Show Notes
Summary In 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 explainers How Learning Happens / How Teaching Happens Carl’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 Practice Carl 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 more Takeaways * 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. Keywords explicit 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
More from Chalk Dust
Summary In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by Kris Boulton, founder and CEO of Unstoppable Learning, to explore atomisation, an approach to instructional design that breaks complex learning into carefully sequenced, manageable elements. Drawing on classroom footage of Kris teaching algebra to primary and secondary students at Mastery Schools Australia, the discussion examines how precise explanations, minimally different examples and systematic checking for understanding can enable students to master mathematical concepts that initially appear well beyond their capabilities. Kris demonstrates how deliberate instructional design can remove unnecessary cognitive demands, allowing students to concentrate on exactly what they are learning. Through examples of expanding algebraic expressions, he explains why the selection and sequencing of examples matter, how to separate arithmetic from new mathematical procedures, and how mini whiteboards and immediate corrective feedback help teachers identify and address errors before moving forward. Central to his approach is the Penny Promise: if students give their attention and follow the instruction, the responsibility for their success rests with the teacher. Throughout the episode, Rebecca, Nathaniel and Kris explore the relationship between instructional design, cognitive load, student motivation and teaching expertise. The conversation extends beyond mathematics into broader questions about teaching sentence construction, selecting examples, managing instructional pace and the balance between explicit modelling and guided practice. Ultimately, the episode challenges teachers to consider how much more students might learn when every explanation, example and practice opportunity is designed with precision. Mentioned resources and explainers Kris Boulton Kris Boulton is an international teacher educator and education writer specialising in evidence-informed instructional design. He has contributed to England’s Early Career Framework and Ofsted’s Mathematics Inspection Framework, led teacher educator development at Teach First, and helped design Up Learn’s learning system. Unstoppable Learning Founded by Kris Boulton, Unstoppable Learning works with schools to improve mathematics instruction through a structured approach to instructional design known as atomisation. The organisation focuses on making complex learning accessible through precise explanations and carefully sequenced examples. Atomisation An approach to instructional design that breaks learning into a small number of fundamental elements, each requiring a particular form of explanation and sequencing. Kris argues that identifying these elements allows teachers to design instruction that minimises ambiguity and prevents predictable misconceptions. The Penny Promise Named after Kris’s early-career mentor, Penny Jones, the Penny Promise is a commitment to students that if they pay attention and follow the instruction, they will succeed. It places responsibility on the teacher to design and deliver instruction that makes success possible. Engelmann and Carnine – Theory of Instruction Siegfried Engelmann and Douglas Carnine developed Direct Instruction, a systematic approach to instructional design that informs Kris’s work. Their Theory of Instruction examines how examples, non-examples, transformations and carefully controlled variations can support accurate learning and generalisation. Minimally Different Examples Examples that change only one carefully selected feature at a time. By controlling what changes and what stays the same, teachers can direct students’ attention to the specific concept or procedure being taught. The Setup Principle A principle associated with Engelmann and Carnine’s instructional design in which irrelevant features of examples are kept constant while the feature being taught is varied. Kris discusses how this might apply to teaching sentence syntax without simult
Summary In this special in-person episode of Chalk Dust, recorded at researchEd Melbourne at Haileybury, Rebecca Birch and Nathaniel Swain are joined by Professor Anna Stokke, mathematician, educator and host of the Chalk & Talk podcast. Together they analyse classroom footage from Australian mathematics lessons, exploring how carefully sequenced instruction, explicit teaching and strong classroom routines support successful mathematics learning. Across examples including number bonds, subtraction algorithms, number lines and percentages, Anna explains why mathematics should be taught through deliberate sequencing, clear modelling and extensive guided practice. The discussion examines pair-share routines, scripted mathematics programs, mastery of mathematical symbols, the role of automaticity, and why concrete materials should be viewed as temporary scaffolds rather than permanent learning tools. Throughout the episode, Rebecca, Nathaniel and Professor Stokke discuss mathematics-specific pedagogy, instructional coaching, pedagogical content knowledge and the importance of ensuring every student has access to effective mathematics instruction. The conversation argues that explicit mathematics teaching is not passive or robotic, but highly interactive, intellectually demanding and built around giving students repeated experiences of success. Special thanks to Pat Sanders, Ollie Lovell and Brendan Lee for their help with this episode. Mentioned resources and explainers Professor Anna Stokke Anna Stokke is Professor of Mathematics and Statistics at the University of Winnipeg, adjunct professor and honorary co-director of the Science of Mathematics Lab at La Trobe University, and host of the Chalk & Talk podcast. Her work focuses on evidence-informed mathematics education and improving mathematics instruction. Chalk & Talk Podcast Anna Stokke’s podcast exploring evidence-informed mathematics education, instructional practice and educational research. Explicit Mathematics Program (EMP) A structured primary mathematics program developed by David Morkunas, Toni Hatton-Roberts, Ollie Lovell, and Dr Wendy Taylor. The program emphasises carefully sequenced instruction, explicit modelling, guided practice and cumulative review. Mastery