving strategies in math education. (2:16:07) Sharing high-quality educational resources and Ofsted's research review. (2:18:51) Maths education and the importance of balancing different perspectives. (2:23:56) Ofsted's stance on marking and feedback. (2:28:39) Effective math teaching methods and workload management. (2:32:53) Using centrally planned resources in maths lessons. (2:36:26) Maths education during COVID-19 pandemic. (2:40:29) Maths education, homework, and curriculum. (2:45:51) Ofsted inspections and curriculum development. (2:49:35) The future of math teaching and the importance of skilled teachers. (2:53:04) Educational blogs and podcasts for personal growth. (2:57:30)

Tom Sherrington highlights the importance of teachers being attuned to students sitting in the back of the classroom. The speakers discuss regularly changing seating plans, implied competences, and Montessori education. They explore the effectiveness of pre-testing, using manipulatives for deeper understanding, and strategies for enhancing learning comprehension.

Vic Simms is a Professor of Developmental Psychology at Ulster University. Her recent research interests have been in understanding the influence of the home environment on early mathematical development, understanding influences on development from cross-country perspectives and developmental differences (for those children born preterm or with genetic conditions). This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-25 Time-stamps: Introduction to today’s topic. (6:29) How parents engage with their children. (11:20) Differences between the quality of the interactions and the frequency. (15:37) The ideal combination of frequency and quality. (19:58) The home mathematics environment in China. (24:35) The hierarchy of what parents should do for their environment. (29:08) The role of shape and space in mathematics development. (34:31) The maths environment at home and literacy. (41:53) The role of first impressions in learning and performance. (49:25) Teacher perception of a student. (52:51) How parents can help their children think more intentionally. (59:04) The weak relationship between mathematics environment and learning outcomes. (1:02:19)