Graham Chatterley

Written by Graham Chatterley, Changing Perceptions: Deciphering the language of behaviour provides everyone working with children a better understanding of the causes of challenging behaviour and what motivates it. This timely book moves the dial on the perception of challenging behaviour in schools. De-escalation is important but it is only part of the process: if we really want to change behaviour, we have to understand it. The causes of poor behaviour are many and varied: fear, stress, anxiety and the feeling of being overwhelmed can all take their toll. Changing Perceptions examines the motives behind challenging behaviour and the consequences that come with it, detailing ways in which these situations can be managed calmly and consistently. Better understanding and empathy can make children feel safer, build their trust, develop belonging and consequently create more effective learners in the classroom. Empathy is the master key to unlocking the most challenging pupils. When we consistently respond to children with empathy and compassion, we don’t just put a sticking plaster over a problem, we change their experiences: how they feel and how they behave long term. Importantly, this approach also greatly improves staff wellbeing by increasing understanding of challenging behaviour and how it is perceived. In this book, Graham sets out why it is so important to teach behaviour and provides practical ways to deal with the most challenging situations in the classroom and stop the conflict spiral. He also covers the importance of validating feelings, building self-esteem, improving emotional resilience, raising expectations, fostering positive values and much more. Essential reading for teachers, school leaders and everyone working with challenging behaviour. Contents include:  Introduction Chapter 1: Relationships Chapter 2: How we respond Chapter 3: The origins of behaviour Chapter 4: Short-term survival responses Chapter 5: What is the behaviour communicating? Chapter 6: The five responses to threat Chapter 7: Prevention is better than cure Chapter 8: Consequences Chapter 9: Long-term survival Chapter 10: Shielding from shame Chapter 11: Not school ready Chapter 12: Overwhelm Chapter 13: Lifting them up Chapter 14: Linking self-esteem and additional needs Chapter 15: My autism journey Chapter 16: Emotional resilience Chapter 11: The power of trauma Chapter 12: Behind the mask Chapter 13: Expectations and values Chapter 14: Enforcing external control versus teaching self-control Chapter 15: Less is sometimes more Conclusion

Written by Graham Chatterley, Changing Perceptions: Deciphering the language of behaviour provides everyone working with children a better understanding of the causes of challenging behaviour and what motivates it. This timely book moves the dial on the perception of challenging behaviour in schools. De-escalation is important but it is only part of the process: if we really want to change behaviour, we have to understand it. The causes of poor behaviour are many and varied: fear, stress, anxiety and the feeling of being overwhelmed can all take their toll. Changing Perceptions examines the motives behind challenging behaviour and the consequences that come with it, detailing ways in which these situations can be managed calmly and consistently. Better understanding and empathy can make children feel safer, build their trust, develop belonging and consequently create more effective learners in the classroom. Empathy is the master key to unlocking the most challenging pupils. When we consistently respond to children with empathy and compassion, we don’t just put a sticking plaster over a problem, we change their experiences: how they feel and how they behave long term. Importantly, this approach also greatly improves staff wellbeing by increasing understanding of challenging behaviour and how it is perceived. In this book, Graham sets out why it is so important to teach behaviour and provides practical ways to deal with the most challenging situations in the classroom and stop the conflict spiral. He also covers the importance of validating feelings, building self-esteem, improving emotional resilience, raising expectations, fostering positive values and much more. Essential reading for teachers, school leaders and everyone working with challenging behaviour. Contents include: <ul> <li>Introduction</li> <li>Chapter 1: Relationships</li> <li>Chapter 2: How we respond</li> <li>Chapter 3: The origins of behaviour</li> <li>Chapter 4: Short-term survival responses</li> <li>Chapter 5: What is the behaviour communicating?</li> <li>Chapter 6: The five responses to threat</li> <li>Chapter 7: Prevention is better than cure</li> <li>Chapter 8: Consequences</li> <li>Chapter 9: Long-term survival</li> <li>Chapter 10: Shielding from shame</li> <li>Chapter 11: Not school ready</li> <li>Chapter 12: Overwhelm</li> <li>Chapter 13: Lifting them up</li> <li>Chapter 14: Linking self-esteem and additional needs</li> <li>Chapter 15: My autism journey</li> <li>Chapter 16: Emotional resilience</li> <li>Chapter 11: The power of trauma</li> <li>Chapter 12: Behind the mask</li> <li>Chapter 13: Expectations and values</li> <li>Chapter 14: Enforcing external control versus teaching self-control</li> <li>Chapter 15: Less is sometimes more</li> <li>Conclusion</li></ul>

Changing Perceptions with Graham Chatterley

Jay Schroder

Teachers, this book is a guide for taking care of education’s most valuable resource: you. Author Jay Schroder, founder of the popular Teach from Your Best Self Institute, demonstrates why the version of ourselves that we bring to teaching matters and describes how we can rejuvenate ourselves while maximizing student learning. Part I explains why the self that a teacher brings to the classroom is important. Part II explores skills that will help us sustain a best-self state in all manner of situations. Part III delves into those moments when we’re provoked beyond our limits and our "hurtspots" come sharply into view. It offers ways to avert a reactive state or recover from it. Lastly, Part IV provides simple approaches for building a more durable, best self for the long term―a best self with deepened capacity to respond rather than react in the pressurized conditions of teaching. With fresh ideas presented throughout, you’ll learn how to prioritize your own well-being so you can continue to make a difference for your students.https://www.amazon.co.uk/Teach-Your-Best-Self-Classroom/dp/1032416874/ref=sr_1_1?crid=2XRBL87X70HXH&amp;keywords=teach+from+your+best+self&amp;qid=1691233277&amp;sprefix=teach+from+your+best+self%2Caps%2C78&amp;sr=8-1Phil's book:https://www.amazon.co.uk/Naylors-Natter-collective-teachers-education/dp/1472992466/ref=sr_1_1?crid=1MG7NPVEZI3SJ&amp;keywords=naylors+matter&amp;qid=1691233966&amp;sprefix=Naylor%2Caps%2C103&amp;sr=8-1

Teachers, this book is a guide for taking care of education’s most valuable resource: you. Author Jay Schroder, founder of the popular Teach from Your Best Self Institute, demonstrates why the version of ourselves that we bring to teaching matters and describes how we can rejuvenate ourselves while maximizing student learning. Part I explains why the self that a teacher brings to the classroom is important. Part II explores skills that will help us sustain a best-self state in all manner of situations. Part III delves into those moments when we’re provoked beyond our limits and our "hurtspots" come sharply into view. It offers ways to avert a reactive state or recover from it. Lastly, Part IV provides simple approaches for building a more durable, best self for the long term―a best self with deepened capacity to respond rather than react in the pressurized conditions of teaching. With fresh ideas presented throughout, you’ll learn how to prioritize your own well-being so you can continue to make a difference for your students. <a href="https://www.amazon.co.uk/Teach-Your-Best-Self-Classroom/dp/1032416874/ref=sr_1_1?crid=2XRBL87X70HXH&amp;keywords=teach+from+your+best+self&amp;qid=1691233277&amp;sprefix=teach+from+your+best+self%2Caps%2C78&amp;sr=8-1" rel="nofollow" target="_blank">https://www.amazon.co.uk/Teach-Your-Best-Self-Classroom/dp/1032416874/ref=sr_1_1?crid=2XRBL87X70HXH&amp;keywords=teach+from+your+best+self&amp;qid=1691233277&amp;sprefix=teach+from+your+best+self%2Caps%2C78&amp;sr=8-1</a> Phil's book: <a href="https://www.amazon.co.uk/Naylors-Natter-collective-teachers-education/dp/1472992466/ref=sr_1_1?crid=1MG7NPVEZI3SJ&amp;keywords=naylors+matter&amp;qid=1691233966&amp;sprefix=Naylor%2Caps%2C103&amp;sr=8-1" rel="nofollow" target="_blank">https://www.amazon.co.uk/Naylors-Natter-collective-teachers-education/dp/1472992466/ref=sr_1_1?crid=1MG7NPVEZI3SJ&amp;keywords=naylors+matter&amp;qid=1691233966&amp;sprefix=Naylor%2Caps%2C103&amp;sr=8-1</a>

Teach from Your Best Self with Jay Schroder 

Tracey O'Brien

This timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process.

This timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process.

Rethinking School Inspection- Is there a better way? With Tracey O'Brien

Dominic Salles

Ofsted are coming. You've read the new Framework, heard the horror stories, seen some busted myths which, frankly, you don't believe, and you want to know this: How do I stop my school getting less than a 'good' judgement? How can I prepare for the inspection, so the team see my school in the best light? How can we control the inspection team, so they see what we want them to see, and understand it through our eyes? Is it possible for two teams to see the exact same lessons, teachers and students, and come to different judgements? Yes, absolutely. So, find out how to control the game, and get the judgement your school deserves.

How to prepare for OFSTED with Dominic Salles 

This exciting new book from the bestselling authors of The Science of Learning takes complex ideas around teaching and learning and makes them easy to understand and apply through beautifully illustrated graphics. Each concept is covered over a double-page spread, with a full-page graphic on one page and supportive text on the other. This unique combination of accessible images and clear explanations helps teachers navigate the key principles and understand how to best implement them in the classroom. Distilling key findings and ideas for great evidence-based teaching from a broad range of contemporary studies, the book covers the research findings, ideas and applications from the most important and fundamental areas of teaching and learning including:     Retrieval Practice    Spacing    Interleaving    Cognitive Load Theory    Rosenshine’s Principles    Feedback    Resilience    Metacognition  Written to support, inspire and inform teaching staff and those involved in leadership and CPD, Teaching &amp; Learning Illuminated will transform readers' understanding of teaching and learning research.

This exciting new book from the bestselling authors of The Science of Learning takes complex ideas around teaching and learning and makes them easy to understand and apply through beautifully illustrated graphics. Each concept is covered over a double-page spread, with a full-page graphic on one page and supportive text on the other. This unique combination of accessible images and clear explanations helps teachers navigate the key principles and understand how to best implement them in the classroom. Distilling key findings and ideas for great evidence-based teaching from a broad range of contemporary studies, the book covers the research findings, ideas and applications from the most important and fundamental areas of teaching and learning including: <ul> </ul> <ul> <li>Retrieval Practice</li> </ul> <ul> <li>Spacing</li> </ul> <ul> <li>Interleaving</li> </ul> <ul> <li>Cognitive Load Theory</li> </ul> <ul> <li>Rosenshine’s Principles</li> </ul> <ul> <li>Feedback</li> </ul> <ul> <li>Resilience</li> </ul> <ul> <li>Metacognition</li> </ul> Written to support, inspire and inform teaching staff and those involved in leadership and CPD, Teaching &amp; Learning Illuminated will transform readers' understanding of teaching and learning research.

Teaching and Learning Illuminated- The Big Ideas Illustrated with Bradley Busch

If you're in education, then you know that while there are many positives to the profession, it is also facing many challenges. This easy-to-use, accessible, and entertaining book shows us how diary-keeping can help us gain insight into our wellbeing needs and move forward in our lives, personally and professionally.This book is the perfect starting point to explore what reflective practice means to you. From an overview of diary-keeping and why it's important for educator wellbeing, to plenty of practical tips, strategies, and activities for you to try out yourself, it is filled with simple pragmatic guidance to help make diary-keeping a sustainable part of your practice.Reimagining the diary - to include writing, drawing, audio recordings, photographs, scrapbooking, and other approaches - is not only fun and creative, but essential when it comes to understanding yourself and your own complex needs.By adopting small changes in a way that suits you, you can start to address your individual wellbeing needs and rebalance your work and, more importantly, your life.

