Season Two, Episode 3: Getting nitty gritty with it

Season Two, Episode 6: The Knowledge Rich Classroom of Laura Stam

Summary In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Laura Stam, a third grade teacher in Wyoming, writer of The Knowledge Exchange [https://lstam.substack.com/] on Substack, 2024–2025 Goyen Fellow, and founding board member of The Reading League Wyoming. Laura takes us inside a knowledge-rich history lesson on the earliest Native American peoples of North America, with a particular focus on the Arapaho and Shoshone peoples of Wyoming. The episode explores how a text-based lesson can be highly interactive, precise, and content-rich without becoming fragmented. Using a knowledge organiser, document camera, shared reading, choral responses, pair shares, sentence stems, and a co-constructed Venn diagram, Laura shows how students can build deep knowledge while also practising reading, speaking, listening, and writing. The conversation highlights how explicit teaching can remain flexible and responsive when the content itself drives the lesson. Across the episode, Rebecca and Nathaniel unpack the small moves that make the lesson work: high participation, full sentence responses, careful questioning, purposeful pauses, and frequent opportunities for students to rehearse and elaborate their thinking. The result is a classroom where students are excited to contribute, but supported enough to do so with precision and confidence. Mentioned resources and explainers The Knowledge ExchangeLaura’s Substack [https://lstam.substack.com/], focused on building teacher knowledge through practical resources, classroom examples, and reflections on evidence-informed teaching. The Reading League WyomingLaura is a founding board member of The Reading League [https://wy.thereadingleague.org/] Wyoming, part of a broader movement supporting knowledge about evidence-aligned reading instruction. Core Knowledge History and GeographyLaura adapted parts of the lesson from Core Knowledge [https://www.coreknowledge.org/] History and Geography materials on the earliest Americans, then supplemented them with local content on the Arapaho and Shoshone peoples. Knowledge organiserA one-page resource that captures key knowledge for a unit, including timelines, maps, vocabulary, and important facts. In this lesson, the knowledge organiser supports retrieval, review, previewing, and coherence across lessons. More on this here [https://primarytimery.com/2017/01/15/curating-knowledgeorganising-knowledge/]. Document camera / visualiserLaura uses a document camera [https://www.amazon.com.au/s?k=amazon+document+camera&adgrpid=145550170920&gad_source=1&hvadid=632158299251&hvdev=c&hvexpln=0&hvlocphy=9112649&hvnetw=g&hvocijid=9835965246886865181--&hvqmt=e&hvrand=9835965246886865181&hvtargid=kwd-323722981911&hydadcr=6566_353302&mcid=e63a562a94193707bde30fbe33fa071c&tag=googhydr0au-22&ref=pd_sl_1d6rt1rkng_e] rather than slide decks so she can move flexibly between texts, maps, organisers, and student work. It allows live modelling, annotation, and co-construction. All hands upA participation routine where all students prepare an answer and raise their hands, giving the teacher a sample of responses while maintaining high accountability. Sentence stemsStructured sentence starters that help students answer in full sentences and elaborate their thinking. Laura uses them to support oral responses and later written work. Pair share: windows and doorsStudents are assigned as “windows” or “doors” partners so they know who speaks first. This keeps pair discussion efficient and gives every student an opportunity to rehearse. Shared reading with cloze responsesLaura reads aloud while students follow the text and chorally supply missing words when she pauses. This keeps attention high and gives students frequent opportunities to respond. Phrase readingStudents are called on to read short sections aloud, with support as needed. Laura uses this carefully so all students can participate without embarrassment. Advance organiserNathaniel connects Laura’s knowledge organiser to the idea of an advanced organiser: a structure given before learning that helps students make sense of new information. Venn diagramLaura uses a co-constructed Venn diagram to help students compare and contrast the Arapaho, Shoshone, Inuit, and Eastern Woodlands peoples. This supports conceptual links across lessons. Listen or view, and support our work 📨 Substack [https://chalkdust.media/] — sign up 🍏🎧 Apple Podcasts [https://apple.co/4hQ7qkk] — like, review and follow 🎵💚 Spotify [https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62] — follow and rate 📺🔔 YouTube [https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA] — subscribe and like ✍️ Rebecca’s Substack [https://rebeccabirch.substack.com/] — read more ✍️ Nathaniel’s Substack [https://nathanielswain.substack.com/] — read more Takeaways * Knowledge-rich lessons can be highly interactive when students are given frequent, purposeful opportunities to respond. * Knowledge organisers help students see the structure of a unit and retrieve important information across lessons. * A document camera can support flexible teaching, live modelling, and co-construction more fluidly than a slide deck. * Full sentence responses help students clarify their thinking orally before writing. * Pair shares distribute enthusiasm and give all students a chance to rehearse ideas, not just the keenest hands. * Stopping during shared reading helps students hold on to important information rather than losing the beginning of the paragraph. * Cloze responses during reading keep attention high and help students practise key vocabulary in context. * Explicit teaching does not have to be rigid; in a text-based lesson, the content can guide the movement between modelling, guided practice, and independent work. * Co-constructed notes and diagrams reduce cognitive load before students move into independent writing. * Strong scaffolding makes independent practice calmer, more productive, and more successful. Keywords knowledge-rich curriculum, Laura Stam, The Knowledge Exchange, Core Knowledge, knowledge organiser, document camera, visualiser, shared reading, cloze responses, phrase reading, full sentence answers, sentence stems, pair share, all hands up, Venn diagram, advanced organiser, explicit teaching, cognitive load, Native American history, Arapaho, Shoshone, classroom talk This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media [https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1]

