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Chalk Dust: Daily Summaries Delivered
by Nathaniel Swain
Welcome to Chalk Dust, the podcast that gives you a front row seat into some of the best classrooms in the world. There are lots of great conversations about teaching and education happening around the world right now. There are already so many fantastic podcasts out there about evidence based practice, and we're so excited to bring you one more, but this one has a distinctive difference. Each episode, Rebecca Birch and Nathaniel Swain break down real classroom footage to illuminate the moments that make great teaching great. Teaching is both a science and an art. There are proven techniques that we know to work, but applying them in real classrooms is where the complexity lies. Our goal? To help you develop the eye of an expert observer, so you can see what makes lessons effective and apply those insights into your own teaching or coaching practice.
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- 5 days ago43 min
Season Two, Episode 6: The Knowledge Rich Classroom of Laura Stam
SummaryIn this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Laura Stam, a third grade teacher in Wyoming, writer of The Knowledge Exchange on Substack, 2024–2025 Goyen Fellow, and founding board member of The Reading League Wyoming. Laura takes us inside a knowledge-rich history lesson on the earliest Native American peoples of North America, with a particular focus on the Arapaho and Shoshone peoples of Wyoming.The episode explores how a text-based lesson can be highly interactive, precise, and content-rich without becoming fragmented. Using a knowledge organiser, document camera, shared reading, choral responses, pair shares, sentence stems, and a co-constructed Venn diagram, Laura shows how students can build deep knowledge while also practising reading, speaking, listening, and writing. The conversation highlights how explicit teaching can remain flexible and responsive when the content itself drives the lesson.Across the episode, Rebecca and Nathaniel unpack the small moves that make the lesson work: high participation, full sentence responses, careful questioning, purposeful pauses, and frequent opportunities for students to rehearse and elaborate their thinking. The result is a classroom where students are excited to contribute, but supported enough to do so with precision and confidence.Mentioned resources and explainersThe Knowledge ExchangeLaura’s Substack, focused on building teacher knowledge through practical resources, classroom examples, and reflections on evidence-informed teaching.The Reading League WyomingLaura is a founding board member of The Reading League Wyoming, part of a broader movement supporting knowledge about evidence-aligned reading instruction.Core Knowledge History and GeographyLaura adapted parts of the lesson from Core Knowledge History and Geography materials on the earliest Americans, then supplemented them with local content on the Arapaho and Shoshone peoples.Knowledge organiserA one-page resource that captures key knowledge for a unit, including timelines, maps, vocabulary, and important facts. In this lesson, the knowledge organiser supports retrieval, review, previewing, and coherence across lessons. More on this here.Document camera / visualiserLaura uses a document camera rather than slide decks so she can move flexibly between texts, maps, organisers, and student work. It allows live modelling, annotation, and co-construction.All hands upA participation routine where all students prepare an answer and raise their hands, giving the teacher a sample of responses while maintaining high accountability.Sentence stemsStructured sentence starters that help students answer in full sentences and elaborate their thinking. Laura uses them to support oral responses and later written work.Pair share: windows and doorsStudents are assigned as “windows” or “doors” partners so they know who speaks first. This keeps pair discussion efficient and gives every student an opportunity to rehearse.Shared reading with cloze responsesLaura reads aloud while students follow the text and chorally supply missing words when she pauses. This keeps attention high and gives students frequent opportunities to respond.Phrase readingStudents are called on to read short sections aloud, with support as needed. Laura uses this carefully so all students can participate without embarrassment.Advance organiserNathaniel connects Laura’s knowledge organiser to the idea of an advanced organiser: a structure given before learning that helps students make sense of new information.Venn diagramLaura uses a co-constructed Venn diagram to help students compare and contrast the Arapaho, Shoshone, Inuit, and Eastern Woodlands peoples. This supports conceptual links across lessons.Listen or view, and support our work📨 Substack
- 3 weeks ago39 min
Season Two, Episode 5: The choreography of learning
