The Knowledge Matters Podcast

Knowledge Matters Campaign
  • 4.8 (173)
  • EDUCATION

Join the Knowledge Matters Campaign in this thought-provoking and engaging exploration of the vital role of knowledge-building in education. Each season delves into pressing issues, innovative ideas, and transformative solutions. It’s a must-listen for educators, administrators, parents, and anyone with an interest in the evolving landscape of learning.

  1. Massachusetts' Big Move on Elementary History | History Matters Podcast

    5D AGO

    Massachusetts' Big Move on Elementary History | History Matters Podcast

    In Medway, Massachusetts, “social studies is a subject to be valued,” fifth-grade teacher Jennifer Lindsey explains in this episode. “It’s the place to teach kids how to talk to each other and negotiate conversations and digest information and form an opinion—but also listen to others’ opinions and back that up with evidence,” she says. This content-rich, inquiry-based learning is powered by Investigating History, a new, free social studies curriculum developed by Massachusetts teachers, scholars, and the state education department. It’s aligned to state standards and is available for grades 5–7; a pilot of grades 3–4 is underway. Lindsey describes the “resource gap” of the past: either textbooks from 1992 or materials from the Internet, much of which is intended for teenage students. The state-developed curriculum is designed to build knowledge and literacy and critical-thinking skills in young students and works within a daily 30-minute timeslot, she tells host Barbara Davidson. “Three core routines—a supporting question launch, an investigating sources routine, and a putting it together routine—really set kids up nicely to learn some solid informational texts and written and oral discourse skills because they are starting from a place of curiosity,” she says. “And in my literacy block, I’m teaching kids how to ask questions to keep themselves engaged and how to clarify ideas by asking questions. Those two things go hand-in-hand.” The curriculum also is designed to support teachers with their content knowledge and provide guidance for challenging questions and conversations, Lindsay says. In one lesson, fifth-grade students are tasked with advising the president on a major decision, such as whether to declare war on Great Britain in 1812. They research the options and present their advice to the class—and often disagree with what actually happened. “Fifth graders are talking about foreign policy and it will blow your mind,” she says. “Tiny humans can have the hard conversations.” This podcast is produced by the Knowledge Matters Campaign and StandardsWork, on behalf of the History Matters Campaign. Follow the History Matters Campaign on Instagram, Facebook and Twitter/X. Search #historymatters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

    17 min
  2. History Can’t Wait Until High School | History Matters Podcast

    OCT 21

    History Can’t Wait Until High School | History Matters Podcast

    In the typical American high school, 9th-grade history students are expected to dive into the historical content, grapple with complex ideas, and engage in deep inquiry. But teenage students often lack the historical knowledge such tasks require. If you haven’t learned much about the Civil War, for example, you won’t be ready to discuss whether the Compromise of 1877 was a fair deal. That’s one of the challenges described by this episode’s guest, Ebony McKiver, a curriculum expert and former high-school history teacher and state social studies lead. In her high-school history classroom, she recalls, “we were trying to keep pace with the scope and sequence and teach content that was actually going to be new for students, [but] we were actually spending a lot of time revisiting old, previous content that students should have had.”  The missing link? “Better history curriculum for our elementary students.”  Young students love history, which has a “natural lens of storytelling,” she notes. Strong history instruction is coherent and chronological instead of “one-off facts about important people and events.” It deserves more time during the school day and can be paired with English Language Arts (ELA). “Historical thinking skills and literacy skills are two sides of the same coin,” she says. “If we truly want stronger readers, we need ELA and social studies to work together at every level.” McKiver offers examples of states developing curricula: Louisiana, Massachusetts, Georgia, and Utah. She describes visiting a Louisiana classroom where an ELA lesson “had students that were building timelines and analyzing decisions made by leaders like George Washington.” “It is proof that when you prioritize social studies and you work intentionally with other content areas, especially ELA, all students no matter their age, are capable of engaging deeply, mastering historical content, and also applying historical thinking skills.” This podcast is produced by the Knowledge Matters Campaign and StandardsWork, on behalf of the History Matters Campaign. Follow the History Matters Campaign on Instagram, Facebook and Twitter/X. Search #historymatters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

