Chalk Dust

SummaryIn this episode of Chalk Dust, Dr Nathaniel Swain and Rebecca Birch are joined by John Hollingsworth, co-founder of DataWorks Educational Research and co-author of Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson. Known widely as the “Purple Book,” his work has shaped how teachers worldwide think about whole-class explicit teaching.Together, the team analyse classroom footage from maths, English, and science lessons, reflecting on how expert teachers use strategies such as “I’ll come back to you,” gestures, non-volunteer questioning, and sentence frames. John unpacks what effective checking for understanding looks like, why aiming for “80% whole-class success then corrective feedback” leads to 100% mastery, and how explicit instruction is far from “chalk and talk.”Themes include the role of choral response in normalising mistakes, how gestures and props strengthen memory, why teachers must “work the page” rather than read slides verbatim, and the motivational power of explaining lesson importance. John shares coaching insights from working in over 25,000 classrooms, emphasising structured processing time, randomisation, and pre-planned sentence stems.Mentioned resources and explainersExplicit Direct Instruction (EDI), the Purple BookHollingsworth and Ybarra’s foundational text on well-crafted lessons and whole-class explicit teaching.Gestures and kinesthetic strategiesNot to be confused with learning styles or VAK! Gestures are most powerful when they clearly align with meaning, such as iconic or representational movements rather than random hand-waving. Learning is supported both when students produce gestures themselves and when they observe them from teachers or peers. The benefits are particularly strong with complex or abstract material, or when students have weaker verbal memory. Gestures also help by offloading some of the cognitive load, giving learners a visual or embodied way to grasp relationships that would otherwise be carried verbally. Sentence frames and academic languageJohn’s recommendation is that teachers pre-write frames with academic vocabulary to ensure students orally rehearse complete, formal responses.Motivation and rationaleThe importance of telling students why they are learning something, linking lesson content to careers, tests, or future applications.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Explicit instruction is not “chalk and talk” but highly interactive, with student responses every 20–30 seconds* Randomisation of questioning prevents teachers from being misled by only hearing from the same few students* Gestures and props strengthen memory, even in secondary classrooms* Checking for understanding should move beyond surface answers, supported by sentence stems and academic vocabulary* Explaining lesson importance supports motivation and autonomy, linking learning to tests, careers, and real-world use* Structured processing time—pair-share, justification, complete sentences—is essential for real learningKeywordsexplicit teaching, John Hollingsworth, Rebecca Birch, Nathaniel Swain, Chalk Dust podcast, Explicit Direct Instruction, Purple Book, checking for understanding, non-volunteer questioning, I’ll come back to you, whiteboards, sentence frames, academic language, gestures, props, motivation, rationale, structured processing time, pair-share, classroom coaching, work the page, adaptive teaching This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain are joined by Dr Carl Hendrick, Professor of Education at Academica University of Applied Sciences and co-author of How Learning Happens and How Teaching Happens. Together, the team explore real classroom footage from Australian classrooms, reflecting on how teachers respond when learning doesn’t go exactly to plan.They analyse three lessons: Jeanette Breen’s Year 3 class tackling sentence kernels, Troy from Sophia College guiding students through sentence fragments in a secondary context, and Mark De Bruin from Cranbrook using a “Do Now” and visualiser work to develop literacy. Across these examples, Carl, Rebecca and Nathaniel highlight what expert teachers do when slides contain errors, students answer unexpectedly, or early practice shows misconceptions.Themes include how to pivot in real-time, why checking for understanding is more than asking “are we good?”, and how to create psychological safety so imperfect student work can be used as a springboard for improvement. They also discuss the role of cultural knowledge in English, why retrieval practice can fail if poorly executed, and how responsive teaching underpins explicit instruction.Carl reflects on the “illusions of learning” that shaped his forthcoming book, co-written with Paul Kirschner, and explains why engagement, apparent fluency, or polished lessons are not always indicators of genuine understanding.Mentioned resources and explainersHow Learning Happens / How Teaching HappensCarl’s earlier books with Paul Kirschner distilling core findings from cognitive psychology for teachers.The Writing Revolution (TWR)Referenced in Jeanette’s lesson, this approach uses sentence kernels to build syntactic and compositional fluency. Contact Ballarat Clarendon College for opportunities to complete this training at a time convenient for Australian participants. Retrieval PracticeCarl and Nathaniel note how surface-level “Do Nows” can fail unless they actually prompt students to connect prior knowledge. Christine Counsell’s writing on history teaching is mentioned as a model.Pedagogical Content Knowledge (PCK)Lee Shulman’s concept, invoked when Troy pivots his grammar explanation, illustrating how teachers need multiple representations of knowledge, not just content expertise.