Chalk Dust

About Chalk Dust

Welcome to Chalk Dust, the podcast that gives you a front row seat into some of the best classrooms in the world.  There are lots of great conversations about teaching and education happening around the world right now. There are already so many fantastic podcasts out there about evidence based practice, and we're so excited to bring you one more, but this one has a distinctive difference. Each episode, Rebecca Birch and Nathaniel Swain break down real classroom footage to illuminate the moments that make great teaching great. Teaching is both a science and an art. There are proven techniques that we know to work, but applying them in real classrooms is where the complexity lies. Our goal? To help you develop the eye of an expert observer, so you can see what makes lessons effective and apply those insights into your own teaching or coaching practice. chalkdust.media (https://chalkdust.media?utm_medium=podcast)

Publisher

Nathaniel Swain

Category

education · education

Language

en

Explicit

No

First episode

28 Mar 2025

Latest episode

30 Aug 2026

Latest episodes

21 episodes in the feed.

1. 

   30 Aug 2026

   Season Two, Episode 10: Professor Anna Stokke on Effective and Engaging Math(s) Instruction

   Summary In this special in-person episode of Chalk Dust, recorded at researchEd Melbourne at Haileybury (https://www.haileybury.com.au/), Rebecca Birch and Nathaniel Swain are joined by Professor Anna Stokke, mathematician, educator and host of the Chalk & Talk (https://chalkandtalkpodcast.podbean.com/) podcast. Together they analyse classroom footage from Australian mathematics lessons, exploring how carefully sequenced instruction, explicit teaching and strong classroom routines support successful mathematics learning. Across examples including number bonds, subtraction algorithms, number lines and percentages, Anna explains why mathematics should be taught through deliberate sequencing, clear modelling and extensive guided practice. The discussion examines pair-share routines, scripted mathematics programs, mastery of mathematical symbols, the role of automaticity, and why concrete materials should be viewed as temporary scaffolds rather than permanent learning tools. Throughout the episode, Rebecca, Nathaniel and Professor Stokke discuss mathematics-specific pedagogy, instructional coaching, pedagogical content knowledge and the importance of ensuring every student has access to effective mathematics instruction. The conversation argues that explicit mathematics teaching is not passive or robotic, but highly interactive, intellectually demanding and built around giving students repeated experiences of success. Special thanks to Pat Sanders, Ollie Lovell (https://podcasts.apple.com/au/podcast/education-research-reading-room/id1200068608) and Brendan Lee (https://www.learnwithlee.net/) for their help with this episode. Mentioned resources and explainers Professor Anna Stokke Anna Stokke (https://www.annastokke.com/) is Professor of Mathematics and Statistics at the University of Winnipeg, adjunct professor and honorary co-director of the Science of Mathematics Lab at La Trobe University, and host of the Chalk & Talk podcast. Her work focuses on evidence-informed mathematics education and improving mathematics instruction. Chalk & Talk Podcast (https://chalkandtalkpodcast.podbean.com/) Anna Stokke’s podcast exploring evidence-informed mathematics education, instructional practice and educational research. Explicit Mathematics Program (EMP) (https://explicitmathematicsprogram.com/) A structured primary mathematics program developed by Toni Hatton-Roberts and Ollie Lovell. The program emphasises carefully sequenced instruction, explicit modelling, guided practice and cumulative review. Mastery Schools Australia (https://msa.qld.edu.au/) An Australian special-assistance school network implementing explicit, carefully sequenced mathematics instruction. Number Bonds An early mathematics concept