The Leading, Language and Literature Podcast

Chris Jordan
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A podcast for leaders, teachers and potential educators looking to teach at home or abroad

  1. há 1 dia

    Doug Lemov - What does evidence-based reading instruction look like? - New York

    In this episode I am speaking with Doug Lemov. Doug is one of my all time teaching heroes and an incredible person in the world of education. He is the founder and leader of Teach Like a Champion, an organisation that studies exceptional teachers and translates their practice into replicable techniques. Most notably, these are shared via the Teach Like a Champion books which are now on their 3.0 version. Whilst the TLAC books are an exceptional example of how to improve any teacher’s classroom instruction and curriculum design, Doug has also authored and co-authored the likes of Practice Perfect, The Coach’s Guide to Teaching, Teaching in the Online Classroom, Reading Reconsidered and The Teach Like a Champion Guide to the Science of Reading. It was on the topic of the last two books that I most wanted to speak to Doug. Reading and the associated knowledge students gain from it has always been of great importance within English, but this has never been more prevalent in the age of smartphones, the internet and its associated economy of attention. We discuss What the biggest oversights English teachers might have about reading instructionWhy solid advice, effectively communicated, isn’t enough to improve reading instruction in schoolsAny prerequisites an internal canon of literature should adhere toWhy engaging with a contiguous, 300 page text is better than a unit filled with diverse extracts exploring a common themeAnd finally, when and how we release our level of control and encourage students to read more challenging books at home Thank you so much to Doug for speaking with me and the legendary support he has given to teachers down the years with his team at Teach Like a Champion. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Reinforcing Middle School English You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Reinforcing Middle School English Doug’s books

    1h 7min

  2. 23 de jun.

    Dr. Claire Badger - Can we teach creativity? - London

    In this episode I am speaking to Dr. Claire Badger. Claire is the Head of Teacher Professional Development at InnerDrive, a UK-based education and coaching company that specialises in bridging the gap between cognitive science, psychology, and the classroom. She is also a former assistant head and now specialises in helping schools develop their evidence-informed practice. Claire has also co-authored a book entitled Creativity for Teachers: A Cognitive Science Approach. It was this book and the discussion of creativity in schools that prompted me to contact Claire and arrange what proved to be a fantastic conversation. We discuss: 1. The varying definitions offered up by all sections of society regarding creativity and what it actually means in academic terms 2. What different manifestations of creativity look like on a global, professional and educational level 3. How knowledge and creativity are akin to the amount and type of lego blocks a child owns and what this, therefore, means for curriculum design 4. How domain specific creativity is and whether it can be achieved through interdisciplinary projects 5. What 'Legacy Projects' are what they require to be done well 6. And finally, the extent to which we need to be planning with creative opportunities in mind and how much of it will come out naturally as a matter of teaching a knowledge-rich curriculum Thanks again to Claire for taking the time to write the book and talk with me about it today. Creativity, as we discuss, is such a valuable and necessary part of everyone’s experience in education or their profession, so helping to dispel the myths from the meaningful evidence makes her work exceptionally useful. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Reinforcing Middle School English You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Reinforcing Middle School English Claire’s book: Creativity for Teachers: A Cognitive Science Approach

    34 min

  3. 8 de jun.

    Gaurav Dubay - Trust Director of English - Birmingham

    In this episode I’m talking with Gaurav Dubay. Gaurav is a Trust Director of English and Evidence Lead in Education based in Birmingham, England. He is an active and passionate voice both online and in-person when it comes to enhancing all students outcomes through the Key Stage 3, literacy, oracy and much more. I have followed Gaurav for a long time now but what prompted our chat was a post I recently wrote regarding the intersection between English disciplinary skills and the vast background knowledge that also needs to be understood for kids to access many texts. This prompted an exchange between Gaurav and I that has led to this week’s episode. We discuss: Where Gaurav stands on recent advice to shift towards a concept-led curriculum in EnglishWhere he sees oracy playing a role in this or other forms of curriculum designHow departments can supplement their curriculum with the vast background knowledge needed to make meaning from texts in language and literatureAnd finally, Gaurav’s thoughts around AI implementation in the classroom and around the curriculum Thanks again to Gaurav for taking the time to chat about all things English as well as all the fantastic sharing he has done over the years on X and beyond. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming and newly renamed book: Reinforcing Middle School English You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Reinforcing Middle School English

    45 min

  4. 17 de mai.

    WILF: Making Good Progress? The Future of Assessment for Learning by Daisy Christodoulou

    In this episode, I’m explaining What I Learnt From: Making Good Progress? The Future of Assessment for Learning by Daisy Christodoulou. This is the fourth episode that sees me go through my annotations and notes for a book that explores an area of English teaching or leadership. This time, it’s a text that I think is absolutely fundamental to understanding assessment and therefore curriculum design in our schools. Even better, it is written by Daisy Christodoulou MBE, a former English teacher and one of the most prominent and important voices in education from the past twenty years. Much of the examples that she offers are written through the lens of her time as an English teacher and are therefore very instructive when it comes to improving our approach to teaching and learning. Expect to hear: Why assessment for learning or formative assessment has failed in many schoolsThe fundamental differences between summative assessments and formative assessmentsWhy descriptor-based assessments are problematicHow to create a model of progression in our curriculumAnd finally, how to create the best system of integrated formative and summative assessments This is an absolute monster of an episode and I did consider dividing it into two parts. However, as a regular listener of podcasts myself, I know that depending on everyone’s respective listening habits you will choose to either listen and relisten to the whole thing as desired or break it up according to your commute, runs, walks or whatever you do whilst listening. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming and newly renamed book: Reinforcing Middle School English You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Reinforcing Middle School English Making Good Progress? by Daisy Christodoulou

    3h12min

  5. 8 de mai.

