Podcasts about classrooms

In this episode, we sit down with Wendy Moran, Director of Consultative Services, and Aimee Siravo, Assistant Director of Consultative Services at The Timothy School, to explore Structured Teaching for supporting students with autism. Wendy and Aimee break down what Structured Teaching is, how it aligns with the characteristics of autism, and why elements like physical structure, visual schedules, and work systems are essential for student success. They also share practical strategies for classroom setup, overcoming common implementation challenges, and building environments that promote independence, reduce anxiety, and increase engagement. Hear more about the upcoming hands-on training at The Timothy School this June.Training Dates: June 17–20 or June 24–27Learn more and register: learn.mciu.org/structuredteaching

Send us a textJoin hosts Alex Sarlin and Ben Kornell as they explore the latest developments in education technology, from AI in classrooms to workforce shifts and EdTech innovation across the globe.✨ Episode Highlights:[00:03:16] Ezra Klein podcast brings AI and education to mainstream conversation[00:07:20] Alex and Ben compare and critique GPT-4, Claude, Gemini, and other AI tools[00:09:28] Utah emerges as a leading hub for EdTech startups and innovation[00:12:21] New AI bundles help educators explore tools like Superhuman and Perplexity[00:13:19] Surge in media coverage on cheating, lawsuits, and educator use of AI[00:16:17] Lawsuit filed against professor for using AI-generated content in class[00:18:00] Concerns grow about students using AI tools to bypass cognitive learning[00:23:10] Direct-to-student AI sparks debate about academic integrity and design[00:25:20] Google plans to roll out Gemini to students under 13[00:29:41] AI enables hands-on science learning like virtual frog dissections[00:33:43] AI compared to electricity as foundational infrastructure for the future[00:36:09] Rising youth unemployment signals early impact of AI-driven disruption[00:38:57] Major firms lay off workers while shifting strategy toward AI adoption[00:40:34] EdTech must define and prepare students for new AI-native job rolesPlus, special guest:[00:41:22] Sam Chaudhary, Co-founder & CEO of ClassDojo on tutoring, gamified learning, and community building

Students and teachers are harnessing the power of artificial intelligence to outsmart each other. WSJ family and tech columnist Julie Jargon explains how one group is using AI to expose cheating while the other is leveraging it to prove they didn't. Then we head to two neighboring West Virginia towns where residents are pushing back on a plan to build one of the world's biggest data centers. WSJ reporter Kris Maher explains why constructing a new AI hub is so controversial there. Victoria Craig hosts. Sign up for the WSJ's free Technology newsletter.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Ron promotes the use of security cameras in all classrooms and in public because people are generally annoying....... Guest: Consumer Trends Expert Marissa Cazem Potts

Steve Haberlin - Calming Student Stress: Mindfulness, Meditation, and Other Strategies to Reduce Anxiety and Enhance Learning in K-12 Classrooms. This is episode 760 of Teaching Learning Leading K12, an audio podcast. Steve Haberlin, PhD, is an assistant professor of curriculum and instruction in the College of Community Innovation and Education at the University of Central Florida.  Dr. Haberlin's research focuses on the implementation of mind-body practices, including mindfulness, meditation interventions to address mental health concerns in educational settings and help students unfold their potential.  His research involves studying the impact of brief meditation, including the use of technology-assisted devices, to improve focus and reduce stress and anxiety. A life-long meditator, with more than 25 years' experience, his work involves facilitating meditation professional development training and workshops for faculty.  Dr. Haberlin is the author of Meditation in the College Classroom: A Pedagogical Tool to Help Students De-Stress, Focus, and Connect, Awakening to Educational Leadership: A Mindfulness-Based Approach to Supporting and Coaching Teachers, and Calming Student Stress: Mindfulness, Meditation, and Other Strategies to Reduce Anxiety and Enhance Learning in K-12 Classrooms, which was released earlier this year. Our focus today is Steve's book - Calming Student Stress: Mindfulness, Meditation, and Other Strategies to Reduce Anxiety and Enhance Learning K-12 Classrooms. Excellent conversation! Great read! Please share. Thanks for listening! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Connect & Learn More: http://facebook.com/steve.haberlin/ steve.haberlin@ucf.edu https://www.amazon.com/Calming-Student-Stress-Mindfulness-Meditation/dp/147587300X https://rowman.com/ISBN/9781475873016/Calming-Student-Stress-Mindfulness-Meditation-and-Other-Strategies-to-Reduce-Anxiety-and-Enhance-Learning-in-K-12-Classrooms Length - 50:21

Why trial and error isn't the best way to learn financial literacy, and how a new curriculum could help A new curriculum will teach financial literacy to students starting in Year 1. Experts say it could save people learning their lessons the hard - and expensive - way.…Go to this episode on rnz.co.nz for more details

Bongani Bingwa speaks with Gauteng Education MEC Matome Chiloane about the chaotic and uncertain start to the academic year for students in Diepsloot. After months of delays, broken promises, and bureaucratic inertia, learners were finally placed at the newly established Tanganani School touted as a solution to their long wait. But hopes were dashed upon arrival: the school lacked basic infrastructure, including permanent toilets and piped water, and had only six subject teachers for hundreds of students. With no recovery plan in place for the five months of lost learning, parents and pupils are left questioning the department’s commitment to education and dignity. 702 Breakfast with Bongani Bingwa is broadcast on 702, a Johannesburg based talk radio station. Bongani makes sense of the news, interviews the key newsmakers of the day, and holds those in power to account on your behalf. The team bring you all you need to know to start your day Thank you for listening to a podcast from 702 Breakfast with Bongani Bingwa Listen live on Primedia+ weekdays from 06:00 and 09:00 (SA Time) to Breakfast with Bongani Bingwa broadcast on 702: https://buff.ly/gk3y0Kj For more from the show go to https://buff.ly/36edSLV or find all the catch-up podcasts here https://buff.ly/zEcM35T Subscribe to the 702 Daily and Weekly Newsletters https://buff.ly/v5mfetc Follow us on social media: 702 on Facebook: https://www.facebook.com/TalkRadio702 702 on TikTok: https://www.tiktok.com/@talkradio702 702 on Instagram: https://www.instagram.com/talkradio702/ 702 on X: https://x.com/Radio702 702 on YouTube: https://www.youtube.com/@radio702 See omnystudio.com/listener for privacy information.

