The Leading, Language and Literature Podcast

In this episode I'm talking with Sam Gibbs. Sam is a former English teacher and curriculum / development leader for a school trust in Manchester. Additionally, she co-authored the brilliant The Trouble with English and How to Address It: A Practical Guide to Designing and Delivering a Concept-Led Curriculum. As we go onto discuss, making the shift to concept-led curriculum in English is a paradigm shift that ensures deeper learning for students. Consequently, Sam and Zoe's book offers an excellent introduction to this change as well as practical advice for how to go about doing it. We discuss:How Sam advises on starting the shift to a concept-led curriculumWhether she suggests teachers start by exploring foundation concepts initially before then bringing in second-order ideas over timeExamples of how schools have taken on the concept-led curriculum and subsequently tried to build in assessmentWhether 'argument' is a foundational concept of EnglishAnd finally, the difference between 'structure' and 'pattern' as conceptsThanks again to Sam for giving up her time today as well as the amazing work she and Zoe Helman have done in bringing this book to the subject. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks: Sam and Zoe's book: The Trouble with English and How to Address It

In this episode I'm talking to Dr James Mannion. James is co-author of Fear is the Mind Killer a book designed to guide, implement and evaluate a Learning Skills curriculum in schools. More recently he has written Making Change Stick, a book that brilliantly synthesises research on school improvement so that is can be practically implemented in a sustainable way. James is also a fellow podcaster, hosting the Rethinking Education podcast and is director at Rethinking Education. I was really happy to be able to speak with James after following his work on Learning to Learn for a long time and wanting to know his interpretation of the International Baccalaureate's approach to this. Additionally, his more recent writing on implementation science is incredibly useful in providing pragmatic approaches for new and existing leaders of change. We discuss: What the distinction is between cognition, metacognition, self-regulation and self-regulated learningWhat James makes of the IB's Approaches to Learning framework How his Learning to Learn programme was sequenced Whether Learning to Learn should be tailored to respective subjects or taught through a bespoke class How much of the Making Change Stick programme would be relevant to middle leaders And finally, whilst compiling a fantastic collection of implementation strategies, who are James' 3 or 4 pillars of the field in terms of researchers or texts that proved seminalThanks again to James for doing the hard yards in condensing a decade's work of research down into an eminently readable books on two separate occasions. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks: James blog post on metacognition and self-regulationJames' booksRethinking Education PodcastViviane Robinson's Reduce Change to Increase ImprovementDiffusion of Innovations by Everett RogersThe Concerns Based Adoption Model (CBAM)

In this episode, I'm explaining What I Learnt From: Reduce Change to Increase Improvement by Viviane Robinson. This is the third episode that sees me go through my annotations and notes for a book that explores an area of English teaching or leadership.This time, it's a text that I was actually assigned as part of a Masters I did a few years ago. Amidst all the theoretical reading, Viviane Robinson's writing jumped out as instantly practical and so resonant when considering my own experience with leadership. I subsequently listened to a brilliant episode she did with Ollie Lovell for the ERRR, which brought all of its ideas to life. As always with these books, I really recommend you take a look by purchasing for your department or self but particularly if you're someone with middle leadership or management aspirations or responsibilities. Expect to hear: What the bypass and engagement approach to improvement areWhat a theory of action isHow to have constructive problem talkHow to respectfully inquire into others' theory of actionAnd finally, the four phases of theory engagement that lead to lasting changeIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Reduce Change to Increase Improvement by Viviane RobsinsonOllie Lovell's interview with Viviane Robinson on the ERRR

In this episode, I'm taking to Chris Youles. Chris has experience being an assistant head, english lead, writing moderator, and a specialist leader in primary education. He is also a published author having penned: Sentence models for creative writing: A practical resource for teaching writing and more recently Teaching Story Writing in Primary: Curriculum-aligned, classroom-ready resources and strategies. It was regarding this latter book that i reached out to Chris for a chat, knowing that just like his first book, the more recent one would be packed full with practical insights that I could go about implementing in class as soon as possible.We discuss:1. Given that the vast majority of the book would be pertinent for my Y10 and 11 IGCSE cohorts, why did Chris go with 'Primary' in the title2. What does he make of Joe Nutt's observation that there is a vanishingly small number of students who will actually go on to be writers and therefore, time spent in the English classroom might be better spent on more practical or relevant modes of communication3. What are the constituent concepts that we can break story down to and introduce across the curriculum4. Why plotting is described as the most difficult aspect of planning or writing a story5. When Chris thinks classes or students can embark on truly independent writing6. And finally, Chris' advice for best practice around student sourced ambitious vocabularyThanks a lot to Chris for the taking the time to talk with me as well as writing yet another excellent book about not just the how of expressing yourself through writing, but the why too. Keep an eye out for his next publication too: Sentence models for non-fiction writingIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Chris' books

In this episode I'm speaking to David Didau. David is a well-known and well-respected consultant in the world of English teaching and teaching more broadly. He has authored numerous books about education and the subject of English more specifically. Most recently, his book Bringing the English Curriculum to Life: A Field Guide for Making Meaning in English, with contributions from Claire Woozley, James Hibbert, Emma Levins, Kate Moloney, Tom Pinkstone, Amy Rose and Daniel Blackburn, has helped to outline how cognitive science and a concept-led English curriculum can be implemented in secondary schools.David is an educational hero of mine and as such it was a great privilege to speak with him again, this time on the topic of assessment in middle school English.We discuss:- Whether discussing themes is more suited to PSHE (personal, social, health and economic education) as opposed to the English curriculum- How mastery assessment works and the way it shifts focus onto good teaching and learning- The amount of question level analysis needed and conditions assessments are done in- Whether there needs to be opportunities for kids to ‘play the whole game' in English- What the data collected reflects about students' learning through the external summatives done- And since writing Making Meaning in English, is there anything David has changed his mind aboutThanks again to David for taking the time to talk with me as well as his continued work within the subject. For me, all of this has helped English teachers better understand how the curriculum could look and how best to enact it in truly practical ways.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks: David's interview with EduPulseDavid's books

In this episode, I'm talking to Eoin MacCarthaigh. This is the latest in a running series of conversations between Eoin and I, where we share 3 things each from the world of education that have been causing us some consideration.We discuss:1. The purposes for teaching English and what this subsequently means for writing instruction2. My attempts at suggesting the core concepts at the heart of English curriculum3. The semantics of ‘knowledge', direct instruction', ‘inquiry' and whether conversations about teaching approaches can overcome the biases associated with such terms4. Whether questioning and planning for misconceptions is worthwhile in English classroom preparation5. And finally, the necessity of teaching hip hop as way for students to more deeply appreciate poetry's evolutionIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk and Eoin @EMCTeach

In this episode, I'm talking to Tom Sherrington. Tom is a former headteacher, current education consultant and author. He writes the popular blog teacherhead.com and his books include The Learning Rainforest and best-seller Rosenshine's Principles in Action. He also co-authors the Teaching WalkThrus series with Oliver Caviglioli and edits the In Action series of education books.I was really excited to talk to Tom after Eoin MacCarthaigh reminded me of his Mode A and Mode B teaching advice in the book The Learning Rainforest. I subsequently reread this and was immediately struck by how such a distinction and reframing of supposedly conflicting pedagogies could help with ongoing debates in IB education and beyond.We discuss:1. The distinction between Mode A and Mode B2. Whether The Learning Rainforest and the Mode A / Mode B distinction was informed by Tom's experience of teaching abroad3. His recommendations for the amount of time spent on Mode B teaching as well as when this occurs in a scheme of learning4. Tom's view on Mode B style assessments in the curriculum5. And finally, any recommendations Tom has for other writers who have explored the Mode B approachThanks again to Tom for giving up his time to chat as well as for the fact that his insights and the semantic solution of Mode A and Mode B could be incredibly valuable to departments seeking to have productive conversations about designing student learning.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:The Learning Rainforest by Tom SherringtonTom's other booksTom's blogsTrivium 21c by Martin RobinsonHywel Roberts' books

