Learning science is becoming increasingly influential in education - but many conversations reduce complex ideas about teaching into overly simplified approaches. This discussion explores what learning science actually means when applied in real classrooms.

Conversations about explicit instruction, inquiry learning and evidence-based practice are often framed as competing approaches, creating the impression that effective teaching can be reduced to a single method or philosophy.

In this episode, Dr Stoo Sepp and Matt Fyfield explore what learning science actually tells us about how students learn, and why applying these ideas meaningfully in classrooms requires nuance, context and professional judgement.

Together, they discuss cognitive psychology, memory, attention and explicit instruction; the tensions surrounding current education debates; and why effective teaching often relies less on choosing one approach over another, and more on understanding when and how different strategies best support learning.

(00:00) What Learning Science Actually Means
(04:08) Why Learning Science Matters Now
(07:46) Explicit Instruction and Inquiry Learning
(12:14) What Learning Science Looks Like in Schools
(15:49) Memory, Attention and Cognitive Load
(17:43) Professional Judgement in the Classroom
(21:38) How Students Respond to Learning Science Approaches
(25:10) Translating Theory Into Practice
(31:01) Where Learning Science Gets Oversimplified
(35:00) Supporting More Flexible Teaching Approaches

Special Guests:

Dr Stoo Sepp
Senior Lecturer, School of Education and Culture
Faculty of Education, Monash University
Specialising in learning science, cognitive psychology and learning design.

Dr Matt Fyfield
Lecturer, School of Education and Culture
Faculty of Education, Monash University
Focused on translating evidence-informed teaching approaches into classroom practice.

Resources:

• Deans for Impact - The Science of Learning

If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!
You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu.

If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website.

We are grateful for the support of Monash Education in producing this podcast.

Schools are constantly introducing new ideas and initiatives - but meaningful change rarely happens through innovation alone. This conversation explores why lasting improvement is more often shaped by trust, collaboration and research-informed practice.

In busy school environments, knowing what works, how to apply research meaningfully and how to sustain change over time can be incredibly challenging for teachers and school leaders alike.

In this episode, Mark Rickinson and Lucas Johnson explore how research, leadership, trust and school culture shape the way improvement happens in schools, and why meaningful innovation isn’t simply about introducing something new - but creating change that genuinely improves teaching and learning over time.

Together, they discuss what it means to use research well in practice, the conditions that help innovation take hold, and why collaboration, relational trust and supportive leadership are often central to creating lasting change.

(00:00) What Real Innovation Looks Like in Schools
(02:20) What It Means to Use Research Well
(06:23) Starting With Problems of Practice
(08:26) Turning Research into School Practice
(12:58) Why Good Ideas Don’t Always Stick
(16:35) Trust, Collaboration and School Culture
(19:44) Leadership and Conditions for Change
(24:13) Student Voice as a Driver for Innovation
(26:58) Research Translation and Teacher Workload

Special Guests:

Professor Mark Rickinson
Faculty of Education, Monash University
Focused on how research is used to improve teaching and learning in real-world education settings.

Dr Lucas Johnson
Executive Director Research and Emerging Futures, Cornish College

Researching the conditions that enable teachers to innovate within their practice.

Resources:

• The Q Project

If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!
You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu.

If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website.

We are grateful for the support of Monash Education in producing this podcast.

Performing arts are often the first subjects reduced in schools - yet for many students, they’re where confidence, creativity, connection and engagement are built in ways other learning environments often can’t replicate.

Beyond performances and productions, subjects like drama and dance can play an important role in how students express themselves, build relationships and connect with learning more broadly.

In this episode, Michelle Ludecke and Siobhan Judge explore the changing landscape of performing arts education in schools, the challenges of sustaining these programs within an increasingly crowded curriculum and the growing pressure placed on teachers working to keep arts education visible and valued.

(00:00) Why Performing Arts Are Being Sidelined
(03:30) What the Arts Truly Offer
(06:32) Beyond Hobby Status - Parental Perceptions
(09:15) The Skills Students Gain Through Performing Arts
(13:45) Inclusion, Belonging and Student Identity
(16:06) Extracurricular Programs and Access to the Arts
(18:18) The Pressure on Performing Arts Teachers to Keep the Arts Alive
(21:08) Advocacy, Visibility and School Priorities
(27:46) What It Looks Like When Schools Truly Value the Arts
(35:18) Supporting Arts Education in Schools

Special Guests:

Dr Michelle Ludecke
Senior Lecturer, School of Learning and Teaching
Faculty of Education, Monash University
Researcher specialising in arts education, creativity and learning.

