Mr Barton Maths Podcast

In this long-awaited sequel (eight years after her last appearance), Craig welcomes back Becky Allen — education researcher, co-founder of Teacher Tap, co-author of The Teacher Gap, and now a consultant to the US-based Alpha School chain — for a deep dive into AI in education, with a particular focus on AI as a personal tutor. Becky is a self-confessed AI optimist who uses LLMs for almost everything (with a fervent endorsement of WhisperFlow voice transcription as a game-changer for giving models richer context). She walks through what she's been seeing inside Alpha School, where students do roughly two hours a day on AI-powered learning apps and spend the rest of their time on project-based learning, sports, and life skills. Her clearest examples of where AI tutoring genuinely shines are in generative prerequisite-knowledge conversations and in forcing students to engage step-by-step with worked examples — pulling them out of the passive eye-darting that kills most textbook learning. From there, Craig walks her through a battery of common sceptical pushbacks (screen time, scalability, Alpha's wealthy demographic, motivation without an audience, the Khanmigo flop, applicability to the Global South, and the future of subject-specialist teachers) and Becky pushes back on each with characteristic nuance. Her core thesis: AI won't transform mainstream schools much — they're too operationally complex to bend — but it will enable a parallel world of micro-schools, alternative provision, and remote subject specialists, particularly for the growing population of persistently absent and home-educated children. The conversation closes with reflections on whether AI will take her own job (and what to advise her children) and a prediction that the most concrete thing AI will fix in mainstream schools is marking. View the show notes here: podcast.mrbartonmaths.com/222-ai-in-education-with-becky-allen

In this episode of the Mr Barton Maths podcast, Craig sits down with Bibi Groot, behavioural scientist at Eedi, to unpack the rigorous research behind their ed-tech work. Bibi traces her journey from the UK's Behavioural Insights Team — where she applied frameworks like EAST (Easy, Attractive, Social, Timely) to public policy — to becoming Eedi's first behavioural scientist after a stint completing a PhD at UCL and having twins. The conversation builds methodically from the fundamentals of randomised control trials (and why they're so notoriously difficult to run well in schools) through the headline results of Eedi's two-year, 20-school RCT showing that students using the platform gained the equivalent of two to four extra months of progress, before diving into the much-publicised Google DeepMind collaboration. That study, run with LearnLM and a human-in-the-loop safety net, found that an AI tutor matched a human tutor on immediate question success and actually outperformed humans on short-term transfer questions — likely because the AI was relentlessly Socratic where time-pressured human tutors tended to short-circuit students' metacognition. Bibi closes by previewing Eedi's much larger four-arm follow-up trial (running until July 2026) testing whether deep student context beats strong pedagogy alone, plus exciting new pilots bringing DQR and WhatsApp-delivered AI tutoring to learners in Guyana, India, and Sub-Saharan Africa. Visit the show notes here: podcast.mrbartonmaths.com/221-building-an-ai-tutor-with-google-deepmind-with-bibi-groot-eedis-chief-impact-officer

A decade after his first appearance on the podcast, Dan Meyer returns to discuss the intersection of AI and mathematics education. Now leading AI feature development at Amplify (which acquired Desmos), Dan brings a uniquely balanced perspective—simultaneously a critic of AI's most maximalist claims and an active builder of AI tools for the classroom. Craig and Dan dig into three core areas: AI as a personal tutor, AI for teacher professional development, and AI for assessment. Along the way, they explore why AI tutors keep falling short of their hype, what Amplify's "discussion moments" feature reveals about thoughtful AI integration, the realities of the Alpha School model, and the social dimensions of learning that no chatbot can replicate. Dan argues that genuine educational improvement may depend less on technology and more on political solutions like teacher pay, class sizes, and addressing inequality—a sobering counterpoint to the dominant AI-as-saviour narrative. the show notes here: podcast.mrbartonmaths.com/220-ai-in-education-with-dan-meyer/

In this episode, I welcome my friend and Eedi co-founder, Dr Simon Woodhead. We dive into the evolution of educational technology, data collection, and AI's role in personalised learning. Join us as we reflect on past innovations, current challenges, and future opportunities in edtech, data science, and AI integrations in education. View the show notes here: podcast.mrbartonmaths.com/219-ai-in-education-with-simon-woodhead-eedis-chief-data-scientist

Education expert Carl Hendrick discusses the transformative potential of AI in education, emphasising how AI can enhance learning science, curriculum design, and personalised instruction. He explores the differences this time around compared to past EdTech innovations and offers insights into practical applications and future implications. Access the shownotes here: podcast.mrbartonmaths.com/218-ai-in-education-with-carl-hendrick

Discover the nuanced debate around AI's role in education through an in-depth conversation with science teacher and author, Adam Boxer. We explore both the exciting potentials and significant pitfalls of AI tools in teaching, assessment, and resource development. View the episode shownotes here: podcast.mrbartonmaths.com/217-ai-in-education-with-adam-boxer