If you're in education, then you know that while there are many positives to the profession, it is also facing many challenges. This easy-to-use, accessible, and entertaining book shows us how diary-keeping can help us gain insight into our wellbeing needs and move forward in our lives, personally and professionally. This book is the perfect starting point to explore what reflective practice means to you. From an overview of diary-keeping and why it's important for educator wellbeing, to plenty of practical tips, strategies, and activities for you to try out yourself, it is filled with simple pragmatic guidance to help make diary-keeping a sustainable part of your practice. Reimagining the diary - to include writing, drawing, audio recordings, photographs, scrapbooking, and other approaches - is not only fun and creative, but essential when it comes to understanding yourself and your own complex needs. By adopting small changes in a way that suits you, you can start to address your individual wellbeing needs and rebalance your work and, more importantly, your life.

Reimagining the diary with Dr. Lucy Kelly 

Richard Varey

Fearless Leadership aims to improve leadership and personal effectiveness in any workplace. Drawing on over 10 years of research and work on leadership, Richard M Varey has cultivated a model, 'The Fearless Approach', which urges leaders to create a fear-free culture and atmosphere within their organisations to allow individuals to flourish. He explains how a fearless approach can be used to raise the capacity of others, and also why it achieves this. Supported by evolutionary biology, neuro-psychology theories and a wealth of case studies of successful businesses and leaders, Richard argues that the key to developing fearlessness in the workplace has three dimensions; relationships, resilience and excellence which are represented by the fearless cube. Those three dimensions are in turn dependent on 20 separate business and leadership skills. The book explores each of the 20 individual skills and allows readers to evaluate their existing behavioural traits against these using diagnostic tools, thus identifying areas needing improvement and offers practical methods to better these skills. Fearless Leadership is littered with anecdotes from the worlds of sport and the armed forces, and will appeal to readers of Steve Peters, Carol Dweck and Malcolm Gladwell and to those interested in business management, leadership and popular psychology.

Fearless Leadership aims to improve leadership and personal effectiveness in any workplace. Drawing on over 10 years of research and work on leadership, Richard M Varey has cultivated a model, 'The Fearless Approach', which urges leaders to create a fear-free culture and atmosphere within their organisations to allow individuals to flourish. He explains how a fearless approach can be used to raise the capacity of others, and also why it achieves this. Supported by evolutionary biology, neuro-psychology theories and a wealth of case studies of successful businesses and leaders, Richard argues that the key to developing fearlessness in the workplace has three dimensions; relationships, resilience and excellence which are represented by the fearless cube. Those three dimensions are in turn dependent on 20 separate business and leadership skills. The book explores each of the 20 individual skills and allows readers to evaluate their existing behavioural traits against these using diagnostic tools, thus identifying areas needing improvement and offers practical methods to better these skills. Fearless Leadership is littered with anecdotes from the worlds of sport and the armed forces, and will appeal to readers of Steve Peters, Carol Dweck and Malcolm Gladwell and to those interested in business management, leadership and popular psychology.

Fearless Leadership with Richard Varey

John Hattie

When the original Visible Learning® was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing "teaching’s Holy Grail". Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood – and at times misunderstood – and what future directions research should take. Visible Learning: The Sequel reiterates the author’s desire to move beyond claiming what works to what works best by asking crucial questions such as: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include:  The evidence base and reactions to Visible Learning The Visible Learning model The intentional alignment of learning and teaching strategies The influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievement The impact of technology  Building upon the success of the original, this highly anticipated sequel expands Hattie’s model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker.

When the original Visible Learning® was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing "teaching’s Holy Grail". Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood – and at times misunderstood – and what future directions research should take. Visible Learning: The Sequel reiterates the author’s desire to move beyond claiming what works to what works best by asking crucial questions such as: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include: <ul> <li>The evidence base and reactions to Visible Learning</li> <li>The Visible Learning model</li> <li>The intentional alignment of learning and teaching strategies</li> <li>The influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievement</li> <li>The impact of technology</li> </ul> Building upon the success of the original, this highly anticipated sequel expands Hattie’s model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker.

Visible Learning-The Sequel with Professor John Hattie 

Ben Karlin

"What is expert teaching? How might research help teachers improve their practice? And, crucially, how can schools ensure that teachers have a clear understanding of what great teaching looks like? In The Teaching and Learning Playbook, Feely and Karlin provide persuasive answers to these very tricky questions. In simple terms, this is a comprehensive, highly-practical manual for excellent teaching. Alongside helpful explanations of each pedagogical technique, the book also provides compelling and convincing video footage of what this might look like in the cut and thrust of a real classroom. With its exemplification of key teaching concepts, in one fascinating and cohesive volume, The Teaching and Learning Playbook is a game-changer for both school leaders and classroom teachers." Mark Roberts, Author, English Teacher, and Director of Research at Carrickfergus Grammar School "A superb directory of carefully chosen and categorised classroom techniques that every classroom teacher will be better for using. Simple to follow steps, along with video explanations makes this a bible of 'go to' strategies for every teacher, irrespective of their age or stage. I only wish I'd had access to this playbook of experience and expertise when I first started teaching!" Jon Tait, Education Author, Leader, and Speaker "Effective PD thrives when we have clarity and consensus around 'what good looks like'. The Playbook is the most comprehensive attempt to codify great teaching in the UK to date." Peps Mccrea, Dean, Ambition Institute "The Teaching and Learning Playbook is a great guide for those who want to get better, or who want to help others do the same. It is as useful for teacher educators as it is for classroom teachers. The seven barriers is a concise summary of the best available evidence on why getting better is tough, and what we can do about it. The playbook contains a precise, clear guide for what teachers can productively focus their efforts on, and the right ways to implement teaching techniques." Josh Goodrich, Founder Steplab, Teacher and Educator "The Teaching and Learning Playbook is essential reading for school leaders looking to ensure the highest outcomes for their pupils. What we know about most successful schools in the county is they have a high level of organisational clarity. The Playbook provides evidence and research based approaches to support school leaders in the implementation of dozens of proven school improvement strategies. This is all done with a level of detail that prevents them from transforming into ‘lethal mutations’ or less effective versions of the strategy. I will recommend the Playbook to my colleagues and use it in all the leadership coaching and training I undertake." Dr James Lane, Executive Headteacher and Leadership Coach About the Author Michael Feely is an experienced teacher and school leader. He is passionate about the transformative impact that education can have on children’s lives and those in their community. Michael is currently Principal of Dixons City Academy in Bradford. Ben Karlin has worked as a teacher and school leader in disadvantaged communities since 2010, as well as roles in the business and charity sectors. He is currently Fellow, Learning Design at Ambition Institute.

"What is expert teaching? How might research help teachers improve their practice? And, crucially, how can schools ensure that teachers have a clear understanding of what great teaching looks like? In The Teaching and Learning Playbook, Feely and Karlin provide persuasive answers to these very tricky questions. In simple terms, this is a comprehensive, highly-practical manual for excellent teaching. Alongside helpful explanations of each pedagogical technique, the book also provides compelling and convincing video footage of what this might look like in the cut and thrust of a real classroom. With its exemplification of key teaching concepts, in one fascinating and cohesive volume, The Teaching and Learning Playbook is a game-changer for both school leaders and classroom teachers." Mark Roberts, Author, English Teacher, and Director of Research at Carrickfergus Grammar School "A superb directory of carefully chosen and categorised classroom techniques that every classroom teacher will be better for using. Simple to follow steps, along with video explanations makes this a bible of 'go to' strategies for every teacher, irrespective of their age or stage. I only wish I'd had access to this playbook of experience and expertise when I first started teaching!" Jon Tait, Education Author, Leader, and Speaker "Effective PD thrives when we have clarity and consensus around 'what good looks like'. The Playbook is the most comprehensive attempt to codify great teaching in the UK to date." Peps Mccrea, Dean, Ambition Institute "The Teaching and Learning Playbook is a great guide for those who want to get better, or who want to help others do the same. It is as useful for teacher educators as it is for classroom teachers. The seven barriers is a concise summary of the best available evidence on why getting better is tough, and what we can do about it. The playbook contains a precise, clear guide for what teachers can productively focus their efforts on, and the right ways to implement teaching techniques." Josh Goodrich, Founder Steplab, Teacher and Educator "The Teaching and Learning Playbook is essential reading for school leaders looking to ensure the highest outcomes for their pupils. What we know about most successful schools in the county is they have a high level of organisational clarity. The Playbook provides evidence and research based approaches to support school leaders in the implementation of dozens of proven school improvement strategies. This is all done with a level of detail that prevents them from transforming into ‘lethal mutations’ or less effective versions of the strategy. I will recommend the Playbook to my colleagues and use it in all the leadership coaching and training I undertake." Dr James Lane, Executive Headteacher and Leadership Coach <h3>About the Author</h3> Michael Feely is an experienced teacher and school leader. He is passionate about the transformative impact that education can have on children’s lives and those in their community. Michael is currently Principal of Dixons City Academy in Bradford. Ben Karlin has worked as a teacher and school leader in disadvantaged communities since 2010, as well as roles in the business and charity sectors. He is currently Fellow, Learning Design at Ambition Institute.

The Teaching and Learning Playbook with Ben Karlin

Doug Lemov

A Revealing Discussion On Improving School Culture and Community In Reconnect, the authors offer hands-on solutions to the sense of isolation and disconnection many young people feel from and within their schools. They explain how schools can foster a stronger sense of belonging while also ensuring academic rigor at a time when both are sorely needed. The authors draw on their own extensive experience leading schools to show readers how environments that help young people to thrive and become flourishing members of communities can be built. An essential resource for K-12 teachers and administrators working in public, private, and charter schools, Reconnect will also prove itself invaluable for education professionals working in underserved communities and parents and community members involved in the improvement of children’s education. Readers can extend their learning through complimentary access to videos and downloadable assets that can be used within and outside the classroom. About the Author DOUG LEMOV is the bestselling author of Teach Like a Champion 3.0 and Reading Reconsidered and is the founder of the Teach Like a Champion team. HILARY LEWIS is the Senior Director of Consulting and Partnerships on the Teach Like a Champion team. Hilary attributes her love of education to her first and best teacher―her mother. DARRYL WILLIAMS is is the CEO of the Teach Like a Champion team. He previously served as the Chief Officer, Office of School Leadership for Houston Independent School District. DENARIUS FRAZIER is the Principal of Uncommon Collegiate Charter High School in Brooklyn, NY, and serves as a Senior Advisor on the Teach Like a Champion Partnerships and Consulting Team.

A Revealing Discussion On Improving School Culture and Community In Reconnect, the authors offer hands-on solutions to the sense of isolation and disconnection many young people feel from and within their schools. They explain how schools can foster a stronger sense of belonging while also ensuring academic rigor at a time when both are sorely needed. The authors draw on their own extensive experience leading schools to show readers how environments that help young people to thrive and become flourishing members of communities can be built. An essential resource for K-12 teachers and administrators working in public, private, and charter schools, Reconnect will also prove itself invaluable for education professionals working in underserved communities and parents and community members involved in the improvement of children’s education. Readers can extend their learning through complimentary access to videos and downloadable assets that can be used within and outside the classroom. <h3>About the Author</h3> DOUG LEMOV is the bestselling author of Teach Like a Champion 3.0 and Reading Reconsidered and is the founder of the Teach Like a Champion team. HILARY LEWIS is the Senior Director of Consulting and Partnerships on the Teach Like a Champion team. Hilary attributes her love of education to her first and best teacher―her mother. DARRYL WILLIAMS is is the CEO of the Teach Like a Champion team. He previously served as the Chief Officer, Office of School Leadership for Houston Independent School District. DENARIUS FRAZIER is the Principal of Uncommon Collegiate Charter High School in Brooklyn, NY, and serves as a Senior Advisor on the Teach Like a Champion Partnerships and Consulting Team.

Reconnect with Doug Lemov 

"Naylor's natter...just talking to teachers"Naylor's Natter is the brainchild of Phil Naylor , created initially to share musings on evidence, research and CPD. The podcast has grown significantly since its first episode in early 2019 and is now proudly independent. We have no sponsorship or affiliation.As the podcast has evolved so has its reach, we feel passionately about diversity of opinion and representation of our profession. To ensure we better reflect teaching , we are now proud to add more hosts to the podcast. Opinions are guests and hosts alone.

