Chalk & Talk

This solo episode, hosted by Anna Stokke, provides educators, parents, and students with practical, research-backed methods to develop math fact automaticity. These techniques have been shown to work with a wide range of students across age, skills and settings.  Key techniques discussed include flashcards, cover-copy-compare, taped problems, incremental rehearsal and explicit timing, with detailed instructions for how best to implement each technique.  

Call to action: If you know someone who might benefit from this episode, please share it with them!

NOTE: The resource page contains resources to help listeners implement the techniques discussed as well as supporting research: http://annastokke.com/ep-36-resources

TIMESTAMPS

00:00 Introduction

01:19 The Importance of math fact automaticity

03:00 Understanding automaticity

06:17 Acquisition stage

06:50 Fluency stage

08:35 What basic facts?

09:06 When should students have math facts mastered?

09:49 Pairing the stimulus with the response

11:13 Using flashcards effectively

13:25 Incremental Rehearsal

15:13 Cover, Copy, Compare Method

17:49 Taped Problems: Beat the Computer

18:57 Should you use games?

20:52 Explicit timing for fluency building

21:14 Why timed practice is essential

22:31 When to introduce timed practice

24:28 Consistency and Daily Practice

25:01 Conclusion and Call to Action

RELEVANT PREVIOUS EPISODES

Ep 30. Math fluency matters with Brian Poncy

Ep 29. Math fact crisis with Brian Poncy

Ep 20. Reading and math: parallels and pitfalls with Matthew Burns

Ep 3. The Science of Math with Amanda VanDerHeyden

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-36-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-36-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Join Anna Stokke in conversation with two university math instructors, Dr. Darja Barr from the University of Manitoba and Dan Wolczuk from the University of Waterloo.

What does it take to succeed in university math? Which topics are most critical for success in university calculus? They cover these questions and more in this episode, which is a must-listen for educators, parents and aspiring university students. 

They talk about the importance of algebraic fluency and other key concepts essential for success in calculus. They examine the gap between high school preparation and university expectations, touching on grade inflation, the role of diagnostic tests and the value of high school exams with a discussion on the testing effect along the way. They highlight the importance of effective study habits, perseverance, and the ability to self-assess and seek help when needed.

NOTE: The resource page contains useful information regarding the transition from high school to university math: http://annastokke.com/ep-35-resources

TIMESTAMPS

[00:00:00] Introduction 

[00:03:14] Description of university calculus class

[00:04:55] Why preparation for calculus is important

[00:07:47] Degrees requiring calculus

[00:08:36] High school topics needed for success in calculus

[00:11:11] Importance of algebraic fluency

[00:14:29] Trigonometry and committing facts to memory

[00:22:30] Diagnostic tests

[00:26:14] Relationship between pre-calculus and university calculus grades

[00:32:36] Physical invigilation vs remote diagnostic tests    

[00:34:32] Challenges of high school to university transition

[00:38:07] Grade inflation and the role of standardized testing

[00:43:28] Importance of high school exams

[00:45:29] The testing effect

[00:50:33] Initiatives to support university students

[00:57:06] Characteristics of a successful university math student

[00:59:43] Advice for first-year university students

[01:02:31] Closing remarks

RELEVANT PREVIOUS EPISODES

Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

Ep 11. California’s math controversy with Jelani Nelson

Ep 7.  How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2

Ep 16. Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1

Ep 2. Evidence-based teaching strategies with Paul Kirschner

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-35-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-35-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Join Anna Stokke in conversation with Dr. Kimberly Berens in Episode 34 of Chalk & Talk. Kimberly is a behaviour scientist, an author, and the founder of FIT Learning.  They discuss the fundamentals of behaviour science, the importance of measurable outcomes, the role of reinforcement, and the application of behaviour science to effective instruction, particularly in math.  They also cover concepts like fluency, retention, and endurance in learning.  They discuss the effectiveness of Direct Instruction, precision teaching and curriculum-based measurement in bringing about significant improvements in student performance.

Kimberly is a passionate advocate for systematic educational change based on scientific approaches.  This episode will be of interest to educators, parents, policy makers, and anyone with an interest in improving educational outcomes.

NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-34-resources

TIMESTAMPS:

[00:00:00] Introduction  

RELEVANT PREVIOUS EPISODES

Ep 32.  Identifying and educating advanced students with Jonathan Plucker

Ep 30.  Math fluency matters with Brian Poncy

Ep 17. Do timed tests cause math anxiety? with Robin Codding

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-34-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-34-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Host Anna Stokke speaks with Scott Hill, Superintendent of Evergreen School Division. They discuss Evergreen's proactive approach to improving education, particularly focusing on mathematics and literacy.  Scott shares how his division tackled low math scores by interviewing students, addressing behaviour issues, employing structured instructional methods, and providing consistent common assessments.

They also touch on broader pedagogical narratives, the role of schools in society, and the importance of setting higher expectations for students. Additionally, Scott highlights the critical strides made in early literacy instruction, with Evergreen School Division being recognized with a national award from Dyslexia Canada.  A key takeaway from this episode is that strong leadership, data-informed decision making, and a commitment to addressing weaknesses can significantly impact student learning. 

TIMESTAMPS

[00:00:00] Introduction

[00:03:39] Evergreen School Division's math challenges and student feedback

[00:08:43] Grade inflation and reporting to parents

[00:11:24] Divisional changes to improve math scores

[00:14:42] Higher expectations for students

[00:20:05] The role of schools in society

[00:26:02] Is inquiry-based pedagogy accomplishing the stated goals?

[00:30:45] Instructional caricatures and foundational skills

[00:37:09] Setting behavioural standards

[00:40:02] Cell phones in schools

[00:46:01] Common assessments and provincial exams

[00:56:30] Award-winning literacy initiatives

[01:01:08] Final thoughts

RELEVANT PREVIOUS EPISODES

Ep 1 Math and the myth of ability with John Mighton

Ep 18 Education myth-busting with Daisy Christodoulou

Ep 20 Reading and math: parallels and pitfalls with Matthew Burns

Ep 27 Using evidence in education with Pamela Snow

Ep 30 Math fluency matters with Brian Poncy

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-33-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-33-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Math professor Anna Stokke speaks with Dr. Jonathan Plucker, a professor and director of the Education Policy Program at Johns Hopkins University, about advanced education, acceleration and academic streaming. Jonathan discusses the flaws in traditional methods of identifying advanced students and advocates for universal screening to ensure equitable access to advanced programs. They cover various interventions, including acceleration, and discuss the drawbacks of de-streaming or anti-acceleration policies. They also discuss equity concerns.

They talk about flexible ability grouping, the need to challenge stereotypes about advanced students, and more.  Jonathan emphasizes that education should meet the needs of every student, including students who excel academically, and he provides concrete advice for accomplishing that. A key takeaway from this episode is that offering advanced programs benefits all students and, ideally, every school should include advanced programming.  This episode is a must-listen for educators of any subject, parents and policymakers.

NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-32-resources

TIMESTAMPS

[00:00:00] Introduction 

[00:03:42] Terminology: gifted or advanced? 

[00:07:58] Are labels a problem?

[00:10:54] Identifying advanced students

[00:21:13] Equity in advanced programs

[00:25:28] Meeting the needs of advanced students

[00:27:46] Effective interventions for advanced students

[00:31:29] Enrichment vs. acceleration

[00:34:59] Supporting learners beyond minimum competency

[00:38:42] The case of San Francisco Unified School District

[00:43:14] Problems with de-streaming and anti-acceleration programs

[00:48:16] Flexible ability grouping: A solution?

[00:53:18] Who benefits from flexible ability grouping?

[00:54:53] The impact of de-streaming on teachers and students

[00:58:42] What needs to change to support advanced students

RELEVANT PREVIOUS EPISODES

Ep 11. California’s math controversy with Jelani Nelson, Part I https://www.podbean.com/ew/pb-d3bai-144ec76

Ep 12. California’s math controversy with Jelani Nelson, Part II https://www.podbean.com/ew/pb-93gm5-144fc4c

Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

Ep 19. The Calculus Project with Adrian Mims https://www.podbean.com/ew/pb-fkbjk-14eb0a7

Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-32-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-32-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

Join math professor Anna Stokke in conversation with Dr. Nidhi Sachdeva and Dr. Jim Hewitt, educators and researchers at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. They discuss their co-designed course on the science of learning and its impact on educational practice. The episode expands on their recent presentation on equitable instruction at ResearchEd Canada, covering instructional techniques effective in closing the achievement gap.

Key topics include explicit instruction, the benefits of retrieval practice, formative assessments, and the importance of addressing educational myths. They also explore the implications of Project Follow Through and evaluate other educational approaches like collaborative learning, culturally responsive teaching, and social-emotional learning. The conversation emphasizes the need for evidence-based strategies to promote equity in education.