Ag Ed is uniquely positioned to support boys in school. Stacy Vincent (University of Kentucky) joins the OP crew to share key findings from an experimental study looking at student performance in same-sex versus co-ed classrooms. Tune in to hear more about how students process and engage in school differently.   Journal article: https://jae-online.org/index.php/jae/article/view/122

Kevin and Julie explore the transformative power of love in gospel teaching. Drawing from personal experiences, scripture, and Church teaching materials, they introduce the idea of creating a "love bubble"—a classroom environment where everyone walks away feeling deeply loved by God, by their teacher, and by each other. They reflect on how genuine expressions of love can shift the purpose of a lesson from content delivery to soul-deep connection. Through vulnerable stories, practical suggestions, and thoughtful dialogue, they challenge listeners to prepare spiritually, reframe classroom goals, and cultivate Christlike love—even for those who are hard to love._______________Subscribe for more free YouTube Tips: https://www.youtube.com/teachingrestored?sub_confirmation=1Find all episodes: https://teachingrestoredAsk a question for us to answer on our podcast: https://teachingrestored.com/contact-us/Join us on:✅ Instagram: https://www.instagram.com/teachingrestored✅ Facebook: https://www.facebook.com/teachingrestored✅ YouTube: https://www.youtube.com/@teachingrestored

In this episode, Jeff Utecht explores the transformative impact of AI in Career and Technical Education (CTE) classrooms, particularly in construction and welding. He discusses how generative AI tools can enhance learning and efficiency, providing real-world applications and examples. The conversation emphasizes the importance of preparing students for a future where AI plays a crucial role in skilled trades, highlighting the need for critical thinking and verification of AI-generated information. Chapters 00:00 AI in CTE Classrooms: A New Era 04:49 Generative AI in Construction and Welding 10:03 Building Information Management Software 14:45 Computer Vision in Welding Education 19:55 Preparing Students for the Future of Trades   Takeaways AI is revolutionizing CTE classrooms, making learning more interactive. Generative AI can optimize construction designs and processes. Students must learn to verify AI-generated information. There is a significant shortage of skilled labor in construction. AI tools can provide instant feedback in welding education. Building Information Management (BIM) software is essential for modern construction. Computer vision technology can enhance quality control in welding. Educators should pilot AI tools in their classrooms. Safety and critical thinking are paramount when using AI. Preparing students for the future of trades is essential.   

What does it take to turn classrooms into spaces of healing, empowerment, and belonging? What if education prioritized love, courage, and community over compliance? Educators and authors Shane Safir and Sawsan Jaber join Leaders Coaching Leaders to explore these questions in an eye-opening discussion about dismantling inequities and championing radical love in education. Drawing from their collaborative forthcoming book, Pedagogies of Voice, published by Corwin, they share strategies to elevate teacher and student agency while humanizing learning spaces. Through the lens of their personal stories and decades of experience, Safir and Jaber uncover how micro-communities, inquiry, and authentic leadership can reignite the spark for teaching. This conversation will leave you inspired to transform your classroom into a sanctuary where every learner feels seen, valued, and heard.Let us know what you think!

rWotD Episode 2930: Flexible seating classrooms Welcome to Random Wiki of the Day, your journey through Wikipedia's vast and varied content, one random article at a time.The random article for Monday, 12 May 2025, is Flexible seating classrooms.A flexible seating classroom is one in which traditional seating charts are replaced with seating arrangements that allow the students to sit where they choose. One of its principal objectives is to reduce the number/duration of sedentary periods of time, which research has identified as a danger to health. A number of articles have recently reported that students' learning is benefited by physical movement rather than traditional seating. The Albemarle County Public School system in Virginia and many others have adopted this approach with reported success. Also, taken into consideration in Europe: more in detail, a Flexible seating classrooms could improve an inclusive education.This recording reflects the Wikipedia text as of 01:15 UTC on Monday, 12 May 2025.For the full current version of the article, see Flexible seating classrooms on Wikipedia.This podcast uses content from Wikipedia under the Creative Commons Attribution-ShareAlike License.Visit our archives at wikioftheday.com and subscribe to stay updated on new episodes.Follow us on Mastodon at @wikioftheday@masto.ai.Also check out Curmudgeon's Corner, a current events podcast.Until next time, I'm standard Amy.

From rogue AI behaviors to Google Gemini's web-building skills, this week's 10 Minute Teacher Podcast is your fast, fun roundup of the most classroom-worthy education and technology news!

In this powerful episode of the Equipping ELLs podcast, host Beth Vaucher sits down with two leading voices in trauma-informed and restorative education, Marg Thorsborne and Joe Brummer, for a deeply transformative conversation on rethinking student behavior, discipline, and classroom culture. Marg, a global pioneer in restorative practices, and Joe, a trauma survivor turned international peacebuilder, bring decades of lived experience and professional wisdom to the table. Together, they co-authored Becoming a Trauma-Informed Restorative Educator, a vital guide for educators ready to move beyond punitive systems and foster true healing and connection in schools.This episode explores the critical differences between behaviorism and trauma-informed approaches, debunking the myth that all behavior is a choice. Joe explains how trauma shapes students' nervous systems, causing many to enter classrooms in survival mode rather than learning mode. Marg highlights the importance of adult self-regulation, reminding us that students need at least one regulated brain in the room — and that starts with the educator.The discussion also dives into the invisible signs of trauma and the necessity of cultivating empathy through self-awareness. Educators are encouraged to start their journey by working on their own wellness, nervous system regulation, and childhood conditioning, especially as many default to the discipline patterns they experienced as children.Listeners will learn why restorative practices aren't a “soft” alternative but a structured, empathetic approach to accountability and healing. They'll also hear the heartbreaking but eye-opening story of how misread facial expressions can trigger violence in culturally diverse classrooms — and how trauma-informed strategies could prevent such outcomes.Whether you're teaching newcomers from war-torn countries or students experiencing daily chaos at home, this episode offers grounded, research-backed strategies to help every educator foster a safe, inclusive, and emotionally available learning environment. With actionable advice and heartfelt insight, this episode is a must-listen for teachers, administrators, and school counselors.

