This conversation examines the crucial importance of math fact fluency in education, exploring effective teaching strategies, the role of parents, and the challenges faced by educators. The panel shares success stories from their classrooms, emphasizing the importance of consistent practice and engagement in fostering student success in mathematics. They also address misconceptions about math instruction and the significance of building foundational skills for future learning.

Brian Poncy Facts on Fire | math fact fluency| Podcast

Follow on Twitter: @brian_poncy @rastokke @StamStam193 @jonHarper70bd @bamradionetwork @jonHarper70bd @bamradionetwork

Kristin Ryan is a first-grade teacher in a rural, K-4 school in Wyoming. She holds a Bachelor of Science degree in K-8 Elementary Education and K-12 Special Education, as well as a Master of Arts degree in Elementary Education with a focus on K-12 Reading Specialist, all from the University of South Dakota. She also holds a Principal Certificate from the University of Wyoming. She has worked in education for the past 16 years.

Dr. Brian Poncy is a Professor of School Psychology at Oklahoma State University. His research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. Dr. Poncy created the Measures & Interventions for Numeracy Development (M.I.N.D.), a set of free materials to support teachers in the assessment and implementation of empirically-validated interventions to increase early numeracy and computation skills (www.factsonfire.com).

Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming.

Dr. Anna Stokke is a Professor in the Department of Mathematics and Statistics at the University of Winnipeg.. She is co-founder and President of the non-profit organization Archimedes Math Schools, which delivers after-school math classes for children. She hosts the popular math education podcast Chalk & Talk, where she discusses evidence-informed math teaching with leading education experts.

In this introductory episode, Jon discusses the concept of direct instruction with four experienced educators. They explore the definition of direct instruction, its effectiveness, common misconceptions, and actionable tips for teachers looking to implement these strategies in their classrooms. The conversation emphasizes the importance of clarity, engagement, and the role of the teacher as a content expert in facilitating student learning.

Follow on Twitter: @MmeLockhartLDS @beanie0597 @StamStam193 @mrzachg @jonHarper70bd @bamradionetwork

Beanie Geoghegan is the Manager of Solutions and a Co-Founder of Freedom in Education. She works closely with educators to develop and implement solutions that align with the organization’s mission to restore excellence in K–12 education. With over two decades of experience as a teacher, parent, volunteer, and advocate, Beanie brings a deep understanding of classroom dynamics and instructional effectiveness.

Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, WA and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach is the author of the book Just Tell Them, hosts the podcast, Progressively Incorrect, and is active on Twitter (@mrzachg).

Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming.

Kim Lockhart is an elementary classroom teacher and Special Education Teacher, with a passion for helping students with reading and writing difficulties through science-based instruction. Following the completion of her Master of Education, Kim worked for the Ontario Ministry of Education to revise the Langauge curriculum document to align with the reading research and then began working, part-time, as a course instructor at Vancouver Island University where she teaches the evidence-based strategies she wishes she’d been taught in Teachers College. Kim lives by the words “prevention before intervention” and aims to ensure as many teachers as possible graduate from their Teacher training program with the knowledge they need to be knowledgeable, confident and successful classroom teachers.

This conversation delves into the pressing issue of teacher shortages across the United States, exploring the underlying causes, the impact on teacher well-being, and strategies for recruitment and retention. The panel of educators and experts discusses the importance of understanding the context of the teacher shortage, the need for systemic change, and the significance of fostering supportive relationships among teachers. They emphasize that teachers are ordinary individuals facing extraordinary challenges, and advocate for a more realistic portrayal of the teaching profession.

Follow our PLN on Twitter: @Rdene915 | @AnnettePonnock | @DevonBeck365 | @rpondiscio | @bamradionetwork | @jonHarper70bd | @amirtaronED

BlueSky: @amirtaron.bsky.social

Paul Bruno is an assistant professor of education policy, organization and leadership in the College of Education at the University of Illinois Urbana-Champaign. He studies school staff labor markets, resource allocation in schools, and school personnel administration. He holds a Ph.D. in urban education policy and an MA in economics from the University of Southern California, as well as an MA in science and math education and a BA in philosophy and molecular and cell biology from the University of California, Berkeley. He previously taught middle school science in California.

Dr. Rachelle Dené Poth, JD, is an edtech consultant, presenter, attorney, author, and Spanish and STEAM: Emerging Technology teacher. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Doctorate in Instructional Technology. Rachelle specializes in Artificial Intelligence, AI and the Law, AI and the Environment, Cybersecurity, and STEM.