SummaryIn this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Hannah Pointon, a Year 3/4 teacher at Woodstock School in Hamilton, New Zealand. Hannah shares how her school has moved towards structured literacy, structured maths, explicit teaching, and teaching behaviour as a curriculum in its own right.Using early-year classroom footage, the episode explores how clear routines transform classroom life: lining up, entering the room, organising materials, whole-class reading, whiteboard responses in maths, and even collecting lunchboxes. Hannah shows how routines that look simple on the surface are deliberately taught, scaffolded, practised, and reinforced until they become calm, independent habits.Across the conversation, the hosts reflect on the difference between reacting to chaos and proactively teaching the behaviours students need for learning, safety, and belonging. The result is a classroom that feels purposeful, warm, and highly structured — not because students are constrained, but because they know exactly how to succeed.Mentioned resources and explainersStructured literacyA systematic approach to teaching reading that gives students explicit instruction in the skills and knowledge needed for reading success.Structured mathsAn approach to maths teaching that emphasises clear modelling, practice, fluency, and careful sequencing of foundational knowledge.The Writing RevolutionA writing approach that supports sentence-level and paragraph-level instruction through explicit, carefully sequenced routines.Teaching behaviour as curriculumThe idea that behaviour should not be assumed; it should be explicitly taught, practised, checked, and reinforced like any academic skill.Entry routinesHannah’s students line up, enter in order, put shoes away, sit down, and begin handwriting. The routine is scaffolded early in the year so students gradually become independent.Whole-class readingHannah uses routines such as tracking, echo reading, buddy reading, and self-reading to support fluency, accountability, vocabulary, and comprehension.TrackersStudents use a piece of paper to follow the line of text as they read. Hannah prefers paper over rulers because it is quieter and supports focused tracking.Whiteboard normsStudents practise answering on mini whiteboards, holding boards still, turning them together, and showing work even when unfinished. The routine supports participation and gives the teacher quick feedback.Fluency in maths factsThe episode highlights the importance of students knowing basic facts automatically so they are not held back by cognitive load when learning more complex maths.Pre-correctionNathaniel references Anita Archer’s principle: if you expect something, pre-correct it. Hannah’s routines show this in action by preventing predictable problems before they occur.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* Behaviour needs to be taught explicitly, especially at the start of the year.* Clear routines reduce the need for constant correction because students know what success looks like.* Doing routines again is not punitive; it gives students another chance to practise correctly.* Entry routines help students shift from playground energy into learning mode.* Classroom organisation matters: simple systems for books, whiteboards, desks, and bags reduce friction.* Whole-class reading can build fluency, vocabulary, focus, and accountability when routines are carefully taught.* Echo reading supports expression, punctuation awareness, and fluent phrasing.* Mini whiteboards are powerful only when the response routines are also taught.* Maths fact fluency supports later mathematical understanding by reducing cognitive load.* Strong routines create safety, belonging, and calm — not just more learning time.Keywordsclassroom routines, behaviour curriculum, explicit teaching, structured literacy, structured maths, whol
- Apr 19, 202620 min
Season Two, Episode 4: The power of precision
SummaryIn this second part of their conversation with Adam Boxer, Rebecca Birch and Nathaniel Swain move from behaviour and presence into the micro-detail of questioning, participation, and formative assessment. Using a retrieval practice clip, Adam unpacks how tightly structured classroom talk—particularly through “name at end” questioning, deliberate wait time, and systematic student selection—ensures every student is cognitively engaged.The discussion highlights how seemingly small choices in questioning routines shape accountability, attention, and the flow of classroom thinking. Adam reframes familiar ideas such as “cold call” and “no opt out” into more precise, actionable language, arguing that naming strategies clearly improve teacher implementation. The episode also explores “looping” as a formative assessment technique, where teachers return to students to probe understanding and track learning in real time.Beyond technique, the conversation turns to subject knowledge, with Adam suggesting that while it matters, classroom control and participation structures are foundational. The episode closes with a broader reflection on professional learning, teacher buy-in, and the importance of giving teachers practical, effective strategies that genuinely improve classroom experience.Part 1 (Episode 3) is below if you’re new to the pod and want to dive in here first.Mentioned resources and explainersCarousel LearningCarousel Learning is Adam Boxer’s retrieval practice platform for students. It is designed to support retrieval and checking for understanding through structured classroom routines and digital tools.Carousel TeachingCarousel Teaching is the professional learning platform attached to Carousel Learning. It combines video exemplars, commentary, quizzes, and courses on specific aspects of classroom practice such as questioning, mini whiteboards, lesson starts, and behaviour management.Teach Like a ChampionA widely used framework (and book!) for classroom techniques, including “cold call” and participation strategies discussed and critiqued in the episode.