A long-awaited conversation with Barbara Oakley, distinguished professor of engineering, bestselling author, and creator of the world's most popular online course "Learning How to Learn." Barbara shares her remarkable journey from hating maths in school to becoming a champion of cognitive science-based teaching, and brings her expertise in memory and learning to bear on the rapidly evolving world of AI in education. Across four key areas—personalised tutoring, assessment, lesson planning, and teacher professional development—Barbara offers a refreshingly optimistic yet pragmatic take on how generative AI can support learning, while issuing strong warnings about the dangers of constructivist approaches in an AI-enabled world. She makes a passionate case for testing more (not less), for cognitive realist teaching over student-centred approaches, and for bringing the scientific method into education the way it transformed medicine. The conversation ranges from how AI helps her generate metaphors and surprises in her own teaching, to a fascinating insight into how large language models "grok" patterns in ways that mirror human learning. View the show notes here: podcast.mrbartonmaths.com/216-ai-in-education-with-barbara-oakley

In this in-depth interview, Daisy Christodoulou explores the evolution of AI in education assessment, focusing on the capabilities and limitations of large language models and AI auto-marking systems. She discusses the history, current state, and future potential of AI in assessment, emphasising the importance of human oversight and the challenges of AI interpretability. Daisy Christodoulou discusses the impact of AI on education, assessment, professional development, and resource creation, emphasising the importance of human oversight and strategic integration of technology. Access the show notes here: podcast.mrbartonmaths.com/215-ai-in-education-with-daisy-christodoulou

In this conversation, Craig and Iro Xenidou-Dervou explore the emerging field of early financial literacy, discussing its significance in children's education. They delve into the distinct constructs of financial literacy and numeracy, the innovative assessment tool 'Arlo's Adventures', and the five key components of financial literacy for young children. The discussion also highlights the role of parents and educators in fostering financial understanding, the challenges posed by socioeconomic factors, and the importance of concrete experiences in teaching financial concepts. Iro emphasises the need for a curriculum that effectively addresses these components and the importance of early conversations about money. Access the show notes here: podcast.mrbartonmaths.com/214-research-in-action-31-early-years-financial-literacy-with-iro-xenidou-dervou

In this episode of the Mr Barton Maths podcast, Professor Victoria Simms discusses her research on children's mathematical thinking and the importance of family involvement in early education. She emphasises the role of the home environment in shaping children's mathematical experiences and the need for supportive resources for parents. The discussion also covers the challenges of early education, the impact of sibling interactions, and the long-term effects of early mathematical experiences. Vic shares insights on data-collection methodologies in educational research and highlights the importance of fostering positive mathematical experiences at home. Access the show notes here: podcast.mrbartonmaths.com/213-research-in-action-30-supporting-families-with-mathematics-with-vic-simms

In this episode of the Mr. Barton Maths podcast, Craig is joined by Chris Shaw, a mathematics educator with nearly 30 years of experience. They discuss Chris's transition from secondary school teaching to a full-time role at Loughborough University, where he is involved in teacher training and research. The conversation delves into the importance of effective explanations in mathematics education, the challenges of pursuing a PhD, and the role of sense-making in teaching. Chris shares insights from his research on what constitutes a good mathematical explanation and the significance of example selection in teaching. The episode concludes with reflections on the complexities of teaching and the ongoing quest for effective educational practices. Read the show notes here: podcast.mrbartonmaths.com/212-research-in-action-29-explanations-and-reasoning-with-chris-shore

Visit the shownotes here: https://podcast.mrbartonmaths.com/211-research-in-action-28-considering-uncertainty-when-interpreting-educational-research-with-hugo-lortie-forgues/

View the show notes here: https://podcast.mrbartonmaths.com/210-research-in-action-27-technology-and-learning-with-andrew-manches/

In this conversation, Silke Goebel, a professor at the University of York, discusses her research on number processing in children, the cognitive and cultural aspects of numerical cognition, and the influence of language on learning mathematics. She explores how numbers are represented in the brain, the concept of subitizing, and the challenges posed by different number systems across cultures. The discussion also touches on the impact of bilingualism and reading direction on numerical understanding, as well as practical takeaways for teachers and parents to support children's mathematical development. Access the show notes here: https://podcast.mrbartonmaths.com/209-research-in-action-26-linguistic-influences-on-number-processing-with-silke-goebel/

Kris Boulton and maths teacher Duncan Grantham join me to discuss creating maths resources using AI. You can access the shownotes here: mrbartonmaths.com/blog/atomisation-in-action-4

Kris Boulton and maths teacher Lee Wheeler join me for the third in our monthly deep-dives about how to apply the principles of Atomisation in the classroom. This time we look at problem-solving, prerequisite knowledge, and overtisiation. Access the show-notes here: mrbartonmaths.com/blog/atomisation-in-action-3

Ollie Lovell and Mark Dowley have written a fantastic book - The Classroom Management Handbook. In this conversation, we dive into three of Ollie and Mark’s 10 behaviour principles: Master your own behaviour to influence others, Treat behaviour as a curriculum, and Success is the greatest motivator. We then discuss my favourite part of the book - the worked example or scripts that Ollie and Mark have written to show teachers exactly how to enact these principles in their classrooms. Whether you are a novice teacher or an experienced practitioner, there will be something in this chat, and indeed in the book, for you. You can access the show notes here: mrbartonmaths.com/blog/classroom-management-handbook

