In this special long-form episode of Educate to Self-Regulate: Deep Dive, I sit down with world-renowned inquiry educator Kath Murdoch for a rich and thoughtful conversation about how inquiry approaches can support students' self-regulated learning.

Together, we unpack what it means to take an inquiry stance—not just investigating topics, but guiding students to inquire into themselves as learners. We also explore the distinctions (and overlaps) between direct, explicit, and inquiry instruction, and why effective teaching depends on a responsive, flexible repertoire, not any single method.

In this episode, you’ll learn:

✔️ How inquiry-based practices naturally strengthen metacognition and self-regulated learning
✔️ Why the “inquiry stance” is foundational for building genuine student agency
✔️ How to strategically blend explicit teaching with inquiry to meet diverse learner needs

Kath brings more than 40 years of experience across classrooms, universities, and consultancy—along with her signature clarity, warmth, and wisdom. If you’re an educator curious about the intersection of inquiry and self-regulated learning, this episode will genuinely nourish your thinking.

Listen now and discover how inquiry and SRL work together to build the “how to learn” capabilities young people need—especially in an age shaped by AI.
Available on Spotify and Apple Podcasts.
Watch the full episode on YouTube

Connect with Kath on LinkedIn: Kath Murdoch
website: kathmurdoch.com.au 

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

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In this episode of Educate to Self-Regulate, I'm joined once again by my friend Nidean Dickson as we unpack the emerging role of the Process Coach, a leader who brings together coaching, expertise, coordination, and a deep commitment to learning.

We explore insights from new 2025 research on Professional Learning Communities (PLCs) from the article "Professionalising Schools on Self-Regulated Learning: Roles, Responsibilities and Challenges of Process Coaches" (Frontiers in Education, 2025).

In this episode, you'll learn:

✔️ What a Process Coach is and why this role supports SRL across schools
✔️ How leaders can model learning to build trust, agency, and teacher efficacy
✔️ Practical ways to design PLCs that foster real professional growth

Listen now and rethink what it means to lead the learning process.
Available on Spotify and Apple Podcasts
Watch the full episode on Youtube.

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

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In this episode of Educate to Self-Regulate, I'm joined by Rebecca Russell-Saunders (Professional Learning Coach) and Samantha Dowsing (Lead Teacher) from Wesley College to explore how self-regulated learning (SRL) can transform both classrooms and whole-school culture.


In this episode, you'll learn:

✔️ The key difference between self-regulated and self-directed learning and why it matters
✔️ Practical strategies like “front runner” modelling, reflective journals, and weekly goal-setting that build agency
✔️ How SRL practices strengthen self-efficacy and peer support, reducing the need for behaviour management
✔️ Ways to align classroom practice with wider frameworks such as Melbourne University’s New Metrics

Connect with Beck on LinkedIn: Rebecca Russell-Saunders
To connect with Sam, reach out to Beck or Wesley College directly.

Watch the full episode now on Youtube or listen to the conversation on Spotify and Apple Podcasts.

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

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Share your thoughts with us on Instagram or Twitter: @edtoselfreg

In this episode of Educate to Self-Regulate, I sit down with Lauren Munday, secondary school Health and PE teacher, author of Mastering Your Mind for Success, and founder of Think Set Go.

We explore why goal setting is the easy part, but goal pursuit is where students often stumble, and how Lauren's Think Set Go framework equips young people with focus, resilience, and motivation to keep going.

In this episode you'll learn:

•  Why students set goals but struggle to follow through
•  How the Think Set Go framework helps students stay focused and motivated
•  Classroom strategies that make ideas like perspective and attention simple and engaging
•  How small wins and comfort-zone challenges build confidence for bigger goals

Lauren and I also reflect on how giving students an experience of these strategies, rather than just teaching them, can make a lasting impact on self-regulation and learning.

