Let’s Talk Teaching

Monash University Faculty of Education
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Conversations with teachers, for teachers. Join Associate Professor Rebecca Cooper, former teacher turned education academic, as she invites teachers and Monash University Alumni with different educational backgrounds, experiences and learnings to share their insights on a number of topics that teachers in Australian classrooms are facing today.

  1. Nov 1

    Teaching in the Anthropocene: Science Education in a Changing World

    Climate change, AI and misinformation are reshaping how young people experience the world - but science education hasn’t always kept pace. This conversation explores what teaching science looks like when uncertainty, complexity and change become part of everyday learning. In this episode, Sara Tolbert and Jesse Chambers explore what science education can look like in the Anthropocene - and why learning science today involves far more than simply memorising facts and formulas. Together, they discuss how inquiry, experimentation and real-world problem solving can help students engage more deeply with complex issues, the role of uncertainty in learning and why creating space for curiosity, discussion and agency is more critical than ever. (00:00) Teaching Science in a Changing World (02:11) What the Anthropocene Means for Education (05:05) Science Education Through a Youth Lens (08:04) Moving Beyond Facts and Formulas (12:41) Connecting Curriculum to Community and Place (18:12) Student Agency and Real-World Problem Solving (21:13) The Risk of Teaching Science Without Context (22:32) Climate Change, AI and Cross-Disciplinary Learning (26:22) What Engagement Looks Like in Practice (29:58) Why Science Education Needs to Evolve Special Guests: Professor Sara Tolbert Senior Lecturer, School of Learning and Teaching Faculty of Education, Monash University Professor and researcher specialising in science education, inquiry learning and the Anthropocene. Jesse Chambers Deputy Head, Learning Programs, Science Gallery Melbourne Learning and engagement specialist designing public science experiences that connect young people with inquiry, experimentation and real-world issues. Resources: Science Gallery Melbourne Science Education in the Anthropocene Impact Lab If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

    Teaching in the Anthropocene: Science Education in a Changing World

  2. Oct 4

    More Than One Approach: Learning Science in Practice

    Learning science is becoming increasingly influential in education - but many conversations reduce complex ideas about teaching into overly simplified approaches. This discussion explores what learning science actually means when applied in real classrooms. Conversations about explicit instruction, inquiry learning and evidence-based practice are often framed as competing approaches, creating the impression that effective teaching can be reduced to a single method or philosophy. In this episode, Dr Stoo Sepp and Matt Fyfield explore what learning science actually tells us about how students learn, and why applying these ideas meaningfully in classrooms requires nuance, context and professional judgement. Together, they discuss cognitive psychology, memory, attention and explicit instruction; the tensions surrounding current education debates; and why effective teaching often relies less on choosing one approach over another, and more on understanding when and how different strategies best support learning. (00:00) What Learning Science Actually Means (04:08) Why Learning Science Matters Now (07:46) Explicit Instruction and Inquiry Learning (12:14) What Learning Science Looks Like in Schools (15:49) Memory, Attention and Cognitive Load (17:43) Professional Judgement in the Classroom (21:38) How Students Respond to Learning Science Approaches (25:10) Translating Theory Into Practice (31:01) Where Learning Science Gets Oversimplified (35:00) Supporting More Flexible Teaching Approaches Special Guests:  Dr Stoo Sepp Senior Lecturer, School of Education and Culture Faculty of Education, Monash University Specialising in learning science, cognitive psychology and learning design. Dr Matt Fyfield Lecturer, School of Education and Culture Faculty of Education, Monash University Focused on translating evidence-informed teaching approaches into classroom practice. Resources: Deans for Impact - The Science of Learning If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