"Naylor's natter...just talking to teachers" Naylor's Natter is the brainchild of Phil Naylor , created initially to share musings on evidence, research and CPD. The podcast has grown significantly since its first episode in early 2019 and is now proudly independent. We have no sponsorship or affiliation. As the podcast has evolved so has its reach, we feel passionately about diversity of opinion and representation of our profession. To ensure we better reflect teaching , we are now proud to add more hosts to the podcast. Opinions are guests and hosts alone.

Naylor's Natter Podcast
'Just talking to Teachers'

Mary Myatt

This week I am in conversation with Mary Myatt on her book Curriculum- From Gallimaufry to coherence Mary Myatt is an education adviser, writer and speaker. She works in schools talking to pupils, teachers and leaders about learning, leadership and the curriculum. She maintains that there are no quick fixes and that great outcomes for pupils are not achieved through tick boxes. She writes and speaks at conferences about leadership, curriculum and school improvement. 'Mary Myatt combines encyclopedic knowledge of schools with crystal-clear description of curriculum principles – a must-read for all those involved in improving education. Globally, new attention is being given to curriculum principles and curriculum practice. Mary Myatt’s book is major contribution to this debate. Few books range so effectively across curriculum theory and day-to-day practice in the classroom – Mary Myatt does this with huge authority and extreme clarity.' Tim Oates CBE, Group Director of ARD,  (Assessment Research and Development) ‘This book weaves together theory, research, policy, and practice to provide educators at every stage of their career a practical guide to coherent curriculum design. Chapters divided by subject and strategy make it easy to keep coming back to, whilst Mary’s humorous and intelligent prose make it a pleasure to read.’ Claire Hill, Head of English and Media Studies, Dover Grammar School for Girls ‘This book has been invaluable and really balances theory, critical argument and practical applications for how we can achieve this in our curriculum planning and subject CPD.’ Aja Cortizo, Professional development Team Lead, Glyn School ‘This is exactly what I needed to read before the team goes to rewrite the curriculum this term. It is definitely a must read to completely rethink the curriculum because it covers all aspects to truly ensure ‘high challenge and low threat’ across all subjects. I’m so excited about redesigning the teaching and learning to ensure children are engaged and inspired.’ Flora Barton, Headteacher, Crowmarsh Gifford CE Primary School  Teacher Development Trust Section  This week Bethan is in conversation following TDT's work with Ignite TSA . http://www.welcometoignite.co.uk/about-us/  Podcast Pedagogy Section Matthew Evans talks to you, the listeners about his new book ahead of a full podcast in the New Year. Leadership is an ill-defined domain, drowning in abstract theories and models of expertise. School leadership suffers from this lack of a satisfactory and useful definition of leadership, and has of late been drawn in to generic approaches to school improvement which have left the workforce feeling anything but `well led'. How do we put `substance' back in to school leadership? This book draws on the lessons of cognitive science and explores the specific things that school leaders do, arguing for a notion of school leadership rooted in the realities of leaders' daily experiences. It presents a case for how school leaders can develop their expertise and, in doing so, places domain-specific knowledge at the heart of school improvement efforts. Publisher: John Catt Educational Ltd  Shameless Plugs  I countdown the top 10 Naylor's Natter's of 2019 with a homage to Top of the Pops 

This week I am in conversation with Mary Myatt on her book Curriculum- From Gallimaufry to coherence Mary Myatt is an education adviser, writer and speaker. She works in schools talking to pupils, teachers and leaders about learning, leadership and the curriculum. She maintains that there are no quick fixes and that great outcomes for pupils are not achieved through tick boxes. She writes and speaks at conferences about leadership, curriculum and school improvement. 'Mary Myatt combines encyclopedic knowledge of schools with crystal-clear description of curriculum principles – a must-read for all those involved in improving education. Globally, new attention is being given to curriculum principles and curriculum practice. Mary Myatt’s book is major contribution to this debate. Few books range so effectively across curriculum theory and day-to-day practice in the classroom – Mary Myatt does this with huge authority and extreme clarity.' Tim Oates CBE, Group Director of ARD,  (Assessment Research and Development) ‘This book weaves together theory, research, policy, and practice to provide educators at every stage of their career a practical guide to coherent curriculum design. Chapters divided by subject and strategy make it easy to keep coming back to, whilst Mary’s humorous and intelligent prose make it a pleasure to read.’ Claire Hill, Head of English and Media Studies, Dover Grammar School for Girls ‘This book has been invaluable and really balances theory, critical argument and practical applications for how we can achieve this in our curriculum planning and subject CPD.’ Aja Cortizo, Professional development Team Lead, Glyn School ‘This is exactly what I needed to read before the team goes to rewrite the curriculum this term. It is definitely a must read to completely rethink the curriculum because it covers all aspects to truly ensure ‘high challenge and low threat’ across all subjects. I’m so excited about redesigning the teaching and learning to ensure children are engaged and inspired.’ Flora Barton, Headteacher, Crowmarsh Gifford CE Primary School Teacher Development Trust Section This week Bethan is in conversation following TDT's work with Ignite TSA . <a href="http://www.welcometoignite.co.uk/about-us/" rel="nofollow" target="_blank">http://www.welcometoignite.co.uk/about-us/</a> Podcast Pedagogy Section Matthew Evans talks to you, the listeners about his new book ahead of a full podcast in the New Year. Leadership is an ill-defined domain, drowning in abstract theories and models of expertise. School leadership suffers from this lack of a satisfactory and useful definition of leadership, and has of late been drawn in to generic approaches to school improvement which have left the workforce feeling anything but `well led'. How do we put `substance' back in to school leadership? This book draws on the lessons of cognitive science and explores the specific things that school leaders do, arguing for a notion of school leadership rooted in the realities of leaders' daily experiences. It presents a case for how school leaders can develop their expertise and, in doing so, places domain-specific knowledge at the heart of school improvement efforts. Publisher: John Catt Educational Ltd Shameless Plugs I countdown the top 10 Naylor's Natter's of 2019 with a homage to Top of the Pops

Curriculum- from Gallimaufry to coherence with Mary Myatt 

Daniel Muijs

In this episode Simon Cox and I talk to Professor Muijs about the new Education Inspection Framework 2019 . We ask him about his development of the research commentary underpinning the new framework and what research is important for teachers. We discuss the importance of CPD and the role of grassroots research movements like rED.  Education inspection framework 2019 https://www.gov.uk/government/publications/education-inspection-framework Research Commentary  https://www.gov.uk/government/publications/education-inspection-framework-overview-of-research EEF behaviour launch- ELTSA https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch rED Rugby https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632

In this episode Simon Cox and I talk to Professor Muijs about the new Education Inspection Framework 2019 . We ask him about his development of the research commentary underpinning the new framework and what research is important for teachers. We discuss the importance of CPD and the role of grassroots research movements like rED. Education inspection framework 2019 <a href="https://www.gov.uk/government/publications/education-inspection-framework" rel="nofollow" target="_blank">https://www.gov.uk/government/publications/education-inspection-framework</a> Research Commentary <a href="https://www.gov.uk/government/publications/education-inspection-framework-overview-of-research" rel="nofollow" target="_blank">https://www.gov.uk/government/publications/education-inspection-framework-overview-of-research</a> EEF behaviour launch- ELTSA <a href="https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch" rel="nofollow" target="_blank">https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch</a> rED Rugby <a href="https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632" rel="nofollow" target="_blank">https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632</a>

Season 2 Episode 4 - Professor Daniel Muijs 

Matt Pinkett

There is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions.... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track. Boys Don’t Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book:  offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens highlights key areas of pastoral care that need to be recognised by schools exposes how popular approaches to "engaging" boys are actually misguided and damaging details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys’ perceptions of masculinity and how teachers can challenge these.  With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls.  Questions:  Gentle introduction- tell listeners a bit about you and your career to date .   Tell us about the genesis of this book and how it started with you blog ‘balance for boys’    In chapter 2 on disadvantaged students , could you start with your definition of disadvantaged students then tell listeners why you feel our education system is ventured on middle class values?    What solutions do you offer for school leaders and teachers particularly around setting?   In the final thought of the chapter , you say the main thing holding back working class students is attitude. What do you mean by this?  In chapter 4 on mental health , you set up the chapter with an insight into how Romeo and Juliet is about male mental health, how do you link this to 21st century Britain?    Could you outline some of the key research on suicide , anger and self-harm   What advice would you offer to school leaders ?    In chapter 6 on sex and sexism , the stories at the start of the chapter paint a depressing picture about the harassment that female teachers face daily , what does the research say in the area of sex and sexism?    Why does there need to be absolute clarity for school leaders on the issue of sexism and sexist behaviour?   In chapter 8 on violence tell us the story about the remnants of a half-eaten kebab.  What is the testosterone fairy tale and why is testosterone such a complicated beast?    Again what advice do you give to school leaders and teachers?   In the last chapter ‘what next’ , You tell readers that years of gender socialisation cannot be undone by reading your book but we have all made a positive change by picking up the book . What next then for school leaders and NQTs?    Finish off by telling us where we can find out more about you and where you will be speaking next .  Podcast pedagogy is featuring Sarah Mullin's excellent 'What they didnt teach me on my PGCE" 

There is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions.... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track. Boys Don’t Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book: <ul> <li>offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens</li> <li>highlights key areas of pastoral care that need to be recognised by schools</li> <li>exposes how popular approaches to "engaging" boys are actually misguided and damaging</li> <li>details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys’ perceptions of masculinity and how teachers can challenge these.</li> </ul> With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls. Questions: Gentle introduction- tell listeners a bit about you and your career to date .   Tell us about the genesis of this book and how it started with you blog ‘balance for boys’    In chapter 2 on disadvantaged students , could you start with your definition of disadvantaged students then tell listeners why you feel our education system is ventured on middle class values?    What solutions do you offer for school leaders and teachers particularly around setting?   In the final thought of the chapter , you say the main thing holding back working class students is attitude. What do you mean by this?  In chapter 4 on mental health , you set up the chapter with an insight into how Romeo and Juliet is about male mental health, how do you link this to 21st century Britain?    Could you outline some of the key research on suicide , anger and self-harm   What advice would you offer to school leaders ?    In chapter 6 on sex and sexism , the stories at the start of the chapter paint a depressing picture about the harassment that female teachers face daily , what does the research say in the area of sex and sexism?    Why does there need to be absolute clarity for school leaders on the issue of sexism and sexist behaviour?   In chapter 8 on violence tell us the story about the remnants of a half-eaten kebab.  What is the testosterone fairy tale and why is testosterone such a complicated beast?    Again what advice do you give to school leaders and teachers?   In the last chapter ‘what next’ , You tell readers that years of gender socialisation cannot be undone by reading your book but we have all made a positive change by picking up the book . What next then for school leaders and NQTs?   Finish off by telling us where we can find out more about you and where you will be speaking next . Podcast pedagogy is featuring Sarah Mullin's excellent 'What they didnt teach me on my PGCE"

Boys don't try? With Matt Pinkett 

Sam Strickland

This week I am joined by Sam Strickland, Principal of The Duston School . Sam describes himself as:Principal, martial artist, historian, believer in knowledge. Organiser of ResearchED Northampton.  In this weeks podcast we chat about Sam's new book 'Education exposed' . The book is described as: The ultimate guide to understanding how a school can be led, managed and run, written by an author with extensive experience, and drawing heavily on research around knowledge-based curricula. Clearly and honestly stating the challenges of leading a school, Samuel Strickland focuses on approaches to the curriculum, teaching and learning, teacher workload, behavior, staff morale, leadership and Ofsted. The book is designed to serve as a dip in and dip out guide to a wide array of varying aspects of whole-school life, though it can be read in one full sitting, and the author is not afraid to challenge some of the suggested norms that educators are expected to accept as a profession or to consider how things can potentially be otherwise done.  Each chapter is self-contained, providing a short and sharp insight into a specific aspect of school improvement. The book is divided into five sections, with each section taking a major driver for school improvement. Section 1 focuses on leadership, Section 2 on behaviour, Section 3 on the curriculum, Section 4 on teaching and Section 5 on workload and professional development. The natter: This was the first ever, unscripted natter with Sam more than happy to answer any questions I had! Podcast pedagogy This week, I revisit the seminal 'The Road to Wigan Pier' by George Orwell. I recommend More.Again.Forever by The Courteeners and in film we look at 1917.  PS EDIT Lowborn is by Kerry Hudson, Kerry Ellis is a singer .......apologies!