“Illusions of Learning” (forthcoming book)Carl previews his new book with Paul Kirschner and Jim Hill, addressing why engagement, confidence or “busyness” can mislead teachers about true learning. You can pre-order here. Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Responsive teaching means pivoting when materials or answers don’t align with expectations.* Checking for understanding requires variety—listening, thinking, and retrieval are not the same.* Student work, even if imperfect, is a powerful lever for whole-class improvement.* Retrieval practice only works if students genuinely recall prior knowledge, not just copy prompts.* Cultural and content knowledge are prerequisites for deeper learning, particularly in English.* Explicit teaching is not only “telling,” it’s breaking down steps, modelling improvement, and making excellence visible.* Great lessons are built on earlier culture-setting and routines, not just what happens in the room that day.Keywordsexplicit teaching, Carl Hendrick, Rebecca Birch, Nathaniel Swain, Chalk Dust podcast, sentence kernels, The Writing Revolution, retrieval practice, do now, visualiser, student work, responsive teaching, adaptive teaching, pedagogical content knowledge, illusions of learning, guided practice, explicit instruction, classroom culture, checking for understanding This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by instructional coach, author, and classroom management expert Dr Mark Dowley. Together, they step inside classrooms across Australia to see how great teachers start their lessons, from Year 9 maths to a Northern Territory prep class of fifty students.They unpack the anatomy of an effective entry routine, from greeting students at the door to getting pens moving in under a minute. Along the way, they show how routines set the tone for behaviour, protect learning minutes, and build a positive culture from day one, even with classes you’ve just inherited.The discussion covers how to reset routines when standards slip, why “do it again” is more about warmth than discipline, and how to make praise genuine rather than controlling. They explore similarities across contexts, from high-SES boys’ schools to mixed-age classrooms, looking at how to balance whole-school consistency with teacher autonomy.You’ll see how small tweaks, like reducing “friction” in transitions or controlling the pace of entry, help students get started calmly and confidently. Whether you teach early years or senior secondary, this episode shows why high expectations and consistent routines work for every age group.Mentioned resources and explainersThe Classroom Management Handbook Mark’s Amazon-bestselling guide to building culture, belonging, and behaviour in schools.Positive Narration Describing desired behaviour in the moment to set norms and build buy-in without over-praising. Here’s an explainer from Teach Like a Champ.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* A tight start makes the whole lesson easier to manage.* “Do it again” works best when delivered warmly, not punitively.* Positive narration should feel authentic, not robotic.* High expectations and routines work for all ages; the principles don’t change.* Reduce friction by having everything students need ready to go.* Consistency across year levels smooths transitions, especially 6 to 7.* Small moments, like greeting at the door, set the tone for the whole lesson.* Teacher autonomy matters, but shared principles ensure every class starts strong.Keywordsclassroom management, entry routines, Mark Dowley, explicit teaching, positive narration, do it again, reducing friction, routines, behaviour expectations, checks for understanding, teacher autonomy, whole-school consistency, lesson starts, participation routines, K–12 transitions, instructional coaching, formative assessment, motivation, culture building This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by instructional coach and Knowledge for Teachers podcast host Brendan Lee. Together, they step inside a Year 3/4 classroom at Morwell Central Primary School, where Brendan delivers a real-time maths lesson on the commutative property of multiplication.They unpack the anatomy of a high-impact lesson, covering how mistake analysis can build reasoning, why mini whiteboard routines make or break lesson flow, and how classroom culture can be shaped in real time, even with a class you've never met. They explore the role of motivation, including how framing content as a “cheat code” gives students a reason to care, and why explicitly teaching mathematical vocabulary supports fluency and retention. Brendan explains how and when to fade scaffolds, the value of concrete–pictorial–abstract progressions, and how this links to dual coding and cognitive load theory. The episode also teases apart the subtle differences between checks for listening, understanding, and thinking, and offers practical strategies for maximising participation and feedback without overcomplicating the lesson. Whether you’re a primary or secondary teacher, maths specialist or not, this episode highlights just how responsive, structured teaching can lift engagement and understanding.Mentioned resources and explainersOchre EducationBrendan is a board member at Ochre, which provides free, evidence-informed teaching resources, including primary Mathematics, for Australian classrooms.The Knowledge for Teachers podcastHosted by Brendan Lee, this show features deep-dive conversations with leading educators.Concrete–Pictorial–Abstract (CPA) FrameworkA core maths instructional sequence. Brendan explains how his dot arrays and number lines support cognitive development by moving students gradually toward symbolic understanding.Fading ScaffoldsAlso called the guidance fading effect. Brendan shows how support is gradually withdrawn during guided practice so students experience successful independence.Checks for ListeningUsed to keep students focused and accountable, especially during teacher modelling. Brendan uses multiple checks to ensure students stay engaged during new learning. You can learn more from Craig Barton here.