Science teacher and educational guru Adam Boxer joins me to discuss why he thinks the way CPD is traditionally delivered in schools is broken, and how we can fix it. We discuss three common models of CPD - the one-off inset, the yearly whole-school focus, and instructional coaching - and Adam outlines just how difficult it is to make them effective. We then discuss Adam's alternative. You can access the show notes here: mrbartonmaths.com/blog/adam-boxer-cpd/

Regular listeners will know that each month, I get together with my good friend and podcasting arch-enemy Ollie Lovell. This is the fifth in our series of conversations where we seek to agree upon a maths lesson structure. This time around, we continue our discussion of the Do Now, this time focusing on how to respond to the checks for understanding, and addressing reasons why the Do Now can take too long. As ever, we go super deep. So, I hope people enjoy it. Access the show-notes here: mrbartonmaths.com/blog/lesson-structure-5

Kris Boulton and maths teacher Lee Wheeler join me for the second of our series of Atomisation in Action episodes, where we discuss the benefits and challenges of applying the principles of Atomisation in the classroom. This time, we discuss how Atomisaiton can go wrong, and how it works with sets and mixed-attainment classes. You can access the show notes here: mrbartonmaths.com/blog/atomisation-in-action-2

This episode, Neil Almond, creator of the amazing Teacher Prompts newsletter, returns to the show. We begin by reflecting on some recent developments in the world of AI and then turn our attention to Neil’s AI spin on Neil Postman's Technology Principles, where Neil expresses caution about the impact AI could have on our students' education and the role of teachers. You can access the shownotes here: mrbartonmaths.com/blog/ai-in-education-3

This is the first in what I hope will be a new series of episodes focusing on Atomisation and its potential impact on student learning. Access the show notes here: mrbartonmaths.com/blog/atomisation-in-action-1

You can access the shownotes here: mrbartonmaths.com/blog/ai-in-education-2

In this engaging conversation, Craig Barton and Ollie Lovell discuss various teaching strategies, focusing on the 'Do Now' structure in classrooms. They explore the importance of checking for understanding, the effectiveness of mini whiteboards, and how to manage latecomers. The discussion also touches on their upcoming Aussie tour, providing insights into their teaching philosophies and practical classroom management techniques. In this conversation, Craig and Ollie delve into the intricacies of teaching strategies, focusing on the importance of establishing effective routines, gathering and responding to feedback, and optimizing communication in the classroom. They discuss the complexities of teaching, the necessity of splitting up gathering and responding to feedback, and reflect on the ongoing podcast series, emphasizing the depth of discussion required to improve teaching practices. You can access the show notes here: mrbartonmaths.com/blog/lesson-structure-4

You can view the show notes here: mrbartonmaths.com/blog/ai-in-education-1

Show-notes: mrbartonmaths.com/blog/lesson-structure-3

Access the show notes here: mrbartonmaths.com/blog/lesson-structure-2

You can access the show-notes here: mrbartonmaths.com/blog/lesson-structure-1

I have shared the video clips from the sections of the lesson that we discussed on the show-note page here: mrbartonmaths.com/blog/ollie-lesson

In this conversation, Craig Barton and Ollie Lovell discuss various topics related to teaching and professional development. They touch on the importance of aligning pedagogy in schools and the potential benefits and drawbacks of co-constructing instructional practices. They also discuss effective strategies for delivering CPD, including cold calling participants and switching partners during activities. Craig shares his takeaways from attending CPD sessions by Doug Lemov and from Ollie's conversation with Harry Fletcher-Wood. Overall, the conversation highlights the importance of thoughtful and intentional approaches to teaching and professional development. In this part of the conversation, Craig and Ollie discuss the importance of effective training and the role of habits in learning. They also explore the power of writing as a tool for participation and reflection. They highlight the need for visible writing to facilitate discussion and the benefits of rewriting to deepen understanding. They also discuss the importance of pushing conversations to a higher level to uncover underlying beliefs and assumptions. Finally, they reflect on the challenges of one-off PD sessions and the value of distilling wisdom into actionable takeaways. You can view the shownotes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-14

Time-stamps:

1. Should school teaching and learning playbooks be constructed? (07:54)
2. Reflections on Doug Lemov CPD (29:17)
3. Effective training focusses on developing habits (44:08)
4. The power of writing (59:01)
5. During tricky conversations, push to a higher level (1:08:43)
6. The importance (and perils) of models during CPD (1:22:04)