helping students understand part-whole relationships between numbers, providing foundations for later arithmetic and algebraic reasoning. Standard Algorithms Traditional written methods for operations such as subtraction. Anna argues that carefully sequenced instruction in standard algorithms develops procedural fluency while reinforcing place value understanding. Automaticity The ability to retrieve basic number facts rapidly and effortlessly. Automatic recall reduces cognitive load, allowing students to focus on more complex mathematical thinking. Concrete Materials Physical manipulatives used to introduce mathematical concepts. Anna argues they should be temporary instructional scaffolds rather than ongoing computational tools. Pedagogical Content Knowledge (PCK) The specialised knowledge teachers need to teach a particular subject effectively, including understanding misconceptions, sequencing and representations. Rebecca reflects on whether mathematics-specific instructional coaching deserves greater attention. Scripted Instruction Instructional programs that carefully sequence explanations, examples and practice opportunities. The discussion explores how well-designed scripts can support teacher expertise while still allowing individual teaching style to emerge. Listen or view, and support our work 🍏🎧 Apple Podcasts (https://apple.co/4hQ7qkk) — like, review and follow 🎵💚 Spotify (https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62) — follow and rate 📺🔔 YouTube (https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA) — subscribe and like ✍️ Rebecca’s Substack (https://rebeccabirch.substack.com/) — read more ✍️ Nathaniel’s Substack (https://nathanielswain.substack.com/) — read more Takeaways * Success is one of the strongest drivers of student motivation in mathematics. * Explicit mathematics instruction is highly interactive rather than teacher-centred monologue. * Carefully sequenced examples help students focus on learning new procedures rather than becoming distracted by unnecessary complexity. * Automatic recall of basic number facts frees cognitive resources for more sophisticated mathematical thinking. * Concrete materials should introduce concepts but should not replace mastery of mathematical symbols. * Standard algorithms reinforce important mathematical ideas such as place value when taught explicitly. * Pair-share activities work best when they are tightly structured, purposeful and carefully monitored. * Guided practice should include frequent checking for understanding and immediate correction of misconceptions. * Well-designed scripted programs can improve consistency while still allowing teachers to bring their own personality and classroom presence. * Primary mathematics teachers benefit from high-quality curriculum materials because careful sequencing requires deep mathematical expertise. * Effective mathematics instruction balances conceptual understanding with procedural fluency rather than treating them as competing goals. * Students should not remain dependent on visual or concrete supports once symbolic understanding has developed. * Instructional time belongs to students and should be used with precision and purpose. * System leaders have an important responsibility to support instructional approaches that are backed by strong evidence. * Mathematics may require subject-specific instructional coaching alongside more general approaches to teaching improvement. Keywords Anna Stokke, mathematics education, explicit instruction, Explicit Mathematics Program, Mastery Schools Australia, scripted instruction, number bonds, subtraction, percentages, automaticity, standard algorithms, pedagogical content knowledge, mathematics pedagogy, instructional coaching, guided practice, concrete materials, cognitive load, mathematics teaching, evidence-informed education, Chalk Dust podcast This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media (https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1)

