Episode Summary:
In this episode, Pre K-12 Director of Literacy, Lorraine Radice, shares her extensive experience and strategies for supporting multilingual learners by enhancing literacy. She highlights methods to promote reading among students, the importance of including contemporary voices in English curriculums, and leveraging social media to foster a love for reading. Additionally, Lorraine addresses the impact of AI and technology in the classroom, stressing the need for critical reading skills and effective use of digital tools. This conversation covers the role of parents in literacy development, curriculum inclusivity, and tips to engage various stakeholder groups in building a strong reading culture.

RBERNing Questions for this Episode:
1- What has inspired you to champion specifically for the upleveling of literacy?

2- Your latest book,  “Leading a Culture of Reading: How to Ignite and Sustain a Love of Literacy in Your School Community,” highlights several ways to promote and celebrate reading. Tell us about 2 of those ways. 

3- Can you touch on the 4 areas to take into account when reviewing an English curriculum to make sure it’s student-centered, and how these areas specifically pertain to ELLs or MLs? 

Full BIO:
Lorraine Radice, Ph.D. is an educator, author, speaker, and professional developer. Lorraine is a preK-12 Director of Literacy in a public school district in New York and an Associate Assistant Professor at Hofstra University. She is a leader in supporting educators in creating literacy cultures in schools and classrooms as well as in designing curriculum and instruction that prioritizes authenticity and choice in literacy learning.

Lorraine is the author of the award-winning book Leading A Culture of Reading: How to Ignite & Sustain a Love of Literacy in Your School Community (Solution Tree, 2023) and is a contributing author to the research volume Curriculum, Instruction, and Assessment: Intersecting New Needs and New Approaches. Her work has also been published in ASCD Blog, NCTE Blog, Literacy Today by the International Literacy Association, and Edutopia. 

Resources:
Website:
www.lorrainemradice.com

Instagram & X (Twitter):
@LorraineMRadice

Publications:
Book:  Leading a Culture of Reading: How to Ignite and Sustain a Love of Literacy in Your School Community (The how-to guide for building a celebratory culture of reading)

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
In this episode, Melissa discusses impactful ways to showcase the rich cultural landscape of our multilingual students on an international level. Through the Cross-Cultural Storytelling project, both students and educators hold and mold the power of personal cultural narratives that can open doors to better communication both in and outside of the classroom, expanding the reach of a deeper understanding of our global diversity . If you’re curious about learning a step by step process of how to tap into your students’ cultural resources, publishing their work on a dynamic platform, or even how to implement a lesson around the significance of the “cultural iceberg” at different levels, listen in for these practical tips!
 
RBERNing Questions for this Episode:
1- What gave you the inspiration to start the Cross-Cultural Storytelling Project and what is its biggest benefit in the world of ELL & ML education?

2- What is the “Cultural Iceberg”, and how does it help unpack the topic of culture in the classroom?

3- For educators who might want to do something similar in terms of showcasing their students’ written work, can you tell us about the best way to go about the publishing process? 

Full BIO:

Melissa Campesi is an English Language Specialist, a Children's Author, and the Creator And Founder of the Cross-Cultural Storytelling Project. In the past few years, her passion has been to virtually visit classrooms around the world and facilitate children to learn about their familial roots & embrace their cultural heritage to develop a positive social identity within their communities and beyond. 

Melissa's mission with this unique interactive online platform is to connect students and educators from all over the world to share their culture through storytelling, provide culturally relevant resources, and inspire the next generation of global citizens.

Resources:
Websites/Social Media:
www.crossculturalstorytelling.com
www.melissacampesi.com

Twitter (X): @melissa_campesi

Instagram: @melissa_aurora_campesi

LinkedIn: https://www.linkedin.com/in/melissa-campesi-5a13b7190/

***Since recording this episode, Melissa has contributed to a chapter in the below new scholarly book, released earlier this month with Dr. Angello Villarreal, published by IGI Global: https://lnkd.in/eQyKv745