We discuss the history of citizenship schools, their profound importance in the Civil Rights Movement, and the critical lessons they offer for our present moment.   Elaine's civic action toolkit recommendations are:  Share the power of voting with your neighbors. Start your own community citizenship schools!   Elaine Weiss is a journalist, speaker, and author of Spell Freedom: The Underground Schools that Built the Civil Rights Movement. She's also the author of The Woman's Hour: The Great Fight to Win the Vote, which was a source for the Broadway musical SUFFS.     Let's connect! Follow Future Hindsight on Instagram:  https://www.instagram.com/futurehindsightpod/   Discover new ways to #BetheSpark:  https://www.futurehindsight.com/spark    Follow Mila on X:  https://x.com/milaatmos    Follow Elaine on X:  https://x.com/efweiss5    Read Our Guests' Books!: https://bookshop.org/shop/futurehindsight    Sponsor:  Thank you to Shopify! Sign up for a $1/month trial at shopify.com/hopeful.   Early episodes for Patreon supporters: https://patreon.com/futurehindsight  Credits:  Host: Mila Atmos  Guests: Elaine Weiss Executive Producer: Mila Atmos Producer: Zack Travis

A bike maker in Colorado Springs has been building Colorado-inspired bicycles for more than a decade, but the reality of tariffs means going out of business. And, from mass layoffs at the Department of Education to a crusade against DEI in schools, the Trump Administration has sent shockwaves through Colorado classrooms. Also, Welcome to the Indieverse! 

