The Brain Science Behind Better Writing Instruction

Welcome back to Part Two of my S5E24  @schoolutionspodcast conversation with Melanie Meehan and Maggie Beattie Roberts, where we explore how understanding the brain's role can inform "how to write" instruction. This discussion makes practical connections between neuroscience and effective teaching strategies, ensuring educators can apply cognitive science principles to foster better writers. This is all about actionable education insights for every classroom.

And this isn't just theory. Maggie and Melanie break down the minute moves that unlock possibilities, the progression charts that guide your next teaching step, and how explaining brain science to students transforms their relationship with writing.

Discover why you can do transformative work in just a few minutes, how to make writing equitable for all learners, and what to do with that writer slumped over their desk, gripping a pencil in their fist. Most importantly: Writing is thinking. At this critical juncture, with AI offering to do that cognitive work for our students, we cannot let go of teaching this essential skill.

What You'll Learn:
✅ How to navigate a research-heavy book when you're overwhelmed
✅ The "minute moves" that create a big impact in just minutes
✅ Why explaining brain science to students changes everything
✅ How one seventh grader went from writing-averse to engaged
✅ Making writing accessible and equitable for all learners
✅ Practical strategies for any curriculum or writing program

💫Check out Part One

📚 Pre-order Foundational Skills for Writing now—releases February 24th!🎯 Start with the chapter that speaks to YOUR most puzzling writer.

Chapters
0:00 - Introduction: Making Research Practical
1:00 - Welcome Back: From Theory to Practice
2:00 - Addressing the "This Sounds Dense" Concern
4:00 - How to Navigate the Book's Architecture
6:00 - Using Foundational Skills with Any Curriculum
7:00 - The Bigger Vision: Equity and Access
9:00 - Speaking Brain Language with Students
10:00 - The Seventh Grader Who Became a Braver Writer
13:00 - Minute Moves: Big Impact in Small Time
15:00 - Writing is Thinking: The AI Imperative
16:00 - Final Thoughts and Pre-Order Information
17:00 - Next Week: Dr. Courtney Bishop on Neurodivergence
18:00 - Closing and Subscribe

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📧 Connect: schoolutionspodcast@gmail.com
🎵 Music: Benjamin Wahl

Don't forget to🔔SUBSCRIBE for more teaching tips, and 💬SHARE with fellow educators!

Next Week: Dr. Courtney Bishop takes us deeper into the brain with her journey as a neurodivergent mom and educator. She'll reveal why traditional behavior management fails our kids and how her conscious coaching framework helps adults pause, shift their narratives, and create genuine connection—because here's the truth: children can't reach their learning brain until we regulate our own. 

When coaches, teachers, administrators, and families work hand in hand, it fosters a school atmosphere where everyone is inspired and every student is fully engaged in their learning journey.

Transcript

Olivia: [00:00:00] Welcome back to Schoolutions Podcast. If you haven't listened to part one of my conversation with Melanie Meehan and Maggie Beattie Roberts, pause this episode. It's right below this. Listen and then come back. I'm hoping Part one convinced you that writing is complex brain work. It involves eight regions we've barely acknowledged of our brains. Part two is where Maggie and Melanie make it practical. How can we use a research-heavy book when we're already overwhelmed? What does it look like to teach foundational skills in actual minutes, and why does explaining brain science to a seventh grader change everything about his relationship with writing? Let's get practical. Here's part two of my conversation with Melanie Meehan and Maggie Beattie Roberts.

This is Schoolutions Teaching Strategies, the podcast that extends [00:01:00] education beyond the classroom. A show that isn't just theory, but practical try-it-tomorrow approaches for educators and caregivers to ensure every student finds their spark and receives the support they need to thrive. 

I am Olivia Wahl, and I'm so happy to be back with Melanie and Maggie for Part two of our conversation, highlighting their book, Foundational Skills for Writing: A Brain-Based Guide to Strengthen Executive Functions, Language, and other Cornerstones for Writing.

Listeners, if you have not listened to Part one of our conversation, pause this episode, go back and listen. It gives the origin story, uh, breaks down a couple of different aspects of the book for you. It gives favorite chapters and a lightning round that is not to be missed. And then come back because part two, we are getting practical.

Melanie and Maggie, welcome back. [00:02:00] Um, I would love to start off part two by acknowledging, this book feels and sounds dense. It is filled with so much brilliant research. Teachers are overwhelmed. Why do we need to read this book and how can it not just become another thing on our plates? 

Maggie: That’s a great question. Um, I think I'd start by saying yes, it is, uh, very research-informed. Uh, it, uh, covers a lot of different aspects of writing and writing instruction. Um, but I, I feel that Melanie and I really took on the role of, uh, of synthesizer. You know, I give myself as like the ultimate synthesizer in this book, where you might get to a page in a chapter that says, you know, give me three paragraphs [00:03:00] on why learning how to spell improves learning how to read. Right? 

