When Will They Learn?

A lively recap of talks from ResearchEd Ballarat, highlighting practical rules for classroom routines and the difference between checking attention and checking understanding. They explore high-frequency Opportunities to Respond for engagement and the teach-track-respond cycle. Discussion turns to how curriculum sequencing shapes school improvement and the tensions around what counts as evidence-informed practice.

They debate the use of AI for homework and marking, weighing workload savings against risks like standardisation and errors. They explore practical ways teachers currently use AI and how to constrain tasks to limit misuse. They unpack what differentiation really means, its evidence gaps, and unintended consequences for expectations. They also discuss offers of initial teacher education places to applicants with low ATARs and what that might imply for teacher readiness.

In this episode, Greg and Caiti take on the idea of ‘critical thinking’ in schools. They respond to a recent EducationHQ article on teaching critical thinking and unpack the assumptions behind calls to prioritise it in classrooms. They explore what ‘critical thinking’ actually means, whether it can be taught as a general skill, and what the evidence from cognitive science suggests. They then turn to a discussion paper published by the Sydney Social Sciences and Humanities Advanced Research Centre (SSSHARC) at the University of Sydney, examining broader critiques of ‘evidence-based practice’, where education research is argued to come from, and whether schooling and education are truly positioned in opposition to one another.Have something you want us to discuss in a future episode? Or want to find us?Get in touchGreg AshmanGreg is a school leader at Ballarat Clarendon College and holds a PhD in instructional design from UNSW.Substack – Filling the PailLinkedIn – Greg AshmanX/Twitter – @greg_ashmanIf you’re interested in working with Greg at Ballarat Clarendon College, please see here for open roles and expressions of interest.Caiti WadeCaiti is a leader of pedagogy at a boys’ secondary school in Brisbane and is doing her EdD in applications of cognitive load theory to secondary mathematics.Substack – The Disruptive EducatorLinkedIn – Caiti WadeX/Twitter – @caiti_wadeEpisode resources* Teaching kids critical thinking skills early may help ensure our future - EducationHQ* Hearing Educator Perspectives: From ‘Evidence-Based Practice’ to Valuing the ‘Enriched Evidence-Based Practice’ of EducationAcknowledgement of countryWe would like to acknowledge The Traditional Custodians of the lands on which we record this podcast, the lands of the Wadawurrung People, and those of the Jagera and Turrbal Peoples, and pay our respects to Elders past, present and emerging. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit whenwilltheylearn.substack.com

A lively debate about ‘Building Thinking Classrooms’ and how its claims match cognitive science. Conversation about classroom layout, movement, and whether rows or radical furniture changes affect learning. Examination of group work limits, social loafing, and the challenges of teaching problem solving. Discussion on who sets teaching standards and the role of evidence-based guidance.