Podcast appearances and mentions of christina cantrill

In this CoLab, author Ebony Elizabeth Thomas is joined by colleagues Christina Cantrill, Joe Dillon, and Remi Kalir to discuss her article "‘We Always Talk About Race’: Navigating Race Talk Dilemmas in the Teaching of Literature" which was published in Research in the Teaching of English in May 2015. This article is the featured article for May 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to listen to or watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

In this CoLab, author Ebony Elizabeth Thomas is joined by colleagues Christina Cantrill, Joe Dillon, and Remi Kalir to discuss her article “‘We Always Talk About Race’: Navigating Race Talk Dilemmas in the Teaching of Literature” which was published in Research in the Teaching of English in May 2015. This article is the featured article for May 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to listen to or watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

On today’s show… There is, within Minecraft, an incredible opportunity to build an immersive world and bring it to life with animals, plants and trees and even NPC’s with dialogue. I would challenge every educator out there to think big. Imagine the worlds you would want to build for your students, and then go and do it. I have little doubt Minecraft will help your vision come alive.National Writing Project Website: https://www.nwp.org/Christina Cantrill on Twitter: https://twitter.com/SeecantrillJoe Dillon on Twitter: https://twitter.com/onewheeljoeJoin the National Writing Project's Newsletter: https://nwp.us8.list-manage.com/subscribe?u=74fb19be0914ed81636ed0372&id=9f9bf35629NWP's Educator Innovator Initiative: https://educatorinnovator.org/NPC’s, Signs, Boards, Posters, the Book and Quill, and Camera - these are just some of the amazing tools built right into Minecraft. There are dozens of resources available on the Minecraft Education Edition website to help you get started telling amazing stories and building immersive worlds. Visit education.minecraft.net today to learn more.Join the Minecraft Education Challenge! This virtual build challenge invites students around the world to learn about issues related to sustainability and inclusion, then design solutions with Minecraft: Education Edition.Create your own prompt that invites students to address a local issue impacting your school, community or region. This could be something like designing a more accessible version of your classroom in Minecraft. Think about people with different learning styles and disabilities, so the space is a safe and inspiring environment for everyone to be healthy. Or build a more sustainable version of your school in Minecraft. Consider a holistic definition of sustainability, which may involve rethinking energy systems, recycling, transportation, and how nature plays a role.Share progress and stories of your Challenge experience via Twitter and Facebook, and tag us using our Twitter handle @PlayCraftLearn and the hashtag #MinecraftChallenge, and then post your results on the Minecraft Challenge Flipgrid page.There is, within Minecraft, an incredible opportunity to build an immersive world and bring it to life with animals, plants and trees and even NPC’s with diologue. I would challenge every educator out there to think big. Imagine the worlds you would want to build for your students, and then go and do it. I have little doubt Minecraft will help your vision come alive.

What is possible when youth are asked to engage in the discourse about what is meant by “adolescence”? Our May reading for Marginal Syllabus describes what happens when educators and youth partner together to explore historically situated views of adolescence. This article by Sophia Sarigianides details the ways in which one educator helped familiarize students with the genealogy of adolescence, understand the ways that discourses around adolescents/adolescence function in the world, question the implications of these discourses for themselves and their peers, and explore the possibilities for performance and taking action. Guests Sophia Tatiana Sarigianides, Professor & Coordinator of Secondary English, Westfield State University Cherise McBride, Ph.D. Student, University of California, Berkeley Christina Cantrill, Associate Director of National Programs, National Writing Project Remi Kalir, Assistant Professor, University of Colorado at Denver; Co-Founder, Marginal Syllabus Related Links "Performative Youth: The Literacy Possibilities of De-essentializing Adolescence"

Our February reading for the 2019-20 Literacy, Equity + Remarkable Notes = LEARN Marginal Syllabus explores the multiliteracies among youth of color who constructed tributes to the city of Detroit and envisioned strengths in their communities. Researchers Vaughn W. M. Watson and Alecia Beymer write about the after-school Verses Project at Detroit’s Community Music School. This article describes the multimodal processes of young writers as they compose in a genre the authors describe as “praisesongs of place.” Guests Vaughn W. M. Watson, Assistant Professor; Michigan State University Alecia Beymer, Doctoral Candidate; Michigan State University Charise McBride, Doctoral Candidate; University of California, Berkeley Nobuko Fujita, Learning Specialist; University of Windsor Christina Cantrill, Associate Director, Programs; National Writing Project Remi Kalir, Assistant Professor, University of Colorado; Co-Founder, Marginal Syllabus

