In this episode, Brendan Lee speaks with Dr. Carl Hendrick, a leading voice in education and co-author of What Does It Look Like in the Classroom?, How Learning Happens, and How Teaching Happens. Carl has been instrumental in helping teachers bridge the gap between research and practice, addressing the key question: That all sounds great, but what does it mean for me?

Together, they explore five essential things every teacher should do

1. Being open to powerful evidence
2. Using retrieval practice
3. Checking for understanding
4. Aligning curriculum and assessment,
5. Embracing the illusion of instruction.

This episode is packed with actionable insights to support and enhance teaching practice.

Resources mentioned:

• What Does It Look Like in the Classroom, How Learning Happens, How Teaching Happens, and Illusions of Instruction (forthcoming, co-authored with Paul Kirschner and Jim Heal)
• Dan Willingham’s Ask the Psychologist pieces for the AFT
• Research by Paul Kirschner
• ResearchEd, founded by Tom Bennett
• Work by Tom Bennett and Daisy Christodoulou
• Ignaz Semmelweis’ paper on puerperal fever
• A 2021 EF review on cognitive science in the classroom by Thomas Perry
• Research on working memory by George Miller and Nelson Cowan
• The 1960s Follow Through study on direct instruction
• Barak Rosenshine’s principles of instruction
• David Ausubel on the importance of prior knowledge
• Madeline Hunter on checking for understanding
• Engelmann and Carnine on Explicit Direct Instruction (EDI)
• Peps McCrea’s Evidence Snacks newsletter
• Robert and Elizabeth Bjork on desirable difficulties
• The Checklist Manifesto by Atul Gawande
• John Biggs on constructive alignment
• Christine Counsell on curriculum as a narrative
• The How Learning and Teaching Happens eLearning course through Academica
• No More Marking, where Jeanette Breen works

You can connect with Dr. Carl Hendrick:

Twitter/X: @C_Hendrick

Linkedin

Websites: https://carlhendrick.substack.com/ and https://carlhendrick.com/

You can connect with Brendan:

Twitter/X: @learnwithmrlee

Facebook: @learningwithmrlee

Website: learnwithlee.net

https://www.patreon.com/KnowledgeforTeachersPodcast

In this episode, we're focusing on a key element of successful schools: understanding and supporting positive student behaviour. Brendan Lee speaks with Dr. Brandi Simonsen, a professor of special education at the University of Connecticut and co-director of the National Center on Positive Behavioral Interventions and Supports (PBIS).

Brandi shares her practical insights into PBIS, exploring the crucial links between behaviour, attendance, and academic success. We delve into the ABCs of behavior and uncover effective, evidence-based strategies for creating positive classroom environments, from setting clear expectations to the power of specific praise.

Whether you're new to teaching or looking to enhance your practice, this episode offers valuable knowledge and actionable takeaways on implementing Positive Behaviour Interventions and Supports.

Resources mentioned:

• Brandi Simonsen and Diane Myers: Classwide Positive Behavioral Interventions and Supports: A Guide to Proactive Classroom Management
• Diane Myers, Brandi Simonsen and Jennifer Freeman: Implementing Classwide PBIS: A Guide to Supporting Teachers, which I highly recommend.
• National Center on Positive Behavioral Interventions and Supports (PBIS)

Linkedin

Twitter: @learnwithmrlee

Facebook: @learningwithmrlee

Website: learnwithlee.net

https://www.patreon.com/KnowledgeforTeachersPodcast

In this episode, get ready to dive deep into the world of assessments with Dr. Matthew Burns, as we explore the different categories of assessments, their intended purposes, and how they can be used to inform instruction. Dr. Burns, a researcher with extensive experience in the effective use of assessment data and interventions, shares his expertise on bridging the gap in understanding assessments.

The conversation highlights the significance of the instructional hierarchy in understanding student learning phases, as well as the differences between curriculum-based measurements (CBM) and curriculum-based assessments (CBA). Dr. Burns stresses the necessity of aligning data with educational goals and ensuring teachers are equipped with appropriate frameworks to use assessments effectively. He offers practical advice on reducing unnecessary screening, using data to drive instructional decisions, and implementing effective interventions in reading and maths.

Resources mentioned:

• UFLI Foundations
• Spring Math
• PALS (Peer Assisted Learning Strategies)
• Science of Math: including both the Facebook group and website (thescienceofmath.com).
• National Center on Intensive Intervention:(intensiveintervention.org).
• Evidence Advocacy Center (evidenceadvocacycenter.org).
• Hasbrook and Tyndall fluency norms

You can connect with Matthew:

Twitter: @burnsmk1

Email: burnsm1@coe.ufl.edu

Youtube: https://www.youtube.com/channel/UC0ad1ei6p_HOHHhc-T-JnZg

You can connect with Brendan:

Twitter: @learnwithmrlee

Facebook: @learningwithmrlee

Website: learnwithlee.net

https://www.patreon.com/KnowledgeforTeachersPodcast