Feedback is too important to only talk about once! We return to one of our favorite topics with two of our own St. Vrain Valley teachers, @HeatherLea303 and @Janis Vogelsberg, to hear how they model feedback in their classrooms, give explicit instruction around the tricky peer feedback loop, and inspire students to shift away from the external motivation of grades and instead use feedback for intrinsic continuous improvement. Tip for Success: Your students should be giving you feedback too! @SuzannahEvans2@saeed_shanehttps://www.teachthought.com/critical-thinking/3-2-1-strategy/https://twitter.com/markbarnes19/status/579628870611111936?lang=enhttp://www.makinglearningvisibleresources.org/ladder-of-feedback-see-supporting-learning-in-groups-in-the-classroom.html

Feedback is too important to only talk about once! We return to one of our favorite topics with two of our own St. Vrain Valley teachers, @HeatherLea303 and @Janis Vogelsberg, to hear how they model feedback in their classrooms, give explicit instruction around the tricky peer feedback loop, and inspire students to shift away from the external motivation of grades and instead use feedback for intrinsic continuous improvement. Tip for Success: Your students should be giving you feedback too! @SuzannahEvans2@saeed_shane<a href="https://www.teachthought.com/critical-thinking/3-2-1-strategy/" rel="nofollow" target="_blank">https://www.teachthought.com/critical-thinking/3-2-1-strategy/</a><a href="https://twitter.com/markbarnes19/status/579628870611111936?lang=en" rel="nofollow" target="_blank">https://twitter.com/markbarnes19/status/579628870611111936?lang=en</a><a href="http://www.makinglearningvisibleresources.org/ladder-of-feedback-see-supporting-learning-in-groups-in-the-classroom.html" rel="nofollow" target="_blank">http://www.makinglearningvisibleresources.org/ladder-of-feedback-see-supporting-learning-in-groups-in-the-classroom.html</a>

Feedback Part 2: So Nice, We Had to Do It Twice!

"Feedback is not a luxury, it's a necessity; not a means to an end, but an end in itself. It's the purpose of why we teach." If these aren't mic-drop quotes for you, we need to talk! Or you need to for sure read this duo's latest work, Feedback for Continous Improvement in the Classroom. Listen in as we talk all things feedback with Brent Duckor and Carrie Holmberg. You'll hear how they emphasize the respect we give students by creating these opportunities for dialogue as learning and honoring what students already bring to the classroom. And you lucky listeners also get a 25% promo code when you purchase their book directly from Corwin. @CarrieHolmberg@BrentDuckor@SuzannahEvans2@saeed_shane

"Feedback is not a luxury, it's a necessity; not a means to an end, but an end in itself. It's the purpose of why we teach." If these aren't mic-drop quotes for you, we need to talk! Or you need to for sure read this duo's latest work, <a href="https://us.corwin.com/books/feedback-for-continuous-improv-263281" rel="nofollow" target="_blank">Feedback for Continous Improvement in the Classroom.</a> Listen in as we talk all things feedback with Brent Duckor and Carrie Holmberg. You'll hear how they emphasize the respect we give students by creating these opportunities for dialogue as learning and honoring what students already bring to the classroom. And you lucky listeners also get a 25% promo code when you purchase their book directly from Corwin. @CarrieHolmberg@BrentDuckor@SuzannahEvans2@saeed_shane

Feedback is Nourishment

Our first mini-wave goes straight to the source...2 classroom teachers right here in St. Vrain! Join us as Altona Middle School's Cleveland Smith and Westview Middle School's Danny Hernandez talk classroom connections, relationships, and building collective efficacy. @SuzannahEvans2@saeed_shane@WestviewSVVSD@AltonaMS

Our first mini-wave goes straight to the source...2 classroom teachers right here in St. Vrain! Join us as Altona Middle School's Cleveland Smith and Westview Middle School's Danny Hernandez talk classroom connections, relationships, and building collective efficacy. @SuzannahEvans2@saeed_shane@WestviewSVVSD@AltonaMS

Classrooms, Community, and Collective Efficacy!

We Love It Here! Yep, we sure do! Shane and I are loving being behind the mic with Vrain Waves and in this episode, we chat with Clint Pulver, the Undercover Millennial, whose book, I Love It Here, is a must-read for anyone in the business world AND anyone in education.“No significant learning can ever happen without significant connection” is just one of our favorite takeaways and goosebump moments. Building on the last episode about creating a network and village for yourself as teachers, we will dig into how we can meaningfully and genuinely connect with our students in the classroom and in turn, connect them with their dreams! https://twitter.com/vrainwaveshttps://podcasts.apple.com/us/podcast/vrain-waves-teaching-conversations-with-minds-shaping/id1365316994https://twitter.com/suzannahevans2https://twitter.com/saeed_shanehttps://clintpulver.com/

We Love It Here! Yep, we sure do! Shane and I are loving being behind the mic with Vrain Waves and in this episode, we chat with Clint Pulver, the Undercover Millennial, whose book, <a href="https://www.amazon.com/Love-Here-Leaders-Create-Organizations/dp/1989603378" rel="nofollow" target="_blank">I Love It Here</a>, is a must-read for anyone in the business world AND anyone in education.“No significant learning can ever happen without significant connection” is just one of our favorite takeaways and goosebump moments. Building on the last episode about creating a network and village for yourself as teachers, we will dig into how we can meaningfully and genuinely connect with our students in the classroom and in turn, connect them with their dreams! <a href="https://twitter.com/vrainwaves" rel="nofollow" target="_blank">https://twitter.com/vrainwaves</a><a href="https://podcasts.apple.com/us/podcast/vrain-waves-teaching-conversations-with-minds-shaping/id1365316994" rel="nofollow" target="_blank">https://podcasts.apple.com/us/podcast/vrain-waves-teaching-conversations-with-minds-shaping/id1365316994</a><a href="https://twitter.com/suzannahevans2" rel="nofollow" target="_blank">https://twitter.com/suzannahevans2</a><a href="https://twitter.com/saeed_shane" rel="nofollow" target="_blank">https://twitter.com/saeed_shane</a><a href="https://clintpulver.com/" rel="nofollow" target="_blank">https://clintpulver.com/</a>

We Love It Here!

The mic has officially been passed to us from Ben Kalb! With the re-launch of the podcast, we are celebrating all things NEW; new year, new students, and new teachers! Our goal is to create inspiration and empowerment for educators, so alongside the giants of education, new hosts Suzy Evans and Shane Saeed will also be talking with classroom educators and how they use these theories in their practice on a daily basis. Join us for our first episode of 2023 as we talk about the power of networking, creating your teaching village, and how connecting with other educators is the key to our collective success!We reconnect with Ben Kalb, super-podcaster and the creator of Vrain Waves to ground us all in the original mission of the podcast. We also talk about how we plan to carry on with interviewing educational movers and shakers, but then add contributions from classroom educators as well. Our first classroom guest is one of our own, St. Vrain Valley Schools 5th-grade teacher, Farah Holburn, who talks about how she connects with other teachers, creates a positive atmosphere in her building, and continues to be a lifelong learner. https://podcasts.apple.com/us/podcast/vrain-waves-teaching-conversations-with-minds-shaping/id1365316994@SuzannahEvans2@saeed_shane

The mic has officially been passed to us from Ben Kalb! With the re-launch of the podcast, we are celebrating all things NEW; new year, new students, and new teachers! Our goal is to create inspiration and empowerment for educators, so alongside the giants of education, new hosts Suzy Evans and Shane Saeed will also be talking with classroom educators and how they use these theories in their practice on a daily basis. Join us for our first episode of 2023 as we talk about the power of networking, creating your teaching village, and how connecting with other educators is the key to our collective success!We reconnect with Ben Kalb, super-podcaster and the creator of Vrain Waves to ground us all in the original mission of the podcast. We also talk about how we plan to carry on with interviewing educational movers and shakers, but then add contributions from classroom educators as well. Our first classroom guest is one of our own, St. Vrain Valley Schools 5th-grade teacher, Farah Holburn, who talks about how she connects with other teachers, creates a positive atmosphere in her building, and continues to be a lifelong learner. <a href="https://podcasts.apple.com/us/podcast/vrain-waves-teaching-conversations-with-minds-shaping/id1365316994" rel="nofollow" target="_blank">https://podcasts.apple.com/us/podcast/vrain-waves-teaching-conversations-with-minds-shaping/id1365316994</a><a href="https://twitter.com/SuzannahEvans2" rel="nofollow" target="_blank">@SuzannahEvans2</a><a href="https://twitter.com/saeed_shane" rel="nofollow" target="_blank">@saeed_shane</a>

New Year, New Hosts, New Vrain Waves!

Joe Feldman

Episode 060: Grading for Equity with Joe FeldmanConnect with Joe Feldman Website: https://crescendoedgroup.org/ | Twitter: @JoeCFeldman Connect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Lindsay Laporte Twitter: @LaPorteLindsay |Oakley Schilling Twitter: @OakleySchilling| Ben KalbTwitter: @mrkalb  

Episode 060: Grading for Equity with Joe FeldmanConnect with Joe Feldman Website: <a href="https://crescendoedgroup.org/" rel="nofollow" target="_blank">https://crescendoedgroup.org/</a> | Twitter: <a href="twitter.com/joecfeldman" rel="nofollow" target="_blank">@JoeCFeldman</a> Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> | Lindsay Laporte Twitter: <a href="twitter.com/laportelindsay" rel="nofollow" target="_blank">@LaPorteLindsay</a> |Oakley Schilling Twitter: <a href="https://twitter.com/oakleyschilling" rel="nofollow" target="_blank">@OakleySchilling</a>| Ben KalbTwitter:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb </a>

Grading for Equity with Joe Feldman

Episode 059: Principal Kafele on Transformative ChangeConnect with Principal KafeleWebsite: https://principalkafele.com/| Twitter: @principalkafele| YouTube: School Leadership ThoughtsConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Shane Saeed| Instagram: @fantasticallyfourth Twitter: @saeed_shaneBen Kalb| Twitter: @mrkalb  

Episode 059: Principal Kafele on Transformative ChangeConnect with Principal KafeleWebsite: <a href="https://principalkafele.com/" rel="nofollow" target="_blank">https://principalkafele.com/</a>| Twitter: <a href="https://twitter.com/PrincipalKafele" rel="nofollow" target="_blank">@principalkafele</a>| YouTube: <a href="https://www.youtube.com/channel/UCOA-28Dz-yI11npckyTWTkw" rel="nofollow" target="_blank">School Leadership Thoughts</a>Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> |  Shane Saeed| Instagram: <a href="https://www.instagram.com/fantasticallyfourth" rel="nofollow" target="_blank">@fantasticallyfourth </a>Twitter: <a href="https://twitter.com/saeed_shane" rel="nofollow" target="_blank">@saeed_shane</a> Ben Kalb| Twitter:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb </a>

Principal Kafele on Transformative Change

John Spencer

Episode 058: John Spencer and the Sporky Food TruckConnect with John Spencer Website: http://www.spencerauthor.com | Twitter: @spencerideas| YouTube: Spencer VideosConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Violet  Twitter: @vhchristensen | Ben Twitter: @mrkalb Violet hosts a podcast for instructional coaches called C3 (Connecting Coaches Cognition) and it can be found wherever you get your podcasts or here. 

Episode 058: John Spencer and the Sporky Food TruckConnect with John Spencer Website: <a href="http://www.spencerauthor.com/" rel="nofollow" target="_blank">http://www.spencerauthor.com</a> | Twitter: <a href="https://twitter.com/spencerideas" rel="nofollow" target="_blank">@spencerideas</a>| YouTube: <a href="https://www.youtube.com/user/oursocialvoice" rel="nofollow" target="_blank">Spencer Videos</a>Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> | Violet  Twitter: <a href="twitter.com/vhchristensen" rel="nofollow" target="_blank">@vhchristensen</a> | Ben Twitter:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb </a> Violet hosts a podcast for instructional coaches called C3 (Connecting Coaches Cognition) and it can be found wherever you get your podcasts <a href="https://podcasts.apple.com/us/podcast/c3-connecting-coaches-cognition/id1482701638" rel="nofollow" target="_blank">or here</a>.

Dr. John Spencer and the Sporky Food Truck

Katie Martin

Katie Martin is a best selling author, an acclaimed keynote speaker, and a highly sought after educational consultant! Whether you are teaching completely in person, totally virtually, or in a hybrid environment, in this episode we discuss how you can thrive!Connect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Temple Hayles Guest Co-Host:  @haylessvvsd| Ben Kalb: @mrkalbConnect with Katie MartinTwitter: @katiemartinedu | Website: katielmartin.com | Book: Learner-Centered Innovation

Katie Martin is a best selling author, an acclaimed keynote speaker, and a highly sought after educational consultant! Whether you are teaching completely in person, totally virtually, or in a hybrid environment, in this episode we discuss how you can thrive!Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> | Temple Hayles Guest Co-Host:<a href="https://twitter.com/haylessvvsd?lang=en" rel="nofollow" target="_blank">  @haylessvvsd</a>| Ben Kalb:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb</a>Connect with Katie MartinTwitter: <a href="https://twitter.com/katiemartinedu" rel="nofollow" target="_blank">@katiemartinedu</a> | Website: <a href="https://katielmartin.com/" rel="nofollow" target="_blank">katielmartin.com</a> | Book: <a href="https://www.amazon.com/dp/B079MBX43M/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1" rel="nofollow" target="_blank">Learner-Centered Innovation</a>

Dr. Katie Martin: Clarity and Purpose during a Pandemic

Zaretta Hammond

Connect with Zaretta HammondTwitter: @Ready4Rigor | Website: crtandthebrain.com | Book: Culturally Responsive Teaching and the BrainConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalbIntroRyan Holiday, Stillness is the Key, Stoicism, Blog post about habitsZaretta’s Current Conversations (05:05) Covid webinarsApollo 13 (09:47) Family / Parent Relationships (11:13) Trust Generators (other resources from the book here!)  Only learners learn (19:42) Ron Ritchhart, Project Zero, Making Thinking VisibleReady for Rigor FrameworkSchool of Rock movieThe achievement gap (28:11) Minimize threat, maximize connection (32:57) Standing, Certainty, Control, Connection, EquityCollectivist culture / Individualistic cultureRelationship-building (39:02)Jim Knight - Zaretta Hammond webinar on Facebook

Connect with Zaretta HammondTwitter: <a href="https://twitter.com/Ready4rigor?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" rel="nofollow" target="_blank">@Ready4Rigor</a> | Website: <a href="https://crtandthebrain.com/" rel="nofollow" target="_blank">crtandthebrain.com</a> | Book: <a href="https://www.amazon.com/Culturally-Responsive-Teaching-Brain-Linguistically/dp/1483308014" rel="nofollow" target="_blank">Culturally Responsive Teaching and the Brain</a>Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> | Becky Twitter:<a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank"> @BeckyEPeters</a> | Ben Twitter:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb</a><ul><li>Intro<ul><li><a href="https://ryanholiday.net/" rel="nofollow" target="_blank">Ryan Holiday</a>, <a href="https://www.amazon.com/Stillness-Key-Ryan-Holiday/dp/0525538585" rel="nofollow" target="_blank">Stillness is the Key</a>, <a href="https://ryanholiday.net/stoicism-a-practical-philosophy-you-can-actually-use/" rel="nofollow" target="_blank">Stoicism</a>, <a href="https://dailystoic.com/we-are-what-we-repeatedly-do/" rel="nofollow" target="_blank">Blog post about habits</a></li></ul></li><li>Zaretta’s Current Conversations (05:05) <ul><li>Covid <a href="https://crtandthebrain.com/covid19-webinars/" rel="nofollow" target="_blank">webinars</a></li><li><a href="https://www.imdb.com/title/tt0112384/" rel="nofollow" target="_blank">Apollo 13</a> (09:47) </li></ul></li><li>Family / Parent Relationships (11:13) <ul><li><a href="https://resources.corwin.com/sites/default/files/10._figure_5.2_trust_generators.pdf" rel="nofollow" target="_blank">Trust Generators</a> (other resources from the book <a href="https://resources.corwin.com/hammondaudio" rel="nofollow" target="_blank">here</a>!)  </li></ul></li><li>Only learners learn (19:42) <ul><li><a href="https://www.ronritchhart.com/" rel="nofollow" target="_blank">Ron Ritchhart</a>, <a href="http://www.pz.harvard.edu/" rel="nofollow" target="_blank">Project Zero</a>, <a href="https://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X" rel="nofollow" target="_blank">Making Thinking Visible</a></li><li><a href="https://resources.corwin.com/sites/default/files/02._figure_1.2_ready_for_rigor_framework.pdf" rel="nofollow" target="_blank">Ready for Rigor Framework</a></li><li><a href="https://en.wikipedia.org/wiki/School_of_Rock" rel="nofollow" target="_blank">School of Rock movie</a></li></ul></li><li>The achievement gap (28:11) </li><li>Minimize threat, maximize connection (32:57) <ul><li><a href="https://resources.corwin.com/sites/default/files/09._figure_4.3_social_interaction_elements_that_activate_threats_in_the_brain.pdf" rel="nofollow" target="_blank">Standing, Certainty, Control, Connection, Equity</a></li><li>Collectivist culture / Individualistic culture</li></ul></li><li>Relationship-building (39:02)</li><li><a href="https://www.facebook.com/instructional.coaching/videos/545650416094604/" rel="nofollow" target="_blank">Jim Knight - Zaretta Hammond webinar on Facebook</a></li></ul>

Apollo 13'ing it with Zaretta Hammond

Vrain Waves seeks to provide teachers powerful professional learning anywhere, and anytime.  We feature  interviews with educational giants, successful professionals, and sought-after consultants to help teachers feel more informed, inspired, and connected. Join us each week as we highlight educational theory, strategies, and tools that all teachers can put to use in the classroom.

I get to learn from these educational giants anywhere, anytime?!? 🎉🙌🏻👏🏻

Best Education Podcast Ever

Excellent perspectives and wonderful insight. Thanks Becky and Ben!

Loving these

Vrain Waves: Teaching Conversations with Minds Shaping Education

John Hattie

Episode 018: John Hattie, Visible Learning We are so excited to share with you the conversation we were lucky enough to have with Dr. John Hattie - educational researcher, professor, Director of the Melbourne Educational Research Institute, and overall brilliant person. Please enjoy, and send your questions, comments, discussions to us @VrainWaves to keep this conversation going! Connect with Dr. John Hattie Twitter: @john_hattie, @VisibleLearning | Website: https://visible-learning.org/ Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Out of our heads and into the classroom (01:18) Graphic Jam / dual coding (02:15) Everyone Can Create, Apple (03:45) Show me your values (04:17) Intro to John Hattie (07:11) | Hattie’s Meta-Analyses Start of interview (07:49) Hardware / software / inside - How we think (08:52) What is visible learning &amp; what problem does visible learning answer? (10:38) 95-97% of what we do increases achievement to some degree Above average effect  = &gt;0.4 effect size / List of influences Know thy impact (13:59) Professional development (15:25) Moving from ‘how we teach’ to ‘how we interpret our impact’ Hattie’s visible learning team workflow: (17:30) Teachers are to “D.I.E.” for Diagnosis = Needs Analysis (16 to 20 factors) - ask staff, teachers, students Intervention &amp; Implementation Make sure the intervention addresses the diagnosis Implement effectively Evaluation Use a portfolio of evidence to change how we think Evaluation vs. Research (20:03) Evaluative mindset for educators Graham Nuthall’s research | book: Hidden Lives of Learners | Feedback discussion (23:28) Feedback given v. feedback received What type of feedback is received? (25:30) Importance of where to go next Amount of feedback the teacher receives about where to go next (26:40) June 2018 EdWeek article w / Dr. Hattie on Feedback (2018) 2011 article on feedback Directions for Assessment in New Zealand | NZ Assessment for Learning Visible Learning Feedback book, 2018 Assessment-Capable Learners (28:33) Book: Developing Assessment-Capable Visible Learners Teaching students to be interpretive about their test scores Book: 10 Mindframes for Visible Learning Assessment as helping the teacher Nuthall: students know 40-60% of what is being taught ASCD Article - Fisher, Frey, Hattie: Assessment-Capable Learners Class Size Discussion (34:24) 0.2 effect size Same instruction in smaller v. larger classes (35:45) Hattie’s 2015 Reports: What Doesn’t Work in Education: The Politics of Distraction | What Works Best in Education: The Politics of Collaborative Expertise Gene Glass research Andreas Schleicher: TED Talk - Use Data to Build Better Schools Classroom relationships (39:32) Henry Levin (40:52) - The Economics of Student Time | Mapping the Economics of Education How do we make schools more inviting for students (40:03) Science of Learning Center in Melbourne (42:23) Australian Institute for Teaching and School Leadership (43:20) Strengths-based Education (45:56) 