In this conversation, Craig and Ollie discuss various topics, including their health, their rankings as education influencers, and the importance of breaking down concepts into smaller atoms for effective teaching. They also explore the idea of sharing what students need to hear rather than showing off one's knowledge, and the challenges of atomization in teaching. Ollie shares his experience working with a school and the importance of focusing on specific areas for improvement. Craig highlights the value of breaking down routines and processes in teaching and the need to assess or teach each atom separately. They also discuss the curse of knowledge and the benefits of pairing experienced and less experienced teachers. The conversation explores the idea of productive struggle in education and the importance of curriculum resources. It discusses the benefits of students struggling with tasks and the role of teachers in helping them struggle at a higher level. The conversation also delves into the relationship between curriculum and pedagogy, highlighting the need for both to be addressed in teaching and learning. The importance of shared and prescriptive curriculum resources is emphasized, as well as the need for teachers to see themselves as curriculum designers. The conversation concludes with a discussion on gratitude and the power of storytelling. In this conversation, Craig Barton and Ollie discuss the benefits and drawbacks of discovery-based learning in mathematics. Craig shares his experience observing a teacher who used a discovery approach to teach geometry theorems, which initially made him skeptical. However, he found that the students were engaged and able to explain the theorems effectively. They discuss the importance of efficiency and strategic use of discovery activities in the curriculum. Ollie shares his love for teaching in ways that allow students to make connections on their own. You can view the shownotes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-13

1. Tell teachers what they need to hear (08:01)
2. Breaking things down is the most important thing (13:03)
3. Choose the level of struggle (24:56)
4. What should we spend finite CPD time on (30:35)
5. Dinner table chat (51:44)
6. Circle Theorems discovery lesson (59:27)

In this conversation, Craig Barton and Ollie discuss various topics including recovery from illness, feedback, and teaching methods. They explore different approaches to going through responses from starters in the classroom, such as working through every answer quickly, circulating and addressing specific questions, and using mini whiteboards. They also discuss the importance of setting the tone for the lesson during the do now activity. Additionally, Craig introduces the concept of atomisation in teaching and the NPPPN sequence for teaching categorical atoms. They highlight the importance of using examples and non-examples to help students understand and categorize knowledge. In this part of the conversation, Craig and Ollie discuss the importance of using effective examples and non-examples when teaching concepts. They also explore the key factors that contribute to the success of high-achieving schools, such as sustained professional learning and a shared approach to teaching. Additionally, they discuss how pedagogy may differ when teaching senior students and the importance of providing feedback in a supportive and constructive manner. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-12

Time-stamps:

1. Responses to the Do Now (05:36)
2. NPPPN (18:16)
3. Ollie's visit to a high-performing school (33:42)
4. How does pedagogy change at A Level? (49:55)
5. Words to avoid when giving feedback (58:51)
6. Triple EPPs (1:05:17)

Kris Boulton returns to the podcast to discuss atomisation and how it can lead to unstoppable learning for our students. You can access the show-notes here: mrbartonmaths.com/blog/atomisation-kris-boulton

Timestamps:

1. Atomization in mathematics education, with a focus on expertise-induced blindness and its impact on students' understanding. (10:57)
2. Breaking down complex processes into simpler steps. (15:12)
3. Teaching methods using a taxonomy of seven concepts (categories, comparative, transformation, fact, and process). (19:40)
4. Categorical concepts, comparatives, and transformations in mathematics. (23:43)
5. Identifying and teaching mathematical "atoms" for better instruction. (29:38)
6. Teaching math concepts by breaking them down into smaller, familiar "atoms" to help students understand and build upon them. (38:18)
7. Simplifying math expressions using factoring and atomization. (44:09)
8. Teaching math concepts by breaking them down into smaller, more manageable "atoms" to help students understand and build confidence. (49:48)
9. Categorical concepts in math education, with a focus on non-examples. (53:43)
10. Importance of examples in teaching, with a focus on the limitations of language in conveying concepts. (57:31)
11. Teaching concepts using examples and definitions. (1:03:31)
12. Using correlated features in math teaching. (1:08:50)
13. Teaching quadratics with examples and caveats. (1:13:28)
14. Using examples to teach concepts, including minimally different and maximally different examples. (1:19:20)
15. Teaching language learners using negative examples first. (1:27:01)
16. Teaching math concepts using examples and testing sequences. (1:31:20)
17. Decisions and categorization in math education. (1:35:10)
18. Using language to make math problems easier. (1:39:51)
19. Differentiating between cognitive routines and transformations in math. (1:45:04)
20. Teaching math concepts using different methods. (1:48:25)
21. Teaching math concepts to children using a step-by-step approach. (1:54:18)
22. Using mini whiteboards for testing sequences in math class. (1:59:19)
23. Teaching strategies, emphasizing the importance of interactive learning and using whiteboards. (2:02:36)
24. Using simplified symbols vs. expert-level symbols in math education. (2:07:59)
25. Using continuous conversion in math lessons. (2:12:00)
26. Teaching math concepts using cognitive routines. (2:20:02)
27. Teaching math concepts to students using explicit and implicit methods. (2:25:28)
28. Teaching strategies, including non-examples, identifying concepts, and managing classroom noise. (2:32:03)
29. Math education, examples, and training. (2:35:28)
30. Improving math education with technology and hybrid learning models. (2:39:19)
31. Teaching methods and classroom management. (2:43:42)
32. Teaching math to mixed-ability students, emphasizing the importance of exploration and unveiling mathematical concepts. (2:50:08)
33. Teaching math to high school students, focusing on approach for different learners. (2:53:42)
34. Teaching probability with creative problem-solving strategies. (2:57:47)
35. Breaking down complex math concepts into smaller parts for better understanding. (3:01:57)
36. Sequencing examples in teaching, emphasizing clarity and brevity. (3:06:53)
37. Using "atomization" to teach math concepts more efficiently. (3:11:09)