William Zahner, Understanding the Role of Language in Math Classrooms ROUNDING UP: SEASON 3 | EPISODE 17 How can educators understand the relationship between language and the mathematical concepts and skills students engage with in their classrooms? And how might educators think about the mathematical demands and the language demands of tasks when planning their instruction?  In this episode, we discuss these questions with Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University. BIOGRAPHY Bill Zahner is a professor in the mathematics department at San Diego State University and the director of the Center for Research in Mathematics and Science Education. Zahner's research is focused on improving mathematics learning for all students, especially multilingual students who are classified as English Learners and students from historically marginalized communities that are underrepresented in STEM fields. RESOURCES Teaching Math to Multilingual Learners, Grades K–8 by Kathryn B. Chval, Erin Smith, Lina Trigos-Carrillo, and Rachel J. Pinnow National Council of Teachers of Mathematics Mathematics Teacher: Learning and Teaching PK– 12 English Learners Success Forum SDSU-ELSF Video Cases for Professional Development The Math Learning Center materials Bridges in Mathematics curriculum Bridges in Mathematics Teachers Guides [BES login required] TRANSCRIPT Mike Wallus: How can educators understand the way that language interacts with the mathematical concepts and skills their students are learning? And how can educators focus on the mathematics of a task without losing sight of its language demands as their planning for instruction? We'll examine these topics with our guest, Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University.  Welcome to the podcast, Bill. Thank you for joining us today. Bill Zahner: Oh, thanks. I'm glad to be here. Mike: So, I'd like to start by asking you to address a few ideas that often surface in conversations around multilingual learners and mathematics. The first is the notion that math is universal, and it's detached from language. What, if anything, is wrong with this idea and what impact might an idea like that have on the ways that we try to support multilingual learners? Bill: Yeah, thanks for that. That's a great question because I think we have a common-sense and strongly held idea that math is math no matter where you are and who you are. And of course, the example that's always given is something like 2 plus 2 equals 4, no matter who you are or where you are. And that is true, I guess [in] the sense that 2 plus 2 is 4, unless you're in base 3 or something. But that is not necessarily what mathematics in its fullness is. And when we think about what mathematics broadly is, mathematics is a way of thinking and a way of reasoning and a way of using various tools to make sense of the world or to engage with those tools [in] their own right. And oftentimes, that is deeply embedded with language.  Probably the most straightforward example is anytime I ask someone to justify or explain what they're thinking in mathematics. I'm immediately bringing in language into that case. And we all know the old funny examples where a kid is asked to show their thinking and they draw a diagram of themselves with a thought bubble on a math problem. And that's a really good case where I think a teacher can say, “OK, clearly that was not what I had in mind when I said, ‘Show your thinking.'”  And instead, the demand or the request was for a student to show their reasoning or their thought process, typically in words or in a combination of words and pictures and equations. And so, there's where I see this idea that math is detached from language is something of a myth; that there's actually a lot of [language in] mathematics. And the interesting part of mathematics is often deeply entwined with language. So, that's my first response and thought about that.  And if you look at our Common Core State Standards for Mathematics, especially those standards for mathematical practice, you see all sorts of connections to communication and to language interspersed throughout those standards. So, “create viable arguments,” that's a language practice. And even “attend to precision,” which most of us tend to think of as, “round appropriately.” But when you actually read the standard itself, it's really about mathematical communication and definitions and using those definitions with precision. So again, that's an example, bringing it right back into the school mathematics domain where language and mathematics are somewhat inseparable from my perspective here. Mike: That's really helpful. So, the second idea that I often hear is, “The best way to support multilingual learners is by focusing on facts or procedures,” and that language comes later, for lack of a better way of saying it. And it seems like this is connected to that first notion, but I wanted to ask the question again: What, if anything, is wrong with this idea that a focus on facts or procedures with language coming after the fact? What impact do you suspect that that would have on the way that we support multilingual learners? Bill: So, that's a great question, too, because there's a grain of truth, right? Both of these questions have simultaneously a grain of truth and simultaneously a fundamental problem in them. So, the grain of truth—and an experience that I've heard from many folks who learned mathematics in a second language—was that they felt more competent in mathematics than they did in say, a literature class, where the only activity was engaging with texts or engaging with words because there was a connection to the numbers and to symbols that were familiar. So, on one level, I think that this idea of focusing on facts or procedures comes out of this observation that sometimes an emergent multilingual student feels most comfortable in that context, in that setting.  But then the second part of the answer goes back to this first idea that really what we're trying to teach students in school mathematics now is not simply, or only, how to apply procedures to really big numbers or to know your times tables fast. I think we have a much more ambitious goal when it comes to teaching and learning mathematics. That includes explaining, justifying, modeling, using mathematics to analyze the world and so on. And so, those practices are deeply tied with language and deeply tied with using communication. And so, if we want to develop those, well, the best way to do that is to develop them, to think about, “What are the scaffolds? What are the supports that we need to integrate into our lessons or into our designs to make that possible?”  And so, that might be the takeaway there, is that if you simply look at mathematics as calculations, then this could be true. But I think our vision of mathematics is much broader than that, and that's where I see this potential. Mike: That's really clarifying. I think the way that you unpack that is if you view mathematics as simply a set of procedures or calculations, maybe? But I would agree with you. What we want for students is actually so much more than that.  One of the things that I heard you say when we were preparing for this interview is that at the elementary level, learning mathematics is a deeply social endeavor. Tell us a little bit about what you mean by that, Bill. Bill: Sure. So, mathematics itself, maybe as a premise, is a social activity. It's created by humans as a way of engaging with the world and a way of reasoning. So, the learning of mathematics is also social in the sense that we're giving students an introduction to this way of engaging in the world. Using numbers and quantities and shapes in order to make sense of our environment.  And when I think about learning mathematics, I think that we are not simply downloading knowledge and sticking it into our heads. And in the modern day where artificial intelligence and computers can do almost every calculation that we can imagine—although your AI may do it incorrectly, just as a fair warning [laughs]—but in the modern day, the actual answer is not what we're so focused on. It's actually the process and the reasoning and the modeling and justification of those choices. And so, when I think about learning mathematics as learning to use these language tools, learning to use these ways of communication, how do we learn to communicate? We learn to communicate by engaging with other people, by engaging with the ideas and the minds and the feelings and so on of the folks around us, whether it's the teacher and the student, the student and the student, the whole class and the teacher. That's where I really see the power. And most of us who have learned, I think can attest to the fact that even when we're engaging with a text, really fundamentally we're engaging with something that was created by somebody else. So, fundamentally, even when you're sitting by yourself doing a math word problem or doing calculations, someone has given that to you and you think that that's important enough to do, right?  So, from that stance, I see all of teaching and learning mathematics is social. And maybe one of our goals in mathematics classrooms, beyond memorizing the times tables, is learning to communicate with other people, learning to be participants in this activity with other folks. Mike: One of the things that strikes me about what you were saying, Bill, is there's this kind of virtuous cycle, right? That by engaging with language and having the social aspect of it, you're actually also deepening the opportunity for students to make sense of the math. You're building the scaffolds that help kids communicate their ideas as opposed to removing or stripping out the language. That's the context in some ways that helps them filter and make sense. You could either be in a vicious cycle, which comes from removing the language, or a virtuous cycle. And it seems a little counterintuitive because I think people perceive language as the thing that is holding kids back as opposed to the thing that might actually help them move forward and make sense. Bill: Yeah. And actually that's one of the really interesting pieces that we've looked at in my research and the broader research is this question of, “What makes mathematics linguistically complex?” is a complicated question. And so sometimes we think of things like looking at the word count as a way to say, “If there are fewer words, it's less complex, and if there are more words, it's more complex.” But that's not totally true. And similarly, “If there's no context, it's easier or more accessible, and if there is a context, then it's less accessible.”  And I don't see these as binary choices. I see these as happening on a somewhat complicated terrain where we want to think about, “How do these words or these contexts add to student understanding or potentially impede [it]?” And that's where I think this social aspect of learning mathematics—as you described, it could be a virtuous cycle so that we can use language in order to engage in the process of learning language. Or, the vicious cycle is, you withhold all language and then get frustrated when students can't apply their mathematics. That's maybe the most stereotypical answer: “My kids can do this, but as soon as they get a word problem, they can't do it.” And it's like, “Well, did you give them opportunities to learn how to do this? [laughs] Or is this the first time?” Because that would explain a lot. Mike: Well, it's an interesting question, too, because I think what sits behind that in some ways is the idea that you're kind of going to reach a point, or students might reach a point, where they're “ready” for word problems.  Bill: Right. Mike: And I think what we're really saying is it's actually through engaging with word problems that you build your proficiency, your skillset that actually allows you to become a stronger mathematician. Bill: Mm-hmm. Right. Exactly. And it's a daily practice, right? It's not something that you just hold off to the end of the unit, and then you have the word problems, but it's part of the process of learning. And thinking about how you integrate and support that. That's the key question that I really wrestle with. Not trivial, but I think that's the key and the most important part of this. Mike: Well, I think that's actually a really good segue because I wanted to shift and talk about some of the concrete or productive ways that educators can support multilingual learners. And in preparing for this conversation, one of the things that I've heard you stress is this notion of a consistent context. So, can you just talk a little bit more about what you mean by that and how educators can use that when they're looking at their lessons or when they're writing lessons or looking at the curriculum that they're using? Bill: Absolutely. So, in our past work, we engaged in some cycles of design research with teachers looking at their mathematics curriculum and opportunities to engage multilingual learners in communication and reasoning in the classroom. And one of the surprising things that we found—just by looking at a couple of standard textbooks—was a surprising number of contexts were introduced that are all related to the same concept. So, the concept would be something like rate of change or ratio, and then the contexts, there would be a half dozen of them in the same section of the book. Now, this was, I should say, at a secondary level, so not quite where most of the Bridges work is happening. But I think it's an interesting lesson for us that we took away from this. Actually, at the elementary level, Kathryn Chval has made the same observation.  What we realized was that contexts are not good or bad by themselves. In fact, they can be highly supportive of student reasoning or they can get in the way. And it's how they are used and introduced. And so, the other way we thought about this was: When you introduce a context, you want to make sure that that context is one that you give sufficient time for the students to understand and to engage with; that is relatable, that everyone has access to it; not something that's just completely unrelated to students' experiences. And then you can really leverage that relatable, understandable context for multiple problems and iterations and opportunities to go deeper and deeper.  To give a concrete example of that, when we were looking at this ratio and rate of change, we went all the way back to one of the fundamental contexts that's been studied for a long time, which is motion and speed and distance and time. And that seemed like a really important topic because we know that that starts all the way back in elementary school and continues through college-level physics and beyond. So, it was a rich context. It was also something that was accessible in the sense that we could do things like act out story problems or reenact a race that's described in a story problem. And so, the students themselves had access to the context in a deep way.  And then, last, that context was one that we could come back to again and again, so we could do variations [of] that context on that story. And I think there's lots of examples of materials out there that start off with a core context and build it out. I'm thinking of some of the Bridges materials, even on the counting and the multiplication. I think there's stories of the insects and their legs and wings and counting and multiplying. And that's a really nice example of—it's accessible, you can go find insects almost anywhere you are. Kids like it. [Laughs] They enjoy thinking about insects and other icky, creepy-crawly things. And then you can take that and run with it in lots of different ways, right? Counting, multiplication, division ratio, and so on. Mike: This last bit of our conversation has me thinking about what it might look like to plan a lesson for a class or a group of multilingual learners. And I know that it's important that I think about mathematical demands as well as the language demands of a given task. Can you unpack why it's important to set math and language development learning goals for a task, or a set of tasks, and what are the opportunities that come along with that, if I'm thinking about both of those things during my planning? Bill: Yeah, that's a great question. And I want to mark the shift, right? We've gone from thinking about the demands to thinking about the goals, and where we're going to go next.  And so, when I think about integrating mathematical goals—mathematical learning goals and language learning goals—I often go back to these ideas that we call the practices, or these standards that are about how you engage in mathematics. And then I think about linking those back to the content itself. And so, there's kind of a two-piece element to that. And so, when we're setting our goals and lesson planning, at least here in the great state of California, sometimes we'll have these templates that have, “What standard are you addressing?,” [Laughs] “What language standard are you addressing?,” “What ELD standard are you addressing?,” “What SEL standard are you addressing?” And I've seen sometimes teachers approach that as a checkbox, right? Tick, tick, tick, tick, tick. But I see that as a missed opportunity—if you just look at this like you're plugging things in—because as we started with talking about how learning mathematics is deeply social and integrated with language, that we can integrate the mathematical goals and the language goals in a lesson. And I think really good materials should be suggesting that to the teacher. You shouldn't be doing this yourself every day from scratch. But I think really high-quality materials will say, “Here's the mathematical goal, and here's an associated language goal,” whether it's productive or receptive functions of language. “And here's how the language goal connects the mathematical goal.”  Now, just to get really concrete, if we're talking about an example of reasoning with ratios—so I was going back to that—then it might be generalized, the relationship between distance and time. And that the ratio of distance and time gives you this quantity called speed, and that different combinations of distance and time can lead to the same speed. And so, explain and justify and show using words, pictures, diagrams. So, that would be a language goal, but it's also very much a mathematical goal.  And I guess I see the mathematical content, the practices, and the language really braided together in these goals. And that I think is the ideal, and at least from our work, has been most powerful and productive for students. Mike: This is off script, but I'm going to ask it, and you can pass if you want to.  Bill: Mm-hmm. Mike: I wonder if you could just share a little bit about what the impact of those [kinds] of practices that you described [have been]—have you seen what that impact looks like? Either for an educator who has made the step and is doing that integration or for students who are in a classroom where an educator is purposely thinking about that level of integration? Bill: Yeah, I can talk a little bit about that. In our research, we have tried to measure the effects of some of these efforts. It is a difficult thing to measure because it's not just a simple true-false test question type of thing that you can give a multiple-choice test for.  But one of the ways that we've looked for the impact [of] these types of intentional designs is by looking at patterns of student participation in classroom discussions and seeing who is accessing the floor of the discussion and how. And then looking at other results, like giving an assessment, but deeper than looking at the outcome, the binary correct versus incorrect. Also looking at the quality of the explanation that's provided. So, how [do] you justify an answer? Does the student provide a deeper or a more mathematically complete explanation?  That is an area where I think more investigation is needed, and it's also very hard to vary systematically. So, from a research perspective—you may not want to put this into the final version [laughs]—but from a research perspective, it's very hard to fix and isolate these things because they are integrated. Mike: Yeah. Yeah. Bill: Because language and mathematics are so deeply integrated that trying to fix everything and do this—“What caused this water to taste like water? Was it the hydrogen or the oxygen?”—well, [laughs] you can't really pull those apart, right? The water molecule is hydrogen and oxygen together. Mike: I think that's a lovely analogy for what we were talking about with mathematical goals and language goals. That, I think, is really a helpful way to think about the extent to which they're intertwined with one another. Bill: Yeah, I need to give full credit to Vygotsky, I think, who said that. Mike: You're— Bill: Something. Might be Vygotsky. I'll need to check my notes. Mike: I think you're in good company if you're quoting Vygotsky.  Before we close, I'd love to just ask you a bit about resources. I say this often on the podcast. We have 20 to 25 minutes to dig deeply into an idea, and I know people who are listening often think about, “Where do I go from here?” Are there any particular resources that you would suggest for someone who wanted to continue learning about what it is to support multilingual learners in a math classroom? Bill: Sure. Happy to share that.  So, I think on the individual and collective level—so, say, a group of teachers—there's a beautiful book by Kathryn Chval and her colleagues [Teaching Math to Multilingual Learners, Grades K–8] about supporting multilingual learners and mathematics. And I really see that as a valuable resource. I've used that in reading groups with teachers and used that in book studies, and it's been very productive and powerful for us. Beyond that, of course, I think the NCTM [National Council of Teachers of Mathematics] provides a number of really useful resources. And there are articles, for example, in the [NCTM journal] Mathematics Teacher: Learning and Teaching PK– 12 that could make for a really wonderful study or opportunity to engage more deeply.  And then I would say on a broader perspective, I've worked with organizations like the English Learners Success Forum and others. We've done some case studies and little classroom studies that are accessible on my website [SDSU-ELSF Video Cases for Professional Development], so you can go to that. But there's also from that organization some really valuable insights, if you're looking at adopting new materials or evaluating things, that gives you a principled set of guidelines to follow. And I think that's really helpful for educators because we don't have to do this all on our own. This is not a “reinvent the wheel at every single site” kind of situation. And so, I always encourage people to look for those resources.  And of course, I will say that the MLC materials, the Bridges in Mathematics [curriculum], I think have been really beautifully designed with a lot of these principles right behind them. So, for example, if you look through the Teachers Guides on the Bridges in Mathematics [BES login required], those integrated math and language and practice goals are a part of the design. Mike: Well, I think that's a great place to stop. Thank you so much for joining us, Bill. This has been insightful, and it's really been a pleasure talking with you. Bill: Oh, well, thank you. I appreciate it. Mike: And that's a wrap for Season 3 of Rounding Up. I want to thank all of our guests and the MLC staff who make these podcasts possible, as well as all of our listeners for tuning in. Have a great summer, and we'll be back in September for Season 4.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