Episode 018: John Hattie, Visible Learning We are so excited to share with you the conversation we were lucky enough to have with Dr. John Hattie - educational researcher, professor, Director of the Melbourne Educational Research Institute, and overall brilliant person. Please enjoy, and send your questions, comments, discussions to us @VrainWaves to keep this conversation going! Connect with Dr. John Hattie Twitter: <a href="https://twitter.com/john_hattie?lang=en" rel="nofollow" target="_blank">@john_hattie</a>, <a href="https://twitter.com/VisibleLearning" rel="nofollow" target="_blank">@VisibleLearning</a> | Website: <a href="https://visible-learning.org/" rel="nofollow" target="_blank">https://visible-learning.org/</a> Connect with Vrain Waves Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Out of our heads and into the classroom (01:18)</li> <li>Graphic Jam / dual coding (02:15)</li> <li><a href="https://www.apple.com/education/everyone-can-create/" rel="nofollow" target="_blank">Everyone Can Create</a>, Apple (03:45)</li> <li>Show me your values (04:17)</li> <li>Intro to John Hattie (07:11) | <a href="https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/" rel="nofollow" target="_blank">Hattie’s Meta-Analyses</a></li> <li>Start of interview (07:49)</li> <li>Hardware / software / inside - How we think (08:52)</li> <li>What is <a href="https://visible-learning.org/" rel="nofollow" target="_blank">visible learning</a> &amp; what problem does visible learning answer? (10:38)</li> <li>95-97% of what we do increases achievement to some degree</li> <li>Above average effect = &gt;0.4 <a href="https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/" rel="nofollow" target="_blank">effect size</a> / List of influences</li> <li>Know thy impact (13:59)</li> <li>Professional development (15:25)</li> <li>Moving from ‘how we teach’ to ‘how we interpret our impact’</li> <li>Hattie’s visible learning team workflow: (17:30)</li> <li>Teachers are to “D.I.E.” for</li> <li>Diagnosis = Needs Analysis (16 to 20 factors) - ask staff, teachers, students</li> <li>Intervention &amp; Implementation</li> <li>Make sure the intervention addresses the diagnosis</li> <li>Implement effectively</li> <li>Evaluation</li> <li>Use a portfolio of evidence to change how we think</li> <li>Evaluation vs. Research (20:03)</li> <li>Evaluative mindset for educators</li> <li>Graham Nuthall’s <a href="https://www.researchgate.net/scientific-contributions/72866034_Graham_Nuthall" rel="nofollow" target="_blank">research</a> | book: <a href="https://www.amazon.com/Hidden-Lives-Learners-Graham-Nuthall/dp/1877398241" rel="nofollow" target="_blank">Hidden Lives of Learners</a> |</li> <li>Feedback discussion (23:28)</li> <li>Feedback given v. feedback received</li> <li>What type of feedback is received? (25:30)</li> <li>Importance of where to go next</li> <li>Amount of feedback the teacher receives about where to go next (26:40)</li> <li>June 2018 EdWeek <a href="https://www.edweek.org/ew/articles/2018/06/20/getting-feedback-right-a-qa-with-john.html?r=190239717" rel="nofollow" target="_blank">article</a> w / Dr. Hattie on Feedback (2018)</li> <li>2011 <a href="https://www.visiblelearningplus.com/sites/default/files/Feedback%20article.pdf" rel="nofollow" target="_blank">article on feedback</a></li> <li><a href="http://assessment.tki.org.nz/Media/Files/Directions-for-Assessment-in-New-Zealand" rel="nofollow" target="_blank">Directions for Assessment in New Zealand</a> | <a href="http://assessment.tki.org.nz/Assessment-for-learning" rel="nofollow" target="_blank">NZ Assessment for Learning</a></li> <li><a href="https://www.amazon.com/gp/product/1138599891/ref=as_li_qf_asin_il_tl?tag=visiblelearni-20&amp;ie=UTF8&amp;linkId=df527a911b08784f06e1a8a3d30d5365" rel="nofollow" target="_blank">Visible Learning Feedback</a> book, 2018</li> <li>Assessment-Capable Learners (28:33)</li> <li>Book: <a href="https://www.amazon.com/Developing-Assessment-Capable-Visible-Learners-Grades/dp/1506389988" rel="nofollow" target="_blank">Developing Assessment-Capable Visible Learners</a></li> <li>Teaching students to be interpretive about their test scores</li> <li>Book: <a href="https://www.amazon.com/10-Mindframes-Visible-Learning-Teaching/dp/1138635529" rel="nofollow" target="_blank">10 Mindframes for Visible Learning</a></li> <li>Assessment as helping the teacher</li> <li>Nuthall: <a href="https://www.visiblelearningplus.com/content/know-thy-impact-4-questions-help-you-pin-down-what-children-are-really-learning" rel="nofollow" target="_blank">students know 40-60%</a> of what is being taught</li> <li><a href="http://www.ascd.org/publications/educational-leadership/feb18/vol75/num05/Developing-%C2%A3Assessment-Capable%C2%A3-Learners.aspx" rel="nofollow" target="_blank">ASCD Article</a> - Fisher, Frey, Hattie: Assessment-Capable Learners</li> <li>Class Size Discussion (34:24)</li> <li>0.2 effect size</li> <li>Same instruction in smaller v. larger classes (35:45)</li> <li>Hattie’s 2015 Reports: <a href="https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/hattie/150602_DistractionWEB_V2.pdf" rel="nofollow" target="_blank">What Doesn’t Work in Education: The Politics of Distraction</a> | <a href="https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/hattie/150526_ExpertiseWEB_V1.pdf" rel="nofollow" target="_blank">What Works Best in Education: The Politics of Collaborative Expertise</a></li> <li><a href="https://nepc.colorado.edu/author/glass-gene-v" rel="nofollow" target="_blank">Gene Glass</a> research</li> <li><a href="https://edmontonjournal.com/news/local-news/international-educational-expert-reducing-class-size-a-poor-way-to-spend-precious-dollars-if-you-want-a-better-education-system" rel="nofollow" target="_blank">Andreas Schleicher</a>: TED Talk - <a href="https://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools" rel="nofollow" target="_blank">Use Data to Build Better Schools</a></li> <li>Classroom relationships (39:32)</li> <li><a href="https://creativesystemsthinking.wordpress.com/2014/03/15/more-than-just-test-scores-by-henry-m-levin/" rel="nofollow" target="_blank">Henry Levin</a> (40:52) - The Economics of Student Time | <a href="https://www.jstor.org/stable/1176646?seq=1#page_scan_tab_contents" rel="nofollow" target="_blank">Mapping the Economics of Education</a></li> <li>How do we make schools more inviting for students (40:03)</li> <li><a href="https://www.slrc.org.au/" rel="nofollow" target="_blank">Science of Learning Center</a> in Melbourne (42:23)</li> <li><a href="https://www.aitsl.edu.au/" rel="nofollow" target="_blank">Australian Institute for Teaching and School Leadership</a> (43:20)</li> <li>Strengths-based Education (45:56)</li> </ul>

John Hattie on Visible Learning and Feedback

Episode 037: Jennifer Gonzalez, Cult of Pedagogy It’s not a real cult. It’s a mindset, a family, a ton of free resources, a podcast, great blog posts, relevant topics, and, frankly, a security blanket for busy teachers. Many times it’s pushed our thinking, strengthened our practice, and given us solace. It’s the Cult of Pedagogy, and we had the privilege of speaking to the “Head Teacher Nerd”, Jennifer Gonzalez, about school culture and much much more. Connect with Jennifer Gonzalez Website: www.cultofpedagogy.com/ | Twitter: @cultofpedagogy Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Cult of Pedagogy (02:10) Blog, Podcast, YouTube (04:17) Jennifer’s favorite episode: Episode 4 (06:32)  Recent Episode with Sal Khan TQE Method post   SxSW Keynote - The Aerodynamics of Exceptional Schools (08:19) 9 Principles to make change happen: e.g. Validation (blog post on validation) Importance of a strong School Culture &amp; Classroom Culture (11:49)  Marigold analogy (14:18)   Teachers supporting each other (17:38) Teacher self-care (20:13) Angela Watson Balancing relationships at work with relationships at home (23:30) Setting boundaries on social media (25:34) List feature | Twitter chats Promoting positive classroom culture (27:22) Student classroom discussions - blog post Icebreakers 360 Spreadsheets Equity Maps &amp; Chat Stations (29:29) Equity Maps: iPad app to map classroom conversations Chat Stations Grading &amp; Grading Practices (33:50) Blog post: How Accurate are Your Grades? Blog post: 20 Ways to Cut Your Grading Time in Half Student Self-Assessment (36:17) Starr Sackstein Todd’s Brain Delaying the Grade post Jennifer’s Teachers’ Guide to Tech 2019 GeoGuessr game Becky &amp; Ben’s favorite CoP blog posts (42:49) Pedro Noguera on Cult of Pedagogy 5 Second Solution for a Talkative Class YouTube video 

Episode 037: Jennifer Gonzalez, Cult of Pedagogy It’s not a real cult. It’s a mindset, a family, a ton of free resources, a podcast, great blog posts, relevant topics, and, frankly, a security blanket for busy teachers. Many times it’s pushed our thinking, strengthened our practice, and given us solace. It’s the Cult of Pedagogy, and we had the privilege of speaking to the “Head Teacher Nerd”, Jennifer Gonzalez, about school culture and much much more. Connect with Jennifer Gonzalez Website: <a href="https://www.cultofpedagogy.com/" rel="nofollow" target="_blank">www.cultofpedagogy.com/</a> | Twitter: <a href="https://twitter.com/cultofpedagogy?lang=en" rel="nofollow" target="_blank">@cultofpedagogy</a> Connect with Vrain Waves Website: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li><a href="https://www.cultofpedagogy.com/" rel="nofollow" target="_blank">Cult of Pedagogy</a> (02:10)</li> <li><a href="https://www.cultofpedagogy.com/blog/" rel="nofollow" target="_blank">Blog</a>, <a href="https://www.cultofpedagogy.com/pod/" rel="nofollow" target="_blank">Podcast</a>, <a href="https://www.youtube.com/user/cultofpedagogy" rel="nofollow" target="_blank">YouTube</a> (04:17)</li> <li>Jennifer’s favorite episode: <a href="https://cultofpedagogy.com/mother-autistic-child-transcript/" rel="nofollow" target="_blank">Episode 4</a> (06:32) <ul> <li>Recent Episode with <a href="https://www.cultofpedagogy.com/khan-mastery-learning/" rel="nofollow" target="_blank">Sal Khan</a></li> <li><a href="https://www.cultofpedagogy.com/tqe-method/" rel="nofollow" target="_blank">TQE Method</a> post</li> </ul> </li> <li>SxSW <a href="https://www.sxswedu.com/news/2019/watch-jennifer-gonzalez-on-the-aerodynamics-of-exceptional-schools-video/" rel="nofollow" target="_blank">Keynote</a> - The Aerodynamics of Exceptional Schools (08:19)</li> <li>9 Principles to make change happen: e.g. <a href="https://www.cultofpedagogy.com/magic-of-validation/" rel="nofollow" target="_blank">Validation</a> (blog post on validation)</li> <li>Importance of a strong School Culture &amp; Classroom Culture (11:49) <ul> <li><a href="https://www.cultofpedagogy.com/marigolds/" rel="nofollow" target="_blank">Marigold analogy</a> (14:18)</li> </ul> </li> <li>Teachers supporting each other (17:38)</li> <li>Teacher self-care (20:13)</li> <li><a href="https://thecornerstoneforteachers.com/" rel="nofollow" target="_blank">Angela Watson</a></li> <li>Balancing relationships at work with relationships at home (23:30)</li> <li>Setting boundaries on social media (25:34)</li> <li><a href="https://www.stephnissen.com/what-twitter-list/" rel="nofollow" target="_blank">List feature</a> | Twitter <a href="https://raventools.com/blog/understanding-twitter-chats/" rel="nofollow" target="_blank">chats</a></li> <li>Promoting positive classroom culture (27:22)</li> <li>Student classroom discussions - <a href="https://www.cultofpedagogy.com/speaking-listening-techniques/" rel="nofollow" target="_blank">blog post</a></li> <li><a href="https://www.cultofpedagogy.com/classroom-icebreakers/" rel="nofollow" target="_blank">Icebreakers</a></li> <li><a href="https://www.cultofpedagogy.com/relationship-building/" rel="nofollow" target="_blank">360 Spreadsheets</a></li> <li>Equity Maps &amp; Chat Stations (29:29)</li> <li><a href="https://equitymaps.com/" rel="nofollow" target="_blank">Equity Maps</a>: iPad app to map classroom conversations</li> <li><a href="https://www.cultofpedagogy.com/chat-stations/" rel="nofollow" target="_blank">Chat Stations</a></li> <li>Grading &amp; Grading Practices (33:50)</li> <li>Blog post: <a href="https://www.cultofpedagogy.com/accurate-grades/" rel="nofollow" target="_blank">How Accurate are Your Grades?</a></li> <li>Blog post: <a href="https://www.cultofpedagogy.com/cut-grading-time-in-half/" rel="nofollow" target="_blank">20 Ways to Cut Your Grading Time in Half</a></li> <li>Student Self-Assessment (36:17)</li> <li><a href="https://www.amazon.com/Starr-Sackstein/e/B00OINVINI" rel="nofollow" target="_blank">Starr Sackstein</a></li> <li><a href="http://www.todd-finley.com/" rel="nofollow" target="_blank">Todd’s Brain</a></li> <li><a href="https://www.cultofpedagogy.com/delayed-grade/" rel="nofollow" target="_blank">Delaying the Grade</a> post</li> <li><a href="https://cultofpedagogy.teachable.com/p/teachersguidetotech2019" rel="nofollow" target="_blank">Jennifer’s Teachers’ Guide to Tech 2019</a></li> <li><a href="https://geoguessr.com/" rel="nofollow" target="_blank">GeoGuessr game</a></li> <li>Becky &amp; Ben’s favorite CoP blog posts (42:49)</li> <li><a href="https://www.cultofpedagogy.com/10-equity/" rel="nofollow" target="_blank">Pedro Noguera on Cult of Pedagogy</a></li> <li><a href="https://www.youtube.com/watch?v=N_HPLMQStug" rel="nofollow" target="_blank">5 Second Solution for a Talkative Class</a> YouTube video</li> </ul>

Positive School and Classroom Culture

Natalie Wexler

Episode 048: Knowledge Party with Natalie WexlerToday on Vrain Waves we have an exciting and somewhat earth shaking interview from Natalie Wexler, education journalist and author of The Knowledge Gap. She walks us through the contributing research and education history that led her to write the book, and some strategies for schools to set the foundation for student success. From her website: “Education journalist Natalie Wexler focuses on two ideas that have solid evidence behind them but have been mostly overlooked by schools and reformers: immersing children from less-educated families in knowledge about the world, and linking that knowledge to writing instruction.”Connect with Natalie WexlerWebsite: nataliewexler.com | Twitter: @natwexler | Books: The Knowledge Gap, The Writing RevolutionConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Intro (00:58)4 times less likely to graduate if not reading on grade level by 3rd gradeNYT Article: Reading Scores on National Exam Decline in Half the StatesTypical time spent in 3rd grade on reading: 2 hours; 16 min on social studies, 19 min on science (2012)Reading comprehension cannot be broken down into discrete skillsDaisy Christodoulou - Books; (bonus: Check out her stuff on Comparative Judgment for assessment!)Natalie Wexler’s view on the Promise of Public Education (5:25)Functioning democracy needs a citizenry that can understand events and how to edit and fact check the information that they’re exposed toWhat is The Knowledge Gap (06:55)We’ve treated reading like it’s a set of discrete skills while letting content knowledge take a back seatMost important factor for successful reading comprehension: how much background knowledge and vocabulary you already haveThe Baseball Study and reading comprehension (09:42)2 Parts of Reading: Decoding and Comprehension (11:27)Cognitive Scientists and Teachers have come to opposite conclusions - decoding needs direct and explicit instruction and comprehension will come along with more exposure to contentLanguage at the Speed of Sight, 271–274Dan Willingham (Vrain Waves Episode with Dr. Willingham)Whose knowledge? (16:13)Common core history and content knowledge (18:32)Supplemental materials language on content in common coreUnderestimating student ability and having high expectations (22:10)Student choice (24:13)Behavior and content knowledge (26:01)The Matthew Effect in ReadingCognitive Load theory - novices and experts - Slides from Daniel Braithwaite“Leveled texts lead to leveled lives.” - Alfred TatumHistory of the role of content in reading instruction (28:35)Alternatives to leveled groupings (31:08)Listening comprehension exceeds reading comprehensionWritten language is more complex than spoken languageThe importance of exposing struggling readers to grade level texts (34:07)The importance of facts and knowledge in the age of Google (36:42)Burden on working memory (see cognitive load theory)The Curse of Knowledge (38:19)Doug Lemov: “Those of us on the privileged side of the knowledge gap have no idea how we got here.”Importance of pre-assessmentMisinterpretation of Bloom’s Taxonomy (40:35)Taxonomy, not a hierarchySkipping lower levels is not appropriateQuote from the book: “That graphic has led many educators to conclude that the ‘lower-order’ tasks should be passed over as quickly as possible, or even eliminated, because they’re inferior to those at the top. In fact, Bloom meant that knowledge and comprehension are prerequisites for higher-order thinking, and that teachers should never ask students to start analyzing or evaluating a topic until first ensuring they have a solid understanding of it.”The Writing Revolution (42:33)Writing builds and solidifies knowledge as well as demonstrating knowledgeRetrieval Practice / The Testing EffectThe Protege EffectKnowledge is like velcroSentence frames with ending conjunctions for promptsBalance between free writing &amp; content-based writing (47:40)Judith Hochman - The Hochman MethodRole of the teacher in the modern classroom, PD (48:54)Delivering curriculum instead of creating curriculumOngoing PD around content delivery, not skills in isolationProvide information and then guide them through thinking about that information with opportunities for desirable difficultyClosing &amp; Take Aways (53:00)NatalieWexler.com / Forbes.com contributorQuote: “It’s not so much that particular bits of information are vital in and of themselves—although some certainly are. It’s more that people need to have enough facts in their heads to have what one commentator has called ‘a knowledge party’—a bunch of accumulated associations that will enable them to absorb, retain, and analyze new information. Education certainly shouldn’t end with facts. But if it doesn’t begin there, many students will never acquire the knowledge and analytical abilities they need to thrive both in school and in life.”Other Resources as well as some relevant citations from The Knowledge Gap:Amplify Science of Reading PodcastShanahan: Should We Teach Students at their Reading Level Why Minimally Guided Techniques Do Not Work, Kirschner et alTeaching Content is Teaching Reading - YouTube Video, Dan Willingham

Episode 048: Knowledge Party with Natalie WexlerToday on Vrain Waves we have an exciting and somewhat earth shaking interview from Natalie Wexler, education journalist and author of The Knowledge Gap. She walks us through the contributing research and education history that led her to write the book, and some strategies for schools to set the foundation for student success. From her website: “Education journalist Natalie Wexler focuses on two ideas that have solid evidence behind them but have been mostly overlooked by schools and reformers: immersing children from less-educated families in knowledge about the world, and linking that knowledge to writing instruction.”Connect with Natalie WexlerWebsite: <a href="https://nataliewexler.com/" rel="nofollow" target="_blank">nataliewexler.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> </a><a href="https://twitter.com/natwexler?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" rel="nofollow" target="_blank">@natwexler</a> | Books: <a href="https://www.amazon.com/Knowledge-Gap-Americas-education-system/dp/0735213550" rel="nofollow" target="_blank">The Knowledge Gap</a>, <a href="https://www.thewritingrevolution.org/" rel="nofollow" target="_blank">The Writing Revolution</a>Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> | Becky Twitter:<a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank"> @BeckyEPeters</a> | Ben Twitter:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb</a> <ul><li>Intro (00:58)<ul><li><a href="http://gradelevelreading.net/wp-content/uploads/2012/01/Double-Jeopardy-Report-030812-for-web1.pdf" rel="nofollow" target="_blank">4 times less likely to graduate</a> if not reading on grade level by 3rd grade</li><li>NYT Article: <a href="https://www.nytimes.com/2019/10/30/us/reading-scores-national-exam.html" rel="nofollow" target="_blank">Reading Scores on National Exam Decline in Half the States</a></li><li>Typical time spent in 3rd grade on reading: 2 hours; <a href="http://edex.s3-us-west-2.amazonaws.com/publication/pdfs/EDHirsch-Report-Papers-Final.pdf" rel="nofollow" target="_blank">16 min on social studies, 19 min on science</a> (2012)</li><li>Reading comprehension cannot be broken down into discrete skills</li><li><a href="https://daisychristodoulou.com/about/" rel="nofollow" target="_blank">Daisy Christodoulou</a> - <a href="https://daisychristodoulou.com/books/" rel="nofollow" target="_blank">Books</a>; (bonus: Check out her stuff on <a href="https://daisychristodoulou.com/comparative-judgement/" rel="nofollow" target="_blank">Comparative Judgment</a> for assessment!)</li></ul></li><li>Natalie Wexler’s view on the Promise of Public Education (5:25)<ul><li>Functioning democracy needs a citizenry that can understand events and how to edit and fact check the information that they’re exposed to</li></ul></li><li>What is The Knowledge Gap (06:55)<ul><li>We’ve treated reading like it’s a set of discrete skills while letting content knowledge take a back seat</li><li>Most important factor for successful reading comprehension: how much background knowledge and vocabulary you already have</li></ul></li><li><a href="http://blog.amplify.com/baseball-experiment" rel="nofollow" target="_blank">The Baseball Study and reading comprehension</a> (09:42)</li><li>2 Parts of Reading: Decoding and Comprehension (11:27)<ul><li>Cognitive Scientists and Teachers have come to opposite conclusions - decoding needs direct and explicit instruction and comprehension will come along with more exposure to content</li><li><a href="https://www.amazon.com/Language-Speed-Sight-Can%C2%92t-About/dp/0465019323" rel="nofollow" target="_blank">Language at the Speed of Sight</a>, 271–274</li><li><a href="http://www.danielwillingham.com/" rel="nofollow" target="_blank">Dan Willingham</a> (<a href="https://blogs.svvsd.org/vrainwaves/teaching-kids-who-read-w-daniel-willingham/" rel="nofollow" target="_blank">Vrain Waves Episode with Dr. Willingham</a>)</li></ul></li><li>Whose knowledge? (16:13)<ul><li>Common core history and content knowledge (18:32)</li><li>Supplemental materials language on content in common core</li></ul></li><li>Underestimating student ability and having high expectations (22:10)</li><li>Student choice (24:13)<ul><li>Behavior and content knowledge (26:01)</li><li><a href="https://www.psychologytoday.com/files/u81/Stanovich__1986_.pdf" rel="nofollow" target="_blank">The Matthew Effect in Reading</a></li><li><a href="https://drive.google.com/file/d/1XkivqvUHO4BDFwibAPkVhGCnHd7w53hI/view?usp=sharing" rel="nofollow" target="_blank">Cognitive Load theory</a> - novices and experts - Slides from Daniel Braithwaite</li><li><a href="https://twitter.com/alfredtatum/status/909563807525216256?lang=en" rel="nofollow" target="_blank">“Leveled texts lead to leveled lives.” - Alfred Tatum</a></li></ul></li><li>History of the role of content in reading instruction (28:35)</li><li>Alternatives to leveled groupings (31:08)<ul><li>Listening comprehension exceeds reading comprehension</li><li>Written language is more complex than spoken language</li></ul></li><li>The importance of exposing struggling readers to grade level texts (34:07)</li><li>The importance of facts and knowledge in the age of Google (36:42)<ul><li>Burden on working memory (see <a href="https://www.mindtools.com/pages/article/cognitive-load-theory.htm" rel="nofollow" target="_blank">cognitive load theory</a>)</li></ul></li><li>The Curse of Knowledge (38:19)<ul><li><a href="https://twitter.com/Doug_Lemov?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" rel="nofollow" target="_blank">Doug Lemov</a>: “Those of us on the privileged side of the knowledge gap have no idea how we got here.”</li><li>Importance of pre-assessment</li></ul></li><li>Misinterpretation of Bloom’s Taxonomy (40:35)<ul><li>Taxonomy, not a hierarchy</li><li>Skipping lower levels is not appropriate</li><li>Quote from the book: “That graphic has led many educators to conclude that the ‘lower-order’ tasks should be passed over as quickly as possible, or even eliminated, because they’re inferior to those at the top. In fact, Bloom meant that knowledge and comprehension are prerequisites for higher-order thinking, and that teachers should never ask students to start analyzing or evaluating a topic until first ensuring they have a solid understanding of it.”</li></ul></li><li><a href="https://www.thewritingrevolution.org/" rel="nofollow" target="_blank">The Writing Revolution</a> (42:33)<ul><li>Writing builds and solidifies knowledge as well as demonstrating knowledge</li><li><a href="https://www.retrievalpractice.org/why-it-works" rel="nofollow" target="_blank">Retrieval Practice / The Testing Effect</a></li><li><a href="https://www.psychologytoday.com/us/blog/how-be-brilliant/201206/the-prot-g-effect" rel="nofollow" target="_blank">The Protege Effect</a></li><li>Knowledge is like velcro</li><li>Sentence frames with ending conjunctions for prompts</li></ul></li><li>Balance between free writing &amp; content-based writing (47:40)<ul><li><a href="https://www.thewritingrevolution.org/method/hochman-method/" rel="nofollow" target="_blank">Judith Hochman - The Hochman Method</a></li></ul></li><li>Role of the teacher in the modern classroom, PD (48:54)<ul><li>Delivering curriculum instead of creating curriculum</li><li>Ongoing PD around content delivery, not skills in isolation</li><li>Provide information and then guide them through thinking about that information with opportunities for desirable difficulty</li></ul></li><li>Closing &amp; Take Aways (53:00)<ul><li><a href="https://nataliewexler.com/" rel="nofollow" target="_blank">NatalieWexler.com</a> / <a href="https://www.forbes.com/sites/nataliewexler/" rel="nofollow" target="_blank">Forbes.com contributor</a></li><li>Quote: “It’s not so much that particular bits of information are vital in and of themselves—although some certainly are. It’s more that people need to have enough facts in their heads to have what one commentator has called ‘a knowledge party’—a bunch of accumulated associations that will enable them to absorb, retain, and analyze new information. Education certainly shouldn’t end with facts. But if it doesn’t begin there, many students will never acquire the knowledge and analytical abilities they need to thrive both in school and in life.”</li></ul></li></ul>Other Resources as well as some relevant citations from The Knowledge Gap:<ul><li><a href="https://amplify.com/science-of-reading-the-podcast/" rel="nofollow" target="_blank">Amplify Science of Reading Podcast</a></li><li>Shanahan: <a href="https://shanahanonliteracy.com/upload/publications/98/pdf/Shanahan---Should-we-teach-at-reading-level.pdf" rel="nofollow" target="_blank">Should We Teach Students at their Reading Level </a></li><li><a href="http://www.corelearn.com/files/Archer/Sweller_Kirschner_Clark_2007-Why_Minimally_Guided.pdf" rel="nofollow" target="_blank">Why Minimally Guided Techniques Do Not Work</a>, Kirschner et al</li><li><a href="https://www.youtube.com/watch?v=RiP-ijdxqEc" rel="nofollow" target="_blank">Teaching Content is Teaching Reading </a>- YouTube Video, Dan Willingham</li></ul>