And it has tons of research, uh, but it is synthesized into those kind of more bite-sized chunks, uh, for busy readers. And I think that is a, um that was a real compass that I know that we held up for each other as we were knee-deep, shoulder-deep in research, which is what's our job again, our job is to really synthesize this for the busy classroom teacher and give them the most salient points to know. Um, and so, um, although the book has many pages, the sections are divided as such that they can be easily metabolized on a busy schedule. 

Olivia: Yeah, well said. I would say too, I think it's [00:04:00] important for you to break down how listeners can use the book, and so thank you for being the master synthesizers you are then, you know, we spoke about two different sections, but I'd love for you, Mel, if you're willing to break down the overall architecture, the way it's designed and how we can best navigate it. 

Melanie: Um, you know that, that's a big question. It every chapter addresses a skill, if you will. Maggie gave a kind of a, an overview in the first part of we have language skills, transcription skills, the executive functioning. Um, so it's, it, it has that kind of an organization structure, but within each chapter, there's a format where we highlight a student and reference that student throughout the chapter. I, I always think it's good to keep a kid in mind when you're [00:05:00] reading anything.

Um, and we go through the research. We, we go through the brain. We have the progression, but we also have sections that we called Leveraging Literacy and Minute Moves toward the end. So those are the practices that are really the practical go-to strategies that teachers can use to kind of like it. It would no matter what writing program they're using or what curriculum they're thinking about those strategies are designed to work in classrooms with, uh, whatever time and minutes are available. 

So I think that's where it, it, it really is a user-friendly guide and we really did start many of our conversations with, okay, like I don't, I don't get this. How can we make it clearer so that whoever picks it up with whatever problem and kid in mind can find what is gonna help.

Olivia: You also just spoke to [00:06:00] many teachers are being required to use a boxed curricula option right now, and I am making it a mission of this podcast to remind us as teachers, we still have to be responsive to our children. If you are following a day-to-day, uh, curricula option, you still need to ask yourself, what do the children that I have in my classroom need?

What do most need? What do some need? What is my one-on-one conferring going to look like? This book helps you really individualize and meet the needs of children one-on-one and in small groups, and it also offers those skills that could be supplemental because they're, they're bigger brush strokes. I feel like a lot of the curricula options are, are having children do more prompt-based writing.

And this goes back to writing process. And the writing process is messy. And so you're [00:07:00] bringing something back to the forefront that I fear, going back to your origin story, is not on people's radar as much as it should be. So I'm so grateful for that. Um, and then beyond mechanics, beyond skills, what's the bigger vision here? Because what would, what would tell us that foundational skills are being done right in classrooms? 

Maggie: That's a great question. Um, yeah 'cause I'm imagining right, that I am, uh, uh, you know, teaching, you know, reading and writing, and I have my curriculum on one side of my desk, and the writing curriculum is potentially asking kids to answer this prompt or work on this exercise. Uh, but you might be looking at your classroom of writers and, um, some writers are holding, uh, their pencil in their fist or some writers are kind of [00:08:00] slumped over their desk and there are these foundational skills that we can both teach into and rehabilitate for kids that they can then access the writing curriculum at hand.

Olivia: Yeah. 

Maggie: Um, I think that same, uh, uh, dance between writing curriculum and this book. Also works for the bigger picture, what I would argue is the grander vision, uh, for young writers, which is that they can engage in a writing process, uh, uh, that then produces a composition that they feel successful in, and confident in and proud in.

And then again, the strategies and the Minute Moves in this book that Melanie and I wrote will again help strengthen their core foundations to be able to access the writing process. [00:09:00] So I see the bigger picture of this book as a way to make writing equitable and accessible to lots of different kinds of writers, no matter how their bodies or their brains are structured.

Olivia: Yeah, that beautifully said. And I would say, you know, Melanie, thinking of your work at the clinic as well, and, and within schools for many, many years, children need to feel like their teachers know them deeply. And the way that you both break down how brains work, how we process, what is happening inside when we're writing. I guess the question I'm wondering is do you ever feel like you could use the language from the book in a modified way perhaps, but use it with children to help them understand how their brains are working? 

Melanie: I was just gonna give you an example [00:10:00] of that 'cause that.

Olivia: Really?

Melanie: Yeah, no, I, I was, I was just, I was thinking about, um, a seventh grader that I'd been working with and you know, I think that one of the things about this book is an we went back and forth with who we're directing it to, like, is it an elementary resource? Is it higher? What I have found working with this, this writer who, again – a seventh grader history of not feeling very successful as a writer is one of those kids who really doesn't spell well and reacts to every little wiggle that happens on the screen as he's writing and just is like, I didn't spell it well again.

Um, but what has been really, really nice is for me to use our spelling chapter and the strategies and the protocols for teaching spelling with him. Explain why I am [00:11:00] doing it, and show him the brain diagram and explain to him exactly what's happening in the brain. What would probably be lit up by an MRI, if he was being looked at by one, and how he can really talk to his brain to make sure that the, the way that he's trying to learn to spell the words and the patterns that he's using and the morphology that I'm teaching him, giving him that language and helping him understand kind of the meta cognition of spelling. Has been a game changer for him. And he's become a braver writer and he's become a more confident writer. And he gives my, re my, each session I ask for ratings. I'm like, alright, engagement level, uh, learning level. And, and my numbers are pretty consistently high with him, which has been mind blowing to his mom because his relationship with writing has been so [00:12:00] complicated. 

