Teach Smarter

Students Can't Apply What They Don't Know with Marcie Samayoa

In this episode, we sit down with high school chemistry teacher and education writer Marcie Samayoa to explore one of the most overlooked conversations in education today: how we teach science. Marcie challenges the idea that students should be expected to discover complex concepts on their own before they have the foundational knowledge needed to succeed. Drawing from her experience teaching in a Title I school, Marcie shares how she uses explicit instruction, retrieval practice, literacy strategies, and carefully structured routines to help students build confidence and master challenging content. We also discuss the role of inquiry-based learning, student behavior, classroom technology, and what science educators can learn from elementary teachers. Whether you're a teacher, coach, administrator, or education leader, this conversation offers practical insights into helping students develop the knowledge and skills they need to thrive. About Marcie Samayoa Marcie Samayoa is a high school chemistry teacher, education writer, and author of the Substack Scientists in the Making. Her work focuses on applying cognitive science, explicit instruction, retrieval practice, and evidence-based teaching methods to science education. Teaching in a Title I school in Los Angeles, Marcie is known for challenging conventional approaches to science instruction and advocating for strong foundations in knowledge, literacy, and mathematics before students are asked to engage in higher-order thinking and inquiry. Through her writing and professional learning contributions, she helps educators bridge research and classroom practice to improve student learning and confidence. You can find her writing at Scientists in the Making [https://scientistsinthemaking.com] and connect with her through her education publications and social media channels.

Adoption vs. Implementation in Literacy Instruction with Dan Reynolds

Many schools say they’ve implemented high quality instructional materials. Dan Reynolds argues most have only adopted them. In this episode, we sit down with Dan Reynolds from SRI International to unpack what schools are getting wrong about literacy instruction, curriculum implementation, and comprehension assessment. Drawing from a large multi year research study across multiple districts, Dan explains why surface level implementation often looks successful during walkthroughs while missing the deeper instructional work students actually need. About Our Guest Dan Reynolds, PhD, is a Senior Education Researcher at SRI International whose work focuses on adolescent literacy, reading comprehension, and the implementation of high quality instructional materials. A former high school English teacher, administrator, and teacher educator, he has led and supported large scale literacy research projects across districts and states. His work examines both the impact of literacy interventions and the instructional practices that support student learning. Reynolds has authored more than 25 peer reviewed publications and co authored the book Tackling Tough Texts: A Research-Based Guide to Scaffolding Learning in Grades 6–12. Learn more about Dan’s work here: https://www.sri.com/people/dan-reynolds/ [https://www.sri.com/people/dan-reynolds/]

The Real Work of Instructional Coaching with Dr. Jim Knight

Instructional coaching is often set up to fail. Coaches are undertrained, overloaded, and expected to change instruction without a clear model or enough time to do the work. In this episode, Peter sits down with Jim Knight, the researcher who coined the term instructional coaching, founder of the Instructional Coaching Group, and author of The Definitive Guide to Instructional Coaching. With more than 30 years of research behind him, Jim is widely considered the leading voice in the field. They discuss why coaching fails before it even starts, what districts consistently get wrong, and what it actually looks like when coaching works the way it should. They cover the seven factors that separate effective coaching from surface-level compliance, why student-focused goals should drive every coaching cycle, why partnership is the foundation of the work and not an add-on, and where AI fits into coaching and where it falls short. Find Jim's work: * Instructional Coaching Group: instructionalcoaching.com [instructionalcoaching.com] * The Definitive Guide to Instructional Coaching [https://www.amazon.com/Definitive-Guide-Instructional-Coaching-Factors/dp/141663066X] * Online learning platform: radicallearners.com [radicallearners.com] * LinkedIn [https://www.linkedin.com/in/jimknight99/?skipRedirect=true]

Firm Goals, Flexible Means: UDL With Dr. Katie Novak

Dr. Katie Novak is one of the leading voices in Universal Design for Learning and the author of sixteen books including UDL Now and Elevating Educational Design with AI. In this episode, we talk about what UDL actually looks like when you're working with scripted curriculum, how it's different from differentiated instruction and personalized learning, where AI can help with lesson design and where it still falls short, and why the word fidelity makes so many teachers shut down. Katie also shares her approach to finding flexibility that already exists inside high quality instructional materials without sacrificing rigor. Books Referenced: * Elevating Educational Design with AI: Making Learning Accessible, Inclusive, and Equitable by Catlin Tucker & Katie Novak — Amazon [https://www.amazon.com/Elevating-Educational-Design-Accessible-Inclusive/dp/1948334771] * Forward, Together: Moving Schools from Conflict to Community in Contentious Times by George Couros — Amazon [https://www.amazon.com/Forward-Together-Conflict-Community-Contentious/dp/1948334836] Find Katie: * Website: novakeducation.com [https://www.novakeducation.com/] * Linkedin: https://www.linkedin.com/in/katienovakudl/

What 424 Studies on SEL Actually Found | With Dr. Christina Cipriano

What does the research actually say about SEL and why does so much of what gets sold to schools fall short of the evidence? In this episode, we sit down with Dr. Christina Cipriano, Associate Professor at the Yale Child Study Center and one of the leading researchers in social-emotional learning, to get into what the data actually shows and what leaders should do about it. Dr. Cipriano led the largest meta-analysis of SEL programs ever conducted: 424 studies, 53 countries, over 575,000 students. We talk about how to cut through the marketing, what to actually look for in an SEL program, and why so many schools are investing in the wrong things. We also discuss why calling people out creates opponents instead of partners, how small language shifts change the entire dynamic between educators and families, and why "that's just the way we do things" may be the most costly phrase in education. Dr. Christina Cipriano is an Associate Professor of Applied Developmental and Educational Psychology at the Yale Child Study Center and Director of the Education Collaboratory at Yale University. She has published over 120 peer-reviewed papers and her work has been featured in the New York Times, NPR, and Education Week. Her new book, Be Unapologetically Impatient, is available now at drchriscip.com. Follow her on on LinkedIn at Christina Cipriano. [https://www.linkedin.com/in/christinacipriano/]