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
Does receiving a grade help students focus on becoming better writers or getting better grades? What is the concept of ungrading and how is it implemented? How can you stop students from making “superficial changes” to a writing text instead of digging deeper to improve their writing? What is portfolio assessment, and what are the advantages of it? These questions and more will be addressed as Babi Kruchin discusses her methods for inspiring students to improve their writing skills by truly understanding and internalizing the criteria necessary for better academic writing. Learn the difference between “assessment of learning” and “assessment for learning,” and how you can use this knowledge so that students can take ownership of their academic writing development and become “a community of readers and writers” who are also able to self-assess in order to develop. If you want to establish a “toolbox” to help your students grow in their writing abilities, this episode is for you!
RBERNing Questions for this Episode:
1- How exactly do you implement peer feedback in your writing course, and what are the direct benefits?
2- Can you explain how this could be implemented in a middle, high school, or elementary setting?
3- What have been some challenges you’ve faced with ungrading, and how have you overcome or dealt with them?
Bio:
Babi Kruchin is a Senior Lecturer in ESL at the American Language Program at Columbia University, where she teaches “Academic Writing to International Students,” academic skills for graduate students, and courses in the Intensive English Program. She has trained ESL teachers on both campus and online courses in Brazil, the United Kingdom, and the United States, and often presents in TESOL conferences. Her interests lie in teacher education, teaching academic writing, and the effective use of technology in the classroom. Babi Kruchin received a Spring 2021 Provost Teaching and Learning Innovative Course Module Design grant for her project Improving International Students Writing Skills through Reviews and Teacher Feedback in an Academic Writing Course.
Resources:
Websites/Social Media
https://sps.columbia.edu/faculty/babi-kruchin
http://www.susanblum.com/books.html
Email: [email protected]
Books mentioned in this episode:
Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (Teaching and Learning in Higher Education) First Edition, by Susan Blum
Other Media
Columbia’s Center for Teaching & Learning Panel in 2022:
Improving International Students’ Writing Skills through Peer Reviews & Teacher Feedback in an Academic Writing Course w/Elizabeth Walters

** Since the recording of this episode, Babi has worked with her colleagues at the American Language Program on the Writing Task Force, changing a high-stakes timed writing exam on unfamiliar topics to Portfolio Assessment, which she believes serves students better and helps them develop their writing skills instead of testing their ability to write under conditions such as timed-writing on unfamiliar topics. She says, "This way, our practices align with the type of writing they will be required to do in their academic and professional lives. This is moving in a positive direction!"

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
Are you “Illuminating the voices of the voiceless” through your teaching? If not and you want to know how, listening to this episode is a must!
Principal Samantha “Power” Pugh kicks off this episode by giving us a wealth of information on the Off School Grounds (OSG) educational leadership group, including over 150 principals, superintendents, school leaders, and chancellors. She highlights her head, hand & heart leadership style and shares how the simple questions: “How are you doing?” and “Are you okay?” can be transformative in the lives of students and administrators, particularly in underserved communities.  She discusses moving from invisibility to visibility due to the care and mentorship of her early educators, and how knowing your purpose can open the door to widespread impact. Whether you’re a principal, an administrator, or an educator thinking about becoming a leader, Principal Power Pugh has some answers for your burning questions.

RBERNing Questions for this Episode:
1- Can you tell us about the four key concepts of courageous leadership and what your consultancy does to help schools implement them?
2- What has been the biggest obstacle in trying to get schools to make the necessary shifts to make sure that children are “supported emotionally, challenged academically, and empowered socially?”
3- What would you say to teachers who really want to make the leap toward leadership within their schools or districts?

Bio:
Ms. Pugh is a proud native New Yorker who has dedicated her life to education and believes wholeheartedly that all students should have access to a high-quality education that prepares them for college and beyond. A self-proclaimed equity warrior, and as a first-generation college graduate, she believes that by creating an environment where children are supported emotionally, challenged academically, and empowered socially, every child can succeed beyond their dreams. Her commitment to education is a “true calling” and she is highly driven to ensure that every child, regardless of zip code, can and will have the tools to succeed. She is determined “to change the world, one student at a time!” She is a transformational leader with 23 years’ experience in all grades. For seven years, Ms. Pugh held the positions of Assistant Principal and Principal in both charter and district schools where she worked to turn-around struggling schools.  She currently is the Chief Education Officer and owner of the educational consulting firm “Cou(rage)ous Solutions” where she continues her work as an equity warrior and disruptor, by supporting schools across the country to strengthen their practices to ensure that all students have access to high quality educational experiences, and they are in affirming school environments where they thrive.
Resources:
Website:
https://www.samanthapugh.org/
Instagram:
https://www.instagram.com/principal_powerpugh/
Email: [email protected]
OSG Info:
https://theofficialosg.org/
https://www.instagram.com/theofficialosg/
Transformational Leadership Conference:
https://theofficialosg.org/2023-osg-conference
Black Educators Rock Conference:
https://www.blackeducatorsrock.org/
(Recorded June 2023)

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
What kind of world does your teaching create? In this episode, Tasha Austin gives all educators food for thought to ponder this question. She challenges us to think about how separated communities inside the school building could be more diversified and inclusive environments that lend equal support to all learners. Tasha unpacks the idea of the “mimicry” of a standardized version of English, and takes apart the premise that there is one form of any language that is better than another. How can educators "design spaces of learning" that can elevate knowledge about the importance of using language across various situations instead of seeing mimicry as the only overarching end goal? This is just one of the burning questions we dive into in this episode!
 