Schools Australia An Australian special-assistance school network implementing explicit, carefully sequenced mathematics instruction. Number Bonds An early mathematics concept helping students understand part-whole relationships between numbers, providing foundations for later arithmetic and algebraic reasoning. Standard Algorithms Traditional written methods for operations such as subtraction. Anna argues that carefully sequenced instruction in standard algorithms develops procedural fluency while reinforcing place value understanding. Automaticity The ability to retrieve basic number facts rapidly and effortlessly. Automatic recall reduces cognitive load, allowing students to focus on more complex mathematical thinking. Concrete Materials Physical manipulatives used to introduce mathematical concepts. Anna argues they should be temporary instructional scaffolds rather than ongoing computational tools. Pedagogical Content Knowledge (PCK) The specialised knowledge teachers need to teach a particular subject effectively, including understanding misconceptions, sequencing and representations. Rebecca reflects on whether mathematics-specific instructional coaching deserves greater attention. Scripted Instruction Instructional programs that carefully sequence explanations, examples and practice opportunities. The discussion explores how well-designed scripts can support teacher expertise while still allowing individual teaching style to emerge. Listen or view, and support our work 🍏🎧 Apple Podcasts — like, review and follow 🎵💚 Spotify — follow and rate 📺🔔 YouTube — subscribe and like ✍️ Rebecca’s Substack — read more ✍️ Nathaniel’s Substack — read more Takeaways * Success is one of the strongest drivers of stu
Summary In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by Andrew McCrorey, an experienced educator and instructional leader at Monterey Secondary College in Victoria. Drawing on classroom footage from a secondary setting serving a highly disadvantaged community, Andrew demonstrates how explicit instruction, trauma-informed positive education and high expectations can work together rather than compete with one another. The discussion explores entry routines, co-regulation, secondary choral reading, gist statements, cold calling, participation as an equity issue, and the explicit teaching of behaviour expectations. Andrew explains how consistency across classrooms can function as an equity strategy, creating predictable environments in which students know what success looks like and teachers can focus on teaching rather than repeatedly resetting behaviour. Across the episode, Rebecca, Nathaniel and Andrew return to the idea that supporting students does not require lowering the bar. Instead, effective practice combines strong relationships, clear routines, deliberate participation structures and carefully sequenced academic support. The result is a classroom where students are both safe and challenged, and where literacy, behaviour and wellbeing are treated as interconnected parts of successful teaching. Mentioned resources and explainers Andrew McCrorey Andrew McCrorey is an educator with more than 20 years’ experience teaching in Australia and internationally. His work focuses on explicit instruction, behaviour support, trauma-informed positive education and improving classroom practice in complex educational settings. Monterey Secondary College Monterey Secondary College is located in Frankston North, Victoria. Andrew describes the school’s approach as combining evidence-informed teaching, trauma-informed positive education and consistency across classrooms to improve student learning and engagement. Trauma-Informed Positive Education A framework used at Monterey to support student regulation, relationships and readiness to learn. Andrew emphasises that trauma-informed practice is not about lowering expectations, but about raising expectations while providing the support students need to meet them. Four-to-One Positive to Corrective Feedback Andrew describes using a high ratio of positive to corrective feedback during routines such as lesson entry. Positive narration, greeting students warmly and acknowledging successful behaviour help establish a calm, predictable start. Entry Routines A tightly rehearsed lesson-entry process in which students know what materials to collect, where to go and what task to begin. Andrew explains how predictable entry routines support regulation, reduce bottlenecks and maximise learning time. Choral Reading Students read a text aloud together, following the teacher’s pacing and expression. Andrew uses choral reading in secondary English to build fluency, confidence, prosody and participation while allowing the teacher to hear and correct reading in real time. Gist Statements A summarising strategy in which students identify who or what a section is about, select key details and then condense the information into a single statement. Andrew uses this as part of a gradual release process to support comprehension and later writing. Cold Calling Andrew uses cold calling after students have had time to rehearse thinking through pair discussion. He frames participation as an equity issue, while also maintaining flexibility when a student is not ready to respond. Tracking the Speaker A universal attention routine used across the school. Students are explicitly taught to orient towards the speaker so that teachers can secure attention efficiently and maintain lesson flow. Explicit Teaching of Behaviour Rather than relying on broad classroom rules, Andrew teaches specific routines for situations such as arriving late. Students are shown what to do, what to expect, and how cons