Knowledge Party with Natalie Wexler

Jim Afremow

Episode 047: Dr. Jim Afremow - The Champion’s MindSports psychologist Dr. Jim Afremow joins Vrain Waves to share the importance of cultivating a champion’s mindset in everything you do. There are plenty of parallels between sports and teaching and learning; some of these parallels are useful for thinking about your classroom or your collegial relationships in a different frame. Download the Champion’s Mind app to hear inspirational audio clips and motivate yourself for anything you’re trying to tackle in life! Enjoy!  Connect with Dr. Jim AfremowWebsite: goldmedalmind.net | Twitter: @goldmedalmind | Books: The Champion’s Mind; The Champion’s Comeback; The Young Champion’s Mind Connect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes Intro links  Space Jam the movie Practice until you can’t get it wrong - Peyton Manning Champions v. Contenders  “Part of this process requires us to maintain our eagerness to learn and grow, and to take well-trained, disciplined action to make solid change in our lives.”  What can we learn from athletes? (06:15)  What is a champion? (07:02)  Being vitally involved in life  Handling setbacks (07:52)  Ugly but effective  Serena Williams Relaxes when she’s down in a match  Greatest of All Time (09:54)  Arrogance v. Confidence (10:51)  Time to be humble (preparation phase) then confident (performance phase)  Ego edges greatness out  Self-talk (13:10)  Anxiety management  Butterflies - try to get them to fly in formation  Mental game / Physical game (15:15)  Visualization / Mental Imagery (16:02)  Big days or daily routines  Psych yourself up instead of psyching yourself out  Peak Performance Coordinator for the San Francisco Giants  Motivation (19:41)  Get into a great mood / frame of mind  Pick a predator to emulate  Good / Better / Best (21:50)  Great way to debrief: What went well? What could I have done better? How will I make those changes to help myself be best tomorrow?  Lebron &amp; his son video Deliberate Practice (24:23)  Process goals &amp; outcome goals  Continuous improvement  Rest / Recovery / Regeneration - Don’t be lazy with your recovery  Meditation &amp; breathing techniques (26:47)  Champions &amp; their contract (27:33)  Dr. Afremow article about JJ Watt: "I think no matter what job you do, I don’t care what job it is, you want to outperform your contract. I feel like that’s how everybody should attack their job, at least. You should want people to think you’re underpaid because of how hard you work, because of how well you do your job, because of how you go about your business."  Importance of Gratitude  Sometimes we have to go against socialization to be our best selves  Team Sports &amp; Teaching (29:44)  When we give ourselves to others, we get more in return.  A rising tide lifts all boats  On Twitter: @GoldMedalMind Relationships (31:40)  Learn the learner; study the student - be vulnerable with students  Coach-Athlete Relationship (33:10)  Balance between challenge &amp; support  Optimism (34:49)  Baseball card research study (article)  When it’s time to perform, be psychotically optimistic.  Body Language (36:46)  Confidence, Concentration, Commitment, Composure (38:24)  “That’s like me” or “That’s not like me”  Negativity bias for survival  What are we doing that gets in our own way? (40:07)  “I know” list  Gift of failing &amp; how to learn from it: I just learned something that didn’t work  3 P’s: Present, Positivity, Process (43:17)  Let go of today &amp; focus on the next thing  Mantras / Routines (44:44)  Mind over matter  Be like water  I love hills  Bruce Lee quote:   “Empty your mind, be formless, shapeless — like water. Now you put water in a cup, it becomes the cup; You put water into a bottle it becomes the bottle; You put it in a teapot it becomes the teapot. Now water can flow or it can crash. Be water, my friend.”  Commonalities among people that surround champions (46:03)  The Champions Mind App Use the app to build mental skills &amp; strategies  Take Aways (48:32)  Cornelius Minor Vrain Waves episode 3 questions for being a team player:  “Think about these three self-reflection questions regarding your role as a teammate: 1. What am I doing that is hurting my team (e.g., complaining, gossiping)? 2. What am I not doing that is hurting my team (e.g., cheering for my teammates, accepting my role on the team)? 3. What are the specific action steps I will take to be a better teammate moving forward (e.g., hustling on every play, being more vocal on the field)?”  PLC+ Vrain Waves episode 

Episode 047: Dr. Jim Afremow - The Champion’s Mind Sports psychologist Dr. Jim Afremow joins Vrain Waves to share the importance of cultivating a champion’s mindset in everything you do. There are plenty of parallels between sports and teaching and learning; some of these parallels are useful for thinking about your classroom or your collegial relationships in a different frame. Download the <a href="https://www.championsmind.app/" rel="nofollow" target="_blank">Champion’s Mind app</a> to hear inspirational audio clips and motivate yourself for anything you’re trying to tackle in life! Enjoy! Connect with Dr. Jim Afremow Website: <a href="https://goldmedalmind.net/" rel="nofollow" target="_blank">goldmedalmind.net</a> | Twitter: <a href="https://twitter.com/goldmedalmind?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" rel="nofollow" target="_blank">@goldmedalmind</a> | Books: <a href="https://www.amazon.com/Champions-Mind-Great-Athletes-Thrive/dp/1623365627/ref=sr_1_2?keywords=afremow&amp;qid=1571589764&amp;s=books&amp;sr=1-2" rel="nofollow" target="_blank">The Champion’s Mind</a>; <a href="https://www.amazon.com/Champions-Comeback-Athletes-Recover-Re-Ignite/dp/1623366798/ref=sr_1_3?keywords=afremow&amp;qid=1571589800&amp;s=books&amp;sr=1-3" rel="nofollow" target="_blank">The Champion’s Comeback</a>; <a href="https://www.amazon.com/Young-Champions-Mind-Thrive-Athlete/dp/1635650569/ref=sr_1_1?keywords=afremow&amp;qid=1571589800&amp;s=books&amp;sr=1-1" rel="nofollow" target="_blank">The Young Champion’s Mind</a> Connect with Vrain Waves Website: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul><li>Intro links <ul><li><a href="https://en.wikipedia.org/wiki/Space_Jam" rel="nofollow" target="_blank">Space Jam the movie</a> </li><li>Practice until you can’t get it wrong - <a href="https://www.dailymail.co.uk/news/article-2523685/Peyton-Manning-wears-helmet-hot-tub.html" rel="nofollow" target="_blank">Peyton Manning</a> </li><li>Champions v. Contenders </li><li>“Part of this process requires us to maintain our eagerness to learn and grow, and to take well-trained, disciplined action to make solid change in our lives.” </li></ul></li><li>What can we learn from athletes? (06:15) </li><li>What is a champion? (07:02) <ul><li>Being vitally involved in life </li></ul></li><li>Handling setbacks (07:52) <ul><li>Ugly but effective </li><li><a href="https://www.serenawilliams.com/" rel="nofollow" target="_blank">Serena Williams</a> </li><li>Relaxes when she’s down in a match </li></ul></li><li>Greatest of All Time (09:54) </li><li>Arrogance v. Confidence (10:51) <ul><li>Time to be humble (preparation phase) then confident (performance phase) </li><li>Ego edges greatness out </li></ul></li><li>Self-talk (13:10) <ul><li>Anxiety management </li><li>Butterflies - try to get them to fly in formation </li></ul></li><li>Mental game / Physical game (15:15) </li><li>Visualization / Mental Imagery (16:02) <ul><li>Big days or daily routines </li><li>Psych yourself up instead of psyching yourself out </li></ul></li><li>Peak Performance Coordinator for the San Francisco Giants </li><li>Motivation (19:41) <ul><li>Get into a great mood / frame of mind </li><li>Pick a predator to emulate </li></ul></li><li>Good / Better / Best (21:50) <ul><li>Great way to debrief: What went well? What could I have done better? How will I make those changes to help myself be best tomorrow? </li><li><a href="https://uproxx.com/dimemag/lebron-james-instagram-son-bryce-coaching-video/" rel="nofollow" target="_blank">Lebron &amp; his son video</a> </li></ul></li><li>Deliberate Practice (24:23) <ul><li>Process goals &amp; outcome goals </li><li>Continuous improvement </li><li>Rest / Recovery / Regeneration - Don’t be lazy with your recovery </li></ul></li><li>Meditation &amp; breathing techniques (26:47) </li><li>Champions &amp; their contract (27:33) <ul><li><a href="https://www.sportingnews.com/us/nfl/news/think-train-and-thrive-like-jj-watt-the-champions-mind/fw9cg8rmt0gf1o9g0qzn6lb5e" rel="nofollow" target="_blank">Dr. Afremow article about JJ Watt</a>: "I think no matter what job you do, I don’t care what job it is, you want to outperform your contract. I feel like that’s how everybody should attack their job, at least. You should want people to think you’re underpaid because of how hard you work, because of how well you do your job, because of how you go about your business." </li><li>Importance of Gratitude </li><li>Sometimes we have to go against socialization to be our best selves </li></ul></li><li>Team Sports &amp; Teaching (29:44) <ul><li>When we give ourselves to others, we get more in return. </li><li>A rising tide lifts all boats </li></ul></li><li>On Twitter: <a href="http://www.goldmedalmind.net/" rel="nofollow" target="_blank">@GoldMedalMind</a> </li><li>Relationships (31:40) <ul><li>Learn the learner; study the student - be vulnerable with students </li></ul></li><li>Coach-Athlete Relationship (33:10) <ul><li>Balance between challenge &amp; support </li></ul></li><li>Optimism (34:49) <ul><li>Baseball card <a href="https://journals.sagepub.com/doi/abs/10.1177/0956797610363775" rel="nofollow" target="_blank">research study</a> (<a href="https://www.inc.com/melanie-curtin/science-says-doing-this-makes-you-just-as-happy-as.html" rel="nofollow" target="_blank">article</a>) </li><li>When it’s time to perform, be psychotically optimistic. </li></ul></li><li>Body Language (36:46) </li><li>Confidence, Concentration, Commitment, Composure (38:24) <ul><li>“That’s like me” or “That’s not like me” </li><li><a href="https://en.wikipedia.org/wiki/Negativity_bias" rel="nofollow" target="_blank">Negativity bias</a> for survival </li></ul></li><li>What are we doing that gets in our own way? (40:07) <ul><li>“I know” list </li><li>Gift of failing &amp; how to learn from it: I just learned something that didn’t work </li></ul></li><li>3 P’s: Present, Positivity, Process (43:17) <ul><li>Let go of today &amp; focus on the next thing </li></ul></li><li>Mantras / Routines (44:44) <ul><li>Mind over matter </li><li>Be like water </li><li>I love hills </li><li>Bruce Lee quote: </li><li>“Empty your mind, be formless, shapeless — like water. Now you put water in a cup, it becomes the cup; You put water into a bottle it becomes the bottle; You put it in a teapot it becomes the teapot. Now water can flow or it can crash. Be water, my friend.” </li></ul></li><li>Commonalities among people that surround champions (46:03) </li><li><a href="https://www.championsmind.app/" rel="nofollow" target="_blank">The Champions Mind App</a> <ul><li>Use the app to build mental skills &amp; strategies </li></ul></li><li>Take Aways (48:32) <ul><li><a href="https://blogs.svvsd.org/vrainwaves/ep-033-cornelius-minor-we-got-this/" rel="nofollow" target="_blank">Cornelius Minor Vrain Waves episode</a> </li><li>3 questions for being a team player: </li><li>“Think about these three self-reflection questions regarding your role as a teammate: 1. What am I doing that is hurting my team (e.g., complaining, gossiping)? 2. What am I not doing that is hurting my team (e.g., cheering for my teammates, accepting my role on the team)? 3. What are the specific action steps I will take to be a better teammate moving forward (e.g., hustling on every play, being more vocal on the field)?” </li><li><a href="https://blogs.svvsd.org/vrainwaves/episode-41-doug-fisher-plc/" rel="nofollow" target="_blank">PLC+ Vrain Waves episode</a> </li></ul></li></ul>

The Champions Mind with Dr. Jim Afremow

Dave Burgess

Get ready to sail the seven seas with this week’s guest, Mr. Dave Burgess. Using magic, humor, and a trademark level of enthusiasm to augment his already stellar content, Dave is a sought after speaker, well-known author, and high-quality publisher followed by educators around the world. In this episode we discuss how good teaching relates with good coaching, some of Dave's favorite hooks, and why a costume can't cover up for boring learning! Connect with Dave Burgess Twitter: @burgessdave | Website: daveburgess.com | Book: Teach Like a Pirate Links &amp; Show Notes Out of our heads and into the classroom: “Hook” hacks with Ben &amp; Becky (1:34) Snowball Fight (1:34) Dance Party (2:26) Cue YouTube videos to certain spot 3 Act Math (3:56) Dan Meyer - Secondary 3 Act Math (Explanation / Background) Graham Fletcher - Elementary 3 Act Math (Not familiar with Dan Meyer? Watch his video, ‘Math Class Needs a Makeover’) Alphabet aerobics (5:21) Dave Burgess Introduction (6:31) Dave Burgess Publishing &amp; Consulting Other pirates mentioned: George Couros, Alice Keeler, John Spencer, AJ Juiliani, Jimmy Casas How Dave got into teaching (7:30) Teaching / Coaching overlap (8:45) / John Wooden PIRATE acronym and how it applies to teaching (10:00) Passion / Immersion / Rapport / Ask &amp; Analyze / Transformation / Enthusiasm Digging deeper into passion (12:30) 3 circles of teaching (14:20) Content / Techniques &amp; Methods / Presentation Getting better at Presentation (16:40) Questions are the key to creativity (17:41) Dave’s recommendations for authors to learn from (18:45) Seth Godin (Linchpin) Anthony Robbins (Awaken the Giant Within / Unlimited Power) “Questions are the laser of human consciousness.” Ed Tech integration (22:20) R. Buckminster Fuller - “Don’t fight forces. Use them.” Student-centered classroom &amp; TLAP complementary texts (24:56) Learn Like a Pirate, Paul Solarz Explore Like a Pirate (Gamification), Michael Matera Play Like a Pirate, Quinn Rollins “You teach what you know; you teach who you are.” (27:35) Maya Angelou &amp; storytelling (28:50) It’s about the power of your presence. The most important thing in the world is courage. Teaser hook (30:47) Always preheat the grill; creating anticipation / curiosity / buzz before the lesson Ted Talk - Teach Like a Pirate (33:10) Dave on Failure (33:33) Progress happens outside of your comfort zone; if you’re not uncomfortable, you’re not growing Failure as feedback (36:54) Pirates turn their sails to the wind (41:08) Enthusiasm (42:03) Control your state - 1) what you focus on; 2) your physiology If they didn’t have to be there, would you be teaching to an empty room? (45:00) @burgessdave / #tlap / daveburgess.com /daveburgessconsulting.com Get connected!! Ben &amp; Becky Take-Aways (47:21) Joe Biden quote Medici Effect

Get ready to sail the seven seas with this week’s guest, Mr. Dave Burgess. Using magic, humor, and a trademark level of enthusiasm to augment his already stellar content, Dave is a sought after speaker, well-known author, and high-quality publisher followed by educators around the world. In this episode we discuss how good teaching relates with good coaching, some of Dave's favorite hooks, and why a costume can't cover up for boring learning! Connect with Dave Burgess Twitter: <a href="https://twitter.com/burgessdave" rel="nofollow" target="_blank">@burgessdave</a> | Website: <a href="http://daveburgess.com/" rel="nofollow" target="_blank">daveburgess.com</a> | Book: <a href="https://www.amazon.com/dp/B009V9RQNU?ref_=cm_sw_r_kb_dp_xiPmxb1RST6BH&amp;tag=kpembed-20&amp;linkCode=kpe" rel="nofollow" target="_blank">Teach Like a Pirate</a> Links &amp; Show Notes Out of our heads and into the classroom: “Hook” hacks with Ben &amp; Becky (1:34) Snowball Fight (1:34) Dance Party (2:26) <a href="https://www.h3xed.com/web-and-internet/link-to-a-specific-time-in-a-youtube-video" rel="nofollow" target="_blank">Cue YouTube videos to certain spot</a> 3 Act Math (3:56) Dan Meyer - <a href="https://docs.google.com/a/svvsd.org/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/pub?output=html" rel="nofollow" target="_blank">Secondary 3 Act Math (Explanation / Background)</a> Graham Fletcher - <a href="https://gfletchy.com/3-act-lessons/" rel="nofollow" target="_blank">Elementary 3 Act Math</a> (Not familiar with Dan Meyer? Watch his video, ‘<a href="https://www.ted.com/talks/dan_meyer_math_curriculum_makeover/up-next" rel="nofollow" target="_blank">Math Class Needs a Makeover</a>’) Alphabet aerobics (5:21) Dave Burgess Introduction (6:31) Dave Burgess Publishing &amp; Consulting Other pirates mentioned: George Couros, Alice Keeler, John Spencer, AJ Juiliani, Jimmy Casas How Dave got into teaching (7:30) Teaching / Coaching overlap (8:45) / John Wooden PIRATE acronym and how it applies to teaching (10:00) Passion / Immersion / Rapport / Ask &amp; Analyze / Transformation / Enthusiasm Digging deeper into passion (12:30) 3 circles of teaching (14:20) Content / Techniques &amp; Methods / Presentation Getting better at Presentation (16:40) Questions are the key to creativity (17:41) Dave’s recommendations for authors to learn from (18:45) <a href="http://www.sethgodin.com/" rel="nofollow" target="_blank">Seth Godin (Linchpin)</a> <a href="https://www.tonyrobbins.com/" rel="nofollow" target="_blank">Anthony Robbins</a> (Awaken the Giant Within / Unlimited Power) “Questions are the laser of human consciousness.” Ed Tech integration (22:20) R. Buckminster Fuller - “Don’t fight forces. Use them.” Student-centered classroom &amp; TLAP complementary texts (24:56) Learn Like a Pirate, Paul Solarz Explore Like a Pirate (Gamification), Michael Matera Play Like a Pirate, Quinn Rollins “You teach what you know; you teach who you are.” (27:35) Maya Angelou &amp; storytelling (28:50) It’s about the power of your presence. The most important thing in the world is courage. Teaser hook (30:47) Always preheat the grill; creating anticipation / curiosity / buzz before the lesson Ted Talk - Teach Like a Pirate (33:10) Dave on Failure (33:33) Progress happens outside of your comfort zone; if you’re not uncomfortable, you’re not growing Failure as feedback (36:54) Pirates turn their sails to the wind (41:08) Enthusiasm (42:03) Control your state - 1) what you focus on; 2) your physiology If they didn’t have to be there, would you be teaching to an empty room? (45:00) @burgessdave / #tlap / <a href="http://daveburgess.com" rel="nofollow" target="_blank">daveburgess.com</a> /<a href="http://daveburgessconsulting.com" rel="nofollow" target="_blank">daveburgessconsulting.com</a> Get connected!! Ben &amp; Becky Take-Aways (47:21) Joe Biden quote Medici Effect

How to Teach Like a Pirate with Dave Burgess

Join us as we learn from Chalkbeat founder, journalist, and teacher advocate, Elizabeth Green. She talks with us about developing educational infrastructure and supporting teachers across the country.