    17 min
  3. The Power of Historical Knowledge | History Matters Podcast

    OCT 14

    The Power of Historical Knowledge | History Matters Podcast

    The more history young students know, the more they want to know. That’s one of the joyful discoveries that elementary teachers are making in Ouachita Parish, Louisiana. In this episode, guests Angela Barfoot and Lauren Cascio describe the rewards of using Bayou Bridges, a content-rich, knowledge-building social studies curriculum, in combination with a high-quality ELA curriculum, Louisiana Guidebooks. Extensive teacher notes, rich texts, engaging visuals, and tie-ins to virtual field trips make for exciting history study in the elementary grades, the teachers tell host Barbara Davidson. For example, after studying Native American communities in class, students visited the nearby Poverty Point World Heritage Site and were cheering with excitement on the bus, Barfoot says. “We’re not even there yet, and the kids start screaming, ‘The bird mound! Mound A!’ And they’re just—they can see it and they are just thrilled out of their minds. . . they were just beyond thrilled that they knew all this!” Students are also choosing to read about historical topics at the school library, Cascio reports. They are reaching for historical fiction and non-fiction texts about what they’ve learned in social studies. “Fifth graders love a fact,” she says. “It excites me because I want them to read different genres, and because that’s part of what I need them to do.” Learning about different people, places, and times is enriching in multiple ways. Between knowledge-building instruction and engaging texts in their social studies and ELA curricula, students are being shown “a world that they’ve never seen before,” Cascio says. “It is teaching them to think,” Barfoot says. “And to not take things at face value, but to really dive deep.” Ouachita Parish was recently featured by the Knowledge Matters School Tour; visit our website for more information, including videos of lessons and interviews with students and teachers. This podcast is produced by the Knowledge Matters Campaign and StandardsWork, on behalf of the History Matters Campaign. Follow the History Matters Campaign on Instagram, Facebook and Twitter/X. Search #historymatters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

    17 min
  4. What Makes Great Elementary History Curriculum | History Matters Podcast

    OCT 14

    What Makes Great Elementary History Curriculum | History Matters Podcast

    Teaching history involves balance: too many facts and it’s boring, too few and students don’t have enough information to make sense of what they’ve learned. In this episode, host Barbara Davidson speaks with Sean Dimond, a former middle-school teacher and Louisiana state social studies director who is now senior social studies editor at the Core Knowledge Foundation. Dimond notes that in elementary school, history is often “a random collection of holidays,” with topics presented out of sequence and scant connection from one to the next. That’s not what’s happening in Louisiana, where students and teachers are joyfully engaged in a high-quality, knowledge-building history curriculum.  Dimond recalls his early struggles as a social studies teacher following vast and vague state standards. “In sixth grade, we were basically expected to cover all—and I’m not really exaggerating here—of human history,” he recalls. The standards started with the Stone Age and extended through the late Renaissance, following a “broken sequence with no narrative,” he says. That’s no longer the case: Louisiana created, adopted, and is implementing the high-quality Bayou Bridges curriculum. Now, “the material moves generally chronologically and sort of spirals, so students return again to similar topics at a deeper and deeper level,” he says. Dimond shares the example of an exciting lesson from a Civil War unit that combines expository, vocabulary-building text with a variety of primary sources, includes excerpts of presidential speeches, and culminates in a classwide debate about Lincoln’s heroism. Such curriculum and instruction build literacy and historical thinking skills, but “content is king,” Dimond asserts. “My ability to make an excellent claim about the Antebellum South is pretty predicated on my specific knowledge about the Antebellum South.” This podcast is produced by the Knowledge Matters Campaign and StandardsWork, on behalf of the History Matters Campaign. Follow the History Matters Campaign on Instagram, Facebook and Twitter/X. Search #historymatters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

    16 min
  5. A Case for Teaching History in Elementary School | History Matters Podcast

