TeachLab with Justin Reich

In this episode of TeachLab, our host Justin Reich goes behind the scenes of the Teaching Systems Lab's new documentary film We Have to Do Something Different: Teachers on the Journey to Create More Equitable Schools. The 35-minute film provokes important conversations about the big challenges facing schools by taking a detailed look at the small steps teachers around the country are taking every day to help their students succeed. These dedicated teachers provide hope that, while the systemic inequities in our schools won't disappear overnight, educators can make a positive impact, starting now. In this episode, Justin explains the film's origins in TSL's online course Becoming a More Equitable Educator. He then shares key clips from the film that show the teaching practices that help teachers build relationships with their students and engage students in challenging but important conversations about representation and equity. The episode ends with Justin interviewing Neema Avashia, social studies teacher in Boston Public Schools and one of the stars of the film. They discuss the current challenges facing public schools and the need to bring joy back into the classroom.This fall, you can screen We Have to Do Something Different and get a peek into Neema's classroom yourself. Attend a local screening or sign up to host your own. Learn more about screening opportunities and check out the screening guide at somethingdifferentfilm.com. Resources and LinksLean about our film We Have to Do Something DifferentCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/WHTDSD/transcriptProduced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

This week on TeachLab, our host Justin Reich joins a panel of education leaders with Superintendent Dr. Baron Davis from Richland School District Two in Columbia, SC, Superintendent Dr. Rhoda Mhiripiri-Reed of  Hopkins Public Schools in Minneapolis, MN, and Dr. Beth Rabbitt, CEO of The Learning Accelerator, hosted by the US Department of Education's Office of EdTech. In the conversation, panelists share recent experiences in districts, schools and classrooms throughout the pandemic. In the face of challenges, new strategies and innovations have emerged. Panelists reflect on how educators can take these insights and move towards more equitable learning experiences for all students. The conversation was moderated by Chris Rush, Sr. Advisor for Innovation & Director of Educational Technology, Office of the Secretary at U.S. Department of Education, and Kristina Ishmael, Deputy Director, U.S. Department of Education, as a part of the Office of Education Technology's “Planning for Changing Scenarios: Navigating the Road Ahead”, a webinar and blog series to help districts and schools share challenges and strategies.“It's really important for us to take some time and reflect on what we have learned in the past 20 months, recognizing the uniqueness of everyone's journeys… then also look ahead and strip away the things that we don't necessarily need, and continue with things that have worked for our learners.”  - Kristina Ishmael, Deputy Director, Office of Educational Technology, U.S. Department of Education In this episode we hear about:The future of learning in the context of a post-pandemic worldThe importance of listening to the needs of teachers, students, and familiesStaying mission focused to make hard decisionsStrategies for creating more meaningful learning experiences for students, and letting go of the things that aren't contributing to that missionThe importance of centering health and wellnessCulturally responsive organizational values, culturally affirming curriculum, and culturally respectful instructional practicesStories of new learning models that unlocked brand new opportunities, including new technologies, learning spaces, community connections and partnerships.How the practice of including students, teachers, and families in a co-design process will be critical to creating the most meaningful, relevant, and beneficial experiences for students.Centering equity across discussions, decision-making, and codesign processes. Resources and LinksVisit The Office of Ed Tech's Webinar Replay — Planning for Changing Scenarios: Emerging Stronger Post-Pandemic to reflect more on this episode's conversationDon't miss our online course Becoming a More Equitable Educator: Mindsets and PracticesLearn more about MIT Teaching Systems Lab's Imagining September and The Teachers Have Something to Say ReportsCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/emerging-stronger/transcriptProduced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:Host Justin ReichTwitterYouTube

This week on TeachLab, host Justin Reich is joined by research scientist Joshua Littenberg-Tobias PhD. and Elizabeth Borneman M.Sc. to discuss a recently published Teaching Systems Lab efficacy study around the online course Becoming a More Equitable Educator and how well participants engaged with simulations about equity. They discuss the findings within the paper and the implications for simulation-based research.“There's very little research into what do people actually do in these simulations. To what extent are they actually applying their learning in simulation behavior?... people might say, ‘Oh, I believe this thing, or I'm really supportive of equity,' but when actually presented with a scenario, how do they respond to that in real time?" -  Joshua Littenberg-Tobias  In this episode we'll talk about:The Educator MindsetsThe research and Topic ModelingMeasuring changes in behavior over timeSimulations for professional developmentDifferences in teacher responses Resources and LinksCheck out Becoming a More Equitable Educator: Mindsets and PracticesWatch the full webinar Digital Clinical Simulations in Online Learning Environments to Promote Equity Mindsets: A Randomized Controlled TrialCheck out the TSL research paper Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling ApproachCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/equity-simulations/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by Dr. David Joyner, Executive Director of Online Education at the Georgia Tech College of Computing. Together they discuss the challenges and advantages of online learning, the hard shift to remote learning under COVID, and David's new book The Distributed Classroom.“The distributed classroom is really about asking the question, ‘Can we take one classroom experience and distribute it across students who can commit to different levels of attendance, different levels of in-person attendance, different levels of synchronous attendance, things like that, such that you get to have as much of the experience as possible within your individual constraints?'" - David JoynerIn this episode we'll talk about:The role of Executive Director of Online Education at the Georgia Tech College of ComputingDistributed ClassroomsThe inherent advantage of learning CS onlineMinimum Necessary CompromiseAssessing distributed classroomsThe importance of teaching assistantsCOVID online learning and the Hosted Model Resources and LinksCheck out David Joyner's book The Distributed ClassroomCheck out David Joyner's paper Components of Assessments and Grading At ScaleLearn more about Dr. David JoynerCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/david-joyner/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by a panel of teachers from across the country to bring their personal experiences of teaching during the pandemic and to discuss a recent report that was led by Natasha Esteves, a former teacher, and now a student at the Harvard graduate school of education called The Teachers Have Something to Say: Lessons Learned from U.S. PK-12 Teachers During the COVID-impacted 2020-21 School Year.“I had one interviewee say, ‘Everybody wants to tell teachers what to do, but nobody knows what teaching is like, and nobody knows what teaching is like during a pandemic.' It's a very odd place to be in when you have other people telling you what to do while they are working from home and asking you to return to the classroom, or while they are working from home and asking you to teach remotely without sufficient professional development and how to do so.”     -Natasha Esteves In this episode we'll talk about:The experience of interviewing teachers for the reportAdvocacy for teachers concernsThe toll of widening inequities in pandemic learningEver-changing school COVID policiesPublic support for schools and teachersHuman interactions with students Resources and LinksCheck out the full live event Teachers Have Something to SayCheck out the report The Teachers Have Something to Say: Lessons Learned from U.S. PK-12 Teachers During the COVID-impacted 2020-21 School YearCheck out all of Teaching Systems Lab COVID-19 resources Transcripthttps://teachlabpodcast.simplecast.com/episodes/teachers-say/transcriptProduced by Aimee Corrigan. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by Neema Avashia to discuss the recently released Teaching Systems Lab report Healing, Community, and Humanity: How Students and Teachers Want to Reinvent School Post-COVID. Together they reflect on what educators have seen in their classrooms since the pandemic, and how we can learn and grow from these experiences.“I'm a pretty firm believer that the old normal didn't work already for too many young people. And that a lot of our young people, even if they're going through the paces of education or complying, that didn't mean that education was meeting their needs, or providing them with the educational experience that they deserve.”  - Neema AvashiaIn this episode we'll talk about:How Neema adapted her class in the face of the pandemicThe research and methodology from Healing, Community, and Humanity: How Students and Teachers Want to Reinvent School Post-COVID The pressures of “learning loss”What the students missed most about being in schoolHow the pandemic served as a window into longstanding school inequities and how we are adapting school based on what we've learnedWWays that Neema is incorporating these new insights  into her classroom teachingHow Neema incorporates these new ideas into her classroom Resources and LinksCheck out the full webinar Healing, Community, and HumanityCheck out the report Healing, Community, and Humanity: How Students and Teachers Want to Reinvent School Post-COVIDCheck out all of Teaching Systems Lab COVID-19 resources Transcripthttps://teachlabpodcast.simplecast.com/episodes/healing-community-humanity/transcript Produced by Aimee Corrigan. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

TeachLab returns! Our host Justin Reich is back in the studio and excited to bring you a new season of episodes, starting December, 9th, 2021. Stay tuned!