In this episode I'm speaking to Anthony Cockerill. Anthony is the new director of NATE, which is the National Association for the Teaching of English. NATE is an independent, non-funded, not-for-profit educational charity that provides publications and training for English teachers at all key stages that has helping English teachers from around the world since 1963. I wanted to talk to Anthony following a flashback I had to reading one of his articles 5 of so years ago about constructing a thematic based curriculum. Since then, we've seen the rise of a concept based curriculum gain traction and I wanted his take on how such a development factored into his planning. We discuss: - The original themes Anthony chose for his curriculum, the reason behind them and who was involved in the decision- Whether themes always need to be closely tied to common ideas in literature- If a set selection of disciplinary concepts was chosen for every unit in his school's curriculum too - How texts are selected, taught and how assessment is done in this setup- And finally, from its inception to when he left the post, what were the main changes Anthony made to the thematic curriculum approachThanks again to Anthony for giving up his time to speak to me and good luck to him in his new post at NATE. If you're interested in gaining a NATE membership I can attest that it is more than worth it and will only cost you a couple of pounds per month for some outstanding ongoing CPD.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks: Anthony's original blog postNATE official websiteAnthony's subsequent blogs about the curriculum

In this episode I'm talking to Dr Jo Castelino. Jo is is a curriculum leader for Science at a school in the UK and author of The Homework Conundrum, a guide for how a successful homework culture can be built in a school and within the classroom.I was so keen to speak with Jo after reading this brilliant book and as a result of always feeling a little insecure about the quality and quantity of homework I set with my own classes.We discuss:1. How to broach the purpose of homework with a class at the beginning of the year2. When, if ever, is asking students to read chapters of a class reader or fiction book appropriate?3. What many teachers do not understand about students' home life that might impede them benefitting from the homework4. How schools could communicate with parents to maintain a consistent message about homework5. Practical ways in which teachers can react to homework that has been done but with a number of significant gaps in students knowledge6. And finally, how to make it explicit that what has been done for homework is actively related or aiding what happens in the classroom during lessonsThanks again to Jo for taking her time to speak to me today as well as writing what might be the most succinct, well-researched and practical guide to approaching homework for school's all around the world.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Dr Castelino's book

In this episode, I'm explaining What I Learnt From: Adam Bradley's ‘Book of Rhymes - The Poetics of Hip Hop'. This is the second episode that sees me go through my annotations and notes for a book that explores an area of English teaching or leadership. This time, it is the first part of the eye-opening and eminently readable ‘Book of Rhymes' by Adam Bradley. As a teacher of the IB's DP Language and Literature course, one of the texts I cover is the 2017 album DAMN. by Kendrick Lamar. Having struggled to find reliable and accessible work written about the art of hip hop as a genre, I was elated to find this book as useful and applicable as it wasExpect to hear:1. How hip hop is more faithful to traditional poetry than free verse poetry is2. Where rhythm comes from in hip hop3. The different types and functions of rhyme in the genre4. And finally, the ways in which wordplay cross over from more traditional literature into this mediumIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Adam Bradley's Book of Rhymes - The Poetics of Hip Hop

In this episode, I'm talking to Joanna Kolota. Joanna is the Curriculum Leader for Multilingual Learners at Trinity Academy Leeds, in the UK. She has written, spoken and worked to support multilingual students in primary, secondary and tertiary education and is now a published author after completing the brilliant Empowering EAL Learners in Secondary Schools.As someone who works in an international setting and with a student body who are by and large all multilingual learners, the book was a fantastic resource for me and I was really keen to chat with Joanna as a result. We discuss:1. Whether schools should always having a bespoke EAL dept and if so, how do they work with other subject domains to ensure that content and language is developing respectively2. The difference between simplification and easification in regard to multilingual learners 3. Whether it is helpful to think that much of good preparation for multilingual learners is simply good planning and intentional teaching in general4. What subtractive bilingualism is and how can schools guard against it5. And finally, does Joanna think a language or grammar concept also needs embedding in the humanities, arts and other departments' curriculumThanks again to Joanna for giving up her time to talk to me about her work and elements of the book that is a must read for anyone who has students of diverse linguistic backgrounds.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks: Joanna's book - Empowering EAL Learners in Secondary Schools.

In this episode, I'm talking to Alison Yang. Alison is MYP coordinator here in Hong Kong and prolific blogger of all things MYP at https://alisonyang.com. It was due to this prodigious output that I became aware of Alison's work and reached out with a few questions that I have always harboured about the framework in the hope that I can improve these aspects of my practice.We discuss:How to support students in posing questions about new material or topicsThe best ways to support teachers who are new to teaching with inquiryOffering students choice with a structured frameworkHow data is collected within the MYP currentlyAnd finally, one thing that Alison would like to see changed in the next iteration of the courseThanks again to Alison for this chat which proved to be one of the most productive and thought provoking conversations I've had about the MYp and in such a short amount of time! If you don't already, I would encourage you to follow Alison on the likes of LinkedIn to gain regular insights on what can be a challenging yet rewarding curriculum.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinksAlison's website

In this episode, I'm explaining What I Learnt From: Mary Oliver's ‘A Poetry Handbook'. This is the first in a hopefully long list of shows that sees me go through my annotations and notes for a book that explores an area of English teaching or leadership. This time, it is the unsurprisingly beautiful writing of Mary Oliver who shares with the reader her thoughts and considerations after a lifetime of writing and teaching poetry.Expect to hear:1. What is the best way to begin reading and writing poetry2. The distinctions between free verse and metrical poems3. The function of sound in poetry4. The functions of a line in poetry5. Wider considerations of structure such as the stanza and its function6. How tone and content have changed in poetry7. The role of imagery or figurative language in poetryIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Mary Oliver - A Poetry Handbook

In this episode, I'm talking to Eoin MacCarthaigh. This is the latest in a running series of conversations between Eoin and I, where we share 3 things each from the world of education that have been causing us some consideration. We discuss: Why ‘white tables' are better than ‘white boards' in EnglishHow we can better address issues with reading fluency in the English classroomThe different stages necessary for students to access Macbeth or other Shakespeare textsLesson observations and what we should be looking out for when conducting themWhether direct instruction and inquiry can be likened to a child learning and then loving to readAnd finally, the need for more PD within English departments around our subject contentIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk and Eoin @EMCTeachLinks:

In this episode I'm speaking to Jennifer Webb. Jenny is nothing short of a legend in English teaching after writing a number of hugely beneficial books ranging from how to teach reading and writing to metacognition as well as grammar instruction for secondary professionals. On top of this, she is a constant source of insight via her in person and virtual CPD events, which encompass advice on almost every element of secondary academic life imaginable.Following what has been an incredible couple of years for English teachers around curriculum development, I wanted to ask Jenny a number of questions about how she, the schools she works with and the departments she advises have interpreted these new ideas.We discuss:What Jenny thinks of organising the curriculum by concept as opposed to earlier approaches through theme or task type.How Jenny feels about the government's pledge to improve oracy in schoolsThe extent to which kids need to learn to learn or be more meta-cognitively awareWhen considering text choices through an unapologetically ambitious lens, does Jenny mean more full texts, extracts or something else?And finally, Teach like a Writer offers insights into how English happens in an authentic context. To what extent does Jenny think kids need to be assessed by producing a text that resembles the ‘real thing' in English.Thanks again to Jenny for offering so much insight about many of the most popular topics for discussion around at the moment. In addition to this, I hope she realises the massively positive impact she has had on the profession as well as the many ideas she she has shared that make the job all the more effective and therefore enjoyable on a daily basis.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Jenny's booksJenny's (free) CPD