This episode is essential listening for educators, parents, and anyone committed to narrowing education achievement gaps.

NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-31-resources

TIMESTAMPS

[00:00:00] Introduction

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 10. Maximizing learning through explicit instruction with Zach Groshell https://www.podbean.com/ew/pb-px8h6-1443528

Ep 22.  Mindsets and misconceptions with Carl Hendrick https://www.podbean.com/eas/pb-78zv9-15493b1

Ep 24. Raising student achievement with Dylan Wiliam https://www.podbean.com/eas/pb-kduiw-15bba36

Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-31-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-31-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In the second episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills.

They begin by discussing five compelling reasons that fluency is crucial. Brian shares his research on dosage, which addresses the frequency and duration of practice for math skills. 

Anna asks Brian to define conceptual understanding, and they explore its relationship with procedural skill. They also discuss explicit timing and address concerns about anxiety. Brian emphasizes the importance of data-driven decision-making and more.

A key takeaway from these two episodes is that achieving fluency with basic facts requires daily practice—every school day, not just once a week or every other day. The specifics are covered in this episode.

As Brian emphasizes, basic fact fluency results in significant effects with minimal investment in instructional time. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education.

NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-30-resources

TIMESTAMPS

[00:00:00] Introduction

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

Ep 27. Using evidence in education with Pamela Snow

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-30-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-30-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Thannoid, Tarte Tatin, Mazamorra, Cornicob

Podington Bear – Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In this first episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills.

In the episode, Brian stresses that we have a basic fact crisis where many students struggle with basic fact fluency, affecting their overall math proficiency. They discuss his research and effective strategies for teaching basic facts and computational skills.

The conversation begins with a description of the instructional hierarchy, a tool for identifying a student's learning stage and selecting suitable tasks, with an accompanying infographic available on the episode resource page. Anna asks Brian to define some key terms such as fluency, automaticity and mastery.  They discuss the impact of his free program, M.I.N.D, particularly its implementation in a low-performing school. They also cover research on decomposition strategies and emphasize the importance of data collection to inform instruction.

Throughout the episode, Brian shares strategies used in the M.I.N.D program, revealing his deep passion for helping children learn math. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education.

NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-29-resources

TIMESTAMPS

[00:00:00] Introduction

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-29-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-29-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Town Market, Spindash, Cornicob

Podington Bear – Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In episode 28, math professor Anna Stokke interviews Dr. Katharine Beals, who is a linguist and expert in using evidence-based instruction to teach students with autism.  Katharine is the author of several books on autism, including one focused on autism-friendly curriculum and instruction.

They begin the episode with an overview of autism, where Katharine describes some of its defining characteristics and the skills typically affected. She discusses how autism impacts math learning and some common instructional techniques that can negatively impact autistic students. They then discuss what research suggests are the most effective instructional methods for students with autism.

Along the way, they discuss facilitated communication, and Katharine recommends math programs that are particularly well-suited for autistic individuals.

A key takeaway from this conversation is that many instructional techniques that are most effective for students with autism benefit the majority of students, but poor instructional methods more adversely affect those with autism. This fascinating and highly informative conversation is a must-listen for educators and anyone passionate about education.

PREVIOUS EPISODES MENTIONED

Ep 21. The right to learn math with Daniel Ansari https://www.podbean.com/ew/pb-4nv9n-1527568

Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a

Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-28-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-28-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Inamorata, Town Market, The Gran Dias

Podington Bear – Lakeside Path, Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In Episode 27, math professor Anna Stokke talks with Dr. Pamela Snow, a cognitive psychology professor at La Trobe University’s School of Education in Australia.    She is renowned for her expertise in language and literacy instruction and co-founded the Science of Language and Reading (SOLAR) Lab at La Trobe, which assists schools in adopting scientific approaches to enhance reading instruction.

Pamela emphasizes viewing school as a health intervention and effective language and reading instruction as a social justice issue.  The conversation spans a range of topics, including evidence-based methods for teaching reading, the golden mean fallacy in education, and foundational skills in both reading and math.  They also discuss ways to improve teacher preparation and whether programs like the one at La Trobe might start emerging in other universities.  This episode is a must-listen for anyone interested in education, whether from a reading perspective or a math perspective.

PREVIOUS EPISODES MENTIONED

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

Ep 20.  Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-27-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-27-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Balti, Coulis Coulis, Lissa, Cornicob

Podington Bear – Proliferate

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c