    More Than One Approach: Learning Science in Practice

  3. Sep 6

    What Makes Change Stick: Research, Trust and Innovation in Schools

    Schools are constantly introducing new ideas and initiatives - but meaningful change rarely happens through innovation alone. This conversation explores why lasting improvement is more often shaped by trust, collaboration and research-informed practice. In busy school environments, knowing what works, how to apply research meaningfully and how to sustain change over time can be incredibly challenging for teachers and school leaders alike.  In this episode, Mark Rickinson and Lucas Johnson explore how research, leadership, trust and school culture shape the way improvement happens in schools, and why meaningful innovation isn’t simply about introducing something new - but creating change that genuinely improves teaching and learning over time. Together, they discuss what it means to use research well in practice, the conditions that help innovation take hold, and why collaboration, relational trust and supportive leadership are often central to creating lasting change. (00:00) What Real Innovation Looks Like in Schools (02:20) What It Means to Use Research Well (06:23) Starting With Problems of Practice (08:26) Turning Research into School Practice (12:58) Why Good Ideas Don’t Always Stick (16:35) Trust, Collaboration and School Culture (19:44) Leadership and Conditions for Change (24:13) Student Voice as a Driver for Innovation (26:58) Research Translation and Teacher Workload Special Guests:  Professor Mark Rickinson Faculty of Education, Monash University Focused on how research is used to improve teaching and learning in real-world education settings. Dr Lucas Johnson Executive Director Research and Emerging Futures, Cornish College Researching the conditions that enable teachers to innovate within their practice. Resources: The Q Project If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

    What Makes Change Stick: Research, Trust and Innovation in Schools

  4. Aug 2

    At the Edge of the Curriculum: Why Performing Arts Still Matter

    Performing arts are often the first subjects reduced in schools - yet for many students, they’re where confidence, creativity, connection and engagement are built in ways other learning environments often can’t replicate. Beyond performances and productions, subjects like drama and dance can play an important role in how students express themselves, build relationships and connect with learning more broadly. In this episode, Michelle Ludecke and Siobhan Judge explore the changing landscape of performing arts education in schools, the challenges of sustaining these programs within an increasingly crowded curriculum and the growing pressure placed on teachers working to keep arts education visible and valued. (00:00) Why Performing Arts Are Being Sidelined (03:30) What the Arts Truly Offer (06:32) Beyond Hobby Status - Parental Perceptions (09:15) The Skills Students Gain Through Performing Arts (13:45) Inclusion, Belonging and Student Identity (16:06) Extracurricular Programs and Access to the Arts (18:18) The Pressure on Performing Arts Teachers to Keep the Arts Alive (21:08) Advocacy, Visibility and School Priorities (27:46) What It Looks Like When Schools Truly Value the Arts (35:18) Supporting Arts Education in Schools Special Guests:  Dr Michelle Ludecke Senior Lecturer, School of Learning and Teaching Faculty of Education, Monash University Researcher specialising in arts education, creativity and learning. Siobhan Judge Acting Inclusion Leader and Performing Arts/English Teacher  If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

    At the Edge of the Curriculum: Why Performing Arts Still Matter

  5. Jul 5

    What We Haven’t Learned Yet: Indigenous Perspectives and Meaningful Change

    Embedding Indigenous perspectives in schools isn’t just about what we teach - it’s about what educators themselves still need to understand, and why meaningful change often begins there. Beyond curriculum content, this conversation explores history, reflection, relationships and responsibility in education. From Acknowledgement of Country to lessons on colonisation, many schools are trying to engage with this work in meaningful ways. But for teachers, questions often remain around how Indigenous perspectives should be approached in practice, and what genuine engagement actually looks like beyond a single initiative or resource. In this episode, Jay Phillips and Jaya Blandthorn discuss the role of truth-telling, reflection, relationships and community connection in education, the discomfort that can emerge through this work, and why meaningful change often begins with educators examining their own understanding of history, teaching and identity. (00:00) Moving Beyond Adding ‘Content’ to the Curriculum (03:51) What We All Need to Understand First (04:46) Navigating the Colonial Load (07:10) Shared Histories and Lived Experience (11:48) Truth-Telling and Moving Past the Tip of the Iceberg (15:41) Educator Positioning and Self-Reflection (19:54) Why History Should Be Uncomfortable (22:38) Who Carries the Burden of Indigenous Education? (27:47) Trauma through the Generations - Jaya's Story (28:40) Community-Led Learning and the Parbinata Initiative (33:25) Avoiding 'Shiny Object Syndrome' in Indigenous Education (37:42) Personal Responsibility and the Path Forward Special Guests: Professor Jay Phillips Deputy Dean of Indigenous Strategy, School of Education and Culture Faculty of Education, Monash University Focused on how educators engage with Indigenous perspectives in teaching and learning. Jaya Blandthorn Project Officer - Parbinata Initiative Monash University Working towards embedding Indigenous knowledge systems into school learning through community engagement. Resources: Parbinata Initiative If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash Education in producing this podcast.