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Clear routines build student confidence and help new teachers take control quickly.* Mini whiteboards are powerful, but only with tight behavioural expectations.* Mistake/error analysis is a gateway to mathematical reasoning.* Varying example formats increases transfer and reduces rote pattern-matching.* Even in a scripted model, responsiveness matters—especially in guided practice.* Motivation is built when students see the value in what they’re learning.* Vocabulary in maths should be taught explicitly—just like in English.* The best learning often happens in the “we do” phase, not the “I do” or “you do”.Keywordsprimary maths, Brendan Lee, explicit teaching, guided practice, mini whiteboards, commutative property, mistake analysis, worked examples, teacher routines, classroom management, CPA framework, dual coding, cognitive load, instructional coaching, adaptive teaching, formative assessment, motivation, vocabulary in maths, checks for listening, effective modelling This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain explore effective teaching practices in secondary education, focusing on engagement strategies; the importance of chess for listening and thinking; and the application of self-determination theory. They discuss the significance of structured lesson plans, guided note-taking, and fostering student participation. The conversation emphasises the need for flexibility in lesson structure and the value of collaborative planning in enhancing student learning. In this conversation, Nathaniel and Rebecca discuss various teaching strategies, focusing on the importance of checks for listening (CFLs), checks for understanding (CFUs), and checks for thinking (CFTs) and how they enhance lesson quality. They explore the application of knowledge in real-world contexts, the significance of critical thinking, and the link between instruction and student engagement. The hosts also address the importance of creating a safe environment for student participation and the dynamics of teacher presence in the classroom. The conversation concludes with insights on effective pair shares and the rationale behind cold calling students to foster engagement and learning.Mentioned resources and explainersAERO (Australian Education Research Organisation)The Australian Education Research Organisation supports schools and teachers by providing evidence-based resources, video libraries, and research to improve teaching practice. Melissa’s lesson comes from their publicly available classroom video collection.Explicit Direct Instruction (EDI) EDI, developed by John Hollingsworth and Silvia Ybarra, is a structured, teacher-led instructional model. It includes clear learning intentions, worked examples, guided practice, and frequent checks for understanding. Rebecca and Nathaniel highlight how Melissa’s lesson uses EDI principles like modelling, providing a rationale, scaffolding, and high student response rates.TAPPLE Framework A core routine within EDI for checking understanding. Teachers present information (Teach), ask a question (Ask), pause to allow thinking (Pause), select a student (Pick), listen to the response (Listen), and provide immediate feedback or clarification (Effective Feedback). More here.Self-Determination Theory (SDT) A framework for understanding motivation developed by Deci and Ryan. It identifies autonomy, competence, and relatedness as basic psychological needs. Rebecca explains how providing a rationale for learning supports students’ sense of autonomy, increasing motivation and engagement. More here.Cold Call A technique where the teacher calls on any student to answer, ensuring all students are accountable for learning. Nathaniel explains how Melissa uses cold call after pair shares to maximise participation while keeping psychological safety high. See here for an article on how to even supports voluntary participation.Checks for Understanding (CFU) Frequent, intentional questions that allow teachers to gauge student understanding in real time and make adjustments. Nathaniel and Rebecca outline how Melissa uses multiple forms of CFU: checks for listening, checks for understanding, and checks for thinking.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Engagement strategies are crucial for effective teaching.* Learning intentions should be clearly communicated to students.* Self-determination theory highlights the importance of autonomy and competence.* Lesson structures can vary but should include core principles.* Guided note-taking helps students organise their thoughts.* Encouraging student participation enhances learning outcomes.* Incorporating checks for understanding improves lesson quality.* Real-world applications enhance student engagement and learning.* Critical thinking can be prompted through effective questioning.* Maintaining energy and structure keeps students focused.* Collaborative planning can ease teacher workload.* Immediate feedback allows for real-time adjustments in teaching.* Creating a safe environment encourages student participation.