2. 

   10 Aug 2026

   Season Two, Episode 9: Every Class is a Reading Class

   Summary In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by Andrew McCrorey, an experienced educator and instructional leader at Monterey Secondary College in Victoria. Drawing on classroom footage from a secondary setting serving a highly disadvantaged community, Andrew demonstrates how explicit instruction, trauma-informed positive education and high expectations can work together rather than compete with one another. The discussion explores entry routines, co-regulation, secondary choral reading, gist statements, cold calling, participation as an equity issue, and the explicit teaching of behaviour expectations. Andrew explains how consistency across classrooms can function as an equity strategy, creating predictable environments in which students know what success looks like and teachers can focus on teaching rather than repeatedly resetting behaviour. Across the episode, Rebecca, Nathaniel and Andrew return to the idea that supporting students does not require lowering the bar. Instead, effective practice combines strong relationships, clear routines, deliberate participation structures and carefully sequenced academic support. The result is a classroom where students are both safe and challenged, and where literacy, behaviour and wellbeing are treated as interconnected parts of successful teaching. Mentioned resources and explainers Andrew McCrorey Andrew McCrorey is an educator with more than 20 years’ experience teaching in Australia and internationally. His work focuses on explicit instruction, behaviour support, trauma-informed positive education and improving classroom practice in complex educational settings. Monterey Secondary College Monterey Secondary College is located in Frankston North, Victoria. Andrew describes the school’s approach as combining evidence-informed teaching, trauma-informed positive education and consistency across classrooms to improve student learning and engagement. Trauma-Informed Positive Education A framework used at Monterey to support student regulation, relationships and readiness to learn. Andrew emphasises that trauma-informed practice is not about lowering expectations, but about raising expectations while providing the support students need to meet them. Four-to-One Positive to Corrective Feedback Andrew describes using a high ratio of positive to corrective feedback during routines such as lesson entry. Positive narration, greeting students warmly and acknowledging successful behaviour help establish a calm, predictable start. Entry Routines A tightly rehearsed lesson-entry process in which students know what materials to collect, where to go and what task to begin. Andrew explains how predictable entry routines support regulation, reduce bottlenecks and maximise learning time. Choral Reading Students read a text aloud together, following the teacher’s pacing and expression. Andrew uses choral reading in secondary English to build fluency, confidence, prosody and participation while allowing the teacher to hear and correct reading in real time. Gist Statements A summarising strategy in which students identify who or what a section is about, select key details and then condense the information into a single statement. Andrew uses this as part of a gradual release process to support comprehension and later writing. Cold Calling Andrew uses cold calling after students have had time to rehearse thinking through pair discussion. He frames participation as an equity issue, while also maintaining flexibility when a student is not ready to respond. Tracking the Speaker A universal attention routine used across the school. Students are explicitly taught to orient towards the speaker so that teachers can secure attention efficiently and maintain lesson flow. Explicit Teaching of Behaviour Rather than relying on broad classroom rules, Andrew teaches specific routines for situations such as arriving late. Students are shown what to do, what to expect, and how consequences will work, reducing uncertainty and preserving learning time. Listen or view, and support our work 🍏🎧 Apple Podcasts (https://apple.co/4hQ7qkk) — like, review and follow 🎵💚 Spotify (https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62) — follow and rate 📺🔔 YouTube (https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA) — subscribe and like ✍️ Rebecca’s Substack (https://rebeccabirch.substack.com/) — read more ✍️ Nathaniel’s Substack (https://nathanielswain.substack.com/) — read more Takeaways * Consistency can function as an equity strategy when students experience the same clear expectations across classrooms. * Trauma-informed practice and high expectations are not opposites; students often need more support in order to meet ambitious expectations. * Entry routines help students regulate, reduce uncertainty and maximise learning time. * Positive narration and unconditional positive regard can coexist with firm behavioural expectations. * Secondary students can successfully participate in choral reading when routines are carefully taught and the purpose is made clear. * Reading aloud is an entitlement, not just an activity for younger students. * Participation structures such as pair share, choral response and cold calling can support equity by ensuring more students have a voice. * Cold calling works best when students have had time to rehearse and when teachers remain responsive to individual readiness. * Gist statements help students move from reading to comprehension and then to concise written expression. * Explicitly teaching what to do when students are late reduces interruptions and makes consequences predictable. * Behaviour routines are more useful when they are precise enough to rehearse, rather than framed as broad expectations such as “be respectful”. * High response rates can support both learning and behaviour by keeping students cognitively engaged. * Wellbeing strategies should support academic learning rather than displace it. * High expectations are most effective when paired with strong relationships, scaffolds and opportunities for success. * Calm, engaged classrooms are built through deliberate systems, not through lowered expectations. Keywords Andrew McCrorey, Monterey Secondary College, explicit instruction, trauma-informed positive education, high expectations, secondary reading, choral reading, gist statements, cold calling, participation, equity, classroom routines, entry routines, positive narration, behaviour support, co-regulation, tracking the speaker, classroom management, literacy instruction, Chalk Dust podcast This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media (https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1)

3. 