Justin Reich is joined by Joel Breakstone, director of the Stanford History Education Group (SHEG), and co-lead on Beyond the Bubble and Civic Online Reasoning projects. Together they discuss assessing online information, the research of SHEG, and the methods used by fact checkers to determine the validity of information.“For one thing, when they did a search, they didn't immediately click on the first search result, which is what many of the Stanford students, and even some of the historians did. Instead, the fact-checkers engaged in what we refer to as click restraint. They paused, and they looked at the snippets about the search results. And they took a moment to check out the URLs, and then made a decision about where they should begin their search. Because that initial click often greatly influences the kind of search that you end up conducting.”  - Joel Breakstone In this episode we’ll talk about:The challenges of evaluating online informationThe Stanford History Group researchCognitive Task AnalysisThe fact checker approachLateral Reading, Click Restraint, and Strategic IgnoringNew study published as a follow-upDigital literacy in educationWikipedia Resources and LinksLearn more about Stanford’s Civic Online Reasoning!Check out their most recent article: Student's Civic Online Reasoning: A National PortraitLearn more about Beyond the Bubble!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/joel-breakstone/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Mikel Caulfield, a digital information literacy expert working at Washington State University who has worked with a wide variety of organizations on digital literacy initiatives to combat misinformation. Together they discuss critical thinking, issues with traditional forms of evaluating sources, and the SIFT method.“SIFT. S-I-F-T. First is just “Stop”. If you find yourself emotional, if you find something that you've just got to share... Whatever is the trigger, the emotion, your excitement about sharing it, your rage, seeing something that just strikes you as a little bit odd... Whatever is the trigger, stop and ask yourself, do I really know what I'm looking at here? And you might… You might look at the source, and you might be like, oh yeah. I know this person. Most of the time, a lot of the time, you don't. A lot of the time, it just landed on your doorstep.”  - Mike Caulfield In this episode we’ll talk about:Mike’s introduction to this field - Critical consumption and CRAAPStudents are “shockingly bad” at verifying sourcesThe issues with CRAAPEvaluating online sources with SIFTCritical thinkingCUNY Staten Island intervention Resources and LinksLearn more about SIFTCheck out Mike Caulfield’s Sifting Through the Coronavirus Pandemic!Check out Mike’s book Web Literacy for Student Fact-Checkers!Check out Mike Caulfield's blog: Hapgood!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/mike-caulfield/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Barry Fishman, professor of education and information at the University of Michigan where he studies the use of technology to support teacher learning,  video games as models for learning environments, and the role of education leaders in fostering classroom-level reform involving technology. Together they discuss the 50th Anniversary edition of Wad-Ja-Get? The Grading Game in American Education with Barry Fishman’s new introduction, as well as grading systems during the pandemic, “Gameful Learning”, and issues with grading in general.“Grades remove information from the system. Rather than me knowing what a learner has learned, I know that they have an A or a B or a C. What does that mean? It doesn't mean really anything at all, especially if it's a B or a C... And maybe you throw a curve in. That's even worse. Curves really remove information from the system, and they ration success. This is one of the worst problems with grading, I think, is that they were really designed for ranking and sorting. They were never designed to encourage learning.”  - Barry Fishman In this episode we’ll talk about:50th Anniversary edition of Wad-Ja-Get?What are the problems with grading?Pandemic grading systemsStudent autonomy and dealing with ambiguityCommon objections over Pass/FailAlternative forms of evaluationGameful Learning Resources and LinksLearn more about Barry Fishman and his work!Check out Wad-Ja-Get?: The Grading Game in American Education with a new introduction by Professor Barry Fishman!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/barry-fishman/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by John Palfrey, president of the John D. and Catherine T. MacArthur Foundation, former director of the Berkman Klein Center of Internet and Society, as well as an educator, author, and legal scholar. Together they discuss philanthropy in education, the work of the MacArthur Foundation, and the challenges of making large changes in institutions.“And particularly when we look at a society where I think most of us, anyway, those of us on the left, broadly global left, would say, ‘We're not where we ought to be, right, from an equity perspective, from all sorts of dimensions we want to improve. And certainly the quality of K-12 education in the United States, that's not something we're that good at overall. Therefore, we need to disrupt it. We need to do it better. - John Palfrey In this episode we’ll talk about:What role does philanthropy play in addressing inequality?Thinking about “who is being served?”The natural inclination to give locallySupporting individual leaders to influence the worldLever for Change organizationSmall financial help can facilitate larger financial helpPalfrey’s new book The Connected ParentParenting with technologyBringing equity into educational technology Resources and LinksCheck out The Connected Parent by John Palfrey and Urs Gasser!Learn more about the MacArthur FoundationCheck the MacArthur Foundation’s demographic report!Learn more about Lever for ChangeLearn more about the Berkman Klein Center for Internet and SocietyCheck out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/john-palfrey/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich joins Jal Mehta and Neema Avashia for the live webinar panel How to Learn from the Pandemic: Name, Nourish, Connect, and Grow!  Together they discuss their collective research and experiences from COVID remote learning, what positivity emerged, and what stakeholders want changed as students and teachers look to re-enter the classroom. Hosted by Elizabeth Foster.“We actually used last year's Imagining September report that was put out, as the basis for redesigning our school schedule for rethinking curriculum. Really using what young people were saying and what educators around the country were saying, to say, ‘We're going to put our stake in doing what's right for young people and we're not going to let the fear of accountability, or the fear of standardized testing be the thing that drives’. We can't let compliance or obedience to external measures be the thing that makes us not do the right thing in this moment.” - Neema Avashia In this episode we’ll talk about:Introducing our panelistsJal on the common changes we saw throughout schoolsNeema on the “in-classroom” experienceJustin on the Imagining September (August) activityWhat was most important during the pandemic is still the most important post-pandemic Resources and LinksWatch the full webinar How to learn from the Pandemic: Name, Nourish, Connect and GrowLearn more about the Imagining September Report!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/learn-pandemic/transcript Produced by Aimee Corrigan and Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Matthew Kraft, associate professor of education and economics at Brown University to discuss the efficacy of tutoring, scaling tutoring for equity, and how COVID exposed the inequities of the status quo. “If we are to not think about changing how schooling works, it is in effect a default acceptance of that current world. So what I'm saying is given the empirical evidence, given the just willingness of parents to pay a whole bunch of money for tutoring, I think it's likely that it can be effective. There's no guarantees. It has to be done well. It won't work great at first, and you're going to have to improve. There's a whole bunch of landmines, as there always are. But with a sustained commitment to continuous improvement and problem solving, there's, I think, potential here, as much as there is for any other things that we do in school. So, lets have that be part of the school day so that it's equitably accessible for all kids, particularly those kids who most need it. ”   - Matthew KraftIn this episode we’ll talk about:Lack of social emotional learning for young studentsWhat role does tutoring play in supporting students and teachers?The difficulty of scalingThe costs of tutoringIntegrating tutoring into the regular school dayWhat do we continue post-pandemic?Adding time to the school dayStigmas around receiving tutoring Resources and LinksCheck out A Blueprint for Scaling Tutoring Across Public Schools by Matthew KraftCheck out the Boston Globe article: For schoolchildren struggling to read, COVID-19 has been a wrecking ballCheck out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/matthew-kraft/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Matthew Mugo Fields, the general manager of supplemental and intervention solutions at Houghton Mifflin Harcourt, a learning technologies company. Together they discuss Matthews career, the direction and values at HMH, and the responsibilities of designing and implementing effective educational technology.“...it can never be about the technology alone. It has to be about sort of more comprehensive instructional systems that leveraged technology, and that technology can play a key role, but if you're going to be serious about... instructional technology at scale, you've got to be as thoughtful about implementation and how you're going to support teachers and using it, how you're going to coach them, et cetera, as you are about what algorithms you are going to optimize.” - Matthew Mugo Fields In this episode we’ll talk about:Updates on education in their livesMatthew’s edtech story -  “Tracked to the bottom” / TutoringBeginning of Redbird Advanced LearningWork with Dr. Patrick SuppesThe importance of building relationships in educationMatthews work at Houghton Mifflin Harcourt“Unfinished learning”Designing for users Resources and LinksLearn more about Matthew Mugo FieldsCheck out the HMH podcast Shaping the FutureCheck out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/matthew-mugo-fields/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s tenth and final Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Kevin Gannon, professor and director of the Teaching and Learning Center at Grand View University in Des Moines, Iowa. Together they discuss the final chapter of Failure to Disrupt: Why Technology Alone Can’t Transform Education.“My institution is where you have students who are living in their cars, students who can't get basic needs, students who are working three jobs and need some technical solution to help them manage this workload. But they're not in those conversations about the tools that we have available to us, to adopt. I don't know what the solution to that is. But I don't think Ivy League graduates designing these products that look like the app students use, so they're more comfortable with it- I don't think that's the answer.”   -Kevin GannonIn this episode we’ll talk about:Kevin’s edtech stories - Gopher/PearsonTakeaways from the final chapter and the whole bookEdtech amnesiaTheories of Change“Disruption”Responsibilities of schools vs. society“Clunky” Student Information SystemsLack of student voice in edtech decision makingNext book recommendations Resources and LinksCheck out Kevin Gannon’s book Radical HopeCheck out Audrey Watters' book Teaching Machines: The History of Personalized LearningCheck out Sustainable. Resilient. Free.: The Future of Public Higher Education by John WarnerCheck out Schools That Learn): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education co authored by Peter SengeWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub10/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s ninth Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Candace Thille, director of Learning Science at Amazon and former researcher and faculty member at Stanford University and at Carnegie Mellon. Together they discuss Chapter 8, The Toxic Power of Data and Experiment.“It wasn't just that they didn't know how to use the educational technology. It was their belief about their role as a learner and their belief about her role as an instructor. And so just like you talked about many times in your book, the technology can't do it. The human interactions are what really drive how the technology gets used.”    -Candace ThilleIn this episode we’ll talk about:Candace’s positive edtech story - Human interaction with edtech implementationCandace’s negative edtech story - Failure of interface designPrivacy/surveillance/autonomy concerns in edtechOpen Learning Initiative statistics courseComprehensive Assessment of Outcomes in a first Statistics course (CAOS)Systematically evaluating the variations between teachersDefining “experiments”Ethical data collectionData ≠ useful insightDemocratizing education research Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub9/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s eighth Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Courtney Bell, a former research scientist at the Education Testing Services and now director of the Wisconsin Center for Education Research (WCER), UW–Madison School of Education. Together they discuss the book’s third edtech dilemma, the Trap of Routine Assessment.“The assessment practice of observing Justin teach or Justin teaching in an assessment situation is not the same, by definition from Justin's real world teaching… My assertion is, that's always true in every assessment. If that's the case, then we think to ourself where can technology fit into this thing?” - -- Courtney Bell In this episode we’ll talk about:Courtney’s edtech story - PalmPilot and MursionComplex performance assessmentHistory of assessment technology - TUTOR and PLATOReal-world teaching vs. The observer effectCapturing teacher decision makingLack of social understanding in technology assessmentPeer-assessment technologyMeaningful feedbackStealth Assessment Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub8/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s seventh Failure to Disrupt Book Club episode we look back at Justin’s live conversation with regular Audrey Watters and special guest Antero Garcia. He's a faculty member at the Stanford Graduate School of Education and a former teacher in the Los Angeles Unified School District. Together they discuss the book’s second edtech dilemma, the Ed Tech Matthew Effect.“Let's start with the community as the designer, and what it means to then imagine what schools and the tools that schools are going to need to build from there. That, to me, seems like the starting place of the conversation. I tend to get grumpier as I think about other kinds of tools because I think they all are generally bad. All of the surveillance stuff is... Not only do I not trust the tool, but I don't trust the motive or the intentions of the companies that are making and selling these tools or of the designers...” - Antero Garcia In this episode we’ll talk about:Antero Garcia’s edtech story - SMART boardAntero’s workIssues and shortcomings of edtechThe “Digital Divide”Dangers of proctoring softwareAligning business values with that of public schoolsCommunity designWiFi over wellbeingLack of imagination in education Resources and LinksCheck out Antero’s book, Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High SchoolWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub7/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s sixth Failure to Disrupt Book Club episode we look back at Justin’s live conversation with regular Audrey Watters and special guest Dan Meyer, the chief academic officer at Desmos. Together they discuss the work of Desmos and the section of Justin’s book on the “Curse of the Familiar.”“From our perspective, for us, we are not trying to subvert the school day. We're not trying to get learning outside of the four walls of the classroom. We're not trying to upend schooling and turn everyone into home schoolers. I'm not judging those necessarily, but I'm just saying, we know what we're not trying to do, and we're actually really eager to use the four walls, we understand that there are things that are possible when a bunch of people are together in a room that is impossible during asynchronous experiences. There's this sometimes collective effervescence, it's why we used to go to movie theaters, or why sports are interesting to watch in person, versus on TV. It's that bubbly champagne like feeling when you're all together. So we know what we're trying to change and not trying to change.” - Dan Meyer In this episode we’ll talk about:Dan Meyer’s edtech story and teaching experienceSuccess of QuizletCurse of the FamiliarCombat vs. Co-opt schoolingDesmos’ approachCommunity in edtechCreating a low, welcoming floorThe business of edtechAssessment in online learning Resources and LinksCheck out Dan Meyer’s blog!Learn more about Desmos!Watch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub6/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s fifth Failure to Disrupt Book Club episode, we look back at Justin’s live conversation with regular Audrey Watters and special guests Scot Osterweil, a game designer and creative director for the MIT Education Arcade, and the esteemed games researcher Constance Steinkuehler. They discuss the history of learning games, their current work, and Failure To Disrupt’s Chapter 4: Testing the Learning at Scale Genres: Learning Games.“I've been studying kids in games for a long time. And oftentimes, when you try to tackle issues of how to treat other people online, how to deal with conflict, how to manage your screen time and also stay physically fit, it's very hard to create interventions around games, that kids just don't spit right back out. They just don't take because there are often layers added on top. They're not authentic to the space. In my efforts, and I'm sure people have done better than me, but in my efforts, it always seems to be colonizing and the kids will ignore me, and it comes off as, mom is wagging a finger saying you need to get up off that screen and go stretch.” - Constance Steinkuehler In this episode we’ll talk about:Scot and Constance’s background and edtech storiesSkinnerian learning and behaviorismCategories of learning games“Transfer” in educationThe social and community aspect of gamesExamples of effective game implementationsConnection through esportsLearning social skills through gamesThe industry of learning games Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub5/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s fourth Failure to Disrupt Book Club episode, we look back at Justin’s live conversation with Natalie Rusk and Mitch Resnick from MIT’s Lifelong Kindergarten Lab and who are the developers of the Computer Clubhouse program and the Scratch programming language. They discuss the founding of these programs as well as Failure To Disrupt’s Chapter 3: Peer-Guided Learning at Scale: Networked Learning Environments.