    SEP 30

    A Case for Teaching History in Elementary School | History Matters Podcast

    Elementary schools spend almost no time teaching history. How did we get here, and how can we reprioritize this crucial foundation for literacy and knowledge? Host Barbara Davidson begins the eight-part “History Matters” podcast with a reflective and forward-looking conversation with guest Robert Pondiscio, an author and former fifth-grade teacher who founded the Knowledge Matters Campaign. Pondiscio recalls his youthful passion for history, sparked by the nation’s bicentennial celebrations nearly 50 years ago. As a teacher, he found his students had learned very little about the past. Rather than learn facts, administrators wanted students to grapple with “essential questions”—which Pondiscio notes is impossible without the knowledge to understand them.  Later, federal accountability rules prompted schools across the country to overwhelmingly focus on tested subjects. But reading is more than decoding—it is comprehension. Without background knowledge, students cannot make sense of what they read. “Everything was reading, reading, reading, math, math, math,” he says. “That’s just not how you build a reader.” Historical knowledge is especially powerful: Pondiscio notes that the nation’s founders recognized that a republic is fragile and needs virtuous, educated citizens to maintain it. Davidson asks: If you had a magic wand, what would you do? Pondiscio sets forth two big changes. First, that every school use knowledge-building curriculum. Second, that representatives from every state and district decide what basic, foundational historical knowledge kids should learn in each elementary grade: “What is it we expect kids to know to be literate, to be competent citizens, to be engaged, to be excited in participating and playing a part in the American experiment? I’d love to see schools take up that challenge.” This podcast is produced by the Knowledge Matters Campaign and StandardsWork, on behalf of the History Matters Campaign. Follow the History Matters Campaign on Instagram, Facebook and Twitter/X. Search #historymatters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

    16 min
  6. Natalie Wexler on How Writing Promotes Clear Thinking | Literacy and the Science of Learning

    JUL 29

    Natalie Wexler on How Writing Promotes Clear Thinking | Literacy and the Science of Learning

    Season 3 Episode 6 | “Teaching students to write clearly was actually teaching them to think clearly.”  In the Season 3 finale, host Natalie Wexler brings listeners inside Monroe City Schools, a high-poverty Louisiana district where educators have paired a content-rich curriculum with explicit writing instruction. This combination has not only helped students become fluent writers but also expanded their ability  to understand complex content and think analytically. For writing instruction to work, the curriculum needs to dive deeply into specific topics. “It’s hard to build a complex paragraph and sentence structure around something that’s a relatively simple idea. You're able to use those higher-leverage strategies when the content gives you something to work with,” explains the district’s former chief academic officer, Serena White. Monroe City Schools had been using the content-rich Louisiana Guidebooks curriculum for several years, and many students were able to understand lessons, read the texts, and participate in class discussions. But writing was a different story: “when it came down to actually composing and expository writing, they struggled greatly. . . Many times they just wouldn’t put anything,” White explains. In 2017, she came across The Writing Revolution, a guide to an explicit method of writing instruction grounded in cognitive science. Wexler co-authored the book and is on the advisory board of the organization that provides training in the method. It has three crucial characteristics, Wexler explains. First, writing activities are embedded in the content of the curriculum, across subject areas. Second, grammar and rules of syntax are taught in the context of students’ own writing. And third, the heavy cognitive load that writing imposes is lightened so that students can enjoy the potential cognitive benefits of writing, like retrieval practice and elaboration.  After the district adopted the method, teachers began to see changes for all students, including those who struggled the most. Students were writing in complete sentences, outlining and drafting coherent essays, and tackling written responses on standardized tests with confidence, says teacher Tamla South. Teacher Justin Overacker adds: “You’re helping students write with clarity and with purpose and confidence across disciplines. And let's be real: these are skills that are very essential for college and career and life.” Like most educators, those in Monroe weren’t familiar with cognitive science. They just wanted to teach their kids how to write. Their experience shows that even if teachers haven’t learned about concepts like retrieval practice, they can provide their students with all the benefits of science-informed instruction—and equip them for success in school and beyond—by adopting an explicit, carefully sequenced method of writing instruction. This podcast is produced by the Knowledge Matters Campaign and StandardsWork. Follow the Knowledge Matters Campaign on Twitter, Instagram and Facebook. Search #knowledgematters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

    29 min
  7. Natalie Wexler on Memory and the Writing Effect | Literacy and the Science of Learning

    JUL 22

    Natalie Wexler on Memory and the Writing Effect | Literacy and the Science of Learning