Elizabeth Green (Chalkbeat, Building a Better Teacher)

Cornelius Minor

Connect with Cornelius Minor Website: kassandcorn.com | Twitter: @MisterMinor | Book: We Got This Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Cornelius’ Introduction &amp; Background (02:05)  Working through and reflecting on failure; teacher imagination (03:45)   We Got This, the book, and the Teacher-as-Hero Narrative (05:59)  Jamal Eigel, illustrator   Why is the Teacher-as-hero narrative problematic? (07:40)  People as humans not heroes; allies, not saviors Heinemann Podcast w/ Mr. Minor - Building Better Heroes   We all want better (09:52)  Teaching in the contemporary political moment We are pro-kid - to help them create opportunities for themselves “Anything that abridges opportunity is my enemy.” Challenge: How do we actualize ‘better’   How do we navigate the contemporary political moment? (12:05)  Everything is iterative Story about Cornelius &amp; his soccer team Bringing it back to the classroom - what it means to be a member of a community - advocacy &amp; activism (16:10) The world hands you a curriculum - if you’re observant &amp; you listen, you can do really powerful things How can we all help surface and solve those stories? (17:55) Racism, ableism, classism - Who should be working to solve it? Empathy is a really powerful tool Decolonize school by trying to understand each other   Get to know our students better by listening - “Where is the poetry in this person?” (21:04)  Spend our time observing (22:35) Labels are necessary shorthand but we have to avoid getting trapped in those (23:08) Disability spread - the spread effect (23:57)   Hip Hop Ed (24:31)  #hiphoped Art vs. product (25:08) At the heart of hip hop is innovation / engineering / iterative design Fearless around the act of creation Hip hop came out of the Bronx Can’t teach without the crowd   How can we be more fearless in our creation? (28:36)  What is school? True creation is messy &amp; noisy - where are we leaving space for that during the school day? Embrace approximation (instead of perfection) (30:12)   How do we create space for learning from each other? (31:45)  Be deliberate about it Ms. Disbrow as Cornelius’ mentor Watching specific teaching moves, going into each other’s classrooms at least once a week - specific, scheduled time to watch, then specific, scheduled time to practice the learning   Practices in literacy instruction (35:49)  Students and book selection - craft independence “We’re here to create book culture.” Independent reading time in class (37:51) Agency for students (39:05)   Modeling in writing (39:52)  Lucy Calkins / Reading &amp; Writing Project Readers Workshop / Writers Workshop Writing essays - “Essay is a journey of thought.” (39:50) Is our own ability a ceiling on our kids’ progress?   Letting go of power without letting go of control (44:27)  Physics of human relationships Create multiple points of investment / sharing power “How can I raise a kid’s status in front of their peers?”   How to teach with deep community engagement (48:18)  Parents &amp; teachers need to see each other as experts How can I labor to understand each student in order to give them the best possible experience?   To learn more from Cornelius Minor:  Kassandcorn.com Heinemann.com - We Got This Loads of Free Resources from the Book!! Graphic organizers for your own Action Research to support your reflection &amp; iteration @MisterMinor on Twitter @CorneliusMinor on Instagram   Wrap Ups &amp; Take Aways (52:21) 

Connect with Cornelius Minor Website: <a href="https://kassandcorn.com/" rel="nofollow" target="_blank">kassandcorn.com</a> | Twitter: <a href="https://twitter.com/misterminor?lang=en" rel="nofollow" target="_blank">@MisterMinor</a> | Book: <a href="https://www.heinemann.com/products/e09814.aspx" rel="nofollow" target="_blank">We Got This</a> Connect with Vrain Waves Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Cornelius’ Introduction &amp; Background (02:05) <ul> <li>Working through and reflecting on failure; teacher imagination (03:45)</li> </ul> </li> <li><a href="https://www.amazon.com/We-Got-This-Equity-Students/dp/032509814X" rel="nofollow" target="_blank">We Got This</a>, the book, and the Teacher-as-Hero Narrative (05:59) <ul> <li><a href="https://jamaligle.com/" rel="nofollow" target="_blank">Jamal Eigel</a>, illustrator</li> </ul> </li> <li>Why is the Teacher-as-hero narrative problematic? (07:40) <ul> <li>People as humans not heroes; allies, not saviors</li> <li><a href="https://blog.heinemann.com/on-the-podcast-building-better-heroes-with-cornelius-minor" rel="nofollow" target="_blank">Heinemann Podcast w/ Mr. Minor - Building Better Heroes</a></li> </ul> </li> <li>We all want better (09:52) <ul> <li>Teaching in the contemporary political moment</li> <li>We are pro-kid - to help them create opportunities for themselves</li> <li>“Anything that abridges opportunity is my enemy.”</li> <li>Challenge: How do we actualize ‘better’</li> </ul> </li> <li>How do we navigate the contemporary political moment? (12:05) <ul> <li>Everything is iterative</li> <li>Story about Cornelius &amp; his soccer team</li> <li>Bringing it back to the classroom - what it means to be a member of a community - advocacy &amp; activism (16:10)</li> <li>The world hands you a curriculum - if you’re observant &amp; you listen, you can do really powerful things</li> <li>How can we all help surface and solve those stories? (17:55)</li> <li>Racism, ableism, classism - Who should be working to solve it?</li> <li>Empathy is a really powerful tool</li> <li>Decolonize school by trying to understand each other</li> </ul> </li> <li>Get to know our students better by listening - “Where is the poetry in this person?” (21:04) <ul> <li>Spend our time observing (22:35)</li> <li>Labels are necessary shorthand but we have to avoid getting trapped in those (23:08)</li> <li>Disability spread - <a href="http://mtstcil.org/skills/il-4-attitudinal.html" rel="nofollow" target="_blank">the spread effect</a> (23:57)</li> </ul> </li> <li>Hip Hop Ed (24:31) <ul> <li><a href="https://hiphoped.com/" rel="nofollow" target="_blank">#hiphoped</a></li> <li>Art vs. product (25:08)</li> <li>At the heart of hip hop is innovation / engineering / iterative design</li> <li>Fearless around the act of creation</li> <li><a href="https://www.wnyc.org/story/89709-south-bronx-hip-hop-year-zero/" rel="nofollow" target="_blank">Hip hop came out of the Bronx</a></li> <li>Can’t teach without the crowd</li> </ul> </li> <li>How can we be more fearless in our creation? (28:36) <ul> <li>What is school?</li> <li>True creation is messy &amp; noisy - where are we leaving space for that during the school day?</li> <li>Embrace approximation (instead of perfection) (30:12)</li> </ul> </li> <li>How do we create space for learning from each other? (31:45) <ul> <li>Be deliberate about it</li> <li>Ms. Disbrow as Cornelius’ mentor</li> <li>Watching specific teaching moves, going into each other’s classrooms at least once a week - specific, scheduled time to watch, then specific, scheduled time to practice the learning</li> </ul> </li> <li>Practices in literacy instruction (35:49) <ul> <li>Students and book selection - craft independence</li> <li>“We’re here to create book culture.”</li> <li>Independent reading time in class (37:51)</li> <li>Agency for students (39:05)</li> </ul> </li> <li>Modeling in writing (39:52) <ul> <li><a href="http://www.unitsofstudy.com/" rel="nofollow" target="_blank">Lucy Calkins</a> / <a href="https://readingandwritingproject.org/about" rel="nofollow" target="_blank">Reading &amp; Writing Project</a></li> <li><a href="http://www.unitsofstudy.com/framework" rel="nofollow" target="_blank">Readers Workshop / Writers Workshop</a></li> <li>Writing essays - “Essay is a journey of thought.” (39:50)</li> <li>Is our own ability a ceiling on our kids’ progress?</li> </ul> </li> <li>Letting go of power without letting go of control (44:27) <ul> <li>Physics of human relationships</li> <li>Create multiple points of investment / sharing power</li> <li>“How can I raise a kid’s status in front of their peers?”</li> </ul> </li> <li>How to teach with deep community engagement (48:18) <ul> <li>Parents &amp; teachers need to <a href="https://www.gettingsmart.com/2016/03/expert-parents-teachers/" rel="nofollow" target="_blank">see each other as experts</a></li> <li>How can I labor to understand each student in order to give them the best possible experience?</li> </ul> </li> <li>To learn more from Cornelius Minor: <ul> <li><a href="https://kassandcorn.com/" rel="nofollow" target="_blank">Kassandcorn.com</a></li> <li><a href="https://www.heinemann.com/" rel="nofollow" target="_blank">Heinemann.com</a> - <a href="https://www.heinemann.com/products/e09814.aspx" rel="nofollow" target="_blank">We Got This</a></li> <li>Loads of <a href="https://www.heinemann.com/products/e09814.aspx" rel="nofollow" target="_blank">Free Resources from the Book</a>!! Graphic organizers for your own Action Research to support your reflection &amp; iteration</li> <li><a href="https://twitter.com/misterminor?lang=en" rel="nofollow" target="_blank">@MisterMinor</a> on Twitter</li> <li><a href="https://www.instagram.com/corneliusminor/" rel="nofollow" target="_blank">@CorneliusMinor</a> on Instagram</li> </ul> </li> <li>Wrap Ups &amp; Take Aways (52:21)</li> </ul>

We Got This with Cornelius Minor

Kim Scott

Links &amp; Show Notes (please note, some language bleeped using a horse sound) Out of our heads and into the classroom: Feedback hacks from Ben &amp; Becky (2:01) Errors &amp; Misconception videos (3:15) Adaptive assessments with google forms (5:20) (Written Steps | Video) Real-time feedback during performances (6:50) Free up your time for face-to-face student conferences (8:55) Video yourself (9:50) Kim on the book, Radical Candor - how to be a good human being, parent, manager, leader (11:44) What is Radical Candor? (13:18) Mostly about collaboration Care Personally &amp; Challenge Directly Ruinous Empathy (15:05) - ‘Bob’ Story (15:45) Manipulative Insincerity (17:35) - “the desire to be liked is the path to hell for a leader.” Radical Candor in student-teacher relationships (19:53) “It’s not mean, it’s clear” story (21:45) Order of Operations in Radical Candor Be willing to solicit feedback first (23:50) Focus on the good stuff. Give praise first - focus on success (25:00) Offer criticism (28:20) Feedback is a gift - Be Humble (you may not be right) (29:23) That’s why it’s called ‘candor’ and not ‘truth’. You may be wrong. Be helpful (31:00) Do it immediately (32:53) Do it in person (33:10) 80% of communication is nonverbal Respond to their reaction What does this look like when it’s done successfully? (35:15) Situation - Behavior - Impact (not about personality traits) How do we get better at receiving and learning from the feedback we receive  First practice asking for feedback. “What could I do or stop doing that would make it easier to work with me?” - What’s your go-to question? (40:00) Embrace the discomfort. Don’t get defensive. “Listen with the intent to understand, not to respond.” (41:49) Reward the candor. Publically. (45:25) Coaching in Kim Scott’s life (47:15) Rapid Fire (48:50) Billboard: Radical Candor framework in congress New belief, behavior, or habit: Getting good sleep Kim thanks teachers (51:15) Kim’s novel, The Measurement Problem To learn more: Kim’s Podcast Radicalcandor.com @kimballscott | @candor Takeaways: (52:48) Don’t take it personally - Kim Scott video demonstrating this with her sister “It’s not mean, it’s clear” Science of Success podcast, episode with Adam Grant Rate us on Apple Podcasts (or wherever you listen) Give us feedback! 

Links &amp; Show Notes (please note, some language bleeped using a horse sound) Out of our heads and into the classroom: Feedback hacks from Ben &amp; Becky (2:01) Errors &amp; Misconception videos (3:15) Adaptive assessments with google forms (5:20) (Written Steps | Video) Real-time feedback during performances (6:50) Free up your time for face-to-face student conferences (8:55) Video yourself (9:50) Kim on the book, Radical Candor - how to be a good human being, parent, manager, leader (11:44) What is Radical Candor? (13:18) Mostly about collaboration Care Personally &amp; Challenge Directly Ruinous Empathy (15:05) - ‘Bob’ Story (15:45) Manipulative Insincerity (17:35) - “the desire to be liked is the path to hell for a leader.” Radical Candor in student-teacher relationships (19:53) “It’s not mean, it’s clear” story (21:45) Order of Operations in Radical Candor Be willing to solicit feedback first (23:50) Focus on the good stuff. Give praise first - focus on success (25:00) Offer criticism (28:20) Feedback is a gift - Be Humble (you may not be right) (29:23) That’s why it’s called ‘candor’ and not ‘truth’. You may be wrong. Be helpful (31:00) Do it immediately (32:53) Do it in person (33:10) 80% of communication is nonverbal Respond to their reaction What does this look like when it’s done successfully? (35:15) Situation - Behavior - Impact (not about personality traits) How do we get better at receiving and learning from the feedback we receive <ol> <li>First practice asking for feedback. “What could I do or stop doing that would make it easier to work with me?” - What’s your go-to question? (40:00)</li> <li>Embrace the discomfort. Don’t get defensive. “Listen with the intent to understand, not to respond.” (41:49)</li> <li>Reward the candor. Publically. (45:25) Coaching in Kim Scott’s life (47:15) Rapid Fire (48:50) Billboard: Radical Candor framework in congress New belief, behavior, or habit: Getting good sleep Kim thanks teachers (51:15) Kim’s novel, The Measurement Problem To learn more: Kim’s Podcast <a href="http://Radicalcandor.com" rel="nofollow" target="_blank">Radicalcandor.com</a> @kimballscott | @candor Takeaways: (52:48) Don’t take it personally - Kim Scott video demonstrating this with her sister “It’s not mean, it’s clear” Science of Success podcast, episode with Adam Grant Rate us on Apple Podcasts (or wherever you listen) Give us feedback!</li> </ol>

Kim Scott (Giving and Learning from Feedback, Radical Candor, and more!)

Dan Ryder

Connect with Dan Ryder Twitter: @wickeddecent or @intentionbook / #dtk12chat | Website: danryder207.com | Book: Intention: Critical Creativity in the Classroom ** Links &amp; Show Notes** Out of Our Heads and Into the Classroom (02:30) Phrankenword: vocab mashup Give us a phrankenword for Vrain Waves!! Tweet it to us or send it on Facebook. 6-word story: Hemingway origin story (04:21) Dan Ryder Intro (06:25) Mt. Blue High School, Farmington ME Education Director for new Success &amp; Innovation Center at Mt. Blue #dtk12chat on Twitter (09:22) Dan’s Favorite Design Challenge (10:40) How might we design a tiny house for the 4 main characters in Of Mice &amp; Men? Empathy Maps (12:36) Intention the Book (14:35) Amy Burvall, co-author - @AmyBurvall Academic Knowledge + Critical Thinking + Creativity = Edusymbiosis Dan’s Top 3 favorite ‘recipes’ from the book (17:40) Intention Oreo - #IntentionOreo Potent quotables - #IntentionQuotes One Word to Rule them All - #IntentionOneWord Color Palette Activity #IntentionColor (19:27) Colourlovers.com Unpacking standards (24:50) How do you get better at being creative? (28:51) Podcasts Dan listens to: Uncivil; Code Switch; Reply All; Design Matters; All Songs Considered; WTF with Mark Maron; Across the Hall; Radio Zamunda By being curious! &amp; having access to information. &amp; by having co-conspirators Book that changed Dan’s practice: A Whole New Mind, by Daniel Pink (32:24) Be the thinking classroom: teach students how to think, not what to think (34:35) Failing at providing timely feedback (35:57) Audio feedback on gDrive Don’t grade everything (41:30) Only assess what students deem their best work (42:55) Intentionthebook.online | @WickedDecent (Twitter, Instagram, Medium) Takeaways (46:00)

Connect with Dan Ryder Twitter: <a href="https://twitter.com/wickeddecent" rel="nofollow" target="_blank">@wickeddecent</a> or <a href="https://twitter.com/intentionbook?lang=en" rel="nofollow" target="_blank">@intentionbook</a> / <a href="https://www.dtk12chat.com/" rel="nofollow" target="_blank">#dtk12chat</a> | Website: <a href="http://www.danryder207.com/" rel="nofollow" target="_blank">danryder207.com</a> | Book: <a href="https://www.amazon.ca/Intention-Creativity-Classroom-Amy-Burvall/dp/1945167327" rel="nofollow" target="_blank">Intention: Critical Creativity in the Classroom</a> ** Links &amp; Show Notes** Out of Our Heads and Into the Classroom (02:30) Phrankenword: vocab mashup Give us a phrankenword for Vrain Waves!! Tweet it to us or send it on Facebook. 6-word story: <a href="https://en.wikipedia.org/wiki/For_sale:_baby_shoes,_never_worn" rel="nofollow" target="_blank">Hemingway origin story</a> (04:21) Dan Ryder Intro (06:25) <a href="https://sites.google.com/a/mtbluersd.org/mt-blue-hs/" rel="nofollow" target="_blank">Mt. Blue High School</a>, Farmington ME Education Director for new <a href="https://medium.com/@WickedDecent/the-compass-the-canvas-launching-the-success-innovation-center-at-mt-blue-campus-bd761a71fa1" rel="nofollow" target="_blank">Success &amp; Innovation Center</a> at Mt. Blue <a href="https://www.dtk12chat.com/" rel="nofollow" target="_blank">#dtk12chat</a> on Twitter (09:22) Dan’s Favorite Design Challenge (10:40) How might we design a tiny house for the 4 main characters in Of Mice &amp; Men? <a href="https://www.interaction-design.org/literature/article/empathy-map-why-and-how-to-use-it" rel="nofollow" target="_blank">Empathy Maps</a> (12:36) Intention the Book (14:35) Amy Burvall, co-author - <a href="https://twitter.com/amyburvall?lang=en" rel="nofollow" target="_blank">@AmyBurvall</a> Academic Knowledge + Critical Thinking + Creativity = Edusymbiosis Dan’s Top 3 favorite ‘recipes’ from the book (17:40) Intention Oreo - <a href="https://twitter.com/hashtag/intentionoreo" rel="nofollow" target="_blank">#IntentionOreo</a> Potent quotables - <a href="https://twitter.com/search?q=%23Intentionquotes&amp;src=typd" rel="nofollow" target="_blank">#IntentionQuotes</a> One Word to Rule them All - <a href="https://twitter.com/search?q=%23IntentionOneWord" rel="nofollow" target="_blank">#IntentionOneWord</a> Color Palette Activity <a href="https://twitter.com/search?q=%23Intentioncolor&amp;src=typd" rel="nofollow" target="_blank">#IntentionColor</a> (19:27) <a href="http://www.colourlovers.com/" rel="nofollow" target="_blank">Colourlovers.com</a> Unpacking standards (24:50) How do you get better at being creative? (28:51) Podcasts Dan listens to: <a href="http://uncivil.show/" rel="nofollow" target="_blank">Uncivil</a>; <a href="https://www.npr.org/podcasts/510312/codeswitch" rel="nofollow" target="_blank">Code Switch</a>; <a href="https://www.gimletmedia.com/reply-all" rel="nofollow" target="_blank">Reply All</a>; <a href="https://www.designmattersmedia.com/designmatters" rel="nofollow" target="_blank">Design Matters</a>; <a href="https://www.npr.org/podcasts/510019/all-songs-considered" rel="nofollow" target="_blank">All Songs Considered</a>; <a href="http://www.wtfpod.com/" rel="nofollow" target="_blank">WTF with Mark Maron</a>; <a href="http://www.acrossthehallpodcast.com/" rel="nofollow" target="_blank">Across the Hall</a>; <a href="http://radiozamunda.com/" rel="nofollow" target="_blank">Radio Zamunda</a> By being curious! &amp; having access to information. &amp; by having co-conspirators Book that changed Dan’s practice: <a href="https://www.amazon.com/dp/B000PC0SPU/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1" rel="nofollow" target="_blank">A Whole New Mind</a>, by Daniel Pink (32:24) Be the thinking classroom: teach students how to think, not what to think (34:35) Failing at providing timely feedback (35:57) <a href="https://docs.google.com/document/d/16QZs26xg33ymZ5qBYJqQRDgbM1cRhnnAfbiyEwggrsg/edit" rel="nofollow" target="_blank">Audio feedback on gDrive</a> Don’t grade everything (41:30) Only assess what students deem their best work (42:55) <a href="http://intentionthebook.online" rel="nofollow" target="_blank">Intentionthebook.online</a> | @WickedDecent (<a href="https://twitter.com/wickeddecent?lang=en" rel="nofollow" target="_blank">Twitter</a>, <a href="https://www.instagram.com/wickeddecent/" rel="nofollow" target="_blank">Instagram</a>, <a href="https://medium.com/@WickedDecent" rel="nofollow" target="_blank">Medium</a>) Takeaways (46:00)

Critical Thinking and Creativity in the Classroom with Dan Ryder

Episode 031: Design Thinking for School Leaders Co-authors Alyssa Gallagher and Kami Thordarson stop by Vrain Waves to share the 5 elements of design-inspired leadership. Alyssa &amp; Kami “believe that educators can solve the challenges that face our schools faster and more effectively than any policy, top down mandate, or expensive commercial solution.” Tune in as they explain how design, creativity, and observation can help us navigate and advocate for change. Connect with Alyssa Gallagher &amp; Kami Thordarson Website: www.inprogress-consulting.com/ | Twitter: @am_gallagher; @kami_thor Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Visit Vrainwaves.com for full episodes, show notes, and more, and to give us feedback! Episode w / Dr. Robert Dillon - Designing Learning Spaces Episode w / The Tech Rabbi - Educated by Design Design Thinking for School Leaders (01:27) Episode w / Stephen Schedletsky Intro to Alyssa &amp; Kami (02:37) Why should we think like designers? &amp; Wicked Problems (03:32) Powerlessness &amp; Agency (05:21) Everything around us has been designed, everything can be redesigned. (07:07) Building Creative Confidence (07:53) Remain curious Accidental design (09:31) Role of a school principal (10:20) Building Empathy (11:57) Shadow a Student (12:41) Shadow a Teacher Reading fiction to build empathy Observation to build empathy (14:10) Swiffer design story Design-inspired leadership (18:57) 5 Roles: Opportunity Seeker (problem-finding), Experience Architect, Rule Breaker, Producer (Bias toward Action), Storyteller Stitchfix story - delight your user (22:32) “What if” sessions (25:11) 2 bucket challenge warm up (27:10) Tina Seelig, Stanford professor Experience Architect (30:43) Colorado Education Initiative Menlo park Superintendent - Erik Burmeister; community tour Perspective matrix (34:53) The End of Average (37:11) Design toward the edges (37:21) OXO - extreme design Microsoft Inclusive Design Mistake stories (39:24) (HBR article about embarrassing story before brainstorming) For more: Leadlikeadesigner.com Takeaways (43:07) IDEO - Teachers Guild - Design Thinking for Educators Toolkit Teachers Guild newest collaboration: How might we strengthen communication and trust between families and teachers to better support students’ success? 

Episode 031: Design Thinking for School Leaders Co-authors Alyssa Gallagher and Kami Thordarson stop by Vrain Waves to share the 5 elements of design-inspired leadership. Alyssa &amp; Kami “believe that educators can solve the challenges that face our schools faster and more effectively than any policy, top down mandate, or expensive commercial solution.” Tune in as they explain how design, creativity, and observation can help us navigate and advocate for change. Connect with Alyssa Gallagher &amp; Kami Thordarson Website: <a>www.inprogress-consulting.com/</a> | Twitter: <a href="https://twitter.com/am_gallagher?lang=en" rel="nofollow" target="_blank">@am_gallagher</a>; <a href="https://twitter.com/twitter/status/1062464249354539008" rel="nofollow" target="_blank">@kami_thor</a> Connect with Vrain Waves Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Visit <a href="https://blogs.svvsd.org/vrainwaves/" rel="nofollow" target="_blank">Vrainwaves.com</a> for full episodes, show notes, and more, and to give us feedback!</li> <li><a href="https://blogs.svvsd.org/vrainwaves/episode-029-learning-spaces-with-dr-robert-dillon/" rel="nofollow" target="_blank">Episode w / Dr. Robert Dillon</a> - Designing Learning Spaces</li> <li><a href="https://blogs.svvsd.org/vrainwaves/episode-030-the-tech-rabbi-michael-cohen/" rel="nofollow" target="_blank">Episode w / The Tech Rabbi</a> - Educated by Design</li> <li>Design Thinking for School Leaders (01:27)</li> <li><a href="https://blogs.svvsd.org/vrainwaves/episode-026-stephen-shedletsky-start-with-why/" rel="nofollow" target="_blank">Episode w / Stephen Schedletsky</a></li> <li>Intro to Alyssa &amp; Kami (02:37)</li> <li>Why should we think like designers? &amp; Wicked Problems (03:32)</li> <li>Powerlessness &amp; Agency (05:21)</li> <li>Everything around us has been designed, everything can be redesigned. (07:07)</li> <li>Building Creative Confidence (07:53)</li> <li>Remain curious</li> <li>Accidental design (09:31)</li> <li>Role of a school principal (10:20)</li> <li>Building Empathy (11:57)</li> <li><a href="https://www.shadowastudent.org/" rel="nofollow" target="_blank">Shadow a Student</a> (12:41)</li> <li><a href="https://www.inprogress-consulting.com/blog-1/2018/2/22/lets-shadowastudent-and-shadowateacher" rel="nofollow" target="_blank">Shadow a Teacher</a></li> <li>Reading fiction to build empathy</li> <li>Observation to build empathy (14:10)</li> <li><a href="https://www.fastcompany.com/3006797/innovation-method-behind-swiffer-madness" rel="nofollow" target="_blank">Swiffer design story</a></li> <li>Design-inspired leadership (18:57)</li> <li>5 Roles: Opportunity Seeker (problem-finding), Experience Architect, Rule Breaker, Producer (Bias toward Action), Storyteller</li> <li><a href="https://www.stitchfix.com/" rel="nofollow" target="_blank">Stitchfix</a> story - delight your user (22:32)</li> <li>“What if” sessions (25:11)</li> <li>2 bucket challenge warm up (27:10)</li> <li><a href="http://www.tinaseelig.com/" rel="nofollow" target="_blank">Tina Seelig</a>, Stanford professor</li> <li>Experience Architect (30:43)</li> <li><a href="https://www.coloradoedinitiative.org/" rel="nofollow" target="_blank">Colorado Education Initiative</a></li> <li>Menlo park Superintendent - Erik Burmeister; community tour</li> <li>Perspective matrix (34:53)</li> <li><a href="https://www.amazon.com/End-Average-Succeed-Values-Sameness/dp/0062358367" rel="nofollow" target="_blank">The End of Average</a> (37:11)</li> <li>Design toward the edges (37:21)</li> <li><a href="https://www.oxo.com/" rel="nofollow" target="_blank">OXO</a> - extreme design</li> <li><a href="https://www.microsoft.com/design/inclusive/" rel="nofollow" target="_blank">Microsoft Inclusive Design</a></li> <li>Mistake stories (39:24)</li> <li>(<a href="https://hbr.org/2017/10/research-for-better-brainstorming-tell-an-embarrassing-story" rel="nofollow" target="_blank">HBR article about embarrassing story before brainstorming</a>)</li> <li>For more: <a href="https://www.inprogress-consulting.com/" rel="nofollow" target="_blank">Leadlikeadesigner.com</a></li> <li>Takeaways (43:07)</li> <li><a href="https://www.ideo.com/" rel="nofollow" target="_blank">IDEO</a> - <a href="https://www.teachersguild.org/" rel="nofollow" target="_blank">Teachers Guild</a> - <a href="https://designthinkingforeducators.com/toolkit/" rel="nofollow" target="_blank">Design Thinking for Educators Toolkit</a></li> <li><a href="https://collaborate.teachersguild.org/challenge/ittakesateam/ideate" rel="nofollow" target="_blank">Teachers Guild newest collaboration</a>: How might we strengthen communication and trust between families and teachers to better support students’ success?</li> </ul>