‘Name at end’ questioningA questioning technique where the teacher asks the question first, provides thinking time, and only then names the student. This maximises participation and ensures all students prepare an answer.LoopingAdam’s preferred term for returning to a student after an initial response to reassess understanding, supporting ongoing formative assessment.Takeaways* Precise questioning routines—especially “name at end” with built-in wait time—ensure all students are thinking, not just those volunteering answers.* Replacing broad labels like “cold call” with tightly defined techniques improves clarity and implementation for teachers.* Formative assessment can be embedded in live classroom talk through strategies like looping back to students and probing partial understanding.* Small instructional decisions, such as how a teacher responds to an incorrect or repeated answer, can reveal or obscure key diagnostic information.* Strong classroom participation structures matter more than perfect subject knowledge, particularly for early career teachers.* Teacher expertise develops through structured interaction patterns that reveal misconceptions and build understanding over time.* Effective professional learning focuses on actionable techniques that reduce classroom friction and improve teacher experience.* Teacher buy-in is often a response to prior poor professional learning; providing clear, effective strategies is the most reliable way to rebuild it.* Naming and codifying techniques helps teachers see, remember, and apply them more consistently in practice.* Even experienced teachers continue to refine their practice through close analysis of classroom footage and micro-level decisions.Listen or view, and support our work📨 Substack — sign up</
- Mar 15, 202636 min
Season Two, Episode 3: Getting nitty gritty with it
SummaryIn this special episode of Chalk Dust, Nathaniel Swain and Rebecca Birch sit down with Adam Boxer to explore the thinking behind Carousel Teaching’s new video library. Rather than simply showcasing polished classroom clips, Adam explains how the platform is designed to pair tightly curated footage with explicit professional learning, commentary, and guidance so teachers understand not just what works, but why. The conversation focuses on one deceptively small but powerful domain of classroom craft: behaviour, transitions, and teacher presence.Using clips from Adam’s own classroom and from colleagues Abby and Jack, the episode examines how teachers can prevent disruption before it starts through eye contact, body positioning, clear instructions, visible scanning, and carefully calibrated countdowns. Adam argues that strong classroom culture is not built through friendliness or vague notions of “relationships” alone, but through clear routines, consistent expectations, and precise, replicable moves. Across the discussion, the hosts reflect on what makes video-based professional learning useful: the chance to see normal classrooms, normal friction, and the specific choices that make lessons run smoothly.Mentioned resources and explainersCarousel LearningCarousel Learning is Adam Boxer’s retrieval practice platform for students. It is designed to support retrieval and checking for understanding through structured classroom routines and digital tools.Carousel TeachingCarousel Teaching is the professional learning platform attached to Carousel Learning. It combines video exemplars, commentary, quizzes, and courses on specific aspects of classroom practice such as questioning, mini whiteboards, lesson starts, and behaviour management.Turnaround schoolAdam explains that the Totteridge Academy (more here), where the videos were filmed, is not a selective or “startup” school built from scratch with ideal conditions. It is a turnaround school: a previously low-performing school that has significantly improved. This matters because the strategies shown are intended to feel achievable in ordinary school contexts.Be seen lookingA technique Adam links to Teach Like a Champion. It is not enough for a teacher to scan the room; students need to know they are being scanned. Visible attention helps prevent disruption before it begins.Anticipate triggersA strategy for preventing predictable moments of chaos. For example, if the phrase “pack up” tends to trigger movement too early, the teacher structures instructions to avoid that premature response.Break eye contactOne of Adam’s highly specific behaviour techniques. After giving a correction, the teacher does not linger, negotiate, or invite backchat; they break eye contact and move on, signalling certainty and preventing escalation.Circulation and the “crab walk”Adam challenges the idea that teachers should constantly wander while addressing the class. Instead, he argues that movement should be purposeful and timed carefully, especially during independent practice. His “crab walk” describes circulating while keeping the body square to as many students as possible and the eyes up, maintaining oversight of the room.Metronomic and non-metronomic countdownsThe episode closes with a close look at countdowns. Adam distinguishes between evenly timed countdowns and flexible ones that adapt to the task. The key principle is that countdowns should preserve urgency while still being fair and achievable.Takeaways* Video-based professional learning is most useful when it is paired with explanation, commentary, and shared language about what teachers are seeing.* Teachers benefit from seeing normal classrooms, including moments of friction and correction, not just idealised footage.* Strong behaviour management is often proactive rather than reactive: positioning, scanning, timing, and clarity matter before correction is ever needed.* “Relationships” are valuable in themselves, but they are not a sufficient explanation for orderly classrooms.* Students do not behave simply because they like a teacher; clear routines, boundaries, and expectations still matter.* Teacher presence is communicated through body position, eye contact, and visible monitoring as much as through words.* Circulation is most effective w