Grab a copy of Lauren's book Mastering Your Mind for Success at thinksetgo.com.au

Connect with Lauren on LinkedIn: Lauren Munday

Catch the full conversation on Youtube and see Lauren's demonstration in action. 

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

Love this Episode? Have questions?
Share your thoughts with us on Instagram or Twitter: @edtoselfreg

In this episode of 'Educate to Self-Regulate', I am joined by Michael Rosenbrock, experienced science educator, former Assistant Principal, and implementation advisor with over 15 years' experience in schools.

Together, we explore how metacognition can become a natural part of the science classrooms and beyond. From confronting student misconceptions to structuring deeper reflection, we share practical, research-informed strategies grounded in real classroom experience.

In this episode, you'll learn:
✔️ How metacognitive strategies align with scientific thinking and inquiry
✔️ Practical ways to help students surface and confront common misconceptions
✔️ Time-saving protocols that support student self-evaluation, peer marking, and ownership of feedback

Michael also shares how the principle of pruning has shaped his thinking about teaching and change leadership. I reflect on how a simple word 'Essential' has helped me prune back the overload, filter priorities, and stay focused on what really matters.

Tune in on Spotify and Apple Podcasts—or, if you prefer to watch, full episodes are now available on YouTube.
Stay up to date by subscribing, and share this episode with a colleague leading change.

Connect with Michael Rosenbrock
LinkedIn: www.linkedin.com/in/michaelrosenbrock
Website: www.michaelrosenbrock.com
Check his book, 'The Pruning Principle' via his website or Amba Press: 

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

Love this Episode? Have questions?
Share your thoughts with us on Instagram or Twitter: @edtoselfreg

In this episode of 'Educate to Self-Regulate', I sit down with Nidean Dickson, Dean of Professional Teaching at Brigidine College, Queensland, to explore how learning journals can support self-regulated learning (SRL) by helping students reflect more deeply and engage with the learning process in meaningful ways.

Nidean shares how she introduced journals to her Year 11 and 12 students, creating space for metacognitive thinking, handwritten reflection, and rich conversations about learning. From introducing SRL language to offering students open-ended prompts, her approach has helped foster a culture of reflection, ownership, and self-efficacy.

In this episode, you'll learn:
✔️ How learning journals help students reflect on their process, not just outcomes
✔️ Why handwriting, timing, and feedback all matter in reflective practice
✔️ How to adapt journal prompts to suit different age groups and contexts

Plus, we discuss metacognitive prompts from Tools for Teaching Metacognition and explore how to make journaling purposeful and sustainable in busy classrooms.

Discover how learning journals can unlock deeper thinking and lasting self-regulation.

Listen now on Spotify, Apple Podcasts or watch the full episode on YouTube.

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

Love this Episode? Have questions?
Share your thoughts with us on Instagram or Twitter: @edtoselfreg

In this episode of 'Educate to Self-Regulate', I’m joined by seasoned educator Taleasha Bray from Bonython Primary School, one of my long-time school partners! Taleasha shares how her school has successfully embedded self-regulated learning (SRL) into their curriculum over the past three years. Together, we explore practical strategies that are helping her Year 5 and 6 students become more independent, mindful, and continue to make progress in their learning.

In this episode, you'll learn:
✔️ How Bonython Primary School has built a strong foundation in SRL, allowing for continuous progress rather than starting from scratch each year.
✔️ Engaging classroom strategies, including SMART Goals, SMART Time and Flexible Learning, that empower students to take ownership of their education.
✔️ How explicit strategy instruction around cognitive strategies, is helping students build their self-regulation toolkit.
✔️ How Bonython Primary School educators use a collaborative planning template to embed SRL into their weekly curriculum.

Episode Resources:
Planning Template
Example for Preschool Template
Example for Year 5/6 Template
Learn more about Dr Shyam Barr's work and resources at www.shyambarr.com.au

Listen on Spotify, Apple Podcasts, or watch the full episode on YouTube.

