From Research to Recess: The Science Behind Great Teaching

Embracing Play-Based Learning with Purpose and Balance

Play-based learning isn't just fun. It's one of the most effective ways to build skills in early childhood, and in this episode, Deedee Wills and Hilary Statum break down how to make it work in a real classroom. They focus on guided play as the middle ground between free exploration and direct instruction, and share practical ways to weave it into your day without losing academic rigor. Key Takeaways: * Research shows play-based learning builds mathematical and spatial skills more effectively than traditional direct instruction alone. * Guided play balances child-led exploration with intentional teaching so students stay engaged and retain more. * Simple activities work: mixing colors to introduce primary colors, using natural materials for early math concepts. * Starting the day with guided play can improve student focus, motivation, and classroom community. * Short play-based activities after direct instruction help reinforce skills without taking over your schedule. * Direct instruction still matters. Guided play complements it, not replaces it. * Observing what kids are naturally drawn to gives you useful information for designing better activities. Timestamps: * 00:00 - Introduction to play-based learning and its effectiveness * 02:07 - How play supports social-emotional growth * 03:36 - Guided play as the middle ground between free play and direct instruction * 04:05 - Play-based activities for teaching primary colors and early math skills * 05:45 - Setting up guided play with intention * 07:29 - Balancing direct instruction and guided play across the day * 08:38 - Why long stretches of direct instruction work against you * 09:25 - Building motivation through choice and exploration * 10:20 - Using guided play to improve focus and classroom relationships * 12:14 - When and how to step in during guided play * 13:27 - Aligning play with curriculum goals * 14:42 - Hands-on activities like shadow tracing and fluency practice * 15:35 - Making learning engaging across grade levels * 16:10 - Understanding children's natural drive to play and explore SOURCE: https://www.edutopia.org/article/young-kids-power-play-based-learning/ [https://www.edutopia.org/article/young-kids-power-play-based-learning/] WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ [https://pencilstopigtails.com/] Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/ [https://mrswillskindergarten.com/]

Mastering Math Talk in K-2 Classrooms

Number talks are one of the most powerful routines you can build in a K-2 classroom, but getting them right takes more than picking a problem and hoping kids share. In this episode, Deedee and Hilary break down what actually makes math talk work, from problem selection to handling wrong answers without shutting kids down. In This Episode Effective number talks aren't just about math. They're about building a classroom culture where kids feel safe reasoning out loud, disagreeing with each other, and working through confusion without giving up. Deedee and Hilary walk through the practical side: how to choose problems that surface specific strategies, how to use anchor charts to make thinking visible, and how to support multilingual learners when math vocabulary is still developing. They also talk through timing, because when you fit number talks into your day matters as much as how you run them. What We Cover * Why structured number talks build mental math and reasoning skills in early grades * How to choose problems that highlight specific strategies and match your grade level * Turn-and-talks and sentence stems that get more students talking * How dot cards and manipulatives support understanding before kids can work abstractly * What to do when students give wrong answers (without derailing the conversation) * Building routines that make risk-taking feel normal * Using anchor charts to keep student thinking visible and reusable * Differentiating math talks for multilingual learners and early-grade students * When to use number talks: warm-ups, whole group, small group * How productive struggle leads to stronger conceptual thinking Timestamps * 00:00 Why math talks matter and how routines make them stick * 00:33 Key elements of an effective number talk * 01:02 Problem curation and strategy focus * 01:28 Matching number talks to grade level and curriculum * 02:18 Using silence and student discourse techniques * 03:43 Prioritizing reasoning over right answers * 04:12 Making student thinking visible with anchor charts * 04:38 Creating space for mistakes and disagreement * 05:07 Choosing problems that target specific strategies * 05:20 When to fit number talks into your day * 06:06 Whole group and small group routines * 06:34 Supporting multilingual learners * 07:23 Sentence stems and visual aids that scaffold reasoning * 08:28 Turn-and-talks and helping students own their strategies * 09:21 Concrete and pictorial representations * 10:25 Handling different answers and keeping discussion going * 11:26 Using mistakes to go deeper * 12:45 Productive struggle and building resilience * 13:46 Final thoughts and encouragement to try it Source: https://www.nwea.org/blog/2024/7-tips-for-encouraging-student-discourse-about-math-with-number-talks/ [https://www.nwea.org/blog/2024/7-tips-for-encouraging-student-discourse-about-math-with-number-talks/] WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ [https://pencilstopigtails.com/] Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/ [https://mrswillskindergarten.com/]