In this episode, I'm talking to Eoin MacCarthaigh. This is the second in what we hope will be a long line of episodes focused on issues in and around English teaching. For anyone who hasn't listened before, we bring forth 3 unknown issues to be discussed each, relating to things that we've thought, learnt or considered lately.We discuss:Uncertainty around the purpose of grammar and language teachingGiving students ‘choice' x Organising English conceptsThe role of modelling in EnglishThe stratification of English skills x research and reflectionSEND students' or routines in classAuthenticity and oracy in EnglishIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk and Eoin @EMCTeachLinks:Essential Grammar by Jenny Webb and Marcello GiovanelliCrafting Brilliant Sentences by Lindsay SkinnerAusubel's Meaningful Learning in Action by Sarah CottinghamExplicit English Teaching by Tom NeedhamThe Complete Guide to Service Learning by Cathryn Berger Kaye

In this episode I am speaking to Shane Leaning. Shane is an organisational Coach, international educator, author and podcaster. As a prolific creator in a number of different spaces, I was keen to get Shane on to discuss what it takes and what it's like to make the switch from teaching students to advising schools around the world.We discuss:1. What made Shane transition from the classroom to consultant in the first place2. His process for making contact with potential school partners3. Shane's go to texts to inspire and inform him on the job4. The current state of the private education sector in China5. And finally the original intention for his podcast and how that has evolved over timeThanks again to Shane for his generosity in terms of time spent chatting as well as all the content he produces via the podcast and beyond.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Putting Staff First by John Tomsett and Jonny UttleyChange Starts HereGlobal Ed Leaders podcastThe Online Marketing Made Easy Podcast Two Weeks Notice by Amy Porterfield

In this episode, I'm talking to Eoin MacCarthaigh. This is the first in what we hope will be a long line of episodes focused on issues in and around international English teaching. It's important at the outset to explain that this is an unapologetic rip off another podcast that I personally love, namely Craig Barton and Ollie Lovell's Tips and Tools for Teachers. For anyone who hasn't heard this show, first of all it is a fantastic listen for professionals of any discipline. Specifically, the regular format is that both speakers bring forth 3 unknown issues to be discussed each, relating to things that they've thought, learnt or considered lately. So, here is me and Eoin's effort at doing the same with an international English bent.We discuss- AI- Oracy- Inquiry- Gapless instruction- Infographics- And lastly, whether English sits outside the insights of cognitive researchIf you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk and Eoin @EMCTeachLinks:Meanings and practices of inquiry-based teaching and learning in the International Baccalaureate (2022) Joseph L. Polman and Karla ScornavaccoDrew Perkins' interview with Dylan WiliamCraig Barton's interview with Adam BoxerBringing the English Curriculum to Life by David Didau

In this episode I'm speaking with Professor Guy Claxton. Guy is a cognitive scientist, author and one of education's foremost experts on practical ways of expanding young people's relationship with and capacity for learning. His most recent book, The Future of Teaching, And the Myths that Hold it Back, a work that seeks to reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and ‘character', and lay the foundations for a 21st-century education worthy of the name.We discuss:1. What 'good thinking' is and why there is a dearth of it in schools2. What teachers, departments and schools can do to better attend to students' attitudes and dispositions3. What 'expert amateurism' is and how it would challenge the current paradigm4. Guy's 'third way' for education or 'guided discovery'5. How we go about convincing state schools that academic outcomes aren't everything6. And finally, whether Guy would advocate for a move away from traditional subjects and move towards a more responsive curriculumThanks again to Guy for giving up time in his busy schedule to talking so broadly, passionately and practically about the experiences of students and the changes we need to make to respond to a changing world.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Guy's River of Learning and Teaching visualFuture Wise by David PerkinsHow We Learn by Stanislas DehaeneThe Gardner and The Carpenter by Alison GopnikEducation Outrage by Roger SchankTeaching Minds by Roger Schank

In this episode I'm talking to Professor Nutsa Kobakhidze. Nutsa is a Director at the Comparative Education Research Centre and Assistant Professor at Hong Kong University. Her areas of expertise include comparative education; privatization of education; globalization and education and large-scale international assessments. I wanted to speak to Nutsa particularly in regard to the privatization of education and more specifically, private tutoring.Having read an interview with the professor in Youth Hong Kong, a quarterly magazine published by the Hong Kong Federation of Youth Groups, I was instantly struck by how much academia and research there was around so called ‘Shadow Education' that largely goes undiscussed in the day to day practice of classroom teachers.We discuss:1. Why the term ‘Shadow Education' is used in academia and what services it covers2. How or why shadow education benefits from Hong Kong's education system3. Whether there is a consensus on why students get tutoring in secondary schools4. What students are missing out on during an evening filled with tutoring5. Why it is so difficult to gain a consensus on whether private tutoring contributes to students' academic achievement6. How schools, students and parents can work together to better understand the need or not for a private tutor7. And finally, the ways AI technology might impact the shadow education industry in the futureThanks so much to Professor Kobakhidze on her research and advocacy for better understanding around private tutoring and the impact it has on young people and their families as well as offering up her time to talk to me for the podcast.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinksYouth Hong Kong - the magazine for which Nutsa was recently interviewed.

In this episode I'm talking to Sarah Cottingham. Sarah is Associate Dean at Ambition Institute, author of Ausubel's Meaningful Learning In Action, a Professional Development Consultant and former English teacher.I was really eager to speak with Sarah after reading her work about Ausubel's theory and applying it to recent discussions about how English can be approached in a more conceptual manner. Added to this is the requirement that every subject be approached conceptually within the IB framework but with limited practical guidance about how to implement such a curriculum.We discuss:- What a subsumer is and how secondary departments should plan with them in mind- What the subsumers Sarah believes we should teach Secondary school English students are- What Sarah thinks of the IB MYP 'Key Concepts', 'Related Concepts' and ‘Global Contexts'- How an English subsumer could be fed with detail over the course of a secondary education- What an advance organiser is- And finally, how subsumers interact with retrieval practiceThanks so much to Sarah for giving up her time to discuss this brilliantly written book in more detail as well as her wider contribution to the conceptual teaching discussion.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Ausubel's Meaningful Learning in Action BookSam Gibbs and Zoe Hellman's The Trouble with English and how to Address ItDavid Didau's Making Meaning in English

In this episode I'm talking with Drew Perkins. Drew is Director of Thought Stretchers Education and host of the ThoughtStretchersEducation Podcast. I wanted to speak to Drew as I continue my exploration of what inquiry looks like in the classroom and particularly how it applies to English. Drew is an active advocate for implementing inquiry in a meaningful manner within education and has helped thousands of individual teachers to do so.We discuss:The difference between inquiry, project-based and other constructivist approaches to teachingWhat inquiry is for and what it offers students that other approaches do notHow we know when to give students the level of autonomy they can handleHow we can best aid students in generating their own questionsWhat Drew means by ‘order of operations' and how it is practically appliedAnd finally, whether Drew thinks there's a difference between inquiry in elementary and middle-school and between different subject disciplines.Thanks again to Drew for discussing inquiry approaches with his customary enthusiasm and expertise.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk

