In this episode of Chalk & Talk, Anna is joined by returning guest Dr. Pamela Snow, Distinguished Professor of Cognitive Psychology at La Trobe University, to discuss why education needs to take scientific evidence more seriously.

Drawing on her recent blog post, The Dog Ate My Homework: Education's Evidence Excuses Echo Chamber, Pamela challenges common arguments used to dismiss rigorous research in education, such as claims that teaching is too complex to be studied scientifically, and that every child learns differently. They also discuss why experience and peer-reviewed publications alone aren't enough to establish which teaching practices are effective.

This episode raises an important question: if education is to be taken seriously as a profession, shouldn't evidence be taken more seriously, too?

Note: This episode is available in audio format only. Due to technical difficulties during recording, the audio quality is below our usual standard. We appreciate your understanding.

Chalk & Talk website: www.chalkandtalkpodcast.com

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:04] Introduction

[00:04:17] What is the purpose of education?

[00:08:11] What education can learn from evidence-based medicine

[00:13:46] Is teaching too complex to study scientifically?

[00:18:08] Every child is different but does every child learn differently?

[00:23:33] The influence of socioeconomic status on student achievement

[00:31:16] Experience versus research evidence

[00:38:32] Does peer review mean the research is reliable?

[00:45:37] Understanding the hierarchy of evidence

[00:52:52] Are randomized controlled trials appropriate in education?

[00:58:35] Should education have a regulatory body for quality assurance?

[01:01:29] Why classroom teachers are leading the push for evidence

[01:05:20] What should educators stand for?

[01:08:27] Closing remarks

EPISODE TRANSCRIPT

https://chalkandtalkpodcast.com/episodse/ep-84/

EPISODE RESOURCES

https://chalkandtalkpodcast.com/episodse/ep-84/

RELEVANT PREVIOUS EPISODES

Do timed tests cause math anxiety? with Robin Codding: https://chalkandtalkpodcast.com/episode/ep-17/

Red flags in education research with Ben Solomon: https://chalkandtalkpodcast.com/episode/ep-23/

Using evidence in education with Pamela Snow: https://chalkandtalkpodcast.com/episode/ep-27/

We know more about teaching than ever—so why is change so slow? with Joanna Barbousas https://chalkandtalkpodcast.com/episode/ep-69/

What to do when 'Research Shows' shuts you down: A guide for parents and teachers: https://chalkandtalkpodcast.com/episode/ep-70/

The Story Behind Mississippi's Education Turnaround with Rachel Canter: https://chalkandtalkpodcast.com/episode/ep-76/

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Website: http://www.chalkandtalkpodcast.com/ FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

Why do students forget what they’ve learned, and why is it so difficult to apply knowledge in new situations?

Anna Stokke is joined by researcher and author Héctor Ruiz Martín to discuss what cognitive science tells us about learning and effective teaching. They explore the role of prior knowledge, why transfer is difficult, and how retrieval practice, spacing, assessment, motivation, and feedback can strengthen learning. They also tackle common edumyths, including learning styles and left-brain/right-brain thinking.

Chalk & Talk website: www.chalkandtalkpodcast.com

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:00] Introduction [00:02:16] Confirmation bias and the importance of evidence [00:08:10] How memory works and why prior knowledge matters [00:12:03] Activating students’ prior knowledge [00:14:20] Why transferring knowledge is difficult [00:17:59] Is problem solving a transferable skill? [00:22:38] Helping students transfer what they’ve learned [00:24:24] Retrieval practice and assessment [00:31:14] Forgetting, spacing, and long-term learning [00:35:41] Emotion, motivation, and self-efficacy [00:38:52] How can teachers increase student motivation? [00:43:23] Sequencing learning and deliberate practice [00:49:02] What makes feedback effective? [00:51:27] Debunking common learning myths [00:56:40] Final thoughts

EPISODE TRANSCRIPT

https://chalkandtalkpodcast.com/episode/ep-83/

RELEVANT PREVIOUS EPISODES

How we learn: Naive, purposeful, and deliberate practice with Stephen Chew https://chalkandtalkpodcast.com/episode/ep-48/

Applying cognitive science to education with Daniel Willingham https://chalkandtalkpodcast.com/episode/ep-16/

How to excel in math and other tough subjects with Barbara Oakley https://chalkandtalkpodcast.com/episode/ep-7/

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Website: http://www.chalkandtalkpodcast.com/ FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

What if many of the errors students make in math are predictable consequences of the way we teach them? In this episode, Anna is joined by Kristopher Boulton, founder and CEO of Unstoppable Learning to explore how better instructional design can help prevent misconceptions and make difficult math concepts more accessible. Kris insists that it should be possible to achieve 100% success in math for 100% of the students.

They discuss how carefully chosen examples, better sequencing, atomisation, and careful instructional design makes misunderstandings less likely. Kris also shares insights from his experience as a teacher and school leader and his work helping schools improve outcomes in mathematics.

Chalk & Talk website: www.chalkandtalkpodcast.com

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:04] Introduction [00:03:16] Logically faultless communication [00:08:39] Identifying 4 types of mathematical knowledge make teaching easier [00:10:13] Type 1: Categorical concepts [00:12:25] Teaching with examples and non-examples [00:14:52] The four principles for choosing effective examples [00:19:59] Type 2: Transformations [00:26:49] Example of a carefully sequenced math lesson [00:31:44] Dealing with arithmetic difficulties [00:39:13] Type 3: Facts [00:43:23] Type 4: Cognitive routines [00:44:56] How atoms are different from steps [00:52:32] Mastering each atom before tackling the full routine [00:54:11] Quadratic and linear equations [00:57:51] How atomization is different from scaffolding [01:02:24] Why this teaching approach is important

EPISODE TRANSCRIPT

https://chalkandtalk-beta.ubmepsilon.com/episode/ep-82/

RELEVANT PREVIOUS EPISODES

Teaching Math So Students Learn with Craig Barton https://chalkandtalkpodcast.com/episode/ep-63/

The Power of Explicit Instruction with Anita Archer https://chalkandtalkpodcast.com/episode/ep-57/

Project Follow Through: Direct Instruction’s Overlooked Success https://chalkandtalkpodcast.com/episode/ep-39/

Cognitive Load Theory in Math Class with David Morkunas https://chalkandtalkpodcast.com/episode/ep-26/

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Website: http://www.chalkandtalkpodcast.com/ FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social