S04E06 - Dr. Kent Johnson and Andrew Kieta on the Morningside Model that Guarantees Two Years of Growth in One

In this episode, Brendan Lee is joined by renowned educational psychologist Professor Paul Kirschner and teacher educator Dr Nidhi Sachdeva to discuss their new book, Becoming an Expert Teacher. Together they dismantle the myth that great teaching is an innate talent and explore why simply racking up years in the classroom often leads to a performance plateau rather than true expertise. Listeners will discover why the teaching profession has a completely inverted practice to performance ratio compared to elite athletes and how to realistically implement genuine deliberate practice during a busy school week. The episode also highlights the critical difference between surface-level brooding and the structured reflection required to build rich mental models. You will also hear the fascinating backstory behind Paul's famous 2006 paper Why Minimal Guidance During Instruction Does Not Work. Whether you are a new graduate or an experienced educator, this conversation provides a practical and research-backed roadmap to continuously refine your craft and master the unexpected moments in the classroom. * Use the code 26AEV2 to receive a 20% discount on Becoming an Expert Teacher Resources mentioned:

How does a large, busy school move from "islands of excellence" to a coherent, low-variance instructional model? In this episode, Brendan Lee sits down with staff from the Junior School of Trinity Anglican College, Albury— Simon Fairall (Deputy Principal - Junior School), Lauren Naldrett (Dean of Studies - Junior School) and Kirby McDonald (Classroom teacher and Practice and Pedagogy lead)—to unpack their multi-year journey into the Science of Learning. We dive deep into how to manage teacher cognitive load by strategically sharing curriculum planning and resource development. The practical reality of navigating change management, moving from individual teacher flair to system-wide instructional coherence and how applying the instructional hierarchy and deliberate practice routines can fundamentally shift classroom engagement. This conversation is a masterclass in building a culture where research-grounded practice and a deep sense of professional belonging go hand-in-hand. Resources mentioned:

In this episode of Knowledge for Teachers, Brendan Lee is joined by Dr Haili Hughes. Haili is an Associate Professor at La Trobe University with over twenty years of experience leading secondary schools in England. They explore the realities of implementing evidence-informed instruction and how school leaders can avoid the lethal mutations that turn sound cognitive science into rigid compliance checklists. Listeners will discover why the rise of AI actually makes a teacher's deep subject knowledge more critical than ever. Haili also breaks down the stark difference between awkward roleplay and highly effective instructional rehearsal. Finally, she explains why true teacher wellbeing is never about cake in the staffroom, but rather sensible systems and genuine professionalism. This is a must-listen for educators seeking practical and research-grounded strategies to drive real improvement.

If your school's intervention system feels like an endless treadmill, this episode is a must-listen. Dr Sarah Brown (President of System Impact Consulting) and Dr Stephanie Stollar (Creator of the Reading Science Academy) join the podcast to dismantle the most common mistakes schools make with Multi-Tiered Systems of Support (MTSS).

In this episode Brendan Lee is joined by Professor Stuart Kime, a leading voice in evidence-informed school improvement and co-founder of Evidence-Based Education. We dive into the Great Teaching Toolkit and explore how to bridge the knowing-doing gap in professional learning. Knowing the research is important, but it does not automatically translate into changing your teaching habits. Stuart explains how to hold a mirror up to our practice using objective tools. You will discover why video feedback is critical for bypassing our expert blind spots and how student surveys can reveal the true reality of your classroom environment. They also discuss why schools need to move away from standalone courses and build a supportive culture of continuous improvement. If you want to turn evidence into concrete action this conversation is essential listening. Resources mentioned: