Mr Barton Maths Podcast Craig Barton

Craig Barton and Jo Morgan discuss Jo's career journey and the context of her school. They then dive into the topic of achieving amazing GCSE results, starting with the importance of a solid Key Stage 3 and 4 curriculum and pedagogy. Jo emphasizes the need for high-quality teaching, a robust curriculum, and going into depth on topics. She also discusses the benefits of setting and the challenges of staffing Key Stage 3. Joe mentions the use of shared resources and the importance of consistency in teaching across the department. In this part of the conversation, Craig and Jo discuss the importance of being prescriptive in teaching methods and the use of calculators in the classroom. Jo emphasizes the need for live modeling and independent practice, while also acknowledging the challenges of using mini whiteboards effectively. They also discuss the benefits of regular calculator use from the start of Year 7 and the impact of embedded retrieval in lessons. In this part of the conversation, Jo discusses the use of warm-up booklets, assessment practices, and the benefits of using the online homework platform Sparks. She also talks about strategies for supporting the lowest and highest attainers at Key Stage 4. In this final part of the conversation, Jo and Craig discuss the impact of different qualifications on student outcomes, the importance of high standards and expectations in the math department, and the effective use of data to identify and address problems.

Links to all the resources mentioned can be found in the show notes here: mrbartonmaths.com/blog/jo-morgan-gcse/

Time-stamps:


Career journey and GCSE results in a South London comprehensive school. (5:16)
GCSE results and progress measures. (10:33)
School performance metrics and progress measures. (12:49)
The impact of progress 8 measure on students' future opportunities. (18:15)
Key stage three math curriculum and pedagogy. (23:47)
Math teaching strategies and resources in a school with non-specialist teachers. (28:18)
Sharing lesson plans and quality control in a school. (33:15)
Lesson planning and resource use in math education. (38:07)
Math teaching methods and expectations for lessons. (41:41)
Teaching mechanics for the first time. (45:34)
Using mini whiteboards in the classroom. (48:41)
Math teaching strategies and calculator use. (52:47)
Using calculators in math class to improve understanding and skills. (59:15)
Math education with a focus on calculator use and retrieval practice. (1:02:40)
Retrieval practice in language lessons. (1:07:29)
Using retrieval practice to fill knowledge gaps in math classes. (1:09:17)
Math warm-ups and booklets for engagement and assessment. (1:13:49)
Using retrieval practice, prerequisites, and assessment in math lessons. (1:18:29)
Using low-stakes assessments in math class. (1:22:52)
Effective whole-class feedback in math lessons. (1:27:40)
Teaching and assessment strategies in English grammar school. (1:29:16)
The impact of Sparks, an online maths platform, on student performance. (1:33:50)
Homework strategies in a UK school. (1:38:23)
Homework strategies and student motivation. (1:42:57)
Offering additional maths qualification to boost GCSE and A-level results. (1:48:13)
Math education, including further maths and entry-level maths. (1:51:58)
Teaching maths and setting high standards in a school. (1:55:33)
Effective leadership and data analysis in a high school math department. (2:00:38)
Data analysis and reporting in education. (2:06:03)
Department leadership and communication in schools. (2:13:20)
Department meetings and their frequency. (2:19:18)
Effective teaching strategies and data analysis in maths. (2:22:24)
Math interventions and support for Year 11 students. (2:27:16)
GCSE maths teaching strategies and student assessment. (2:32:19)
Math teaching strategies and school challenges. (2:36:36)
Improving GCSE exam review sessions. (2:41:12)

In this episode, Craig Barton interviews Josh Goodrich, the co-founder and CEO of Step Lab, about his experience as an English teacher and his work in teacher education. They discuss the importance of instructional coaching and the challenges schools face in implementing effective coaching programs. Josh emphasizes the need for schools to de-implement ineffective practices and create a culture that supports coaching. He also introduces the concept of mental models and how they impact teachers' ability to change their practice. The conversation highlights the importance of awareness, insights, goals, and specific technical knowledge in coaching teachers. The conversation explores the coaching process and the importance of challenging misconceptions, using critical evidence, and introducing new ideas. It emphasizes the need for observation, hypothesis formation, and gathering evidence to support coaching sessions. The conversation also discusses the use of a framework for lesson observation and the importance of diagnostic questions. Additionally, it highlights the value of rehearsal and planning for implementation, as well as the inclusion of why diagnostics and suggested actions in coaching. The chapter concludes by emphasizing the significance of rehearsal in building habits and shaping teaching techniques. In this conversation, Josh and Craig discuss the implementation of coaching in education. They explore the journey of overcoming the initial awkwardness of coaching and the importance of planning forward. They emphasize the need to link coaching to learning objectives and the value of scripting and refining coaching sessions. They also share stories of coaching challenges and lessons learned. The conversation delves into the effectiveness of live coaching and the benefits of group rehearsal. They discuss the logistics of small group coaching and the role of diagnostic questions. Finally, they reflect on the changing perspectives on coaching and the importance of mental models in coaching.