Season Two, Episode 5: The choreography of learning

Summary In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Hannah Pointon, a Year 3/4 teacher at Woodstock School in Hamilton, New Zealand. Hannah shares how her school has moved towards structured literacy, structured maths, explicit teaching, and teaching behaviour as a curriculum in its own right. Using early-year classroom footage, the episode explores how clear routines transform classroom life: lining up, entering the room, organising materials, whole-class reading, whiteboard responses in maths, and even collecting lunchboxes. Hannah shows how routines that look simple on the surface are deliberately taught, scaffolded, practised, and reinforced until they become calm, independent habits. Across the conversation, the hosts reflect on the difference between reacting to chaos and proactively teaching the behaviours students need for learning, safety, and belonging. The result is a classroom that feels purposeful, warm, and highly structured — not because students are constrained, but because they know exactly how to succeed. Mentioned resources and explainers Structured literacyA systematic approach to teaching reading that gives students explicit instruction in the skills and knowledge needed for reading success. Structured mathsAn approach to maths teaching that emphasises clear modelling, practice, fluency, and careful sequencing of foundational knowledge. The Writing RevolutionA writing approach that supports sentence-level and paragraph-level instruction through explicit, carefully sequenced routines. Teaching behaviour as curriculumThe idea that behaviour should not be assumed; it should be explicitly taught, practised, checked, and reinforced like any academic skill. Entry routinesHannah’s students line up, enter in order, put shoes away, sit down, and begin handwriting. The routine is scaffolded early in the year so students gradually become independent. Whole-class readingHannah uses routines such as tracking, echo reading, buddy reading, and self-reading to support fluency, accountability, vocabulary, and comprehension. TrackersStudents use a piece of paper to follow the line of text as they read. Hannah prefers paper over rulers because it is quieter and supports focused tracking. Whiteboard normsStudents practise answering on mini whiteboards, holding boards still, turning them together, and showing work even when unfinished. The routine supports participation and gives the teacher quick feedback. Fluency in maths factsThe episode highlights the importance of students knowing basic facts automatically so they are not held back by cognitive load when learning more complex maths. Pre-correctionNathaniel references Anita Archer’s principle: if you expect something, pre-correct it. Hannah’s routines show this in action by preventing predictable problems before they occur. Listen or view, and support our work 📨 Substack [https://chalkdust.media/] — sign up 🍏🎧 Apple Podcasts [https://apple.co/4hQ7qkk] — like, review and follow 🎵💚 Spotify [https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62] — follow and rate 📺🔔 YouTube [https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA] — subscribe and like ✍️ Rebecca’s Substack [https://rebeccabirch.substack.com/] — read more ✍️ Nathaniel’s Substack [https://nathanielswain.substack.com/] — read more Takeaways * Behaviour needs to be taught explicitly, especially at the start of the year. * Clear routines reduce the need for constant correction because students know what success looks like. * Doing routines again is not punitive; it gives students another chance to practise correctly. * Entry routines help students shift from playground energy into learning mode. * Classroom organisation matters: simple systems for books, whiteboards, desks, and bags reduce friction. * Whole-class reading can build fluency, vocabulary, focus, and accountability when routines are carefully taught. * Echo reading supports expression, punctuation awareness, and fluent phrasing. * Mini whiteboards are powerful only when the response routines are also taught. * Maths fact fluency supports later mathematical understanding by reducing cognitive load. * Strong routines create safety, belonging, and calm — not just more learning time. Keywords classroom routines, behaviour curriculum, explicit teaching, structured literacy, structured maths, whole-class reading, echo reading, reading fluency, tracking, mini whiteboards, maths facts, classroom organisation, entry routines, pre-correction, cognitive load, student safety, classroom belonging, primary teaching, Woodstock School, Hannah Pointon This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media [https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1]