She is the author of ten books, including her most recent book, What the Tech?: An Educator’s Guide to AI, AR/VR, the Metaverse and More! and “How to Teach AI: Weaving Strategies and Activities Into Any Content Area.” She is also a frequent blogger for multiple publications. Contact Rachelle: bit.ly/thriveineduPD

Annette Ponnock, PhD is a Postdoctoral Research Associate at the Yale Center Emotional Intelligence. Dr. Ponnock’s research focuses on teacher motivation and well-being, with an emphasis on urban schools. She received her PhD in Educational Psychology from Temple University and her MA in Psychology from the University of Santa Monica.

Amir Taron Aryes is a curriculum supervisor at a charter school in Camden, New Jersey. He found his purpose in education over a decade ago. In addition to teaching history for five years, he held leadership roles in student discipline, academic counseling, after-school tutoring, and school programming. He approaches his work in education with a passion for students, families, and teachers from a perspective of empathy, understanding, and high expectations.

Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including How the Other Half Learns: Equality, Excellence, and the Battle over School Choice (Avery, 2019), about Success Academy Charter Schools.

Devon Beck is a dynamic leader and advocate for education, equity, and community development. His career spans multiple sectors, including education, community engagement, and the music business, where he has pioneered new roles to address organizational needs. A graduate of the University of Maryland Eastern Shore, Devon began his career in education, holding various roles such as Teacher’s Assistant, Behavior Specialist, Geometry/Algebra Teacher, Family & Student Liaison, and Pre-Referral Coordinator for the Talbot County Board of Education. Through these positions, he developed expertise in mentoring and supporting students who faced learning challenges. His work reinforced his belief that reaching students at critical stages in life can have a lasting impact.

This conversation explores educators’ challenges and strategies in teaching history amidst changing state guidelines and societal expectations. The panel discusses the importance of balancing required content with diverse perspectives, the role of storytelling in engaging students, and the necessity of fostering critical thinking skills. Each educator shares insights on how to navigate these complexities while preparing students for active citizenship.

Follow our PLN on Twitter: @swanversations @aspaglayan @Eduflack @rpondiscio @bamradionetwork @jonHarper70bd

Andrew Swan is a devoted middle-school teacher who has worked at Bigelow Middle School in Newton, Massachusetts for over 20 years — currently as an 8th grade Civics teacher. He keeps striving for the ‘perfect’ lesson and the secret sauce that works for every student. Andrew is the author of many books on pedagogy that remain rattling around his head (for now).

Agustina S. Paglayan is a political science and public policy professor at the University of California, San Diego, and a nonresident fellow at the Center for Global Development. She is an expert in the interplay between politics and education.​ Her research has received numerous awards from the American Political Science Association for deepening our understanding of democracy, autocracy, political economy, political history, public policy, and labor politics. Her findings have been featured in The Economist, NPR, the Washington Post, and other media. She has consulted for the United Nations, the World Bank, and the Inter-American Development Bank.

In her new book Raised to Obey: The Rise and Spread of Mass Education (Princeton University Press, 2024), Paglayan shows that education systems in the West emerged not from democratic ideals or industrialization needs but from governments’ desire to control citizens.

Tyler Bonin is the Civics Education Specialist at the Goldwater Institute’s Van Sittert Center for Constitutional Advocacy. Prior to joining the Institute, Tyler managed marketing efforts at State Policy Network and the Classic Learning Test (CLT). While at CLT, Tyler created and produced the Anchored podcast, a top-ranked program focused on conversations at the nexus of education and culture, with such guests as Cornel West, Robert P. George, Heather Mac Donald, Glenn Loury, and more.

Additionally, Tyler taught and developed curricula in history and economics at Thales Academy, a network of private classical academies in the Southeastern United States. He was also a lecturer at Judson College at Southeastern, where he taught in a program for college students seeking careers in education. Tyler holds degrees from Campbell University and Duke University.

Patrick Riccards is the CEO of the Driving Force Institute, the nation’s largest producer of American history education films. DFI currently has more than 60 million users worldwide.

Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including “How the Other Half Learns: Equality, Excellence, and the Battle over School Choice” (Avery, 2019), about Success Academy Charter Schools.

This conversation explores the profound impact of recent immigration policy changes on teachers and students, focusing on the emotional and practical challenges faced in educational settings. Panelists discuss the anxiety and fear stemming from the potential presence of immigration agents in schools, the importance of clear communication and support systems, and strategies for creating safe spaces for students. The discussion highlights the importance of collaboration among educators, community organizations, and school leadership in effectively navigating these challenges.

