It’s the last episode of Season 2 and we’re discussing “semi-focus”. Can we banish it completely and where do we start? We look into the research for you and chat to Australian teachers about their experiences.

If you’ve enjoyed Season 2, please share your favourite episode with other teachers you think would love to listen. We want to reach as many teachers as possible and appreciate every rating, subscription or review, so don’t hold back. Each of these actions mean a lot to us, but also means new listeners are likely to find out about us.

Get in touch with us here

You can hear more of Staś over at his podcast, Education Bookcast or learn more here.

The Pedagogue-cast is proudly powered by Maths Pathway

Show notes: 

• Rogers, William A.  (2011).  You know the fair rule : strategies for positive and effective behaviour management and discipline in schools.  Camberwell, Vic :  ACER Press
• How to become a Straight-A student by Cal Newport (2006).
• “Long term” & “Working memory” definitions
  • Why Don’t Students Like School? By Dan Willingham (2021)
• “Learning is the residue of thought” actually “memory is the residue of thought” quote - Daniel Willingham.
  • Why Don’t Students Like School? By Dan Willingham (2021)
• “Marva Collins” info
  • Marva Collins’ Way by Marva Collins and Civia Tamarkin (1990)
• “John Wooden” info
  • You Haven’t Taught Until They Have Learned by Swen Nater and Ronald Gallimore (2010)
• “Deliberate practice” (work hard, but then deliberately rest - “100% on + 100% off”)
  • Ericsson, K. A. (2008) Deliberate practice and acquisition of expert performance: a general overview. Academic Emergency Medicine.
  • Rest by Alex Soojung-Kim Pang (2018)
• Doug Lemov: “rehearsing different things that could happen in the classroom” inc classroom management (and using gestures). Be clear in your instructions 
  • Teach Like a Champion 3.0 by Doug Lemov (2021)
• Bill RogerS INFO (Anecdote - it’s important to have plan for behavioural management, visual indicator of what the rules are “right now” in the classroom (3 boxes and a magnet would move between the boxes - silent listening, silent working, quiet working)
• “Direct Instruction”
  • Engelmann, S., Becker, W. C., Carnine, D. W., & Gersten, R. (1988). The Direct Instruction Follow Through Model: Design and outcomes. Education and Treatment of Children, 11(4), 303–317.
  • One Million Children: Success for All by Robert Slavin and Nancy Madden (2000)
  • Theory of Instruction by Siegfried Engelmann and Douglas Carmine (1982)
• “Montessori Method”
• Montessori: The Science Behind the Genius by Angeline Stoll Lillard (2016)

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway

How many times have you heard students say “I’m not a Maths Person”? This episode we’re discussing ways we can help students fall in love with a subject and how the perception of our skill set and ability before we walk into a classroom can impact how we learn.

If you’re enjoying Season 2, please share an episode with other teachers you think would love to listen. Don’t forget to subscribe to the show so you’re first to know when a new episode drops and please rate the show, it really is the best way for new listeners to discover us..

Get in touch with us here

You can hear more of Staś over at his podcast, Education Bookcast or learn more here.

The Pedagogue-cast is proudly powered by Maths Pathway

Show notes: 

• Renninger and Hidi’s Four Phase model (various data)
  • Renninger, K. A., & Hidi, S. E. Interest Development in Learning. Appeared in The Cambridge Handbook of Motivation and Learning (2019).
• Bloom’s Three Phases of expertise development (biographical data)
• Developing Talent in Young People by Benjamin Bloom (1985).

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway

In Episode 4 we’re tackling the big topic of Social Emotional Learning. We hear from teachers about their experiences with SEL in their classrooms and discuss the research behind it.

If you’re enjoying The Pedagogue-cast, why not subscribe to the show so you’re first to know when a new episode drops? And while  you’re there, please rate the show, it really is the best way for new listeners to discover us.

Get in touch with us here

You can hear more of Staś over at his podcast, Education Bookcast or learn more here.

The Pedagogue-cast is proudly powered by Maths Pathway

Show notes: 

• Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333-371.
• https://characterlab.org/activities/my-values/
• Carol Dwek - inventor of Growth Mindset
  • Mindset by Carol Dweck (2012)
  • Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284,
• Marva Collins - loads of praise
  • Marva Collins’ Way by Marva Collins and Civia Tamarkin (1990)
• Kipp Schools in the US - calling students “scholars”
• Jaime Escalante - telling students they can do it by telling them it’s “easy”
• Escalante: The Best Teacher in America by Jay Matthews (1988)

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway

As teachers we sometimes find ourselves in a situation where we must choose - our students feeling successful, or learning successfully? In this episode we’re talking about all things student voice. Is it helpful to listen to student voice or should we make them eat their veggies?

If you’re enjoying Season 2, please share an episode with other teachers you think would love to listen. We want to reach as many teachers as possible and appreciate every rating, subscription and review. Each of these actions mean a lot to us, but also mean new listeners are likely to find out about us.

Get in touch with us here

You can hear more of Staś over at his podcast, Education Bookcast or learn more here.