In this episode we speak with Jean Bae, Clinical Associate Professor of Public Health Policy and Management. She shares her journey from Harvard Law to shaping public health policy, tackling critical issues like the impact of the Hyde Amendment and evidence-based laws on public health outcomes. Jean provides valuable insights on the intersection of law and public health, the challenges of translating legal frameworks into actionable policies, and the importance of interdisciplinary collaboration. From firearm regulations to abortion laws, she unpacks how policy shapes lives and offers advice for aspiring public health professionals. Whether you're a student, a policy enthusiast, or curious about how laws influence daily life, this episode is filled with actionable insights and inspiration. To learn more about the NYU School of Global Public Health, and how our innovative programs are training the next generation of public health leaders, visit http://www.publichealth.nyu.edu.

Are phones ruining school?  One high school principal says yes, and he did something about it.At Bullard High in Fresno, California, students wandered the halls like zombies, glued to their screens. Lunchtime was silent. Classrooms were battlegrounds for attention. Test scores dropped. Anxiety soared.Principal Armen Torigian, a Bullard alumnus, took pride in his community and remembered a very different high school experience. He knew times had changed, but he couldn't shake the feeling that students deserved better—high school should be better than this.So he made a bold move: a bell-to-bell phone ban.It wasn't easy. Parents pushed back. Students threatened him and his family. But he held the line, convinced it was the right thing to do. Was it?Join Principal Torigan and Nicki of Scrolling 2 Death as they unpack the ban, the fallout, and the promising changes unfolding on campus. His experience makes us reconsider: what role should phones play in our classrooms and our daily lives?

