What makes a lesson both engaging and academically rigorous? In this episode of How We Teach This, we talk with Megan Philbrook, New Hampshire’s 2026 Teacher of the Year, about the essential ingredients behind meaningful learning.

Megan shares how her approach to active teaching keeps students thinking, participating, and accountable for their learning. Rather than relying on lecture-heavy instruction, she designs lessons with intentional structure—focused content delivery, reinforcement through action, retrieval-based review, and meaningful assessment.

We also discuss how strong engagement can positively influence student behavior, why learning through action leads to deeper understanding, and how teachers can create classrooms where joy and rigor work together.

Whether you teach elementary, middle, or high school, this episode offers practical ideas for designing lessons where students are actively involved in the learning process.

https://linktr.ee/hwtt

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Classroom focus and student regulation remain central challenges. In this episode, we explore mindfulness as a classroom-based strategy.

Our guest, Stefanie Lachenauer, educator, author of "Let the Glitter Settle", and 2025 New Jersey State Teacher of the Year, discusses what mindfulness actually looks like in real classrooms and how teachers can introduce it in ways that students understand and accept. Rather than positioning mindfulness as a trend or compliance tool, she explains how it can be framed as a practical skill that supports attention, emotional regulation, and learning.

The conversation addresses common misconceptions, developmental considerations across grade levels, and the limitations educators should recognize. Most importantly, it highlights how implementation depends not just on teacher intent—but on helping students see relevance and value for themselves.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Resources from Stefanie Lachenauer

• Stefanielachenauer.com 

• LetTheGlitterSettle.com Free Resources on my website

• Link to my book on Amazon https://a.co/d/5JdVxaS 

NJDOE Mindfulness Resources https://www.nj.gov/education/safety/wellness/mindfulness/

The COVID-19 pandemic pushed schools into emergency remote teaching, revealing gaps in how prepared education systems were to sustain learning during disruption. Because future challenges may look very different, intentional readiness for virtual learning is essential.

In this episode, Michael Barbour, PhD examines what the pandemic revealed about virtual learning and how education can move beyond reactive responses toward lasting preparedness. The conversation explores what readiness looks like for leaders, teachers, and educator preparation programs—and why building virtual learning capacity matters for continuity of teaching and learning.

This episode invites educators at every level to reflect on what effective education truly looks like in today’s evolving learning environments.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

This episode explores how Open Educational Resources (OER) are reshaping lesson planning through the Journal of Technology-Integrated Lessons and Teaching (JTILT). Editors-in-Chief Dr. Craig E. Shepherd and Dr. Cecil R. Short explain how JTILT uses peer review to support high-quality, classroom-ready lesson sharing. The conversation highlights implications for K–12 teachers, instructional coaches, and education leaders seeking flexible, open curriculum models. The conversation also examines how generative AI is influencing lesson planning and why open, high-quality resources remain essential.

If you enjoyed this conversation, don’t forget to follow, share, and leave a review. It helps other educators discover the show and get inspired by ideas that can truly transform teaching and learning.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

This episode examines how Wichita Public Schools is preparing its educators for the rapidly evolving age of generative AI through deliberate policy development and clear instructional guidelines. Guest Katelyn Schoenhofer, the district’s AI Specialist, explains how the organization built a positive culture around AI use by establishing legal policy, creating practical guidance for instructors, and helping staff view generative AI as a responsible and effective tool. She also discusses why educators should focus on the learning process behind student work—rather than solely the final product—when integrating AI into instruction. As part one of a two-episode series, this discussion sets the stage for the next episode focused on classroom-level use.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

Join us for a conversation with Dr. Pascale Creek Pinner, a National Board Certified science educator and 2025 National Teachers Hall of Fame inductee who has built engaging, hands-on learning experiences for students across Hawai‘i Island.  In this episode, she shares how projects such as Envelopes of Science Awesomeness and community-based environmental investigations help students see science as relevant to their lives. She also reflects on insights gained through the Albert Einstein Distinguished Educator Fellow and how those policy insights shaped her work back home. Educators will appreciate her practical example of teaching responsible, classroom-ready use of generative AI. This episode offers inspiration and concrete ideas for anyone committed to elevating STEM learning. 

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

In this episode, Dr. Ann Addison talks with two instructional coaches who guide beginning teachers through the early years of their professional journey. The discussion explores what inspires educators to become mentors, how they build trust, and the strategies that make coaching relationships most effective. The coaches share experiences supporting both teachers of record in apprenticeship programs and those entering the classroom through traditional preparation routes. Listeners will gain practical insights into mentoring strategies, balancing responsibilities, and fostering a supportive environment where new teachers can grow and thrive.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

In this episode of How We Teach This, elementary educator and 2025 National Teachers Hall of Fame inductee Michael J. Dunlea III shares how inquiry can break down classroom walls and connect learning across every subject. Drawing on more than two decades of experience, Michael discusses how he weaves science, literacy, math, and community service to help students explore their world with curiosity and purpose. He also offers a wealth of resources for teachers seeking to expand their own professional learning and global connections. Together, we examine how current science assessments often fail to capture students’ true abilities for inquiry—and what educators can do to create more authentic measures of learning. Tune in for an inspiring conversation filled with practical strategies and fresh perspectives on what meaningful science education can look like.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or The Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

In this episode of How We Teach This, guest host Dr. Ann Addison leads a conversation with mentor teachers who guide future educators in secondary classrooms. These mentors—including those teaching in K–12 specialty areas like music—share how they set clear expectations, provide constructive feedback, and foster confidence and autonomy in their interns.

Listeners will hear thoughtful insights on balancing mentorship with daily teaching demands, along with practical strategies to help future educators thrive as they prepare for their own classrooms.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

In this episode, we talk with Tom Jenkins, a National Board Certified Teacher and 2025 National Teachers Hall of Fame inductee, about bringing authentic STEM education to life. From student-driven projects that led to a U.S. patent to creating teacher-developed curriculum in a rural district, Tom shares insights on inquiry-based learning, STEM identity, and professional development that truly supports innovation.

Discover how real-world STEM learning can transform classrooms—and how other districts can replicate this success.

“This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.”