Our January reading for LEARN Marginal Syllabus recounts how Alex Corbitt, the author and former middle school educator, employed “radically student-centered” pedagogy as part of a teen activism course. In his Voices from the Middle article, Corbitt describes how he reimagined an elective course in order to situate and support students as activists. Assigned to teach a documentary film class, he proposed to his students that they focus on teen activism, and invited them to co-design the class with him as the year unfolded. This inspirational article describes the ways in which Corbitt helped students design their own learning, study issues of critical importance like racism, and engage in activism. Guests Joe Dillon (Host), Humanities Teacher; Co-Founder, Marginal Syllabus Alex Corbitt, Educator; Writer; PhD Candidate, Boston College Christina Cantrill, Associate Director, National Writing Project Remi Kalir, Assistant Professor, University of Colorado; Co-Founder, Marginal Syllabus Related Links "Revising Resistance: A Step Toward Student-Centered Activism" 2019-20 Literacy, Equity + Remarkable Notes = LEARN Marginal Syllabus

Join host Christina Cantrill for a discussion with participants of Science in the Park, a project that brought NWP teachers and NPS park rangers together to plan and implement programming that welcomes young people and their families into national parks to play with and learn science together. Science in the Park was funded through one-year spark grant from the Joan Ganz Cooney Foundation and is part of their Families Learning Across Boundaries work. Guests Cris Constantine, Education Program Manager with the National Park Service, Interior Region 1, North Atlantic - Appalachian Jan Gebert, Teacher-Consultant, Pocono Writing Project Darshna Katwala, Director, Long Island Writing Project Stephanie West-Puckett, Assistant Professor at the University of Rhode Island; Teacher-Consultant, Tar River Writing Project Related Resources "From Lines to Networks: Connecting with National Parks for Place-based Science Learning" by Stephanie West-Puckett, University of Rhode Island "Science Sundays in the Park: People are the Best" by Jan Gebert, Pocono Writing Project "Kicking Off Science in the Park" by Christina Cantrill, National Writing Project   Playlists for Parents Designed to support parents and/or youth to lead their own learning experience, these playlists were created from Science in the Park work and will be tested at National Park Service sites this fall. Become a Junior Ranger at the Blackstone River Valley National Historical Park Playlist, created by BLRV rangers for use at the park. Science Sundays Think Like a Scientist Playlist, created by Pocono Writing Project teachers and DEWA Rangers for use at the park and in regional parks.

Author Samuel Jaye Tanner joins us to talk about his article, "Whiteness is a White Problem: Whiteness in English Education." Our guests discuss how white people in an American context have problems with race that are distinct from the racism people of color experience, and how white English educators can rethink their roles in dismantling white supremacy. This discussion launches the second iteration of LEARN, a Marginal Syllabus co-developed with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE). During each month, from November to June during the 2019-20 academic year, we will collaboratively read and discuss an article, published in four different NCTE journals, that investigates the intersection of literacy and equity. Refer to the 2019-20 syllabus for information on all the annotatable readings; these will go “live” on the first Monday of each month, along with related events hosted by the National Writing Project. Guests Sam Tanner, Assistant Professor, PennState Andrea Zellner, Literacy Consultant, Oakland Schools (MI) Christina Cantrill, Associate Director of National Programs, National Writing Project Joe Dillon, Co-Founder, Marginal Syllabus; Teacher, Rangeview High School in Aurora Public Schools in Colorado; Denver Writing Project Teacher-Consultant Remi Kalir, Co-Founder, Marginal Syllabus; Assistant Professor at the University of Colorado Denver School of Education and Human Development Related Links "Whiteness is a White Problem: Whiteness in English Education" 2019-20 Marginal Syllabus

Join us for a discussion of a new report by Common Sense Media, The Common Sense Census: Inside the 21st-Century Classroom, which explores how K–12 educators have adapted to critical shifts in technology in schools and society. Our guests discuss the benefits of teaching lifelong digital citizenship skills along with the challenges of preparing students to critically evaluate online information and how educators across the country are adapting in today's fast-changing digital world. Guests Kim Douillard, Director, San Diego Area Writing Project Tanner Higgin, Director of Education Editorial Strategy, Common Sense Education Kaili Hwang, Foundations Manager, Common Sense Education Erin Wilkey Oh, Executive Editor of Education Content & Distribution, Common Sense Media Christina Cantrill, Associate Director of National Programs, National Writing Project Related Links Common Sense Census: Inside the 21st Century Classroom "Which digital citizenship skills do students need most" "4 ways to improve digital equity in your classroom" "Smart Tech Use for Equity"

Learn how two teachers from the Philadelphia Writing Project paired primary sources with traditional fictional texts in their classrooms to provide opportunities for students to “read the world and the word.” Guests Latricia Whitfield (co-host), Ph.D. Candidate, Penn Graduate School of Education Beth Patten, Teacher, Kutztown Middle School Jen Freed, Teacher, Springfield High School Christina Cantrill (co-host), Associate Director of National Programs, National Writing Project Links from the Show Penn Graduate School of Education Philadelphia Writing Project on Twitter and Facebook Teaching with Primary Sources Network Project Zero Visual Thinking Strategies Pulitzer Center Ed Resources

