Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fifth 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 instructions, the Split-Attention Effect, backwards-faded worked examples, and the first lesson with a new class. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-5/ Time-stamps: Front-loading instructions (09:09) Backwards fading for worked examples (12:51) Never write what you don't understand (28:36) Hands-up who thinks they know the answer (40:02) Do you really understand the Split-Attention Effect? (49:50) First lesson with a new class (58:36)

Camilla Gilmore is the Developmental Psychology and lead of the Centre for Early Mathematics Learning. She has done research for 20 years focused on learning mathematics in particular looking at cognitive aspects (e.g. executive function skills that we discussed back in episode 151) This 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 check out the show-notes here: mrbartonmaths.com/blog/research-in-action-22/ Time-stamps: The importance of early years maths. (7:38) What are the age groups of early learners? (11:52) How much variation is meaningful and how much incidental? (15:42) Early years and executive functions. (21:11) Cognitive load theory and extraneous load. (27:13) How retrieval practice works in early years. (31:10) The month of birth effect on learning. (35:33) How much do emotional aspects play a role? (39:47) Positive attitudes to maths in early years. (44:26) What secondary teachers can learn from early years teachers? (48:39) How did you change your mind about the centre? (54:20)

Jodie Hunter, visiting professor at Loughborough University from Massey University, New Zealand, discusses developing culturally responsive mathematics education, the power of geometric patterns, strategies for integrating cultural learning into math, and the role of comparative judgement in evaluating student responses.

Paul Howard-Jones joins me to discuss how and why teachers use (and don't use) research to inform their teaching. This 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-20/ Time-stamps: Paul's background. (4:15) Why research doesn’t play out as well in the classroom? (10:36) How do researchers and educators work together? (16:27) The shift towards evidence of impact in research. (22:30) Understanding the why and how of the research. (29:23) Implementation adaptation and sustainment. (36:26) How to break down barriers to research. (43:10) Advice for teachers who value research. (48:51) Fostering a culture of innovation in the classroom. (54:06) The research community’s take on practical classroom techniques. (59:30) What Paul is currently working on in the field. (1:05:53)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fourth 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 live coaching, shared lesson plans, CPD, Dylan Wiliam and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-4/ Time-stamps: Is this now correct? (5:29) Some elements of good teaching I don't use enough in CPD (11:14) Moving towards shared lesson plans (26:26) Live coaching (44:12) When are you ready to be a head of department? (1:04:26) Task structures (1:14:21)

Science teacher Pritesh Raichura shares practical insights on ensuring 100% student engagement, including All-Hands-Up Cold Calling, high-frequency checks for listening, desks in rows, S-L-A-N-T, silence as a default, instructional sandwich, turn and talk, and using mini-whiteboards.

Teacher, author and podcaster Ollie Lovell joins the host to discuss connections, worked examples, teacher knowledge, iPads, timer dice, and rewards for revision.

Experienced heads of department, Femi Adeniran and Matt Findlay, join me for an epic conversation about leading a maths department. We cover everything from consistency versus autonomy, departmental meetings, handling parental complaints and allocating sets. You can access links to the resources discussed, time-stamps and videos on the podcast show-notes page here: https://www.mrbartonmaths.com/blog/168-how-to-lead-a-maths-department-with-femi-adeniran-and-matt-findlay/ Time-stamps: Matt's favourite failure (06:26) Femi's favourite failure (10:38) Matt's route into becoming a head of department (15:45) Femi's route into becoming a head of department (18:17) How many year's classroom teaching should you have before becoming a head of department? (21:02) How strong a teacher does the head of department need to be? (24:41) What does your timetable as a head of department look like? (28:43) Do you find you are teaching more these days than 5 years ago? (32:38) Does your teaching suffer with all the other things you have to give attention to? (40:00) How does your workload compare to a teacher with a full time-table? (46:39) How often would you be pulled out of a lesson to deal with something? (52:13) How do you balance the need for consistency across your department with a desire for teacher autonomy? (56:46) What are the non-negotiables that members of your team have to follow? (1:32:54) What do your departmental meetings look like? (1:57:13) How do you ensure good practice is shared around the department? (2:21:51) How do you support less experienced colleagues, non-specialists, those who are struggling? (2:23:16) How do you deal with directives from SLT that you don't agree with? (2:41:26) What do you do to help non-specialists (particularly SLT) understand what the characteristics of high-quality T&L in maths are? (2:48:37) How do you deal with difficult members of the department who are reluctant the make changes? (2:54:59) How do you deal with parental complaints? (3:00:48) How do you allocate teaching sets? (3:05:19) Final reflections (3:19:37) Craig's takeaways (3:32:42)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under in the second 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 reasons students don't understand things, behaviour, copying things down, and more! For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-2 Time-stamps: Three reasons students don’t know the answer (06:06) Three reflections on behaviour in schools (19:22) Develop competing hypotheses when observing teaching and learning (37:11) Further thoughts on the Myth of Copying Things Down (47:19) Rethinking To-Do Lists (1:06:13) End the day on a positive (1:16:24)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under in the first of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this first episode, we discuss checking for understanding, curriculum, PowerPoint and more! For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-1/ Time-stamps: The crucial role of curriculum (05:18) No hints before a check for understanding (14:19) Diagnosis in coaching (24:12) The Tick Trick (39:29) The power of a slideshow for teaching mathematics (45:32) How to get better sleep (59:24)