This week I am joined by Sam Strickland, Principal of The Duston School . Sam describes himself as:Principal, martial artist, historian, believer in knowledge. Organiser of ResearchED Northampton.  In this weeks podcast we chat about Sam's new book 'Education exposed' . The book is described as: The ultimate guide to understanding how a school can be led, managed and run, written by an author with extensive experience, and drawing heavily on research around knowledge-based curricula. Clearly and honestly stating the challenges of leading a school, Samuel Strickland focuses on approaches to the curriculum, teaching and learning, teacher workload, behavior, staff morale, leadership and Ofsted. The book is designed to serve as a dip in and dip out guide to a wide array of varying aspects of whole-school life, though it can be read in one full sitting, and the author is not afraid to challenge some of the suggested norms that educators are expected to accept as a profession or to consider how things can potentially be otherwise done. Each chapter is self-contained, providing a short and sharp insight into a specific aspect of school improvement. The book is divided into five sections, with each section taking a major driver for school improvement. Section 1 focuses on leadership, Section 2 on behaviour, Section 3 on the curriculum, Section 4 on teaching and Section 5 on workload and professional development. The natter: This was the first ever, unscripted natter with Sam more than happy to answer any questions I had! Podcast pedagogy This week, I revisit the seminal 'The Road to Wigan Pier' by George Orwell. I recommend More.Again.Forever by The Courteeners and in film we look at 1917.  PS EDIT Lowborn is by Kerry Hudson, Kerry Ellis is a singer .......apologies!

Education Exposed with Sam Strickland aka Strickomaster 

Emma Turner

Sam Twiselton

Jude Hunton

Christine Counsell

In this week's extended half-term special, we have Emma Turner interviewing Sam Twiselton OBE on Early Career Framework and much more. We also have Jude Hunton 'live' from Educating Lincs which took place earlier this month. TDT Section We have Maria and David in discussion about the Education Policy Institute's new research, commissioned by Wellcome,  The effects of high-quality professional development on teachers and students is published today. The report can be found at https://epi.org.uk/document-type/report/. This review of the evidence on teacher professional development informs a wider EPI research project on CPD, also commissioned by Wellcome. The research, which is to be published later in the year, will examine the costs and benefits of a proposed policy entitling all teachers to thirty-five hours of high-quality professional development every year.  Podcast pedagogy section I look at 'Indistractable' in books by Nir Eyal, 'The Slow Rush' by Tame Impala on vinyl and 'Sonic The Hedgehog' in films. Next week Cath Murray 

In this week's extended half-term special, we have Emma Turner interviewing Sam Twiselton OBE on Early Career Framework and much more. We also have Jude Hunton 'live' from Educating Lincs which took place earlier this month. TDT Section We have Maria and David in discussion about the Education Policy Institute's new research, commissioned by Wellcome,  The effects of high-quality professional development on teachers and students is published today. The report can be found at <a href="https://epi.org.uk/document-type/report/" rel="noopener noreferrer nofollow" target="_blank">https://epi.org.uk/document-type/report/</a>. This review of the evidence on teacher professional development informs a wider EPI research project on CPD, also commissioned by Wellcome. The research, which is to be published later in the year, will examine the costs and benefits of a proposed policy entitling all teachers to thirty-five hours of high-quality professional development every year.  Podcast pedagogy section I look at 'Indistractable' in books by Nir Eyal, 'The Slow Rush' by Tame Impala on vinyl and 'Sonic The Hedgehog' in films. Next week Cath Murray

Half-term bonanza with Emma Turner interviewing Sam Twiselton AND Jude Hunton interviewing Christine Counsell

Chris Moyse

Chris Moyse is a nationally acclaimed trainer and consultant with over 30 years of experience in education. A teacher for 18 years, he was a successful Head of Physical Education and went on to become a Teaching and Learning consultant for Somerset Local Authority. He was then a senior leader in a highly successful all-through 3-16 school for 7 years and is now Head of Staff Development for Bridgwater College Trust – a 3-19 multi academy trust in Somerset. He is also managing director of a successful education and leadership consultancy business; TLC Education Services Ltd, as well as being senior SLE for North Somerset Teaching Alliance.  Chris is also an ambassador for Leadership Matters; a movement designed to give all schools access to the high quality leadership development that ultimately improves pupil educational outcomes.  Chris was also the only associate teaching trainer with Ginnis Training Ltd – an education consultancy company led by the late, great Paul Ginnis, author of The Teachers’ Toolkit. He has worked in over 600 schools across England and Wales. The natter  Tell listeners about your career to date , your journey and what you are working on at the moment ?    I wanted to start by asking about your blog of November last year , entitled RIP performance management. You use the famous insanity quote at the end of the blog , tell me why performance management is dead?    Tell us about the professional growth policy you have devised for your trust .  What are the key drivers for staff development?    Going into your professional growth policy , what advantages does continuous professional growth have for teachers and students/pupils ?    What is effective personal reflection? Are teachers good at establishing our levels of competence?    I’m very pleased to see the data target ditched , what quality assurance processes do you employ to ensure pupils receive the best teaching possible ?    How will you use the teachers standards to help teachers reflect on their success, strengths and areas for development?    What is a challenging focus script and how will this be used by line managers ?    I’m very excited by the professional growth plan , how will training, opportunities and time be factored into this ?    What support will be provided for teachers and what feedback will be given ?    How will observations be used to support teachers to grow professionally ?    Could you signpost listeners to your website /twitter etc and your excellent podcast with the talking teachers ?    Where will you be speaking next about this? Podcast pedagogy Again based on #teacher5aday #notice , I will be looking at The Lighthouse in film , Foolish Loving Spaces by Blossoms in vinyl and The Prisoner by Jack Worth in books  Next week  Emma Turner interviews Sam Twisleton OBE. 

Chris Moyse is a nationally acclaimed trainer and consultant with over 30 years of experience in education. A teacher for 18 years, he was a successful Head of Physical Education and went on to become a Teaching and Learning consultant for Somerset Local Authority. He was then a senior leader in a highly successful all-through 3-16 school for 7 years and is now Head of Staff Development for Bridgwater College Trust – a 3-19 multi academy trust in Somerset. He is also managing director of a successful education and leadership consultancy business; TLC Education Services Ltd, as well as being senior SLE for North Somerset Teaching Alliance.  Chris is also an ambassador for Leadership Matters; a movement designed to give all schools access to the high quality leadership development that ultimately improves pupil educational outcomes.  Chris was also the only associate teaching trainer with Ginnis Training Ltd – an education consultancy company led by the late, great Paul Ginnis, author of The Teachers’ Toolkit. He has worked in over 600 schools across England and Wales. The natter Tell listeners about your career to date , your journey and what you are working on at the moment ?    I wanted to start by asking about your blog of November last year , entitled RIP performance management. You use the famous insanity quote at the end of the blog , tell me why performance management is dead?    Tell us about the professional growth policy you have devised for your trust .  What are the key drivers for staff development?    Going into your professional growth policy , what advantages does continuous professional growth have for teachers and students/pupils ?    What is effective personal reflection? Are teachers good at establishing our levels of competence?    I’m very pleased to see the data target ditched , what quality assurance processes do you employ to ensure pupils receive the best teaching possible ?    How will you use the teachers standards to help teachers reflect on their success, strengths and areas for development?    What is a challenging focus script and how will this be used by line managers ?    I’m very excited by the professional growth plan , how will training, opportunities and time be factored into this ?    What support will be provided for teachers and what feedback will be given ?    How will observations be used to support teachers to grow professionally ?    Could you signpost listeners to your website /twitter etc and your excellent podcast with the talking teachers ?    Where will you be speaking next about this? Podcast pedagogy Again based on #teacher5aday #notice , I will be looking at The Lighthouse in film , Foolish Loving Spaces by Blossoms in vinyl and The Prisoner by Jack Worth in books  Next week  Emma Turner interviews Sam Twisleton OBE.

GROWING GREAT TEACHERS: IMPROVE NOT PROVE with Chris Moyse

In this podcast Tom and I discuss Barak Rosenshine's Principles of instruction and his new book: Rosenshine's principles in action https://www.amazon.co.uk/Rosenshines-Principles-Action-Tom-Sherrington/dp/1912906201/ref=sr_1_1?crid=2N3XDPVU0G9RL&amp;keywords=tom+sherrington&amp;qid=1558382763&amp;s=gateway&amp;sprefix=tom+sherring%2Caps%2C135&amp;sr=8-1 In this book and podcast Tom amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contains Rosenshine's original paper 'Principles of instruction' as published in 2010 by the IAE. We discuss: 1) So why are Barak Rosenshine’s ‘principles of instruction’ so good? 2) The reason I started this podcast is to make research accessible for teachers through sharing the experiences of teachers engagement. To what extent does Rosenshine bridge the research-practice divide? Taking the ideas of the page and into action  3) How well do you feel that principles of instruction are supported by the learning models from cognitive science? 4) What role does a knowledge rich curriculum play in the implementation of Rosenshine’s principles? 5) Strand 1 looks at sequencing concepts and modelling. What relevant instructional procedures could teachers use here? 6) What repertoire of questioning strategies have you found useful for teachers? (Maybe some discussion of link to TLAC and Lemov) 7) How can teachers go about making daily, weekly and monthly review part of an effective and sustainable routine? 8) In conclusion, I know of many schools that have bought the book for all staff , how can schools use your book to support the process of professional development? Coming soon-Tom Curriculum thinking-Three masterclasses with John Tomsett and Mary Myatt https://www.eventbrite.co.uk/e/curriculum-thinking-three-masterclasses-manchester-tickets-58434928444?aff=ebdssbdestsearch Coming soon: Phil  EEF behaviour guidance report in Lancashire https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch rED Rugby- Escaping the Hamster Wheel- using research and CPD to change culture in schools  https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632

In this podcast Tom and I discuss Barak Rosenshine's Principles of instruction and his new book: Rosenshine's principles in action <a href="https://www.amazon.co.uk/Rosenshines-Principles-Action-Tom-Sherrington/dp/1912906201/ref=sr_1_1?crid=2N3XDPVU0G9RL&amp;keywords=tom+sherrington&amp;qid=1558382763&amp;s=gateway&amp;sprefix=tom+sherring%2Caps%2C135&amp;sr=8-1" rel="nofollow" target="_blank">https://www.amazon.co.uk/Rosenshines-Principles-Action-Tom-Sherrington/dp/1912906201/ref=sr_1_1?crid=2N3XDPVU0G9RL&amp;keywords=tom+sherrington&amp;qid=1558382763&amp;s=gateway&amp;sprefix=tom+sherring%2Caps%2C135&amp;sr=8-1</a> In this book and podcast Tom amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contains Rosenshine's original paper 'Principles of instruction' as published in 2010 by the IAE. We discuss: 1) So why are Barak Rosenshine’s ‘principles of instruction’ so good? 2) The reason I started this podcast is to make research accessible for teachers through sharing the experiences of teachers engagement. To what extent does Rosenshine bridge the research-practice divide? Taking the ideas of the page and into action  3) How well do you feel that principles of instruction are supported by the learning models from cognitive science? 4) What role does a knowledge rich curriculum play in the implementation of Rosenshine’s principles? 5) Strand 1 looks at sequencing concepts and modelling. What relevant instructional procedures could teachers use here? 6) What repertoire of questioning strategies have you found useful for teachers? (Maybe some discussion of link to TLAC and Lemov) 7) How can teachers go about making daily, weekly and monthly review part of an effective and sustainable routine? 8) In conclusion, I know of many schools that have bought the book for all staff , how can schools use your book to support the process of professional development? Coming soon-Tom Curriculum thinking-Three masterclasses with John Tomsett and Mary Myatt <a href="https://www.eventbrite.co.uk/e/curriculum-thinking-three-masterclasses-manchester-tickets-58434928444?aff=ebdssbdestsearch" rel="nofollow" target="_blank">https://www.eventbrite.co.uk/e/curriculum-thinking-three-masterclasses-manchester-tickets-58434928444?aff=ebdssbdestsearch</a> Coming soon: Phil  EEF behaviour guidance report in Lancashire <a href="https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch" rel="nofollow" target="_blank">https://www.eventbrite.co.uk/e/improving-behaviour-in-schools-east-lancashire-teaching-school-alliance-tickets-61793630412?aff=ebdssbdestsearch</a> rED Rugby- Escaping the Hamster Wheel- using research and CPD to change culture in schools  <a href="https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632" rel="nofollow" target="_blank">https://www.eventbrite.co.uk/e/researched-rugby-2019-tickets-58503529632</a>

Season 2- Episode 5 with Tom Sherrington @teacherhead on Rosenshine's Principles in action. 

