Chalk & Talk

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.

In this engaging discussion, Jonas Linderoth, a Professor of Education and advocate for cognitive science in teaching, shares insights on how the Swedish educational reforms of the 1990s impacted teacher status and student outcomes. He reflects on his journey from supporting constructivism to critiquing it based on research findings. Linderoth also addresses the skepticism surrounding cognitive science in teacher training and highlights teachers' positive responses to research-backed strategies. His optimism shines through as he discusses grassroots movements for evidence-based practices in education.

Dr. George Georgiou, an educational psychologist from the University of Alberta, discusses why reading has become a human rights issue in Canada. He highlights alarming gaps in teacher training concerning literacy. Recent human rights investigations in provinces reveal failures in teaching effective reading methods. Alberta's new literacy reforms, including universal screening, show promise with declining rates of struggling readers. Georgiou also emphasizes the need for reforms in math education, advocating for a comprehensive approach to literacy and numeracy across curricula.

Dr. Nuno Crato, a research professor and former Portuguese Minister of Education, shares insights on transforming education in Portugal from 2011 to 2015. He emphasizes the critical role of a well-structured curriculum and accountability in boosting student performance on international assessments like PISA and TIMSS. Nuno discusses how targeted support for struggling learners and structured testing can enhance educational outcomes. He also reflects on the balance between rigorous standards and equity, providing valuable lessons for educators and policymakers.