You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-11/

Links to all the resources mentioned can be found in the show notes here: mrbartonmaths.com/blog/jo-morgan-gcse/

Time-stamps:

1. Career journey and GCSE results in a South London comprehensive school. (5:16)
2. GCSE results and progress measures. (10:33)
3. School performance metrics and progress measures. (12:49)
4. The impact of progress 8 measure on students' future opportunities. (18:15)
5. Key stage three math curriculum and pedagogy. (23:47)
6. Math teaching strategies and resources in a school with non-specialist teachers. (28:18)
7. Sharing lesson plans and quality control in a school. (33:15)
8. Lesson planning and resource use in math education. (38:07)
9. Math teaching methods and expectations for lessons. (41:41)
10. Teaching mechanics for the first time. (45:34)
11. Using mini whiteboards in the classroom. (48:41)
12. Math teaching strategies and calculator use. (52:47)
13. Using calculators in math class to improve understanding and skills. (59:15)
14. Math education with a focus on calculator use and retrieval practice. (1:02:40)
15. Retrieval practice in language lessons. (1:07:29)
16. Using retrieval practice to fill knowledge gaps in math classes. (1:09:17)
17. Math warm-ups and booklets for engagement and assessment. (1:13:49)
18. Using retrieval practice, prerequisites, and assessment in math lessons. (1:18:29)
19. Using low-stakes assessments in math class. (1:22:52)
20. Effective whole-class feedback in math lessons. (1:27:40)
21. Teaching and assessment strategies in English grammar school. (1:29:16)
22. The impact of Sparks, an online maths platform, on student performance. (1:33:50)
23. Homework strategies in a UK school. (1:38:23)
24. Homework strategies and student motivation. (1:42:57)
25. Offering additional maths qualification to boost GCSE and A-level results. (1:48:13)
26. Math education, including further maths and entry-level maths. (1:51:58)
27. Teaching maths and setting high standards in a school. (1:55:33)
28. Effective leadership and data analysis in a high school math department. (2:00:38)
29. Data analysis and reporting in education. (2:06:03)
30. Department leadership and communication in schools. (2:13:20)
31. Department meetings and their frequency. (2:19:18)
32. Effective teaching strategies and data analysis in maths. (2:22:24)
33. Math interventions and support for Year 11 students. (2:27:16)
34. GCSE maths teaching strategies and student assessment. (2:32:19)
35. Math teaching strategies and school challenges. (2:36:36)
36. Improving GCSE exam review sessions. (2:41:12)

You can access the show-notes here: mrbartonmaths.com/blog/how-to-coach

1. Education, teaching, and music with a former English teacher. (5:33)
2. Teaching strategies and reflecting on early years of teaching. (12:19)
3. Teacher's struggles with classroom management and improvement with coaching. (15:35)
4. Instructional coaching in education. (20:50)
5. Implementing coaching programs in schools. (27:10)
6. Coaching and changing teacher practice. (30:00)
7. Improving teaching methods through mental models. (35:10)
8. Teacher experience and mental models. (37:52)
9. Coaching teachers to overcome misconceptions in the classroom. (42:55)
10. Teaching framework and lesson planning. (49:35)
11. Coaching techniques for teachers. (52:18)
12. Teaching strategies and classroom observations. (57:44)
13. Coaching techniques for math lessons. (1:01:52)
14. Coaching techniques for teachers. (1:05:22)
15. Coaching techniques for teachers. (1:10:48)
16. Improving teaching methods through rehearsals and planning. (1:15:49)
17. Rehearsing teaching techniques to improve effectiveness. (1:19:30)
18. Coaching techniques for teachers. (1:23:21)
19. Coaching experiences and diagnostic strategies. (1:27:31)
20. Live coaching in education. (1:32:37)
21. Coaching in education, including feedback and classroom management. (1:35:11)
22. Coaching techniques in education. (1:40:32)
23. Improving coaching in a department. (1:45:31)
24. Coaching and teaching methods. (1:48:50)
25. Coaching in education with valuable insights. (1:54:15)

In this conversation, Craig and Ollie discuss various topics including Brian Johnson's quest to beat the aging process, fitness goals, teaching reading using Monster Phonics, treating failures as system failures, effective teacher professional development, and the use of silent teacher and checking for listening in the classroom. In this part of the conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and methods. They explore the use of worked examples and the importance of checking for understanding. They also discuss the idea of tightening feedback cycles and the benefits of more frequent assessments. Finally, they delve into the controversy surrounding exit tickets and their effectiveness as a teaching tool. You can access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-10/