The Pedagogue-cast is proudly powered by Maths Pathway

Show notes: 

• Carpenter, S.K., Pan, S.C. & Butler, A.C. The science of effective learning with spacing and retrieval practice. Nat Rev Psychol 1, 496–511 (2022). https://doi.org/10.1038/s44159-022-00089-1 
• Eglington, L. G., & Kang, S. H. (2018). Retrieval practice benefits deductive inference. Educational Psychology Review, 30(1), 215-228.
• Yan, V. X., & Sana, F. (2021). The Robustness of the interleaving benefit. Journal of Applied Research in Memory and Cognition, 10(4), 589-602.
• Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the public interest, 14(1), 4-58.
• Latimier, A., Riegert, A., Peyre, H. et al. Does pre-testing promote better retention than post-testing?. npj Sci. Learn. 4, 15 (2019). https://doi.org/10.1038/s41539-019-0053-1
• “Blocked vs Spaced” practice
  • Kang S. (2016). Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Policy Insights from the Behavioral and Brain Sciences, Vol. 3(1) 12–19.
  • https://supermemo.guru/wiki/General_principles_of_spaced_repetition
• Pre-testing effect
  • Hartley, J. (1973). The effect of pre-testing on post-test performance. Instr Sci 2, 193–214.
  • Latimier, A., Riegert, A., Peyre, H. (2019). Does pre-testing promote better retention than post-testing?. npj Sci. Learn. 4, 15.
• Learning styles
  • Reiner, C. & Willingham, D (2010). The Myth of Learning Styles. The Magazine of Higher Learning.
  • Paul A. Kirschner (2017). Stop propagating the learning styles myth. Computers & Education, Volume 106, Pages 166-171.

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway

This week we’re diving into classroom engagement and “Flow”. What does it look like when students are highly engaged in class? How does it make you feel as a teacher? What does the research say? Let’s unpack it.

If you’re enjoying Season 2, please share an episode with other teachers you think would love to listen. We want to reach as many teachers as possible and appreciate every rating, subscription or review, so don’t hold back. Each of these actions mean a lot to us, but also mean new listeners are likely to find out about us.

Get in touch with us here

You can hear more of Staś over at his podcast, Education Bookcast or learn more here.

The Pedagogue-cast is proudly powered by Maths Pathway

Show notes: 

• On Flow, as a concept:
  • Flow by Mihalyi Csikszentmihalyi (2008)
• On Japan and genki:
  • Educating Hearts and Minds: Reflections on Japanese Preschool and Elementary Education by Catherine C. Lewis (1995)
  • Building a Better Teacher by Elizabeth Green (2014)
• On deliberate practice:
  • Ericsson, K. A. (2008) Deliberate practice and acquisition of expert performance: a general overview. Academic Emergency Medicine.
  • Ericsson K. A., Hoffman R. R., Kozbelt A., & Williams A. M. (Eds). The Cambridge Handbook of Expertise and Expert Performance (2018).

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway

We’re back with Season 2! To kick us off we look into the research behind music - does it help students study better? Does it help them focus? We’ll find out.

If you’re enjoying The Pedagogue-cast, why not subscribe to the show so you’re first to know when a new episode drops? And while  you’re there, please rate the show, it really is the best way for new listeners to discover us.

Get in touch with us here

You can hear more of Staś over at his podcast, Education Bookcast or learn more here.

The Pedagogue-cast is proudly powered by Maths Pathway

Show notes: 

1. “Dual coding theory” (multimedia learning)
   - Sweller, J. Implications of Cognitive Load Theory for Multimedia Learning. Appeared in The Cambridge Handbook of Multimedia Learning (2005).
2. “Phonological loop” and “Visual-spatial space pad”
   - Same reference.
3. Music, learning, & memory
   - Balch, W.R., Bowman, K. & Mohler, L.A. (1992). Music-dependent memory in immediate and delayed word recall. Mem Cogn 20, 21–28.
   -How We Learn by Benedict Carey (2015)

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway

The Pedagogue-cast is a space to dive into all things weird and wonderful about classroom pedagogy. 
Tune in: https://thepedagoguecast.com.au

Each week teachers, Maths Pathway Co-Founder, Justin Matthys and host of Education Bookcast, Stanislaw ‘Staś’ Pstrokonski, will unpack topics such as:

- Music changing the vibe in a classroom
- How students think they learn
- How do you get students to fall in love with a subject

Each episode we’re also joined by teachers who generously share their experiences from the classroom. 

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway

What’s going on here? Can the research literature help us understand why students have so much trouble with worded problems, and is there anything we can do about it as teachers? We try to get to the bottom of this in the final episode of Season 1 of The Pedagogue-cast. 

We hear the hilarious (and horror) stories from teachers about students misinterpreting worded problems, and also look into problem-solving, reasoning, and transfer.

If you’ve loved Season 1, please rate and subscribe to the show, and please share with other teachers you think would love to listen.

Get in touch with us here

You can hear more of Staś over at his podcast, Education Bookcast or learn more here.

The Pedagogue-cast is proudly powered by Maths Pathway

Show notes: 

“Rubber duck debugging" - Wikipedia

Please rate and subscribe so you’re first to know when the next episode drops.

You can hear more of Staś over at his podcast, Education Bookcast

The Pedagogue-cast is proudly powered by Maths Pathway