- Feb 22, 202633 min
Season Two: Episode 2: Expertise Goes Global
SummaryIn this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Jo-Anne Dooner and Geoff Ongley from Get Reading Right, Training 24/7 and Learning 24/7. The conversation explores how high-quality, knowledge-rich literacy instruction can be made accessible at scale — including in remote and international contexts.Using training videos rather than live classroom footage, Jo-Anne models a structured morning routine designed to build factual knowledge, grammatical metalanguage, and sentence construction over time. The episode unpacks how deliberate instruction in parts of speech, schema-building, chanting, live scribing, and gradual release culminates in a “quarantined” writing lesson with a clear end in mind.The discussion moves beyond classroom technique to the broader question of instructional coaching and teacher development. Rebecca and Nathaniel reflect on the importance of showing teachers what excellence looks like, especially in contexts where high-quality modelling is scarce. The episode closes with a powerful example from Fiji, where the implementation of morning routines has contributed to renewed student engagement and school attendance.Mentioned Resources and ExplainersKnowledge-Rich Curriculum (E.D. Hirsch; Natalie Wexler)Jo-Anne references the importance of background knowledge in writing. The idea is that students struggle to write not because of grammar deficits alone, but because they lack facts and schema to draw upon. Morning routines are used to deliberately build that knowledge base.Morning RoutineA 30-minute daily session focused on explicitly teaching factual knowledge, vocabulary, grammar metalanguage, and oral rehearsal. Knowledge is built cumulatively across the week and displayed on a “schema poster” for later retrieval in reading and writing lessons.Schema PosterA cumulative anchor chart that captures key facts from the week’s learning. Built gradually and used as a scaffold for writing, encouraging note-taking rather than copying.MetalanguageExplicit teaching of grammatical terminology (subject, predicate, clause, verb, preposition). Jo-Anne argues that young students can handle sophisticated metalanguage if it is taught deliberately and consistently.Live Scribing and Think-AloudModelling the writing process in real time, narrating decisions about capitals, spacing, verbs, and punctuation. This makes cognitive processes visible and reduces guesswork for novice writers.Gradual Release Across the WeekMonday–Tuesday: teacher modelling and repetitionWednesday: partner talkThursday: small-group rehearsalFriday: independent oral rehearsal in full sentencesTakeaways* High-quality literacy teaching begins with clarity about the final product and works backwards from there.* Students benefit from explicit knowledge-building before being asked to write.* Metalanguage is not beyond young learners when taught deliberately and repeatedly.* Live modelling and think-aloud reduce cognitive overload and make writing processes visible.* Repetition across the week builds fluency, confidence, and independence.* Instructional coaching is more powerful when teachers can see and analyse excellent models.* Structured routines can be adapted and scaled internationally, supporting teachers who may not have access to formal training.* Knowledge-rich instruction builds not just skill, but motivation and engagement.Listen or View📨 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 moreKeywordsknowledge-rich curriculum, morning routine, structured literacy, metalanguage, schema building, explicit instruction, live scribing, gradual release, instructional coaching, literacy block, modelling, professional learning, global education, evidence-based teaching This is a public episode. If you would like to discuss this with other subscrib
- Feb 1, 202632 min
Season Two, Episode 1: Starting right
