In this special two-part Chalk & Talk mailbag episode, Anna Stokke is joined by Jonathan Regino, Pre-K–12 Supervisor of Math at Interboro School District, to answer questions submitted by listeners.

Together, they answer questions from teachers and parents about math resources, explicit instruction, teaching mixed ability classes, supporting advanced learners, and more. Drawing on their experience in mathematics education, Anna and Jonathan share practical, evidence-informed insights for teachers and school leaders looking to improve student outcomes.

This is Part 1 of a two-part listener Q&A special.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:22] Introduction [00:03:35] Saxon Math and Singapore Math [00:09:59] Recommended books for math teachers [00:13:28] Difference between Direct Instruction and direct instruction [00:16:10] Resources for preparing students for algebra [00:18:10] Tips for introducing evidenced-based instruction to colleagues [00:26:27] Teaching mixed ability classes [00:28:39] Teaching advanced students [00:31:14] Resources for advanced students [00:33:42] Ability grouping and mixed ability classrooms [00:36:05] Flexible ability grouping [00:39:32] Final thoughts

RELEVANT PREVIOUS EPISODES What to do when “Research Shows” shuts you down: A guide for parents and teachers https://www.podbean.com/ew/pb-9t822-1ab0f70

Teaching math so students learn with Craig Barton https://www.podbean.com/ew/pb-vr69j-1a277a2

Math Academy: Optimizing student learning with Alex Smith and Justin Skycak https://www.podbean.com/ew/pb-jawpr-181e0c3

Project Follow Through: Direct Instruction's overlooked success with Marcy Stein https://www.podbean.com/ew/pb-a9fqx-17a2ffb

Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Math Teaching Tips with Barry Garelick and JR Wilson https://www.podbean.com/ew/pb-97efn-13f9a35

RESOURCES https://www.annastokke.com/resources/ep-73-resources

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-73-transcript

MUSIC Intro & Outro: Funk Jazz Big Band - ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke is joined by Robert Peal, joint head teacher of West London Free School, one of England’s highest-performing non-selective schools. Robert is also the author of Progressively Worse and co-author, with Nick Gibb, of Reforming Lessons: Why English Schools Have Improved Since 2010 and How This Was Achieved. Anna visited West London Free School recently and invited Robert to join the podcast to share what makes the school so successful.

They discuss the school’s approach to behaviour, school culture, high expectations, and a knowledge-rich curriculum. They also talk about England’s school reforms and why ineffective educational fads have continued to resurface throughout history, despite weak evidence. Teachers, school leaders, and policymakers will find practical insights on how structure, high expectations, a knowledge-based curriculum, and effective teaching are the keys to improving student outcomes.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:22] Introduction [00:03:37] Inside West London Free School [00:07:21] Why Free Schools were established in England [00:12:33] Establishing behaviour expectations [00:17:04] House points and celebrating achievements [00:18:07] School sanctions [00:21:06] Silent corridors, and their role in the West London Free School [00:25:33] Parents’ response [00:29:10] Breakdown of the ‘House System’ [00:36:59] A knowledge-rich curriculum in practice [00:41:28] Training teachers on best teaching practices [00:46:35] Grouping students based on readiness [00:50:23] Formative assessments and summative assessments [00:54:53] Is socioeconomic background a good excuse for poor outcomes? [01:00:07] Final advice

RELEVANT PREVIOUS EPISODES

From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/ew/pb-zps9p-18c1e97

The Finland myth, East Asia’s rise, and what makes education systems work with Montserrat Gomendio https://www.podbean.com/ew/pb-7k52u-1a8a731

Rocking the times tables with Bruno Reddy https://www.podbean.com/ew/pb-2pbdy-18f76df

Education myth busting with Daisy Christodoulou https://www.podbean.com/ew/pb-z2q9q-14ce080

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-72-transcript

MUSIC Intro & Outro: Funk Jazz Big Band - ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke continues the conversation from the previous episode on what happens when requests for evidence are dismissed with the phrase “research shows.” She is joined by Thomas Briggs and David Shuck from the Center for Educational Progress to explore why ineffective or unsupported practices persist in education.

Thomas and David introduce an important distinction between misunderstanding and conviction: sometimes educators genuinely believe they are following best practices, while other times evidence is ignored or dismissed due to ideology. They discuss examples including flawed advanced math placement decisions, an update on the New York math briefs controversy, concerns around programs like YouCubed, and the impact of San Francisco’s math de-tracking experiment.

The conversation examines how “research shows” can be used both in good faith and as a way to shut down debate, while offering listeners practical ways to think critically about evidence and education policy.

This episode is available in video at www.youtube.com/@chalktalk-stokke

Anna Stokke was recently a guest writer for the Center for Educational Progress. That article is available at https://www.educationprogress.org/p/what-to-do-when-research-shows-shuts

TIMESTAMPS

[00:00:22] Introduction [00:03:16] What is the Center for Educational Progress? [00:05:10] Two reasons ineffective educational practices persist [00:07:57] Examples of misunderstandings [00:09:11] Students being denied access to advanced math [00:16:14] Is conviction one of the biggest barriers to evidence-based education? [00:18:56] The controversy around the New York Math Briefs [00:21:43] NYSED response to Ben Solomon’s petition [00:25:27] Why did the NYSED’s response shift to political motivation? [00:27:41] The response from the New York Math Briefs expert [00:33:24] YouCubed’s education claims and flawed methodology [00:38:21] YouCubed’s updates and more underlying issues [00:44:23] San Francisco’s failed de-tracking experiment [00:51:57] Why tracking and ability grouping helps students [00:58:52] Final piece of advice for parents and teachers

RELEVANT PREVIOUS EPISODES

What to do when “Research Shows” shuts you down: A guide for parents and teachers https://www.podbean.com/ew/pb-9t822-1ab0f70

Balanced literacy didn’t work­––Will balanced math? with Ben Solomon https://www.podbean.com/ew/pb-usvqw-1962107

Science of Math: The movement everyone’s talking about with Sarah Powell https://www.podbean.com/ew/pb-gar68-1a4c913

Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

California's math controversy with Jelani Nelson Part I https://www.podbean.com/ew/pb-d3bai-144ec76

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-71-transcript

MUSIC Intro & Outro: Funk Jazz Big Band - ColorFilmMusic

Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social