Katie Ashford

Jordan Firth

A special podcast this week to mark the release of  'The Power of Culture' .We have interviews with authors from the ensemble cast of Michaela Teachers , namely Katie Ashford and friend of the show Pritesh Raichura. We also have an exclusive discount code for Naylor's Natter listeners embedded within.  We are also delighted to be teaming up with BBC Bitesize to bring you interviews with their class of 2020 and we start this week with Jordan Firth. We talk about his teacher talks, his podcast and his love of Leeds United. Our TDT section sees Michelle in conversation with Bethan about focus and we all look forward to the TDT conference coming soon. About Katie https://twitter.com/katie_s_ashford https://tabularasaeducation.wordpress.com/ About Pritesh https://twitter.com/Mr_Raichura https://bunsenblue.wordpress.com/ The book- The Power of Culture https://www.johncattbookshop.com/michaela-the-power-of-culture REMEMBER NN EXCLUSIVE DISCOUNT IN THE PODCAST  About Jordan https://twitter.com/MisterFirth https://twitter.com/HandsUpPod https://twitter.com/BBCBitesize https://www.bbc.co.uk/iplayer/episode/p08cvr39/bitesize-57-year-olds-week-5-6-teacher-talks-shapes  Next week - Michael Chiles on 'The Craft of Assessment' 

A special podcast this week to mark the release of  'The Power of Culture' .We have interviews with authors from the ensemble cast of Michaela Teachers , namely Katie Ashford and friend of the show Pritesh Raichura. We also have an exclusive discount code for Naylor's Natter listeners embedded within.  We are also delighted to be teaming up with BBC Bitesize to bring you interviews with their class of 2020 and we start this week with Jordan Firth. We talk about his teacher talks, his podcast and his love of Leeds United. Our TDT section sees Michelle in conversation with Bethan about focus and we all look forward to the TDT conference coming soon. About Katie <a href="https://twitter.com/katie_s_ashford" rel="nofollow" target="_blank">https://twitter.com/katie_s_ashford</a> <a href="https://tabularasaeducation.wordpress.com/" rel="nofollow" target="_blank">https://tabularasaeducation.wordpress.com/</a> About Pritesh <a href="https://twitter.com/Mr_Raichura" rel="nofollow" target="_blank">https://twitter.com/Mr_Raichura</a> <a href="https://bunsenblue.wordpress.com/" rel="nofollow" target="_blank">https://bunsenblue.wordpress.com/</a> The book- The Power of Culture <a href="https://www.johncattbookshop.com/michaela-the-power-of-culture" rel="nofollow" target="_blank">https://www.johncattbookshop.com/michaela-the-power-of-culture</a> REMEMBER NN EXCLUSIVE DISCOUNT IN THE PODCAST  About Jordan <a href="https://twitter.com/MisterFirth" rel="nofollow" target="_blank">https://twitter.com/MisterFirth</a> <a href="https://twitter.com/HandsUpPod" rel="nofollow" target="_blank">https://twitter.com/HandsUpPod</a> <a href="https://twitter.com/BBCBitesize" rel="nofollow" target="_blank">https://twitter.com/BBCBitesize</a> <a href="https://www.bbc.co.uk/iplayer/episode/p08cvr39/bitesize-57-year-olds-week-5-6-teacher-talks-shapes" rel="nofollow" target="_blank">https://www.bbc.co.uk/iplayer/episode/p08cvr39/bitesize-57-year-olds-week-5-6-teacher-talks-shapes</a> Next week - Michael Chiles on 'The Craft of Assessment'

The Power of Culture with Katie Ashford and Pritesh Raichura AND BBC Bitesize with Jordan Firth................CONTAINS DISCOUNT CODE INSIDE 

Kathryn Morgan

Jonny Uttley

Update - promo code of PSF40 for listeners to get 40% off Putting Staff First. Visit https://www.johncattbookshop.com/titles  In this weeks natter , Kathryn is in conversation with Jonny on leadership and how it is vital at times like this.  Podcast Pedagogy  Music- 'Mixing Colours' - Roger Eno and Brian Eno Books- 'A Clergyman's Daughter' by George Orwell Streaming Services- 'Sunderland 'till I die' and The Body Coach  Next week Sir David Carter   Stay in and stay safe everyone . Massive thank you to all educators, continuing to safeguard, provide and care for our pupils! #proudtoteach   www.naylorsnatter.co.uk

Update - promo code of PSF40 for listeners to get 40% off Putting Staff First. Visit <a href="https://www.johncattbookshop.com/titles" rel="nofollow" target="_blank">https://www.johncattbookshop.com/titles</a> In this weeks natter , Kathryn is in conversation with Jonny on leadership and how it is vital at times like this. Podcast Pedagogy Music- 'Mixing Colours' - Roger Eno and Brian Eno Books- 'A Clergyman's Daughter' by George Orwell Streaming Services- 'Sunderland 'till I die' and The Body Coach Next week Sir David Carter  Stay in and stay safe everyone . Massive thank you to all educators, continuing to safeguard, provide and care for our pupils! #proudtoteach  <a href=" www.naylorsnatter.co.uk" rel="nofollow" target="_blank">www.naylorsnatter.co.uk</a>

Putting Staff First part 1 - Kathryn Morgan interviews Jonny Uttley . Promo code of PSF40 for listeners to get 40% off Putting Staff First.

Daisy Christodoulou

*******This week's interview was recorded some weeks ago so please bear that in mind when listening*******  This week I am in conversation with Daisy Christodoulou . Daisy is  the Director of Education at No More Marking, a provider of online Comparative Judgement software for schools. Comparative Judgement is an innovative, reliable and quick way to assess essays. You can find out more about how it works on the No More Marking website. Before joining No More Marking, Daisy was Head of Assessment at Ark Schools, a group of academy schools in the UK, and before that, I was a secondary English teacher in London. Daisy has  written three books about education, Seven Myths about Education, Making Good Progress, and Teachers vs Tech. Find out more about them here. You can read more about Daisy in this profile from Schools Week and this one from the Guardian. You can contact Daisy via Twitter @daisychristo. We discuss:  ch 1 - why hasn't ed tech succeeded in the way we would have liked in the past? * ch 2 - personalised learning - is this a good thing? * Ch 4 - what is flipped learning, should we all be doing it, if so why not? * ch 5 - what are the ups and downs of using devices to learn? * Ch 6 &amp; 7 - what is so good about spaced repetition algorithms? Ch 7 - will robots ever take over from teachers?! * I'm a student / parent / teacher / SLT member and I really want to use tech to help learning - what should I do?  We  also talk about comparative judgement and VAR  Podcast pedagogy  Books: We have a contribution from listener Natalie   TDT Section   Films: In lockdown, we are now looking at streamed movies . This week it is the Amazon streamed 'Blinded by the Light'   Music: I will be reviewing Dreamland by Alexis Ffrench . A much needed oasis of calm in a desert of uncertainty.  We will be continuing with the podcast during these difficult and turbulent times. Stay safe out there listeners , we appreciate you being here!

*******This week's interview was recorded some weeks ago so please bear that in mind when listening******* This week I am in conversation with Daisy Christodoulou . Daisy is  the Director of Education at No More Marking, a provider of online Comparative Judgement software for schools. Comparative Judgement is an innovative, reliable and quick way to assess essays. You can find out more about how it works on the <a href="https://www.nomoremarking.com/" rel="nofollow" target="_blank">No More Marking</a> website. Before joining No More Marking, Daisy was Head of Assessment at Ark Schools, a group of academy schools in the UK, and before that, I was a secondary English teacher in London. Daisy has  written three books about education, Seven Myths about Education, Making Good Progress, and Teachers vs Tech. Find out more about them <a href="https://daisychristodoulou.com/books/" rel="nofollow" target="_blank">here</a>. You can read more about Daisy in <a href="https://schoolsweek.co.uk/daisy-christodoulou-director-no-more-marking/" rel="nofollow" target="_blank">this profile</a> from Schools Week and <a href="https://www.theguardian.com/education/2014/nov/25/daisy-christodoulou-seven-myths-education-profile" rel="nofollow" target="_blank">this one</a> from the Guardian. You can contact Daisy via Twitter @daisychristo. We discuss: <ul> <li>ch 1 - why hasn't ed tech succeeded in the way we would have liked in the past?</li> <li>* ch 2 - personalised learning - is this a good thing?</li> <li>* Ch 4 - what is flipped learning, should we all be doing it, if so why not?</li> <li>* ch 5 - what are the ups and downs of using devices to learn?</li> <li>* Ch 6 &amp; 7 - what is so good about spaced repetition algorithms?</li> <li>Ch 7 - will robots ever take over from teachers?!</li> <li>* I'm a student / parent / teacher / SLT member and I really want to use tech to help learning - what should I do?</li> </ul> We  also talk about comparative judgement and VAR Podcast pedagogy Books: We have a contribution from listener Natalie  TDT Section  Films: In lockdown, we are now looking at streamed movies . This week it is the Amazon streamed 'Blinded by the Light'  Music: I will be reviewing Dreamland by Alexis Ffrench . A much needed oasis of calm in a desert of uncertainty. We will be continuing with the podcast during these difficult and turbulent times. Stay safe out there listeners , we appreciate you being here!

