Two Pint PLC

Science communication has been turned upside down by the explosion of popularity of social media platforms. We read a reconceptualization of nature-of-science education for the social media age. What is our job as teachers, of any content area, to prepare our students to be responsible consumers of science as citizens?

Later, we turned to the role of a person’s self-concept in shaping how the interpret information and engage in learning. How much of our students’ self-concept can we influence as teachers, and what can we do to help students see themselves as successful learners?

The importance of mathematical reasoning is visible in conversations from pandemics to politics. Sarah Dolence joins us to discuss how a numeracy framework developed for citizens can inform math instruction for students.

Later, we read research connecting instructional choices to student perceptions of classroom goal structures. From tasks to evaluations, are we incentivizing growth?

Finally, Sarah shares her experience teaching to a hybrid classroom of simultaneous in-person and remote students.

The future of teaching depends on training future educators, but pairing student teachers with effective veterans can be challenging. New research allays some fears from veteran teachers by showing that taking a student teacher does not negatively impact classroom outcomes.

Later, we explore a critique of scripted curricula that shows their inconsistency with democratic values… even at a theoretical level.

Finally, we consider our options to build community in the waiting time before Zoom call starts.

With many schools beginning the fall in remote or hybrid settings, we’re still thinking about digital teaching. Research on filming techniques shows how your camera and editing choices impact student retention and understanding.

Later, we read about a new model for need-supportive teaching. Three essential elements build an engaging and productive classroom.

Finally, we reflect on the role of teacher judgement in that need-supportive model.

This month we’ll have our year in review! We’re looking back at the papers that impacted our thinking and our practice. We’ll also reflect on our personal journey as educators during an academic year unlike any other.

This month we’re talking about racism in US education.

Our first paper presents the experience of Black men who have been expelled from US schools. Their stories highlight systemic problems that produce a school-to-prison pipeline that we must work to dismantle.

Later, we read about gentrification of New York schools. Ties between whiteness and school resources undermines schools in Black communities. We must break this link and provide equitable funding.

As our minds turn to plans for the fall, many districts are making “what if” plans for whether and how to return to in-person teaching. Guest host Kelly Kluthe brings guidelines for Missouri schools to consider how teachers can make use of safety recommendations in their classrooms.

Later, we read an article about using critical analysis of online teaching to create humanizing pedagogy. We look at how to approach making inclusive spaces for online learning.

Our second month of emergency remote teaching leaves us searching for ways to help our students grow in all the areas we value. We start by reading a paper that identifies connections between socio-emotional constructs, with ways to promote growth in executive function and citizenship together.

Later, we read a program guide to effectively planning remote field trips. Avoid common mistakes and find options for connecting with possible visitors to your remote classroom.

Finally, our Peer Review shares detailed feedback from authors of last month’s paper on award winning online instructors.

Lali DeRosier joins us as a guest host for this month’s look at online teaching. The global pandemic of COVID-19 is affecting communities around the world, and many teachers are thrust into remote learning with little warning.

First we read a study on the impact of interactive content and students-controlled challenge level. We look at how teachers can choose content to help their students stay engaged.

Later, we read a qualitative analysis of the stories of award winning online teachers. We find lessons from their experience to guide our own attempts at remote instruction.

We read a longitudinal study examining US gifted systems failing to identify students with spatial aptitude over the past 60 years. We search for the causes and consequences of undervaluing spatial reasoning, and identify classroom practices that support those students in our schools.

Later, we discuss ways to get the benefits of peer observation for teachers when observable colleagues are not readily available.

Finally, in a Mixed Bag we discuss a question from a listener who pushes us to dive into our assumptions about testing and teaching.