Chalk & Talk

A practical guide to pushing back when programs are defended with vague “research shows” claims. Short lessons on spotting tactics that silence questions, like credential deflection and the firehose of references. Tips for asking for real evidence and recognizing fuzzy outcomes that do not prove learning. Encouragement to persist in demanding high-quality proof for classroom decisions.

Joanna Barbousas, Pro Vice-Chancellor and Dean of Education at La Trobe University who founded the SOLAR and SUM labs, discusses transforming teacher preparation with evidence-based reading and maths. She recounts classroom roots, redesigning programs, launching labs and an employment-based pathway called Nexus. The conversation highlights why university change is slow and how to build lasting reform.

Montserrat (Montse) Gomendio, former Spanish Secretary of State for Education and ex-OECD education leader, brings global evidence on what makes systems succeed. She discusses PISA’s role and limits. She unpacks the Finland story, contrasts East Asian strengths, and highlights three system pillars: teacher quality, knowledge-rich curricula, and aligned assessments.

John Sweller, emeritus professor and cognitive psychologist who developed Cognitive Load Theory. He explains working memory limits and element interactivity in math. Short worked examples versus problem-solving for novices are explored. The conversation covers schemas, the expertise reversal effect, when to shift to practice, and a critical look at productive failure.

Robert Bjork, psychologist and memory researcher known for spacing and retrieval practice; Elizabeth Bjork, cognitive psychologist specializing in memory and applying lab findings to education. They discuss why effortful strategies like retrieval practice, spacing, interleaving, and variation often lead to durable learning. They also explain when difficulties help or hinder learners and how timing and readiness matter.

Sarah Powell, a professor who researches math support for students with learning difficulties, joins to unpack the Science of Math movement. They define the movement, debate whether math needs the same scientific scrutiny as reading, and tackle criticisms about explicit instruction, quantitative evidence, and one-size-fits-all claims. The conversation focuses on why measuring learning and evidence-informed practice matter.

Tom Sherrington, education consultant and author with 30+ years as a teacher and leader, explains how Rosenshine’s Principles became a practical framework. He discusses the research roots, sequencing new material into small steps, effective questioning and checking for understanding, guided practice and scaffolds that fade, and how to manage wide attainment gaps in real classrooms.

Craig Barton, former secondary maths teacher and author known for evidence-informed teaching, discusses how learning science reshaped his approach. He explains atomisation, purposeful practice, and structuring lessons into I do, we do, you do. Short, practical tips on worked examples, checks for understanding, mini-whiteboard routines, and preparing students for problem solving.

Dr. Jared Cooney Horvath, a cognitive neuroscientist and bestselling author, shares insights on the pitfalls of classroom technology. He discusses how increased screen time correlates with declines in memory and attention scores among Gen Z. Jared emphasizes the importance of human teachers over technology for effective learning and warns of the dangers of multitasking. He suggests that the indiscriminate use of tech can stifle creativity and higher-order thinking, proposing that schools focus on strategies that prioritize human-centered education.

Join John Mighton, a mathematician and founder of JUMP Math, alongside Barbara Oakley, a learning scientist and bestselling author, as they dive into the world of math education. They discuss their new Coursera course aimed at tackling math anxiety and highlight the significance of practice and worked examples. From building mathematical schemas to the dangers of over-relying on manipulatives, they address critical learning strategies. The conversation reveals how transforming math education can unlock human potential and improve societal resilience.