The case for an ed tech revolution with Daisy Christodoulou

John Catt

This week sees the welcome return of Tom Sherrington to talk through his new book (with Oliver Caviglioli) entitled Teaching Walkthrus. Teaching Walkthrus are 5 step guides for instructional coaching. The natter: The first question is why? What are the reasons for the walkthrus? Secondly , what areas have you covered in the walkthru series? Into behaviour , how important are routines and how do the walkthrus and Oliver’s work help here?   With curriculum , How do you walkthru designing a knowledge rich curriculum and sequencing concepts in small steps? Tell listeners about how you and Oliver have drawn on the work of willingham , William, Berger and shimamura in the explanation and modelling section . Set out if you can , your suggested repertoire of effective questioning techniques?  Retrieval practice ? That’s just a quiz isn’t it ? Deliberately provocative question ! What is mode A and mode B teaching , readers of the learning rainforest will be aware of course . How can teachers listening weave mode A and B teaching into a cohesive whole ?  The how section includes guides on implementation. Could the book be used in an instructional coaching situation?   CPD cycles are mentioned , how important is it for leaders to map out cycles ?  Tell us about your launch at rED Blackpool Podcast pedagogy We are joined by Bruce Robertson giving listeners a sneak preview of 'The Teaching Delusion' , I will be reviewing classic film 'Coach Carter' and Four Tet's Sixteen Oceans in music. *Listener discount code- WALK40 to get 40% off any quantity of Walkthru's up until the end of March** https://www.johncattbookshop.com/teaching-walkthrus-five-step-guides-for-instructional-coaching

This week sees the welcome return of Tom Sherrington to talk through his new book (with Oliver Caviglioli) entitled Teaching Walkthrus. Teaching Walkthrus are 5 step guides for instructional coaching. The natter: The first question is why? What are the reasons for the walkthrus? Secondly , what areas have you covered in the walkthru series? Into behaviour , how important are routines and how do the walkthrus and Oliver’s work help here?   With curriculum , How do you walkthru designing a knowledge rich curriculum and sequencing concepts in small steps? Tell listeners about how you and Oliver have drawn on the work of willingham , William, Berger and shimamura in the explanation and modelling section . Set out if you can , your suggested repertoire of effective questioning techniques?  Retrieval practice ? That’s just a quiz isn’t it ? Deliberately provocative question ! What is mode A and mode B teaching , readers of the learning rainforest will be aware of course . How can teachers listening weave mode A and B teaching into a cohesive whole ?  The how section includes guides on implementation. Could the book be used in an instructional coaching situation?   CPD cycles are mentioned , how important is it for leaders to map out cycles ?  Tell us about your launch at rED Blackpool Podcast pedagogy We are joined by Bruce Robertson giving listeners a sneak preview of 'The Teaching Delusion' , I will be reviewing classic film 'Coach Carter' and Four Tet's Sixteen Oceans in music. *Listener discount code- WALK40 to get 40% off any quantity of Walkthru's up until the end of March** <a href="https://www.johncattbookshop.com/teaching-walkthrus-five-step-guides-for-instructional-coaching" rel="nofollow" target="_blank">https://www.johncattbookshop.com/teaching-walkthrus-five-step-guides-for-instructional-coaching</a>

Tom Sherrington on Teaching Walkthrus - book available on John Catt Bookshop 

Tom Bennett

This week Teacher Development Trust CEO David Weston interviews Tom Bennett on behaviour, his work with the DfE on behaviour hubs, creating a culture and the mighty ResearchEd movement . Tom Bennett is the founder of researchED, a grass-roots organisation that raises research literacy in education. Since 2013 researchED has visited three continents and six countries, attracting thousands of followers. In 2015 he became the UK government’s school ‘Behaviour Czar’, advising on behaviour policy. He has written four books about teacher training, and in 2015 he was long listed as one of the world’s top teachers in the GEMS Global Teacher Prize. In the same year he made the Huffington Post’s ‘Top Ten Global Bloggers’ list. His online resources have been viewed over 1,200,000 times. Podcast Pedagogy Books -Teaching Walkthru's by Tom Sherrington and Oliver Caviglioli  Films- Onward by Disney Music- Dummy by Portishead  John Catt discount code: If you wish to purchase Tom Sherrington and Oliver Caviglioli's Teacher Walkthru's,  listeners  can enter code WALK40 to get 40% of an order of any quantity of Walkthrus up until the end of March. https://www.johncattbookshop.com/titles/teaching-walkthrus-five-step-guides-for-instructional-coaching

This week Teacher Development Trust CEO David Weston interviews Tom Bennett on behaviour, his work with the DfE on behaviour hubs, creating a culture and the mighty ResearchEd movement . Tom Bennett is the founder of researchED, a grass-roots organisation that raises research literacy in education. Since 2013 researchED has visited three continents and six countries, attracting thousands of followers. In 2015 he became the UK government’s school ‘Behaviour Czar’, advising on behaviour policy. He has written four books about teacher training, and in 2015 he was long listed as one of the world’s top teachers in the GEMS Global Teacher Prize. In the same year he made the Huffington Post’s ‘Top Ten Global Bloggers’ list. His online resources have been viewed over 1,200,000 times. Podcast Pedagogy Books -Teaching Walkthru's by Tom Sherrington and Oliver Caviglioli  Films- Onward by Disney Music- Dummy by Portishead  John Catt discount code: If you wish to purchase Tom Sherrington and Oliver Caviglioli's Teacher Walkthru's,  listeners  can enter code WALK40 to get 40% of an order of any quantity of Walkthrus up until the end of March. <a href="https://www.johncattbookshop.com/titles/teaching-walkthrus-five-step-guides-for-instructional-coaching" rel="nofollow" target="_blank">https://www.johncattbookshop.com/titles/teaching-walkthrus-five-step-guides-for-instructional-coaching</a>

Tom Bennett on Behaviour and ResearchED

Bukky Yusuf

This weeks natter is with Bukky Yusuf and is timed to coincide with the eve of #teacher5aday week starting 2nd December. Bukky Yusuf is a Secondary Science Teacher, Consultant and Qualified Coach. Bukky has worked in education for over two decades and teaches secondary sciences to A level. She has undertaken a number of leadership roles within mainstream and special schools, centring around professional development programmes, quality first teaching and learning and effective implementations of Educational Technology. As part of her commitment to increase diverse leadership within education, Bukky participates with a number of initiatives including WomenEd and BAMEed. She is a London Regional Leader for WomenEd and is registered as a leadership coach as part of a pilot programme run by the Department for Education. Bukky’s keenness for education and the impact that educators can make is reflected in the presentations that she delivers at local and national levels. Furthermore, Bukky supports the development of educators at all levels and promotes projects that help colleagues to maintain their well-being. Podcast Pedagogy This week I have been reading Martyn Reah's blogs on his experience of launching #teacher5aday and the upcoming week . In Martyn's words: Five years on from launching #teacher5aday at the SSAT National conference https://martynreah.wordpress.com/2014/12/06/teacher5aday/ instead of presenting at the teachmeet this time #teacher5aday has reached the main stage. A five day focus for leaders and teachers to develop a positive approach to well-being. A start of something which will hopefully become a regular event in school calendars across the country. The aim of the week is to celebrate the successes of the previous five years. To bring all of the best elements of #teacher5aday from social media and into as many staff rooms across the country as possible. To curate and create a festival of well-being and provide a one stop shop for busy teachers and leaders across the country to find resource which will have an impact on their well-being and that of their colleagues. Working with the amazing team behind National Careers Week #NCW2020 a website is under construction to host all the resources which will allow the well-being conversation to continue after the 6th of December. The week will be themed around the five aspects of #teacher5aday which was based on New Economic Foundations 5 ways to well-being https://neweconomics.org/2011/07/five-ways-well-new-applications-new-ways-thinking . Monday #CONNECT Tuesday #NOTICE Wednesday #LEARN  Thursday #EXERCISE Friday #VOLUNTEER Dr Sue Roffey has started the conversations for leaders and leadership teams to consider about getting invovled in the week. https://martynreah.wordpress.com/2019/10/05/national-  Shameless plugs:  SSA Teach Meet , BrewEd Ossy and the rED trilogy of Brum, Blackpool and Rugby all get a plug  TDT Section   David Weston  kicks off the show  this week with the TDT section. 

This weeks natter is with Bukky Yusuf and is timed to coincide with the eve of #teacher5aday week starting 2nd December. Bukky Yusuf is a Secondary Science Teacher, Consultant and Qualified Coach. Bukky has worked in education for over two decades and teaches secondary sciences to A level. She has undertaken a number of leadership roles within mainstream and special schools, centring around professional development programmes, quality first teaching and learning and effective implementations of Educational Technology. As part of her commitment to increase diverse leadership within education, Bukky participates with a number of initiatives including WomenEd and BAMEed. She is a London Regional Leader for WomenEd and is registered as a leadership coach as part of a pilot programme run by the Department for Education. Bukky’s keenness for education and the impact that educators can make is reflected in the presentations that she delivers at local and national levels. Furthermore, Bukky supports the development of educators at all levels and promotes projects that help colleagues to maintain their well-being. Podcast Pedagogy This week I have been reading Martyn Reah's blogs on his experience of launching #teacher5aday and the upcoming week . In Martyn's words: Five years on from launching #teacher5aday at the SSAT National conference <a href="https://martynreah.wordpress.com/2014/12/06/teacher5aday/" rel="nofollow" target="_blank">https://martynreah.wordpress.com/2014/12/06/teacher5aday/</a> instead of presenting at the teachmeet this time #teacher5aday has reached the main stage. A five day focus for leaders and teachers to develop a positive approach to well-being. A start of something which will hopefully become a regular event in school calendars across the country. The aim of the week is to celebrate the successes of the previous five years. To bring all of the best elements of #teacher5aday from social media and into as many staff rooms across the country as possible. To curate and create a festival of well-being and provide a one stop shop for busy teachers and leaders across the country to find resource which will have an impact on their well-being and that of their colleagues. Working with the amazing team behind National Careers Week #NCW2020 a website is under construction to host all the resources which will allow the well-being conversation to continue after the 6th of December. The week will be themed around the five aspects of #teacher5aday which was based on New Economic Foundations 5 ways to well-being <a href="https://neweconomics.org/2011/07/five-ways-well-new-applications-new-ways-thinking" rel="nofollow" target="_blank">https://neweconomics.org/2011/07/five-ways-well-new-applications-new-ways-thinking</a> . Monday #CONNECT Tuesday #NOTICE Wednesday #LEARN  Thursday #EXERCISE Friday #VOLUNTEER Dr Sue Roffey has started the conversations for leaders and leadership teams to consider about getting invovled in the week. <a href="https://martynreah.wordpress.com/2019/10/05/national-teacher5aday-week-wellbeing-begins-with-we-facilitating-teacher-wellbeing-sueroffey/" rel="nofollow" target="_blank">https://martynreah.wordpress.com/2019/10/05/national-</a> Shameless plugs: SSA Teach Meet , BrewEd Ossy and the rED trilogy of Brum, Blackpool and Rugby all get a plug TDT Section David Weston  kicks off the show  this week with the TDT section.

#teacher5aday week and teacher wellbeing with Bukky Yusuf 

Steve Oakes

Martin Griffin

This week I am joined by Steve Oakes and Martin Griffin and we are discussing their VESPA system looking at the importance of non-cognitive skills in educational success . This episode really helped me get back to the roots of what this podcast is all about, talking to teachers about evidence and research. Martin and Steve draw on 40 years of combined experience and a great knowledge of educational research. They pull together current thinking from psychology, business and sport to inspire, motivate and support students ensuring they achieve their full potential. Their VESPA model outlines 5 key components to success namely vision, effort, systems, practice and attitude.  This is a fascinating episode as both Martin and Steve speak with such authority and gravitas about their model. We discuss their book 'The A level mindset' , we like to cover all phases of education on Naylor's Natter. This episode will be particularly beneficial to those who teach A level but some of the strategies are universally applicable. https://www.vespamindset.com/the-mindset-books Teacher Development Trust section Michelle is in conversation with John Collier in Stoke discussing the impact of TDT's excellence hubs and the power of collaboration.  https://tdtrust.org/ Podcast Pedagogy Section This week I have been reading 'The Educated Guess" by Warwick Sharp.  https://www.theeducatedguess.org.uk/

This week I am joined by Steve Oakes and Martin Griffin and we are discussing their VESPA system looking at the importance of non-cognitive skills in educational success . This episode really helped me get back to the roots of what this podcast is all about, talking to teachers about evidence and research. Martin and Steve draw on 40 years of combined experience and a great knowledge of educational research. They pull together current thinking from psychology, business and sport to inspire, motivate and support students ensuring they achieve their full potential. Their VESPA model outlines 5 key components to success namely vision, effort, systems, practice and attitude.  This is a fascinating episode as both Martin and Steve speak with such authority and gravitas about their model. We discuss their book 'The A level mindset' , we like to cover all phases of education on Naylor's Natter. This episode will be particularly beneficial to those who teach A level but some of the strategies are universally applicable. <a href="https://www.vespamindset.com/the-mindset-books" rel="nofollow" target="_blank">https://www.vespamindset.com/the-mindset-books</a> Teacher Development Trust section Michelle is in conversation with John Collier in Stoke discussing the impact of TDT's excellence hubs and the power of collaboration.  <a href="https://tdtrust.org/" rel="nofollow" target="_blank">https://tdtrust.org/</a> Podcast Pedagogy Section This week I have been reading 'The Educated Guess" by Warwick Sharp.  <a href="https://www.theeducatedguess.org.uk/" rel="nofollow" target="_blank">https://www.theeducatedguess.org.uk/</a>