* Cold calling can be an effective strategy for engagement.Keywordseffective teaching, secondary education, student engagement, learning intentions, self-determination theory, lesson structure, guided note-taking, student participation, classroom strategies, collaboration, education, teaching strategies, checks for understanding, critical thinking, student engagement, lesson planning, classroom dynamics, teacher presence, collaborative teaching, immediate feedback This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this conversation, Manisha Gazula, principal of Marsden Road Public School, analyses examples from her classrooms. Together with Rebecca Birch and Nathaniel Swain, the team discuss the unique challenges and strategies of her school, which serves a diverse and transient student population. Manisha emphasises the importance of phonics and structured teaching methods for literacy development, highlighting the school's commitment to consistency and teacher coaching. The discussion also addresses common misconceptions about phonics and the significance of meaning-making in literacy instruction. In this conversation, Manisha and Nathaniel discuss various aspects of phonics education, emphasising the importance of decoding, meaning, adaptiveness, and pacing in teaching strategies. They explore how effective teaching requires a deep understanding of content and pedagogy, and the need for teachers to be appropriately resourced to teach early reading using expert-created materials.Mentioned resources and explainersExplicit Direct Instruction (EDI) Overview of Explicit Direct Instruction developed by John Hollingsworth and Silvia Ybarra. EDI provides a structured, teacher-led model that prioritises clear learning intentions, modelling, guided practice, and ongoing checks for understanding. Manisha refers to consistent routines across K–6 and the importance of teacher clarity and fidelity to well-sequenced lessons—key aspects of EDI. The TAPPLE framework (Teach-Ask-Pause-Pick-Listen-Effective feedback) is aligned with what’s observed in Marsden Road classrooms.The Five Pillars of ReadingPhonics, Phonemic Awareness, Fluency, Vocabulary, Comprehension form the essential components of reading instruction. Manisha outlines how phonics at Marsden Road is integrated with vocabulary building and morphology, especially through the morning routine and use of decodables. This comprehensive approach ensures students develop both decoding and meaning-making skills.Science of Reading (SoR)Science of Reading overview explains the cognitive science behind effective reading instruction. Manisha describes how the school has embraced SoR principles since 2016, embedding phonics, scope and sequence, and teacher coaching. The distinction between decoding and comprehension is unpacked through classroom footage.Decodable TextsDecodable readers are texts written to match the sequence of phonics instruction, allowing students to practise decoding with real meaning. Marsden Road has moved away from PM Benchmarking in early years, favouring decodables to reinforce phonics and build reading confidence.Gradual Release of Responsibility (I Do, We Do, You Do)Model of instruction where responsibility shifts from teacher to student over time. The featured teachers move fluidly between modelling, choral practice, targeted questioning, and independent application—a clear application of this model.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreTakeaways* Marsden Road Public School serves a diverse, low SES student population.* 90% of students come from a language background other than English.* Phonics is essential for literacy and forms the basis of all learning.* Teaching strategies include explicit instruction and daily phonics teaching.* Classroom routines are crucial for maintaining focus and engagement.* Teachers receive ongoing training and support in phonics instruction.* Decodable books are used to enhance understanding and meaning-making.* The school has seen significant improvements in student literacy outcomes.* Consistency in teaching methods is key to student success.* Misconceptions about phonics often overlook its complexity and importance.* Adaptive teaching is key in teaching to cater to diverse student needs.* Maintaining an appropriate pace in lessons keeps students engaged.* Teachers must understand content and pedagogy to adapt their teaching effectively.* Low variance lessons can help increase quality in teaching practices.* Teachers' personalities and styles shape their teaching.* Effective teaching requires ongoing training and support for educators.* High-quality and low variance resources enhance instructional practices.KeywordsMarsden Road Public School, literacy development, phonics, teaching strategies, refugee students, classroom routines, teacher training, early education, decoding, meaning making, phonics, differentiation, teaching strategies, classroom management, literacy education, pacing, teacher training, student engagement, content delivery, educational progress This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

SummaryIn this episode of the Chalk Dust podcast, Nathaniel Swain and Rebecca Birch visit the classroom of Queensland primary school teacher, Rebecca Sloots, the first teacher to be featured on the Teach Like a Champion practice archive. By exploring checking for understanding (CfU) and checking for quality (CfQ), the hosts unpack effective teaching practices, focusing on explicit instruction, CFU techniques, and the importance of peer feedback. They explore how generative learning fosters deeper student engagement and discuss the unique challenges of applying explicit teaching strategies in humanities education. The conversation emphasises the need for responsive teaching and the value of questioning strategies that encourage multiple interpretations. The importance of addressing misconceptions is discussed, as well as fostering a culture of improvement, and the role of formative assessment in enhancing learning. The commentary points to the need for teachers to adapt their practices, embrace imperfection in the classroom, and set professional growth goals based on observed classroom dynamics.Mentioned resources and explainersTeach Like a Champion – Official site for Doug Lemov’s Teach Like a Champion techniques. It