Solving Wicked Problems with Design Thinking

Catlin Tucker

Connect with Catlin Tucker Twitter: @catlin_tucker | Website: catlintucker.com Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Out of Our Heads and Into the Classroom:  Timesaving hack: Ctrl + Cmd + Shift + 4 = copy screenshot to clipboard instead of desktop The Box of Awesome Metaphorical Fashion - another great one from Intention: Critical Creativity in the Classroom - Design us a t-shirt!!   Catlin Tucker - Power Up Blended Learning (06:52)  Christensen Institute on Blended Learning (07:31)   Catlin’s definition of Blended learning: active, engaged learning in the classroom + active, engaged learning online; + more control over time, place, pace, and path of their learning experience; shift of control from teacher to student Catlin’s journey to blended learning (08:40) Fear of amount of time taken to move into blended learning (10:26)  “Everybody is experimenting, taking risks, and learning [in a classroom].” (10:44)   Students handling the extra work (13:17)  More challenging to be a student in a student-centered classroom, but the decision-making / agency trade off pays off   Assessment for learning (15:38)  Grades as a carrot &amp; carrots don’t work (+ our interview with Daniel Pink) Any assessment score can be reassessed in Catlin’s class Ongoing self-assessment station (18:04) &amp; more info here   Her latest book: Power Up Blended Learning  10 learning targets per unit (21:34)   Station Rotations (22:49)  Working with students during the day (26:18) instead of giving feedback at home at night Examples of stations (28:20)   Hosting Online discussions (31:04)  Bringing the momentum from online discussions back into the classroom (36:12) Schoology online discussions Backchannelchat as a replacement for Today’s Meet Four Corner Conversations routine (37:25)   Shifting role of the teacher in the classroom (39:52)  Students bring the meaning to the activities that she designs / then she is the coach   Planning horizontally = turn your vertical agenda horizontal and break it into station rotations (41:43) (presentation, video)  Vocabulary.com / noredink.com   Tucker Time (46:33) = teacher-led station Power Up Blended Learning (47:35)  Sustainable Infrastructure for Professional Learning Coaching / modeling / co-teaching / small Professional Learning Communities in buildings Catlin’s requests to leaders (55:40)   Wrap Up (56:32) 

Connect with Catlin Tucker Twitter: <a href="https://twitter.com/catlin_tucker" rel="nofollow" target="_blank">@catlin_tucker</a> | Website: <a href="https://catlintucker.com/" rel="nofollow" target="_blank">catlintucker.com</a> Connect with Vrain Waves Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Out of Our Heads and Into the Classroom: <ul> <li>Timesaving hack: Ctrl + Cmd + Shift + 4 = copy screenshot to clipboard instead of desktop</li> <li>The Box of Awesome</li> <li>Metaphorical Fashion - another great one from <a href="https://www.amazon.com/Intention-Creativity-Classroom-Amy-Burvall/dp/1945167327" rel="nofollow" target="_blank">Intention</a>: Critical Creativity in the Classroom - Design us a t-shirt!!</li> </ul> </li> <li>Catlin Tucker - Power Up Blended Learning (06:52) <ul> <li><a href="https://www.christenseninstitute.org/blog/whats-difference-blended-personalized-learning/" rel="nofollow" target="_blank">Christensen Institute on Blended Learning</a> (07:31)</li> </ul> </li> <li><a href="https://catlintucker.com/" rel="nofollow" target="_blank">Catlin’s</a> definition of Blended learning: active, engaged learning in the classroom + active, engaged learning online; + more control over <a href="http://www.ascd.org/publications/educational-leadership/apr17/vol74/num07/When-Students-Drive-the-Pace,-Space,-and-Path.aspx" rel="nofollow" target="_blank">time, place, pace, and path</a> of their learning experience; shift of control from teacher to student</li> <li>Catlin’s journey to blended learning (08:40)</li> <li>Fear of amount of time taken to move into blended learning (10:26) <ul> <li>“Everybody is experimenting, taking risks, and learning [in a classroom].” (10:44)</li> </ul> </li> <li>Students handling the extra work (13:17) <ul> <li>More challenging to be a student in a student-centered classroom, but the decision-making / agency trade off pays off</li> </ul> </li> <li>Assessment for learning (15:38) <ul> <li>Grades as a carrot &amp; carrots don’t work (+ <a href="https://blogs.svvsd.org/vrainwaves/episode-009-daniel-pink-when/" rel="nofollow" target="_blank">our interview with Daniel Pink</a>)</li> <li>Any assessment score can be reassessed in Catlin’s class</li> <li><a href="https://catlintucker.com/2018/04/ongoing-self-assessments/" rel="nofollow" target="_blank">Ongoing self-assessment station</a> (18:04) &amp; more info <a href="https://catlintucker.com/2018/09/4-strategies-metacognitive-thinking/" rel="nofollow" target="_blank">here</a></li> </ul> </li> <li>Her latest book: <a href="http://us.corwin.com/en-us/nam/power-up-blended-learning/book258833" rel="nofollow" target="_blank">Power Up Blended Learning</a> <ul> <li>10 learning targets per unit (21:34)</li> </ul> </li> <li><a href="https://catlintucker.com/?s=station+rotation" rel="nofollow" target="_blank">Station Rotations</a> (22:49) <ul> <li><a href="https://catlintucker.com/2017/01/new-years-resolution/" rel="nofollow" target="_blank">Working with students during the day</a> (26:18) instead of giving feedback at home at night</li> <li>Examples of stations (28:20)</li> </ul> </li> <li>Hosting Online discussions (31:04) <ul> <li>Bringing the momentum from online discussions back into the classroom (36:12)</li> <li><a href="https://www.schoology.com/blog/importance-online-discussions-and-how-make-them-awesome" rel="nofollow" target="_blank">Schoology online discussions</a></li> <li><a href="http://backchannelchat.com/" rel="nofollow" target="_blank">Backchannelchat</a> as a replacement for Today’s Meet</li> <li><a href="https://catlintucker.com/2015/03/get-common-core-ready-achieve-dynamic-student-led-discussions/" rel="nofollow" target="_blank">Four Corner Conversations routine</a> (37:25)</li> </ul> </li> <li><a href="https://catlintucker.com/2014/10/teachers-must-be-architects-of-learning-experiences/" rel="nofollow" target="_blank">Shifting role of the teacher in the classroom</a> (39:52) <ul> <li>Students bring the meaning to the activities that she designs / then she is the coach</li> </ul> </li> <li>Planning horizontally = turn your vertical agenda horizontal and break it into station rotations (41:43) (<a href="http://asdn.org/wp-content/uploads/Catlin-Tucker-4-10.25.16.pdf" rel="nofollow" target="_blank">presentation</a>, <a href="https://www.youtube.com/watch?v=oY5iXxqe_WU" rel="nofollow" target="_blank">video</a>) <ul> <li><a href="https://www.vocabulary.com/" rel="nofollow" target="_blank">Vocabulary.com</a> / <a href="https://www.noredink.com/" rel="nofollow" target="_blank">noredink.com</a></li> </ul> </li> <li>Tucker Time (46:33) = teacher-led station</li> <li><a href="http://us.corwin.com/en-us/nam/power-up-blended-learning/book258833" rel="nofollow" target="_blank">Power Up Blended Learning</a> (47:35) <ul> <li>Sustainable Infrastructure for Professional Learning</li> <li>Coaching / modeling / co-teaching / small Professional Learning Communities in buildings</li> <li>Catlin’s requests to leaders (55:40)</li> </ul> </li> <li>Wrap Up (56:32)</li> </ul>

Catlin Tucker on Blended Learning

Episode 054: Coping with Covid, with Catlin TuckerAs we all try to wrap our heads around the implications the pandemic will have on our students, our communities, our families, and ourselves, we hope to provide some comforting guidance from an expert in remote learning. Catlin Tucker, whose original Vrain Waves interview aired back in Season 2 about her book Power Up Blended Learning, joins us again for a Sunday discussion about how we can approach these changes to our instruction. Connect with Catlin TuckerWebsite: https://catlintucker.com | Twitter: @catlin_tucker | Most Recent Book: Balance with Blended LearningConnect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalbIntro Episode 053 with Dr. Todd RosePoem: Pandemic, by Lynn Ungarhttps://www.createtocope.com/: “Creativity is the pathway towards healing.”Washington Post Simulation articleLenin quote: “There are decades where nothing happens; and there are weeks where decades happen.” Episode 045 with Dr. Jim AfremowEpisode 020 with Catlin TuckerStart of Interview (10:07) Setting schedules at home (12:00)Catlin’s blog with family scheduleSecurity and routine at home Fitting into family schedules (14:52) Schoology, Canvas, Google ClassroomVirtual Office HoursRemindTiming &amp; Moving classes online (17:46) RetrievalPieces of our lessons can live online -- decide which ones work for you Work backwards from your objectivesAdd collaborative opportunities for students to engage with each other Combating Social Isolation (20:27) Catlin’s Blog PostCommunity of Inquiry Framework -- Teaching Presence, Cognitive Presence, Social Presence Informal conversations for development Stronger sense of social presence = better outcomes for online learningGoogle Slides Discussions Less is more, take new learning slowTenets of Online Learning (24:48)Backwards design stands trueWhat artifacts do I need for assessment? Which instructional strategies will work for this outcome? Many tools have more capacity than we even know about -- dig into the tools you already know ScreencastifyWhere should we be spending our energy? (27:15) Video instruction on concepts &amp; new information, model processes, and move students forwardOnline discussions are a must Catlin’s Doctoral WorkPower Up Blended LearningVocabulary.com; NoRedInkOnline discussions (32:34) Catchy title as a hook Layer your questionsMedia is a mustGive students ideas for discussion responses (give a compliment, a recommendation, etc)Ladder of Feedback (Clarity, Value, Concerns, Suggestions) Online discussion tags on Catlin’s blog; [EduCause tips for online discussions]Empowering students to help us redesign the remainder of the school year (35:41) Ask for student feedbackFiltering through all of these ed tech resources (38:17) Think big but start smallFind your pedagogical challenge and then find the tool to address that challengeKami for annotationDon’t overestimate your students’ readiness to access tools for learning onlineCodex.svvsd.orgThe Balance, episode with Jason GreenBalance with Blended LearningBen &amp; Becky’s Takeaways (47:12) Catlin’s home schedule for her kids during isolationJennifer Gonzalez’s Wakelet for isolation | Get on her mailing listDr. Bruce Perry

Episode 054: Coping with Covid, with Catlin TuckerAs we all try to wrap our heads around the implications the pandemic will have on our students, our communities, our families, and ourselves, we hope to provide some comforting guidance from an expert in remote learning. Catlin Tucker, whose original Vrain Waves interview aired back in Season 2 about her book Power Up Blended Learning, joins us again for a Sunday discussion about how we can approach these changes to our instruction. Connect with Catlin TuckerWebsite: <a href="https://catlintucker.com" rel="nofollow" target="_blank">https://catlintucker.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> </a><a href="https://twitter.com/Catlin_Tucker?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" rel="nofollow" target="_blank">@catlin_tucker</a> | Most Recent Book: <a href="https://us.corwin.com/en-us/nam/balance-with-blended-learning/book269473" rel="nofollow" target="_blank">Balance with Blended Learning</a>Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> | Becky Twitter:<a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank"> @BeckyEPeters</a> | Ben Twitter:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb</a><ul><li>Intro <ul><li><a href="https://vrainwaves.simplecast.com/episodes/ending-average-with-todd-rose" rel="nofollow" target="_blank">Episode 053</a> with Dr. Todd Rose</li><li>Poem: <a href="http://www.lynnungar.com/poems/pandemic/?utm_source=newsletter&amp;utm_medium=email&amp;utm_campaign=we_are_doing_something_that_we_never_thought_we_would_do&amp;utm_term=2020-03-16" rel="nofollow" target="_blank">Pandemic, by Lynn Ungar</a></li><li><a href="https://www.createtocope.com/" rel="nofollow" target="_blank">https://www.createtocope.com/</a>: “Creativity is the pathway towards healing.”</li><li>Washington Post <a href="https://www.washingtonpost.com/graphics/2020/world/corona-simulator/" rel="nofollow" target="_blank">Simulation article</a></li><li><a href="https://www.goodreads.com/quotes/342783-there-are-decades-where-nothing-happens-and-there-are-weeks" rel="nofollow" target="_blank">Lenin</a> quote: “There are decades where nothing happens; and there are weeks where decades happen.” </li><li><a href="https://vrainwaves.simplecast.com/episodes/champions-mind-with-dr-jim-afremow" rel="nofollow" target="_blank">Episode 045</a> with Dr. Jim Afremow</li><li><a href="https://vrainwaves.simplecast.com/episodes/catlin-tucker-on-blended-learning" rel="nofollow" target="_blank">Episode 020</a> with Catlin Tucker</li></ul></li><li>Start of Interview (10:07) </li><li>Setting schedules at home (12:00)<ul><li><a href="https://catlintucker.com/2020/03/diy-homeschooling/" rel="nofollow" target="_blank">Catlin’s blog with family schedule</a></li><li>Security and routine at home </li></ul></li><li>Fitting into family schedules (14:52) <ul><li><a href="https://www.schoology.com/" rel="nofollow" target="_blank">Schoology</a>, <a href="https://www.instructure.com/canvas/" rel="nofollow" target="_blank">Canvas</a>, <a href="https://edu.google.com/products/classroom/" rel="nofollow" target="_blank">Google Classroom</a></li><li>Virtual Office Hours</li><li><a href="https://www.remind.com/" rel="nofollow" target="_blank">Remind</a></li></ul></li><li>Timing &amp; Moving classes online (17:46) <ul><li><a href="https://www.retrievalpractice.org/strategies/2019/10/7/retrieval-guides" rel="nofollow" target="_blank">Retrieval</a></li><li>Pieces of our lessons can live online -- decide which ones work for you </li><li>Work backwards from your objectives</li><li>Add collaborative opportunities for students to engage with each other </li></ul></li><li>Combating Social Isolation (20:27) <ul><li><a href="https://catlintucker.com/2020/03/combating-social-isolation-when-learning-remotely/" rel="nofollow" target="_blank">Catlin’s Blog Post</a></li><li><a href="https://www.purdue.edu/innovativelearning/supporting-instruction/portal/files/4_Community_of_Inquiry_Framework.pdf" rel="nofollow" target="_blank">Community of Inquiry Framework</a> -- Teaching Presence, Cognitive Presence, Social Presence </li><li>Informal conversations for development </li><li>Stronger sense of social presence = better outcomes for online learning</li><li>Google Slides Discussions </li><li>Less is more, take new learning slow</li></ul></li><li>Tenets of Online Learning (24:48)<ul><li>Backwards design stands true</li><li>What artifacts do I need for assessment? </li><li>Which instructional strategies will work for this outcome? </li><li>Many tools have more capacity than we even know about -- dig into the tools you already know </li><li><a href="https://www.screencastify.com/" rel="nofollow" target="_blank">Screencastify</a></li></ul></li><li>Where should we be spending our energy? (27:15) <ul><li>Video instruction on concepts &amp; new information, model processes, and move students forward</li><li>Online discussions are a must </li><li><a href="https://catlintucker.com/doctoral-work/" rel="nofollow" target="_blank">Catlin’s Doctoral Work</a></li><li><a href="https://www.amazon.com/Power-Blended-Learning-Professional-Infrastructure/dp/1506396763" rel="nofollow" target="_blank">Power Up Blended Learning</a></li><li><a href="https://www.vocabulary.com/" rel="nofollow" target="_blank">Vocabulary.com</a>; <a href="https://www.noredink.com/" rel="nofollow" target="_blank">NoRedInk</a></li></ul></li><li>Online discussions (32:34) <ul><li>Catchy title as a hook </li><li>Layer your questions</li><li>Media is a must</li><li>Give students ideas for discussion responses (give a compliment, a recommendation, etc)</li><li><a href="https://studentsatthecenterhub.org/resource/ladder-of-feedback-for-classroom-observation/" rel="nofollow" target="_blank">Ladder of Feedback</a> (Clarity, Value, Concerns, Suggestions) </li><li><a href="https://catlintucker.com/tag/online-discussions/" rel="nofollow" target="_blank">Online discussion tags on Catlin’s blog</a>; [<a href="https://er.educause.edu/blogs/2018/11/10-tips-for-effective-online-discussions" rel="nofollow" target="_blank">EduCause tips for online discussions</a>]</li></ul></li><li>Empowering students to help us redesign the remainder of the school year (35:41) <ul><li>Ask for student feedback</li></ul></li><li>Filtering through all of these ed tech resources (38:17) <ul><li>Think big but start small</li><li>Find your pedagogical challenge and then find the tool to address that challenge</li><li><a href="https://www.kamiapp.com/" rel="nofollow" target="_blank">Kami</a> for annotation</li><li>Don’t overestimate your students’ readiness to access tools for learning online</li><li><a href="https://codex.svvsd.org/" rel="nofollow" target="_blank">Codex.svvsd.org</a></li><li><a href="https://catlintucker.com/" rel="nofollow" target="_blank">The Balance</a>, episode with <a href="https://catlintucker.com/2020/03/the-balance-featuring-jason-green/" rel="nofollow" target="_blank">Jason Green</a></li></ul></li><li><a href="https://us.corwin.com/en-us/nam/balance-with-blended-learning/book269473" rel="nofollow" target="_blank">Balance with Blended Learning</a></li><li>Ben &amp; Becky’s Takeaways (47:12) <ul><li><a href="https://catlintucker.com/2020/03/diy-homeschooling/" rel="nofollow" target="_blank">Catlin’s home schedule</a> for her kids during isolation</li><li>Jennifer Gonzalez’s <a href="https://wakelet.com/wake/334f428b-4bc6-4ce5-b530-845917204679" rel="nofollow" target="_blank">Wakelet</a> for isolation | <a href="https://www.cultofpedagogy.com/mailing-list/" rel="nofollow" target="_blank">Get on her mailing list</a></li><li><a href="https://www.childtrauma.org/" rel="nofollow" target="_blank">Dr. Bruce Perry</a></li></ul></li></ul>

Coping with Covid: Catlin Tucker on teaching during a Quarantine

Episode 048: The Power of Joyful Teaching I know, I know - clips episodes seem overdone, but bear with us… in this show, we went through our interviews to this point and used Dr. Martin Seligman’s PERMA model for happiness to think through how we can be more joyful in our classrooms (and beyond). Links to all other shows can be found below!Connect with Vrain WavesWebsite: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb   Links &amp; Show Notes  CAMLE - Colorado Association of Middle Level Educators“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” - Haim GinottBrain Rules episode with Dr. John MedinaDr. Martin SeligmanPERMA ModelP = Positive EmotionTeaching from a Full Tank with Chase MielkeWebinar with Dr. SeligmanE = Engagement Real Engagement with Allison ZmudaLeadership Reimagined with Robyn JacksonThe Champion’s Mind with Jim AfremowR = RelationshipsTo classroom, colleagues, craft, contentJennie Magiera, Ed Tech TeamWe Got This with Cornelius MinorDwayne ReedCritical Creativity with Dan RyderPositive School Culture with Jenn GonzalezM = Meaning Start with Why with Steven ShedletskyA = AccomplishmentsKnow thy Impact with John HattieDigital Minimalism with Cal Newport

Episode 048: The Power of Joyful Teaching I know, I know - clips episodes seem overdone, but bear with us… in this show, we went through our interviews to this point and used Dr. Martin Seligman’s PERMA model for happiness to think through how we can be more joyful in our classrooms (and beyond). Links to all other shows can be found below!Connect with Vrain WavesWebsite: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter:<a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank"> @VrainWaves</a> | Becky Twitter:<a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank"> @BeckyEPeters</a> | Ben Twitter:<a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank"> @mrkalb  </a> Links &amp; Show Notes  <ul><li>CAMLE - <a href="https://www.camle.com/" rel="nofollow" target="_blank">Colorado Association of Middle Level Educators</a></li><li>“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” - Haim Ginott</li><li><a href="https://blogs.svvsd.org/vrainwaves/dr-john-medina-brain-rules/" rel="nofollow" target="_blank">Brain Rules episode with Dr. John Medina</a></li><li><a href="https://www.authentichappiness.sas.upenn.edu/faculty-profile/profile-dr-martin-seligman" rel="nofollow" target="_blank">Dr. Martin Seligman</a></li><li><a href="https://positivepsychology.com/perma-model/" rel="nofollow" target="_blank">PERMA Model</a></li><li>P = Positive Emotion<ul><li><a href="https://blogs.svvsd.org/vrainwaves/living-in-the-moment-with-chase-mielke/" rel="nofollow" target="_blank">Teaching from a Full Tank with Chase Mielke</a></li><li><a href="https://www.youtube.com/watch?v=iK6K_N2qe9Y" rel="nofollow" target="_blank">Webinar with Dr. Seligman</a></li></ul></li><li>E = Engagement <ul><li><a href="https://blogs.svvsd.org/vrainwaves/episode-022-allison-zmuda-real-engagement/" rel="nofollow" target="_blank">Real Engagement with Allison Zmuda</a></li><li><a href="https://blogs.svvsd.org/vrainwaves/leadership-reimagined-with-dr-robyn-jackson/" rel="nofollow" target="_blank">Leadership Reimagined with Robyn Jackson</a></li><li><a href="https://blogs.svvsd.org/vrainwaves/the-champions-mind-with-dr-jim-afremow/" rel="nofollow" target="_blank">The Champion’s Mind with Jim Afremow</a></li></ul></li><li>R = Relationships<ul><li>To classroom, colleagues, craft, content</li><li><a href="https://blogs.svvsd.org/vrainwaves/242-2/" rel="nofollow" target="_blank">Jennie Magiera, Ed Tech Team</a></li><li><a href="https://blogs.svvsd.org/vrainwaves/ep-033-cornelius-minor-we-got-this/" rel="nofollow" target="_blank">We Got This with Cornelius Minor</a></li><li><a href="https://blogs.svvsd.org/vrainwaves/mini-episode-from-ascd-empower-2019-1/" rel="nofollow" target="_blank">Dwayne Reed</a></li><li><a href="https://blogs.svvsd.org/vrainwaves/episode-006-dan-ryder/" rel="nofollow" target="_blank">Critical Creativity with Dan Ryder</a></li><li><a href="https://blogs.svvsd.org/vrainwaves/positive-school-culture-with-jennifer-gonzalez/" rel="nofollow" target="_blank">Positive School Culture with Jenn Gonzalez</a></li></ul></li><li>M = Meaning <ul><li><a href="https://blogs.svvsd.org/vrainwaves/episode-026-stephen-shedletsky-start-with-why/" rel="nofollow" target="_blank">Start with Why with Steven Shedletsky</a></li></ul></li><li>A = Accomplishments<ul><li><a href="https://blogs.svvsd.org/vrainwaves/episode-018-john-hattie/" rel="nofollow" target="_blank">Know thy Impact with John Hattie</a></li><li><a href="https://blogs.svvsd.org/vrainwaves/episode-36-cal-newport-digital-minimalism/" rel="nofollow" target="_blank">Digital Minimalism with Cal Newport</a></li></ul></li></ul>