RBERNing Questions for this Episode:
1- When teaching educators, how do you suggest they implement the value of various Englishes in their classroom settings?

2- How can educators "design spaces of learning" that can elevate knowledge about the importance of using language across various situations instead of seeing mimicry as the only overarching end goal?

3- What is the most important focus when educating ENL teachers on how to best educate minoritized language populations? 

Guest Bio:
Tasha Austin is an assistant professor of teacher education, language education and multilingualism. She was the Teacher Education Special Interest Group Representative for New Jersey Teachers of English to Speakers of Other Languages-New Jersey Bilingual Educators (NJTESOL-NJBE) and co-created and hosted their "Critical Conversations" YouTube series. Her research uses Critical Race Theory and Black feminist epistemologies through a raciolinguistic perspective to qualitatively examine language, identity and power, and the ways in which anti-Blackness emerges in language education and (language) teacher preparation. Through her purposeful enactment of critical consciousness and engaged pedagogies, her praxis seeks to effect meaningful change in the field of language education and within teacher education more broadly.

Resources:
Twitter: @ProfeAustin
University Profile:
https://ed.buffalo.edu/about/directory/faculty/profile.html?uid=tashaaus

Publications
https://www.languagemagazine.com/2023/06/05/are-we-cultural-and-linguistic-surrogates

Austin, T., & Kearney, E. (2022). Teacher Recruitment, Preparation and Support: Choosing Community in Moments of Possibility. The Language Educator.

Austin, T. (2022). A Hard Time Seeing the Relevance: Race and Discourse Identity in (Language) Teacher Preparation. International Journal of Literacy, Culture and Language Education.

Austin, T. (2022). Linguistic Imperialism: Countering AntiBlack Racism in World Language Teacher Preparation. Journal for Multicultural Education.

Other Media
Webinar:  https://youtu.be/_dCRpu82KHA
Critical Conversations Playlist: https://youtube.com/playlist?list=PLRUQpkydy9VzTtVoieyKUN4IPNaY0JyuO

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
Are you interested in starting your own podcast to share your knowledge as an educator? Are you an avid listener of podcasts? How do you prefer to consume Professional Development? In this open, candid discussion, Tan breaks down the steps to creating your own podcast in the education sphere, discusses his motivation behind starting a podcast and how it has been beneficial for him, and encourages educators to understand what they have to offer in terms of sharing the knowledge they’ve accumulated. He discusses how viewing podcast listening as having “fireside chats” with experts can lead to expansive growth for educators. He also talks about the value of differentiated, sustained, collaborative PD . Tan provides a wealth of resources for educators, so if you’re interested in finding out more about him and his contributions to the field, this episode will indeed answer some of your burning questions.

RBERNing Questions for this Episode:
1- What advice would you give teachers who might want to start their own podcasts? 

2- Can you tell us about some of the courses you have for educators and the motivation behind them? 

3- How did you get into blogging, and what are some of the hottest topics on your blog?

Full BIO:
Tan Huynh (@TanKHuynh) is a secondary school teacher specializing in English language acquisition, an author, podcaster, and consultant. He has taught students from 5th to 10th grade in domestic public, private, and charter, but the bulk of his experience has been in international schools. He also taught social studies and spends much of his days co-planning and co-teaching. Tan is trained in sheltered instruction, WIDA, culturally-responsive instruction, International Baccalaureate Middle Years Program, and the Collaborative Instructional Cycle. Tan shares his application of research-based strategies on his blog, podcast, and online courses with the hopes of celebrating teachers who answer the calling to serve multilingual learners. He holds a master’s degree in curriculum and instruction specializing in language acquisition. You can learn more about his work by going to TanKHuynh.com.