Season Two, Episode 4: The power of precision

Summary In this second part of their conversation with Adam Boxer, Rebecca Birch and Nathaniel Swain move from behaviour and presence into the micro-detail of questioning, participation, and formative assessment. Using a retrieval practice clip, Adam unpacks how tightly structured classroom talk—particularly through “name at end” questioning, deliberate wait time, and systematic student selection—ensures every student is cognitively engaged. The discussion highlights how seemingly small choices in questioning routines shape accountability, attention, and the flow of classroom thinking. Adam reframes familiar ideas such as “cold call” and “no opt out” into more precise, actionable language, arguing that naming strategies clearly improve teacher implementation. The episode also explores “looping” as a formative assessment technique, where teachers return to students to probe understanding and track learning in real time. Beyond technique, the conversation turns to subject knowledge, with Adam suggesting that while it matters, classroom control and participation structures are foundational. The episode closes with a broader reflection on professional learning, teacher buy-in, and the importance of giving teachers practical, effective strategies that genuinely improve classroom experience. Part 1 (Episode 3) is below if you’re new to the pod and want to dive in here first. Mentioned resources and explainers Carousel Learning Carousel Learning [https://www.carousel-learning.com/] is Adam Boxer’s retrieval practice platform for students. It is designed to support retrieval and checking for understanding through structured classroom routines and digital tools. Carousel Teaching Carousel Teaching [https://www.carousel-learning.com/teaching] is the professional learning platform attached to Carousel Learning. It combines video exemplars, commentary, quizzes, and courses on specific aspects of classroom practice such as questioning, mini whiteboards, lesson starts, and behaviour management. Teach Like a Champion A widely used framework [https://teachlikeachampion.org/] (and book! [https://www.amazon.com.au/Teach-Like-Champion-Doug-Lemov/dp/1119712610/ref=asc_df_1119712610?mcid=e7a6405b82a630e38dd734a40fac9ace&tag=googleshopdsk-22&linkCode=df0&hvadid=712375883882&hvpos=&hvnetw=g&hvrand=14890981267263934545&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9112649&hvtargid=pla-966525676529&psc=1&hvocijid=14890981267263934545-1119712610-&hvexpln=0&gad_source=1]) for classroom techniques, including “cold call” and participation strategies discussed and critiqued in the episode. ‘Name at end’ questioning A questioning technique where the teacher asks the question first, provides thinking time, and only then names the student. This maximises participation and ensures all students prepare an answer. Looping Adam’s preferred term for returning to a student after an initial response to reassess understanding, supporting ongoing formative assessment. Takeaways * Precise questioning routines—especially “name at end” with built-in wait time—ensure all students are thinking, not just those volunteering answers. * Replacing broad labels like “cold call” with tightly defined techniques improves clarity and implementation for teachers. * Formative assessment can be embedded in live classroom talk through strategies like looping back to students and probing partial understanding. * Small instructional decisions, such as how a teacher responds to an incorrect or repeated answer, can reveal or obscure key diagnostic information. * Strong classroom participation structures matter more than perfect subject knowledge, particularly for early career teachers. * Teacher expertise develops through structured interaction patterns that reveal misconceptions and build understanding over time. * Effective professional learning focuses on actionable techniques that reduce classroom friction and improve teacher experience. * Teacher buy-in is often a response to prior poor professional learning; providing clear, effective strategies is the most reliable way to rebuild it. * Naming and codifying techniques helps teachers see, remember, and apply them more consistently in practice. * Even experienced teachers continue to refine their practice through close analysis of classroom footage and micro-level decisions. Listen or view, and support our work 📨 Substack [https://chalkdust.media/] — sign up 🍏🎧 Apple Podcasts [https://apple.co/4hQ7qkk] — like, review and follow 🎵💚 Spotify [https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62] — follow and rate 📺🔔 YouTube [https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA] — subscribe and like ✍️ Rebecca’s Substack [https://rebeccabirch.substack.com/] — read more ✍️ Nathaniel’s Substack [https://nathanielswain.substack.com/] — read more Keywords Carousel Teaching, Carousel Learning, Adam Boxer, questioning strategies, name at end, looping, formative assessment, classroom talk, retrieval practice, participation, wait time, teacher presence, instructional coaching, professional learning, classroom routines This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media [https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1]