This week I'm talking to Zach Groshell. Zach is an instructional coach, teacher in the American school system, has a PhD in instructional design and hosts the Progressively Incorrect Podcast. I have listened and loved Zach's podcast for a long time now, particularly as the first season deals with the tension of progressive ideas and ideologies around inquiry based teaching as well as direct instruction as a pedagogy. For me, these are two approaches that a teacher delivering the PYP, MYP or DP for IB has to wrestle with on a daily basis as well as any teacher operating in any school where competing pedagogies are prevalent. We discuss:- What direct instruction and inquiry based teaching mean in practice- Whether there's scope for inquiry to play some part in a unit given that topics such as: the information age, masculinity, travel, ways of life, love of literature can be explored according to students' standing interests, experiences or passions- How Zach feels about suggestions that relying solely on direct instruction and not “culturally responsive education” is narrowly Western, Eurocentric and racist- If there's a disconnect in international and state schooling with regard to improving teaching and learning - If seeking guidance as an international teacher about how to improve teaching, what Zach would suggest teachers start with- And lastly, when implementing an instructional coaching culture in a school, what are the most important things to consider and prioritize at the outset?Thanks so much to Zach for weighing in on what I believe is hugely important set of topics for international teachers or teachers of IB curriculum more specifically. His podcast is linked to in the show notes below and is well worth a listen for people working in any walk of education.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Zach's podcastZach's blogRoshenshine's Principles of InstructionTHAT Kirschner, Sweller and Clark paperZach's conversation with Gene Tavernetti

In this episode I'm speaking with Sarah Donarski. Sarah is a Head Of English Department, PGCE & NQT mentor, speaker, blogger, researcher and author of The researchED Guide to Assessment. I recently relistened to an episode of Craig Barton's Tips for Teachers with Sarah and immediately jotted down a number of questions and I had about assessment in English, which she has been kind enough to come on and answer.We discuss:1. What final or summative assessments should look like in a KS3 department2. Whether teachers should ever give grades and if so, when and why?3. What should feedback look like at KS3?4. How should students follow up on feedback? 5. The 'novice / rote / inflexible / flexible' spectrum of knowledge6. And finally, Sarah's favorite things about having studied in Australia and formerly working in an IB school.Thanks again to Sarah for not only contributing to the online discussions around assessment but also evidence informed professional development more broadly.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Sarah's book, edited for ResearchED

In this episode I'm talking with Kirun Goy. Kirun is the co-founder and co-host of the BrainTools podcast, a show dedicated to sharing practical brain science for everyday people. Additionally, he is a Leadership Facilitator with Harvard Business Publishing.I was lucky enough to have Kirun run a workshop for teachers at my school recently and after looking up his podcast, I realised it was rare to have someone with so much actionable insight on neuroscience also be well versed on students and school.We discuss what teachers might need to consider when it comes to the following in and out of the classroom:- Habit formation and maintenance - Focus on the task in hand - Memory and what is learnt- Anxiety and self-esteem - Students' sense of resilience - Teamwork when interacting with peersThanks again to Kirun who not only offers consistently excellent and concise insights here but also via his regular podcast that you will find linked to in the show notes below. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:BrainTools - Kirun's podcastAtomic Habits by James ClearAli Abdaal on YouTube

In this episode I'm speaking with Andrew and Dave of the IB English Guys. 2023 saw the first roll out of the IBDP English A course's Paper 2. As such, teachers across the world rallied to prepare students for a comparative literature essay that featured unseen prompts and the opportunity to select any of the studied texts from across their two years of study. I was keen to chat with Andrew and Dave as they have been a fantastic point of contact on relevant IB teaching forums and of course across all their content on YouTube. Additionally, both of the guys were examiners for Paper 2 this year and had access to extended conversations with the principle examiner regarding expectations for students' responses. We discuss:1. Since the last time we spoke, something new Dave and Andrew have taught or would like to teach in the coming year.2. Whether this year's Paper 2 and its focus on thematic prompts is a sign of things to come3. The observation that students fared better if they stayed out of sentence-level analysis and instead aimed at broad authorial choices.4. How to write conclusions in a meaningful manner.5. What the tell-tale signs are that an essay has been learnt and therefore forced onto a question provided6. And finally, what we should all be doing more of on a formative assessment level to prepare students for this paperThanks again to the guys for being so generous with their time as well as the practical advice gleaned from reading hundreds of responses and consolidating what they believe to be best practice for a demanding exam. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks: The IB English Guys YouTube Channel

In this episode, I'm speaking to Chris Youles. Chris is a Classroom Teacher at Taipei European School and author of Sentence models for creative writing: A practical resource for teaching writing. Chris' book is one of the most instantly applicable teaching books that I've come across in recent years and coupled with a robust grammatical understanding for students, it can really help students to understand how and why writers make certain choices in their sentence structures as well as how they can go about applying some of these techniques themselves.We discuss:1. The best text Chris has ever read, taught or been taught2. How he went about amassing all of the different sentence types in the book3. What the prerequisite grammar knowledge he would advise teaching before or alongside such structures4. The extent to which certain sentence structures genuinely create a tone, mood or impression of some sort versus purely serving as a way to add variety in expression5. How teachers might arrange such structures in a horizontal and vertical curriculum6. Where teachers should go if they want to approach the sentence construction of rhetorical, discursive or analytical writing in the same wayThanks again to Chris for researching and producing a brilliantly replete resource for teachers in Primary and Secondary alike as well as giving up some time to talk with me.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Chris' book - Sentence models for creative writing: A practical resource for teaching writing.The Arrival - Shaun TanThe Writing Revolution - Natalie Wexler and Judith HochmanOn Writing - Stephen KingThe Elements of Eloquence - Mark ForsythThe Art of the Sentence - Greg KeastFirst You Write a Sentence - Joe MoranHow to Write a Sentence: And How to Read One - Stanley Fish

In this episode, I'm speaking with Craig Barton. Craig is an author, maths consultant, former Secondary Maths Adviser to TES and OG podcaster who originally hosted a TES podcast before going on to produce the Mr Barton Maths Podcast and Tips for Teachers podcast. For me this was an enormous highlight of my own podcasting experience so far given that Craig's was the first teaching focused show I ever listened to many years ago and was responsible for my discovery and interest in the likes of Dylan Wiliam, Adam Boxer, Daisy Christodoulou and many more who have ultimately enhanced my teaching to a better and better standard. We discuss:1. A brief summary of Craig's transition from teacher to podcaster to author to consultant2. What his typical working day and week looks like now that he's doing a variety of roles3. Whether the fantastic amount of publications, podcasts and other media we now have access to can lead to a sense of professional dysmorphia 4. How Craig has managed to juggle his many ventures with kids5. Craig's advice for someone who sees teaching as their passion, wants to help as many people as possible and wants to work hard at establishing themselves as a writer, consultant or podcaster6. And finally, what's motivating him to keep creating such brilliant resources and what has he got planned for the futureThanks again to Craig for finding a time in his busy schedule and being so candid and insightful with his responses. All of his writing, broadcasting and other services can be found in the show notes and I would strongly encourage you to check them out. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Craig's booksMr Barton Maths PodcastTips for Teachers podcast and YouTube channelCraig's CPD services

In this episode I'm speaking with Carly Leung and Vinci Tam. Carly and Vinci are Development Director and Business Executive respectively at V'air, Hong Kong. V'air is a youth-initiated environmental education organization with the mission to promote low-carbon local tourism as a means to mitigate climate change. V'air uses its digital platforms, ecotours and public education events to recommend less conventional travel destinations in Hong Kong. I wanted to talk to Carly and Vinci as part of an ongoing interest in how Service or Action can play a larger role in the taught curriculum of the MYP. We discuss:Carly's role as a youth delegate at COP27 - what this required and what the conference was designed to achieveCarly and Vinci's experience with learning about climate change or other environmental matters at school and university and whether this topic deserves greater exposure in Hong Kong schools?How teachers should approach the idea that young people can make a difference to what is a united, global effortWhat can we be done at a local level in Hong Kong specifically to aid in environmental preservationV'air's services or experiences for students living in Hong Kong And finally, other than V'air, alternative organisations that schools should look to work with in Hong Kong to build meaningful experiences for studentsThanks again to Carly and Vinci for giving up their time to talk to me as well as the fantastic work done by V'air more broadly in promoting sustainable local tourism and nature conservation as well as youth empowerment. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:V'air's websiteCOP28's website WWF Hong KongGreen Hub Hong KongO Park 1 O Park 2Local Conference of Hong Kong Youth