“I think sometimes there really is this misperception about this type of creative learning approach... it's growing out of, as you say in the chapter, John Dewey's ideas for the progressive education movement. And sometimes people characterize that as if-- just stand back and kids will do wonderful things on their own. And of course, if you stand back, some kids will do wonderful things on their own. But I think we're very aware that you need a whole variety of supports as Natalie was talking about. So I think sometimes people get the wrong impression about what's going to be needed. And then people might get disillusioned or feel that doesn't live up to the promise if they do just stand back and say, ‘Let it work on its own.’”    - Mitch Resnick In this episode we’ll talk about:Natalie and Mitch’s background and edtech storiesBeginning of Computer ClubhouseHow Scratch grew out of Computer ClubhouseProviding support and community to informal learning experiences Resources and LinksCheck out the Computer Clubhouse network!Check out Scratch!Learn more about the Lifelong Kindergarten Lab!Watch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub4/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Susanna Pollack, president and director of Games for Change and Kate Selkirk-Litman, founding teacher and curriculum specialist at Quest to Learn, to discuss games in education and the STEM Your Game Challenge, a contest for game developers to reframe game design with the lean of serving STEM education.“The community that we want to tap through this challenge is the commercial entertainment game developer. The game developer who might not have thought about the use of their games in educational contexts, but think that there might be something unique about their game, that if paired with a curriculum developer, curriculum advisor, or an educator like Kate, could actually find those threads and those connections to align with STEM education…” - Susanna PollackNote: The deadline for submissions has since been extended to January 6, 2021. In this episode we’ll talk about:NYC school closuresGames for Change mission in light of COVIDSTEM Your Game ChallengeBridging games and educationPast examples of successful game implementations Resources and LinksLearn more about the STEM Your Game Challenge!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/games-for-change/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Barbara Means, author and executive director of learning science research at Digital Promise to discuss her research with digital learning before and during COVID.“There were quite a few universities that for equity reasons told their instructors, ‘Don't do any synchronous instruction in the spring, just put everything online and let students do it asynchronously, that is on their own time whenever they wanted.’ We found that when there were no synchronous sessions, which could have been either with the professor or it could have been online office hours, or it could have been working with a teaching assistant in a section. But if there were no synchronous sessions, the students were less happy with their course and their learning. So they really wanted that connection with a real person just like many of us do. You call up customer service. And it's so frustrating even if after the fifth click you can get to what you want. You just want to say, ‘I want a real person to talk to me and tell me they're sorry.’”    - Barbara MeansIn this episode we’ll talk about:Barbara Means’ edtech storyIn-class vs remote learning researchThree helpful practicesThe importance of a personal relationship in teachingBalancing synchronous and asynchronous learningSelf-regulated learningImplementation models Resources and LinksCheck out Barbara Means’ book, Learning Online: What Research Tells Us About Whether, When and HowLearn more about Digital PromiseCheck out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/barbara-means/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s third Failure to Disrupt Book Club episode, Justin Reich reflects on a live conversation with special guests Cristina and Neil Heffernan. They discuss Failure To Disrupt’s Chapter 2: Algorithm-Guided Learning at Scale: Adaptive Tutors, and discuss the success of their tool ASSISTments.“According to SRI, they thought the reason why it was successful...They were like, "This fit in with what teachers were used to doing." They're used to actually assigning homework, and classwork. They could see before the kids walked in the door, which problems were hard. And so they could do something a little differently. In fact, what they did find is actually teachers didn't go over every item the way they used to. And of course they didn't because all the kids got feedback, but they still went over the stuff that was hard. And particularly in the places where there was common wrong answers because all those kids should be told, "Hey, you weren't all alone." Meaning, actually, you and half of the rest of you all screwed up this problem in the same way. And I think there's a social-emotional component of actually doing that as opposed to just sitting in class and realizing, ‘I got everything wrong’ and not knowing everyone else, or a large number of other kids are in the same boat.” - Neil Heffernan, Professor/Researcher/Program Director In this episode we’ll talk about:The Heffernan’s edtech love storyPersonalized learning vs. forming communitiesThe rhetoric behind algorithm-guided edtechThe core of ASSISmentsNon-disruptive edtechProviding teachers with student feedback dataVirtual Professional Learning CommunityThe surge of online learning with COVIDResources and LinksCheck out ASSISTments!Watch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub3/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by S. Craig Watkins, professor at the University of Texas at Austin and a respected voice on digital media and youth culture. Together they discuss the affordances and limitations of technology in education and the digital divide created as technology becomes a staple in the classroom.“What struck me is even as I came into the project aware of these ideas around the digital divide and the tech rich and the tech poor, the haves and the have-nots, when we subscribe to that view with no other considerations and in a very one-dimensional way, we end up imposing a kind of deficit narrative on those who we see as occupying the wrong side of the divide. That is to say we only see them, right, through lack. Lack of access to technology, lack of educational opportunities, lack of interest, lack of motivation, lack of this kind of capital, that kind of capital.”-S. Craig WatkinsIn this episode we’ll talk about:S. Craig Watkins’ edtech story: Using technology in the educational settingThe digital divideEarly adopters of mobile technologyHow classes and curriculum can stifle the creativity the technology introducesHow the pandemic changes and doesn’t change edtech Resources and LinksCheck out Young People’s Transitions into Creative Work: Navigating Challenges and OpportunitiesCheck out The Digital Edge: How Black and Latino Youth Navigate Digital Inequality by S. Craig WatkinsCheck out Don't Knock the Hustle: Young Creatives, Tech Ingenuity, and the Making of a New Innovation EconomyCheck out Justin Reich’s new book Failure to Disrupt: Why Technology Alone Can’t Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/s-craig-watkins/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined in a live webinar by members of the Youth in Front team. They answer questions and share reflections and resources that we believe can help educators process this moment themselves and with their students.“So I've been doing a 10 minute election update every day...but again, really thinking about dosage and trying to just think about what is the right amount to not sort of overwhelm you or drown you in this, but also to make sure you feel like you have space to engage. And if it takes more than 10 minutes, then we take more than 10 minutes. But trying to just plan in doses, as opposed to entire lessons about the election or the electoral college, which is how I would have taught it in person. In person, there would have been a whole voting unit and we would have gone through every element of it. I didn't feel like that was the right move in this context, and so I didn't. So I've done these sort of 10 minute doses.” - Neema AvashiaIn this episode we’ll talk about:IntroductionsHow post-election has looked in K-12 school communityHow COVID affects election educationThe multiple views of student activistsCivic education opportunities with high student awarenessTeacher transparency on personal political viewsGrounding conversations in specific textsTeaching Challenging Issues in Uncertain Times: Strategies for Online and Hybrid Teaching online course Our GuestsNeema Avashia from Boston Public Schools Kevin Dua from the Cambridge Public Schools Joshua S Littenberg-Tobias from the MIT Teaching Systems Lab Sara O'Brien from Youth In Front Resources and LinksWatch the full webinarCheck out Conversations Across Differences with Meira LevinsonCheck out Teaching Challenging Issues in Uncertain Times: Strategies for Online and Hybrid TeachingCheck out Youth in Front: Understanding and Supporting Student-led ActivismCheck out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/youthinfront/transcript Produced by Aimee CorriganRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s second Failure to Disrupt Book Club episode, Justin Reich is joined again by friend and colleague Audrey Watters to reflect on their conversation with special guests George Siemens and Elizabeth Losh. They discuss Failure To Disrupt’s Chapter 1: Instructor-Guided Learning at Scale and Massive Open Online Courses, looking at “three big bets of MOOCs,” and exploring why MOOCs failed to achieve their most ambitious goals. “I don't know if I've ever seen an ed tech thing where we can spend eight years talking about, "What is it?" We've been trying to define, "What are MOOCs? Are MOOCs this, are they that? They're not this, they're not that." I find it fascinating why we're finding so much difficulty really nailing down what MOOCs are and what role they play.” - George Siemens, Writer/Professor/Researcher In this episode we’ll talk about:Elizabeth Losh’s EdTech storyThe global impact of MOOCs Online and remote learning during COVIDFemTechNet as an example of creative innovationProductive discourse in online forumsThe complicated relationship between Universities and MOOCs George Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, organizational effectiveness, and complexity in digital environments. He is a Professor and the Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and co-director for the Center for Change and Complexity in Learning at the University of South Australia.Elizabeth Losh is a theorist and scholar,  and the Gale and Steve Kohlhagen Professor of English and American Studies at the College of William and Mary. She specializes in Rhetoric; Digital Publishing; Feminism & Technology; Digital Humanities; and Electronic Literature. Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub2/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s first Failure to Disrupt Book Club episode, Justin Reich is joined by friend and colleague Audrey Watters for her insight on Justin’s new book as a well respected writer on educational technology. They reflect on and play clips from the first live webinar Book Club from September 21st, where they were joined by special guest Chris Gilliard, Professor of English at Macomb Community College, to get his unique privacy and surveillance perspective on the book’s introductory chapter and edtech in the age of remote learning.“I mean, one for one, the pandemic highlighted that it's a place where kids go because their parents have to go to work. It's a place where kids get fed. It's all these things. As an educator, I don't want to overstate this. I believe strongly in education, but it is a place where people, in some ways, it holds people until they're adults. I'm trying to state that in the least offensive way possible. I mean “watch” in all the different ways you might think about it. Watch as in oversee. Watch as in take care of. Watch as in monitor.”  -Chris GilliardIn this episode we’ll talk about:Initial reflections on the webinarPrivacy and surveillance in schoolsMistaking surveillance for careCriticisms of “Learning at Scale”The incentives of technology companiesMoving forward with edtech during pandemic times Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub1/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Mitchell Stevens, a sociologist of education at Stanford University to discuss the history and current relationship between online learning and higher education, and how COVID has altered that relationship.“I do think this provides a moment of true uncertainty about the future, because essentially every college and university overnight had to reconceive what quality instruction would look and feel like at their institutions. It creates an openness to forward change that I honestly believe we cannot fully predict. It will depend, for example, on how American students and those who pay tuition feel about the value proposition of what they've experienced and the extent to which the utilities and advantages that they experience online are sufficiently satisfying, that they're willing to continue a conversation about online or hybrid delivery. I do believe this is the context in which how students and their families respond to these new environments will be definitive in how the fate of the sector unfolds.” - Mitchell StevensIn this episode we’ll talk about:What is higher education?How online learning fits in with higher educationThe historical relationshipHow the pandemic changed the attitude towards online learningWhy isn’t higher education turning towards expensive, already produced online courses?No mandate and no incentive to measure learningThe influx of K-12 homeschoolingEducational businesses, how they stand between home and school. Resources and LinksLearn more about Mitchell Stevens and check out his Twitter!Check out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/mitchell-stevens/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by editor and EdSurge podcast host Jeff Young to discuss the current state of higher education and the technology issues of opening schools during the pandemic. They also look at Jeff’s new project, the Pandemic Campus Diaries, a series on the EdSurge Podcast that aims to document this unique moment in a lively and lasting way, and shine a light on the nuanced effects the pandemic has on students whose learning has been disrupted.“...we were trying to get a sense of, ‘what is the experience?’ And so we have kind of drafted a cohort of professors and students at these six campuses of various types around the country, different geographies, different types of campuses and trying to get-- we don't know what's going to happen. None of us do.” - Jeff Young In this episode we’ll talk about:Pandemic Campus Diaries projectTypes of adaptations for remote learningTechnology on delicate and disruptive systemsThe cost of COVID policies on the campus experienceWorking together to create solutionsThe variety of experiences between professors Resources and LinksCheck out EdSurge and the Campus Pandemic DiariesCheck out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/jeff-young/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Michael Pershan, a New York City math teacher, returns to TeachLab to share his experiences in the face of COVID-19. Back by audience request, Michael reflects on the challenges faced during the spring, and shares his strategies for the fall.“...It's hard to know what kids are actually learning and doing. So I'm trying to be flexible. My plan for the spring was eventually keep things engaging, keep kids coming back. That's my fundamental goal. Try to teach as much as I can. And that's what I'm going to try to do in the fall also.” - Michael PershanIn this episode we’ll talk about:What we learned in the springTechnology needs and solutions for remote learningEngaging and motivating kids virtuallyRemote learning for elementary studentsUsing variety and reinforcementResearchED conference Resources and LinksCheck out Michael Pershan on TwitterCheck out Justin Reich’s new book!For more teacher reflections from COVID-19, check out What's Lost, What's Left, What's Next: Lessons Learned from the Lived Experiences of Teachers during the 2020 Novel Coronavirus Pandemic Transcripthttps://teachlabpodcast.simplecast.com/episodes/michael-pershan-revisited/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Host Justin Reich is joined by Kevin Dua, 2017 Massachusetts History Teacher of the Year, a two-time Massachusetts Teachers Association Human & Civil Rights awardee, and a current member of the Ideation UpLift Legacy Cohort for K-12 Black Male Educators. Kevin is a History and Psychology Teacher at Cambridge Rindge and Latin School in Cambridge, Massachusetts. Justin and Kevin discuss anti-racism, unlearning, and strategies to increase equity in education in the age of Covid. Kevin also shares his experience as an advisor to the award winning Black Student Union in Cambridge, Massachusetts.“Oftentimes educators talk about wanting to integrate current events. Right now, the current events, if it's not COVID-19, it's systemic racism. It's white supremacy. If those words, if those key terms aren't being said aloud, regardless of if it's a social studies classroom or a math classroom, that should be a red flag.” - Kevin DuaIn this episode we’ll talk about:The Black Lives Matter Movement and its impact on teachingDisrupting Systems / UnlearningCurrent state of educators in COVIDCOVID exposing inequitiesCambridge Rindge and Latin’s Black Student UnionAdvice to teachers Resources and LinksFollow Kevin Dua on TwitterCheck out Kevin’s resources on Anti-Racism.Read an interview with Kevin Dua in the Daily Times Chronicle Check out Justin Reich’s new book!  Transcripthttps://teachlabpodcast.simplecast.com/episodes/kevin-dua/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined in a live webinar by colleagues Jal Mehta from the Harvard Graduate School Of Education, and Neema Avashia, a Civics teacher in the Boston Public Schools to discuss the Imagining September report; a joint research project to identify values and priorities for reopening schools.“We have to get smarter about how we structure ourselves in ways that actually are in service of kids learning.” - Neema AvashiaManaging uncertainty What worked this spring and what did not work Ideas brought by students Imagining September What do you value most from school? How could you start to imagine some of the things you value most from school appearing in a new hybrid remote format. What can you leave behind?  Getting smarter about school structure Connecting with all kids Being a teacher and a citizen in today’s climate Being safe AND feeling safe in schools Audience Questions Resources and LinksCheck out Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19Check out Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and StakeholdersCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolFull webinar link coming soon! Transcripthttps://teachlabpodcast.simplecast.com/episodes/imagining-september/transcript Produced by Aimee Corrigan Recorded and mixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

