Teachers Aid

About Teachers Aid

Teachers Aid with Jon Harper. We've refocused the show on meeting some of the biggest unmet needs every educator has. If you are an educator who gives teaching your all, but still feel that you're not doing enough, this show is for you. Tune in to get social and emotional support for the very personal challenges teachers face. We promise you that you won't hear educators talking like this every day.

Publisher

BAM Radio Network

Category

education

Language

en

Explicit

No

First episode

15 Sept 2010

Latest episode

1 Oct 2026

Latest episodes

1 of 262 episodes have a transcript.

1. 

   1 Oct 2026TRANSCRIPT

   Helping Students Manage the Incentives that Undermine Responsible AI Use

   Professor Daniel Willingham and Dr. Michael Gerlich discuss how to motivate students to use AI responsibly by addressing incentives that undermine learning.

2. 

   1 Mar 2026

   Mini-White Boards: Where They Maximize Student Learning, Where They Don’t

   This conversation delves into the use of mini whiteboards in educational settings, exploring their benefits, challenges, and the cognitive science behind their effectiveness. Educators share their experiences and insights on implementing mini whiteboards to enhance student engagement and understanding, while also addressing potential pitfalls and the importance of routines in their use. Follow on Twitter: @AmberBHaven | @AndrewWatsonTTB | @bamradionetwork | @jonHarper70bd Related Resources: White Board Tips | I Was Wrong About Whiteboards | More tools and Tips Amber Haven is a STEM educator, speaker, and advocate for evidence-informed teaching with over 15 years of classroom experience. She is dedicated to refining her own practice while translating and showcasing evidence-informed strategies in authentic classroom settings. Dylan Kane is a 7th grade math teacher at a rural public school in Colorado. He writes a Substack called Five Twelve Thirteen about the intersection of evidence-informed practice and the realities of classroom teaching. Andrew Watson has been teaching since 1988, studying brains since 2008, and combining those fields since 2012. As a consultant and conference speaker, he works with students and teachers to make learning easier and teaching more effective. Author of three books, he writes frequently on memory, attention, motivation, and skepticism.” Brett Benson teaches 7th grade World Studies at a middle school in Omaha, Nebraska. He serves as our social studies department head. Last year he started the “CogSci PLC” at his school to help study the science of learning and evidence-based practices and strategies with teachers throughout the building . Last year the PLC focused on retrieval practice and working this year on Rosenshine’s principles of instruction. He has been teaching for 18 years. Keywords mini whiteboards, education, teaching strategies, classroom engagement, cognitive science, instructional choices, formative assessment, student participation, teaching tools, learning support Takeaways Mini whiteboards can quickly gauge student understanding. They support various instructional strategies across subjects. Effective use requires clear routines and expectations. Overuse can lead to distractions and disengagement. They provide immediate feedback for teachers. Cognitive load management is crucial when using them. Not the only tool for checking understanding; variety is key. Engagement is enhanced when students feel safe to share. Assessment for learning is more effective than assessment of learning. Intentional questioning is vital for maximizing their benefits. Quotables “How can teachers use whiteboards effectively?” “Routines make mini whiteboards effective.” “Be intentional about what you’re looking for.” Chapters 00:00 Exploring Mini Whiteboards in Education 06:51Practical Applications and Benefits 13:33 Challenges and Limitations of Mini Whiteboards 19:53 Cognitive Science Perspectives on Whiteboards 25:53 Key Takeaways and Final Thoughts

3. 

   2 Feb 2026

   Cognitive Load Theory, Working Memory and What Teachers Can Control

   In this conversation, Jon and Dylan Wiliam delve into cognitive load theory, exploring its implications for teaching and learning. They discuss the distinction between biologically primary and secondary knowledge, the importance of understanding cognitive load in the classroom, and effective teaching strategies that can enhance student learning. Dylan emphasizes the need for teachers to be aware of their own cognitive load and how it affects their students, advocating for instructional methods that support all learners, particularly those with lower working memory capacity. The discussion highlights the scientific basis of cognitive load theory and its practical applications in education, encouraging teachers to adopt strategies that facilitate deeper learning and retention. Follow on Twitter: @DylanWiliam | @bamradionetwork | @jonHarper70bd Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years. In 1984 he joined Chelsea College, University of London, which later merged with King’s College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London. Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

Inside a recent episode

Helping Students Manage the Incentives that Undermine Responsible AI Use

Published 1 Oct 2026 · Transcript excerpt

[…] And with that along, we slowly are not aware the move of agency from human to AI might feel as support, but it's actually substitution. And we have to be careful that AI support does not change into substitution. And that means, and that's why I understand when someone says, you know, you should only use AI on things that you already know, students should only use it for that. I agree and disagree at the same time. Because I agree in a way that the human has to think first. Always the sequence is important. A student should go to an absolute maximum. And once the students arrive there, then they should interact with an AI and say, can you give me opposing opinions, for example, right? […]

Who has been a guest on Teachers Aid

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

• Daniel Willingham
• Michael Gerlich
• Trevor Aleo
• Shelby Scoffield

Reach and audience

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

Apple Podcasts (US)

4.8 / 5

35 ratings

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Guest appearances

Books guests

Based on episode analysis; this does not confirm that the show is currently accepting guests.

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