Season Two, Episode 3: Getting nitty gritty with it

Summary In this special episode of Chalk Dust, Nathaniel Swain and Rebecca Birch sit down with Adam Boxer to explore the thinking behind Carousel Teaching [https://www.carousel-learning.com/teaching]’s new video library. Rather than simply showcasing polished classroom clips, Adam explains how the platform is designed to pair tightly curated footage with explicit professional learning, commentary, and guidance so teachers understand not just what works, but why. The conversation focuses on one deceptively small but powerful domain of classroom craft: behaviour, transitions, and teacher presence. Using clips from Adam’s own classroom and from colleagues Abby and Jack, the episode examines how teachers can prevent disruption before it starts through eye contact, body positioning, clear instructions, visible scanning, and carefully calibrated countdowns. Adam argues that strong classroom culture is not built through friendliness or vague notions of “relationships” alone, but through clear routines, consistent expectations, and precise, replicable moves. Across the discussion, the hosts reflect on what makes video-based professional learning useful: the chance to see normal classrooms, normal friction, and the specific choices that make lessons run smoothly. Mentioned resources and explainers Carousel Learning Carousel Learning [https://www.carousel-learning.com/] is Adam Boxer’s retrieval practice platform for students. It is designed to support retrieval and checking for understanding through structured classroom routines and digital tools. Carousel Teaching Carousel Teaching [https://www.carousel-learning.com/teaching] is the professional learning platform attached to Carousel Learning. It combines video exemplars, commentary, quizzes, and courses on specific aspects of classroom practice such as questioning, mini whiteboards, lesson starts, and behaviour management. Turnaround school Adam explains that the Totteridge Academy (more here [https://podcasts.apple.com/gb/podcast/my-visit-to-the-totteridge-academy/id1615184350?i=1000737865735]), where the videos were filmed, is not a selective or “startup” school built from scratch with ideal conditions. It is a turnaround school: a previously low-performing school that has significantly improved. This matters because the strategies shown are intended to feel achievable in ordinary school contexts. Be seen looking A technique Adam links to Teach Like a Champion. It is not enough for a teacher to scan the room; students need to know they are being scanned. Visible attention helps prevent disruption before it begins. Anticipate triggers A strategy for preventing predictable moments of chaos. For example, if the phrase “pack up” tends to trigger movement too early, the teacher structures instructions to avoid that premature response. Break eye contact One of Adam’s highly specific behaviour techniques. After giving a correction, the teacher does not linger, negotiate, or invite backchat; they break eye contact and move on, signalling certainty and preventing escalation. Circulation and the “crab walk” Adam challenges the idea that teachers should constantly wander while addressing the class. Instead, he argues that movement should be purposeful and timed carefully, especially during independent practice. His “crab walk” describes circulating while keeping the body square to as many students as possible and the eyes up, maintaining oversight of the room. Metronomic and non-metronomic countdowns The episode closes with a close look at countdowns. Adam distinguishes between evenly timed countdowns and flexible ones that adapt to the task. The key principle is that countdowns should preserve urgency while still being fair and achievable. Takeaways * Video-based professional learning is most useful when it is paired with explanation, commentary, and shared language about what teachers are seeing. * Teachers benefit from seeing normal classrooms, including moments of friction and correction, not just idealised footage. * Strong behaviour management is often proactive rather than reactive: positioning, scanning, timing, and clarity matter before correction is ever needed. * “Relationships” are valuable in themselves, but they are not a sufficient explanation for orderly classrooms. * Students do not behave simply because they like a teacher; clear routines, boundaries, and expectations still matter. * Teacher presence is communicated through body position, eye contact, and visible monitoring as much as through words. * Circulation is most effective when it is purposeful and timed well, rather than constant wandering during teacher talk. * Precise strategy names such as “be seen looking”, “anticipate triggers”, and “break eye contact” make coaching and implementation more actionable. * Countdowns can support pace and urgency, but they need to match the actual demands of the task. * Excellent classroom routines balance warmth, fairness, and high expectations. Listen or view, and support our work 📨 Substack [https://chalkdust.media/] — sign up 🍏🎧 Apple Podcasts [https://apple.co/4hQ7qkk] — like, review and follow 🎵💚 Spotify [https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62] — follow and rate 📺🔔 YouTube [https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA] — subscribe and like ✍️ Rebecca’s Substack [https://rebeccabirch.substack.com/] — read more ✍️ Nathaniel’s Substack [https://nathanielswain.substack.com/] — read more Keywords Carousel Teaching, Carousel Learning, Adam Boxer, classroom video library, professional learning, behaviour management, teacher presence, transitions, mini whiteboards, be seen looking, anticipate triggers, break eye contact, circulation, crab walk, countdowns, pace, classroom routines, instructional coaching, classroom craft, evidence-based teaching This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media [https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1]