    What We Haven’t Learned Yet: Indigenous Perspectives and Meaningful Change

  6. Jun 7

    Beyond Behaviour: Understanding Trauma-Informed Practice in Schools

    Not every student behaviour is defiance, disengagement, or disruption. As trauma-informed practice becomes a growing focus in education, teachers are increasingly being asked to respond to complex student needs with understanding, safety and connection. In this episode, Emily Berger and Yihan Sun explore what trauma-informed practice actually means in schools and early childhood settings, and why the conversation is far more nuanced than simply changing the way behaviour is managed. Together, they discuss the realities educators are facing, the challenges of responding to students in meaningful ways, and why many teachers are still trying to understand what trauma-informed practice looks like in day-to-day classrooms.  (00:00) Understanding Trauma-Informed Practice (03:29) Looking Beyond Behaviours (07:48) How Trauma Impacts Learning (12:19) Understanding Trauma-Related Needs (14:45) Fear, Safety and Student Behaviour (20:45) The Importance of Safe and Trusted Adults (22:18) Supporting Teachers to Do This Work Well (24:02) What Sits Within a Teacher’s Role? (27:44) Why Whole-School Support Matters (33:42) Practical Advice for Educators Special Guests:  Emily Berger Associate Professor, School of Educational Psychology and Inclusion Faculty of Education, Monash University Educational and development psychologist specialising in trauma-informed practice and educator. wellbeing. Yihan Sun PhD Candidate, Monash University Researching trauma-informed approaches in early childhood education settings. Resources: Trauma-Informed Practice: Australian Childhood Foundation Emerging Minds Wellbeing & Mental Health Support Beyond Blue Headspace Lifeline Australia If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!  You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu. If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website We are grateful for the support of Monash Education in producing this podcast.

    Beyond Behaviour: Understanding Trauma-Informed Practice in Schools

  7. 08/04/2025

    Behaviour as Learning: A Fresh Perspective for Educators

    Rather than reacting to misbehaviour, what if we approached it with the same planning and intention we bring to teaching literacy and numeracy in the classroom?  In this episode, behaviour expert Dr Russ Fox and school leader Karina Stocker explain why behaviour should be treated as a skill - explicitly taught, consistently reinforced, and supported through clear expectations and structured routines. From embedding multi-tiered support systems (MTSS) to practical coaching and playbooks, they share how teachers and schools can build consistency, strengthen culture and support every learner.   Whether you’re working within a whole-school framework or applying these principles in your own classroom, this episode offers grounded, practical strategies to help reduce the guesswork and make behaviour support sustainable.  In this episode, you’ll learn: Why behaviour should be taught, not managed - and what that looks like in practice.The key principles of a multi-tiered support system (MTSS).How school-wide consistency improves both learning and behaviour.Practical strategies teachers can use when working without whole-school frameworks.What real support for teachers looks like - and why they shouldn’t go it aloneTopics we explore: (00:00) Introduction to Positive Behaviour Support (02:16) Effective Approach to Behaviour Support (02:55) Building Whole-School Systems and Consistency (05:28) Support for Teacher Success (07:12) Understanding Tiered Support Systems (09:54) Building Relationships Through Behaviour Teaching (11:05) Behaviour Is a Curriculum That Can Be Taught (14:19) Setting Up Environments for Learner Success (18:25) Helpful Environmental Starting Points (20:57) Managing Teacher Workload and Practice (24:37) Building Systems That Support Teachers (30:43) Instructional and Daily Routines for Success (32:46) Using Extrinsic Supports to Build Intrinsic Motivation (33:32) Final Reflections on Teaching Behaviour Resources:  Positive Classroom Management Strategies - Victorian Department of Education US Center on Positive Behavioral Interventions and Supports (PBIS) Guide on Supporting and Responding to Student’s Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators (2025)The Australian Education Research Organisation (AERO) resources on classroom management practices,Monash Teachspace Article: How to develop effective behaviour support plans in schools  Research paper: Using Data to Support Educators’ Implementation of Positive Classroom Behavior Support (PCBS) Practices (2019)Research paper: Between the lines: Integrating the science of reading and the science of behavior to improve reading outcomes for Australian children (2024)  Working paper: Addressing the gaps in teacher preparation: A one-size-fits-all approach does not existSpecial Guests:  Dr Russ Fox Lecturer, School of Educational Psychology & Counselling Faculty of Education, Monash University Connect with Russ on LinkedIn Karina Stocker  Multi-Tiered Systems of Support Leader, Docklands Primary School, Melbourne  Educational Consultant, Teacher and PhD Candidate Connect with Karina on LinkedIn and X If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

