From Research to Recess: The Science Behind Great Teaching

Deedee Wills and Hilary Statum

Join educators Hillary Statum and Deedee Wills on From Research to Recess: The Science Behind Great Teaching. This podcast breaks down educational research into real-life strategies for K-2 classrooms. From the science of reading to classroom management and occasional book studies, we make teaching tips practical, doable, and just what busy teachers need. Grab your coffee and tune in!

  1. 3d ago

    Where Does Writing Fit Into the Science of Reading?

    Writing deserves a much bigger role in the science ofreading conversation. Reading and writing are deeply connected, which means writing instruction shouldn’t be separated from phonics, decoding, and other earlyliteracy skills. For K–2 teachers, connecting encoding and decoding gives students more opportunities to strengthen sound-symbol relationships while showing teachers what they truly understand. From kindergarten writing throughfirst and second grade, drawing, labeling, spelling, sentence dictation, and written responses to decodable texts can all become meaningful parts of daily literacy instruction. Explore practical ways to connect reading and writing, strengthen phonics instruction, and use student writing and spelling assessment to guide your next instructional steps. Episode Highlight Writing may be the “forgotten twin” of reading, but itbelongs alongside reading throughout science of reading instruction. When students practice decoding words and then encoding words using the phonics patterns they’re learning, they strengthen the connection between sounds andprint. Just as importantly, their writing gives teachers valuable information for planning whole-group and small-group literacy instruction. 5 Show Highlights •             Start kindergarten writing before every letter and sound is mastered. Young children don’t need to wait until they can write conventional sentences. Pre-writingexperiences such as drawing, labeling, scribbling, letter attempts, and embedded spelling help students learn to communicate meaning. •             Teach encoding and decoding side by side during phonics instruction. If students are learning to decode CVC words or another phonics pattern, give them opportunities to encode words using those same sound-symbol relationships. •             Use sentence dictation to connect phonics, spelling, handwriting, and writing. Dictation can move from letters and sounds to words and eventually complete sentences. This creates opportunities for explicit writing instruction whilestudents practice spelling, letter formation, and sentence structure. Rather than treating these as isolated skills, teachers can connect them within daily literacy instruction. •             Use decodable texts as writing prompts. After students read a decodable text, ask them to write about something that happened in the text. A simple written response connects reading comprehension, decoding, and encoding while giving students familiar language and content to draw from. •             Turn spelling assessment into information for your next instructional lesson. A traditional weekly spelling test may show whether students can spell this week’s words, but it doesn’t necessarily show whether a phonics pattern has become automatic. Because spelling patterns can take four to six weeks to internalize, spelling checks can revisit previously taught skills and help teachers determine what students need next. Nonsense words can also reveal whether students are transferring their phonics knowledge to unfamiliar words instead of relying on visual memory.  RESEARCH ARTICLE: How Does Writing Fit Into the ‘Science of Reading’?  WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/

  2. Aug 9

    First Days of School: Building Connection Before Curriculum to Support Student Behavior

    Hilary Statum and Deedee Wills explore how intentional classroom setup can support social-emotional learning from the very first day of school. From arranging classroom spaces to building meaningful routines, they share practical ways teachers can create an environment where young learners feel comfortable, connected, and ready to participate. The conversation looks at circle time, morning meetings, calm-down and sensory spaces, teacher proximity, play-based learning, and student-led activities—all with an emphasis on helping primary students develop relationships and self-regulation. A supportive classroom environment is about much more than where the desks and tables go. Thoughtful spaces and predictable routines can help children feel safe, build relationships, regulate their emotions, and become active members of their classroom community. Create classroom routines with SEL in mind. Establishing intentional routines at the beginning of the year can give young learners the consistency they need while supporting social-emotional development. Use circle time to build community. Sitting together creates opportunities for students to participate on a more equal level, connect with classmates, and strengthen their sense of belonging. Think about proximity when arranging your classroom. Where teachers and students sit, gather, work, and move can influence student comfort and engagement. Even the language teachers use around classroom spaces can help children develop spatial awareness. Make morning meetings and closing circles meaningful. Morning meetings can strengthen relationships and self-regulation, while closing circles give students opportunities to reflect, celebrate successes, and think about their goals. Give students spaces and experiences that support social skills. Calm-down corners, sensory spaces, books, play-based learning, and student-led activities can all provide opportunities to practice emotional regulation, communication, and relationship building. RESEARCH ARTICLE: Beginning the School Year With SEL An elementary classroom’s layout and routines that begin on day one can help start the year with a focus on social and emotional learning. WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/

