Join Anna Stokke in conversation with Dr. Kimberly Berens in Episode 34 of Chalk & Talk. Kimberly is a behaviour scientist, an author, and the founder of FIT Learning. They discuss the fundamentals of behaviour science, the importance of measurable outcomes, the role of reinforcement, and the application of behaviour science to effective instruction, particularly in math. They also cover concepts like fluency, retention, and endurance in learning. They discuss the effectiveness of Direct Instruction, precision teaching and curriculum-based measurement in bringing about significant improvements in student performance.

Kimberly is a passionate advocate for systematic educational change based on scientific approaches. This episode will be of interest to educators, parents, policy makers, and anyone with an interest in improving educational outcomes.

NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-34-resources

TIMESTAMPS:

[00:00:00] Introduction [00:02:25] Understanding behaviour science [00:05:23] Behaviour science vs. cognitive science [00:08:28] Defining fluency [00:12:40] Applying behaviour science to math instruction [00:18:01] Do different students learn differently? [00:22:43] How to measure learning [00:28:47] Math anxiety, math trauma and the problem with labels [00:34:56] Combining DI, precision teaching and curriculum-based measurement [00:38:40] The problem with hand raising [00:42:00] Flexible ability grouping [00:47:20] Breaking ineffective traditions [00:51:49] Measuring conceptual understanding [00:57:41] Project Follow Through [01:00:20] The Great Falls Precision Teaching Project [01:03:28] Fit Learning's practices and outcomes [01:06:37] Final thoughts and call to action

RELEVANT PREVIOUS EPISODES

Ep 32. Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Ep 30. Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-34-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-34-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Little Poder, Tall Harvey Podington Bear – Camp, Kitten

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Host Anna Stokke speaks with Scott Hill, Superintendent of Evergreen School Division. They discuss Evergreen's proactive approach to improving education, particularly focusing on mathematics and literacy. Scott shares how his division tackled low math scores by interviewing students, addressing behaviour issues, employing structured instructional methods, and providing consistent common assessments.

They also touch on broader pedagogical narratives, the role of schools in society, and the importance of setting higher expectations for students. Additionally, Scott highlights the critical strides made in early literacy instruction, with Evergreen School Division being recognized with a national award from Dyslexia Canada. A key takeaway from this episode is that strong leadership, data-informed decision making, and a commitment to addressing weaknesses can significantly impact student learning.

TIMESTAMPS

[00:00:00] Introduction

[00:03:39] Evergreen School Division's math challenges and student feedback

[00:08:43] Grade inflation and reporting to parents

[00:11:24] Divisional changes to improve math scores

[00:14:42] Higher expectations for students

[00:20:05] The role of schools in society

[00:26:02] Is inquiry-based pedagogy accomplishing the stated goals?

[00:30:45] Instructional caricatures and foundational skills

[00:37:09] Setting behavioural standards

[00:40:02] Cell phones in schools

[00:46:01] Common assessments and provincial exams

[00:56:30] Award-winning literacy initiatives

[01:01:08] Final thoughts

RELEVANT PREVIOUS EPISODES

Ep 1 Math and the myth of ability with John Mighton https://www.podbean.com/ew/pb-22c7a-139dc72

Ep 18 Education myth-busting with Daisy Christodoulou https://www.podbean.com/ew/pb-z2q9q-14ce080

Ep 20 Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

Ep 27 Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

Ep 30 Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-33-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-33-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Cornicob Podington Bear – Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Math professor Anna Stokke speaks with Dr. Jonathan Plucker, a professor and director of the Education Policy Program at Johns Hopkins University, about advanced education, acceleration and academic streaming. Jonathan discusses the flaws in traditional methods of identifying advanced students and advocates for universal screening to ensure equitable access to advanced programs. They cover various interventions, including acceleration, and discuss the drawbacks of de-streaming or anti-acceleration policies. They also discuss equity concerns.

They talk about flexible ability grouping, the need to challenge stereotypes about advanced students, and more. Jonathan emphasizes that education should meet the needs of every student, including students who excel academically, and he provides concrete advice for accomplishing that. A key takeaway from this episode is that offering advanced programs benefits all students and, ideally, every school should include advanced programming. This episode is a must-listen for educators of any subject, parents and policymakers.

NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-32-resources

TIMESTAMPS

[00:00:00] Introduction

[00:03:42] Terminology: gifted or advanced?

[00:07:58] Are labels a problem?

[00:10:54] Identifying advanced students

[00:21:13] Equity in advanced programs

[00:25:28] Meeting the needs of advanced students

[00:27:46] Effective interventions for advanced students

[00:31:29] Enrichment vs. acceleration

[00:34:59] Supporting learners beyond minimum competency

[00:38:42] The case of San Francisco Unified School District

[00:43:14] Problems with de-streaming and anti-acceleration programs

[00:48:16] Flexible ability grouping: A solution?

[00:53:18] Who benefits from flexible ability grouping?

[00:54:53] The impact of de-streaming on teachers and students

[00:58:42] What needs to change to support advanced students

RELEVANT PREVIOUS EPISODES

Ep 11. California’s math controversy with Jelani Nelson, Part I https://www.podbean.com/ew/pb-d3bai-144ec76

Ep 12. California’s math controversy with Jelani Nelson, Part II https://www.podbean.com/ew/pb-93gm5-144fc4c

Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

Ep 19. The Calculus Project with Adrian Mims https://www.podbean.com/ew/pb-fkbjk-14eb0a7

Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-32-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-32-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – No Squirrel Connection, Cornicob, Balti Podington Bear – Camp

Website: www.annastokke.com