    Season 3 Episode 5 | Writing is hard—and teaching writing is even harder. But science tells us it’s well worth the effort, because writing flexes the mental muscles that nurture literacy and learning. Host Natalie Wexler connects cognitive science to specific writing practices that transfer information from working to long-term memory and require students to retrieve and elaborate on that information. She’s joined by psychologists John Sweller and Jeffrey Karpicke, whose research has identified effective instructional and academic strategies for teaching, learning, and lightening students’ cognitive loads. “Writing isn't just a product—it’s part of the process of learning. In fact, evidence shows that having students write about what they’re learning can result in dramatic cognitive benefits,” Wexler says. Learning and putting new information to use is a two-way process: students must first transfer new information from working to long-term memory. Then they must be able to remember that information by retrieving it from their memory stores. Writing supports both.  Karpicke describes an experiment in which college students read science texts in different conditions. Compared to students who read the text once, twice or created a concept map, students who read the text once and then wrote down everything they remembered, recalled significantly more about the topic a week later.  Many studies have found the same result: writing boosts memory. But not all writing has the same impact. Writing prompts that require elaboration, such as “how” or “why” questions, help expand and strengthen understanding by drawing new connections to the material. And writing is not equally effective for all students. Inexperienced writers can be so cognitively overwhelmed by the task of writing that it actually impedes learning. Wexler explains how teachers can ease the cognitive burden on students who are learning to write. First, they can ask students to write about content they've already learned about, so they don’t have to juggle new information in working memory along with the cognitive demands of writing. That approach also helps deepen students’ knowledge of curriculum content. Sweller describes how teachers also can provide opportunities for “deliberate practice,” which can make foundational literacy skills automatic. For example, students who have mastered spelling rules don’t have to think about spelling when they write. Higher-order writing skills never become completely automatic, but practice helps. For example, students who practice distinguishing between complete sentences and fragments, with feedback from a teacher, eventually “develop a gut sense of what makes a sentence a sentence,” Wexler notes. These processes work together to enhance student writing—which accelerates literacy and knowledge—not as an end-product, but an active part of the learning process. This podcast is produced by the Knowledge Matters Campaign and StandardsWork. Follow the Knowledge Matters Campaign on Twitter, Instagram and Facebook. Search #knowledgematters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by

    24 min
  8. Doug Lemov on the Power of Whole Books | Literacy and the Science of Learning

    JUL 15

    Doug Lemov on the Power of Whole Books | Literacy and the Science of Learning

    Season 3 Episode 4 | “The book is in a death struggle with electronic and social media. And right now, it’s losing.” Host Doug Lemov makes a spirited case for reading whole books in the classroom—especially since today’s students read almost no books outside of school. He’s joined by guests Stephen Sawchuk of Education Week and cognitive psychologist Daniel Willingham and speaks with two Texas educators using whole books in their school. “Learning to be able to struggle—to read a challenging text, and to persist with it—is one of the greatest gifts an education can give students,” Lemov says. Sawchuk discusses the trade-offs of a common shift to reading shorter-form excerpts and articles instead of books, which builds attention and stamina because teachers can grow the length of reading assignments over time. “In this drive to respond to the formats that we think kids are most engaged by, we end up further weakening the kinds of text and language structures that kids are exposed to,” Sawchuk says. Willingham explains that books relay stories, which are “psychologically privileged”—our minds more readily understand and remember information contained in stories compared to other kinds of texts. Books also call on readers to actively engage and persist to make meaning. “In this novel, you can't flick your thumb and make something else happen. You kind of need to sit with it and see what you can make of it.” Books also model long-form reflective thinking—which stands in stark contrast to modern social-media posts, where a few words or brief video provide a snapshot of right-now considerations, Lemov notes. “Books are the medium in which people have been doing their best long form thinking for hundreds of years. They are the storehouses of almost every idea that is important to us. Whether it is the seeds of democracy or the foundations of science, chances are it has been communicated and passed down in the form of a book,” he says. A visit to teacher Lori Hughes’ classroom in Amarillo, Texas, shows the benefits of reading books in class together. The way students read orally becomes the way they read silently, and the community activity builds engagement and enthusiasm. Principal Genie Baca notes, “The word I would use more than anything is investment. Whether you're a low reader or a very fluent reader, these kids get so invested in the book and the characters like we've never seen before.” That’s no surprise–as Lemov says, “When what you read is meaningful, you are more likely to read again. But if what you read is an exercise in main-idea-ing, you are likely to choose your phone.” This podcast is produced by the Knowledge Matters Campaign and StandardsWork. Follow the Knowledge Matters Campaign on Twitter, Instagram and Facebook. Search #knowledgematters to join the conversation. Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

    26 min
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About

Join the Knowledge Matters Campaign in this thought-provoking and engaging exploration of the vital role of knowledge-building in education. Each season delves into pressing issues, innovative ideas, and transformative solutions. It’s a must-listen for educators, administrators, parents, and anyone with an interest in the evolving landscape of learning.

Information

  • Creator
    Knowledge Matters Campaign
  • Years Active
    2023 - 2025
  • Episodes
    28
  • Rating
    Clean
  • Copyright
    © 2025 StandardsWork
  • Show Website
    The Knowledge Matters Podcast

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