Daphne Clyburn is a Spanish teacher and the head of the CTTL's language department. She is also a pivotal member of the Science of Teaching and School Leadership Academy translation group team. In this episode, we discuss Daphne's article, Empathy Interviews: Making Space for Student Voices. We also discuss the importance of incorporating choice and play into the classroom.

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This episode is part two of our interview with Tia Henteleff, the CTTL'S Lower School research lead and one of the Lower School science and design thinking teachers. Tia admits that she did not love learning until college. She opens up what her position entails and offers tips for beginning educators. We talk about teachers collaborating with researchers, how she views her students as co-creators of the classroom culture, and how important early education years are.

Listen to this episode to learn what the response has been like to her book and what she does differently in the classroom now that has been informed by research.

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Conversations are a pedagogical strategy and gateway to other cognitive demands on young learners. Today, host Glenn speaks about the art and science of classroom conversations with Tia Henteleff, the CTTL's Lower School research lead and one of the Lower School science and design thinking teachers. Listen to this episode for takeaways from her article, The Necessary Art and Science of Classroom Conversations in Early Childhood. Learn about the power of scaffolding, self-regulation, and executive function skills -- and how these skills are connected to conversation.

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Joel and Glen discussed the crucial role of memorization in performing arts, with Joel emphasizing how it allows performers to connect with the audience on a deeper level. Joel shares his personal approaches to memorizing lines for a play, including repetition, writing down lines, and recording themselves. He also discusses the challenges in memorizing lines, such as pressure to perform well and retaining information over time.

Later, Joel shares his experiences as a professional actor and high school student, highlighting the challenges of balancing priorities. Finally, he emphasizes the importance of communication with teachers and mentors to manage schedules and priorities effectively.

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Active learning happens when children ask questions - just ask first-grade "knowledge makers" at St. Andrew's Episcopal School. First Grade teacher Sung Hee Kim shares how she introduced elementary school students to metacognition with help from a stone.

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Today is all about the science of teaching and how educators can apply continued education in their classrooms. Our guest Dr. Ian Kelleher explains his role as the CTTL Research Chair and makes the case for further professionalizing the practice of teaching, as has been done with so many other fields. In this episode, we discuss why creating assessments only gets harder and the importance of mixing the science of learning with your subject knowledge to create your own "special sauce" as an educator.

Listen to this episode to learn the early steps along the path of continued educator learning, why every school needs a head of research, and how to harness collective teacher efficacy.

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Today's interview might have the catchiest title in our most recent publication. Sara McAuliffe is an English teacher, Co-Leader of New Employee Mentoring Program, and Professional Growth Pathway Co-Leader at St. Andrew's. In this episode, we talk about the personal nature of thinking about your craft and the constant nature of growth and improvement of the teaching profession.

Listen to this episode to learn how teaching styles can change over time, how teachers continue to learn and grow, and how teachers can best convey the purpose of their assignments to their students.

"I'm thinking about what is it that I prune so that I could do something else better or do something with better student success -- and one of those things is the type of feedback that I give." - Sara McAuliffe

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Today's guest took one of the most unique pathways to education. Brittany Shields was a police officer before she worked at St. Andrews as a science teacher. In this episode, Brittany and I discuss why she left police work for teaching and the process she underwent to design her own forensics course. We also talk about the importance of understanding the brain and the lessons she learned as a police officer that carry over into her work as an educator.

Listen in to learn one of the biggest mindset shifts for new teachers and how teachers can find their superpower.

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Today I talk with Andrew Seidman about his recent article, giving feedback that works for students and teachers, and the CTL's emphasis on metacognition. In this episode, we discuss current ways of giving student feedback and how these methods could be improved. We also share our frustration with students not taking feedback onboard.

Listen to Andrew explain how teachers can give better student feedback throughout the school year and ways to lower students' cognitive load.

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Today we talk about belonging as a foundational element in the classroom with colleague and mentor, Lorraine Martinez Haley. Fifteen years ago 'belonging' wasn't a common buzzword among educators, so today we discuss the connection between the science of teaching and learning and the science of diversity, equity, and belonging. We ask how we as teachers can stay in this space rather than let the concept of belonging become a fad. We also talk about why belonging is important for both students and educators and how teachers can create space for their colleagues and students to show up as they need to.

Listen to this episode to learn about the concept of Belonging 2.0, sharing authority in the classroom space, and how teachers can manage their power of choice and privilege as educators.

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