Today, I am discussing an element of project-based learning that is often overlooked - how to craft a compelling driving question.⁠ ⁠ I break down the differences between essential and driving questions, I give examples of each, and a checklist or the standard of what is needed. When you are creating a driving question, I recommend a minimum of 5 iterations to encompass the criteria for that driving question.⁠ ⁠ The criteria for a compelling driving question:⁠ ⁠ - It’s engaging to students⁠ - Allows for open ended responses⁠ - Opens a range of responses⁠ - Rooted in a specific context-can’t be too broad⁠ - Clear language & phrasing for the students⁠ - Centers justice⁠ - Aligned to learning goals⁠ ⁠ I hope you will learn some interesting things from this discussion. 

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In Podcast Episode 39 of the podcast, I am talking with Matthew Pimental. Matthew has 15 years experience in education. He is the Supervisor of gifted education, professional development and project-based learning at the Cheltenham School District. In this episode we are discussing progressive education, project-based learning, and the actions that need to be taken to incorporate project-based learning.⁠ ⁠ Project based learning isn’t just about getting rid of everything that we have been teaching over the years, it's more about evaluating what we should keep and what needs to be adjusted. ⁠ ⁠ Matt discusses his own experience in two very different school systems and how it has shaped his teaching methods today. ⁠ ⁠ I hope you find this episode helpful and inspiring. Remember to check out my blogpost-Link in Bio!⁠

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Episode Links:

• Matt's info can be found on Cheltenham’s Website
• Ninth Graders’ Book Projects (2018 and 2020)
• Unboxed Podcast

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-3-project-based-learning-in-action-with-matthew-pimental

It’s important to allow students practice skills repeatedly throughout the school year and from grade to grade; Having the same rubric for each project, unit, classroom and grade, creates an understanding to the student that this is how projects will be assessed without having to re-instruct how they will be graded each time.⁠ ⁠ This is a preview of what I'm sharing in the second episode of my Curriculum Development Mini-Series. Learn more about rubric design and how I break down what a mastery-based rubric looks like by following along. Don’t forget to check out my Blog post too!⁠

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• LinkedIn: @lindsaybethlyons 
• Instagram: @lindsaybethlyons
• Facebook Group: Time for Teachership 

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-2-developing-a-course-long-rubric 

This is Episode #1 of my Curriculum Development Mini-Series. I am discussing the research and rationale behind why we create units, what the research says, and how we create a step-by-step process. ⁠ ⁠ Research shows that student centered dialogue increases:⁠ ⁠ - the students' sense of belonging⁠ - confidence⁠ - increased academic performance⁠ - improves teach-student and student-student relationships⁠ - develop coping skills, and more⁠

Tune in to hear more!

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• LinkedIn: @lindsaybethlyons 
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• Facebook Group: Time for Teachership 

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-1-the-research-on-teaching-for-justice 

Join me today as I talk with Emma Siesfeld. Emma has 10+ years experience in public education as a teacher, coach, and administrator designing and implementing skill growth and independence support for students with disabilities. 

We go over her big dreams for the field of education, mindset shifts, and some strategies for those who are ready to experiment and have fun with alternative teaching models. 

• Emma can be found on: 
• • LinkedIn

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/strategies-to-support-all-students-with-emma-siesfeld

Get ready because today I am discussing theory and practical steps for teaching for justice while being able to differentiate between questions of fact and questions of policy. We start off with dividing issues into two categories Empirical questions- those that have a clear answer-teaching the history Policy questions- what to do with the facts and how to respond Then taking a perspective consciousness approach bringing our own identities and experiences to the conversation, but also helping to see and gain a new perspective from other peoples’ identity and experience.

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• LinkedIn: @lindsaybethlyons 
• Instagram: @lindsaybethlyons
• Facebook Group: Time for Teachership 

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/how-to-teach-for-justice-when-facts-dont-seem-to-matter 

In this episode we are discussing how to take away the rules for creative writing. So many kids may not like writing because we put writing in a box, follow these rules, these prompts, etc. There is no celebration of life or emotions which makes it hard for them to connect to the writing. In John’s experience, he advocates for making mindset shifts to experience emotion in pure form and transmit those emotions to activism. John also reads some of his own poetry and experiences the emotions in his own writing. Such a powerful episode! I hope you find it helpful and inspiring and remember to check out my blogpost-Link in Bio!

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/teaching-poetry-take-away-the-rules-with-dr-john-littlewolf 

Guest Links:

• • • Social Justice Poetry Database
    • John Trudell’s poetry

• As We Have Always Done: Indigenous Freedom through Radical Resistance

• Dr. Littlewolf can be found on:
  • LinkedIn

Today, I am discussing how to pay for your professional development for yourself or for a teacher, and new funding initiatives and how to use them. Effective professional development enables leaders and teachers to develop the knowledge and skills they need to address students' learning challenges. I cover Title I and Title II funding which are the most common funding sources and go into more detail about Title IV a commonly overlooked source for funding and ESSER.

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• LinkedIn: @lindsaybethlyons 
• Instagram: @lindsaybethlyons
• Facebook Group: Time for Teachership 

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/how-to-pay-for-your-professional-development 

Understanding the experiences of children without judging them is a move we need to make in order to be sure that all children get the education they need and deserve. In this episode I talk with Taryn Givan about Campus Leadership Teams as part of her program called Leader in Me. Leader in Me aims to empower more educators with practices that connect culture, academics, and leadership. They use methods like the 7 habits of highly effective people and social emotional learning to increase student confidence, give students more leadership skills, help school staff feel supported, and drive school achievements.

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Guest can be found:

• Website
• LinkedIn
• Facebook
• Instagram

Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/inclusive-campus-leadership-teams-with-taryn-givan

In this episode, we are talking about look fors, co-constructing them with teachers, and how you can make them clear for your students.

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• LinkedIn: @lindsaybethlyons 
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For more support on instructional coaching and more PD for teaching and leading, you can subscribe to my Micro Course Library here.