Rich Milner, Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University joins Justin Reich to talk about his personal teaching history, and share stories of education research in schools. He presents his five mindsets of becoming a more equitable educator, and discusses the common reluctance to bring race into the classroom. “ if you're going to do work that is emancipatory, if you're going to engage work that is transformative, if you're going to engage work that meets the needs of every young person with whom you work. Then you've got to consider race. “Rich’s Teaching HistoryDeficit MindsetColorblindnessMyth of MeritocracyContext Neutral MindsetsUnderstanding Cultural Conflicts About Our Guest: Dr. Rich MilnerRich Milner is the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner began his career at Vanderbilt University where he was appointed Lois Autrey Betts Associate Professor of Education and Associate Professor of Education in the Departments of Teaching and Learning and, by courtesy, Associate Professor of Leadership, Policy and Organizations as well as founding director of the graduate program, Learning, Diversity and Urban Studies at Peabody College of Vanderbilt University. At Vanderbilt, in 2008, he became the first Black person to earn promotion and tenure in the entire College of Education’s history. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education. In particular, Professor Milner’s research examines practices and policies that support teacher effectiveness in urban schools. Additional Resources for Teachers and other Listeners:Read Rich Milner’s new book: “Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms (Second Edition).Check out our course: Becoming a More Equitable Educator: Mindsets and Practices on MIT’s Open Learning LibraryExplore our  Reading and Resources for Equity Teaching PracticesTranscripthttps://teachlabpodcast.simplecast.com/episodes/rich-milner-reboot/transcript Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