In this episode I'm speaking with Kate Beatty. Kate is the first returning guest I've had on the podcast and one I'm always very pleased to speak with about all things MYP. Kate is an IB Consultant, workshop leader, IB school accreditation team leader and programme leader, executive coach and author of educational resources including the INTHINKING MYP English Language and Literature website.For this episode, I wanted Kate to guide me through her thoughts on an MYP unit I had constructed with any of the salient strengths and weaknesses that she could see. Additionally I wanted to pose a few questions based on the work she's done for the INTHINKING MYP site to better broaden my knowledge of English Language and Literature in the MYP.We discuss: 1. How she feels about the suitability of the Statement of Inquiry, Questions and GRASPS in the unit2. The fact that a number of different facts or skills are taught in a direct and teacher led manner and whether this is okay given that they will go onto produce something that is also borne out of inquiries3. What Kate thinks of the ATLs and the way they have been implemented in the unit4. Kate's general opinion of PPTs and other materials being used to communicate the course's knowledge, skills and tasks5. On the MYP InThinking site, Kate's decision to offer units that fall into Key Concepts outside the typical Creativity/Communication/Connection/Perspective associated with Language and Literature and why this was6. And staying with the site, given that Kate has offered units on some classic topics of English study, how does she ensure that such a unit has a conceptual lens, connects to global contexts and has an authentic assessment?Thanks again to Kate for guiding a way through the rewarding but challenging experience of MYP curriculum construction. All of the materials mentioned in the episode will be linked to in the show notes for anyone who wants to refer to them. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Unit plan discussed in the episodeINTHINKING for MYP Language and LiteratureKate's website

In this episode, I'm speaking with Leon Furze. Leon is an international consultant, author, and speaker with years of experience as an teacher in the UK and Australia. Leon is currently studying his PhD in the implications of Artificial Intelligence on writing instruction and education and as an English teacher is very well placed to advise how recent innovations in AI may affect the subject. We discuss: 1. In laymans terms what is a chatbot? What can it do and not do?2. Why the likes of Elon Musk have called for a halt on AI development.3. What Leon would advise schools and departments to consider in terms of the way in which they work with the a technology that has certain ethical and environmental impacts.4. The ways in which AI should and shouldn't be used to aid students' writing.5. Whether chatbots are useful in terms of planning individual lessons or a sequence of learning. 6. What this technology does for the likes of coursework and written examinations7. And Lastly, what does this do for certain jobs? How does Leon see the creative, informative and rhetorical professions evolving in the coming decades?Thanks again to Leon for providing answers to a number of burning questions that I've had ever since Chat GPT came into the educational scene. His writing is an excellent way to ease your way into this new landscape of technology and you'll be able to access it via the show notes If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Leon's blogAtlas of AI by Kate CrawfordOn the Dangers of Stochastic Parrots by Emily Bender and Timnit GebruTom Barrett's CREATE advice of using AI

In this episode I'm speaking with Julie Stern. Julie is a four-time, best selling author with titles that include: Learning that Transfers, Visible Learning for Social Studies, The On-Your-Feet Guide to Learning Transfer and Tools for Teaching Conceptual Understanding. She is an advocate for sustainability, equity and well being in education and has spoken internationally to help facilitate this in many schools around the world. We discuss: 1. How conceptual learning and transfer compliment each other2. How teachers or schools can accurately assess that transfer has taken place3. Julie's stratification of different kinds of concepts and how this might apply to English 4. David Perkin's book, Future Wise, and where his 'lifeworthy knowledge' would they fit in this conceptual stratification5. Whether Julie thinks the current paradigm of dividing schools up into: Math, Social Studies, English etc is an appropriate model looking into the future6. When designing the closest thing to a perfect assessment, what she thinks it should entail for students7. And lastly - when, if ever, is a good time to do project based learning with a class?Thanks so much to Julie for being a passionate and engaging voice on the topic of conceptual learning and offering a framework that better allows IB educators and beyond to crystallize their teaching approaches. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk

In this episode, I'm speaking to Ben Walker. Ben is an English and TOK teacher here in Hong Kong as well as the current CAS coordinator. Next year he will be taking up the Head of Secondary English role at his current school.We discuss:1. The best book he's ever read, taught or been taught2. The advantages and disadvantages of running the 5 year MYP course all the way up to the DP3. His perspective on inquiry and authentic assessment and whether they look different in Year 7 v.s. Year 11 4. How much Ben's current school implement the element of service within the curriculum and the directions he's considering moving forward5. The feasibility of CAS playing a part in the academic curriculum6. And finally, a somewhat insular one but HK v.s. Singapore. What's the difference and what's Ben's advice if considering a move from one to the otherThanks again to Ben for his eloquence and insights across the CAS and English curriculum. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Station Eleven by Emily St. John MandelGo Went Gone by Jenny Erpenbeck At Night All Blood is Black by David DiopBlack Boy by Richard WrightThe Memory Police by Yoko Ogawa

In this episode I'm talking with Cathryn Berger Kaye. Cathy is president of CBK Associates, ABCD Books and travels globally to provide professional development on the likes of service learning, 21st century competencies and environmental sustainability.She is the author of 'The Complete Guide to Service Learning', 'Going Blue' and 'Make a Splash!', which are student guides to Protecting Our Oceans, Lakes, Rivers, & Wetlands. In addition she has also authored a range of books for the ‘How to Take Action' series, which is aimed at guiding students through the issues of hunger, homelessness and climate change to name but a few.We discuss:1. How Cathy reflects in her own practice and to what extent can we expect students to follow our example when it comes to reflecting well2. The MISO method and elements of it which younger students typically need more guidance3. How and why to combine units and work towards a service goal at some stage within the curriculum4. Direct, indirect, research and advocacy service styles and the advice Cathy would give in terms of the practicalities of establishing direct opportunities for service5. The dangers of 'voluntourism' and how to develop an asset based mindset in students doing service6. Whether schools need to see the way they interact with local service and international service on a sliding scale in terms of age or experience7. And finally, what advice Cathy would give educators who aren't sure where to start when it comes to adapting the curriculum to integrate serviceThanks again to Cathy who is nothing short of a legend in this field for speaking to me today. I was overjoyed to have some time to pose the questions, which you may pick up on through my sometimes overzealous phrasing of the questions. All of Cathy's books mentioned will of course be linked in the show notes and I'd strongly encourage you to consider these first when developing your knowledge of service in the curriculum.Find out more about the online course "Getting Started: Service Learning and Global Citizenship Foundations" here. Designed by Cathy and two of her associates, Shei Ascencio and LeeAnne Lavender, this is a dynamic way to advance your understanding and turn ideas into action!If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Cathy's emailCathy's

In this episode, I'm talking to Benita Chick. Benita is the CEO and Founder of Encompass, a social enterprise in Hong Kong, which supports different social causes and NGOs financially as well as advocating for how Sustainable Development Goals (SDGs) can be better implemented in businesses and schools. Benita is also a Board Member at KELY Support Group and Youth Arch Foundation, Education Director of Pink Alliance, Mentor for HKUST HeadStart Fellows and a mentor at the RESOLVE Foundation, here in Hong Kong. I was lucky enough to hear Benita speak earlier this year and was overjoyed to gain a conversation with her in light of the constant desire to make MYP English as authentic as possible, by integrating and exploring the UN's Sustainable Development Goals. We discuss:1. The extent to which Hong Kong people are aware or unaware of the SDGs2. Benita's opinion regarding whether there is a hierarchy in the city in terms of which SDGs need to be addressed more often or immediately3. How schools can go about reviewing or auditing the way in which they are engaging with the SDGs4. Any lesser known but pressing issues that the city is facing in relation to a few of the SDGs that schools might be able to highlight in their curriculum5. Routes young people can take to become involved in service that aids some of the SDGs 6. And finally, after the 2030 deadline set by the UN, where do Benita feels the world will go from thereThis was a succinct and in-depth discussion for someone like me who is on talking terms with the SDGs but would really benefit from speaking to those who work with or advise on the SDG targets on a regular basis. Thank you to Benita providing just as well as plenty of resources or extra reading that I will link to in the show notes. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Encompass, Hong KongSDSN Hong Kong Commissions Youth Survey on SDGsThe Times Higher Education Impact RankingsHong Kong is diverse, but far from inclusive; here's how we can change thatLearning to transform the world: key competencies in education for sustainable development (p43)Kids for Kids (Hong Kong)