Time-stamps:

1. Consider failures first as system failures (09:15)
2. My latest lesson observation and coaching template (16:43)
3. Representation, Decomposition, Approximation (32:16)
4. Two different Starts to Finish so pairs don’t copy? (42:20)
5. Tighten feedback cycles (52:57)
6. Are Exit Tickets a waste of time? (1:02:03)

You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-9/

In this episode, Craig, Ollie, and special guest Zach Groschel discuss various topics related to education. They start by introducing themselves and discussing their current locations. Then, they dive into the importance of standardizing entry and exit routines in schools. They also explore the concept of relentless precision in holding high standards and the obstacles to understanding that teachers may face. Overall, the conversation highlights the need for clear expectations, effective coaching, and ongoing support in education. The conversation covers obstacles to understanding, effective explanations, checking for listening, refining the list, gradual release of responsibility, six direct instruction shifts, and self-explanation. The conversation explores the pre-test effect, the value of mass practice, the importance of discriminative contrast in interleaving, and the role of similarity in interleaving. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-8

Time-stamps:

1. Standardizing classroom entry and rewards for students. (8:45)
2. Classroom management strategies for quiet and focused learning. (13:06)
3. Implementing a new behavior system in a school. (16:55)
4. Implementing a behavior change initiative in schools. (22:56)
5. Improving school standards through coaching and precision. (26:07)
6. Holding high standards in schools. (30:42)
7. Sustaining high standards in teaching and coaching. (36:18)
8. Coaching in education, obstacles to understanding. (41:03)
9. Obstacles to understanding in teaching. (44:50)
10. Clear explanations in teaching. (49:57)
11. Teaching strategies and checklists for effective explanations. (55:30)
12. Gradual release of scaffolding in teaching. (1:02:22)
13. Teaching strategies for language learning. (1:07:30)
14. Gradual release of responsibility in teaching. (1:12:21)
15. Teaching strategies and frameworks. (1:16:09)
16. Self-explanation in education. (1:19:37)
17. Self-explanation in teaching and learning. (1:23:42)
18. Self-explanation in teaching and learning. (1:28:28)
19. Pre-testing and interleaving in math education. (1:32:42)
20. Motivating students through math education. (1:37:42)
21. Interleaving and spaced practice in learning. (1:41:05)
22. Teaching math concepts through spaced repetition and interleaving. (1:48:32)
23. Interleaving and practice strategies in education. (1:51:49)
24. Teaching, learning, and poetry. (1:57:31)

Cognitive psychologist, Nick Soderstrom, joins me to talk about all things memory and retrieval. We discuss the important distinction between learning and performance, and then dive into four desirable difficulties: testing, spacing, interleaving and pre-testing. Links can be found in the show notes: mrbartonmaths.com/blog/how-to-remember

Time-stamps:

1. Memory, learning, and career paths with a cognitive psychologist. (7:04)
2. The importance of retrieval practice in learning. (12:25)
3. Learning vs performance in education. (17:51)
4. Retrieval practice and testing in education. (24:26)
5. The benefits of testing students and how it can improve learning. (29:35)
6. Effective feedback strategies in teaching. (36:11)
7. Math testing formats and feedback. (43:03)
8. Retrieval practice in math education. (47:37)
9. Using retrieval practice and spacing to improve learning. (51:33)
10. Spaced repetition in teaching fractions. (56:30)
11. Optimal spacing for effective learning. (1:01:01)
12. Optimal retrieval practice for learning. (1:05:36)
13. Using hints and cues in retrieval practice. (1:10:03)
14. Formative assessments and learning vs performance. (1:13:30)
15. Interleaving and its benefits in learning. (1:17:41)
16. Interleaving in math education. (1:23:55)
17. Math education techniques and interleaving. (1:27:53)
18. Interleaving practice in education. (1:31:41)
19. Pre-testing in education. (1:36:57)
20. Assessing students' prior knowledge in math lessons. (1:44:24)
21. Pre-testing in education and its potential effects on students. (1:47:35)
22. Pre-testing and its benefits in education. (1:52:48)
23. Retrieval practice and its effectiveness in learning. (1:57:43)
24. Learning strategies and debunking myths. (2:02:21)
25. Learning styles, desirable difficulties, and technology in education. (2:08:32)
26. Learning vs performance in education. (2:14:37)
27. Learning strategies and research-backed techniques for teachers. (2:20:22)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the seventh of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss CPD, checking for understanding, rehearsal, lesson planning, and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-7

Time-stamps:

1. Plan CPD around the in-between times (10:04)
2. Questions to ask during CPD (17:52)
3. Ask Who got 8/10? (28:16)
4. Importance of rehearsal when coaching (35:42)
5. Move slowly (50:47)
6. What’s harder, planning lessons from scratch, or adapting existing lessons? (57:27)

To access the show-notes, please visit: mrbartonmaths.com/blog/mark-mccourt-part-3/

Time-stamps:

