Fröjd’s toolbox

Dylan Wiliam, formative assessment researcher and teacher-trainer; Kate Jones, former classroom teacher and classroom-practice author; Sheila Heen, negotiation expert on receiving feedback; John Hattie, Visible Learning researcher; Shirley Clarke, formative assessment practitioner. They debate actionable feedback, on-the-move verbal feedback, feedback as system-wide practice, AI’s role and pitfalls, peer feedback and how to build classroom conditions that make feedback usable.

Craig Barton, former teacher and author known for applying cognitive science to lessons. Anna Stokke, mathematician and K–12 advocate behind Chalk and Talk. John Mighton, founder of Jump Math who builds scaffolded mastery programs. Barbara Oakley, learning scientist and author. Amanda VanDer Heyden, MTSS founder focused on fluency and screening. They discuss designing instruction for limited working memory, fluency vs accuracy, scaffolded class-wide interventions, and making evidence-based methods scalable and irresistible to teachers.

Att utveckla elevernas läsförmåga är en helt central framgångsfaktor för studieframgång. Vår undervisning i skolan vinner helt naturligt på att vi genomför den grundat i hur lärande sker. AI berör oss alla och vi måste lära oss om och använda AI klokt.   I det här Rundabordssamtalet får vi vara med om ett initierat och engagerande samtal, som länkar ihop, relaterar och ger perspektiv på the Science of Learning (SOL), the Science of Reading och AI. Och det blev möjligt tack vare att dagens panel består av en expert på vardera området, som dessutom har kunskaper om varandras områden.   Experterna i dagens samtal är professor Linda Fälth (fokus läsning), professor Jonas Linderoth (fokus SOL) och Erik Winerö (fokus AI och lärande).   Kontakt: Frojdstoolbox@gmail.com Musik: Andreas Lidberg

Join a panel of cognitive load theory experts as they explore practical classroom applications. John Sweller, the originator of CLT, discusses key effects like worked examples and redundancy, explaining how unnecessary information can hinder learning. Greg Ashman shares insights on math instruction and goal clarity, while Nidhi Sachdeva highlights the connection between research and classroom practice. Ollie Lovell emphasizes the importance of retrieval practice, and the group warns against superficial implementations of instructional models. A treasure trove of strategies for educators awaits!

Join Nidhi Sachdeva, a Toronto-based educator focusing on equitable practices, and Carl Hendrick, a thought leader in explicit instruction, along with Nathaniel Swain and Pritesh Raichura, as they delve into the power of explicit instruction in leveling the educational playing field. They explore misconceptions, the importance of scaffolding, and how knowledge drives curiosity and creativity. The discussion is a treasure trove of practical insights for teachers aiming to enhance their classroom strategies and foster inclusivity.

Today's talk is both very interesting and very important. It is about independence and freedom in the teachers' profession and about at the same time giving teachers tools that will help them.   So what is this all about? It is about how we best can help teachers and future teachers - currently in teacher training -  to get deep knowledge about How Learning Happens. That is an area that is called the Science of Learning (SOL).   What is both important and really interesting is that SOL is not competing with any teaching strategy. SOL is simply something you need to have knowledge in and adapt your teaching to. If you teach based on SOL you will have a lot of freedom in what you are doing in your classroom, and it will help you in a process with the focus on Learning rather than on Performance.   A discussion about this needs to include Higher Education and also Elementary and Secondary Education. So we need participants in this talk with expertise in both evidence, SOL and Science Communication.    In today's Roundtable we have an amazing line up! They are all SOL experts, they work in higher Education, and they are doing state of the art work in the area of Science Communication. Our panel today contributes through excellent podcasts, blogs, books, and more.    In this Roundtable you will meet a brilliant international group of SOL-experts: Anna Stokke (the podcast "Chalk & Talk", special focus on Math) Megan Sumeracki (Author, Co-founder of "The Learning Scientists" - with podcast, blog, and more) Matthew Rhoads (SOL and Ed Tech consultant, podcaster, author, ...) Andreas Jemstedt (Expertise about SOL in relation to AI) Jonas Linderoth (SOL-communicator with a focus on modelling SOL both in Higher Education and in schools)   Kontakt: Frojdstoolbox@gmail.com Musik: Andreas Lidberg

In this episode Nidhi Sachdeva and host Kennet Fröjd present to you highlights in the area of the Science of Learning and we have unpacked these highlights for the classroom.   These highlights are from a unique Roundtable on Working Memory, Cognitive Load Theory and Desirable Difficulties in episode 60 of this podcast. In that Roundtable you meet an amazing line up; Alan Baddeley, John Sweller, Elizabeth and Robert Bjork, John Hattie and Nidhi Sachdeva.   We hope and believe that you will find this episode “Highlights Unpacked” interesting and useful. We also hope that listening to this episode will make you go on and listen to the Roundtable (episode 60), that we believe is an episode that everyone working in schools should listen to if you haven’t done that already.   Kontakt: Frojdstoolbox@gmail.com Musik: Andreas Lidberg

Nidhi Sachdeva, a teacher-educator at the University of Toronto, and Jared Cooney-Horvath, a teacher-turned-neuroscientist, join cognitive experts Daniel Willingham and Roddy Roediger for a vibrant discussion. They tackle the contrast between cramming and long-term learning strategies while explaining the importance of struggle in learning. The panel shares insights on effective study methods like spacing and retrieval practice, and they stress the need for integrating these strategies into K–12 education. Their practical anecdotes make the complexities of learning engaging and accessible.

Professor Richard Ryan, a clinical psychologist and co-founder of Self-Determination Theory, discusses the crucial role of autonomy, competence, and relatedness in education. He explores how teachers can support intrinsic motivation and enhance student well-being by fostering ownership in learning. Richard highlights the importance of positive feedback and building trust in classrooms, while addressing challenges like amotivation. He emphasizes the need for autonomy-supportive leadership to boost teacher morale and create thriving learning environments.

Join a legendary roundtable featuring Alan Baddeley, a pioneer of the working memory model, and John Sweller, creator of Cognitive Load Theory. Elizabeth and Robert Bjork share insights on how desirable difficulties can enhance memory retention. John Hattie discusses making learning visible, while Nidhi Sachdeva connects research to classroom practice. The panel explores topics like motivation, testing effects, and adapting teaching strategies for diverse learners. It’s a fascinating blend of history and practical applications in the Science of Learning.