SummaryIn this Season Two opener of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain unpack what it means to start the year “right” through classroom routines that are warm, efficient, and culturally responsive. Drawing on classroom videos from AERO, they analyse entry routines, explicit logistical instructions, and minimally invasive behaviour corrections (the look, gesture cues, deliberate pauses, proximity). Across primary and secondary examples, they emphasise that strong routines aren’t about cold compliance; they are about building trust, reducing chaos, and freeing up attention for learning. The episode closes with a useful tension: aiming high while avoiding performative perfectionism—being yourself, staying firm, and focusing on the active ingredients that make routines work.Mentioned resources and explainersAERO (Australian Education Research Organisation)AERO provides evidence-informed guidance and classroom video libraries showcasing effective practice. In this episode, Rebecca and Nathaniel use several AERO clips as case studies for entry routines, instruction delivery, and behaviour support.Entry routinesThe predictable sequence for when students arrive: greeting, expectations, materials, and immediate settling. Strong entry routines reduce transition friction, increase time-on-task, and communicate calm authority without needing lots of talk.Checks for Understanding (CFU) in routinesQuick prompts that verify students can repeat or enact steps (for example: “What’s the first thing?”) before movement begins. CFUs prevent students from wriggling and prematurely moving off, especially when there are multiple steps.Nonverbal correctionsLow-disruption cues (a look, a hand signal, finger to lips, a pause) used mid-instruction to redirect behaviour without breaking lesson flow or escalating attention to the behaviour.ProximityA minimally invasive management move: the teacher continues teaching but shifts closer to off-task students. Done well, it communicates monitoring and support without public correction.Circulation and scanningThe practice of “working the room” with purpose: pausing to scan, moving to hotspots first, keeping sightlines open, and avoiding turning your back on the class. Cultural responsiveness: shame and psychological safetyThe episode highlights that some corrections can inadvertently shame students. Subtle moves (pause, name + “thank you”, neutral tone) maintain belonging and reduce escalation—particularly important in contexts where shame has cultural weight.Teacher presenceVisible leadership means being positioned well, monitoring, and signalling that learning is the priority. The discussion includes a practical nuance for early years settings where being physically at the students’ level can be appropriate.“Strong Voice” (Teach Like a Champion)Nathaniel links self-interruption and deliberate pausing to the idea that teachers can pause mid-sentence to signal “we’re not ready yet” without lecturing or escalating.“Pastore’s Perch”A positioning idea: standing at a room edge/corner can improve sightlines and scanning compared with standing in the middle. Rebecca names it explicitly and suggests it as a useful practical heuristic.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 moreThanks for listening to Chalk Dust! Share with a colleague who enjoys evidence-informed teaching.Takeaways* Routines aren’t about being harsh; they create safety, predictability, and efficiency so learning can happen.* Greeting at the door can do double duty: relationship-building plus immediate, calm expectation-setting.* When instructions have multipl
- Nov 23, 202539 min
Episode 10: More consistency means more freedom
SummaryIn this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by educator, designer, and author Peps Mccrea, Director of Education at Steplab and writer of the High Impact Teaching series. Together, they watch and unpack classroom footage from two outstanding UK teachers—Primary English teacher Isla Lago and science teacher Pritesh Raichura.The conversation explores why these lessons work so well: sharply defined routines, responsive checking for understanding, efficient use of visualisers, and the art of keeping teacher talk concise without losing warmth or personality. Peps explains how practices such as cold call, turn-and-talk, whiteboard checks, and scripting work together to build attention, motivation, and trust.Across both classrooms, the trio highlight how routines reduce cognitive load for students, free up teacher bandwidth, and create an environment where high expectations feel safe rather than authoritarian. They discuss how warmth and structure complement each other, why error culture requires trust, and how teachers can identify a small set of core routines to declutter and refine.This episode shows, with real footage, how clarity, consistency and care create classrooms where all students—especially the most vulnerable—can thrive.Mentioned resources and explainersPeps Mccrea’s High Impact Teaching seriesShort, practical books on attention, motivation, memory, and habits in classrooms.SteplabA coaching and professional learning platform that provides video examples, structured steps, and instructional frameworks.Culture of Error (TLAC)A classroom norm where mistakes are welcomed as learning opportunities, supported by teacher warmth and trust.Cold Call, Turn & Talk, Mini-Whiteboard CFUKey techniques for increasing global attention and making student thinking visible.Scripting & Economy of LanguageWe’re not talking about Direct Instruction. We’re talking about planning key questions, definitions, and phrases to reduce waffle and sharpen explanations.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• Routines free up attention—for teachers and students.• Thinking time matters; most teachers give far too little.• Cold call works because it increases whole-class accountability.• Concise teacher talk strengthens focus and reduces cognitive overload.• Whiteboard CFU is fast, humane, and more reliable than exercise books.• Warmth balances structure: students trust teachers who challenge and support.• By having greater consistency in norms and routines, more cognitive load is freed up for teachers and students alike. • A culture of error only works when students feel genuinely safe.• Visualisers simplify teaching, keep eyes on students, and reduce friction.• Identify a small set of routines, then practise them until they’re automatic.• Shared schoolwide routines elevate autonomy by removing behavioural friction.KeywordsSteplab, Peps Mccrea, explicit teaching, classroom routines, checking for understanding, mini whiteboards, cold call, turn and talk, culture of error, economy of language, scripting, instructional coaching, visualiser teaching, behaviour expectations, motivation, attention, habits, responsive teaching, teaching practice, high expectations. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media