Summary In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by STEM educator Amber Haven to explore what happens when explicit instruction meets genuinely engaging hands-on learning. Using footage from Amber’s middle-school STEM classroom, the discussion follows a lesson on neutral buoyancy, revealing how carefully designed routines allow practical investigations to remain cognitively demanding rather than descending into chaos. Amber demonstrates how retrieval practice, mini-whiteboards, Six Bricks, gesture, choral response and explicit behaviour routines work together to create classrooms where every student is thinking. Throughout the episode, Rebecca, Nathaniel and Amber discuss the importance of background knowledge, continuous checking for understanding, purposeful transitions, differentiation without lowering expectations, and designing practical activities that provide immediate feedback. The conversation highlights how high-quality classroom routines free students to focus on learning rather than logistics, making complex scientific concepts accessible through deliberate instructional design. Mentioned resources and explainers Amber Haven Amber Haven is a STEM educator with more than 16 years of classroom experience and a strong focus on translating cognitive science into practical classroom strategies. She has presented at ResearchED conferences across the United States and at the Thriving Educators Summit, and her work has been featured by The Learning Scientists and in Powerful Classrooms by Patrice Bain. Retrieval Practice Throughout the lesson, Amber demonstrates retrieval as an ongoing classroom habit rather than a single lesson component. Students repeatedly retrieve knowledge through mini-whiteboards, questioning, gestures, closed sentences and practical activities. Mini Whiteboards Mini-whiteboards allow every student to participate, provide immediate formative assessment, and make thinking visible. Amber discusses the routines required to use them fluently throughout a lesson. Six Bricks Six Bricks is a hands-on retrieval strategy that uses coloured Duplo bricks to sequence concepts, definitions or problems. Students retrieve vocabulary while constructing a coloured stack, allowing rapid checking for understanding and high levels of engagement. Continuous Checking for Understanding Rather than reserving checks for understanding for isolated moments, Amber embeds them throughout explanations, transitions and instructions, ensuring students remain cognitively engaged from beginning to end. Gesture and Dual Coding The episode explores how gesture, movement and simple physical cues support memory and retrieval—even with older students who may initially resist participating. Differentiation Amber demonstrates how differentiation can maintain common learning goals while adjusting the amount of work or level of support individual students receive, rather than lowering expectations or creating entirely different tasks. Practical Science with Explicit Instruction The discussion explores how carefully sequenced demonstrations, clear success criteria and explicit routines allow practical science lessons to remain focused on conceptual understanding rather than entertainment. 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 more Takeaways * Retrieval practice is most powerful when woven continuously throughout lessons. * Strong routines allow practical learning to remain focused on thinking rather than managing behaviour. * Mini-whiteboards provide rapid formative assessment while ensuring whole-class participation. * Six Bricks offer a simple, flexible alternative to traditional matching and multiple-choice activities. * Explicit behaviour instruction creates the conditions for successful hands-on learning. * Practical
Summary In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by renowned mathematician, educator and founder of JUMP Math, John Mighton. Drawing on classroom footage from Canadian primary classrooms, John shares the instructional principles that underpin his work: breaking complex ideas into manageable steps, ensuring every student experiences success, and building confidence through carefully sequenced learning. The discussion explores the relationship between motivation and achievement, challenging the idea that some students are simply “maths people” while others are not. John argues that confidence is not a prerequisite for success but a consequence of it. Through examples from lessons on place value and long division, he demonstrates how micro-scaffolding, structured inquiry, and deliberate practice can help students tackle sophisticated mathematical ideas while remaining engaged and optimistic. Throughout the episode, Rebecca, Nathaniel and John discuss the role of challenge, the importance of maintaining students in an optimal learning zone, micro-scaffolding, and how effective teachers create classrooms where every learner can participate in meaningful thinking. The conversation extends beyond mathematics into broader questions about motivation, differentiation, classroom culture and what it means to teach with both precision and humanity. Mentioned resources and explainers John Mighton John Mighton is a mathematician, playwright and educator best known as the founder of JUMP Math. His work focuses on making mathematics accessible to all students through carefully sequenced instruction, micro-scaffolding and high expectations. His books can be found here, here and here. JUMP Math JUMP Math is an instructional approach and curriculum developed by John Mighton. The model emphasises breaking learning into small achievable steps while maintaining conceptual understanding and challenge. The 85% Rule A principle discussed by John suggesting that learners are most motivated when they are successful most of the time, but still experience enough challenge to stretch their thinking. The goal is to avoid both frustration and boredom. Structured Inquiry Rather than choosing between explicit instruction and discovery learning, structured inquiry carefully guides students towards important insights through well-designed questions, examples and prompts. Micro-Scaffolding A teaching approach that breaks complex concepts into very small, manageable components so that students experience repeated success while building towards sophisticated understanding. Collective Confidence John discusses how confidence can become a collective classroom phenomenon. When students repeatedly experience success and see their peers succeeding, expectations about who can learn begin to change. Deliberate Practice The idea that expertise develops through carefully designed practice targeting specific areas for improvement. John discusses how this principle influenced his thinking about mathematics instruction. The End of Ignorance John Mighton’s book exploring mathematics learning, intelligence, and the belief that far more students can succeed in mathematics than is commonly assumed. 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 more Takeaways * Confidence often follows success rather than preceding it. * Mathematics learning can be transformed through careful sequencing and micro-scaffolding. * Students are most motivated when challenge sits just beyond their current level of mastery. * Structured inquiry offers a middle ground between direct instruction and pure discovery learning. * Small successes accumulate into powerful changes in student identity and motivation. * Effective teachers reduce unnecessary barriers while maintaining high expectations.