Rethinking Growth Mindset: What the Research Actually Says

Growth mindset is everywhere in schools. Posters, phrases, morning meetings. But does telling kids they can improve actually make them better learners? The research is more complicated than the buzzword suggests, and in this episode, we dig into what works and what doesn't. In This Episode Carol Dweck's 2006 research sparked a movement, but recent studies are questioning whether a mindset shift alone moves the needle on academic performance. Turns out, belief without strategy doesn't get kids very far. We talk through why growth mindset works when it's done well and falls flat when it's reduced to slogans. The difference comes down to pairing mindset with real challenge, specific strategies, and honest feedback. We also get into the factors that don't show up in classroom decor but matter a lot: sleep, nutrition, and realistic expectations. What We Cover * Where Carol Dweck's original research came from and what it actually claimed * Why newer studies aren't finding a clean link between growth mindset and academic outcomes * What happens when students parrot phrases without understanding what to do differently * Why mindset without challenge and structured support isn't enough * How feedback and peer modeling build persistence better than posters do * The outsized role sleep and nutrition play in student achievement * How to make growth mindset conversations personal and goal-specific instead of generic Timestamps * 00:00 Introduction: growth mindset as buzzword * 00:50 Carol Dweck's research origins (2006) * 02:00 The core idea behind growth mindset * 03:15 Early enthusiasm and school-wide adoption * 04:30 Recent research questioning the direct link to academic success * 05:50 Misconceptions: phrases without understanding * 07:00 Teaching strategies alongside mindset * 08:30 Why challenge and structure matter * 09:50 Feedback and peer modeling * 11:00 The risk of surface-level implementation * 12:20 Sleep, nutrition, and other factors that affect achievement * 13:40 Making it personal for individual learners * 14:30 Classroom environment and context-specific support * 15:20 Closing thoughts: resilience, strategy, and the full picture Source: https://www.structural-learning.com/post/growth-mindset-what-research-actually-shows [https://www.structural-learning.com/post/growth-mindset-what-research-actually-shows] WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ [https://pencilstopigtails.com/] Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/ [https://mrswillskindergarten.com/]

Summer Slide: What the Research Says and What You Can Actually Do About It

This episode is about summer slide — what it is, how it shows up differently in math versus reading, and what teachers and parents can realistically do to help kids hold onto what they've learned. We also get into books, games, journals, and why letting kids pick what they read matters more than you might think. Summer learning loss isn't equal across subjects. Math takes a harder hit than reading over the summer, which surprises some people. The research backs this up — kids tend to lose more ground in math because they're simply not doing it. Reading, on the other hand, can happen anywhere if kids have access to books. Summer programs: they work, but only if they last long enough. Three weeks or more makes a measurable difference. Shorter programs don't move the needle much. NWEA Summer Learning Loss Research [https://www.nwea.org/blog/2026/summer-learning-loss-what-we-know-what-were-learning/] Summer break doesn't look the same for every kid. For some students, it's ten weeks of camps, trips, and enrichment activities. For others, it's a lot of TV and not much else. The slide is steeper for kids who don't have access to structured programs, books, or adults with time to sit down with them. Libraries are the obvious answer, but not every family uses them regularly. Some kids don't have transportation. Some parents work all day and don't have time to make it there. A few things that help: * Book swaps — kids bring in books they've outgrown and trade them for something new. Simple, and it costs nothing. * Donations — ask families at the end of the year if they have books to spare. You'll be surprised what people give. * Classroom books going home — if you have a system for this, it's worth thinking about how to manage it over summer. Some teachers send books in bags with a note asking for them back in the fall. The other piece is letting kids choose what they read. Series books work especially well because once a kid is hooked on a character, they want to keep going. You don't have to convince them to read the next one. Math is easier to practice than people think, because it shows up everywhere once you start looking for it. A few ways to work it in without making it feel like school: * Cooking and baking — measuring, doubling recipes, counting, fractions without calling them fractions * Shopping — estimating totals, comparing prices, making change * Time — telling time, figuring out how long until something happens, reading schedules One game worth knowing: Blackjack for addition. Kids practice adding to 21 without realizing they're doing math. It's a good one for families to have in their back pocket. Summer is a good time to back off and let reading just be reading. That means: * Let them pick the book * Let them abandon a book if it's not working * Reading to them still counts — even older kids benefit from being read to Journals are another low-pressure option. Kids can write, draw, list things, or tell a story from their day. It keeps writing muscles working without turning it into homework. We both share free resources through their newsletters. If you're not already signed up, that's a good place to start. * Hilary Statum: pencilstopigtails.com [https://pencilstopigtails.com/] * Deedee Wills: mrswillskindergarten.com [https://mrswillskindergarten.com/] Timestamps: * 00:00 — Introduction to summer slide and why it matters * 00:40 — Research: summer loss is greater in math than reading * 02:00 — How program length affects outcomes * 03:00 — How summer break varies by family situation * 04:30 — Strategies for kids who lose the most ground * 05:45 — Libraries, books, and access * 07:00 — Managing classroom books over summer * 08:30 — Series books and reading for fun * 10:00 — Math through games, shopping, and everyday routines * 12:00 — Teaching time concepts over summer * 14:00 — Independent reading and letting kids choose * 15:00 — Journals and writing without pressure * 16:30 — Math practice through cooking and games * 17:30 — Reading without making it feel like school * 19:00 — Blackjack for addition practice * 20:00 — Free newsletters and summer activity resources * 21:00 — Wrapping up