This week on TeachLab, Justin is joined by Lillian Hsu, the founding principal of Latitude High School in Oakland, California, and Angela Daniel, instructional coach and design thinking project strategist at PSI High in Seminole County, Florida. They reflect on their transition to distance learning in the age of COVID, what values they brought with them, and how this experience will inform the upcoming fall semester.“So much of the ninth grade program at our school is around visiting different community partners and getting to visit lots of different work places to investigate the anthropology of different careers, so how we can still translate that to the online space is something that really matters to us.” - Lillian HsuPriorities and values going into emergency remote learningWhat worked and for who?Changes in staff models and student supportLessons that will be brought into the FallHow the community can support learning Note to the audience:The Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Resources and LinksWatch “Voices from the Field: Centering Context” featuring Lillian HsuWatch “Voices from the Field: Asset Framing in Practice” featuring Angela DanielCheck out the full course “Becoming a More Equitable Educator: Mindsets and Practices  now on the MIT Open Learning LibraryCheck out the full course “Becoming a More Equitable Educator: Mindsets and Practices on edX Transcripthttps://teachlabpodcast.simplecast.com/episodes/lillianhsu-angeladaniel/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

This week on TeachLab, Justin is joined by Paul Reville, founding director of the Harvard Graduate School of Education’s Redesign Lab, and former Secretary of Education for the Commonwealth of Massachusetts. They discuss the future of education during and post-pandemic, the shift of involvement for parents in their child's education, and the need for communities to shift in order to support it.“...it goes beyond just having higher expectations for families, and extended families. It goes to having higher expectations for our communities as a whole.”Education Redesign LabPost-pandemic education The risk of categorizing and ostracizing students with less resources at homeBuilding relationships with students and families and getting feedbackSupporting parents at the centerBreaking community boundaries and connecting with other districts Note to the audience:The Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Resources and LinksCheck out “Broader, Bolder, Betterr: How Schools and Communities Help Students Overcome the Disadvantages of Poverty” by Elaine Weiss and Paul RevilleLearn more about The Education Redesign LabCheck out “In Search of Deeper Learning: The Quest to Remake the American High School” by Jal Mehta and Sarah Fine Transcripthttps://teachlabpodcast.simplecast.com/episodes/paul-reville/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