Follow on Twitter @Jenschwanke @drjenschwanke.bsky.social | @jehan_hakim | @msdarasavage @ExcelLYNNCE | @kbustosdiaz | @jonHarper70bd | @bamradionetwork

Jehan Hakim is a mother and Houston-based educational consultant with over a decade of experience in empowering educators and organizational leaders through culturally responsive pedagogy and professional development.

Jen Schwanke, Ed.D., has been an educator for almost three decades, teaching or leading at all levels. She is the author of four books published by ASCD, including The Principal’s Guide to Conflict Management, and has published hundreds of articles in various education publications. In addition to providing professional development to districts in the areas of school climate, personnel, and instructional leadership, Schwanke presents at conferences for ASCD, NAESP, NASSP, AASA, and various state and local education organizations. She is the co-host of the popular “Principal Matters” podcast and an instructor in educational administration at The Ohio State University and Miami University of Ohio. Dr. Schwanke currently serves as a Deputy Superintendent in Ohio.–

Kenya Bustos Diaz is a freshman ENL Teacher From Veracruz, Mexico, DACA recipient. Social Justice Mentor for Future Teachers of Color at Butler University Bachelor’s Degree in Secondary Education from Butler University.

Dara Laws Savage is a 26-year educator from the great state of Delaware. She has served on numerous local, regional, and state committees, and has been Teacher of the Year in two different districts. She is an Emeritus national faculty member of PBLWorks, and is presently the English 9 teacher and Instructional Coach at the Early College High School at Delaware State University while working on her doctorate. Dara is a proud Board of Education member for the Seaford School District (alumna) and she is the owner of Savage Educational Consulting.

Tom Rademacher has spent the last two decades devoted to students and education. He’s the author of 50 Strategies for Learning without Screens, It Won’t Be Easy, Raising Ollie, and the forthcoming chapter book series Bucket and Friends. Tom was named Minnesota’s 2014 Teacher of the Year, and before teaching mostly wrote bad poetry and talked about Kurt Cobain. He lives too close to the Mall of America in Minnesota with his wife, son, and absolute chonk of a dog.

This conversation explores the implications of recent changes to diversity, equity, and inclusion (DEI) policies in education. A panel of educators discusses how these changes affect teaching practices, classroom environments, and student relationships. They emphasize the importance of maintaining inclusivity and building strong relationships with students and families, regardless of policy shifts. The discussion highlights the need for educators to adapt while remaining committed to fostering an equitable learning environment.

Follow on Twitter: @_CrystalMWatson @CrystalMWatson on BlueSky | @jehan_hakim | @JM_Butcher | @DevonBeck365 | @MarantoRobert |@AggieAshley | @jonHarper70bd | @bamradionetwork

Crystal Watson is a passionate mathematics educator from Cincinnati, serving as an elementary school principal. She is dedicated to helping cultivate spaces of belonging where deep learning and positive growth can happen. Her motto, “What do the students think?” reminds her to always take time to hear different perspectives, especially the children, in order to make sound decisions.

Jehan Hakim is a second-generation Arab-American Muslim woman and mother of four. She is a Bay Area native who was born and raised in the Tenderloin district of San Francisco, California – and graduated from San Francisco State University with a Bachelor’s degree in Political Science. Though she’s been a community organizer and educator for decades. The depths  of her experience span from program management and coordination within school districts, to interfaith coalition building, community outreach, foreign affairs, and diversity.

Robert “Bob” Maranto is the 21st Century Chair in Leadership in the Department of Education Reform at the University of Arkansas, has served on his local school board, and with others has written or edited 18 books so boring his own mother refused to read them. He co-edited a forthcoming book, The Free Inquiry Papers, to by published by the American Enterprise Institute in April. Maranto. “Bob”and James V. Shuls. (2011). Lessons from KIPP Delta. Phi Delta Kappan 93: (November) 52-56, at https://journals.sagepub.com/doi/pdf/10.1177/003172171109300313.

Jonathan Butcher is the Will Skillman Senior Research Fellow in Education Policy at The Heritage Foundation. He has researched and testified on education policy around the U.S., including testimony before the U.S. Commission on Civil Rights. He is the author of Splintered: Critical Race Theory and the Progressive War on Truth (Bombardier Books, April 2022). He co-edited and wrote chapters in The Critical Classroom (The Heritage Foundation, 2022), discussing the racial prejudice that comes from the application of critical race theory in K-12 schools. In 2021, South Carolina Gov. Henry McMaster nominated Jonathan to serve on the board of the South Carolina Public Charter School District.