Siobhan Judge
Acting Inclusion Leader and Performing Arts/English Teacher

If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!
You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu.

If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website.

We are grateful for the support of Monash Education in producing this podcast.

Embedding Indigenous perspectives in schools isn’t just about what we teach - it’s about what educators themselves still need to understand, and why meaningful change often begins there. Beyond curriculum content, this conversation explores history, reflection, relationships and responsibility in education.

From Acknowledgement of Country to lessons on colonisation, many schools are trying to engage with this work in meaningful ways. But for teachers, questions often remain around how Indigenous perspectives should be approached in practice, and what genuine engagement actually looks like beyond a single initiative or resource.

In this episode, Jay Phillips and Jaya Blandthorn discuss the role of truth-telling, reflection, relationships and community connection in education, the discomfort that can emerge through this work, and why meaningful change often begins with educators examining their own understanding of history, teaching and identity.

(00:00) Moving Beyond Adding ‘Content’ to the Curriculum
(03:51) What We All Need to Understand First
(04:46) Navigating the Colonial Load
(07:10) Shared Histories and Lived Experience
(11:48) Truth-Telling and Moving Past the Tip of the Iceberg
(15:41) Educator Positioning and Self-Reflection
(19:54) Why History Should Be Uncomfortable
(22:38) Who Carries the Burden of Indigenous Education?
(27:47) Trauma through the Generations - Jaya's Story
(28:40) Community-Led Learning and the Parbinata Initiative
(33:25) Avoiding 'Shiny Object Syndrome' in Indigenous Education
(37:42) Personal Responsibility and the Path Forward

Special Guests:

Professor Jay Phillips
Deputy Dean of Indigenous Strategy, School of Education and Culture
Faculty of Education, Monash University
Focused on how educators engage with Indigenous perspectives in teaching and learning.

Jaya Blandthorn
Project Officer - Parbinata Initiative
Monash University
Working towards embedding Indigenous knowledge systems into school learning through community engagement.

Resources:

• Parbinata Initiative

If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!
You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu.

If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website.

We are grateful for the support of Monash Education in producing this podcast.

Not every student behaviour is defiance, disengagement, or disruption. As trauma-informed practice becomes a growing focus in education, teachers are increasingly being asked to respond to complex student needs with understanding, safety and connection.

In this episode, Emily Berger and Yihan Sun explore what trauma-informed practice actually means in schools and early childhood settings, and why the conversation is far more nuanced than simply changing the way behaviour is managed.

Together, they discuss the realities educators are facing, the challenges of responding to students in meaningful ways, and why many teachers are still trying to understand what trauma-informed practice looks like in day-to-day classrooms.

(00:00) Understanding Trauma-Informed Practice
(03:29) Looking Beyond Behaviours
(07:48) How Trauma Impacts Learning
(12:19) Understanding Trauma-Related Needs
(14:45) Fear, Safety and Student Behaviour
(20:45) The Importance of Safe and Trusted Adults
(22:18) Supporting Teachers to Do This Work Well
(24:02) What Sits Within a Teacher’s Role?
(27:44) Why Whole-School Support Matters
(33:42) Practical Advice for Educators

Special Guests:

Emily Berger
Associate Professor, School of Educational Psychology and Inclusion
Faculty of Education, Monash University
Educational and development psychologist specialising in trauma-informed practice and educator. wellbeing.

Yihan Sun
PhD Candidate, Monash University
Researching trauma-informed approaches in early childhood education settings.

Resources:

Trauma-Informed Practice:

• Australian Childhood Foundation
• Emerging Minds

Wellbeing & Mental Health Support

• Beyond Blue
• Headspace
• Lifeline Australia

If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review!
You can follow us on LinkedIn, Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast. You can DM us with any questions or ideas, or if you’re not on socials, email us at edu-alumni@monash.edu.

If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website

We are grateful for the support of Monash Education in producing this podcast.

Play is more than just fun - it’s a key driver of creativity, problem-solving and social connection in early learning. Yet as children progress through school, opportunities for play often shrink - taking with them an essential part of how students learn, reason and make sense of the world.

In this episode, early years researcher Dr Leigh Disney, and teacher and PhD Candidate Hong Chen share practical, developmentally appropriate strategies for keeping play alive across year levels. From imaginative play corners to structured problem-solving, they explore how teachers can balance curriculum demands with creativity - and why it’s so important in supporting literacy, numeracy, identity and emotional growth.

At a time when adaptability, creativity and critical thinking are increasingly vital in our rapidly changing world, play remains one of the most powerful tools teachers can use to prepare students for the future.