This episode delves into the intense conflicts surrounding race, history, and education in America, asking why classrooms have become such volatile battlegrounds. Moving beyond surface-level political or ideological debates, two psychoanalysts, Drs. Karyne Messina and Felecia Powell-Williams apply some of the tools of psychoanalysis to uncover the deeper, often unconscious, psychological forces at play. The discussion explores how the enduring legacy of racism in the United States, particularly the unacknowledged weight of historical trauma and guilt related to anti-Blackness, fuels a societal "War on Knowing." Central to this analysis are the defense mechanisms mobilized, both individually and collectively, to ward off the psychic pain associated with confronting uncomfortable truths. The episode focuses particularly on Denial, examining its manifestation not just as simple lack of knowledge, but as an active refusal to acknowledge the ongoing realities of systemic racism, its historical roots, and its contemporary impact. This denial serves to protect a cherished, often idealized, national or group identity from information that would create profound dissonance and distress. Furthermore, the discussion explores the powerful role of Splitting and Projective Identification. These complex mechanisms involves unconscious splitting of people into good and bad groups followed by casting off unwanted or unbearable aspects of the self or the group (such as guilt, aggression, or vulnerability related to racism) while attributing them to the external 'other' – be it individuals, groups, or institutions. The target is then subtly induced to feel or behave in line with the projection, allowing the projector to disavow these difficult feelings while simultaneously controlling or attacking the externalized 'badness'. In the context of racism, this can manifest as projecting blame, divisiveness, or even racism itself onto those advocating for racial justice or onto institutions perceived as challenging dominant narratives. The episode argues that this "War on Knowing," driven by defenses like Denial and Projective Identification, plays out with particular ferocity in educational settings. Prestigious universities like Harvard and Columbia, often seen as centers of knowledge production and increasingly engaging with their own complex histories, including ties to slavery, become potent symbolic targets. Actions directed at these institutions – such as investigations into admissions policies (affirmative action), attacks on diversity initiatives, or challenges to curricula addressing systemic racism (like Critical Race Theory) – can be understood from a psychoanalytic perspective. Listeners will hear an exploration of the profound psychological costs of this ongoing battle: the invalidation and potential re-traumatization experienced by students of color, the fragile and incomplete understanding fostered in white students shielded by these defenses. Ultimately, the episode suggests that meaningful progress requires moving beyond mere factual debate or political maneuvering. It calls for recognizing these powerful unconscious dynamics and fostering approaches rooted in the psychoanalytic concept of "working through" – creating spaces capable of containing the difficult emotions associated with confronting historical truths, rather than perpetuating cycles of defense, projection, and acting out. This psychoanalytic perspective offers a crucial, if challenging, lens for comprehending the deep-seated resistance to fully knowing and reckoning with racism in America. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology

Respect wanes: Teaching no longer highlycoveted job in S. Korea진행자: 홍유, Elise Youn 기사요약: 교사로서의 권위와 매력이 급격히 쇠퇴하면서, 한국에서 교직을 꿈꾸는 젊은이들이 줄고 교육대학의 경쟁력도 하락하고 있다. [1] When a 23-year-old man surnamed Choientered an "education university" to receive teacher training inSouth Korea three years ago, he believed he was stepping into a highly-covetedprofession. Like many before him, he saw teaching as a stable, meaningful job.highly-coveted: 많은 사람들이 원하거나 탐내는, 매우 인기 있는stable: 변동이 적고 일정한,안정적인 [2] But today, as he finds that teachersare no longer respected as educators or moral guides, Choi is reconsideringeverything. Overwhelmed by the declining authority of teachers in schools andconcerned about the profession's long-term prospects, he has taken a leave ofabsence and is preparing to take the national college entrance exam again —this time to pursue a degree in pharmacy.reconsider: 다시 생각하다,재검토하다prospect: 전망, 가능성, 장래성leave of absence: 휴직, 일정 기간 동안 직무를 떠나는 것 [3] “Teachers canno longer teach in the way they used to,” Choi said. “They are constantlychallenged, monitored, and disrespected. Classrooms have become increasinglydifficult environments to manage. Teachers face verbal and even legalconfrontations from students and parents."verbal: 말로 된, 구두의confrontation: 대립, 충돌, 정면으로 맞서는 상황 [4] Choi's doubts echo those of many youngKoreans. Once considered a prestigious calling, the teaching profession inSouth Korea is losing both its appeal and its authority.prestigious: 명망 있는,고귀한, 존경받는appeal: 매력, 호소력, 끌림 기사 원문: https://www.koreaherald.com/article/10479427

Join us for an engaging episode of Engineering Influence, where we explore ACEC Arizona's revolutionary initiative, STEM Game Day. Discover how this award-winning program is making waves by immersing middle school students in the engineering world through the excitement of a football game. Chris Bridges, Executive Director of ACEC Arizona, and Nicolai Oliden, Board Member and Workforce Development Chair, share their inspiring journey of addressing workforce challenges by sparking early interest in STEM careers. Listen as they walk us through the program's inception, its exponential growth from reaching 120 to over 1,500 students across Arizona, and the impactful collaborations with universities and professionals that make it all possible. Find out how ACEC Arizona's efforts are creating pipelines for future engineers and fostering community ties, all while providing invaluable learning experiences for students, volunteers, and the engineering sector alike.

The Rod and Greg Show Daily Rundown – Tuesday, May 6, 20254:20 pm: Congressman Burgess Owens joins the show for a conversation about recent reports that sports apparel company Nike funded a transgender athlete study, possibly to justify allowing boys to play girls sports.4:38 pm: Christopher Ferguson, a Professor of Psychology at Stetson University, joins the show to discuss his recent piece for Real Clear Investigations about how recent stats do not support cell phone bans in our nation's schools.6:05 pm: Senator Kirk Cullimore joins the program for a conversation about Utah being ranked the top state in the nation for the third consecutive year by U.S. News & World Report, and what must happen to continue to improve.6:38 pm: Neetu Arnold, Policy Analyst at the Manhattan Institute, joins the show to discuss her article about a new merit pay program for teachers in Houston, Texas.6:50 pm: Utah First Lady Abby Cox joins Rod for a conversation about the Live On Suicide Prevention Program.