   19 Jul 2026

   Season Two, Episode 8: Getting Hands-On

   Summary In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by STEM educator Amber Haven to explore what happens when explicit instruction meets genuinely engaging hands-on learning. Using footage from Amber’s middle-school STEM classroom, the discussion follows a lesson on neutral buoyancy, revealing how carefully designed routines allow practical investigations to remain cognitively demanding rather than descending into chaos. Amber demonstrates how retrieval practice, mini-whiteboards, Six Bricks, gesture, choral response and explicit behaviour routines work together to create classrooms where every student is thinking. Throughout the episode, Rebecca, Nathaniel and Amber discuss the importance of background knowledge, continuous checking for understanding, purposeful transitions, differentiation without lowering expectations, and designing practical activities that provide immediate feedback. The conversation highlights how high-quality classroom routines free students to focus on learning rather than logistics, making complex scientific concepts accessible through deliberate instructional design. Mentioned resources and explainers Amber Haven Amber Haven (https://www.instagram.com/educatorhaven/) is a STEM educator with more than 16 years of classroom experience and a strong focus on translating cognitive science into practical classroom strategies. She has presented at ResearchED conferences across the United States and at the Thriving Educators Summit, and her work has been featured by The Learning Scientists (https://www.learningscientists.org/blog/2025/1/30-1) and in Powerful Classrooms (https://www.amazon.com.au/Powerful-Classrooms-Evidence-informed-Strategies-Resources/dp/1394289278) by Patrice Bain. (https://www.amazon.com.au/Powerful-Classrooms-Evidence-informed-Strategies-Resources/dp/1394289278) Retrieval Practice Throughout the lesson, Amber demonstrates retrieval as an ongoing classroom habit rather than a single lesson component. Students repeatedly retrieve knowledge through mini-whiteboards, questioning, gestures, closed sentences and practical activities. Mini Whiteboards Mini-whiteboards allow every student to participate, provide immediate formative assessment, and make thinking visible. Amber discusses the routines required to use them fluently throughout a lesson. Six Bricks Six Bricks is a hands-on retrieval strategy that uses coloured Duplo bricks to sequence concepts, definitions or problems. Students retrieve vocabulary while constructing a coloured stack, allowing rapid checking for understanding and high levels of engagement. Continuous Checking for Understanding Rather than reserving checks for understanding for isolated moments, Amber embeds them throughout explanations, transitions and instructions, ensuring students remain cognitively engaged from beginning to end. Gesture and Dual Coding The episode explores how gesture, movement and simple physical cues support memory and retrieval—even with older students who may initially resist participating. Differentiation Amber demonstrates how differentiation can maintain common learning goals while adjusting the amount of work or level of support individual students receive, rather than lowering expectations or creating entirely different tasks. Practical Science with Explicit Instruction The discussion explores how carefully sequenced demonstrations, clear success criteria and explicit routines allow practical science lessons to remain focused on conceptual understanding rather than entertainment. Listen or view, and support our work 📨 Substack (https://chalkdust.media/) — sign up 🍏🎧 Apple Podcasts (https://apple.co/4hQ7qkk) — like, review and follow 🎵💚 Spotify (https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62) — follow and rate 📺🔔 YouTube (https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA) — subscribe and like ✍️ Rebecca’s Substack (https://rebeccabirch.substack.com/) — read more ✍️ Nathaniel’s Substack (https://nathanielswain.substack.com/) — read more Takeaways * Retrieval practice is most powerful when woven continuously throughout lessons. * Strong routines allow practical learning to remain focused on thinking rather than managing behaviour. * Mini-whiteboards provide rapid formative assessment while ensuring whole-class participation. * Six Bricks offer a simple, flexible alternative to traditional matching and multiple-choice activities. * Explicit behaviour instruction creates the conditions for successful hands-on learning. * Practical activities should reinforce conceptual understanding rather than distract from it. * Gesture and dual coding can strengthen learning well beyond the primary years. * Immediate feedback helps students refine their thinking during practical investigations. * Differentiation can preserve common learning goals while adjusting levels of support. * Clear transitions minimise extraneous cognitive load during complex activities. * Practical science lessons benefit from explicit modelling, routines and carefully sequenced instructions. * Student engagement is strongest when cognitive engagement and physical activity work together. * Background knowledge provides the foundation for successful inquiry. * Effective classroom management enables ambitious learning experiences. * Great practical lessons appear effortless because the routines have been carefully taught. Keywords Amber Haven, STEM education, retrieval practice, mini-whiteboards, Six Bricks, explicit instruction, science of learning, STEM, cognitive science, classroom routines, neutral buoyancy, formative assessment, gesture, dual coding, checking for understanding, differentiation, classroom management, practical science, cognitive engagement, Chalk Dust podcast This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media (https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1)

Who has been a guest on Chalk Dust

Names identified in recent episode analyses. Showing up to five guests.

• Peps Mccrea
• Katie Webster
• Caitlin Rowan
• Denarius Frazier
• John Hollingsworth

Reach and audience

Public platform figures. Ratings count people who left a rating, not total listeners.

YouTube views

3,712

Score snapshot 15 Sept 2025

Spotify

5.0 / 5

26 ratings

Podcast Authority Score: 28 / 100

A composite of feed quality, social presence, YouTube performance and engagement. Read the methodology.

Quality

26

Social presence

0

YouTube

74

Engagement

0