Ashley Eberhart is in her 11th year of teaching as a Spanish Teacher at Round Rock High School in Round Rock, Texas. She serves as the Vice President for the Texas Foreign Language Association and the Austin Area Chairperson for the Texas A&M Hispanic Network. Ashley has presented from the campus level all the way to the national level on various topics such as SEL classroom strategies, building relationships in the virtual space, and implementing authentic resources for World Languages to advance interpretive proficiency.

Devon Beck is a dynamic leader and advocate for education, equity, and community development. His career spans multiple sectors, including education, community engagement, and the music business, where he has pioneered new roles to address organizational needs.

A graduate of the University of Maryland Eastern Shore, Devon began his career in education, holding various roles such as Teacher’s Assistant, Behavior Specialist, Geometry/Algebra Teacher, Family & Student Liaison, and Pre-Referral Coordinator for the Talbot County Board of Education. Through these positions, he developed expertise in mentoring and supporting students who faced learning challenges. His work reinforced his belief that reaching students at critical stages in life can have a lasting impact.

This conversation explores the challenges educators face in creating safe and supportive environments for students. It highlights the importance of emotional support, effective discipline, and collaboration among teachers and administrators. The discussion emphasizes the need for empathy and understanding in addressing student behavior, as well as the critical role of school leadership in fostering a positive school culture.

Follow on Twitter: @mrzachg @jonahdavids1 @d4griffin3 @larryferlazzo @jonHarper70bd @bamradionetwork

Larry Ferlazzo is the author or editor of 12 books, including Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, The ESL/ELL Teacher’s Survival Guide, and Building Parent Engagement In Schools. He also maintains the popular Websites of the Day blog. In the Education Week Opinion blog, Classroom Q&A With Larry Ferlazzo, he responds to readers’ questions on classroom management, ELL instruction, lesson planning, and other challenges teachers face. He is an award-winning English and social studies teacher at Luther Burbank High School in Sacramento, Calif.

Zach Groshell, PhD, is a former classroom teacher who now supports schools around the globe in implementing high-quality instruction based on the science of learning. He is the host of the popular podcast Progressively Incorrect and the author of Just Tell Them: The Power of Explanations and Explicit Teaching. His advocacy and consulting have resulted in powerful changes in culture, behavior, coaching, and instruction in a variety of school settings.

Jonah Davids is a research fellow at Maine Policy Institute, an analyst at The America Fund, and writes the Substack newsletter Mental Disorder.

Dennis Griffin, Jr. serves as the principal of Prairie Elementary School and is pursuing his doctoral studies in Educational Leadership at Cardinal Stritch University. Dennis is a servant leader who seeks to build collaborative cultures that enhance the future for ALL students, educators, and communities at large.

This conversation explores the complexities of classroom censorship, the impact of educational policies on teacher autonomy, and the importance of fostering trust and transparency in education. Experts discuss the challenges teachers face in navigating restrictive guidelines while striving to engage students in meaningful discussions. The dialogue emphasizes the need for professionalism, objectivity, and skills development for constructive conversations in the classroom. Additionally, the panel shares resources and strategies to effectively support educators in addressing these challenges.

Follow our PLN on Twitter:  @rickwormeli2 @rpondiscio @mellyteaches @bamradionetwork @jonHarper70bd @curriculumblog

Dr. Steven Weber is an Assistant Principal at Rogers Heritage High School (AR).  He has spent over twenty five years in education, serving as a teacher, administrator, and adjunct professor.  His leadership experience includes serving as  Associate Superintendent for Teaching and Learning with Fayetteville Public Schools (AR), Executive Director for Curriculum and Instruction with Chapel Hill-Carrboro City Schools (NC), and Director of Secondary Instruction for Orange County Schools (NC). Weber was a social studies curriculum specialist with the Arkansas Department of Education and North Carolina Department of Public Instruction. In 2019, Weber was named the AACIA (Arkansas Association of Curriculum & Instruction Administrators) Administrator of the Year. Weber is the past president of Arkansas Association of Curriculum & Instruction Administrators, vice president of Arkansas ASCD, and has served on multiple state and national boards.

Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including “How the Other Half Learns: Equality, Excellence, and the Battle over School Choice” (Avery, 2019), about Success Academy Charter Schools.

Rick Wormeli is a long-time teacher, education leader, and teacher/principal trainer. He is the author of nine books, including The Collected Writings (So Far) of Rick Wormeli: Crazy, Good Stuff I Learned about Teaching Along the Way (AMLE), Fair Isn’t Always Equal: Second Edition (Taylor & Francis), Metaphors & Analogies: Power Tools for Teaching any Subject (Taylor & Francis), and Summarization in any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning, 2nd edition, co-authored with Dedra Stafford. He is currently working directly with schools and organizations in variety of education elements, including accurate/ethical grading, equity, motivation, cognitive psychology applications, teacher professionalism, literacy, and teacher leadership.