The Power of Joyful Teaching: A Compilation

Glenn Whitman

Episode 008: Glenn Whitman, NeuroTeach Today we talk with one of the authors of NeuroTeach: Brain Science and the Future of Education, Mr. Glenn Whitman. His dedication to understanding neuroscience and learning in order to effect change at the school building level permeates policy at the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School in Potomac, Maryland. Glenn speaks to us about the ways in which learning about the brain can enhance our instruction. Connect with Glenn Whitman Twitter: @gwhitmancttl | Website: thecttl.org | Book: NeuroTeach: Brain Science and the Future of Education Links &amp; Show Notes  Out of our heads and into the classroom Memory Palace / Memory Journey (1:35) ..* Kevin Horsley, International Grandmaster of Memory ..* Priming (2:55) ..* Spacing (3:25) ..* Hidden Brain (3:49) ..* Thinking Fast &amp; Slow / You are Not So Smart (4:11) ..* “The more you know, the easier it is to know more.” ..* Science of Success episode with Kevin Horsley ..* Storytelling (5:00) ..* Dreams as a story to create narrative from chaos ..* Broca’s Area (5:37) ..* Brain lighting up when hearing stories same as if action was happening to you (fMRI) ..* Stillmotion: touch the heart to move the mind Intro to Glenn Whitman (6:50) ..* NeuroTeach ..* CTTL ..* Think Differently &amp; Deeply One educational truth: Every day every kid will bring his or her brain to class (7:54) How do kids actually learn, never trained (8:37) In 2007 - asked ourselves ‘What makes an Expert Teacher?’ (9:02) ..* Do we know enough about the organ of learning, the brain? Only 20% of teachers have been exposed to that sort of training, per Glenn’s experience Mind Brain Education - train St Andrews Teachers in the Learning Brain + ongoing PD in Educational Neuroscience (10:17) ..* Denise Pope at Stanford ..* Dan Willingham at UVA ..* Rob Coe at University of Durham in UK Mission-driven (12:55) Teacher enthusiasm for working with research (13:41) “Can you change the culture of a school through research?” (14:22) ..* We don’t intentionally use research enough in the learning space to improve instruction. ..* Teacher as researcher ..* Ready-made research (15:25) ..* E.g. Memory (16:00) ..* Spacing effect, active retrieval, dual coding, flashcards being misused ..* Action Research (17:01) ..* Original Research studies (17:25) Unconscionable List (18:12) - “detrimental pedagogy” ..* Labeling students (19:15) ..* Surprise quizzes that count for substantial points (19:51) ..* Wasting the beginning and the end of class (20:34) ..* Ebbinghaus Curve of Forgetting (21:55) ..* Exclusive Content: add 2 more to the list ..* No high school should start before 830 am (22:42) ..* No more than 4 subjects a day (23:20) ..* Other unconscionable list items: ..* Balance between project-based learning and the content knowledge necessary to be successful in those projects (23:38) ..* The Myth of Learning styles (24:34) ..* Howard Gardner Start and end of class (25:31) 3 questions every Monday from one teacher - one thing you remember from last week, 1 thing you remember from last month, 1 thing you remember from September (28:19) ..* Primacy recency effect Labeling (29:09) ..* What labels do to our mindset (29:57) ..* Create a fixed mindset &amp; a self-fulfilling prophecy ..* Neuroplasticity (31:09) The Mindset Scholars Network (31:40) ..* Belonging Mindset ..* Purpose &amp; Relevance Mindset Study - Reminded participants of race before a math assessment (33:34) ..* Hardiman out of Johns Hopkins ..* Downshifting (33:55) 12 Things Teachers should do for every student every day (35:16) ..* Choice Final Exams (35:38) ..* Low stakes Formative Assessment (37:08) ..* Connection between emotion and learning (37:37) ..* Rick Wormeli “Fair is not always equal.” ..* Spacing / active retrieval / dual coding ..* Exclusive Content ..* Teaching students the neuroanatomy behind learning (39:37) Making the podcast better (40:03) ..* Think Differently &amp; Deeply - authors podcast (40:25) ..* Acknowledging prior knowledge Teaching is a learning profession for the adult (42:03) ..* You should be better in June than you were in September ..* Project Zero’s Thinking Routines ..* Ron Ritchhart ..* CTTL - Center for Transformative Teaching and Learning Mind, Brain, Education (44:10) ..* Twitter is a great lifeline - the Learning Scientists - subscribe! ..* @gwhitmancttl ..* “NeuroTeach Global” being released in January 2019 (45:01) Multitasking (46:41) - think about the pace and the amount of activities we’re giving our students Self-testing is the million dollar strategy (49:00) - how much do you know without referencing anything, then build upon the gaps We want doctors that have studied the organs of the body; we want teachers that have studied the organ of learning (50:47) ..* Studying the learning brain should be the foundation in our professional learning for improving at other pedagogical techniques Takeaways (53:21) 

Episode 008: Glenn Whitman, NeuroTeach Today we talk with one of the authors of NeuroTeach: Brain Science and the Future of Education, Mr. Glenn Whitman. His dedication to understanding neuroscience and learning in order to effect change at the school building level permeates policy at the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School in Potomac, Maryland. Glenn speaks to us about the ways in which learning about the brain can enhance our instruction. Connect with Glenn Whitman Twitter: <a href="https://twitter.com/gwhitmancttl?lang=en" rel="nofollow" target="_blank">@gwhitmancttl</a> | Website: <a href="http://www.thecttl.org/" rel="nofollow" target="_blank">thecttl.org</a> | Book: <a href="https://www.amazon.com/Neuroteach-Brain-Science-Future-Education/dp/1475825358" rel="nofollow" target="_blank">NeuroTeach: Brain Science and the Future of Education</a> Links &amp; Show Notes <ul> <li>Out of our heads and into the classroom</li> <li>Memory Palace / Memory Journey (1:35) ..* <a href="http://www.supermemory.co.za/" rel="nofollow" target="_blank">Kevin Horsley</a>, International Grandmaster of Memory ..* <a href="https://explorable.com/priming" rel="nofollow" target="_blank">Priming</a> (2:55) ..* <a href="https://harvardmagazine.com/2009/11/spaced-education-boosts-learning" rel="nofollow" target="_blank">Spacing</a> (3:25) ..* <a href="http://hiddenbrain.org" rel="nofollow" target="_blank">Hidden Brain</a> (3:49) ..* <a href="https://www.amazon.com/dp/B00555X8OA/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1" rel="nofollow" target="_blank">Thinking Fast &amp; Slow</a> / <a href="https://youarenotsosmart.com/" rel="nofollow" target="_blank">You are Not So Smart</a> (4:11) ..* “The more you know, the easier it is to know more.” ..* <a href="https://www.stitcher.com/podcast/the-science-of-success/e/54069162" rel="nofollow" target="_blank">Science of Success episode with Kevin Horsley</a> ..* Storytelling (5:00) ..* <a href="https://www.psychologytoday.com/us/blog/dream-catcher/201503/dreams-and-narrative" rel="nofollow" target="_blank">Dreams as a story to create narrative from chaos</a> ..* <a href="https://en.wikipedia.org/wiki/Broca%27s_area" rel="nofollow" target="_blank">Broca’s Area</a> (5:37) ..* Brain lighting up <a href="https://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html" rel="nofollow" target="_blank">when hearing stories</a> same as if action was happening to you (fMRI) ..* <a href="http://www.stillmotion.ca/" rel="nofollow" target="_blank">Stillmotion</a>: touch the heart to move the mind</li> <li>Intro to Glenn Whitman (6:50) ..* <a href="https://www.amazon.com/Neuroteach-Brain-Science-Future-Education-ebook/dp/B01J2H509W" rel="nofollow" target="_blank">NeuroTeach</a> ..* <a href="http://www.thecttl.org/" rel="nofollow" target="_blank">CTTL</a> ..* <a href="http://www.thecttl.org/think-differently-deeply/" rel="nofollow" target="_blank">Think Differently &amp; Deeply</a></li> <li>One educational truth: Every day every kid will bring his or her brain to class (7:54)</li> <li>How do kids actually learn, never trained (8:37)</li> <li>In 2007 - asked ourselves ‘What makes an Expert Teacher?’ (9:02) ..* Do we know enough about the organ of learning, the brain? Only 20% of teachers have been exposed to that sort of training, per Glenn’s experience</li> <li>Mind Brain Education - train St Andrews Teachers in the Learning Brain + ongoing PD in Educational Neuroscience (10:17) ..* <a href="https://ed.stanford.edu/faculty/dpope" rel="nofollow" target="_blank">Denise Pope</a> at Stanford ..* <a href="http://www.danielwillingham.com/" rel="nofollow" target="_blank">Dan Willingham</a> at UVA ..* <a href="https://www.dur.ac.uk/research/directory/staff/?mode=staff&amp;id=614" rel="nofollow" target="_blank">Rob Coe</a> at University of Durham in UK</li> <li>Mission-driven (12:55)</li> <li>Teacher enthusiasm for working with research (13:41)</li> <li>“<a href="https://soundcloud.com/wellylearning/podcast-no-6-glen-whitman-can-you-change-the-culture-of-a-school-through-research" rel="nofollow" target="_blank">Can you change the culture of a school through research?</a>” (14:22) ..* We don’t intentionally use research enough in the learning space to improve instruction. ..* Teacher as researcher ..* Ready-made research (15:25) ..* E.g. Memory (16:00) ..* <a href="https://en.wikipedia.org/wiki/Spacing_effect" rel="nofollow" target="_blank">Spacing effect</a>, <a href="http://learninglab.psych.purdue.edu/downloads/2012_Karpicke_CDPS.pdf" rel="nofollow" target="_blank">active retrieval</a>, <a href="https://en.wikipedia.org/wiki/Dual-coding_theory" rel="nofollow" target="_blank">dual coding</a>, <a href="http://www.learningscientists.org/blog/2016/2/20-1" rel="nofollow" target="_blank">flashcards being misused</a> ..* <a href="http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx" rel="nofollow" target="_blank">Action Research</a> (17:01) ..* Original Research studies (17:25)</li> <li>Unconscionable List (18:12) - “detrimental pedagogy” ..* Labeling students (19:15) ..* Surprise quizzes that count for substantial points (19:51) ..* Wasting the beginning and the end of class (20:34) ..* <a href="https://en.wikipedia.org/wiki/Forgetting_curve" rel="nofollow" target="_blank">Ebbinghaus Curve of Forgetting</a> (21:55) ..* Exclusive Content: add 2 more to the list ..* No high school should start <a href="http://www.slate.com/articles/health_and_science/medical_examiner/2017/09/stop_starting_school_before_8_30_a_m.html" rel="nofollow" target="_blank">before 830 am</a> (22:42) ..* No more than 4 subjects a day (23:20) ..* Other unconscionable list items: ..* Balance between project-based learning and the content knowledge necessary to be successful in those projects (23:38) ..* The Myth of Learning styles (24:34) ..* <a href="http://howardgardner.com" rel="nofollow" target="_blank">Howard Gardner</a></li> <li>Start and end of class (25:31)</li> <li>3 questions every Monday from one teacher - one thing you remember from last week, 1 thing you remember from last month, 1 thing you remember from September (28:19) ..* <a href="https://rapidbi.com/primacy-and-recency-effects-in-learning/" rel="nofollow" target="_blank">Primacy recency effect</a></li> <li>Labeling (29:09) ..* What labels do to our mindset (29:57) ..* Create a fixed mindset &amp; a self-fulfilling prophecy ..* <a href="https://en.wikipedia.org/wiki/Neuroplasticity" rel="nofollow" target="_blank">Neuroplasticity</a> (31:09)</li> <li><a href="http://mindsetscholarsnetwork.org/" rel="nofollow" target="_blank">The Mindset Scholars Network</a> (31:40) ..* <a href="http://mindsetscholarsnetwork.org/learning-mindsets/belonging/" rel="nofollow" target="_blank">Belonging Mindset</a> ..* <a href="http://mindsetscholarsnetwork.org/learning-mindsets/purpose-relevance/" rel="nofollow" target="_blank">Purpose &amp; Relevance Mindset</a></li> <li>Study - <a href="https://arxiv.org/pdf/1602.07648" rel="nofollow" target="_blank">Reminded participants of race before a math assessment</a> (33:34) ..* <a href="http://education.jhu.edu/directory/mariale-hardiman-edd/" rel="nofollow" target="_blank">Hardiman out of Johns Hopkins</a> ..* Downshifting (33:55)</li> <li>12 Things Teachers should do for every student every day (35:16) ..* <a href="https://www.saes.org/page/news-detail?pk=936789&amp;fromId=203990" rel="nofollow" target="_blank">Choice Final Exams</a> (35:38) ..* Low stakes Formative Assessment (37:08) ..* Connection between emotion and learning (37:37) ..* <a href="http://www.rickwormeli.com/" rel="nofollow" target="_blank">Rick Wormeli</a> “Fair is not always equal.” ..* <a href="https://harvardmagazine.com/2009/11/spaced-education-boosts-learning" rel="nofollow" target="_blank">Spacing</a> / <a href="http://learninglab.psych.purdue.edu/downloads/2012_Karpicke_CDPS.pdf" rel="nofollow" target="_blank">active retrieval</a> / <a href="https://en.wikipedia.org/wiki/Dual-coding_theory" rel="nofollow" target="_blank">dual coding</a> ..* Exclusive Content ..* Teaching students the neuroanatomy behind learning (39:37)</li> <li>Making the podcast better (40:03) ..* <a href="http://www.thecttl.org/think-differently-deeply/" rel="nofollow" target="_blank">Think Differently &amp; Deeply</a> - authors podcast (40:25) ..* Acknowledging prior knowledge</li> <li>Teaching is a learning profession for the adult (42:03) ..* You should be better in June than you were in September ..* <a href="http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html" rel="nofollow" target="_blank">Project Zero’s Thinking Routines</a> ..* <a href="http://www.ronritchhart.com/" rel="nofollow" target="_blank">Ron Ritchhart</a> ..* <a href="http://www.thecttl.org/" rel="nofollow" target="_blank">CTTL - Center for Transformative Teaching and Learning</a></li> <li><a href="https://www.gse.harvard.edu/masters/mbe" rel="nofollow" target="_blank">Mind, Brain, Education</a> (44:10) ..* Twitter is a great lifeline - the <a href="http://www.learningscientists.org/" rel="nofollow" target="_blank">Learning Scientists</a> - subscribe! ..* <a href="https://twitter.com/gwhitmancttl?lang=en" rel="nofollow" target="_blank">@gwhitmancttl</a> ..* “<a href="http://www.thecttl.org/news/2018/1/10/cttl-pilots-neuroteach-global-with-st-andrews-teachers" rel="nofollow" target="_blank">NeuroTeach Global</a>” being released in January 2019 (45:01)</li> <li>Multitasking (46:41) - think about the pace and the amount of activities we’re giving our students</li> <li>Self-testing is the million dollar strategy (49:00) - how much do you know without referencing anything, then build upon the gaps</li> <li>We want doctors that have studied the organs of the body; we want teachers that have studied the organ of learning (50:47) ..* Studying the learning brain should be the foundation in our professional learning for improving at other pedagogical techniques</li> <li>Takeaways (53:21)</li> </ul>

Brain Based Teaching and Learning with Neuroteach Author Glenn Whitman

Cal Newport

** Cal Newport, Digital Minimalism** Join us to learn from best-selling author &amp; Computer Science professor Cal Newport as we talk to him about exploring the world of digital abundance, using technology with intention, and walking through life with purpose. Learn more from Cal on his website, at calnewport.com, where he has archived about 10 years of blog posts on everything from study habits to career advice and more - and read one of the business books everyone will be reading this year to engage in this discussion further. Connect with Cal Newport Website: calnewport.com | Book: Digital Minimalism Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  From the book: “The urge to check Twitter or refresh Reddit becomes a nervous twitch that shatters uninterrupted time into shards too small to support the presence necessary for an intentional  life.” Why digital minimalism? (03:27)  Deep Work - technology in the workplace   Professional v. Personal use of technology (04:42) Engineering technology for constant use (05:52)  Re-engineer the social experience to be addictive - constant, intermittent, incoming stream of social approval indicators - autotagging, liking, etc.   Steve Jobs on minimalism (08:02)  Original iPhone - making listening to music &amp; talking on the phone more magical (Cal’s NYTimes OpEd: Steve Jobs Never Wanted Us To Use Our Smartphone Like This) Screen use iOS   Average modern user - 2 h social media per day - Tristan Harris (10:58)  Psychology of detaching yourself from social media Maximalist mindset - natural loss aversion   What is Digital Minimalism? (13:04) How to minimize: 30 day Digital Declutter (14:38)  Digital Declutter experiment with 1,600 people   Modeling good digital habits for the younger people in your lives (19:41) Public perception on these shifts (20:52)  NBA commissioner on social media and stress in players 2016 oped for NYTimes - &amp; the commissioned response   Increased social media use &amp; loneliness (23:18)  “Social Snacking” (Psychology today article on this topic)   Focus is the new IQ - from Deep Work (25:10) Start with the value and then identify the tools that help; questions we should ask for instruction (26:14)  Start with learning goals &amp; add the goal of developing deep, focused thinkers   Audio vs. visual for reading (29:33) Value of in-person lecture (31:34) Professional Rock-Paper-Scissors (on YouTube!) &amp; what that teaches us about social psychology (32:27) Value of solitude (35:04) - “freedom from input of other minds”  Lead Yourself First Solitude deprivation Stress &amp; anxiety in generations with ubiquitous technology during adolescence   Making the declutter process stick (39:35) Attention capital theory &amp; Cal’s next book (42:16)  From his blog: Attention switching blog post Attention residue (48:14)   Willpower is a finite resource (50:25)  Rituals around deep work can reduce the barrier of entry   “Follow your passion” is bad advice (54:38)  Blog post So Good They Can’t Ignore You Ngram viewer   To learn more from Cal: calnewport.com - 10 years of blog posts Work Life Podcast with Adam Grant 

** Cal Newport, Digital Minimalism** Join us to learn from best-selling author &amp; Computer Science professor Cal Newport as we talk to him about exploring the world of digital abundance, using technology with intention, and walking through life with purpose. Learn more from Cal on his website, at <a href="http://calnewport.com/" rel="nofollow" target="_blank">calnewport.com</a>, where he has archived about 10 years of blog posts on everything from study habits to career advice and more - and read <a href="https://www.businessinsider.com/business-books-new-2019-1#digital-minimalism-by-cal-newport-february-5-5" rel="nofollow" target="_blank">one of the business books everyone will be reading this year</a> to engage in this discussion further. Connect with Cal Newport Website: <a href="http://calnewport.com/" rel="nofollow" target="_blank">calnewport.com</a> | Book: <a href="https://www.amazon.com/Digital-Minimalism-Choosing-Focused-Noisy/dp/0525536515" rel="nofollow" target="_blank">Digital Minimalism</a> Connect with Vrain Waves Website: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>From the book: “The urge to check Twitter or refresh Reddit becomes a nervous twitch that shatters uninterrupted time into shards too small to support the presence necessary for an intentional life.”</li> <li>Why digital minimalism? (03:27) <ul> <li><a href="https://www.amazon.com/Deep-Work-Focused-Success-Distracted/dp/1455586692" rel="nofollow" target="_blank">Deep Work</a> - technology in the workplace</li> </ul> </li> <li>Professional v. Personal use of technology (04:42)</li> <li>Engineering technology for constant use (05:52) <ul> <li>Re-engineer the social experience to be addictive - constant, intermittent, incoming stream of social approval indicators - autotagging, liking, etc.</li> </ul> </li> <li>Steve Jobs on minimalism (08:02) <ul> <li>Original iPhone - making listening to music &amp; talking on the phone more magical</li> <li>(Cal’s NYTimes OpEd: <a href="https://www.nytimes.com/2019/01/25/opinion/sunday/steve-jobs-never-wanted-us-to-use-our-iphones-like-this.html" rel="nofollow" target="_blank">Steve Jobs Never Wanted Us To Use Our Smartphone Like This</a>)</li> <li><a href="https://support.apple.com/en-us/HT208982" rel="nofollow" target="_blank">Screen use iOS</a></li> </ul> </li> <li>Average modern user - 2 h social media per day - <a href="http://www.tristanharris.com/" rel="nofollow" target="_blank">Tristan Harris</a> (10:58) <ul> <li>Psychology of detaching yourself from social media</li> <li>Maximalist mindset - natural loss aversion</li> </ul> </li> <li>What is Digital Minimalism? (13:04)</li> <li>How to minimize: 30 day Digital Declutter (14:38) <ul> <li><a href="https://www.inc.com/jessica-stillman/overwhelmed-by-tech-use-this-1-month-digital-declutter-to-simplify-your-online-life.html" rel="nofollow" target="_blank">Digital Declutter experiment with 1,600 people</a></li> </ul> </li> <li>Modeling good digital habits for the younger people in your lives (19:41)</li> <li>Public perception on these shifts (20:52) <ul> <li><a href="http://thesource.com/2019/03/04/nba-commissioner-adam-silver-believes-mental-health-is-a-growing-problem-in-the-league/" rel="nofollow" target="_blank">NBA commissioner on social media and stress in players</a></li> <li><a href="https://www.nytimes.com/2016/11/20/jobs/quit-social-media-your-career-may-depend-on-it.html" rel="nofollow" target="_blank">2016 oped for NYTimes</a> - &amp; the <a href="https://www.nytimes.com/2016/12/03/jobs/dont-quit-social-media-put-it-to-work-for-your-career-instead.html" rel="nofollow" target="_blank">commissioned response</a></li> </ul> </li> <li>Increased social media use &amp; loneliness (23:18) <ul> <li>“Social Snacking”</li> <li>(<a href="https://www.psychologytoday.com/us/blog/talking-apes/201801/does-using-social-media-make-you-lonely" rel="nofollow" target="_blank">Psychology today article on this topic</a>)</li> </ul> </li> <li>Focus is the new IQ - from Deep Work (25:10)</li> <li>Start with the value and then identify the tools that help; questions we should ask for instruction (26:14) <ul> <li>Start with learning goals &amp; add the goal of developing deep, focused thinkers</li> </ul> </li> <li>Audio vs. visual for reading (29:33)</li> <li>Value of in-person lecture (31:34)</li> <li>Professional Rock-Paper-Scissors (<a href="https://www.youtube.com/watch?v=i9H8xGguQWU" rel="nofollow" target="_blank">on YouTube</a>!) &amp; what that teaches us about social psychology (32:27)</li> <li>Value of solitude (35:04) - “freedom from input of other minds” <ul> <li><a href="https://www.amazon.com/Lead-Yourself-First-Inspiring-Leadership/dp/1632866315" rel="nofollow" target="_blank">Lead Yourself First</a></li> <li>Solitude deprivation</li> <li>Stress &amp; anxiety in generations with ubiquitous technology during adolescence</li> </ul> </li> <li>Making the declutter process stick (39:35)</li> <li>Attention capital theory &amp; Cal’s next book (42:16) <ul> <li>From his blog: <a href="http://calnewport.com/blog/2015/12/12/deep-habits-the-danger-of-pseudo-depth/" rel="nofollow" target="_blank">Attention switching blog post</a></li> <li><a href="https://hackernoon.com/excerpted-from-deep-work-by-cal-newport-9c0633d7b8c5" rel="nofollow" target="_blank">Attention residue</a> (48:14)</li> </ul> </li> <li>Willpower is a finite resource (50:25) <ul> <li><a href="http://calnewport.com/blog/2014/09/13/deep-habits-jumpstart-your-concentration-with-a-depth-ritual/" rel="nofollow" target="_blank">Rituals around deep work</a> can reduce the barrier of entry</li> </ul> </li> <li>“Follow your passion” is bad advice (54:38) <ul> <li><a href="http://calnewport.com/blog/2010/10/16/the-passion-trap-how-the-search-for-your-lifes-work-is-making-your-working-life-miserable/" rel="nofollow" target="_blank">Blog post</a></li> <li><a href="https://www.amazon.com/Good-They-Cant-Ignore-You/dp/1455509124" rel="nofollow" target="_blank">So Good They Can’t Ignore You</a></li> <li><a href="https://books.google.com/ngrams/graph?content=follow+your+passion&amp;year_start=1925&amp;year_end=2008&amp;corpus=0&amp;smoothing=3&amp;share=&amp;direct_url=t1%3B%2Cfollow%20your%20passion%3B%2Cc0#t1%3B%2Cfollow%20your%20passion%3B%2Cc0" rel="nofollow" target="_blank">Ngram viewer</a></li> </ul> </li> <li>To learn more from Cal: <a href="http://calnewport.com/" rel="nofollow" target="_blank">calnewport.com</a> - 10 years of blog posts</li> <li><a href="https://www.ted.com/podcasts/worklife" rel="nofollow" target="_blank">Work Life Podcast</a> with Adam Grant</li> </ul>