Learn how two teachers from the Philadelphia Writing Project paired primary sources with traditional fictional texts in their classrooms to provide opportunities for students to “read the world and the word.” Guests Latricia Whitfield (co-host), Ph.D. Candidate, Penn Graduate School of Education Beth Patten, Teacher, Kutztown Middle School Jen Freed, Teacher, Springfield High School Christina Cantrill (co-host), Associate Director of National Programs, National Writing Project Links from the Show Penn Graduate School of Education Philadelphia Writing Project on Twitter and Facebook Teaching with Primary Sources Network Project Zero Visual Thinking Strategies Pulitzer Center Ed Resources

Our guests for this episode discuss the Writing/Making Massive Open Online Collaboration (wmMOOC), an online professional learning experience for teachers that tackled digital composing last summer, specifically the idea that writing is a form of making. Guests Vicki McQuitty, Director, Maryland Writing Project; Elementary Ed Dept., Towson University Sarah Lohnes Watulak, Middlebury, Director of Digital Pedagogy and Media Joe Runciman, Doctoral Student, Instructional Technology, Towson University Stacey Scheper, Volunteer, Youth Theater Christina Cantrill (host), National Writing Project Related Links wmMOOC on Twitter Maryland Writing Project

The third in a six-part series discussing a set of social practices embedded in NWP-style teacher leadership, this episode examines the practice of writing. NWP teacher leaders know that when teachers write for others in their profession they are taking on a form of leadership and embracing a means for advocating for the value of teacher classroom inquiry and reflective practice. In this episode we will talk to teacher-writers and look at various ways that Writing Project sites can support writing teachers in becoming teachers who write. Guests Shelbie Witte, Director, Oklahoma State University Writing Project Anne Whitney, Professor of Education, Penn State Jason Griffith, Teacher/Author Jennie Brown, Teacher/Author Shelly Durham, Teacher Christina Cantrill, Associate Director, NWP Links from the Show NWP's Knowledge Base: Write/Learn/Lead Open Publishing Platform for Educators: The Current Voices from the Middle, December 2017 Related Shows: Part 1: Advocacy; Part 2: Going Public with Our Practice

Writers reside inside internal landscapes. They traverse the contours of stories and poems, learning and understanding. They turn pen on paper and characters on screens into art. They write for themselves as much as for the world. This summer, we hope to encourage you to take your writing and teaching self outside, into the natural wonders of the open and historical spaces, and explore through the eyes of connected teachers and connected learners. Join us for this episode of NWP Radio to learn more about Write Out and imagine with us ways we can connect. Guests: Christina Cantrill, Host, National Writing Project Cris Constantine, Education Program Manager with the National Park Service, Northeast Region Susan Cook, Chief of Interpretation and Resource Management, Homestead National Monument of America in Nebraska Dorothy Luongo, Hudson Valley Writing Project Teacher-Consultant, 5th Grade Teacher at the Poughkeepsie Day School Bethany Silva, Philadelphia Writing Project Teacher-Consultant, director of the Community Literacy Center at the University of New Hampshire. Links from the Show: Write Out website More about Write Out at Educator Innovator

Classroom 2.0 LIVE webinar with special guest presenter, Christina Cantrill, "Letters to the Next President, August 13, 2016. When we announced our upcoming shows at the end of our June 18th webinar, Christina Cantrill joined us to give a sneak preview of the "Letters 2 the Next President" initiative, promising to return to more fully explain this amazing project and how we can get our students involved. We are very excited to have Christina joining us as our special guest presenter for this webinar! Although it is a U.S. centric project it has powerful implications and applications for all students and teachers, and can provide important learning experiences for any school or community around the world. It transcends elections (which we all experience) to ways to empower students to effectively communicate and advocate for important beliefs, concerns and priorities and can provide a model for creating these learning experiences. Webinar description: What better way to engage in the current election than to support students researching, writing, and sharing about those things they are passionate about? And what if we did that in supportive classrooms where they can get underneath the rhetoric and productively discuss what matters most? Letters to the Next President 2.0 (letters2president.org) is designed by teachers, for teachers and students, to do just this, with a focus on youth civic participation, connected learning, and writing. Co-hosted by the National Writing Project and KQED, L2P 2.0 gathers resources and opportunities for educators to support this work in a range of classrooms and across disciplines. And now that it is August, we are on the verge of launching a youth publishing site for 13-18 year-olds that will remain open for signup by teachers and submissions by youth through to the election. Join us to find out how this all works and to think together about how we might design in support of youth participation in this project this fall.

In this episode of Learning Grounds, Zac talks with Christina Cantrill and Danielle Filipiack about connected learning and their learning at the MacArthur Foundation’s Digital Media in Learning Conference.