Teaching Unscripted

Today we are going to revisit a podcast from 2019 on re-imagining the math classroom. My colleague Steph speaks with Heinemann author Steve Leinwand.

 Steve’s work revolves around fostering authentic math fluency in students, valuing deep understanding over memorization and speed. By challenging long-held ideas about how math is taught, Steve says we can re-imagine instruction that better serves our students.

The conversation started on the topic of math homework, and why it’s just not working.

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Kylene sits down with secondary teacher Jen Ochoa, who teaches in New York City, to reflect on the history of the book and the journey to the new edition.

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This week we hear from Heinemann author and poet Georgia Heard about why you should and how you can make time for poetry in your classroom. An expanded and updated version of her book, Awakening the Heart: Exploring Poetry in Elementary and Middle School, will be available in the spring.

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We are a culture that loves choice and that goes for all ages. So offering choice in an elementary writing classroom is extremely powerful. Today, we will hear firsthand how making the small shift results in tremendous engagement. Join us for a discussion between Kelly Boswell, author of Every Kid a Writer, and Blake Williams, a second grade teacher in South Carolina.

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Join us today as we hear from Jennifer Lempp and Kristen Stump about shifting the culture and structure of their elementary math classrooms. Jennifer is author of Math Workshop, Five Steps to Implementing Guided Math Learning Stations, Reflection and More. And Kristen is a current classroom teacher in Fairfax County, Virginia. Their conversation is a beautiful testament to teacher growth that leads to student success. 

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Can you write a 100 word story? Sounds easy, right? That's what the students in Kim Culbertson's high school English class thought at first. A 100 word story, or piece of flash fiction as it's otherwise known, is a small yet densely packed teaching tool and harder to write than you think. In today's discussion between Kim and her contributing co-author, Grant Faulkner, they delve into the origin of the book, their own writing journeys, and beautiful stories from the classroom where flash fiction is fostering deep concentration, agency, and feelings of personal success.

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Students today are learning the importance of analyzing all forms of text for accuracy and truth. A great way to engage students in honing this skill is to practice identifying dominant narratives and seeking out counter narratives. In this excerpt from their audiobook, The Civically Engaged Classroom, authors, Mary Ehrenworth, Pablo Wolfe, and Marc Todd offer practical advice and resources for starting this work in your classroom.

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What is a book written for doing, not just reading? Matt Glover and Carl Anderson can answer this question. Their new book, How to Become a Better Writing Teacher is a book written for doing. It puts the power of day-to-day curriculum decision-making and fine-tuning into the hands of the teacher. In our conversation today, Matt and Carl dive deeper into some of the 50-plus high impact strategies from their book, that you can easily find as you need throughout the year.

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Less planning, more student autonomy, and more time to confer. Sounds pretty great, right? In an integrated reading and writing block Ellin Keene aims to achieve all three. Her newest book The Literacy Studio –titled after this approach— is full of research-backed insights from the classroom, and practical strategies on how to do this in your ELA classroom. Today in a special commuter podcast episode Edie talks with the author before we hear the clip from the audiobook.

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Today we are going to revisit a podcast from 2022 on teacher mental health. My colleague Steph speaks with Dr. Kris Scardamalia associate professor from the National Center for School Mental Health at the University of Maryland.

 If you enter “teacher mental health” into a search engine, you’ll probably be met with a surprisingly short list of results. But teachers have long experienced high rates of stress and burnout, which have only grown in recent years.

We wanted to take some time to address the long standing and often overlooked state of teacher mental health in the U.S. Well-meaning approaches tend to miss the glaring issue of broken structural supports that leave teachers and their students with little to work with.

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