Digital Minimalism With Cal Newport

Daniel Willingham

Episode 038: Dr. Dan Willingham, Cognitive Scientist Connect with Dr. Willingham Website: http://www.danielwillingham.com/ | Twitter: @DTwillingham Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Loving reading the most (05:07) Make it an easy choice (07:12) Rewards &amp; incentives for reading (07:26) “Take your kids seriously as a reader as soon as you can.” - Dan Willingham Making books the topic around the water cooler (10:15) Fluent decoding, comprehension, and motivation - the three-legged stool of raising kid who read “Before he can develop taste, he must experience hunger.” 30 min reading with the principal @ Indian Peaks Elementary - Kathi Jo Walder (11:36) Camp EmpowerED in SVVSD - May 28 &amp; 29th, Register HERE Dr. Willingham’s books: The Reading Mind, Raising Kids Who Read, Why Don’t Students Like School Dan’s next book: Memory &amp; Self-regulation of memory (12:46) Make It Stick, Mark McDaniel &amp; Peter Brown, Henry Roediger (note: Read this book! It’s amazing!) Re-reading (14:07) Highlighting (17:22) Annotating is much better (19:43) Vocabulary instruction for understanding complex texts (20:31) Explicit vocabulary instruction works AND it’s very sensitive to context - need a number of examples to round out understanding Encouraging reading for leisure with rewards &amp; incentives (24:41) Attributions (stickers, rewards, etc… what role do grades play in this??) Drop Everything &amp; Read; Sustained Silent Reading (28:31) Research: Manning, M., &amp; Lewis, M. (2010). Sustained silent reading: An update of the research. Digital vs. Analog reading (30:54) YouTube video APS Conference in San Francisco - psychological science in K12 education (34:09) What psych concepts do we, as teachers, need to get better at? (35:49) How kids behave &amp; what they do Theories of memory &amp; knowledge; Behaviorist / Cognitive / Constructivist Research on Homework (39:31) Homework as a reflection of school values Takeaways (41:47) Ask the Cognitive Scientist column Why Don’t Students Like School “Memory is the residue of thought. To teach well, you should pay careful attention to what an assignment will actually make students think about, not what you hope they’ll think about, because that is what they will remember.” - Dan Willingham 

Episode 038: Dr. Dan Willingham, Cognitive Scientist Connect with Dr. Willingham Website: <a href="http://www.danielwillingham.com/" rel="nofollow" target="_blank">http://www.danielwillingham.com/</a> | Twitter: <a href="https://twitter.com/dtwillingham/status/904646464114225152" rel="nofollow" target="_blank">@DTwillingham</a> Connect with Vrain Waves Website: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Loving reading the most (05:07)</li> <li>Make it an easy choice (07:12)</li> <li>Rewards &amp; incentives for reading (07:26)</li> <li>“Take your kids seriously as a reader as soon as you can.” - Dan Willingham</li> <li>Making books the topic around the water cooler (10:15)</li> <li>Fluent decoding, comprehension, and motivation - the three-legged stool of raising kid who read</li> <li>“Before he can develop taste, he must experience hunger.”</li> <li>30 min reading with the principal @ <a href="http://ipes.svvsd.org/" rel="nofollow" target="_blank">Indian Peaks Elementary</a> - Kathi Jo Walder (11:36)</li> <li>Camp EmpowerED in SVVSD - May 28 &amp; 29th, <a href="http://www.solutionwhere.com/stvrainopd/cw/showcourse.asp?4029" rel="nofollow" target="_blank">Register HERE</a></li> <li>Dr. Willingham’s books: <a href="https://www.amazon.com/Reading-Mind-Cognitive-Approach-Understanding/dp/1119301378" rel="nofollow" target="_blank">The Reading Mind</a>, <a href="https://www.amazon.com/Raising-Kids-Who-Read-Teachers/dp/1118769724" rel="nofollow" target="_blank">Raising Kids Who Read</a>, <a href="https://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X" rel="nofollow" target="_blank">Why Don’t Students Like School</a></li> <li>Dan’s next book: Memory &amp; Self-regulation of memory (12:46)</li> <li><a href="https://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/0674729013" rel="nofollow" target="_blank">Make It Stick</a>, Mark McDaniel &amp; Peter Brown, Henry Roediger (note: Read this book! It’s amazing!)</li> <li>Re-reading (14:07)</li> <li>Highlighting (17:22)</li> <li>Annotating is much better (19:43)</li> <li>Vocabulary instruction for understanding complex texts (20:31)</li> <li>Explicit vocabulary instruction works AND it’s very sensitive to context - need a number of examples to round out understanding</li> <li>Encouraging reading for leisure with rewards &amp; incentives (24:41)</li> <li>Attributions (stickers, rewards, etc… what role do grades play in this??)</li> <li>Drop Everything &amp; Read; Sustained Silent Reading (28:31)</li> <li>Research: Manning, M., &amp; Lewis, M. (2010). Sustained silent reading: An update of the research.</li> <li>Digital vs. Analog reading (30:54)</li> <li>YouTube video <a href="https://youtu.be/kPW2LwDDgOU" rel="nofollow" target="_blank">APS Conference in San Francisco</a> - psychological science in K12 education (34:09)</li> <li>What psych concepts do we, as teachers, need to get better at? (35:49)</li> <li>How kids behave &amp; what they do</li> <li>Theories of memory &amp; knowledge; Behaviorist / Cognitive / Constructivist</li> <li>Research on Homework (39:31)</li> <li>Homework as a reflection of school values</li> <li>Takeaways (41:47)</li> <li><a href="https://www.aft.org/ae/summer2005/willingham" rel="nofollow" target="_blank">Ask the Cognitive Scientist column</a></li> <li>Why Don’t Students Like School</li> <li>“Memory is the residue of thought. To teach well, you should pay careful attention to what an assignment will actually make students think about, not what you hope they’ll think about, because that is what they will remember.” - Dan Willingham</li> </ul>

Teaching Kids Who Read with Daniel Willingham

Robyn Jackson

Dr. Robyn Jackson, School Leadership Reimagined Connect with Dr. Jackson Website: mindstepsinc.com | schoolleadershipreimagined.com | Twitter: @robyn_mindsteps Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Dr. Jackson’s books on ASCD 4 Disciplines of Buildership Why leadership is insufficient (03:18) “A builder goes out ahead, then they invite people to that.” “Bosses say ‘Go’. Leaders say ‘Let’s go.’ Builders say ‘Come’”. The importance of culture (05:45) “Culture eats strategy for breakfast.” - Peter Drucker “Whoever controls the narrative controls the culture.” How do you regain control over your narrative (and therefore your culture)? (07:27) Have compelling answers for these three questions:  What are we building? (have a compelling vision) Why is it important? (have a compelling mission) What’s my role? (a set of core values)   Mindsteps, Inc - core values: (11:02) 1 - Drama-free work environment 2 - Do the right thing, even when it hurts 3 - Figure it out Core values as decision filters Vision / Mission / Core Values (13:41) They don’t mean anything if they don’t govern the work. They have to be non-negotiables Only 3, no more than 4, they should be ranked Everybody has to sign off on them Hire based on those things - shape interview questions that tease out people’s core values Master schedule has to support your core values (BONUS: See this article from our very own Andrea Smith, Lyons Middle / Senior Principal, on how your master schedule reflects your climate and culture!) Has to hit 100% of your students Builders Lab Workshops Advice for teacher leaders (21:55) Culture = organizational habits &amp; the stories we tell about them Robyn’s AP Class story (22:30) Jay Matthews’ book on Jaime Escalante “What you start in your classroom can be powerful enough to change the culture of your entire school.” “Be who you want to see.” (28:23) “If you really want to change your culture, you are in the most powerful position to change it. There is nothing more powerful than a teacher.” Pygmalion effect (29:49) Kids will rise to the expectations you have for yourself. (not the expectations you have for them) Blog post about it Master Teacher Project (31:12) 7 Principles of Effective Instruction (32:29) “Use Feedback to help you both get better” What kind of feedback is this assignment going to give me about how students are doing? How do I respond so I can give the student the type of feedback this assignment was designed for? Color-coded rubrics (36:22) Feedback has to give kids a pathway to improvement Rigorous Instruction (38:34) Free tutorial for rigorous instruction Requires students to construct meaning for themselves Requires students to impose structure on information Requires students to integrate skills into processes Requires students to apply what they’ve learned to more than one context and to unpredictable situations Unit planning template Dr. Jackson’s interview with Ashton Kutcher -  Curious Not Furious (42:29) Kutcher’s work on human trafficking / Bodies are not Commodities A21 curriculum Funding Iowa Donors Choose projects “If you don’t take every opportunity to learn something, if you’re not looking at everybody as ‘they have something they can teach me’, then you’re significantly cutting yourself off from insights, some perspectives that could really broaden your own.” (47:32) Being passionate about something makes you quicker to judge sometimes (49:52) “Curiosity and judgment can’t fit in the same space.” (51:08) Summer PD opportunities with Dr. Jackson - 2 Builders Labs (June 24-26 in CA; July 15-17 in Arlington VA for Instructional Coaches) Takeaways (52:50) AP Progress in St Vrain 10 signs of a toxic culture (Episode 8 - How to Detoxify your school culture - School Leadership Reimagined podcast) “Safety is not about removing discomfort.” Are people safe enough to be uncomfortable with me? 

Dr. Robyn Jackson, School Leadership Reimagined Connect with Dr. Jackson Website: <a href="https://mindstepsinc.com/" rel="nofollow" target="_blank">mindstepsinc.com</a> | <a href="https://schoolleadershipreimagined.com/" rel="nofollow" target="_blank">schoolleadershipreimagined.com</a> | Twitter: <a href="https://twitter.com/Robyn_Mindsteps?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" rel="nofollow" target="_blank">@robyn_mindsteps</a> Connect with Vrain Waves Website: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Dr. Jackson’s books on <a href="http://www.ascd.org/Publications/ascd-authors/robyn-jackson.aspx" rel="nofollow" target="_blank">ASCD</a></li> <li>4 Disciplines of <a href="https://schoolleadershipreimagined.com/buildership/" rel="nofollow" target="_blank">Buildership</a></li> <li>Why leadership is insufficient (03:18)</li> <li>“A builder goes out ahead, then they invite people to that.”</li> <li>“Bosses say ‘Go’. Leaders say ‘Let’s go.’ Builders say ‘Come’”.</li> <li>The importance of culture (05:45)</li> <li>“Culture eats strategy for breakfast.” - Peter Drucker</li> <li>“Whoever controls the narrative controls the culture.”</li> <li>How do you regain control over your narrative (and therefore your culture)? (07:27)</li> <li>Have compelling answers for these three questions: <ul> <li>What are we building? (have a compelling vision)</li> <li>Why is it important? (have a compelling <a href="https://mindstepsinc.com/2017/06/whats-your-word/" rel="nofollow" target="_blank">mission</a>)</li> <li>What’s my role? (a set of <a href="https://mindstepsinc.com/2016/04/why-core-values-matter/" rel="nofollow" target="_blank">core values</a>)</li> </ul> </li> <li>Mindsteps, Inc - core values: (11:02)</li> <li>1 - Drama-free work environment</li> <li>2 - Do the right thing, even when it hurts</li> <li>3 - Figure it out</li> <li>Core values as decision filters</li> <li>Vision / Mission / Core Values (13:41)</li> <li>They don’t mean anything if they don’t govern the work.</li> <li>They have to be non-negotiables</li> <li>Only 3, no more than 4, they should be ranked</li> <li>Everybody has to sign off on them</li> <li>Hire based on those things - shape interview questions that tease out people’s core values</li> <li>Master schedule has to support your core values (BONUS: See <a href="http://blog.nassp.org/2019/01/22/master-schedule-a-climate-and-culture-initiative/" rel="nofollow" target="_blank">this article</a> from our very own <a href="https://twitter.com/smithsvvsd?lang=en" rel="nofollow" target="_blank">Andrea Smith</a>, <a href="https://lmshs.svvsd.org/" rel="nofollow" target="_blank">Lyons Middle / Senior Principal</a>, on how your master schedule reflects your climate and culture!)</li> <li>Has to hit 100% of your students</li> <li><a href="https://mindstepsinc.com/builders-lab/" rel="nofollow" target="_blank">Builders Lab Workshops</a></li> <li>Advice for teacher leaders (21:55)</li> <li>Culture = organizational habits &amp; the stories we tell about them Robyn’s AP Class story (22:30)</li> <li><a href="https://www.amazon.com/Escalante-Teacher-America-Jay-Mathews/dp/0805004505" rel="nofollow" target="_blank">Jay Matthews’ book on Jaime Escalante</a></li> <li>“What you start in your classroom can be powerful enough to change the culture of your entire school.”</li> <li>“Be who you want to see.” (28:23)</li> <li>“If you really want to change your culture, you are in the most powerful position to change it. There is nothing more powerful than a teacher.”</li> <li>Pygmalion effect (29:49)</li> <li>Kids will rise to the expectations you have for yourself. (not the expectations you have for them)</li> <li><a href="https://mindstepsinc.com/2018/10/the-pygmalion-myth/" rel="nofollow" target="_blank">Blog post about it</a></li> <li><a href="http://www.ascd.org/publications/educational-leadership/mar19/vol76/num06/Robyn-R.-Jackson-on-Making-Every-Teacher-a-Master-Teacher.aspx" rel="nofollow" target="_blank">Master Teacher Project</a> (31:12)</li> <li><a href="https://mindstepsinc.com/greatteaching/" rel="nofollow" target="_blank">7 Principles of Effective Instruction</a> (32:29)</li> <li>“Use Feedback to help you both get better”</li> <li>What kind of feedback is this <a href="https://mindstepsinc.com/wp-content/uploads/woocommerce_uploads/How_to_Plan_Rigorous_Instruction_Mindsteps.pdf" rel="nofollow" target="_blank">assignment</a> going to give me about how students are doing?</li> <li>How do I respond so I can give the student the type of feedback this assignment was designed for?</li> <li><a href="https://www.learner.org/workshops/hswriting/workshops/workshop6/rubric_description.html" rel="nofollow" target="_blank">Color-coded rubrics</a> (36:22)</li> <li><a href="https://mindstepsinc.com/wp-content/uploads/woocommerce_uploads/Four-Types-of-Feedback-Examples_Robyn-Jackson.pdf" rel="nofollow" target="_blank">Feedback</a> has to give kids a pathway to improvement</li> <li><a href="https://mindstepsinc.com/2012/04/what-is-rigor/" rel="nofollow" target="_blank">Rigorous Instruction</a> (38:34)</li> <li>Free <a href="https://www.mindstepsinc.com/rigor/" rel="nofollow" target="_blank">tutorial</a> for rigorous instruction</li> <li>Requires students to construct meaning for themselves</li> <li>Requires students to impose structure on information</li> <li>Requires students to integrate skills into processes</li> <li>Requires students to apply what they’ve learned to more than one context and to unpredictable situations</li> <li><a href="https://mindstepsinc.com/wp-content/uploads/books/never/Unit%20planning%20template.pdf" rel="nofollow" target="_blank">Unit planning template</a></li> <li><a href="http://empower.ascd.org/general-information/conference-daily/ashton-kutcher-schools-can-be-a-force-for-good.aspx" rel="nofollow" target="_blank">Dr. Jackson’s interview with Ashton Kutcher</a> - Curious Not Furious (42:29)</li> <li>Kutcher’s work on <a href="https://www.msn.com/en-us/news/missingchildren/ashton-kutcher-helps-save-6000-kids-from-sex-trafficking-via-his-organization-with-demi-moore/ar-AAy23AF" rel="nofollow" target="_blank">human trafficking</a> / <a href="https://www.a21.org/banc" rel="nofollow" target="_blank">Bodies are not Commodities A21</a> curriculum</li> <li><a href="https://www.press-citizen.com/story/news/2016/03/10/ashton-kutcher-donates-iowa-schools/81601144/" rel="nofollow" target="_blank">Funding Iowa Donors Choose projects</a></li> <li>“If you don’t take every opportunity to learn something, if you’re not looking at everybody as ‘they have something they can teach me’, then you’re significantly cutting yourself off from insights, some perspectives that could really broaden your own.” (47:32)</li> <li>Being passionate about something makes you quicker to judge sometimes (49:52)</li> <li>“Curiosity and judgment can’t fit in the same space.” (51:08)</li> <li>Summer PD opportunities with Dr. Jackson - <a href="https://mindstepsinc.com/builders-lab/" rel="nofollow" target="_blank">2 Builders Labs</a> (June 24-26 in CA; July 15-17 in Arlington VA for Instructional Coaches)</li> <li>Takeaways (52:50)</li> <li><a href="https://www.svvsd.org/updates/st-vrain-valley-school-district-recognized-increasing-access-ap-classes" rel="nofollow" target="_blank">AP Progress in St Vrain</a></li> <li>10 signs of a toxic culture (<a href="https://schoolleadershipreimagined.com/episode8/" rel="nofollow" target="_blank">Episode 8 - How to Detoxify your school culture - School Leadership Reimagined podcast</a>) “Safety is not about removing discomfort.” Are people safe enough to be uncomfortable with me?</li> </ul>

School Leadership Reimagined with Robyn Jackson

Doris Kearns Goodwin

Michael Goodwin

Episode 038: Doris Kearns Goodwin &amp; Michael Goodwin, Learning from History Connect with Doris Kearns Goodwin Website: https://doriskearnsgoodwin.com/  | Twitter: @DorisKGoodwin Connect with Michael Goodwin Website: https://riversc9.wixsite.com/riversandrevolutions/michael-goodwin-rivers Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Constitutional Convention Story (01:32) Doris Kearns Goodwin (Website) Leadership in Turbulent Times Rivers and Revolutions (3:51) How Doris &amp; Michael got started in education (04:01) The impact of Concord on their lives (05:46) Layers of history Richard Goodwin (08:22) NPR story on Richard after his death Doris’ many books (09:48) Remembering America: A Voice from the Sixties (10:38) “It’s not a question of capacity, it’s a question of will.” Social mobility, rising to our potential Involvement in politics for our youth (13:17) Help students create change on a local level first Rivers &amp; Revolutions (16:14) Interdisciplinary approaches to education - holistic way of looking at the world Concord Carlisle High School Rivers, Revolutions, Air, Fire, &amp; Love A Plea for Captain John Brown by Henry David Thoreau The Power of Storytelling (22:12) Forbes article on Lincoln &amp; Storytelling, based on Doris Kearns Goodwin’s work Squaw Sachem Education is about building community Investigation of Love Empathy (27:07) Through public life you experience other people’s worlds Seeing people as ‘other’ is a threat to our future Diverse classrooms v. Tracking Open exploration of that diversity in that classroom Soliciting feedback live from students in the classroom - how can we support each other “If you think you have more to contribute than someone else, you don’t, and if you think you have less to contribute than someone else, you don’t.” Everyone has something to add. Team of Rivals (33:17) NPR story with Doris talking about Team of Rivals Lincoln put 3 of his biggest rivals on his cabinet Internal confidence that he could learn from those people around him who all thought they could do a better job than he could Vulnerability &amp; confidence It’s not about giving up control, it’s about sharing it. This is not work we can or should do in isolation. Leadership in Turbulent Times (36:41) Story about LBJ and Doris Kearns Goodwin working for him White House Fellow program Lyndon B. Johnson’s Presidency Building Learning Communities through the Arts (39:42) Midnight Ride of Paul Revere Concord River Institute Resilience / Failure (44:18) Role of Public Education in our society (47:10) History can give us perspective and build empathy Making connections Takeaways (51:48) 