    Behaviour as Learning: A Fresh Perspective for Educators

  8. 07/14/2025

    Keeping Play in the Picture: Imagination and Learning in Early Education

    Play is more than just fun - it’s a key driver of creativity, problem-solving and social connection in early learning. Yet as children progress through school, opportunities for play often shrink - taking with them an essential part of how students learn, reason and make sense of the world. In this episode, early years researcher Dr Leigh Disney, and teacher and PhD Candidate Hong Chen share practical, developmentally appropriate strategies for keeping play alive across year levels. From imaginative play corners to structured problem-solving, they explore how teachers can balance curriculum demands with creativity - and why it’s so important in supporting literacy, numeracy, identity and emotional growth.  At a time when adaptability, creativity and critical thinking are increasingly vital in our rapidly changing world, play remains one of the most powerful tools teachers can use to prepare students for the future.  In this episode, you’ll learn: Why play-based learning supports academic and emotional growth. How play changes across developmental stages—and why it still matters.What imaginative learning looks like in real classrooms.Strategies for embedding play without compromising curriculum goals.Why play can help students build identity, agency and connection. Topics we explore: (00:00) Introduction to Play in Learning  (02:09) What Is Play? (04:17) Imaginative Play in Early Childhood (06:17) Linking Play to Learning (09:06) Play to Support Learning from Kindergarten to School (14:40) Conceptual Play Worlds and Problem Solving (17:08) Collective Play and Building Connection (19:07) Fostering Imagination in Play Over the Years (21:45) Chaos and Problem Solving in Imaginative Play  (25:04) Imagination in Upper Primary (26:55) Where Teachers Can Start with Play (30:00) Balancing Curriculum and Play (31:45) Final Thoughts on Purposeful Play Resources:  Conceptual PlayWorlds An evidence-based model developed by Professor Marilyn Fleer for embedding imagination and inquiry-based learning into early years education.Monash Education Course Options Learn more about postgraduate study options in early years and primary education.Special Guests:  Dr Leigh Disney Early Years Lecturer, School of Educational Psychology & Counselling Faculty of Education, Monash University Connect with Leigh on LinkedIn Hong Chen PhD Candidate & Early Childhood Teacher Connect with Hong on LinkedIn, Instagram and X If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.  If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website. We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

    Keeping Play in the Picture: Imagination and Learning in Early Education
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About

Conversations with teachers, for teachers. Join Associate Professor Rebecca Cooper, former teacher turned education academic, as she invites teachers and Monash University Alumni with different educational backgrounds, experiences and learnings to share their insights on a number of topics that teachers in Australian classrooms are facing today.

Information

  • Creator
    Monash University Faculty of Education
  • Years Active
    2023 - 2026
  • Episodes
    24
  • Rating
    Clean
  • Copyright
    © 2023 Monash University
  • Show Website
    Let’s Talk Teaching

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