This week on TeachLab, we’re republishing our first episode with the brilliant Dr. Beverly Daniel Tatum, to bring her lessons of equity and race back into light during these challenging times of the COVID pandemic. Now with a new segment called “Dear Teacher”, a message from Dr. Tatum directly to teachers around the world.Next week, we’ll be back with a new episode in our COVID-19 series, talking with Paul Reville, founding director of the Harvard Graduate School of Education’s Redesign Lab, and former Secretary of Education for the Commonwealth of Massachusetts.Episode 1 Summary: Our host Justin Reich has a powerful conversation with renowned author, psychologist and educator Dr. Beverly Daniel Tatum. Dr. Tatum shares some of the stories that inspired her bestselling book Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race and offers tips for addressing the ongoing challenges of racial issues in classrooms and schools.Dr. Tatum encourages teachers to take the first step in tackling racism by talking about it, because “if we can’t talk about it, we can’t fix it”.Dr. Tatum says that all of us can take a leadership role in making institutions more sensitive towards inclusivity by using her ABCs of leadershipAffirming IdentityBuilding CommunityCultivating LeadershipDr. Tatum tells us that there is value in sitting together with those of a shared identity, and it’s not necessarily a problem “So I often say, let's worry less about who's sitting where during the break times, and think about what's happening inside the classroom. Are there opportunities inside the classroom to help kids navigate those differences?”She shares stories of how ignoring identity and engaging in color blindness is not helpful. “One father said it really bothered him when teachers said they treated all the kids the same. His response to that was always, 'The same as what?'" Note to the audienceThe Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Additional ResourcesWhy Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race – Read Dr. Tatum’s book updated and reissued in 2017.ROPES – This blog post describes a protocol for collaboratively creating shared rules and expectations for the classroom. It could also be used to kick off challenging conversations with educators.“White Fragility: Why It’s So Hard to Talk to White People About Racism” – Dr. Tatum recommended teachers read Dr. Robin DiAngelo; this article provides pointers based on her book.Is My Skin Brown Because I Drank Chocolate Milk? – Dr. Beverly Daniel Tatum’s presentation at TEDxStanford about how people talk (or don’t) about race and how to approach the conversation with young children. Transcripthttps://teachlabpodcast.simplecast.com/episodes/dr-tatum-reboot/transcript Produced by Jesse Dukes and Garrett BeazleyEdited by Aimee CorriganRecorded and Mixed by Garrett BeazleyFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

This week, TeachLab is republishing the latest episode of MIT OpenCourseWare’s Chalk Radio “Teaching Remotely During Covid-19 with Prof. Justin Reich”, hosted by Sarah Hansen. Below is the episode summary from Chalk Radio.“Join us as we talk with Justin Reich, assistant professor in comparative media studies at MIT. Professor Reich runs the Teaching Systems Lab, which was founded with the mission of designing, implementing, and researching the future of teacher learning. With the emergence of the current coronavirus pandemic, Prof. Reich has been turning his attention to helping teachers and education policy makers figure out how to transition rapidly to remote learning. In this special episode of Chalk Radio, Prof. Reich discusses the need for teachers to use a balance between asynchronous materials and synchronous check-ins, the challenge of making home learning equitable for students, and the value of existing open educational resources (like the materials on OCW!) for teachers who are suddenly forced to teach their classes remotely. “It’s totally normal to struggle during a pandemic,” Reich says, but he reassures teachers and parents that effective education at home may look different from effective in-school education—we simply need to recognize and cultivate the kinds of learning that can happen best under these extraordinary circumstances."  Note to the audience:The Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Resources and LinksChalk Radio Podcast websiteMIT OpenCourseWareThe OCW Educator PortalThe Teaching Systems LabProfessor Reich’s faculty pageInterview with Prof. Reich on WBUR’s “On Point”Resources, tools, and support for teaching remotely at MITSupport remote learning by donating to OCWSupport OCW by sharing your story Transcripthttps://teachlabpodcast.simplecast.com/episodes/chalk-radio/transcript Join our course on edX!Becoming a More Equitable Educator: Mindsets and Practices Recorded and produced by MIT OCWTeachLab version produced and mixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

This week on TeachLab, Justin is joined by Jessica Minahan, a behavior analyst, special educator, author, and school consultant. They discuss how COVID-19 is affecting students with anxiety, how it manifests through behavior, and some simple strategies that teachers can use during remote learning to help students feel a bit more in control during these challenging times.“...there are a couple of things to keep in mind as you're planning curriculum and planning different things is we're going to see a spike up in fears around sickness and death, particularly those two themes. So for example, if you're going to read a book where the mom dies, we want to be extra thoughtful about that right now. We want to make sure that we think that through and that's something administrators and teachers can be doing together.”How students have been responding to recent changesBehaviors of showing anxietyEstablishing adequate check-ins for students to communicate their feelingsHandling behavior and stress in remote learningCheat sheet of responses for handling student panic in the absence of support staffHelping students develop a sense of control over their own livesYouth cultural change around germs and disease post-quarantineBeing thoughtful about discussing the pandemic Note to the audience:The Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Resources and LinksRead Jessica’s Educational Leadership: Special Report “Maintaining Connections, Reducing Anxiety While School Is Closed”Learn more about Jessica Minahan’s workFind Jessica’s book “The Behavioral Code” on AmazonLearn more about emWave biofeedbackLearn more about the mote voice commenting for Google DocsCheck out Do Something! Transcripthttps://teachlabpodcast.simplecast.com/episodes/jessica-minahan/transcript Join our course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced and edited Garrett Beazley Mixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