1. Retirement and career changes. (4:43)
2. Potential and ability in education. (13:30)
3. The meaning of "ability" in education. (21:31)
4. Teaching methods and class organization. (25:30)
5. Teacher performance and subject-specific knowledge. (33:28)
6. Education trends and subject matter in schools. (38:06)
7. Education sector fear and lack of agency among teachers. (44:14)
8. Assessing student learning and understanding. (53:21)
9. Teaching methods and mini whiteboards. (58:59)
10. Maths education and manipulatives. (1:03:41)
11. Using manipulatives in math education. (1:10:22)
12. Maths education and teacher training. (1:16:35)
13. Inadequate teacher training in the UK. (1:22:47)
14. Teaching math concepts in a personalized manner. (1:28:42)
15. Math education and assessment methods. (1:33:34)
16. Formative assessment and teacher vulnerability. (1:41:00)
17. Teaching mathematics with formal language and forward-thinking methods. (1:44:53)
18. Teaching methods and fear of inspections. (1:51:26)
19. The power of education and knowledge transfer. (1:59:05)
20. Education as a maturation process. (2:05:01)
21. Mastery approach in education with a focus on math and FE. (2:15:16)
22. FE college math reset issues. (2:20:03)
23. Improving mathematical literacy through precise language use. (2:27:29)
24. Educational approach and its impact on school performance. (2:33:45)
25. The importance of shared values and beliefs in schools. (2:40:44)
26. The effectiveness of Ofsted and potential systemic problems. (2:46:23)
27. Ofsted's effectiveness and potential biases. (2:52:34)
28. Education system and curriculum design. (2:56:56)
29. Maths education, curriculum, and technology. (3:04:41)
30. Mastery-based education and assessments. (3:09:48)
31. The role of teachers in education and the potential for online learning. (3:14:19)
32. The importance of classroom experience in teaching. (3:21:58)
33. Career challenges and personal growth. (3:26:44)
34. Teaching, grief, and pride in education. (3:31:41)
35. Retirement, relationships, and personal growth. (3:40:39)
36. Education, values, and priorities with Mark McCourt. (3:45:59)

The episode features a conversation with Ofsted's Maths Subject Lead, Steve Wren. We discuss everything from inspections, subject deep-dive, lesson observations, book scrutinies, COVID and more. For show notes, please visit: mrbartonmaths.com/blog/ofsted

Time-stamps:

1. Education career, controversies, and accents. (13:13)
2. Maths education, policy, and personal interests. (15:31)
3. Maths education and refereeing football. (20:56)
4. Football refereeing and teaching career insights. (23:27)
5. Lesson planning and the importance of cutting losses. (26:31)
6. Ofsted inspections and their practicalities. (29:12)
7. School inspection process and expectations. (35:33)
8. School inspection and grading. (39:09)
9. School inspection process and leadership. (42:40)
10. Ofsted inspections and deep dives in a secondary school. (49:15)
11. Maths curriculum and lesson observations. (51:13)
12. Teaching maths in a school. (55:22)
13. Ofsted inspections and lesson quality. (1:00:18)
14. Ofsted inspections and consistency in teaching practices. (1:04:45)
15. Using mini whiteboards in the classroom. (1:07:45)
16. Using books to support deep dives in education. (1:11:37)
17. Effective lesson observations and deep dives in education. (1:15:14)
18. Inspector training and subject expertise in education. (1:18:27)
19. Keeping bias out of inspections and tailoring approaches to individual schools. (1:21:55)
20. Effective department meetings in schools. (1:26:44)
21. Maths education report and its findings. (1:29:32)
22. Maths education challenges and solutions. (1:34:23)
23. Teaching methods and exam preparation in schools. (1:39:01)
24. Secondary school teaching strategies and retention. (1:43:47)
25. Primary and secondary school math education. (1:48:12)
26. Problem-solving in math education. (1:52:30)
27. Effective problem-solving strategies in math education. (1:56:35)
28. Maths education balance and practice. (2:00:12)
29. Problem-solving in math education. (2:04:43)
30. Using departmental meetings to support math problem-solving skills. (2:07:06)
31. Curriculum design and problem-solving strategies. (2:11:02)
32. Problem-solving strategies in math education. (2:16:07)
33. Sharing high-quality educational resources and Ofsted's research review. (2:18:51)
34. Maths education and the importance of balancing different perspectives. (2:23:56)
35. Ofsted's stance on marking and feedback. (2:28:39)
36. Effective math teaching methods and workload management. (2:32:53)
37. Using centrally planned resources in maths lessons. (2:36:26)
38. Maths education during COVID-19 pandemic. (2:40:29)
39. Maths education, homework, and curriculum. (2:45:51)
40. Ofsted inspections and curriculum development. (2:49:35)
41. The future of math teaching and the importance of skilled teachers. (2:53:04)
42. Educational blogs and podcasts for personal growth. (2:57:30)

For this special episode (kindly sponsored by Casio Education), Ollie Lovell and I are joined by Emma Turner and Tom Sherrington to discuss coaching, the view form the back of a lesson, pre-testing, implied competencies and more! Access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-6

