Has something in this episode resonated with you? Get in touch! In this episode of the Structured Literacy podcast, Jocelyn explores why traditional professional learning fails to improve student outcomes, drawing on research from Joyce and Showers to demonstrate that effective teacher knowledge building requires more than one-off workshops or program implementation. She explains how knowledge exists on a continuum from tacit/implicit (what we know but can't explain) through explicit and practical to theoretical knowledge, emphasising that transformation between these types requires high-quality collaboration, supportive leadership, professional guidance, and coaching rather than simply "plopping" new techniques into classrooms without understanding when and why to use them. Drawing on a 2022 study by Li and Sang reviewing 36 research papers, Jocelyn argues for a "slow-learning movement" that focuses on practices and principles of instruction rather than programs alone, advocating for sustained coaching that helps teachers integrate new learning with existing practice through testing, evaluation, and gradual transfer to achieve genuine student outcomes. Are your students good readers, but poor spellers? If so, you are not alone. Spelling Success in Action addresses phonics, orthography, and morphology to give students a well-rounded understanding of how our language system works. Find out how you can help your students move beyond guessing and memorisation at https://www.jocelynseamereducation.com/spelling2 Quick LinksJocelyn Seamer Education HomepageThe Resource RoomYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

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