In this episode, you’ll learn:

• Why play-based learning supports academic and emotional growth.
• How play changes across developmental stages—and why it still matters.
• What imaginative learning looks like in real classrooms.
• Strategies for embedding play without compromising curriculum goals.
• Why play can help students build identity, agency and connection.

Topics we explore:

(00:00) Introduction to Play in Learning
(02:09) What Is Play?
(04:17) Imaginative Play in Early Childhood
(06:17) Linking Play to Learning
(09:06) Play to Support Learning from Kindergarten to School
(14:40) Conceptual Play Worlds and Problem Solving
(17:08) Collective Play and Building Connection
(19:07) Fostering Imagination in Play Over the Years
(21:45) Chaos and Problem Solving in Imaginative Play
(25:04) Imagination in Upper Primary
(26:55) Where Teachers Can Start with Play
(30:00) Balancing Curriculum and Play
(31:45) Final Thoughts on Purposeful Play

Resources:

• Conceptual PlayWorlds
  An evidence-based model developed by Professor Marilyn Fleer for embedding imagination and inquiry-based learning into early years education.
• Monash Education Course Options
  Learn more about postgraduate study options in early years and primary education.

Special Guests:

Dr Leigh Disney
Early Years Lecturer, School of Educational Psychology & Counselling
Faculty of Education, Monash University
Connect with Leigh on LinkedIn

Hong Chen
PhD Candidate & Early Childhood Teacher
Connect with Hong on LinkedIn, Instagram and X

If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.

If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website.

We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.

For many teachers, games have long been a classroom staple - but their impact goes far beyond surface-level engagement. When designed and used with intent, game-based learning can transform mathematical thinking, improve classroom dynamics, and create lasting connections to content.

In this episode, Dr James Russo shares what makes a truly effective maths game, unpacking six key principles from his research and the importance of 'games into investigations'. Primary school teacher Matt Hale brings the classroom perspective, highlighting the joy, depth and unexpected power of games that promote strategic thinking, collaborative dialogue and differentiated learning.

You’ll also hear how games like Fact or Fiction, Multiple Mysteries, and Choc Chip Cookies are sparking genuine mathematical thinking - and why the simplicity of cards, dice and paper often wins over digital solutions.

In this episode, you’ll learn:

• The difference between gamification and game-based learning - and why it matters.
• What the six principles of effective maths games are and how to apply them.
• How game mechanics support strategic thinking, reflection and investigation.
• Why low-tech games often outperform digital tools in learning and engagement.
• The role of games in assessment, student agency and classroom culture.

Topics we explore:

(00:00) Introduction to Game-Based Learning
(02:00) Game-Based Learning vs Gamification
(03:27) Games That Built Deeper Thinking
(04:33) Stickiness and Replayability
(05:51) Favourite Maths Games
(09:47) Six Principles of Effective Maths Games
(11:04) Turning Games into Investigations
(13:02) Deepening Learning by Changing Rules
(15:03) Games for Assessment
(17:12) Sneaky Learning and Student Confidence
(18:05) Managing Competition in the Classroom
(19:47) Six Key Principles Explained
(26:40) Love Maths Website and Simple Games
(27:52) Non-Digital vs. Digital Games
(31:38) New International Research into Games
(33:36) How to Start Using Games in Teaching

Resources:

• Love Maths by Michael Minas
  Free, simple maths games for use at both home and at school.
• SURF Maths
  A flexible, visual framework to support mental maths instruction. SURF helps teachers personalise strategy use, build consistency across classrooms, and strengthen students' mathematical thinking and language.
• Maths 300
  Subscription-based maths lesson library, supporting inquiry through rich tasks and games.
• Wheel of Names
  A free random selector tool that was designed for choosing winners or names.

Related research:

• Unpacking game mechanics: Five types of whole-class mathematical games
• Transforming mathematical games into investigations
• Five principles of educationally rich mathematical games

Special Guests:

Dr James Russo
Senior Lecturer, School of Curriculum, Teaching and Inclusive Education
Faculty of Education, Monash University

Matt Hale
Teacher
St Patrick’s Primary School, Mentone

If you’re enjoying Let’s Talk Teaching, don’t forget to subscribe, rate and review! You can follow us on Instagram, X and Facebook, and share your thoughts on the show by using the hashtag #letstalkteachingpodcast.

If you’re interested in hearing more about the short courses, undergraduate and postgraduate study options that Monash Education offers, please visit our website.

We are grateful for the support of Monash University’s Faculty of Education in producing this podcast.