Sonia Cabell is an Assistant Professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Sonia started out as a second-grade teacher trained in whole language reading instruction before making the move into research. In this episode, Sonia talks to Greg Ashman about her journey, the effects of the U.S. National Reading Panel report on schools, the 'science of reading' and what we mean by that term, academic language development and her recently published paper, co-authored with HyeJin Hwang, on attempts to boost reading comprehension by building children's knowledge.
Ollie Lovell is a teacher, author, podcaster and entrepreneur. After studying physics and economics, Ollie became a maths teacher in Melbourne where he fed a passion for education research. Recently, Ollie Has written a book on cognitive load theory, Cognitive Load Theory in Action, part of the 'in action' series published by John Catt. In this episode, Ollie speaks to Greg Ashman about cognitive load theory, its implications for teachers and some of the controversies surrounding the theory.
Paul Kirschner is Emeritus Professor of Educational Psychology at the Open University of the Netherlands and Guest Professor at Thomas More University of Applied Science in Belgium. In this episode, Paul talks to Greg Ashman about his long career in educational psychology, the key distinction between epistemology and pedagogy and that Minimal Guidance paper he wrote with John Sweller and Richard Clark. Paul and Greg also discuss Paul’s new book co-authored with Carl Hendrick, How Learning Happens. Unfortunately, Paul and Greg run out of time before all of Greg’s questions are answered and so Paul has agreed to return in the future.
Natalie Wexler is an author and journalist who became interested in educational issues when she began to work with students in disadvantaged schools in Washington. Natalie is co-author of The Writing Revolution, with Judith Hochman and author of The Knowledge Gap. In this episode, Natalie talks to Greg Ashman about her journey into education, the Impact of The Writing Revolution and how its methods align with cognitive science. Natalie and Greg then discuss The Knowledge Gap, the reason why we need more of a knowledge focus in schools and some of the objections and barriers to this idea before discussing some possible solutions.
Emina McLean is an Australian language and literacy expert. In this episode, she talks to Greg Ashman about her training as a speech language pathologist, her imminent career move to a brand new primary school in Melbourne, the science of reading and teacher professional development. Along the way, Emina and Greg discuss the controversies that surround literacy teaching, such as the recent blog post by Diane Ravitch complaining about the term the 'science of reading' and New South Wales' decision to roll-out a phonics screening check in all public schools, as well as the best and worst ways of changing people's minds and hopes for the future.
In the episode, the tables are turned and Kate Barry, an English and French teacher from Ireland, interviews Greg Ashman about his new book, The Power of Explicit Teaching and Direct Instruction. Greg and Kate discuss Greg's route into teaching, the nature and value of education research, the meaning of the terms 'explicit teaching' and 'direct instruction', the different perspectives of academics and practising teachers, the need to look for disconfirming evidence, differentiated instruction and solution to avoiding progressivist/traditionalist pendulum swings. Thanks to Kate for asking the questions. You can read an excerpt from The Power of Explicit Teaching and Direct Instruction here.
David Didau is a teacher, blogger and author of seven books about education. In this episode, David talks to Greg Ashman about how he became a teacher and the writing and blogging journey that has resulted in him changing his views about education over time. David and Greg elaborate on the conditions needed for people to change their minds before talking about David's new book, Intelligent Accountability. David explains the importance of humility and why 'mimetic isomorphism' - which David cannot pronounce - prevents us from learning through the wisdom of crowds. Finally, David explains why treating people equally is different to treating them fairly.
Briar Lipson is a research fellow at the New Zealand Initiative. Prior to this, Briar worked in think tanks, became a teacher and assistant principal and was involved in the Free School movement in England. In this episode, Briar talks to Greg Ashman about he newly released book, New Zealand's Education Delusion, and her thesis that child-centered teaching approaches have led to the decline in performance that New Zealand has suffered on international assessment such as PISA. Along the way, Briar and Greg discuss teacher training, the New Zealand curriculum and John Hattie's comments on her book. Briar's book is available for free on this link.
Doug Lemov has been a teacher, a school principal, a researcher, a writer and played many other roles in education in the U.S. He is perhaps best known internationally for his practical teaching guide, Teach Like a Champion (TLAC). In this episode, Doug talks to Greg Ashman about the genesis of TLAC, making content relevant to students, reading instruction and the importance of reading, Charter Schools, the tumultuous state of U.S. education debate and his efforts to help teachers maximise the potential of the remote learning that has been forced on them by the ongoing COVID-19 crisis.
Emily Hanford is Senior Correspondent with APM Reports at American Public Media. Over the last few years, Emily has been researching, broadcasting and writing about reading instruction in the United States and it is fair to say that, as a result, she has shifted the dial on the discussion there. In this episode, Emily talks to Greg Ashman about how she became interested in reading instruction and what she has learnt from her research. Along the way, Emily and Greg discuss explicit and direct teaching, balanced literacy, the nature of the evidence on reading, models such as the simple view of reading and what teachers have told her about how they were prepared to teach reading.