  3. Jul 19

    Ten Ways to Build Community in Your Kindergarten Classroom

    This episode covers ten practical ways to build a strong, connected classroom from the very first day. Whether you're new to teaching or just want to strengthen the community you already have, these ideas focus on trust, familiarity, and belonging for every student and family. In this episode: Partnering with families from day one Making a classroom video tour to connect with families Photographing students and families to build recognition and trust Using name tags and activities to reflect student interests Building routines that support emotional safety and reduce cognitive load Setting up calm down corners with sensory tools and self-regulation strategies Reaching families through parent courses and culturally responsive practices Celebrating individual identities and stories to build belonging Using curiosity and wonder walls to extend learning beyond the lesson plan Positive communication, shared moments, and intentional kindness Timestamps: 00:00 – Why community matters in kindergarten 00:43 – Partnering with families from day one 01:03 – Communicating trust through small gestures 01:41 – Recording classroom tours for families 02:11 – Using photos of students and their family members 03:24 – Recognizing faces and building familiarity 04:01 – Simplifying recognition with printed photos 05:30 – Connecting with families through parent English and literacy classes 06:25 – Helping every child feel known and valued 07:02 – Sharing students' interests through name tags and activities 08:02 – Creating a classroom environment where students feel safe 11:23 – Building routines and calming strategies for emotional regulation 12:52 – Designing effective calm down corners with sensory tools 14:11 – Establishing clear procedures and classroom jobs 15:41 – Developing positive classroom management and expectations 16:31 – Making learning joyful with moments of fun and celebration 16:49 – Sharing classroom moments with families through photos 17:45 – Following children's curiosity for rich unplanned lessons 18:49 – Creating a wonder wall to capture student questions 19:03 – Why ongoing communication and community-building never really stop Resources & Links: NWEA: Building Community in the Classroom Liana Wokis Goldstein — Self-Regulation Strategies WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/ Building community in kindergarten comes down to intentional relationships, routines, and moments of joy, backed by real family partnerships. Even a few of these ideas can make your classroom feel like a safe, welcoming home for your students.

  4. Jul 12

    Embracing Play-Based Learning with Purpose and Balance

    Play-based learning isn't just fun. It's one of the most effective ways to build skills in early childhood, and in this episode, Deedee Wills and Hilary Statum break down how to make it work in a real classroom. They focus on guided play as the middle ground between free exploration and direct instruction, and share practical ways to weave it into your day without losing academic rigor. Key Takeaways: Research shows play-based learning builds mathematical and spatial skills more effectively than traditional direct instruction alone.Guided play balances child-led exploration with intentional teaching so students stay engaged and retain more.Simple activities work: mixing colors to introduce primary colors, using natural materials for early math concepts.Starting the day with guided play can improve student focus, motivation, and classroom community.Short play-based activities after direct instruction help reinforce skills without taking over your schedule.Direct instruction still matters. Guided play complements it, not replaces it.Observing what kids are naturally drawn to gives you useful information for designing better activities.Timestamps: 00:00 - Introduction to play-based learning and its effectiveness02:07 - How play supports social-emotional growth03:36 - Guided play as the middle ground between free play and direct instruction04:05 - Play-based activities for teaching primary colors and early math skills05:45 - Setting up guided play with intention07:29 - Balancing direct instruction and guided play across the day08:38 - Why long stretches of direct instruction work against you09:25 - Building motivation through choice and exploration10:20 - Using guided play to improve focus and classroom relationships12:14 - When and how to step in during guided play13:27 - Aligning play with curriculum goals14:42 - Hands-on activities like shadow tracing and fluency practice15:35 - Making learning engaging across grade levels16:10 - Understanding children's natural drive to play and explore SOURCE: https://www.edutopia.org/article/young-kids-power-play-based-learning/ WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/