- Nov 2, 202533 min
Episode 9: Kaitlyn's Classroom Glow-Up
SummaryIn this episode of the Chalk Dust podcast, Nathaniel Swain and Rebecca Birch are joined by Teach Well General Manager, Katie Webster, and Western Australian primary teacher Kaitlin Rowan to explore the transformative impact of instructional coaching and deliberate practice on classroom teaching.Through a before–and–after analysis of Kaitlyn’s filmed lessons, the conversation highlights how building routines for full student participation elevates learning, strengthens classroom culture, and accelerates teacher development. The hosts unpack practical techniques from the Teach Well Masterclass Series, including choral response, whiteboards, calling non-volunteers, and gesture-based cues.The discussion reflects on why explicit instruction routines matter for long-term memory, how production effect and rehearsal strengthen learning, and the role of coaching cycles in helping teachers build fluency and confidence. Importantly, Kaitlyn shares the emotional journey of recording her early practice, receiving targeted feedback, and embedding techniques over time.The episode reinforces that expert teaching emerges through sustained professional learning, high expectations, and a supportive culture where teachers try, reflect, and refine.Mentioned resources and explainersTeach Well Masterclass SeriesA structured development program supporting teachers to embed high-impact explicit-instruction routines with coaching cycles, rehearsal, feedback, and classroom filming.Choral Response & CueingA technique to promote full participation and rehearsal, improving retention and automating core knowledge. Linked to production effect research and cognitive load theory.Mini-whiteboards & ‘Hover then Chin-it’Interactive formative assessment routines ensuring real-time visibility into student thinking. Supports responsive teaching and prevents passive learners.Cold Calling / Non-volunteersA technique to ensure high engagement and accountability, normalising contribution and shifting classroom culture towards full participation.Generative LearningStrategies that require students to produce responses rather than consuming information passively, improving schema development and transfer.Explicit InstructionA structured, teacher-led approach emphasising modelling, checking for understanding, guided practice, and independent practice. Related to Hollingsworth & Ybarra (EDI) and Teach Like a Champion.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 moreThanks for listening to Chalk Dust! Share with a colleague who enjoys evidence-informed teaching.Takeaways* Teaching expertise evolves through deliberate practice, coaching, and reflection.* Participation routines enable every student to think, respond, and rehearse.* Production effect and rehearsal improve long-term memory.* Coaching cycles accelerate teacher proficiency through targeted feedback.* Whiteboards, choral response, and non-volunteers boost active engagement.* Full participation is learnable: expectations plus routines create culture.* Gestures and non-verbal cues streamline transitions and maintain pace.* Formative assessment must be visible and actionable.* High expectations are enacted through routines, not slogans.* Classroom culture of safety supports risk-taking and learning from mistakes.Keywordsexplicit instruction, Teach Well, teacher coaching, participation routines, choral response, whiteboards, formative assessment, generative learning, classroom culture, cognitive load, production effect, instructional routines, teaching practice improvement, Chalk Dust podcast, education research, professional learning, teacher development, student engagement, high expectations This is a public episode. If you would
About Chalk Dust
Welcome to Chalk Dust, the podcast that gives you a front row seat into some of the best classrooms in the world. There are lots of great conversations about teaching and education happening around the world right now. There are already so many fantastic podcasts out there about evidence based practice, and we're so excited to bring you one more, but this one has a distinctive difference. Each episode, Rebecca Birch and Nathaniel Swain break down real classroom footage to illuminate the moments that make great teaching great. Teaching is both a science and an art. There are proven techniques that we know to work, but applying them in real classrooms is where the complexity lies. Our goal? To help you develop the eye of an expert observer, so you can see what makes lessons effective and apply those insights into your own teaching or coaching practice.
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