This edWeb podcast is sponsored by Teachers' Curriculum Institute (TCI).The edLeader Panel recording can be accessed here.How can districts create a strong foundation for social studies instruction while ensuring meaningful student engagement? In this edWeb podcast, district leaders from Florida and Illinois share their strategies for strengthening instruction, fostering collaboration, and increasing student engagement in social studies classrooms.Listeners gain insights into:Effective professional development approaches to support teachersStrategies for integrating inquiry-based learning and active student participationBest practices for collaboration across schools to ensure consistency and impactJoin us for this engaging conversation to hear real-world experiences, challenges, and solutions from district leaders who are shaping the future of social studies education. A live Q&A provides the opportunity to ask questions and connect with fellow administrators. This edWeb podcast is of interest to K-12 teachers, school leaders, district leaders, and education technology leaders.Teachers' Curriculum Institute (TCI)Get students moving, thinking, and asking big questions with social studies and science resources.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

This episode delves into the intense conflicts surrounding race, history, and education in America, asking why classrooms have become such volatile battlegrounds. Moving beyond surface-level political or ideological debates, two psychoanalysts, Drs. Karyne Messina and Felecia Powell-Williams apply some of the tools of psychoanalysis to uncover the deeper, often unconscious, psychological forces at play. The discussion explores how the enduring legacy of racism in the United States, particularly the unacknowledged weight of historical trauma and guilt related to anti-Blackness, fuels a societal "War on Knowing." Central to this analysis are the defense mechanisms mobilized, both individually and collectively, to ward off the psychic pain associated with confronting uncomfortable truths. The episode focuses particularly on Denial, examining its manifestation not just as simple lack of knowledge, but as an active refusal to acknowledge the ongoing realities of systemic racism, its historical roots, and its contemporary impact. This denial serves to protect a cherished, often idealized, national or group identity from information that would create profound dissonance and distress. Furthermore, the discussion explores the powerful role of Splitting and Projective Identification. These complex mechanisms involves unconscious splitting of people into good and bad groups followed by casting off unwanted or unbearable aspects of the self or the group (such as guilt, aggression, or vulnerability related to racism) while attributing them to the external 'other' – be it individuals, groups, or institutions. The target is then subtly induced to feel or behave in line with the projection, allowing the projector to disavow these difficult feelings while simultaneously controlling or attacking the externalized 'badness'. In the context of racism, this can manifest as projecting blame, divisiveness, or even racism itself onto those advocating for racial justice or onto institutions perceived as challenging dominant narratives. The episode argues that this "War on Knowing," driven by defenses like Denial and Projective Identification, plays out with particular ferocity in educational settings. Prestigious universities like Harvard and Columbia, often seen as centers of knowledge production and increasingly engaging with their own complex histories, including ties to slavery, become potent symbolic targets. Actions directed at these institutions – such as investigations into admissions policies (affirmative action), attacks on diversity initiatives, or challenges to curricula addressing systemic racism (like Critical Race Theory) – can be understood from a psychoanalytic perspective. Listeners will hear an exploration of the profound psychological costs of this ongoing battle: the invalidation and potential re-traumatization experienced by students of color, the fragile and incomplete understanding fostered in white students shielded by these defenses. Ultimately, the episode suggests that meaningful progress requires moving beyond mere factual debate or political maneuvering. It calls for recognizing these powerful unconscious dynamics and fostering approaches rooted in the psychoanalytic concept of "working through" – creating spaces capable of containing the difficult emotions associated with confronting historical truths, rather than perpetuating cycles of defense, projection, and acting out. This psychoanalytic perspective offers a crucial, if challenging, lens for comprehending the deep-seated resistance to fully knowing and reckoning with racism in America. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychoanalysis

This episode delves into the intense conflicts surrounding race, history, and education in America, asking why classrooms have become such volatile battlegrounds. Moving beyond surface-level political or ideological debates, two psychoanalysts, Drs. Karyne Messina and Felecia Powell-Williams apply some of the tools of psychoanalysis to uncover the deeper, often unconscious, psychological forces at play. The discussion explores how the enduring legacy of racism in the United States, particularly the unacknowledged weight of historical trauma and guilt related to anti-Blackness, fuels a societal "War on Knowing." Central to this analysis are the defense mechanisms mobilized, both individually and collectively, to ward off the psychic pain associated with confronting uncomfortable truths. The episode focuses particularly on Denial, examining its manifestation not just as simple lack of knowledge, but as an active refusal to acknowledge the ongoing realities of systemic racism, its historical roots, and its contemporary impact. This denial serves to protect a cherished, often idealized, national or group identity from information that would create profound dissonance and distress. Furthermore, the discussion explores the powerful role of Splitting and Projective Identification. These complex mechanisms involves unconscious splitting of people into good and bad groups followed by casting off unwanted or unbearable aspects of the self or the group (such as guilt, aggression, or vulnerability related to racism) while attributing them to the external 'other' – be it individuals, groups, or institutions. The target is then subtly induced to feel or behave in line with the projection, allowing the projector to disavow these difficult feelings while simultaneously controlling or attacking the externalized 'badness'. In the context of racism, this can manifest as projecting blame, divisiveness, or even racism itself onto those advocating for racial justice or onto institutions perceived as challenging dominant narratives. The episode argues that this "War on Knowing," driven by defenses like Denial and Projective Identification, plays out with particular ferocity in educational settings. Prestigious universities like Harvard and Columbia, often seen as centers of knowledge production and increasingly engaging with their own complex histories, including ties to slavery, become potent symbolic targets. Actions directed at these institutions – such as investigations into admissions policies (affirmative action), attacks on diversity initiatives, or challenges to curricula addressing systemic racism (like Critical Race Theory) – can be understood from a psychoanalytic perspective. Listeners will hear an exploration of the profound psychological costs of this ongoing battle: the invalidation and potential re-traumatization experienced by students of color, the fragile and incomplete understanding fostered in white students shielded by these defenses. Ultimately, the episode suggests that meaningful progress requires moving beyond mere factual debate or political maneuvering. It calls for recognizing these powerful unconscious dynamics and fostering approaches rooted in the psychoanalytic concept of "working through" – creating spaces capable of containing the difficult emotions associated with confronting historical truths, rather than perpetuating cycles of defense, projection, and acting out. This psychoanalytic perspective offers a crucial, if challenging, lens for comprehending the deep-seated resistance to fully knowing and reckoning with racism in America. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

What do furnaces and fractions have in common?