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

Love this Episode? Have questions?
Share your thoughts with us on Instagram or Twitter: @edtoselfreg

In this episode of Educate to Self-Regulate, I'm joined by Amelia King, Director of Ed Tech and Innovation at Dulwich College, Shanghai Puxi. Amelia shares her journey, revealing what drew her to the fascinating intersection of Artificial Intelligence (AI), metacognition, and self-regulated learning.

In this episode, you'll learn:

•  How AI acts as a co-regulatory 'talk partner', guiding students to reflect on their learning and navigate difficulties.
•  Practical strategies for using AI to boost critical thinking and model metacognition, demonstrating how AI can 'think aloud' to help students see how thinking processes works.
•  The critical role of scaffolding the use of AI for student independence, and how to avoid risks like over-reliance and data security.

Amelia and I also delve into personal self-regulation techniques, and Amelia shares reliable resources, including insights from her recent online course Thinking with AI, which I'm currently enrolled in and finding personally enriching for my understanding of responsible AI use in education.

Connect with Amelia King:
LinkedIn: https://www.linkedin.com/in/ameliaking1/
Bluesky: https://bsky.app/profile/ameliak.bsky.social
Online Course 'Thinking with AI': https://thinking-edtech.teachable.com/p/thinking-with-ai

Tune in on Spotify, Apple Podcasts, and now on YouTube. Subscribe and join the conversation about how to foster students' self-regulated learning in an AI-enhanced world.

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

Love this Episode? Have questions?
Share your thoughts with us on Instagram or Twitter: @edtoselfreg

In episode 33 of Educate to Self-regulate, we pick up where we left off in episode 32, continuing our deep dive into the Smart Study program at Queenwood with Rebecca Birch.

Rebecca and I discuss how education leaders can implement a self-regulated learning initiative in schools, drawing on learning from the Queenwood Smart Study. She highlights the importance of understanding underlying challenges before diving into large-scale projects and reveals how the Smart Study program's unique blend of cognitive and metacognitive strategies and socio-emotional skills is helping students manage academic stress and report greater joy at school.

In this episode, you'll hear how middle leadership plays a crucial role in the success of the program and the outcomes that includes reflections on student motivation, enhancing school enjoyment, and strengthening teacher confidence.

If you're looking for practical tips and fresh ideas to integrate self-regulation into your own teaching and school, this episode is packed with suggestions you can consider for planning and practice.

Tune in to learn more!

📖 Reference:
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

Love this Episode? Have questions?
Share your thoughts with us on Instagram or Twitter: @edtoselfreg

In this episode of Educate to Self-Regulate, I (Dr Shyam Barr) chat self-regulated learning with Rebecca Birch, a teacher, researcher and Academic in Residence at Queenwood school in NSW, Australia. Rebecca is passionate about the power of explicit instruction—not just for academic success, but for building lifelong learning habits.

Join us as we explore Queenwood’s Smart Study Program, a research-backed initiative designed to help students manage academic stress while developing independent study skills. Initially rolled out for Year 9 and 10 students, the program is built on cognitive strategies like retrieval practice, spacing, and interleaving—but incorporates motivational and metacognitive elements too!

Rebecca shares what it takes to embed these approaches into real classrooms, the challenges of shifting mindsets, and the wins she’s seen when students start using these tools effectively.

Explore the 'Smart Study Report 2024' published by AISNSW here:
Queenwood Smart Study Report 2024

Tune in for the following questions:
✔️What is academic stress and how prevalent is it with young people?
✔️How can we help students developed effective study techniques?
✔️How can teachers build in routines that support students' self-regulated learning capabilities? 

Tune in on Spotify or Apple Podcasts.
Whether you're an educator, a parent, or a student looking to study smarter—not harder—this episode is packed with strategies you can use right away.

Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students.

Love this Episode? Have questions?
Share your thoughts with us on Instagram or Twitter: @edtoselfreg