This month we look at professional development. A fresh framework for PD lays out how we need to consider teacher learning in-context, with definite answers to the “for whom” and “when” when discussing whether something works.

Later, we look at norms for co-teaching by examining the role of a mentor teacher while a student teacher works with students. How should the mentor engage or intervene during a lesson?

072 Contextual PD & Teacher Mentorship

Teaching is a personal profession. We shine brightest when we work together in a safe environment for the betterment of our students. Two Pint PLC is a podcast that invites you to join two educators who discuss the big issues in education in a personal and casual conversation. Two Pint PLC combines the research base, current events and personal experiences to provide a context for each listener’s own professional development.

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Practice is more effective when we space it out, rather than doing lots of repetitions all at once. We read research that looked at the effect of varied practice compared to identical practice over time. Their results show subtle variation helps students focus and remember the important elements upon recall.

Later, we read an account of the negative impacts of graded math homework disproportionately affecting mothers in Canada. We see how homework takes away from family time and undermines the development of math identities.

087 Memory Spacing & Homework Parents

Project-Based Learning is a thoroughly researched method of instruction with many benefits. We read a meta-analysis looking specifically at how PBL affects student motivation, and saw data illustrating just how important an excellent project prompt is to project success.

Later, we read a study showing neurofeedback devices can increase the accuracy of students’ understanding of their own emotional state. We consider the responsibility of mindfulness programs to help students respond in healthy ways to their increased emotional engagement.

086 PBL Effects & Mindfulness Introspection

More schools are looking to address the socio-emotional needs of students, and a key area for that work is helping students manage anxiety in the classroom. We look at a study showing how some accommodations may be reinforcing their anxiety, and how teachers can help students develop healthier strategies for managing it.

Later, we read a study of principal characteristics that support teacher self-efficacy and a shared sense of collective efficacy. Communication and modeling are essential, while coercion is deeply ineffective.

085 Academic Anxiety & Principal Leadership

Field trips to the theater can be memorable opportunities for students to engage in community-based performing arts. Dr. Goldstein joins us to talk about how even a single theater experience can have an impact on socio-emotional outcomes like empathy and perspective-taking for students.

Later, we discuss the intersection of cognitive load theory and motivation. Their method of diagramming teacher practice across both led us to lively reflection on our own tendencies in the classroom.

084 Theater Empathy & Cognitive Load

Student underachievement occurs when students’ day-to-day class performance is lower than their test scores predict it should be. We read a review of research that shows the causes of underachievement can vary widely. Still, it gives teachers some useful starting points when trying to help a student reach their full potential.

Later, we discuss some recent coverage of AI and student cheating. We reflect on how student use of artificial intelligence - whether or not it is teacher-approved - may sit in relation to our classroom values.

072 Contextual PD & Teacher Mentorship

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