Resources:
Websites/Social Media:
https://tankhuynh.com/
X (Formerly Twitter): @Tankhuynh
LinkedIn:  https://www.linkedin.com/in/tan-huynh-b2b2b9267/
Books:
https://www.amazon.com/Long-Term-Success-Experienced-Multilinguals-Huynh/dp/1071891278

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
This forward-thinking, tech-focused episode delves into the innovative work of guest, Amany Alkayat, an educator and researcher specializing in virtual reality (VR) and artificial intelligence (AI) for language education. Amany shares her journey from teaching English as a Foreign Language in Cairo to pursuing advanced studies in instructional technology at Columbia University's Teachers College. She emphasizes the transformative impact of VR on student engagement and learning through embodied cognition and interactive storytelling. The discussion highlights her various roles, including her contributions to TESOL, virtual teleconferences, and educational VR platforms like Frame VR and Engage VR. Amany also discusses the practical applications and benefits of VR in project-based learning, ethical concerns regarding AI, and her efforts to enhance educational accessibility and quality using technology. The conversation concludes with insights on necessary equipment, lesson planning, and the future of AI in education. If you have burning questions about using VR in your multilingual classroom, tune in now!

RBERNing Questions for this Episode:
1- What inspired you to merge your expertise in Teaching English as a Second or Foreign Language with Instructional Technology and Media?

2- What is the greatest benefit of introducing Virtual Reality into a multilingual classroom, especially in terms of Project-based learning? 

3- Tell us about the VR courses you have developed for educators on Udemy. Which one is most popular among educators of ELLs and MLs?

Full BIO:
Amany is an educator, researcher, author, voice user interface designer and VR developer. She has more than twenty years of teaching experience in the field of second language learning. She is also pursuing her doctoral studies in instructional Technology and Media at Columbia University, Teachers College. Her first MA was in teaching English as a foreign language from the American University in Cairo. She's a member of the steering committee at CALL-IS at TESOL International. She founded the TELL SIG and VIrtuaTELL conference at NYS TESOL. She also hosts events in virtual reality at the immersive learning research network as well as Educators in VR. Her research interests are focused on AI and VR for language education.
Resources:
Websites/Social Media:
LinkedIn:
https://www.linkedin.com/in/amany-alkhayat/
 Facebook:
https://www.facebook.com/caesarsbox/

Other Resources:
https://www.youtube.com/watch?v=NLFKVQ4a2_Y

https://gatherverse.live/gatherverse-ai-summit-artificial-intelligence/

Publications:

https://www.researchgate.net/profile/Valerie-Weiss-2/publication/372017514_Leveraging_the_Art_of_Medical_Illustration_to_Enhance_Anatomy_Instruction/links/6516f2aa1e2386049de5e70f/

Leveraging-the-Art-of-Medical-Illustration-to-Enhance-Anatomy-Instruction.pdf#page=357, AlKhayat, A. (2017). Exploring the effectiveness of using chatbots in the EFL classroom. Teaching English reflectively with technology, 20-36

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
Dr. Yu Jung Han’s first interest in English came through music and wanting to understand lyrics. Having artists like Michael Jackson and New Kids on the Block as her first English teachers, then experiencing a heavily “textbook-based” style of learning before university, she was discouraged when the English she’d found in music didn’t match up to what her teachers said “was not what you learned from the textbook.” In this episode, find out how this experience led to her current goal in teaching, which is to create “a learning ecology that connects students in and out of classroom practice and life.” Dr. Han uses relatable analogies to explain the impact of tech and specifically Generative AI in education, and how we can manage it as educators. She also explains how she has encouraged students to use ChatGPT to augment their learning. If you’re looking for a way to refresh your perspective on technology in education, you can’t miss this episode!

RBERNing Questions for this Episode:
1- What drew you to the integration of tech and education and what are 3 effective ways you have used technology in or out of the classroom to enhance your students’ learning experiences? 

2- Tell us about your work with the Center for Learning in the Digital Age (LIDA) and describe some of the digitally rich projects you’ve had the opportunity to work on. 

3- What do you think are some of the biggest fears educators still might have about integrating more tech into their classrooms, and do you have advice to help them overcome these fears? 

BIO:
Yu Jung Han is an avid traveler and a proud TESOLer with years of international teaching experience, first in her native country of Korea, and later in Japan and the United States.  She is currently a postdoctoral fellow housed in the Center for Learning in the Digital Age (LiDA), with additional teaching responsibilities at the Warner School of Education, University of Rochester. Her primary research focus centers around the exploration of language learners' language use outside of the classroom, which is motivated by their personal interests. Her research is further categorized into several main areas, such as language learners’ motivation, identity development, and the utilization of technology for interest-driven practices, which has recently expanded into the realm of generative AI.