Christina Andrade Melly, an English teacher at Ritenour High School in the Ritenour School District in St. Louis, Mo., was recently named the 2023 Missouri Teacher of the Year 2023.

The conversation explores the implications of AI in education, particularly in writing. It features educators discussing foundational skills necessary for writing, the evolving nature of these skills, and the potential role of AI as a tool for enhancing learning. The participants express diverse perspectives on whether AI can support or hinder the development of essential writing skills, emphasizing the need for careful technology integration in the classroom. The discussion highlights the importance of critical thinking, collaboration, and the human element in teaching and learning.

Follow us on Twitter: @JSerravallo @jeremybballer @MelanieMeehan1 @heymrsbond @T_F_Berger @JonHarper70bd

Chanea Bond is a North Texas English and literacy teacher, scholar, and activist. Her areas of interest and advocacy include diversifying literacy curriculum to better represent the lived experience of her students and their communities.

Tom Berger is the Managing Editor, Contributor, and he is a former high school and college English teacher. As an editor and writer, he has covered travel, world news, and community economic development, and I’m excited to now be back in the world of education, working on high-quality content that’s of value to teachers.

He is a former high school and college English teacher. As an editor and writer, he’s covered travel, world news, and community economic development, and he is excited to now be back in the world of education, working on high-quality content that’s of value to teachers.

Melanie Meehan is the Elementary Curriculum Coordinator in Simsbury, Connecticut. She develops curriculum and assessments, coaches teachers, and works with students to help them become confident, competent writers. Melanie has written several books about writing instruction, co-authored the popular blog Two Writing Teachers, and co-hosted its companion podcast. Additionally, she consults with school districts and educational companies and tutors writers worldwide.

Jeremy Hyler was a middle school English teacher for almost 22 years. Currently, he works as a Manager of Educational Partnerships for the nonprofit Center for the Collaborative Classroom, where the science of reading is a key component of the literacy programs. He is also a teacher consultant/leader for the Chippewa River Writing Project. Jeremy has co-authored the best-selling book Create, Compose, Connect! Reading, Writing, and Learning with Digital Tools (Routledge/Eye on Education, 2014) with Dr. Troy Hicks, along with From Texting to Teaching: Grammar Instruction in a Digital Age (2017), and Ask, Explore, Write: An Inquiry-Driven Approach to Science and Literacy Learning.

Jennifer Serravallo is a New York Times bestselling author, award-winning educator, literacy consultant, frequent invited speaker at state and national conferences, and former member of the Parents Magazine editorial board. Jen is best known for creating books (including The Reading Strategies Book 2.0) and resources rooted in research that help make responsive, strategic, differentiated literacy instruction possible for all educators.

A deep dive into the decline of reading among students, examining the factors contributing to this trend, including busy lifestyles, technology, and curriculum constraints. The discussion highlights the importance of fostering a love for reading through engaging teaching methods, social interactions, and empowering educators to have a say in curriculum decisions. Experts share insights on how to make reading a more enjoyable and communal experience for students, emphasizing the need for sustained attention and cognitive engagement with texts.

Follow on Twitter: @aldenejones @Doug_Lemov @DTWillingham @LisaPas220 @MattRKay @jonHarper70bd @bamradionetwork

Alden Jones is a professor at Emerson College and the author, most recently, of The Wanting Was a Wilderness. She is the editor of the forthcoming Edge of the World: An Anthology of Queer Travel Writing (May 2025). She is on the Fulbright Specialist roster as an expert in creative writing pedagogy.

Lisa Leaheey has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students’ individual strengths and to support their individual needs. Lisa was recently named the 2023 Rhode Island Teacher of the Year,

Matthew R. Kay is a proud product of Philadelphia’s public schools and a founding teacher at Science Leadership Academy (SLA). He graduated from West Chester University and holds a Master’s in Educational Leadership with a Principal’s certificate from the California University of Pennsylvania. At SLA, he teaches an innovative, inquiry-driven, project-based curriculum. He is also the Founder and Executive Director of Philly Slam League (PSL).

Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain’s basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He is the author of several books, including the best-selling Why Don’t Students Like School?, and Outsmart Your Brain. His writing on education has appeared in twenty-three languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences.

Doug Lemov is the author of Teach Like a Champion (now in its 2.0 version) Reading Reconsidered and Practice Perfect—studies of top teachers, top teaching and the PD tools that can make more of those things. He works at Uncommon Schools and lives in upstate NY.