    Gemma Keating - English and Maths’ interdisciplinary links - Hong Kong

    In this episode I am speaking to Gemma Keating. Gemma is a specialist in IBDP Mathematics, EdTech enthusiast and public speaker here in Hong Kong. Our chat is the sixth conversation ina series of discussions designed to learn more about secondary subjects and their possible interdisciplinary links with English. My intrigue in doing these is to see whether there are possibilities for connections across subjects that are at least shared in passing during class or actually and more excitingly, the basis of complex interdisciplinary units. We discuss: The products, processes or texts that are at the heart of studying MathsThe deep concepts that an expert in Maths uses to make meaning from these phenomenaThe potential links that Maths and English share from a conceptual or disciplinary point of viewAnd lastly, possible projects that students could work on to better understand both subjects, simultaneously. Thanks so much to Gemma for walking me through the basics and higher order concepts of Maths, so that we could consider interdisciplinary links. Whilst I’m walking away with a better appreciation of the likes of probability and geometry, Gemma did message me afterwards and explain that she could’ve covered the concept of ‘number’ too but felt I’d probably heard of that one already. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming and newly renamed book: Reinforcing Middle School English You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Reinforcing Middle School English

    37 min

  6. 20 de abr.

    Richard Wheadon - How do we develop students’ learning habits? - Chester

    In this episode, I’m speaking to Richard Wheadon. Richard is a Fellow of the Chartered College of Teaching (FCCT), a former senior leader and author of Learning Habits: How to Develop Independent and Successful Learners. It was regarding this book that I most wanted to chat with Richard in the first place. For a while I have been considering the role of metacognition and self-regulation in the classroom and Richard’s book was released in a timely manner for me to further my knowledge on this emerging aspect of school instruction. We discuss: The cognitive processes we need to be explicitly teaching students so they can harness such methods themselvesWhy assemblies before Year 11 study leave are simply not enough when it comes to kids learning how to learnHow we implement such a programme in a pastoral and/or subject specific contextThe role parents play in habit forming behavioursAnd finally, Richard’s case for choosing this focus as a whole-school focus on improving students' learning Thanks again to Richard for writing what is an excellent and instantly practical book as well as taking time to talk about implementation and lessons learnt in a insightful manner. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Learning Habits: How to Develop Independent and Successful Learners by Richard Wheadon

    53 min

  7. 17 de mar.

    Christopher Such - How to develop students’ reading ability - Peterborough

    In this episode, I’m speaking to Christopher Such. Chris is a primary school teacher by trade but has also served as a school leader, teacher educator and consultant. He has worked with many schools, multi-academy trusts and English organisations to develop teachers’ understanding of reading and implement evidence-informed classroom practice. He is also an author, having written The Art and Science of Teaching Primary Reading and Primary Reading Simplified: A Practical Guide to Classroom Teaching and Whole-School Implementation. As a secondary English teacher, I was keen to chat to someone with Primary expertise to better understand the experiences younger children go through before entering a secondary classroom. Given the quality and applicability of his writing, Chris was arguably the best person for the job. We discuss: Chris’ broad explanation of what outstanding reading instruction entails in KS1 and 2. The specific instructional routines Primary teachers use to develop fluency, vocabulary and other essential skills.What struggles when reading aloud reveal about a child's needs.What 'effective intervention' looks like.And finally, the reciprocal relationship between reading and writing. Thanks again to Chris for sharing vital ideas in terms of how to support students’ continual growth of literacy. His books, whilst including ‘Primary’ in the title, are equally effective when working with pupils who still require effective and efficient instruction in the secondary school. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Chris’ books: Primary Reading Simplified: A Practical Guide to Classroom Teaching and Whole-School Implementation and The Art and Science of Teaching Primary Reading Beta version of Make Middle Years English Matter

    55 min

  8. 5 de mar.

    Costas Constantinou - How to Provide Effective Professional Development - London

    In this episode, I’m speaking to Costas Constantinou. Costas is the co-founder and Director of Education at Veema Education, an organisation that provides professional development and school improvement programs internationally. A former London-based school leader, he specialises in training, coaching, and supporting educators globally. He is also the author of "A School Leader’s Guide to Leading Professional Development". Professional development is a fascinating phenomenon, given those in charge are tasked with building a shared language of excellence for staff, who might have ten different definitions of what a "good lesson" even looks like. On top of this, it’s culturally and contextually complex, and is arguably one of the most interesting design challenges in education right now. So, getting Costas into discuss best practice was a real privilege. We discuss: How and why schools should move from one-off events to multi-year CPD that establishes whole-school priorities while still being relevant at the department levelHow can leaders can make CPD meaningful for both early career teachers and experienced subject specialistsHow we foster 'disciplined inquiry,' where teachers identify their own professional needsMoving from measuring teacher satisfaction to measuring its actual impact on student learningAnd finally, how to simplify engagement with evidence so it feels practical rather than a chore Thanks again to Costas, someone who’s spent years truly deconstructing the ‘how’ and ‘why’ of school improvement, for his insights into the rigorous, evidence-backed architecture PD can offer. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Costas’ book: A School Leader's Guide to Leading Professional Development Beta version of Make Middle Years English Matter

    46 min
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A podcast for leaders, teachers and potential educators looking to teach at home or abroad

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