You can access the show-notes here: mrbartonmaths.com/blog/how-to-coach




Education, teaching, and music with a former English teacher. (5:33)
Teaching strategies and reflecting on early years of teaching. (12:19)
Teacher's struggles with classroom management and improvement with coaching. (15:35)
Instructional coaching in education. (20:50)
Implementing coaching programs in schools. (27:10)
Coaching and changing teacher practice. (30:00)
Improving teaching methods through mental models. (35:10)
Teacher experience and mental models. (37:52)
Coaching teachers to overcome misconceptions in the classroom. (42:55)
Teaching framework and lesson planning. (49:35)
Coaching techniques for teachers. (52:18)
Teaching strategies and classroom observations. (57:44)
Coaching techniques for math lessons. (1:01:52)
Coaching techniques for teachers. (1:05:22)
Coaching techniques for teachers. (1:10:48)
Improving teaching methods through rehearsals and planning. (1:15:49)
Rehearsing teaching techniques to improve effectiveness. (1:19:30)
Coaching techniques for teachers. (1:23:21)
Coaching experiences and diagnostic strategies. (1:27:31)
Live coaching in education. (1:32:37)
Coaching in education, including feedback and classroom management. (1:35:11)
Coaching techniques in education. (1:40:32)
Improving coaching in a department. (1:45:31)
Coaching and teaching methods. (1:48:50)
Coaching in education with valuable insights. (1:54:15)

In this conversation, Craig and Ollie discuss various topics including Brian Johnson's quest to beat the aging process, fitness goals, teaching reading using Monster Phonics, treating failures as system failures, effective teacher professional development, and the use of silent teacher and checking for listening in the classroom. In this part of the conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and methods. They explore the use of worked examples and the importance of checking for understanding. They also discuss the idea of tightening feedback cycles and the benefits of more frequent assessments. Finally, they delve into the controversy surrounding exit tickets and their effectiveness as a teaching tool. You can access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-10/



Time-stamps:


Consider failures first as system failures (09:15)
My latest lesson observation and coaching template (16:43)
Representation, Decomposition, Approximation (32:16)
Two different Starts to Finish so pairs don’t copy? (42:20)
Tighten feedback cycles (52:57)
Are Exit Tickets a waste of time? (1:02:03)

This month Ollie Lovell and I discuss the following things:


Why change needs a deep understanding (08:15)
The power of using critical evidence during CPD (23:10)
Is making feedback into detective work really a good idea? (39:39)
The Derring Effect (55:04)
What have you got worse at? (1:11:24)
I need the toilet (1:20:25)

You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-9/

In this episode, Craig, Ollie, and special guest Zach Groschel discuss various topics related to education. They start by introducing themselves and discussing their current locations. Then, they dive into the importance of standardizing entry and exit routines in schools. They also explore the concept of relentless precision in holding high standards and the obstacles to understanding that teachers may face. Overall, the conversation highlights the need for clear expectations, effective coaching, and ongoing support in education. The conversation covers obstacles to understanding, effective explanations, checking for listening, refining the list, gradual release of responsibility, six direct instruction shifts, and self-explanation. The conversation explores the pre-test effect, the value of mass practice, the importance of discriminative contrast in interleaving, and the role of similarity in interleaving. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-8



Time-stamps:


Standardizing classroom entry and rewards for students. (8:45)
Classroom management strategies for quiet and focused learning. (13:06)
Implementing a new behavior system in a school. (16:55)
Implementing a behavior change initiative in schools. (22:56)
Improving school standards through coaching and precision. (26:07)
Holding high standards in schools. (30:42)
Sustaining high standards in teaching and coaching. (36:18)
Coaching in education, obstacles to understanding. (41:03)
Obstacles to understanding in teaching. (44:50)
Clear explanations in teaching. (49:57)
Teaching strategies and checklists for effective explanations. (55:30)
Gradual release of scaffolding in teaching. (1:02:22)
Teaching strategies for language learning. (1:07:30)
Gradual release of responsibility in teaching. (1:12:21)
Teaching strategies and frameworks. (1:16:09)
Self-explanation in education. (1:19:37)
Self-explanation in teaching and learning. (1:23:42)
Self-explanation in teaching and learning. (1:28:28)
Pre-testing and interleaving in math education. (1:32:42)
Motivating students through math education. (1:37:42)
Interleaving and spaced practice in learning. (1:41:05)
Teaching math concepts through spaced repetition and interleaving. (1:48:32)
Interleaving and practice strategies in education. (1:51:49)
Teaching, learning, and poetry. (1:57:31)

Cognitive psychologist, Nick Soderstrom, joins me to talk about all things memory and retrieval. We discuss the important distinction between learning and performance, and then dive into four desirable difficulties: testing, spacing, interleaving and pre-testing. Links can be found in the show notes: mrbartonmaths.com/blog/how-to-remember



Time-stamps:


Memory, learning, and career paths with a cognitive psychologist. (7:04)
The importance of retrieval practice in learning. (12:25)
Learning vs performance in education. (17:51)
Retrieval practice and testing in education. (24:26)
The benefits of testing students and how it can improve learning. (29:35)
Effective feedback strategies in teaching. (36:11)
Math testing formats and feedback. (43:03)
Retrieval practice in math education. (47:37)
Using retrieval practice and spacing to improve learning. (51:33)
Spaced repetition in teaching fractions. (56:30)
Optimal spacing for effective learning. (1:01:01)
Optimal retrieval practice for learning. (1:05:36)
Using hints and cues in retrieval practice. (1:10:03)
Formative assessments and learning vs performance. (1:13:30)
Interleaving and its benefits in learning. (1:17:41)
Interleaving in math education. (1:23:55)
Math education techniques and interleaving. (1:27:53)
Interleaving practice in education. (1:31:41)
Pre-testing in education. (1:36:57)
Assessing students' prior knowledge in math lessons. (1:44:24)
Pre-testing in education and its potential effects on students. (1:47:35)
Pre-testing and its benefits in education. (1:52:48)
Retrieval practice and its effectiveness in learning. (1:57:43)
Learning strategies and debunking myths. (2:02:21)
Learning styles, desirable difficulties, and technology in education. (2:08:32)
Learning vs performance in education. (2:14:37)
Learning strategies and research-backed techniques for teachers. (2:20:22)