Resources:
Websites/Social Media:
https://sites.google.com/u.rochester.edu/yujunghan-efolio/home

LinkedIn:
https://www.linkedin.com/in/yu-jung-han-a8323a109/

Mentioned in this episode:
https://www.coursera.org/learn/prompt-engineering

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
Chris says that as an educator, he wants to critique the way language holds so much power. Are we now allowing AI to take over the power dynamic we hold over language as human beings, or is it up to us to shift the way we wield that power? In what ways can we help students develop their unique voice in the era of AI? The discussion in this episode dives into these questions and more as Chris discusses the AI tools he’s currently developing to help students hone language to their advantage. He also questions the validity of standardized writing assessments and the way colleges evaluate their applicants. How can we move away from the formulaic ways of assessing writing and more towards using “writing as a way of thinking?” How can low-stakes writing come into play? If you’re looking for answers to some of your burning questions about how educators can best adjust in this AI powered world, tune in now!

RBERNing Questions for this Episode:
1-How does ChatGPT affect how educators should shape high stakes, standardized writing assessments and how do you suggest educators implement this shift? 

2- Can you unpack some of the fears surrounding the use of Chat GPT from the perspective of educators? How can we overcome those fears?

3- How can K-12 educators use Chat GPT to support multilingual students, particularly when it comes to writing? 

Full BIO:
Chris Mah is a Phd Candidate at the Stanford University Graduate School of Education. He studies learning technologies, teacher education, and writing. He started his career in online ad sales at Google, then taught high school English in Minneapolis, working with students from culturally and linguistically diverse backgrounds.

Resources:
Publications:
Beyond CheatBots: Examining Tensions in Teachers’ and Students’ Perceptions of Cheating and Learning with ChatGPT

Articles Mentioned:
https://edsource.org/2023/chatgpt-will-fundamentally-change-how-we-teach-writing-thats-a-good-thing/686768

Other Podcast Appearances::
https://open.spotify.com/episode/7GTmkxfSnbAQV1d4J0gWiB

https://www.cultofpedagogy.com/chatgpt-example-machine/

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/

Episode Summary:
What exactly is a project based technologically infused learning journey and how can we bring parents into the digital fold to be part of their children’s learning journeys? In this episode, find out what digital age learning ecosystems are and how to use technology to build them! Heather Rubin discusses how these ecosystems provide students with a voice and a choice, highlights a seamless, effective way to integrate learning methods for the 21st Century, touches on the 5 Cs for 21st century learning, and dives into why viewing and visually representing are literary skills. One thing to think about as you listen to this episode is,  “Are you preparing your students to be digital citizens of the world?” Get ready to have your burning questions about this, and more, answered on today’s episode!

RBERNing Questions for this episode:
1- What is a digital-age learning ecosystem and is there a way people can learn how to implement such a system?

2- How can these ecosystems help ELLs with the 5 Cs essential for the 21st-century? What are the 5 C’s and why do you think they’ve only become important in the 21st Century?

3- What is the DATELs framework and why should teachers of ELLs use this framework?

Guest Bio:
Heather Rubin is an Administrative Coordinator for the New York State Education Department’s Long Island Regional Bilingual Education Resource Network (L.I. RBERN) at Eastern Suffolk BOCES where she provides technical assistance for K-12 school districts on meeting the needs of multilingual learners. Her academic interests include: designing digital-age learning ecosystems for in-person, hybrid, and remote learning environments; and promoting culturally responsive-sustaining education practices for English learners, including those students who have limited literacy and little exposure to formal education (SLIFE students).

Resources:
Websites/Social Media
Instagram: @heatherlrubin1
DATELs Checklist and more:
https://drive.google.com/drive/folders/1GxTqnq1rZUJBnjLGRF6sn5x44OdCdl91?usp=sharing
Corwin page free resources for the book:
https://resources.corwin.com/digitalageteachingforels?_gl=1%2Al2our5%2A_ga%2AMTQwODAzMzA3My4xNjkyODc4ODk4%2A_ga_71Z4YS11XC%2AMTY5Mjg3ODg5Ny4xLjAuMTY5Mjg3ODg5Ny42MC4wLjA.

Publications
Rubin H., Estrada, L. & Honigsfeld, A. (2022). Digital age teaching for English learners: A guide to equitable learning for all students.  Thousand Oaks, CA: Corwin Press. https://a.co/d/9G6zLva

To find out more about Mid-State RBERN at OCM BOCES' services, listen to season 1 of the show with host Collette Farone-Goodwin, or to receive CTLE credit for listening to episodes, click here: https://midstaterbern.org/