Episode 038: Doris Kearns Goodwin &amp; Michael Goodwin, Learning from History Connect with Doris Kearns Goodwin Website: <a href="https://doriskearnsgoodwin.com/" rel="nofollow" target="_blank">https://doriskearnsgoodwin.com/</a> | Twitter: <a href="https://twitter.com/doriskgoodwin?lang=en" rel="nofollow" target="_blank">@DorisKGoodwin</a> Connect with Michael Goodwin Website: <a href="https://riversc9.wixsite.com/riversandrevolutions/michael-goodwin-rivers" rel="nofollow" target="_blank">https://riversc9.wixsite.com/riversandrevolutions/michael-goodwin-rivers</a> Connect with Vrain Waves Website: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Constitutional Convention Story (01:32)</li> <li>Doris Kearns Goodwin (Website)</li> <li><a href="https://www.amazon.com/Leadership-Turbulent-Doris-Kearns-Goodwin/dp/1476795924" rel="nofollow" target="_blank">Leadership in Turbulent Times</a> <a href="https://riversc9.wixsite.com/riversandrevolutions/home" rel="nofollow" target="_blank">Rivers and Revolutions</a> (3:51)</li> <li>How Doris &amp; Michael got started in education (04:01)</li> <li>The impact of <a href="https://www.concordma.gov/" rel="nofollow" target="_blank">Concord</a> on their lives (05:46)</li> <li>Layers of history</li> <li>Richard Goodwin (08:22)</li> <li><a href="https://www.npr.org/sections/thetwo-way/2018/05/21/613062729/richard-goodwin-crafter-of-johnsons-famous-we-shall-overcome-speech-dies" rel="nofollow" target="_blank">NPR story on Richard after his death</a></li> <li><a href="https://doriskearnsgoodwin.com/books/" rel="nofollow" target="_blank">Doris’ many books</a> (09:48)</li> <li><a href="https://www.amazon.com/Remembering-America-Richard-N-Goodwin/dp/1497676576" rel="nofollow" target="_blank">Remembering America: A Voice from the Sixties</a> (10:38)</li> <li>“It’s not a question of capacity, it’s a question of will.”</li> <li>Social mobility, rising to our potential</li> <li>Involvement in politics for our youth (13:17)</li> <li>Help students create change on a local level first</li> <li>Rivers &amp; Revolutions (16:14)</li> <li>Interdisciplinary approaches to education - holistic way of looking at the world</li> <li><a href="https://www.concordcarlisle.org/" rel="nofollow" target="_blank">Concord Carlisle High School</a> Rivers, Revolutions, Air, Fire, &amp; Love</li> <li><a href="http://avalon.law.yale.edu/19th_century/thoreau_001.asp" rel="nofollow" target="_blank">A Plea for Captain John Brown by Henry David Thoreau</a></li> <li>The Power of Storytelling (22:12)</li> <li><a href="https://www.forbes.com/sites/carminegallo/2018/02/18/abraham-lincoln-used-a-tree-stump-like-a-ted-stage-to-captivate-his-audience/#60366deb5d74" rel="nofollow" target="_blank">Forbes article</a> on Lincoln &amp; Storytelling, based on Doris Kearns Goodwin’s work</li> <li><a href="http://www.womenhistoryblog.com/2008/04/squaw-sachem-of-mistick.html" rel="nofollow" target="_blank">Squaw Sachem</a></li> <li>Education is about building community</li> <li>Investigation of Love</li> <li>Empathy (27:07)</li> <li>Through public life you experience other people’s worlds</li> <li>Seeing people as ‘other’ is a threat to our future</li> <li>Diverse classrooms v. Tracking</li> <li>Open exploration of that diversity in that classroom</li> <li>Soliciting feedback live from students in the classroom - how can we support each other</li> <li>“If you think you have more to contribute than someone else, you don’t, and if you think you have less to contribute than someone else, you don’t.” Everyone has something to add.</li> <li>Team of Rivals (33:17)</li> <li><a href="https://www.npr.org/2012/11/15/165220138/doris-kearns-goodwin-on-lincoln-and-his-team-of-rivals" rel="nofollow" target="_blank">NPR story with Doris talking about Team of Rivals</a></li> <li>Lincoln put 3 of his biggest rivals on his cabinet</li> <li>Internal confidence that he could learn from those people around him who all thought they could do a better job than he could</li> <li>Vulnerability &amp; confidence</li> <li>It’s not about giving up control, it’s about sharing it. This is not work we can or should do in isolation.</li> <li><a href="https://www.amazon.com/Leadership-Turbulent-Doris-Kearns-Goodwin/dp/1476795924" rel="nofollow" target="_blank">Leadership in Turbulent Times</a> (36:41)</li> <li>Story about LBJ and Doris Kearns Goodwin working for him</li> <li><a href="https://www.whitehouse.gov/get-involved/fellows/" rel="nofollow" target="_blank">White House Fellow program</a></li> <li><a href="https://www.whitehouse.gov/about-the-white-house/presidents/lyndon-b-johnson/" rel="nofollow" target="_blank">Lyndon B. Johnson’s Presidency</a></li> <li><a href="https://docs.wixstatic.com/ugd/b1d9c8_dafffe6bccaa4b8f93a2b4389824ad01.pdf" rel="nofollow" target="_blank">Building Learning Communities through the Arts</a> (39:42)</li> <li><a href="https://www.metmuseum.org/toah/works-of-art/50.117/" rel="nofollow" target="_blank">Midnight Ride of Paul Revere</a></li> <li><a href="https://concordriverin.org/" rel="nofollow" target="_blank">Concord River Institute</a></li> <li>Resilience / Failure (44:18)</li> <li>Role of Public Education in our society (47:10)</li> <li>History can give us perspective and build empathy</li> <li>Making connections</li> <li>Takeaways (51:48)</li> </ul>

Doris Kearns Goodwin & Michael Goodwin - Learning Through History

Episode 041: PLC Plus with Nancy Frey &amp; Doug Fisher Join us for this discussion with the potent pair Doug Fisher &amp; Nancy Frey! We learn about their new book, PLC+ and the five questions that get to the heart of what collaboration time should look like in schools. Stay tuned until the end for a special promo code for our listeners for the PLC+ Institutes the authors will be hosting in Colorado in October! Connect with Fisher &amp; Frey Website: www.fisherandfrey.com/ | Twitter: @DFisherSDSU; @NancyFrey | Newest Book: PLC Plus, Corwin Press Connect with Vrain Waves Website: vrainwaves.com | Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Out of Our Heads &amp; Into the Classroom: (01:30)  American Express: Simple Guide to Lean Meetings Robyn Jackson on weekly team meetings Have an agenda / protocol Techless meetings Pre-mortem from Daniel Pink Collaborative notes &amp; DRIs Toby - Chrome Extension   Introduction to Fisher &amp; Frey &amp; PLC Plus (08:12)  Their School: Health Sciences High &amp; Middle College in San Diego Questions: Where are we now? &amp; the importance of pre-assessments  Side note: common questions for PLC work come from DuFour, DuFour, Eaker, &amp; Many, 2010 as a PLC foundation: Learning by Doing: A Handbook for Professional Learning Communities at Work; we acknowledge this foundational work when discussing PLCs :    What do we want students to learn? (essential standards)       How will we know if they have learned? (team-developed common assessments)       What will we do if they don’t learn? (systematic interventions)       What will we do if they already know it? (extended learning)         Collective Efficacy Graham Nuthall, Hidden Lives of Learners  Students already know between 40-50 percent of what the teacher is teaching (Nuthall, 2007)   Equity: Removal of Barriers vs. intervention as responses to student data Activator: Someone to guide the group   What are PLCs getting wrong? (13:21)  Emphasis on the structural conditions can overwhelm the focus and mission of the group PLC must continually reinvest in itself Lack of attention to instruction - “How do we move learning forward?”  Literacy example (16:49)   Curriculum / Instruction / Assessment Recent research that ~20% of in-class tasks are on grade level TNTP’s The Opportunity Myth - and an article from EdWeek PLC+ Protocol - Assignment analysis (from The Education Trust) (19:34)  Equity in Motion work from The Education Trust     Trust and the importance of Relational Conditions (21:18)  Activator helps keep the conversation moving Protocols provide consistency   PLC+ / PD (22:57)  Roughly a 1 to 3 ratio - Full staff Professional learning to PLC+ Time   Credibility &amp; Efficacy (24:33)  Teacher Credibility: Trust, Competence, Dynamism, Immediacy   Self-Efficacy and Collective Efficacy (27:17)  Albert Bandura’s research on self-efficacy -  From Leading Impact Teams, by Bloomberg &amp; Pitchford (&amp; based on Bandura’s research, as well as Goddard, Hoy, &amp; Hoy): Efficacy = Mastery Moments, Vicarious Experience, Feedback, and Trust     “Where are we going?” and “Where are we now?” (31:08)  5 Questions in PLC+: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit?   Bringing data to the PLC+ (33:22)  Student feedback   Equity / Cognitive Bias / The Decisions we choose to make: (35:52)  Quote from PLC+: “Underlying every decision about what we choose to gather data on is an unspoken decision about what we won’t look at.” Data should be aligned to team’s common challenge; then did we impact learning or not?  Invite students to PLC+ times for feedback     Protocols for learning walks  Microteaching protocols   What did we learn today? Every single day we should be formatively assessing Scheduling logistics (44:56)  Two PLC+s - Grade level &amp; Content level Vertical &amp; Horizontal conversations are necessary   Grading at their school (48:19)  Competency-Based / Mastery of Standards Formative homework &amp; classwork   All Learning is Social Emotional (50:41)  Social Emotional Academic Learning   Removing institutional barriers vs. Intervention (54:27)  Support each learner individually - help them find a way to mastery   Special offer for Vrain Waves Listeners!! (58:50)  Promo Code: VRAINWAVES Go to corwin.com/PLCColorado to register; Oct 3 &amp; 4 in Denver at the Curtis Hotel   

Episode 041: PLC Plus with Nancy Frey &amp; Doug Fisher Join us for this discussion with the potent pair Doug Fisher &amp; Nancy Frey! We learn about their new book, PLC+ and the five questions that get to the heart of what collaboration time should look like in schools. Stay tuned until the end for a special promo code for our listeners for the PLC+ Institutes the authors will be hosting in Colorado in October! Connect with Fisher &amp; Frey Website: <a href="https://www.fisherandfrey.com/" rel="nofollow" target="_blank">www.fisherandfrey.com/</a> | Twitter: <a href="https://twitter.com/dfishersdsu?lang=en" rel="nofollow" target="_blank">@DFisherSDSU</a>; <a href="https://twitter.com/nancyfrey?lang=en" rel="nofollow" target="_blank">@NancyFrey</a> | Newest Book: <a href="http://us.corwin.com/en-us/nam/plc-plus-institutes" rel="nofollow" target="_blank">PLC Plus</a>, Corwin Press Connect with Vrain Waves Website: <a href="http://vrainwaves.com" rel="nofollow" target="_blank">vrainwaves.com</a> | Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Out of Our Heads &amp; Into the Classroom: (01:30) <ul> <li>American Express: <a href="https://www.americanexpress.com/en-us/business/trends-and-insights/articles/how-to-hold-a-lean-meeting-1/" rel="nofollow" target="_blank">Simple Guide to Lean Meetings</a></li> <li>Robyn Jackson on <a href="https://schoolleadershipreimagined.com/episode19-transcript/" rel="nofollow" target="_blank">weekly team meetings</a></li> <li>Have an agenda / protocol</li> <li>Techless meetings</li> <li>Pre-mortem from <a href="https://blogs.svvsd.org/vrainwaves/episode-009-daniel-pink-when/" rel="nofollow" target="_blank">Daniel Pink</a></li> <li>Collaborative notes &amp; <a href="https://tettra.co/article/directly-responsible-individuals-guide/" rel="nofollow" target="_blank">DRIs</a></li> <li><a href="http://www.gettoby.com/" rel="nofollow" target="_blank">Toby</a> - Chrome Extension</li> </ul> </li> <li>Introduction to Fisher &amp; Frey &amp; <a href="http://us.corwin.com/en-us/nam/plc-plus-institutes" rel="nofollow" target="_blank">PLC Plus</a> (08:12) <ul> <li>Their <a href="https://www.hshmc.org/staff/list" rel="nofollow" target="_blank">School</a>: Health Sciences High &amp; Middle College in San Diego</li> <li>Questions: Where are we now? &amp; the importance of pre-assessments <ul> <li>Side note: common questions for PLC work come from DuFour, DuFour, Eaker, &amp; Many, 2010 as a PLC foundation: <a href="https://www.amazon.com/Learning-Doing-Handbook-Professional-Communities/dp/1932127933" rel="nofollow" target="_blank">Learning by Doing: A Handbook for Professional Learning Communities at Work</a>; we acknowledge this foundational work when discussing PLCs : <ul> <li> <code> What do we want students to learn? (essential standards) </code> </li> <li> <code> How will we know if they have learned? (team-developed common assessments) </code> </li> <li> <code> What will we do if they don’t learn? (systematic interventions) </code> </li> <li> <code> What will we do if they already know it? (extended learning) </code> </li> </ul> </li> </ul> </li> <li><a href="http://www.ascd.org/publications/educational-leadership/mar18/vol75/num06/The-Power-of-Collective-Efficacy.aspx" rel="nofollow" target="_blank">Collective Efficacy</a></li> <li>Graham Nuthall, <a href="https://www.amazon.co.uk/Hidden-Lives-Learners-Graham-Nuthall/dp/1877398241" rel="nofollow" target="_blank">Hidden Lives of Learners</a> <ul> <li>Students already know between 40-50 percent of what the teacher is teaching (Nuthall, 2007)</li> </ul> </li> <li>Equity: Removal of Barriers vs. intervention as responses to student data</li> <li>Activator: Someone to guide the group</li> </ul> </li> <li>What are PLCs getting wrong? (13:21) <ul> <li>Emphasis on the structural conditions can overwhelm the focus and mission of the group</li> <li>PLC must continually reinvest in itself</li> <li>Lack of attention to instruction - “How do we move learning forward?” <ul> <li>Literacy example (16:49)</li> </ul> </li> <li>Curriculum / Instruction / Assessment</li> <li>Recent research that ~20% of in-class tasks are on grade level TNTP’s <a href="https://tntp.org/publications/view/student-experiences/the-opportunity-myth" rel="nofollow" target="_blank">The Opportunity Myth</a> - and an <a href="https://www.edweek.org/ew/articles/2018/09/25/are-too-many-students-working-below-grade.html" rel="nofollow" target="_blank">article from EdWeek</a></li> <li>PLC+ Protocol - <a href="https://edtrust.org/wp-content/uploads/2014/09/CaptureSheet_LiteracyAssignmentAnalysisGuideEdTrust.pdf" rel="nofollow" target="_blank">Assignment analysis</a> (from The Education Trust) (19:34) <ul> <li><a href="https://edtrust.org/equity-in-motion/" rel="nofollow" target="_blank">Equity in Motion</a> work from The Education Trust</li> </ul> </li> </ul> </li> <li>Trust and the importance of Relational Conditions (21:18) <ul> <li>Activator helps keep the conversation moving</li> <li>Protocols provide consistency</li> </ul> </li> <li>PLC+ / PD (22:57) <ul> <li>Roughly a 1 to 3 ratio - Full staff Professional learning to PLC+ Time</li> </ul> </li> <li>Credibility &amp; Efficacy (24:33) <ul> <li>Teacher Credibility: Trust, Competence, Dynamism, Immediacy</li> </ul> </li> <li>Self-Efficacy and Collective Efficacy (27:17) <ul> <li>Albert Bandura’s research <a href="https://positivepsychology.com/bandura-self-efficacy/" rel="nofollow" target="_blank">on self-efficacy</a> - <ul> <li>From Leading Impact Teams, by Bloomberg &amp; Pitchford (&amp; based on Bandura’s research, as well as Goddard, Hoy, &amp; Hoy): Efficacy = Mastery Moments, Vicarious Experience, Feedback, and Trust</li> </ul> </li> </ul> </li> <li>“Where are we going?” and “Where are we now?” (31:08) <ul> <li>5 Questions in PLC+: Where are we going? Where are we now? How do we move learning forward? What did we learn today? Who benefited and who did not benefit?</li> </ul> </li> <li>Bringing data to the PLC+ (33:22) <ul> <li>Student feedback</li> </ul> </li> <li>Equity / Cognitive Bias / The Decisions we choose to make: (35:52) <ul> <li>Quote from PLC+: “Underlying every decision about what we choose to gather data on is an unspoken decision about what we won’t look at.”</li> <li>Data should be aligned to team’s common challenge; then did we impact learning or not? <ul> <li>Invite students to PLC+ times for feedback</li> </ul> </li> </ul> </li> <li><a href="https://us.corwin.com/sites/default/files/fisher_plc_learning_walks.pdf" rel="nofollow" target="_blank">Protocols for learning walks</a> <ul> <li>Microteaching protocols</li> </ul> </li> <li>What did we learn today? Every single day we should be formatively assessing</li> <li>Scheduling logistics (44:56) <ul> <li>Two PLC+s - Grade level &amp; Content level</li> <li>Vertical &amp; Horizontal conversations are necessary</li> </ul> </li> <li>Grading at their school (48:19) <ul> <li>Competency-Based / Mastery of Standards</li> <li>Formative homework &amp; classwork</li> </ul> </li> <li><a href="http://www.ascd.org/Publications/Books/Overview/All-Learning-Is-Social-and-Emotional.aspx" rel="nofollow" target="_blank">All Learning is Social Emotional</a> (50:41) <ul> <li>Social Emotional Academic Learning</li> </ul> </li> <li>Removing institutional barriers vs. Intervention (54:27) <ul> <li>Support each learner individually - help them find a way to mastery</li> </ul> </li> <li>Special offer for Vrain Waves Listeners!! (58:50) <ul> <li>Promo Code: VRAINWAVES</li> <li>Go to <a href="http://www.cvent.com/events/colorado-plc-plus-institute/event-summary-848484d51c22490d9d2eb2479ba59c49.aspx" rel="nofollow" target="_blank">corwin.com/PLCColorado</a> to register; Oct 3 &amp; 4 in Denver at the Curtis Hotel</li> </ul> </li> </ul>

Fisher & Frey PLC+

Dan Heath

Connect with Dan Heath Website: heathbrothers.com **Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links &amp; Show Notes  Dan’s intro to Power of Moments (3:01) UPC scanner Bush surprise (4:15) Power of Moments in the classroom (5:58) Sign up for Heath Brothers Email Newsletter Ed examples from Power of Moments (06:49) What are peak moments (07:24) Community College showcase (08:10) What’s it like to be a 7th grader (09:03) The call for more peak moments in the classroom (10:48) Research on deeper learning (11:25) - not just for fun; reinforce and motivate the learning (Learning Policy Institute, AIR, more from AIR) Example of Peak moment: Hillsdale High, San Mateo CA (12:21) Susan Bedford (English) / Greg Jouriles (History) Trial of Human Nature (Video of Dan telling the story) “Beware the soul-sucking force of reasonableness.” (16:43) Peak moments are rarely reasonable Build peaks, don’t fix potholes (20:14) Magic Castle hotel in LA (YouTube Video of this story) Instinct in our lives that we can improve things by fixing the problems with them (23:04) Cool quote about this: “The electric light did not come from the continuous improvement of candles.” - Oren Harari In our schools, where do we prioritize efficiency over moments? Elevation, Insight, Pride, and Connection Flamboyan Foundation example at Stanton Elementary in DC; principal Carlie John Fisherow - Family engagement Four questions during home visits: Tell me about your child’s experiences in school, and about yours. Tell me about your hopes and dreams for your child’s future. What do you want your child to be someday? What do I need to do to help your child learn more effectively? A moment that triggered a change; relationships don’t progress in steady increments; some hours are more important than others Curse of Knowledge (33:18) Made to Stick is about communication; Power of Moments is about experience HBR article from Heath brothers on Curse of Knowledge Loudon academy of Science outside of DC - Functions example (37:02) First chapter of both books we’ve discussed are free online at heathbrothers.com Takeaways (41:33) GREAT free resources at heathbrothers.com when you sign up for the newsletter 

Connect with Dan Heath Website: <a href="https://heathbrothers.com/" rel="nofollow" target="_blank">heathbrothers.com</a> **Connect with Vrain Waves Twitter: <a href="https://twitter.com/vrainwaves?lang=en" rel="nofollow" target="_blank">@VrainWaves</a> | Becky Twitter: <a href="https://twitter.com/BeckyEPeters" rel="nofollow" target="_blank">@BeckyEPeters</a> | Ben Twitter: <a href="https://twitter.com/mrkalb?lang=en" rel="nofollow" target="_blank">@mrkalb</a> Links &amp; Show Notes <ul> <li>Dan’s intro to Power of Moments (3:01)</li> <li><a href="https://www.snopes.com/fact-check/bush-scanner-demonstration/" rel="nofollow" target="_blank">UPC scanner Bush surprise</a> (4:15)</li> <li>Power of Moments in the classroom (5:58)</li> <li>Sign up for <a href="https://heathbrothers.com/last-newsletter/" rel="nofollow" target="_blank">Heath Brothers Email Newsletter</a></li> <li>Ed examples from Power of Moments (06:49)</li> <li>What are peak moments (07:24)</li> <li>Community College showcase (08:10)</li> <li>What’s it like to be a 7th grader (09:03)</li> <li>The call for more peak moments in the classroom (10:48)</li> <li>Research on deeper learning (11:25) - not just for fun; reinforce and motivate the learning (<a href="https://learningpolicyinstitute.org/related-research-deeper-learning" rel="nofollow" target="_blank">Learning Policy Institute</a>, <a href="https://www.air.org/resource/spotlight-deeper-learning" rel="nofollow" target="_blank">AIR</a>, more from <a href="https://www.air.org/project/study-deeper-learning-opportunities-and-outcomes" rel="nofollow" target="_blank">AIR</a>)</li> <li>Example of Peak moment: <a href="https://www.smuhsd.org/hillsdalehigh" rel="nofollow" target="_blank">Hillsdale High</a>, San Mateo CA (12:21)</li> <li>Susan Bedford (English) / Greg Jouriles (History)</li> <li>Trial of Human Nature (<a href="https://www.youtube.com/watch?v=hxcKdYZ8RxY" rel="nofollow" target="_blank">Video of Dan telling the story</a>)</li> <li>“Beware the soul-sucking force of reasonableness.” (16:43)</li> <li>Peak moments are rarely reasonable</li> <li>Build peaks, don’t fix potholes (20:14)</li> <li><a href="http://magiccastlehotel.com/" rel="nofollow" target="_blank">Magic Castle hotel</a> in LA</li> <li>(<a href="https://www.youtube.com/watch?v=syA8FyI6G-4" rel="nofollow" target="_blank">YouTube Video of this story</a>)</li> <li>Instinct in our lives that we can improve things by fixing the problems with them (23:04)</li> <li>Cool quote about this: “The electric light did not come from the continuous improvement of candles.” - Oren Harari</li> <li>In our schools, where do we prioritize efficiency over moments?</li> <li>Elevation, Insight, Pride, and Connection</li> <li><a href="http://flamboyanfoundation.org/" rel="nofollow" target="_blank">Flamboyan Foundation</a> example at <a href="https://dcscholars.org/stanton/" rel="nofollow" target="_blank">Stanton Elementary</a> in DC; principal Carlie John Fisherow - Family engagement</li> <li>Four questions during home visits:</li> <li>Tell me about your child’s experiences in school, and about yours.</li> <li>Tell me about your hopes and dreams for your child’s future.</li> <li>What do you want your child to be someday?</li> <li>What do I need to do to help your child learn more effectively?</li> <li>A moment that triggered a change; relationships don’t progress in steady increments; some hours are more important than others</li> <li>Curse of Knowledge (33:18)</li> <li><a href="https://www.amazon.com/Made-Stick-Ideas-Survive-Others/dp/1400064287" rel="nofollow" target="_blank">Made to Stick</a> is about communication; <a href="https://heathbrothers.com/the-power-of-moments/" rel="nofollow" target="_blank">Power of Moments</a> is about experience</li> <li>HBR article from Heath brothers on <a href="https://hbr.org/2006/12/the-curse-of-knowledge" rel="nofollow" target="_blank">Curse of Knowledge</a></li> <li><a href="https://www.lcps.org/acl" rel="nofollow" target="_blank">Loudon academy</a> of Science outside of DC - Functions example (37:02)</li> <li>First chapter of both books we’ve discussed are free online at <a href="https://heathbrothers.com/" rel="nofollow" target="_blank">heathbrothers.com</a></li> <li>Takeaways (41:33)</li> <li>GREAT free resources at <a href="https://heathbrothers.com/" rel="nofollow" target="_blank">heathbrothers.com</a> when you sign up for the newsletter</li> </ul>

Dan Heath on the Power of Moments

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