  5. Jul 5

    Mastering Math Talk in K-2 Classrooms

    Number talks are one of the most powerful routines you can build in a K-2 classroom, but getting them right takes more than picking a problem and hoping kids share. In this episode, Deedee and Hilary break down what actually makes math talk work, from problem selection to handling wrong answers without shutting kids down. In This Episode Effective number talks aren't just about math. They're about building a classroom culture where kids feel safe reasoning out loud, disagreeing with each other, and working through confusion without giving up. Deedee and Hilary walk through the practical side: how to choose problems that surface specific strategies, how to use anchor charts to make thinking visible, and how to support multilingual learners when math vocabulary is still developing. They also talk through timing, because when you fit number talks into your day matters as much as how you run them. What We Cover Why structured number talks build mental math and reasoning skills in early gradesHow to choose problems that highlight specific strategies and match your grade levelTurn-and-talks and sentence stems that get more students talkingHow dot cards and manipulatives support understanding before kids can work abstractlyWhat to do when students give wrong answers (without derailing the conversation)Building routines that make risk-taking feel normalUsing anchor charts to keep student thinking visible and reusableDifferentiating math talks for multilingual learners and early-grade studentsWhen to use number talks: warm-ups, whole group, small groupHow productive struggle leads to stronger conceptual thinkingTimestamps 00:00 Why math talks matter and how routines make them stick00:33 Key elements of an effective number talk01:02 Problem curation and strategy focus01:28 Matching number talks to grade level and curriculum02:18 Using silence and student discourse techniques03:43 Prioritizing reasoning over right answers04:12 Making student thinking visible with anchor charts04:38 Creating space for mistakes and disagreement05:07 Choosing problems that target specific strategies05:20 When to fit number talks into your day06:06 Whole group and small group routines06:34 Supporting multilingual learners07:23 Sentence stems and visual aids that scaffold reasoning08:28 Turn-and-talks and helping students own their strategies09:21 Concrete and pictorial representations10:25 Handling different answers and keeping discussion going11:26 Using mistakes to go deeper12:45 Productive struggle and building resilience13:46 Final thoughts and encouragement to try itSource: https://www.nwea.org/blog/2024/7-tips-for-encouraging-student-discourse-about-math-with-number-talks/ WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/

  6. Jun 28

    Rethinking Growth Mindset: What the Research Actually Says

    Growth mindset is everywhere in schools. Posters, phrases, morning meetings. But does telling kids they can improve actually make them better learners? The research is more complicated than the buzzword suggests, and in this episode, we dig into what works and what doesn't. In This Episode Carol Dweck's 2006 research sparked a movement, but recent studies are questioning whether a mindset shift alone moves the needle on academic performance. Turns out, belief without strategy doesn't get kids very far. We talk through why growth mindset works when it's done well and falls flat when it's reduced to slogans. The difference comes down to pairing mindset with real challenge, specific strategies, and honest feedback. We also get into the factors that don't show up in classroom decor but matter a lot: sleep, nutrition, and realistic expectations. What We Cover Where Carol Dweck's original research came from and what it actually claimedWhy newer studies aren't finding a clean link between growth mindset and academic outcomesWhat happens when students parrot phrases without understanding what to do differentlyWhy mindset without challenge and structured support isn't enoughHow feedback and peer modeling build persistence better than posters doThe outsized role sleep and nutrition play in student achievementHow to make growth mindset conversations personal and goal-specific instead of genericTimestamps 00:00 Introduction: growth mindset as buzzword00:50 Carol Dweck's research origins (2006)02:00 The core idea behind growth mindset03:15 Early enthusiasm and school-wide adoption04:30 Recent research questioning the direct link to academic success05:50 Misconceptions: phrases without understanding07:00 Teaching strategies alongside mindset08:30 Why challenge and structure matter09:50 Feedback and peer modeling11:00 The risk of surface-level implementation12:20 Sleep, nutrition, and other factors that affect achievement13:40 Making it personal for individual learners14:30 Classroom environment and context-specific support15:20 Closing thoughts: resilience, strategy, and the full pictureSource: https://www.structural-learning.com/post/growth-mindset-what-research-actually-shows WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/