VESPA mindset with Steve Oakes and Martin Griffin 

Jill Berry

This week on Naylor's natter in association with the Teacher Development Trust I am in conversation with Dr Jill Berry.  Jill taught for 30 years carrying out seven different jobs in six different schools after beginning her teaching career as a secondary English specialist .  Since leaving headship in 2010, she has worked as an Associate for the National College for Teaching and Leadership, carried out a range of educational consultancy work and completed a part-time Doctorate in Education, researching the transition from deputy headship to headship. Jill has been involved in #WomenEd, a network designed to support aspiring and serving women leaders in education, since its inception in 2012. She has conducted academic research on the development of the initiative with Dr Kay Fuller from Nottingham University; spoken at several #WomenEd events, and contributed a chapter to the #WomenEd book: ‘10% Braver – Inspiring Women to Lead Education’ (Sage 2019).  Jill is an advocate for the opportunities presented by social media for networking and professional development, tweeting @jill berry102 and blogging jillberry102.blog I discuss with Jill:  Could you tell listeners about your story? 30 years teaching, English specialist, 6 schools, masters, deputy headship and headship In difficult turbulent times in education and the world, why would anyone want to make the leap into leadership? Do good teachers automatically make good leaders? Should good leaders always be promoted out of the classroom? Should experience be a factor in any promotion or does enthusiasm count for more than knowledge? What are the key principles for anyone who is thinking of applying for leadership or headship? Having been appointed to a new position in a different school, what are the challenges of the period between appointment and formally taking up the role? People talk about the crucial first 100 days in a new job, what are the challenges of the early months in post? Once you become established in the new leadership position , how do you move beyond being the new leader? How important is the ECF in recognising the leadership role of mentors and coaches  Her book, ‘Making the Leap: Moving from Deputy to Head’, was published by Crown House . TDT Section  In the TDT section , Maria and Ian talk about the transformational power of the CPD audit and the bespoke guidance given to schools . This work is something that I am fully involved in . Maria also talks about the TDT framework and the potential for enhancing subject specific CPD , she uses examples from very effective schools in this area.  In the shameless plugs section: I am delighted to have become a Fellow of the Chartered College of Teaching , This is something that means a huge deal to me and I am so appreciative of the opportunity to highlight the work of the College. I feel passionately that as a classroom teacher , I have a voice to influence the future of our profession. Thank you also to TeacherTap for featuring my blog  'A Routine Matter' last week. I really enjoy writing and I must find time to write more, I really appreciate the recognition as I know how picky they are. Thanks also to Phil Brown for his input here. Lead Learn Lancs draws ever closer , 12th October . You can see me (if you want to) in session 1 talking about how we are using research and evidence to change culture in schools.  rED Blackpool has now tipped over the 600 ticket mark and we may have to start thinking about capping this so stay tuned! Dame Alison Peacock next week. 

This week on Naylor's natter in association with the Teacher Development Trust I am in conversation with Dr Jill Berry.  Jill taught for 30 years carrying out seven different jobs in six different schools after beginning her teaching career as a secondary English specialist .  Since leaving headship in 2010, she has worked as an Associate for the National College for Teaching and Leadership, carried out a range of educational consultancy work and completed a part-time Doctorate in Education, researching the transition from deputy headship to headship. Jill has been involved in #WomenEd, a network designed to support aspiring and serving women leaders in education, since its inception in 2012. She has conducted academic research on the development of the initiative with Dr Kay Fuller from Nottingham University; spoken at several #WomenEd events, and contributed a chapter to the #WomenEd book: ‘10% Braver – Inspiring Women to Lead Education’ (Sage 2019).  Jill is an advocate for the opportunities presented by social media for networking and professional development, tweeting @jill berry102 and blogging jillberry102.blog I discuss with Jill: <ol> <li>Could you tell listeners about your story? 30 years teaching, English specialist, 6 schools, masters, deputy headship and headship</li> <li>In difficult turbulent times in education and the world, why would anyone want to make the leap into leadership?</li> <li>Do good teachers automatically make good leaders?</li> <li>Should good leaders always be promoted out of the classroom?</li> <li>Should experience be a factor in any promotion or does enthusiasm count for more than knowledge?</li> <li>What are the key principles for anyone who is thinking of applying for leadership or headship?</li> <li>Having been appointed to a new position in a different school, what are the challenges of the period between appointment and formally taking up the role?</li> <li>People talk about the crucial first 100 days in a new job, what are the challenges of the early months in post?</li> <li>Once you become established in the new leadership position , how do you move beyond being the new leader?</li> <li>How important is the ECF in recognising the leadership role of mentors and coaches</li> </ol> Her book, ‘Making the Leap: Moving from Deputy to Head’, was published by Crown House . TDT Section  In the TDT section , Maria and Ian talk about the transformational power of the CPD audit and the bespoke guidance given to schools . This work is something that I am fully involved in . Maria also talks about the TDT framework and the potential for enhancing subject specific CPD , she uses examples from very effective schools in this area.  In the shameless plugs section: I am delighted to have become a Fellow of the Chartered College of Teaching , This is something that means a huge deal to me and I am so appreciative of the opportunity to highlight the work of the College. I feel passionately that as a classroom teacher , I have a voice to influence the future of our profession. Thank you also to TeacherTap for featuring my blog  'A Routine Matter' last week. I really enjoy writing and I must find time to write more, I really appreciate the recognition as I know how picky they are. Thanks also to Phil Brown for his input here. Lead Learn Lancs draws ever closer , 12th October . You can see me (if you want to) in session 1 talking about how we are using research and evidence to change culture in schools.  rED Blackpool has now tipped over the 600 ticket mark and we may have to start thinking about capping this so stay tuned! Dame Alison Peacock next week.

Making the leadership leap with Dr Jill Berry

This week I am Joined by teacher, author and all round education guru Doug Lemov. In this podcast we talk about the massive impact Teach Like  A Champion 2.0 has had on the teaching profession . Doug talks about Uncommon Schools and the art of teaching and its tools. He goes into detail about some of the techniques discussed in the books and how teachers have used them. We also talk about 'Reading Reconsidered' and it's influence on  national pedagogy and  the teaching of reading. We go into detail about the cultural capital of a literary canon, the importance of explicitly teaching vocabulary and the implementation of school wide reading programmes  We also get an exclusive on the upcoming TLAC 3.0!  Here are the discussion points in the podcast  Could you tell listeners about your own personal journey in education? Could you explain the concept of Uncommon Schools and the fieldwork you undertook in the production of both TLAC and Reading reconsidered? In the introduction to TLAC , you talk about the 'art of teaching and it's tools' what do you mean by that? How is this different or possibly complimentary to the evidence based teaching movement? TLAC 2.0 has been phenomenally successful in the UK, how would you advise schools to best use the book? I find the field guide an excellent accompaniment especially when working with new teachers . Reading has been a big focus for all the schools I work with in Blackpool. We have used your work extensively along with the expertise of Alex Quigley (Closing the Vocabulary Gap) to address this . Our literacy lead Becky Jones has introduced a literary canon across our school and we now have a fixed reading period daily with pupils working through this canon. Why do you think the canon has declined and how important is book choice? Having selected a canon, what approaches to reading do you advocate in part 2 of reading reconsidered ? The fundamentals How can we build vocabulary during reading? How important is implementation in developing reading systems and what are the key phases in this process?  Shameless plugs  My article for RSC 'Young and in charge'   https://eic.rsc.org/feature/young-and-in-charge/3010792.article  My latest blog for Teacher Toolkit  https://www.teachertoolkit.co.uk/2019/09/22/trainee-teachers/ All previous interviews are available via my website www.naylorsnatter.co.uk   Next week Dame Alison Peacock

This week I am Joined by teacher, author and all round education guru Doug Lemov. In this podcast we talk about the massive impact Teach Like  A Champion 2.0 has had on the teaching profession . Doug talks about Uncommon Schools and the art of teaching and its tools. He goes into detail about some of the techniques discussed in the books and how teachers have used them. We also talk about 'Reading Reconsidered' and it's influence on  national pedagogy and  the teaching of reading. We go into detail about the cultural capital of a literary canon, the importance of explicitly teaching vocabulary and the implementation of school wide reading programmes We also get an exclusive on the upcoming TLAC 3.0! Here are the discussion points in the podcast  Could you tell listeners about your own personal journey in education? Could you explain the concept of Uncommon Schools and the fieldwork you undertook in the production of both TLAC and Reading reconsidered? In the introduction to TLAC , you talk about the 'art of teaching and it's tools' what do you mean by that? How is this different or possibly complimentary to the evidence based teaching movement? TLAC 2.0 has been phenomenally successful in the UK, how would you advise schools to best use the book? I find the field guide an excellent accompaniment especially when working with new teachers . Reading has been a big focus for all the schools I work with in Blackpool. We have used your work extensively along with the expertise of Alex Quigley (Closing the Vocabulary Gap) to address this . Our literacy lead Becky Jones has introduced a literary canon across our school and we now have a fixed reading period daily with pupils working through this canon. Why do you think the canon has declined and how important is book choice? Having selected a canon, what approaches to reading do you advocate in part 2 of reading reconsidered ? The fundamentals How can we build vocabulary during reading? How important is implementation in developing reading systems and what are the key phases in this process? Shameless plugs My article for RSC 'Young and in charge'  <a href="https://eic.rsc.org/feature/young-and-in-charge/3010792.article" rel="nofollow" target="_blank">https://eic.rsc.org/feature/young-and-in-charge/3010792.article</a> My latest blog for Teacher Toolkit <a href="https://www.teachertoolkit.co.uk/2019/09/22/trainee-teachers/" rel="nofollow" target="_blank">https://www.teachertoolkit.co.uk/2019/09/22/trainee-teachers/</a> All previous interviews are available via my website <a href="www.naylorsnatter.co.uk" rel="nofollow" target="_blank">www.naylorsnatter.co.uk</a> Next week Dame Alison Peacock

Doug Lemov on Teach Like a Champion and Reading Reconsidered.

Kat Howard

This week I am in conversation with Kat about LitDrive , maternity CPD, WomenEd and Imposter syndrome . We talk in depth about her new book which is called 'Stop talking about wellbeing' and is available here:  https://www.amazon.co.uk/Stop-Talking-About-Wellbeing-Howard/dp/1912906481/ref=sr_1_1?crid=3EJ8X6BM68K1L&amp;keywords=stop+talking+about+wellbeing&amp;qid=1565276920&amp;s=gateway&amp;sprefix=stop+talking+about%2Caps%2C131&amp;sr=8-1  The podcast: First gentle intro - your journey to this point .  Listeners will be aware of your work with litdriveUK , could you tell us how you came up with this idea ? You are very passionate about CPD, and something that you have blogged about recently is maternity CPD . Could you tell listeners about how you maximised your maternity leave ?    A very popular presentation you delivered was at WomenED , could you tell listeners about imposter syndrome and it’s features ?  You have a new book coming out with John Catt , this is called stop talking about wellbeing . How did this come about and why is the time right for a book like this ?   How have you used your expertise in research to help teachers take ownership of their workload?   When is the book out , are you out talking about it and working with teachers ?    Where can we see you next ?  Can you direct listeners to your website /blog  etc .   

