Ross Thorburn
End of Year Special: What's The Best Way To ...

If you regularly listen to this podcast, the chances are you listen because you want to be a better teacher. But what is the best way to become a better teacher? Is it attending training? Is it being observed by your boss? Is it watching your peers teach? In a special end of year double length episode, Professor Thomas Guskey, author of Evaluating Professional Development talks to us about the best way to help teachers learn and the evidence for workshops, peer observations and what the best teachers do that the rest of us don’t.

End of Year Special: What's The Best Way To Become A Better Teacher (With Thomas Guskey)
Ross Thorburn
8th Anniversary: Changes to Teacher Training

We speak with friends and experts about teacher training and what needs to change. Our guests are David Nunan, Kathleen Bailey, Thomas Guskey, Steve Walsh, Mark Hancock, Marek Kiczkowiak, and Chris Rolland.

8th Anniversary: Changes to Teacher Training
Ross Thorburn
PPP vs Task Cycles (with Jane Willis)

Jane Willis joins us to discuss the drawbacks of PPP and the benefits and challenges of using task cycles for language lessons.

PPP vs Task Cycles (with Jane Willis)
teaching and learning
Ross Thorburn
The Downsides to Speaking (with Professor ...

Students need to speak to learn a language and the more students talk, the more they learn. Not according to Professor Stephen Krashen. For 40 years he has championed the concept that what students should be doing in class is reading (and listening), not speaking. In this episode, Stephen tells Ross some of the arguments against forcing students to speak, something which might not just be inefficient, but in some cases counterproductive.

The Downsides to Speaking (with Professor Stephen Krashen)
Ross Thorburn
Remembering More, Forgetting Less (with Lesley ...

In this episode, I  had the privilege of speaking with Professor Lesley Painter Farrell about how we can help students retain more language lessons for the long haul. During the podcast, Lesley outlines the difference between short-term learning and long-term memory. We discuss evidence-based techniques teachers can implement to optimize retention. Lesley also shares some simple but effective techniques such as recycling content across lessons, building in reflection time, avoiding cognitive overload, and using retrieval practices. Listen now to uncover how we can help our students remember more.

Remembering More, Forgetting Less (with Lesley Painter-Farrell)

motivation

Becoming Aware of Your Physical Learning Environment (with Thom Kiddle)

Becoming Aware of Your Physical Learning Environment (with Thom Kiddle)

Thom Kiddle from NILE joins me to talk about physical learning environments and the impact they can have on learning. As teachers, we spend so much time thinking about learning activities, materials and methods, but what if our students aren’t learning because they aren’t getting enough light or oxygen?

Motivation vs. Progress (with Matt Courtois)

Motivation vs. Progress (with Matt Courtois)

Matt Courtois and I discuss the dilemma of pushing students further and keeping students motivated. How important is motivation compared with progress? What do we do that might accidentally demotivate students? And how can we help students make progress and keep them motivated at the same time?

Episode 75! What's The Best Way to Learn a Language (With Dave Weller)

Episode 75! What's The Best Way to Learn a Language (With Dave Weller)

For our 75th episode, we discuss a question which is both very simple and highly complex: What’s the best way to learn a language? We challenged each other to fit everything we could about language learning onto a single page of A4 paper, then compare our notes in a marathon 60-minute discussion. For maximum effect, prepare your own notes on “What’s the Best Way to Learn a Language” before you listen.

Podcast: What Motivates Teachers?

Podcast: What Motivates Teachers?

In mainstream education, half of all teachers leave the teaching profession within five years of joining. If teachers are the most important factor in helping students learn it’s essential we figure out what managers, schools and teachers themselves can do to solve this problem.