This week on TeachLab, Justin Reich joins Blake Middle School of Medfield, MA for their Monday morning check-in to discuss the many challenges of distance learning, and the specific challenges of middle schools, who have uniquely diverse age-groups to address. Principal Nat Vaughn guides the discussion and provides questions for Justin to shed light on with his experience and research.“when I was a brand new teacher, my department head used to say.... every time you assign an essay, you're assigning 75 different essays. The experience that your students have writing this is just going to be so different for each student. And that was in normal non-crisis pandemic times, I feel like that advice is magnified a thousand times now.”Teaching Systems Lab’s COVID-19 State Guidance ReportRecognizing a diversity in individual experiencesHow virtual schools functionThe challenges of the middle school age groupThe need to remain flexible and understanding of each otherRemaining critical and parting from state guidanceCelebrating the learning that does happenReach out to those most vulnerable or struggling Note to the audience:The Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Resources and LinksLearn more about the TSL “Remote Learning Guidance from State Education Agencies During the COVID-19 Pandemic: A First Look” Report Read the LA Times article “Inside teachers’ never-ending crisis shifts: ‘You just keep going all day and all night’”Learn more about author Tressie McMillan Cottom Transcripthttps://teachlabpodcast.simplecast.com/episodes/middle-schools/transcript Join our course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced and edited by Aimee Corrigan and Garrett Beazley Mixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

This week on TeachLab, Justin Reich is joined by Daniel Wendel, Research Manager and Software Developer of the MIT Scheller Teacher Education Program / Education Arcade. They discuss the importance and caveats of modeling, their use in the classrooms, and Daniel’s most recent collaboration project “Modeling the Spread of a Virus”, an interactive model designed to be used by teachers and parents for a conceptual understanding of how a virus spreads in a community, and how the individual can affect the collective. Learn more at www.virusmodel.org“...one of the things with emergent models is that if you don’t understand the rules behind it, you might just think we just put those emergent things into the model. Being able to see in the back of the house, you can see those rules were never programmed into this model, it just kind of happened as a result of the other rules we did program into the model.”How computational models differ from other modelsRelation between Starlogo and LogoUsing complex system models in classroomsBack-end of Starlogo / Block-based programmingModeling the Spread of a Virus projectHow the virus model can be used in educationHow the model is different from realityLearning how to use Starlogo Nova Note to the audience:The Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Resources and LinksVisit Modeling the Spread of a VirusLearn more about the STEP/Ed ArcadeLearn more about Starlogo NovaLearn more about Teachers with GUTS Transcripthttps://teachlabpodcast.simplecast.com/episodes/virus-model/transcript Join our course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced, edited and mixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

This week on TeachLab, Justin Reich presents findings from a report on remote learning guidance from state education agencies (see tsl.mit.edu/covid19). He discussed relevant background research, points of consensus among state guidance, and the most important question for schools right now: what is the purpose of schooling during a pandemic? Harvard University professor Marty West, a member of the Massachusetts Board of Education, joins as discussant to provide a state policy perspective. The conversation was recorded during a live webinar, the video and slide deck can be found below. Note to the audience:The Teaching Systems Lab and the TeachLab team would like to thank all of our audience for their patronage as we attempt to shift our production and content in the light of the COVID-19 pandemic. We think it is of the utmost importance to continue distributing as much content as we can, and as widely as we can, to assist those who are in need of information in these difficult times. We are working to improve the quality of our content with these new constraints and get back to a more regular scheduling. Thank you for your patience. Resources and LinksCheck out additional COVID -19 information from Teaching Systems LabWatch the Full Webinar on YouTubeDownload the slide deckCheck out our earlier episode with NYC teacher Michael Pershan Transcripthttps://teachlabpodcast.simplecast.com/episodes/covid-report/transcript Join our course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced and edited by Aimee Corrigan and Garrett BeazleyRecorded by Justin ReichMixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

Justin Reich hosts a virtual session with MIT’s Jameel World Education Lab’s (JWEL) to offer practical guidance and strategies for online learning during the coronavirus pandemic. The live audience includes educators from all around the world, and Justin answers their questions and offers his advice on listening to students and faculty, designing learning for challenging times, and prioritizing the needs of marginalized students. “...really think about how you can partner with students and faculty. Coronavirus feels like something that's being done to us. It would be great if our response to the Coronavirus feels something that we do together.”Partner with Students and FacultyIdentify and Support Disadvantaged StudentsConsider Emphasizing Asynchronous over Synchronous LearningStrategically Reduce Learning GoalsHelp Students Form Study GroupsPrioritize Time for Individual ConnectionsPlan for RemediationSpecial thanks to Julia Reynolds-Cuélla, Susan Young and the whole team at the Abdul Latif Jameel World Education for the invitation, and for recording the conversation. Resources and LinksCheck out the full live event and powerpoint Transcripthttps://teachlabpodcast.simplecast.com/episodes/age-of-covid/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee CorriganMixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

Justin Reich joins NPR’s On Point with Meghna Chakrabarti to discuss the challenges higher education is facing in the midst of the COVID-19 pandemic, and some strategies for navigating them. They discuss the need to engage the student who are most struggling, respond to pre-recorded testimonials, and provide advice for faculty for enduring these difficult times.Meghna and Justin are accompanied by Christina Morales, a senior at the University of Florida, who describes her experience transitioning to online course work, and Amardeep Kahlon, dean of distance learning and computer science professor at Austin Community College in Texas, to discuss the administrative perspective of the rapid change.Special thanks to Meghna, Grace Totter and the whole team at NPR’s OnPoint for producing this episode and letting us share the conversation with you. Transcripthttps://teachlabpodcast.simplecast.com/episodes/pivot-online/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Recorded and produced by the incredible team at NPR’s OnPointTeachLab segments produced by Aimee CorriganMixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube 

At TeachLab we continue our efforts to support teachers during the coronavirus pandemic. In this episode, Justin Reich joins Laura Tavares from Facing History and Ourselves, a professional development organization empowering teachers & students to think critically about history & to understand the impact of their choices. We discussed building community, supporting students, and caring for each other in the transition to distance learning. During the webinar, Justin and Laura discuss:Sustaining values and equitable practices in challenging circumstancesResearch about the risks for struggling and vulnerable learners in a transition to online learningActively reaching out to support learners in low tech ways through phone, messaging, and emailResearch on typical virtual school practices, including their emphasis on self-paced, asynchronous learning and how much they depend upon parental supportSupporting student motivation through partnership, choice, autonomy, and agencyUsing school resources in a crisis not just to address immediate needs, but to plan for supporting students in catching back up in summer, fall, and beyond Resources and LinksWatch the full conversation with Justin and Laura at Facing HistoryLearn more about PadletRead Invitation to Brave Space by Micky ScottBey JonesLearn more about FlipGridLearn more about Project ZeroCheck out FHAO’s Resource Library Transcripthttps://teachlabpodcast.simplecast.com/episodes/facing-history/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan Recorded by Justin Reich and FHAOEdited by Aimee CorriganMixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

To support teachers in the midst of the recent COVID-19 pandemic, TeachLab is switching our focus to highlight tools and strategies for effective teaching during this time. Today we talk with Michael Pershan. He is a New York City math teacher at one of the first schools in the country to shut down in the face of COVID-19. At his school, the goal was to transition fully to synchronous distance learning. Michael joins Justin Reich to discuss what we know about online and distance learning, and what's feasible for a math teacher to do.Michael’s experience and challenges in the midst of CoronavirusHow to create a base for kids to keep learningIssues of synchronous online learningAlternative methods of distance learningLooking at the needs of different age groups and those who need extra supportEquity issues around access and technology Strategy and planning in the midst of emergencies About Our Guest: Michael PershanMichael Pershan is an elementary, middle and high school teacher in NYC. Learn more about Micheal on Twitter @mpershan You can read about Michael’s professional history here and check out some of his writing here. Transcripthttps://teachlabpodcast.simplecast.com/episodes/michael-pershan/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyRecorded by Justin Reich and Michael PershanEdited by Aimee CorriganMixed by Garrett Beazley Follow Us On:FacebookTwitterYouTube