provides an overview of this framework of effective teaching practices – a set of techniques and a shared vocabulary that help teachers achieve dramatic results in the classroom.Reading Reconsidered – Information on Reading Reconsidered, a practical guide to rigorous literacy instruction by Doug Lemov and colleagues. This resource offers clear, actionable strategies to help all teachers strengthen students’ reading skills – from tackling more complex texts and close reading, to building vocabulary and reading stamina – so that students become confident, independent readers. A variation on Beck and McKeown’s Questioning the Author reading comprehension and interpretation strategy is scaffolded for teachers in this book.Explicit Direct Instruction (EDI) – Hollingsworth & Ybarra – Overview of the Explicit Direct Instruction teaching approach developed by John Hollingsworth and Silvia Ybarra. EDI is a highly structured, step-by-step method for delivering well-designed lessons, emphasising clear objectives, teacher modeling, guided practice, and continual checking for understanding to maximise student success. TAPPLE is a check for understanding protocol that is mentioned.Generative Learning – Explainer on generative learning theory, which encourages students to actively generate information and make connections between new material and their existing knowledge. It describes how strategies like summarising, teaching others, or drawing concept maps help learners engage deeply with content and create more durable understanding.Questioning the Author – Here is a recent post from Nathaniel on this very useful instructional approach for generating quality discussions about text. Devised by Margaret McKeown and colleagues, Questioning the Author involves asking initially broad and open-ended queries about what has been read, followed by more specific questioning to dive deeper into the author’s intentions.Checking for Understanding – Article on why teachers should continuously verify students’ understanding during lessons and how to do it effectively. It outlines techniques for real-time formative assessment – for example, probing questions (beyond yes/no), sampling multiple students’ responses, and using cold calling – so that instruction can be adjusted based on what students have or haven’t grasped.Cold Calling – Guide to the cold call technique, as popularised by Doug Lemov. This strategy involves the teacher calling on students unpredictably (rather than only volunteers) to answer questions. The article explains how cold calling keeps everyone attentive and accountable, normalises active participation from all pupils, and creates a more inclusive classroom where each student is expected to think and respond.Listen or view, and support our work📨 Substack — sign up🍏🎧 Apple Podcasts — like, review and follow🎵💚 Spotify — follow and rate📺🔔 YouTube — subscribe and like✍️ Rebecca’s Substack — read more✍️ Nathaniel’s Substack — read moreThanks for listening to Chalk Dust! Share this with a colleague!Takeaways* Teaching is both a science and an art.* Effective teaching requires analysing classroom practices.* Check for understanding techniques are essential for student learning.* Peer feedback enhances student engagement and accountability.* Generative learning allows students to create multiple responses.* Explicit teaching can alleviate workload, but has its limits.* Dialogic conversations are necessary for deeper understanding.* Questioning the author promotes multiple interpretations.* Responsive teaching can coexist with explicit instruction.* Openness to a range of correct answers is crucial.* Teachers should address misconceptions directly to enhance learning.* Creating a culture of improvement helps students feel safe to make mistakes.* Perfectionism in students can hinder their learning process.* Check for understanding (CFU) should be integrated into lessons.* Teachers need to be responsive to student needs during instruction.* Feedback should include positive reinforcement alongside areas for improvement.* Decluttering routines can lead to more effective teaching practices.* Setting specific goals for professional growth can enhance teaching effectiveness.* Engaging students in peer feedback fosters a collaborative learning environment.Thanks for listening to Chalk Dust! Share this with a colleague!Keywordseducation, teaching, classroom instruction, explicit teaching, peer feedback, generative learning, check for understanding, humanities education, teacher strategies, Chalk Dust podcast, education, teaching strategies, classroom management, student engagement, formative assessment, explicit instruction, teacher development, learning culture, feedback, instructional practices This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media

Dr Nathaniel Swain and Rebecca Birch are teaming up for a new podcast series where we break down real classroom footage to uncover what makes great teaching great. Each episode, we pause the play, slow things down, and analyse the moves teachers make—connecting them to the research on how students learn best.✨ Teaching is both an art and a science, and this podcast lives right at that intersection.🎧👀 When we launch in a few weeks’ time, you’ll be able to listen to the audio version (with audio from real classroom clips) or watch the full video to catch every visual detail.Our first teaser video is out now, featuring a sneak peek of an upcoming episode with powerhouse Principal Manisha Gazula from Marsden Road Public.Sign up to the Chalk Dust Substack to get notified the moment it's released—and don’t forget to share it with all the educators in your circle. 👇🎧Find Chalk Dust wherever you like to listen to podcasts.✨Apple PodcastsSpotifyYouTube This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit chalkdust.media