Helping Kids Thrive in a Digital World: Why Teachers are Pulling Back on Technology

Kids are growing up with screens, and most of us are figuring it out as we go. This episode gets into what digital media actually does to children — their sleep, their attention, their social skills — and what parents, teachers, and community members can do about it. Pediatricians and experts weigh in with real, specific guidance. I've been teaching long enough to watch this shift happen in real time. The kids sitting in front of me now are different from the ones I had ten years ago, and screens are part of that story. What I've learned — in my classroom and from conversations like this one — is that small, consistent changes at home and school make a real difference. What we cover: * How digital platforms are built to keep kids hooked — and what that costs them * What screen time does to sleep, focus, social development, and physical health at different ages * Practical age-by-age guidance, from infants through teenagers * Why the example adults set matters more than most of us want to admit * Specific strategies: delaying device access, parental controls, screen-free zones, family routines * What educators, pediatricians, and policymakers can actually do * Where AI fits into all of this and why responsible tech design matters Timestamps: 00:00 — Introduction: Digital media's hidden power over children's attention 00:30 — The goals of engaging digital design and its impact on kids 01:24 — How digital features interfere with children's sleep, health, and family time 02:30 — The role of algorithms in collecting data and targeting children with ads 03:22 — Effects on concentration, sleep, and behavior at different ages 04:36 — Personal experiences with algorithm-driven ads and subconscious listening 05:55 — What children notice when adults are glued to their screens 06:13 — Setting good digital examples for kids 08:36 — Age-specific guidelines: zero to five years — no screens; delays in development 09:12 — School-age children: sleep, attention, physical health, and social skills 10:47 — Strategies for delaying cell phone access and building independence 12:36 — The difference between regular phones and limited-use flip phones for kids 14:01 — Teenagers and real risks: harmful content, peer pressure, and self-esteem 15:01 — Shared responsibility: healthcare, policy, educators, and families 16:24 — Practical steps: quality content, screen-free zones, parental controls, and modeling 17:21 — How teens hide their digital activity and why transparency matters 18:41 — Screen-free zones in bedrooms and at mealtimes 19:36 — The current debate on technology in classrooms 20:24 — AI's potential to reshape how kids experience the world — and why responsible use matters 20:45 — Next steps for protecting children's digital safety Resources and Links: https://www.healthychildren.org/English/family-life/Media/Pages/helping-kids-thrive-in-a-digital-world-AAP-policy-explained.aspx [https://www.healthychildren.org/English/family-life/Media/Pages/helping-kids-thrive-in-a-digital-world-AAP-policy-explained.aspx] WHERE YOU CAN FIND US: Hilary Statum: ⁠⁠⁠https://pencilstopigtails.com/⁠⁠⁠ [https://pencilstopigtails.com/] Deedee Wills: ⁠⁠⁠https://mrswillskindergarten.com/ [https://mrswillskindergarten.com/]