In this episode I'm speaking with Nadia Abdallah. Nadia is a former Head of Department for English, Director of Teaching and Learning and MYP Principal in Jordan. She has also worked as a workshop leader for the IB and is currently Chief Education and Development Officer for Junior Achievement Worldwide, a nonprofit organisation providing hands on learning in financial literacy, work readiness and entrepreneurship skillsI wanted to speak to Nadia about the IB's MYP and more specifically the Inter Disciplinary Unit that is expected in each year of the course. Nadia recently ran an excellent 2 day training seminar that I attended and was kind enough to share more of her time discussing it for the podcast.We discuss:- A quick introduction to her career to date- Some of the common misconceptions or mistakes teachers make in respect of the IDU and what the most important things to remember as a school attempting to implement it are- How and when Nadia sees the assessment criteria of evaluation, synthesis and reflection actually taking place in a unit - Examples of the ways in which different subjects can come together to form an IDU- Advice on the mechanics of actually timetabling IDUs- What constitutes action or service in an IDU and examples from Nadia's own practice- And final advice for Heads of faculty, coordinators and teachers in respective departments embarking on their first forays into an IDUThanks again to Nadia for an extensive and firsthand account of considerations that are needed when approaching the Interdisciplinary Unit. Despite the time, resources and collaboration required, it is an undertaking that can massively benefit students and their appreciation of the respective subjects. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk

In this episode I'm talking to Eoin MacCarthaigh. Eoin is a Head of Department in Bangkok, teaching the IGCSE and IBDP. He is an active participant on Twitter and can be relied upon to ignite, continue and support conversation for international teachers. We discuss:- The best text he's ever read, taught or been taught- A quick introduction to his career to date- What he has seen or read in the last 12 months that has had the biggest impact on his practice- The significant challenges he is working on with an IGCSE / IB English department- One area of his department's routine or approach that he's most satisfied with- What his department do in the Key Stage 3 years in terms of curriculum - And finally, Eoin's perception on why improving teaching and learning can be a challenge in the international sectorThanks again to Eoin who can always be relied upon to maintain the healthy culture of debate, sharing and discussion on Twitter as well as the time he took to talk to me today. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Teach Like a Champion by Doug LemovWalkthrus by Tom Sherrngton and Oliver CaviglioliTeaching and Learning Playbook By Michael Feely and Ben KarlinTips for Teachers by Craig Barton

In this episode I am talking to Amber Rhinehart. Amber is an MYP Coordinator in an international school in Accra, an MYP Workshop Leader, an IB Site Visitor, MYP Personal Project Examiner and teaches Language and Literature as well as individuals and Societies. I was really keen to speak to someone as experienced and knowledgable as Amber owing to the many valuable but demanding aspects that the MYP framework has to offer. We discuss:- A short introduction to Amber's career to date - Whether Amber recommends combining the likes of analytical and producing texts strands from the outset of MYP or waiting until these respective skills have been developed and therefore consolidated- How to marry GRASPS with the assessment strands when aiming for valid and reliable assessments- How teachers can ensure they are covering global contexts in the same depth as they would the related or disciplinary concepts- My school's recent struggles with Criterion Biii and the need to assess formatting and/or referencing twice a year in the curriculum. - And finally, what Amber thinks is the best approach to implementing ATLs in individual units and the curriculum holisticallyThank you again to Amber who speaks with a fantastic degree of balance, nuance and passion about the curriculum as well as her ongoing contribution to IB's online community of teachers. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk

In this episode I'm talking with Tanay Naik. Tanay is Secondary School Deputy Principal for Teaching and Learning at United Nations International School of Hanoi. He has recently co-authored an article in The International Educator and is a contributor and advocate for the Association of International Educators and Leaders of Color. In the show we discuss:- A quick introduction to Tanay's career in education to date- As a school, why and how UNIS Hanoi recently decided to gather staff demographic data- What unconscious bias training is and what Tanay took away from it personally- What a UNIS Hanoi interview looks and sounds like- The most common advice Tanay had for people who wanted to join the school but weren't yet suitable- And finally, advice Tanay would give to teachers or Heads of Department that want to move into whole school teaching and learning roles in the futureThank you again to Tanay for sharing some excellent best practice, plenty of management insight and his school's ongoing commitment to DEIJ approaches. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Tanay's co-authored article for The International EducatorTanay's presentation on behalf of AIELOCOverview of common hiring biases

In this episode, I'm talking with Dr Daniel Rosen. Dan is currently Head of Secondary at St George's Düsseldorf. He also writes a brilliant blog entitled Musings of a Dr and more recently hosted the International version of TeachMeet Icons. Over the course of the conversation, we discuss:A quick introduction to Dan's career in teachingHow recruitment for schools in Germany has been affected by the pandemic and BrexitThe extent to which international schools struggle to keep pace with teaching and learning improvement seen in the UK state sectorWhat granting teachers more autonomy means in practical termsWhat schools need to establish in order to be ready to roll learning communities out as an initiativeGood and bad proxies for promotion when appointing new members of middle or senior leadershipAnd finally, advice Dan would give to teachers or Heads of Department that want to move into whole school teaching and learning roles in the futureThanks again to Dan for giving up part of his weekend to elaborate on some of his excellent blog posts that I'll link to in the show notes as well as practical advice on how to approach any ambitions people may have about accessing middle or senior management.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks: Dan's blog - musingsofadrTeachMeet International Icons recording Drive by Daniel Pink Nick Hart's blog

In the episode I'm talking with Dr Rick Smith. Rick is a former teacher and now provides individual counselling for students working with stress and anxiety. He specialises in ADHD and attention-related disorders and has helped a great many students from his practice in Hong Kong and beyond. The conversation with Rick came about due to watching him in a fantastic seminar he did earlier this year and also a longstanding sense that despite my efforts, I may never have been doing enough to support some students who struggle to adapt to the demands of school.We discuss:1. A quick introduction to Rick's career in education 2. Whether there is a recurring need or concern that families often bring to his practice regarding school and schoolwork3. How teachers can prepare for a new academic year with regard to implementing: regular breaks, written instructions or task checklists for some students. 4. How to manage the balance between tailoring lessons for a student and not alienating them through different treatment5. How a form tutor and/or teacher should deal with the likes of unfinished homework or incomplete class work 6. And finally, the role that the rest of the class play in accommodating students with certain learning needsI found this conversation and Rick's advice to be revelatory. Some of what is said goes against what I have been taught to believe about certain students in my classes and yet reflecting on my experience and reference to research, I found myself nodding to everything that Rick had to offer. Thanks again to him for giving up some of his valuable time to make this information more readily available. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk

This is the latest in a series of podcasts where I focus on a particular part of English instruction or English related matters in detail. In this episode I'm talking with Trevor MacKenzie. Trevor is a world-renowned speaker and author and is best known for his work with inquiry based teaching approaches. As an IB educator, inquiry is a word, strategy or concept that comes up on a daily basis with students and colleagues. Given its fundamental role within the MYP and DP, getting Trevor on to ask him questions and learn from his experience was a massive privilege.  We discuss,  1. What is the best literary text he's ever read, taught or been taught?  2. What does an inquiry classroom look like and sound like in Trevor's experience?  3. Typically what would be the ratio between need-to-know or non-negotiable skills/knowledge and the inquiry process time wise?  4. How do teachers strike a balance between non-negotiable exam / coursework specification in English and student passion? 5. What are the difficulties or challenges Trevor's faced with asking students to design their own assessment in middle-school? 6. What Trevor thinks of statements of inquiry and real world assessment in MYP unit planning. 7. And finally, what Trevor thinks of the increasingly popular explicit instruction over the inquiry approach.  From beginning to end, this conversation continually clarified things I'd heard about the inquiry approach and left me with plenty of considerations for how to enhance my own approach to the classroom. Thanks again to Trevor who spoke concisely, passionately and transparently throughout.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: https://www.amazon.com/Seven-Fallen-Feathers-Racism-Northern/dp/1487002262 (Seven Fallen Feathers: Racism, Death, and Hard Truths in a Northern City) by https://www.amazon.com/Tanya-Talaga/e/B0881Z3SKN/ref=dp_byline_cont_book_1 (Tanya Talaga) Trevor's https://www.amazon.com/s?i=audible&k=Trevor%20MacKenzie&ref=dp_byline_sr_audible_1 (books) Kath Murdoch's https://www.youtube.com/channel/UCVOj5Szd2ZD3rHMcOZOcGgQ (YouTube Channel)

In this episode I'm speaking with https://twitter.com/edu_feminist (Rosie Georgiou). Rosie is an English teacher, KS5 Lead and PhD student living in London. She first came to my attention during the most recent TeachMeetEnglishIcons event, in which she discussed the process and benefits of creative writing in English. During our conversation we discuss: The best text Rosie's ever read, taught or been taught? The ways in which creative writing can be metacognitive The relationship between creative writing and pastoral matters The advantages of journaling and free writing and how they play a part in Rosie's practice How she has led students to legitimately reflect on the creative process and why And lastly, how often does Rosie's dept explore creative writing in a year level or across KS3 It was real pleasure to speak to Rosie at length about the creative process as well as how that translates into teaching practice, feedback and assessment. For those of you who haven't seen it, I'd really recommend her presentation for TeachMeets too.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: https://youtu.be/-TJRkCOWRdA?t=2508 (Rosie's TeachMeetEnglishIcons Appearance) https://www.claphamfringe.com/colloquium.html (Colloquium) by Katherine Stockton

In this episode I'm talking to Natalie Obiko Pearson. Natalie is a journalist and bureau chief at Bloomberg Vancouver. Natalie's work came to the attention of lots of International educators this year after writing an article entitled: https://www.bloomberg.com/news/features/2022-03-04/elite-international-school-education-runs-on-systemic-racism (Elite International Schools Have a Racism Problem). This provoked a lot of discussion online as well as amongst my colleagues and friends in the industry.  Having spent time at an international school herself, Natalie's incredibly well informed and wide ranging investigation confirmed a number of growing doubts that people within international schooling may have had as well as introducing a variety of other issues within the system that were yet to come to light.  We discuss:  Natalie's observation that ‘The more elite the school, the less diverse the staff' and whether it can be said of any global hub's international schools Whether the efforts of the International Baccalaureate or other curricula designed to produce world citizens are undermined by a lack of cultural diversity in recruitment The role of parental expectations and how they influence or validate decisions made by school management teams What the appeal of working in an international school is for those who would be deemed a ‘local hire' Natalie's opinion on what would be a truly fair or meaningful way to approach recruitment for schools in future And finally, whether staff professional development can ever deliver on the promise of ensuring a more diverse approach to international schooling. For anyone who is yet to read Natalie's article it is an essential piece of journalism for those of us who have made a life abroad or plan to in the future. It explores the role of parents, students, teachers and school management in terms of the questions we should be asking of ourselves and the sense of self-identity we're guiding our young people towards.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: Article: https://www.bloomberg.com/news/features/2022-03-04/elite-international-school-education-runs-on-systemic-racism (Elite International Schools Have a Racism Problem).

In this episode I'm speaking to The IB English Guys, otherwise known as Andrew Cohen and David Giles. Andrew and Dave are both English teachers at the International School of Bangkok and https://www.youtube.com/channel/UCEZHU9lVH7h2p60KI-rEbDA (moonlight as YouTubers) in their spare time. Andrew and Dave's channel has grown far and wide in such a small amount of time, in no small part thanks to their engaging manner on camera and concise, practical advice for students. We discuss: 1. The best text they've ever read, taught or been taught 2. Their background in international teaching and what made them start a YouTube channel 3. Which of the videos have garnered the biggest views and why they you think that is  4. Focusing on the Individual Oral specifically, what Andrew and Dave think are the most important aspects to prepare students for 5. Whether they feel Paper 1 is more challenging in Lang/Lit or Literature and why 6. What makes a good HL essay in their opinion 7. How their department approaches formative assessment given the need to offer students agency in terms of the texts used in respective examinations 8. And finally, a selection of the texts they currently use for the respective courses This was easily one of the most engaging conversations I've had about the IBDP for some time and it was hard not to be buoyed by Andrew and Dave's positivity and clear love for the subject. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: Andrew and Dave's https://ibenglishguys.com (website) and https://www.youtube.com/channel/UCEZHU9lVH7h2p60KI-rEbDA/featured (channel) https://www.amazon.com/Sing-Unburied-Novel-Jesmyn-Ward/dp/1501126067 (Sing, Unburied, Sing) by Jesmyn Ward https://www.netflix.com/hk-en/title/81336476 (Breaking Boundaries: The Science Of Our Planet) Mary Oliver https://www.poetryfoundation.org/poets/mary-oliver (poetry)

In this episode I'm speaking with Elaine McNally. Elaine is an English Head of Department and enthusiastic presence on Twitter, where she she tweets https://twitter.com/mrsmacteach33 (@mrsmacteach33).  I reached out for a chat with Elaine after seeing her speak at the TeachMeetEnglishIcons event earlier this year. Her presentation -  ‘Powerful Voices: A Year 8 Curriculum', tackled the topic of how she had tried to deliver diversity within her department's curriculum thinking. Although an important and timely endeavour, what stood out about the way Elaine navigated the discussion was her observation that she had felt out of her depth at times. This was due to ‘the thorny nature of diversity as a term,' which is me quoting Elaine, who was quoting Bennie Kara. Needless to say, this was a fantastic exploration of the consequences for planning and teaching around the concept of diversity and something that I wanted to be able to talk about in more detail.  We discuss: The best text Elaine's ever read, taught or learnt herself What diversity actually means when leading a curriculum rethink The canonical or classic texts that have been kept in Elaine's KS3 curriculum and how she approaches them with diverse interpretations in mind The texts her department have introduced or kept that have a more diverse point of view at their core And finally, the substantive and disciplinary concepts that Elaine and her team chose to include after their KS3 review At a time when my own school foundation is considering its output in relation to empire, imperialism and inclusion, this was a conversation I hugely benefitted from thinking forwards into the future so thanks again to Elaine for that.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: https://www.teachmeeticons.com/recordings (TeachMeet English Icons Recordings) https://mrsmacteach33.wordpress.com/2022/03/08/powerful-voices-diversity-and-a-year-8-curriculum/ (Slides from Elaine's presentation) https://www.amazon.co.uk/Little-Guide-Teachers-Diversity-Schools-ebook/dp/B0895XHTW1 (A Little Guide for Teachers: Diversity in Schools) by Bennie Kara https://www.amazon.co.uk/dp/B01ARXVT5O/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1 (The Bone Sparrow) by Zana Fraillon http://www.raymondantrobus.com (Raymond Antrobus) - poet https://en.wikipedia.org/wiki/Christine_Sun_Kim (Christine Sun Kim) - poet