Olivia: Well, you trust him. I, I feel like kids know when we believe that they can do something and then they, if they don't believe in themselves, they start to believe in themselves when we believe in them first. But also it takes an immense amount of trust to unlock and share with children what we believe about them as learners. 

Um, and I remember I saw a reel a while back, and it was a student saying, I don't need all the praise. Like, I think we all need praise. I don't want all of your sugar coating. I don't need the compliment sandwich. I want you to tell me what I need to do next as a literate being, and I want you to trust me enough that I can handle that feedback and put it into action. So where I'm going with this is I think your book also empowers teachers in those one-on-one conversations to have very clear next steps [00:13:00] for each writer. And just really individualize that experience. Um, so just, well done both of you. Um, parting words for Part two, what do you want for someone listening to this conversation to take away? How do you want them to feel? What do you want them to be thinking about? 

Maggie: I think what I would love teachers to, to feel like they can walk away with is that you can do a lot in a few minutes. When we're thinking about either teaching, reinforcing or practicing foundational skills, it only takes a few minutes for, let's say a timed transcription. Uh, it takes, uh, even less time for some physical handwriting, warmups. Uh, it is a perfect opener to a class to put two simple sentences on [00:14:00] the board and ask kids what are the different ways we can combine them to create, uh, different kinds of sentences. And so what I think that, I think that is something to come back to when writing feels big and amorphous and a little bit of, uh monolith to tackle in the classroom is that you can do a lot in a few minutes that's very powerful and can really unlock possibilities for kids. 

Olivia: Well said. Mel, how about you?

Melanie: You know, I, again, it's kind of like the chapter question. I have so many different parting messages that I wanna just say. I, I think one thing we didn't talk about and I really wanna just underline it and highlight and underscore is the importance of writing in children's lives. And writing is such a gateway for [00:15:00] learning to read, but also learning to think.

Olivia: Mm-hmm. 

Melanie: And we are at kind of a critical juncture of AI coming in and offering to do that work for kids and for adults. And we really - I don't wanna see AI take over the, the thinking that writing offers and, and the new ideas that can be gained by writing. So I think it's just such an important skill for kids to learn how to do. And, you know, that underlines the, the critical of Maggie's key word. 

Olivia: Right. 

Melanie: But I also wanna just remind of the complexity of it all. Um, and I, and I think those all encompass kind of the imperative that we have to be strong writing teachers. 

Olivia: Well, I can't thank [00:16:00] both of you enough because I know your schedules are very packed and to give me the privilege and offer listeners of this podcast a privilege of hearing from you both why this book matters so much right now, and I know people will be very excited to have it in their hands and annotate. And I can picture your books being tattered in a beautiful way with lots of post-its and goodness. Um, so listeners, the book comes out at the end of February, February 24th. You can pre-order now. And, um, I just, you both are doing such important work, so thank you. 

Maggie: Thank you so much. 

Melanie: Yes, here’s to tattered books. 

Olivia: Here’s to tattered books.  

Melanie: Thanks for having us. That was fun.

Olivia: Take care. My biggest takeaway from the conversation with Melanie and Maggie that I continue to think about is that writing is thinking. And at this critical juncture with AI offering to do that [00:17:00] work for our students, we cannot let go of teaching them this essential skill. Make sure to pre-order Foundational Skills for Writing now, it releases on February 24th and your tattered post-it filled copy will become the resource you reach for when you need to understand what's happening in a writer's brain and exactly what to teach next. I recommend starting with a chapter that speaks to your most puzzling writer. 

The one slumped over at their desk, gripping their pencil in a fist or freezing at every spell check wiggle. The progression charts and minute moves will show you exactly where to start. I made sure to put links in the show notes. Next week Dr. Courtney Bishop takes us deeper into the brain with her journey as a neurodivergent mom and educator, she'll reveal why traditional behavior management fails our kids, and how her conscious coaching framework helps [00:18:00] adults pause, shift their narratives and create genuine connection because here's the truth, children can't reach their learning brain until we regulate our own. You won't wanna miss it. 

Schoolutions Teaching Strategies is created, produced, and edited by me. Olivia Wahl. Thank you to my older son Benjamin, who created the music playing in the background. You can follow and listen to Schoolutions wherever you get your podcasts or subscribe to never miss an episode and watch on YouTube. Thank you to my guests, Melanie Meehan and Maggie Beattie Roberts, for helping us understand what's happening in a writer's brain and exactly what to teach next. And please, if you found this valuable, share it with another caregiver, another teacher, anyone who wants to know what's happening in their writer's brains, send me an email at schoolutionspodcast@gmail.com to let me know how it went and what you're excited to try [00:19:00] next.

Don't forget to tune in every Monday and Friday for part one and two of my guest conversation with the best research back coaching and teaching strategies that you can apply right away to better the lives of the children in your care. And look for your 6o-second bite-sized piece of learning on Wednesdays from our conversation that you can share with a colleague. Take care and thank you for forever getting better with me. See you next week.