Time-stamps:

1. Be wary of the view from the back of your lessons (05:29)
2. Implied competencies at primary (21:52)
3. The Montessori approach (37:01)
4. Why cannot Craig not make pretesting work? (58:45)
5. Is coaching in groups better than one-to-one? (1:21:53)
6. The power of manipulatives (1:35:15)

This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-25

Time-stamps:

1. Introduction to today’s topic. (6:29)
2. How parents engage with their children. (11:20)
3. Differences between the quality of the interactions and the frequency. (15:37)
4. The ideal combination of frequency and quality. (19:58)
5. The home mathematics environment in China. (24:35)
6. The hierarchy of what parents should do for their environment. (29:08)
7. The role of shape and space in mathematics development. (34:31)
8. The maths environment at home and literacy. (41:53)
9. The role of first impressions in learning and performance. (49:25)
10. Teacher perception of a student. (52:51)
11. How parents can help their children think more intentionally. (59:04)
12. The weak relationship between mathematics environment and learning outcomes. (1:02:19)

This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-24

Time-stamps:

1. Introduction to Kinga. (0:14)
2. Craig's background. (2:08)
3. Maths Anxiety. (8:52)
4. The bias for positive findings in research. (15:17)
5. What is dyscalculia and what does it mean? (19:34)
6. Differences between students with dyscalculia and those without. (25:32)
7. Diagnostic criteria for dyscalculia. (32:17)
8. New developments in the field of dyscalculia. (37:02)
9. Gender differences in dyscalculia. (44:23)
10. Is it possible to outgrow dyscalculia? (48:38)
11. Comorbidities between dyslexia and dyscalculia. (58:23)
12. The modularity of the mind. (1:02:54)

Dave Hewitt taught in schools for 11 years, including as Head of Department working with all-attainment classes from Years 7-11. Dave has since been working in teacher education for over 30 years, initially at the University of Birmingham and then setting up the mathematics PGCE at Loughborough University in 2014. Dave was last on the show back in 2020 when we discussed when to tell students how to do something.

This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-23

Time-stamps:

1. Dave's background. (2:07)
2. The law of efficiency and short term success. (7:36)
3. The subordination of teaching to learning. (13:16)
4. Children can abstract from a world of complexity. (19:49)
5. Direct access to students. (25:15)
6. Direct access vs. prior knowledge. (33:12)
7. Assess the knowledge of your students. (41:32)
8. The power of learning generated examples. (45:59)
9. Not enough time for maths. (50:35)
10. Teachers are not assessors. (55:19)
11. Fluency-based learning. (1:00:02)
12. Assessments are not just about assessment. (1:04:45)
13. How to get students to explain things. (1:09:25)
14. Discussing departmental meetings around the task. (1:14:51)
15. How to assess where students are in the mind. (1:18:38)
16. Being creative in the classroom. (1:24:21)
17. What’s an example of something you’ve changed your mind about? (1:29:45)
18. Building Thinking Classrooms. (1:32:36)
19. The importance of enthusiasm and believing in mathematics. (1:38:47)
20. Mimicry and direct instruction. (1:45:05)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fifth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss instructions, the Split-Attention Effect, backwards-faded worked examples, and the first lesson with a new class. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-5/

Time-stamps:

1. Front-loading instructions (09:09)
2. Backwards fading for worked examples (12:51)
3. Never write what you don't understand (28:36)
4. Hands-up who thinks they know the answer (40:02)
5. Do you really understand the Split-Attention Effect? (49:50)
6. First lesson with a new class (58:36)

Camilla Gilmore is the Developmental Psychology and lead of the Centre for Early Mathematics Learning. She has done research for 20 years focused on learning mathematics in particular looking at cognitive aspects (e.g. executive function skills that we discussed back in episode 151)

This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-22/

Time-stamps:

1. The importance of early years maths. (7:38)
2. What are the age groups of early learners? (11:52)
3. How much variation is meaningful and how much incidental? (15:42)
4. Early years and executive functions. (21:11)
5. Cognitive load theory and extraneous load. (27:13)
6. How retrieval practice works in early years. (31:10)
7. The month of birth effect on learning. (35:33)
8. How much do emotional aspects play a role? (39:47)
9. Positive attitudes to maths in early years. (44:26)
10. What secondary teachers can learn from early years teachers? (48:39)
11. How did you change your mind about the centre? (54:20)

This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-21/

Time-stamps:

1. Jody's background. (1:53)
2. What do you mean by early algebra? (7:34)
3. Cultural representation of mathematics in school. (14:17)
4. The power of geometric patterns. (21:39)
5. How children's academic achievement accelerates. (26:56)
6. Shoehorning in inverted commas and real-life applications. (31:58)
7. Strategies on how to integrate cultural learning into maths. (38:06)
8. Advice for teachers on how to help students. (43:58)
9. The role of comparative judgement in evaluating student responses. (47:45)
10. Getting students to look at other students' responses. (53:07)
11. Quality-assured resources for teachers. (58:58)