In this episode I'm talking with Sarah Davies. Sarah is, amongst other things, an Assistant Headteacher, Early Career Teacher Mentor and  Author of https://www.johncattbookshop.com/talking-about-oracy-developing-communication-beyond-the-classroom (Talking about Oracy).  After a conversation I had with Donal Hale a few months ago, I began searching for resources or guidance on how best to implement oracy in my own practice. Sarah's was the first and best book I came across in a field that seems shockingly under considered.  We discuss: 1. What secondary teachers need to know about the transition between Primary into Y7 in terms of student's oracy 2. How teachers can embed oracy instruction on a daily / weekly basis 3. What the most important types of talk we need to foster in secondary schools are 4. Strategies we can use for particularly reluctant speakers in class 5. Whether we need to consider preparation for how students use apps or meeting software as opposed to purely presenting in person 6. And finally, the best resources for teachers keen to instruct oracy techniques and non-verbal communication techniques such as body language Thanks very much to Sarah for giving up her time for a chat as well as continuing to be a vocal presence on Twitter and beyond when it comes to English and oracy matters respectively! If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: https://www.johncattbookshop.com/talking-about-oracy-developing-communication-beyond-the-classroom (Talking about Oracy: Developing communication beyond the classroom) https://voice21.org/who-we-are/ (Voice 21) https://oracycambridge.org (Oracy Cambridge)

In this episode I'm talking to Kate Anderson. Kate is the Head of the EAL department at The British School in the Netherlands and as such leads on English as an Additional Language provision across the secondary phase. I was looking to talk with someone like Kate after giving a lot of thought to how I work with EAL teachers in my own school and the obvious deficits in regard to my understanding and ability when doing so. Kate offers lots of fantastic insight and advice surrounding what it means to have EAL students in the classroom and school as well as how best to support them within the school community. We discuss: - The best book she's ever read, taught or learnt at school herself - How or what to review in terms of EAL provision each year - What the EAL department does at The British School in The Netherlands - The ways in which Kate's department spend time building relationships both with prospective students and their family online - What is the one thing EAL teachers would like to say to teachers of other subjects if they had the chance? - The possibility that being assisted by the EAL department may lead to some self-consciousness and whether or not this can be overcome - And finally, where teachers can look for resources or training with regard to better connections and teamwork with the EAL department Thanks again to Kate for a clear understanding of the type of conversations and considerations that go on within the EAL department. With some hardworking and attention to detail I hope that what I've heard from Kate can inform my own planning and work alongside her counterparts in my own school. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: https://www.amazon.com/Breaking-Through-Language-Barrier-Strategies/dp/1908095725 (Breaking Through The Language Barrier )by Patricia Mertin https://www.amazon.com/Scaffolding-Language-Learning-Second-Mainstream/dp/0325056641 (Scaffolding Language, Scaffolding Learning) by Pauline Gibbons https://www.amazon.com/Educating-Second-Language-Children-Curriculum/dp/0521457971 (Educating Second Language Children) by Fred Genesee

In this episode, I'm talking with Chris Shaw. Chris is Assistant Headteacher and Head of English at a Welsh-medium school in Swansea. In addition to that he is a regional advocate for https://twitter.com/LitdriveUK (@LitdriveUK) and a vocal presence on Twitter, where he tweets under the handle - https://twitter.com/athrosaesneg (Athro Saesneg. ) We discuss:  1. The best text he's ever read, taught or been taught 2. The teaching and learning initiatives he's been part of that makes him proud to do the job 3. The fact that it's a changing time for the Curriculum in Wales and what this has meant in English 4. Experiences Chris has had in attempts to improve students' home learning 5. An element of his approach or practice he would like to improve on in the coming year 6. And finally, how Key Stage 3 is structured in Chris' school and an explanation for the choices made Thanks again to Chris for sharing his time and passion for the subject and being candid about all the ways in which he's looking to improve alongside the elements of the job in which he clearly excels.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk ) 

In this episode I am speaking with Brad Philpot. Brad is an English teacher in Frankfurt but is best known for his brilliant range of textbooks and instructional courses for teaching the IBDP. Brad is someone who has worked within IB education for a long time, holding numerous roles, affording him a massive amount of experience and knowhow when it comes to English instruction and curriculum design.  We discuss: The best book he's ever read, taught or learnt whilst at school How Brad feels about the most recent changes to the DP course, and the IO or HLE in particular Why he chose to set up the most recent textbook s thematically The texts he teaches in the new course When and how the likes of Areas of Exploration, Key Concepts and Global Issues play a part in his curriculum How the Learner Portfolio been implemented in Brad's classes And finally, the element of the English A course he enjoys most and one thing he'd change if he could Brad offered up a variety of insights in this conversation that I'm already looking to implement into my own practice. This was really a refreshing blend of pragmatism and idealism around the many demands made of teachers by the IB.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk  Links:  Brad's IB education consultancy services - https://philpot.education (Philpot Education) https://www.amazon.com/Books-Brad-Philpot/s?rh=n%3A283155%2Cp_27%3ABrad%20Philpot (Brad's textbook range) https://www.amazon.com/Barefoot-Gen-Vol-Cartoon-Hiroshima/dp/0867196025 (Barefoot Gen) by Keiji Nakazawa https://www.amazon.com/Best-We-Could-Do-Illustrated/dp/1419718789/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr= (The Best We Could Do) by Thi Bui https://www.amazon.com/Belonging-German-Reckons-History-Home/dp/1476796637/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr= (Belonging) by Nora Krug https://www.amazon.com/White-Tiger-Novel-Aravind-Adiga/dp/1416562605 (The White Tiger) by Aravind Adiga https://www.amazon.com/Land-Green-Plums-Novel/dp/0312429940/ref=sr_1_1?crid=1DZNSMFO95DWM&keywords=land%20of%20green%20plums&qid=1646743717&s=books&sprefix=the%20land%20of%20green%20%2Cstripbooks-intl-ship%2C305&sr=1-1 (The Land of Green Plums) by Herta Muller

In this episode I'm speaking with https://twitter.com/teachals (Amy Staniforth). Amy is an Acting Head of Department, Assistant Principal and co-author of the amazing https://www.amazon.com/Ready-Teach-compendium-knowledge-resources/dp/1912906910 (Ready to Teach Macbeth. ) We discuss: 1. The best text Amy's ever read, taught or been taught 2. What kind of timescale and process goes into planning the books in her ‘Ready to teach…' series 3.  What made Amy and Stuart choose Macbeth and A Christmas Carol and whether the guides are written with any particular Key Stage in mind 4. How Amy approaches a significant extract of a play or novel with her students 5. One area of practice she'd like to improve on 6. The texts Amy's department covers at Key Stage 3 and why 7. And lastly, when we can expect Ready to Teach A Christmas Carol to be ready  With Twitter always ready to offer an incredibly diverse and insightful amount of reading material, I hope I managed to convey to Amy the outstanding effect that Ready to Teach Macbeth has had on my teaching and its place as an outstanding resource for English teachers around the world. I imagine that my anticipation for Ready to Teach A Christmas Carol is also shared by all those who are lucky enough to be familiar with Amy and Stuart's work and are looking forward to reading it later this year.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter https://twitter.com/chrisjordanhk (@chrisjordanhk ) Links: https://www.theguardian.com/teacher-network/teacher-blog/2013/oct/24/teaching-questions-improve-pupil-learning (Guardian article )on teacher questioning https://teacherhead.com/2018/08/24/great-teaching-the-power-of-questioning/ (Say it Again Better) strategy (halfway down the post) https://www.amazon.com/Fire-Eaters-David-Almond/dp/0375857516 (The Fire Eaters) by David Almond https://www.amazon.com/Clap-When-Land-Elizabeth-Acevedo/dp/0062882767 (Clap When You Land) by Elizabeth Acevedo