This week I am in conversation with Kat about LitDrive , maternity CPD, WomenEd and Imposter syndrome . We talk in depth about her new book which is called 'Stop talking about wellbeing' and is available here: <a href="https://www.amazon.co.uk/Stop-Talking-About-Wellbeing-Howard/dp/1912906481/ref=sr_1_1?crid=3EJ8X6BM68K1L&amp;keywords=stop+talking+about+wellbeing&amp;qid=1565276920&amp;s=gateway&amp;sprefix=stop+talking+about%2Caps%2C131&amp;sr=8-1" rel="nofollow" target="_blank">https://www.amazon.co.uk/Stop-Talking-About-Wellbeing-Howard/dp/1912906481/ref=sr_1_1?crid=3EJ8X6BM68K1L&amp;keywords=stop+talking+about+wellbeing&amp;qid=1565276920&amp;s=gateway&amp;sprefix=stop+talking+about%2Caps%2C131&amp;sr=8-1</a> The podcast: First gentle intro - your journey to this point .  Listeners will be aware of your work with litdriveUK , could you tell us how you came up with this idea ? You are very passionate about CPD, and something that you have blogged about recently is maternity CPD . Could you tell listeners about how you maximised your maternity leave ?    A very popular presentation you delivered was at WomenED , could you tell listeners about imposter syndrome and it’s features ?  You have a new book coming out with John Catt , this is called stop talking about wellbeing . How did this come about and why is the time right for a book like this ?   How have you used your expertise in research to help teachers take ownership of their workload?   When is the book out , are you out talking about it and working with teachers ?    Where can we see you next ?  Can you direct listeners to your website /blog  etc .

Stop talking about wellbeing with Kat Howard 

LEAD

I ask Emma about her exciting new project NewED , her writing for TES and her role as research and CPD lead . We also discuss the importance of the Chartered College and Bucks Fizz! Here are some of the topics for discussion: Usual intro -journey to this point question As research and CPD lead for your trust , how do you go about sourcing the best CPD out there and how do you structure your CPD offering as a trust ?  Could you tell listeners how you the idea of newED came about ?  I know NewED November is now sold out but could you tell listeners about your speakers and future events ?  There have been some exciting developments with this recently , are you able to give a naylor’s natter exclusive on the latest developments?  On the other end of the career spectrum , you’ve recently written about how a 70 year old teacher is your hero . What do you think are the factors meaning more experienced teachers are leaving the profession and what can we/should we do about this ?  I loved your article on should I stay or should I go and the saucepan analogy. Summer gives teachers lots of time to think about next steps and many will be thinking this is the year to go for that promotion...could you explain the saucepan analogy and how should you go about finding your lid ?  How important is online CPD ? There are some brilliant people out there , who should listeners be aware of . I love the carpool you did for example !  Where can listeners find out more about you and what you are doing next ? 

I ask Emma about her exciting new project NewED , her writing for TES and her role as research and CPD lead . We also discuss the importance of the Chartered College and Bucks Fizz! Here are some of the topics for discussion: Usual intro -journey to this point question As research and CPD lead for your trust , how do you go about sourcing the best CPD out there and how do you structure your CPD offering as a trust ?  Could you tell listeners how you the idea of newED came about ?  I know NewED November is now sold out but could you tell listeners about your speakers and future events ?  There have been some exciting developments with this recently , are you able to give a naylor’s natter exclusive on the latest developments?  On the other end of the career spectrum , you’ve recently written about how a 70 year old teacher is your hero . What do you think are the factors meaning more experienced teachers are leaving the profession and what can we/should we do about this ?  I loved your article on should I stay or should I go and the saucepan analogy. Summer gives teachers lots of time to think about next steps and many will be thinking this is the year to go for that promotion...could you explain the saucepan analogy and how should you go about finding your lid ?  How important is online CPD ? There are some brilliant people out there , who should listeners be aware of . I love the carpool you did for example !  Where can listeners find out more about you and what you are doing next ?

NewEd ,TES articles and being a CPD and research lead with Emma Turner 

Mark McCourt

This week I am discussing Mark's new book 'Teaching for Mastery' , which is now available as a kindle edition. This is a full and frank discussion (with some language to match) which takes in all aspects of the book and more besides including:  Could you tell listeners about your career to this point and what you are working on at the moment? Your new books is called ‘teaching for mastery’ and you begin it by highlighting those that have influenced your thinking in this book. Who were these early players and what influence did they have on the mastery model for a schooling ? Follow up : Bloom has had a mixed reception recently but you highlight his work here , I also talked with Tom Guskey earlier this week , how influential has his work been ?  What are the core elements of a mastery model? What is the conveyer belt approach to curriculum and why is it so prevalent in England?  Is this model applicable outside of the teaching of mathematics?  Chapter 3 discusses learning from cognitive science , what are the key lessons we should take from that field?  Ben Gordon wanted to discuss mixed ability vs mixed attainment vs setting , so if listeners are thinking of changing what should they be aware of ?  In the chapter on implementation, you talk about embedding the mastery model for schools that want to change their current model . What advice would you have for leaders looking to begin this long and complex process?  What do you mean by a learning episode ?  How do you phase learning in a mastery approach ?  What conclusions did you draw from writing this book?   Get the book here- now available on Kindle too!  https://www.amazon.co.uk/Teaching-Mastery-Mark-McCourt/dp/191290618X/ref=sr_1_1?crid=2LF3QS9LVAXNR&amp;keywords=teaching+for+mastery&amp;qid=1565100620&amp;s=gateway&amp;sprefix=teaching+%2Caps%2C144&amp;sr=8-1

This week I am discussing Mark's new book 'Teaching for Mastery' , which is now available as a kindle edition. This is a full and frank discussion (with some language to match) which takes in all aspects of the book and more besides including: <ul> <li>Could you tell listeners about your career to this point and what you are working on at the moment?</li> <li>Your new books is called ‘teaching for mastery’ and you begin it by highlighting those that have influenced your thinking in this book. Who were these early players and what influence did they have on the mastery model for a schooling ?</li> <li>Follow up : Bloom has had a mixed reception recently but you highlight his work here , I also talked with Tom Guskey earlier this week , how influential has his work been ? </li> <li>What are the core elements of a mastery model?</li> <li>What is the conveyer belt approach to curriculum and why is it so prevalent in England? </li> <li>Is this model applicable outside of the teaching of mathematics? </li> <li>Chapter 3 discusses learning from cognitive science , what are the key lessons we should take from that field? </li> <li>Ben Gordon wanted to discuss mixed ability vs mixed attainment vs setting , so if listeners are thinking of changing what should they be aware of ? </li> <li>In the chapter on implementation, you talk about embedding the mastery model for schools that want to change their current model . What advice would you have for leaders looking to begin this long and complex process? </li> <li>What do you mean by a learning episode ? </li> <li>How do you phase learning in a mastery approach ? </li> <li>What conclusions did you draw from writing this book?</li> </ul> Get the book here- now available on Kindle too! <a href="https://www.amazon.co.uk/Teaching-Mastery-Mark-McCourt/dp/191290618X/ref=sr_1_1?crid=2LF3QS9LVAXNR&amp;keywords=teaching+for+mastery&amp;qid=1565100620&amp;s=gateway&amp;sprefix=teaching+%2Caps%2C144&amp;sr=8-1" rel="nofollow" target="_blank">https://www.amazon.co.uk/Teaching-Mastery-Mark-McCourt/dp/191290618X/ref=sr_1_1?crid=2LF3QS9LVAXNR&amp;keywords=teaching+for+mastery&amp;qid=1565100620&amp;s=gateway&amp;sprefix=teaching+%2Caps%2C144&amp;sr=8-1</a>

Teaching for Mastery with Mark McCourt 

Patrice Bain

This week I am in conversation with Patrice Bain about her and Pooja Agarwal's new book Powerful Teaching in the second of my summer specials  About Patrice  Patrice M. Bain, Ed.S. is passionate about student success using research-based strategies. As a veteran K–12 teacher, Patrice recently completed more than 25 years teaching social studies at a middle school in Illinois. Patrice is the only teacher-author of the popular practice guide, Organizing Instruction and Study to Improve Student Learning commissioned by the Institute of Education Sciences. Patrice's teaching approaches have been featured on TV (PBS's NOVA), radio (NPR), popular press, and multiple books. Patrice frequently presents professional development workshops throughout the United States. She has taught education courses at the graduate level, and she was a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Russia. For more information about Patrice, visit patricebain.com and follow her on Twitter @patricebain1.  The natter:  Introduction: could you tell listeners about your career to this point , how you meet your co-author Pooja and how you decided to work together?  What is powerful teaching and how and why did you and Pooja come up with this idea ? Many Listeners will be familiar with the cognitive science behind the strategies suggested (my podcast is broadly evidence based) , what we are maybe less familiar with is how to incorporate these into our teaching , this is why I’m thrilled to speak with you .  Could you outline some suggestions on how to incorporate retrieval practice into lessons?  Spacing is something that teachers may be incorporating as part of their schemes of learning or long term plans . How do you suggest teachers use spacing ?  I am fascinated by metacognition and have delivered keynotes and courses on the topic , I still find it incredibly difficult to explain what it is and how to incorporate it into lessons . Your book has some fantastic suggestions , could you outline some of these for listeners ?    Interleaving is used by many students during revision for example . How do you suggest that teachers best use interleaving as a classroom strategy ?    Could you outline for listeners where you will be speaking next and where they can get your book?   Will you be coming to the UK ?   

This week I am in conversation with Patrice Bain about her and Pooja Agarwal's new book Powerful Teaching in the second of my summer specials  About Patrice  Patrice M. Bain, Ed.S. is passionate about student success using research-based strategies. As a veteran K–12 teacher, Patrice recently completed more than 25 years teaching social studies at a middle school in Illinois. Patrice is the only teacher-author of the popular practice guide, <a href="https://files.eric.ed.gov/fulltext/ED498555.pdf" rel="nofollow" target="_blank">Organizing Instruction and Study to Improve Student Learning</a> commissioned by the Institute of Education Sciences. Patrice's teaching approaches have been featured on <a href="https://www.youtube.com/watch?v=UssOp0Xmp6s&amp;list=PLovQVsmTEja84BR1Zq8d93iTxP14s-Qhn" rel="nofollow" target="_blank">TV (PBS's NOVA)</a>, <a href="http://news.stlpublicradio.org/post/are-you-studying-effectively-what-wash-us-science-memory-tells-us-about-best-way-learn#stream/0" rel="nofollow" target="_blank">radio (NPR)</a>, popular press, and multiple books. Patrice frequently presents <a href="https://www.powerfulteaching.org/speaking" rel="nofollow" target="_blank">professional development workshops</a> throughout the United States. She has taught education courses at the graduate level, and she was a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Russia. For more information about Patrice, visit <a href="http://www.patricebain.com/" rel="nofollow" target="_blank">patricebain.com</a> and follow her on Twitter <a href="https://twitter.com/patricebain1" rel="nofollow" target="_blank">@patricebain1</a>. The natter: Introduction: could you tell listeners about your career to this point , how you meet your co-author Pooja and how you decided to work together?  What is powerful teaching and how and why did you and Pooja come up with this idea ? Many Listeners will be familiar with the cognitive science behind the strategies suggested (my podcast is broadly evidence based) , what we are maybe less familiar with is how to incorporate these into our teaching , this is why I’m thrilled to speak with you .  Could you outline some suggestions on how to incorporate retrieval practice into lessons?  Spacing is something that teachers may be incorporating as part of their schemes of learning or long term plans . How do you suggest teachers use spacing ?  I am fascinated by metacognition and have delivered keynotes and courses on the topic , I still find it incredibly difficult to explain what it is and how to incorporate it into lessons . Your book has some fantastic suggestions , could you outline some of these for listeners ?    Interleaving is used by many students during revision for example . How do you suggest that teachers best use interleaving as a classroom strategy ?    Could you outline for listeners where you will be speaking next and where they can get your book?   Will you be coming to the UK ?

Powerful Teaching with Patrice Bain 

The best philosophy podcast episodes. Asking questions about how to live a better life, what it means to be and do good, to the idea of God. This topic includes episodes that bring about important questions that everyone should be asking themselves. Add episodes you're interested into your queue below!

Best Episodes on Practical Philosophy & How To Live

The best podcast episodes on Startups. For anyone working in a startup, or anyone interested in the incredible stories behind how people built companies like Instagram, and Facebook. Offering both practical advice and insights, as well as the stories for how many of the biggest startups got to where they are today. Add episodes you're interested into your queue below!

Naylor's Natter Podcast 'Just talking to Teachers'