  7. Jun 21

    Summer Slide: What the Research Says and What You Can Actually Do About It

    This episode is about summer slide — what it is, how it shows up differently in math versus reading, and what teachers and parents can realistically do to help kids hold onto what they've learned. We also get into books, games, journals, and why letting kids pick what they read matters more than you might think. Summer learning loss isn't equal across subjects. Math takes a harder hit than reading over the summer, which surprises some people. The research backs this up — kids tend to lose more ground in math because they're simply not doing it. Reading, on the other hand, can happen anywhere if kids have access to books. Summer programs: they work, but only if they last long enough. Three weeks or more makes a measurable difference. Shorter programs don't move the needle much. NWEA Summer Learning Loss Research Summer break doesn't look the same for every kid. For some students, it's ten weeks of camps, trips, and enrichment activities. For others, it's a lot of TV and not much else. The slide is steeper for kids who don't have access to structured programs, books, or adults with time to sit down with them. Libraries are the obvious answer, but not every family uses them regularly. Some kids don't have transportation. Some parents work all day and don't have time to make it there. A few things that help: Book swaps — kids bring in books they've outgrown and trade them for something new. Simple, and it costs nothing.Donations — ask families at the end of the year if they have books to spare. You'll be surprised what people give.Classroom books going home — if you have a system for this, it's worth thinking about how to manage it over summer. Some teachers send books in bags with a note asking for them back in the fall.The other piece is letting kids choose what they read. Series books work especially well because once a kid is hooked on a character, they want to keep going. You don't have to convince them to read the next one. Math is easier to practice than people think, because it shows up everywhere once you start looking for it. A few ways to work it in without making it feel like school: Cooking and baking — measuring, doubling recipes, counting, fractions without calling them fractionsShopping — estimating totals, comparing prices, making changeTime — telling time, figuring out how long until something happens, reading schedulesOne game worth knowing: Blackjack for addition. Kids practice adding to 21 without realizing they're doing math. It's a good one for families to have in their back pocket. Summer is a good time to back off and let reading just be reading. That means: Let them pick the bookLet them abandon a book if it's not workingReading to them still counts — even older kids benefit from being read toJournals are another low-pressure option. Kids can write, draw, list things, or tell a story from their day. It keeps writing muscles working without turning it into homework. We both share free resources through their newsletters. If you're not already signed up, that's a good place to start. Hilary Statum: pencilstopigtails.comDeedee Wills: mrswillskindergarten.comTimestamps: 00:00 — Introduction to summer slide and why it matters00:40 — Research: summer loss is greater in math than reading02:00 — How program length affects outcomes03:00 — How summer break varies by family situation04:30 — Strategies for kids who lose the most ground05:45 — Libraries, books, and access07:00 — Managing classroom books over summer08:30 — Series books and reading for fun10:00 — Math through games, shopping, and everyday routines12:00 — Teaching time concepts over summer14:00 — Independent reading and letting kids choose15:00 — Journals and writing without pressure16:30 — Math practice through cooking and games17:30 — Reading without making it feel like school19:00 — Blackjack for addition practice20:00 — Free newsletters and summer activity resources21:00 — Wrapping up

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About

Join educators Hillary Statum and Deedee Wills on From Research to Recess: The Science Behind Great Teaching. This podcast breaks down educational research into real-life strategies for K-2 classrooms. From the science of reading to classroom management and occasional book studies, we make teaching tips practical, doable, and just what busy teachers need. Grab your coffee and tune in!

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