Season Two: Episode 2: Expertise Goes Global

Summary In this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Jo-Anne Dooner and Geoff Ongley from Get Reading Right [https://www.getreadingright.com.au/], Training 24/7 [https://www.training247.com.au/] and Learning 24/7 [https://learning247.au/]. The conversation explores how high-quality, knowledge-rich literacy instruction can be made accessible at scale — including in remote and international contexts. Using training videos rather than live classroom footage, Jo-Anne models a structured morning routine designed to build factual knowledge, grammatical metalanguage, and sentence construction over time. The episode unpacks how deliberate instruction in parts of speech, schema-building, chanting, live scribing, and gradual release culminates in a “quarantined” writing lesson with a clear end in mind. The discussion moves beyond classroom technique to the broader question of instructional coaching and teacher development. Rebecca and Nathaniel reflect on the importance of showing teachers what excellence looks like, especially in contexts where high-quality modelling is scarce. The episode closes with a powerful example from Fiji, where the implementation of morning routines has contributed to renewed student engagement and school attendance. Mentioned Resources and Explainers Knowledge-Rich Curriculum (E.D. Hirsch; Natalie Wexler) Jo-Anne references the importance of background knowledge in writing. The idea is that students struggle to write not because of grammar deficits alone, but because they lack facts and schema to draw upon. Morning routines are used to deliberately build that knowledge base. Morning Routine A 30-minute daily session focused on explicitly teaching factual knowledge, vocabulary, grammar metalanguage, and oral rehearsal. Knowledge is built cumulatively across the week and displayed on a “schema poster” for later retrieval in reading and writing lessons. Schema Poster A cumulative anchor chart that captures key facts from the week’s learning. Built gradually and used as a scaffold for writing, encouraging note-taking rather than copying. Metalanguage Explicit teaching of grammatical terminology (subject, predicate, clause, verb, preposition). Jo-Anne argues that young students can handle sophisticated metalanguage if it is taught deliberately and consistently. Live Scribing and Think-Aloud Modelling the writing process in real time, narrating decisions about capitals, spacing, verbs, and punctuation. This makes cognitive processes visible and reduces guesswork for novice writers. Gradual Release Across the Week Monday–Tuesday: teacher modelling and repetition Wednesday: partner talk Thursday: small-group rehearsal Friday: independent oral rehearsal in full sentences Takeaways * High-quality literacy teaching begins with clarity about the final product and works backwards from there. * Students benefit from explicit knowledge-building before being asked to write. * Metalanguage is not beyond young learners when taught deliberately and repeatedly. * Live modelling and think-aloud reduce cognitive overload and make writing processes visible. * Repetition across the week builds fluency, confidence, and independence. * Instructional coaching is more powerful when teachers can see and analyse excellent models. * Structured routines can be adapted and scaled internationally, supporting teachers who may not have access to formal training. * Knowledge-rich instruction builds not just skill, but motivation and engagement. Listen or View 📨 Substack [https://chalkdust.media/] — sign up 🍏🎧 Apple Podcasts [https://apple.co/4hQ7qkk] — like, review and follow 🎵💚 Spotify [https://open.spotify.com/show/06vOFMM67WjmUWuU7Spnk4?si=8947fabbe1984f8d&nd=1&dlsi=303d551b782b4c62] — follow and rate 📺🔔 YouTube [https://www.youtube.com/channel/UC43wzow7iN4oV6aUbe29QzA] — subscribe and like ✍️ Rebecca’s Substack [https://rebeccabirch.substack.com/] — read more ✍️ Nathaniel’s Substack [https://nathanielswain.substack.com/] — read more Keywords knowledge-rich curriculum, morning routine, structured literacy, metalanguage, schema building, explicit instruction, live scribing, gradual release, instructional coaching, literacy block, modelling, professional learning, global education, evidence-based teaching This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media [https://chalkdust.media?utm_medium=podcast&utm_campaign=CTA_1]