Dr. Meira Levinson is a normative political philosopher, writer, and Professor of Education at the Harvard Graduate School of Education. Meira joins Justin Reich to discuss an emerging field of educational ethics, what that means in the classroom, and just how nontrivial that can be in practice.  “So as you start sort of peeling back the onion of the data, you think... I don't know if it's even possible to compare this charter with this district in terms of quality. And on the other hand, in some ways, we need to, right?”Educational Ethics in practiceSystem vs. Teacher level / Teacher DemoralizationScenarios of ethical dilemmas for teachersMassachusetts Charter School expansionEthics of Technology and Data in Educationjusticeinschools.org / Bringing their work into practiceDiscovering differences in values About Our Guest: Dr. Meira LevinsonDr. Meira Levinson is a normative political philosopher, writer, and Professor of Education at the Harvard Graduate School of Education. She writes about civic education, multiculturalism, youth empowerment, and educational ethics. In doing so, she draws upon scholarship from multiple disciplines as well as her eight years of experience teaching in the Atlanta and Boston Public Schools. Her most recent books include the co-edited Making Civics Count (Harvard Education Press, 2012) and No Citizen Left Behind (Harvard University Press, 2012).  In 2013, No Citizen Left Behind was awarded the Michael Harrington Award from the American Political Science Association, the Exemplary Research in Social Studies Award from the National Council for the Social Studies, and a Critics Choice Award from the American Educational Studies Association. It also won the 2014 North American Society for Social Philosophy Book Award. Levinson fosters civic education scholarship at Harvard as co-convener of HGSE's Civic and Moral Education Initiative. Additional Resources for Teachers and other ListenersRead Meira Levinson’s No Citizen Left Behind along with several other publicationsavailable on AmazonLearn more about Meira Levinson’s work the Harvard Graduate School of Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/meira-levinson/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

Rich Milner, Educator, Scholar and Author of the book “Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms", joins Justin Reich in a powerful conversation on how to help educators work for equity for all students. Rich encourages teachers, "If you're going to engage work that is transformative, if you're going to engage work that meets the needs of every young person with whom you work, then you've got to consider race".Rich’s Teaching HistoryOpportunity Gaps and Opportunity Centered TeachingDeficit MindsetColorblindnessMyth of MeritocracyContext Neutral MindsetsUnderstanding Cultural Conflicts About Our Guest: Dr. Rich MilnerRich Milner is the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner began his career at Vanderbilt University where he was appointed Lois Autrey Betts Associate Professor of Education and Associate Professor of Education in the Departments of Teaching and Learning and, by courtesy, Associate Professor of Leadership, Policy and Organizations as well as founding director of the graduate program, Learning, Diversity and Urban Studies at Peabody College of Vanderbilt University. At Vanderbilt, in 2008, he became the first Black person to earn promotion and tenure in the entire College of Education’s history. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education. In particular, Professor Milner’s research examines practices and policies that support teacher effectiveness in urban schools. Additional Resources for Teachers and other Listeners Read Rich Milner’s book, recently released in an updated second edition. “Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms" (Second Edition). Available by Harvard Education Press, on Amazon and at your local bookseller. Learn more about Rich Milner’s work at Peabody College at Vanderbilt University. Transcripthttps://teachlabpodcast.simplecast.com/episodes/rich-milner/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

Neema Avashia, a Civics teacher in the Boston Public Schools, joins Justin Reich to discuss the power of bringing real-world challenges into the classroom. We hear how Neema and her students rallied the community to challenge the closing of their school, McCormack Middle in Dorchester, and won. Neema speaks to the importance of empowering students to express themselves, and shares some of her best classroom moves.Neema’s Personal and Teaching BackgroundBringing complex issues into the classroomUsing student choice as entry points“Jeremiah Option”Identity in the classroomAddressing conflicts in difficult civic conversationsRestorative PracticesThreat to Close the the McCormack Middle SchoolUsing civics to address the real problemStudents expressing their motivation and talentsBalancing activism and curriculumConnecting with students and the community About Our Guest: Neema AvashiaNeema Avashia has been a Civics teacher in the Boston Public Schools, since 2003, and was recognized as city wide Educator of the Year in 2013. A graduate from Carnegie Mellon in 2001, Avashia has written and performed for The Moth Story Slam, and has become a powerful voice on WBUR’s Cognoscenti, where she has published work about the urgent issues of our time, including, “My Parents May Be Acceptable Immigrants, But None of Us Is Safe” which looks at a violent crime against an immigrant in the midwest, and “Newton North High School: Talking To Students When A Symbol Of Racial Hatred Is Unfurled Close To Home” She has also published work in The Aerogram, and in Eat, Darling, Eat. When not working on essays about inequity in education and racism, Avashia writes about the complexity of growing up Indian in West Virginia. Additional Resources for Teachers and other Listenershttps://www.neemaavashia.com/my-writing - Check out Neema’s published writinghttps://www.dotnews.com/2019/mccormack-leadership-academy-would-merge-under-bps-plan - The latest news on the McCormack Middle School Transcripthttps://teachlabpodcast.simplecast.com/episodes/neema-avashia/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

Dr. Liz Self, Assistant Professor of the Practice at Vanderbilt University’s Peabody College of Education and Human Development joins Justin Reich on TeachLab. They discuss Liz’s early teaching experiences, racial equity in the classroom, and Liz’s current work where she uses clinical simulations to help teachers practice for challenging situations in teaching.Liz’s early teaching experiencesSimulations for pre-service teachersRecognizing the actual problemLarge reflection processVariety of simulation scenariosHow students of different backgrounds react to these scenariosWhat’s the next step? About Our Guest: Liz SelfDr. Liz Self is Assistant Professor of the Practice at Vanderbilt University’s Peabody College of Education and Human Development. Her current research focuses on designing and using clinical simulations, to prepare preservice teachers for culturally responsive teaching. These instructional tools help teachers recognize their assumptions, biases, and prejudices within the context of systems of oppression. Additional Resources for Teachers and other Listenershttps://my.vanderbilt.edu/elizabethself/about-me/ - Learn more about Liz Self’s workhttps://www.amazon.com/Pushout-Criminalization-Black-Girls-Schools/dp/1620970945 - Check out Monique Morris’ book mentioned in the episode Transcripthttps://teachlabpodcast.simplecast.com/episodes/liz-self/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

Geoffrey Canada, founder of the Harlem Children’s Zone joins Justin Reich to discuss fighting intergenerational poverty for inner-city children, the approach Harlem Children’s Zone is taking, and how you have to address the entire context of the child, not just their academics.Baby College in HarlemHarlem Education PipelineEquity mindset in HarlemBalancing academics with life servicesJob Description/TeachingCreating a Learning Environment in Harlem About Our Guest: Geoffrey CanadaHaving worked with the Harlem Children’s Zone® for more than 30 years, Geoffrey Canada is renowned around the world for his pioneering work helping children and families in Harlem, and as a thought leader and passionate advocate for education reform.From 1990 to 2014, Mr. Canada served as the President and Chief Executive Officer for the Harlem Children’s Zone, which The New York Times called “one of the most ambitious social-policy experiments of our time.” In 2011, Mr. Canada was named to the TIME 100 list of most influential people in the world and, in March 2014, was named one of Fortune’s 50 greatest leaders in the world. As of July 1, 2014, Mr. Canada stepped down as CEO, handing the reins to COO Anne Williams-Isom. He continues to serve as President of the HCZ and Promise Academy Boards, and a board member of the XQ Institute. Additional Resources for Teachers and other Listenershttps://hcz.org/ - Learn more about the Harlem Children’s Zonehttps://xqsuperschool.org/ - Learn more about the XQ Institutehttps://youtu.be/vY2l2xfDBcE - Geoffrey Canada on TED Transcripthttps://teachlabpodcast.simplecast.com/episodes/geoffrey-canada/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded and Mixed by Garrett BeazleyFilmed by Daymian Meija Follow Us On:FacebookTwitterYouTube