The Leading, Language and Literature Podcast Chris Jordan

In this episode I’m talking to Professor Nutsa Kobakhidze. Nutsa is a Director at the Comparative Education Research Centre and Assistant Professor at Hong Kong University. Her areas of expertise include comparative education; privatization of education; globalization and education and large-scale international assessments. I wanted to speak to Nutsa particularly in regard to the privatization of education and more specifically, private tutoring.
Having read an interview with the professor in Youth Hong Kong, a quarterly magazine published by the Hong Kong Federation of Youth Groups, I was instantly struck by how much academia and research there was around so called ‘Shadow Education’ that largely goes undiscussed in the day to day practice of classroom teachers.
We discuss:
1. Why the term ‘Shadow Education’ is used in academia and what services it covers
2. How or why shadow education benefits from Hong Kong’s education system
3. Whether there is a consensus on why students get tutoring in secondary schools
4. What students are missing out on during an evening filled with tutoring
5. Why it is so difficult to gain a consensus on whether private tutoring contributes to students' academic achievement
6. How schools, students and parents can work together to better understand the need or not for a private tutor
7. And finally, the ways AI technology might impact the shadow education industry in the future
Thanks so much to Professor Kobakhidze on her research and advocacy for better understanding around private tutoring and the impact it has on young people and their families as well as offering up her time to talk to me for the podcast.
If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk
Links
Youth Hong Kong - the magazine for which Nutsa was recently interviewed.

In this episode I’m talking to Sarah Cottingham. Sarah is Associate Dean at Ambition Institute, author of Ausubel's Meaningful Learning In Action, a Professional Development Consultant and former English teacher.
I was really eager to speak with Sarah after reading her work about Ausubel’s theory and applying it to recent discussions about how English can be approached in a more conceptual manner. Added to this is the requirement that every subject be approached conceptually within the IB framework but with limited practical guidance about how to implement such a curriculum.
We discuss:
- What a subsumer is and how secondary departments should plan with them in mind
- What the subsumers Sarah believes we should teach Secondary school English students are
- What Sarah thinks of the IB MYP 'Key Concepts', 'Related Concepts' and ‘Global Contexts’
- How an English subsumer could be fed with detail over the course of a secondary education
- What an advance organiser is
- And finally, how subsumers interact with retrieval practice
Thanks so much to Sarah for giving up her time to discuss this brilliantly written book in more detail as well as her wider contribution to the conceptual teaching discussion.
If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk
Links:
Ausubel’s Meaningful Learning in Action Book
Sam Gibbs and Zoe Hellman’s The Trouble with English and how to Address It
David Didau’s Making Meaning in English

In this episode I’m talking with Drew Perkins. Drew is Director of Thought Stretchers Education and host of the ThoughtStretchersEducation Podcast. I wanted to speak to Drew as I continue my exploration of what inquiry looks like in the classroom and particularly how it applies to English. Drew is an active advocate for implementing inquiry in a meaningful manner within education and has helped thousands of individual teachers to do so.
We discuss:
The difference between inquiry, project-based and other constructivist approaches to teachingWhat inquiry is for and what it offers students that other approaches do notHow we know when to give students the level of autonomy they can handleHow we can best aid students in generating their own questionsWhat Drew means by ‘order of operations’ and how it is practically appliedAnd finally, whether Drew thinks there's a difference between inquiry in elementary and middle-school and between different subject disciplines.
Thanks again to Drew for discussing inquiry approaches with his customary enthusiasm and expertise.
If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk

This week I’m talking to Zach Groshell. Zach is an instructional coach, teacher in the American school system, has a PhD in instructional design and hosts the Progressively Incorrect Podcast.
I have listened and loved Zach’s podcast for a long time now, particularly as the first season deals with the tension of progressive ideas and ideologies around inquiry based teaching as well as direct instruction as a pedagogy. For me, these are two approaches that a teacher delivering the PYP, MYP or DP for IB has to wrestle with on a daily basis as well as any teacher operating in any school where competing pedagogies are prevalent.
We discuss:
- What direct instruction and inquiry based teaching mean in practice
- Whether there’s scope for inquiry to play some part in a unit given that topics such as: the information age, masculinity, travel, ways of life, love of literature can be explored according to students' standing interests, experiences or passions
- How Zach feels about suggestions that relying solely on direct instruction and not “culturally responsive education” is narrowly Western, Eurocentric and racist
- If there's a disconnect in international and state schooling with regard to improving teaching and learning
- If seeking guidance as an international teacher about how to improve teaching, what Zach would suggest teachers start with
- And lastly, when implementing an instructional coaching culture in a school, what are the most important things to consider and prioritize at the outset?
Thanks so much to Zach for weighing in on what I believe is hugely important set of topics for international teachers or teachers of IB curriculum more specifically. His podcast is linked to in the show notes below and is well worth a listen for people working in any walk of education.
If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk
Links:
Zach’s podcast
Zach’s blog
Roshenshine’s Principles of Instruction
THAT Kirschner, Sweller and Clark paper
Zach’s conversation with Gene Tavernetti

In this episode I’m speaking with Sarah Donarski. Sarah is a Head Of English Department, PGCE & NQT mentor, speaker, blogger, researcher and author of The researchED Guide to Assessment. I recently relistened to an episode of Craig Barton’s Tips for Teachers with Sarah and immediately jotted down a number of questions and I had about assessment in English, which she has been kind enough to come on and answer.
We discuss:
1. What final or summative assessments should look like in a KS3 department
2. Whether teachers should ever give grades and if so, when and why?
3. What should feedback look like at KS3?
4. How should students follow up on feedback?
5. The 'novice / rote / inflexible / flexible' spectrum of knowledge
6. And finally, Sarah’s favorite things about having studied in Australia and formerly working in an IB school.
Thanks again to Sarah for not only contributing to the online discussions around assessment but also evidence informed professional development more broadly.
If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk
Links:
Sarah’s book, edited for ResearchED

In this episode I’m talking with Kirun Goy. Kirun is the co-founder and co-host of the BrainTools podcast, a show dedicated to sharing practical brain science for everyday people. Additionally, he is a Leadership Facilitator with Harvard Business Publishing.
I was lucky enough to have Kirun run a workshop for teachers at my school recently and after looking up his podcast, I realised it was rare to have someone with so much actionable insight on neuroscience also be well versed on students and school.
We discuss what teachers might need to consider when it comes to the following in and out of the classroom:
- Habit formation and maintenance 
- Focus on the task in hand
- Memory and what is learnt
- Anxiety and self-esteem
- Students’ sense of resilience 
- Teamwork when interacting with peers
Thanks again to Kirun who not only offers consistently excellent and concise insights here but also via his regular podcast that you will find linked to in the show notes below.
If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk
Links:
BrainTools - Kirun’s podcast
Atomic Habits by James Clear
Ali Abdaal on YouTube