In this engaging episode of 'Reimagined Childhood,' host Monica Healer talks with Lisa Nelson about the significant role of laughter and humor in early childhood classrooms. They define the differences between laughter and humor, discuss the science behind why laughter supports learning, and share practical tips for incorporating more humor into teaching. The conversation underscores how laughter helps reduce stress, improves cognitive function, and facilitates stronger relationships. Lisa shares valuable insights and examples, including a creative way to harness a child's natural humor in a supportive manner. This episode is a reminder of the importance of joy in the classroom and offers actionable strategies to foster a laughter-filled learning environment.   00:00 Introduction to Reimagined Childhood 00:40 The Power of Laughter in Early Childhood 01:42 Introducing Lisa Nelson 02:43 Defining Humor and Laughter 04:46 Benefits and Challenges of Laughter in Classrooms 16:58 Summer Promo 18:53 Practical Tips for Incorporating Laughter 24:51 Conclusion

A primary school on Auckland's North Shore is overflowing with so many students, it's had to convert the library and the hall way into classrooms. Milford School has a roll of 550 and is struggling to take any more students - even if they're in zone. It's an issue becoming more common across certain areas in Auckland, with property intensification, house prices and immigration playing a part in the rapid growth of some schools. But it's a different story in some of the more affluent areas of Auckland, where some schools are experiencing the opposite and struggling to fill their rolls. Bella Craig reports.

2:30 From 9/11 Truther to Tattoo Truther: CON-servative Mocks Those Who Expose Knuckleheaded IgnoranceWATCH cynical sycophant Scott Jennings lie about his clueless leader as Reason gives other examples and asks “how will we know if Trump is senile?” 24:49 Trump Crowned a WEF Demon in CanadaTrump came out of the closet in support the World Economic Forum's elite central banker of central bankers Mark Carney—more dangerous than Klaus Schwab himself—to seize Canada's helm. 29:36 Trump and His Influencers Push Suspending Habeas CorpusAll the best presidents do it, we're told.  Problem/solution.  Rinse/repeat 38:27 A Cabinet of Sycophants, A Ship of Fools To celebrate his first 100 days, WATCH Trump's top brass grovel at his feet, showering him with praise while unveiling a reckless agenda as Rubio boasts they don't bother with studies — warp speed ahead! 42:34 Cabinet Member's Plans Show WHY Washington Won't Be FixedAn example of how we've lost the plot — of the Founders.     From half-hearted CAFE standard cuts to swapping Biden's carbon tax for Trump's crippling 25% steel tariff, the Dept of Transportation is just one example of the uni-party plot to centrally control Americans with federal money under the guise of “following the law.” 54:20 New AG Secretary is Doubling Down on Egg Subsidies Even as DOJ Investigates the Cartel for Price Fixing     Prepare to be shell-shocked by a scandal that cracks open the rotten core of Trump's agricultural policy! Brooke Rollins, the USDA Secretary, gloats about lower egg prices while hiding a sinister truth: Big Egg companies like Cal-Maine are raking in record profits and taxpayer-funded bailouts after the senseless slaughter of 110 million chickens under a bogus “bird flu” pretext.     So what is she doing about it?  The WRONG thing 1:01:04 Fowl Play: USDA's Chicken Massacre vs. the Wild Geese Explosion     The USDA show be tarred and feathered for slaughtering 110 MILLION chickens for “bird flu” nonsense.      We're told that there must be more “bio-security”, code for mRNA jabs, yet wild geese and pigeons thrive with Michigan's exploding goose populations facing gas chambers 1:18:17 Senate CommitteePushes Back on “Antisemitism Awareness” Censorship     The Antisemitism Awareness Act, a chilling scheme led by vaccine-shilling, free-speech-hating Senator Bill Cassidy to silence criticism of Israel.     Cassidy, a pawn of BigPharma and foreign interests, pushes censorship legislation to protect Israel's actions in Gaza while protecting BigPharma from scrutiny.     Has Israel's continued attacks on civilians turned public opinion against Netanyahu's government? 1:31:19 LIVE audience comments 1:33:48 Dr. Phil and Mike Lee Expose the Federal Hijacking of Both State Power and Religious Freedom     As the Supreme Court considers arguments about whether a state can get public funding to a religious school, Dr. Phil exposes how the Supreme Court twisted the Establishment Clause to crush state power and individual religious freedoms in a war on Christian values.     Do states have the power to fund religious schools?  Should they? 1:42:16 AI's Corporate Classroom Conspiracy OR God's Gift of Freedom: Homeschool     Celebrate the divine gift of homeschooling.  Don't settle for your kids getting a “gold star” from an AI instructor pushing Common Core, DEI, CRT, LGBT!     Trump and corporations want you in on the latest fad as corporate money-making franchises spring up.  It's interesting that ALL the benefits touted by this “AI school” are REAL benefits of homeschooling!     Embrace the God-given right to raise your children in truth! 1:59:21 World on the Brink: War Drums, Economic Collapse, Supply Chain, Media Circus of Lies      Gerald Celente of TrendsJournal.com unleashes a fiery takedown of fluff-filled ‘news' like Breitbart's 71-page Melania Trump fashion show to the New York Times' picture-book business section, journalism is DEAD—replaced by corporate propaganda and war-mongering lies.   The Decline of Mainstream JournalismGlobal War and Geopolitical TensionsGold Prices and Economic InstabilityCrony Capitalism of U.S. Foreign PolicyThe Vietnam War and Lessons Ignored            Discover why Trends Journal is your last bastion of truth in a world drowning in ‘slime' and deception—subscribe now and save 10% with code KNIGHTIf you would like to support the show and our family please consider subscribing monthly here: SubscribeStar https://www.subscribestar.com/the-david-knight-show  Or you can send a donation through Mail: David Knight POB 994 Kodak, TN 37764 Zelle: @DavidKnightShow@protonmail.comCash App at: $davidknightshowBTC to: bc1qkuec29hkuye4xse9unh7nptvu3y9qmv24vanh7 Money should have intrinsic value AND transactional privacy: Go to DavidKnight.gold for great deals on physical gold/silver For 10% off Gerald Celente's prescient Trends Journal, go to TrendsJournal.com and enter the code KNIGHT For 10% off supplements and books, go to RNCstore.com and enter the code KNIGHTBecome a supporter of this podcast: https://www.spreaker.com/podcast/the-david-knight-show--2653468/support.

Danielle Hanosh, co-founder and executive director of LEAP (Leaders for Ethics, Animals, and the Planet), returns to Our Hen House to share how this innovative program has grown to 18 sanctuaries nationwide with plans to expand into Canada. LEAP provides middle and high school students with hands-on humane education at farm sanctuaries, offering an ethical alternative to traditional 4H and FFA…

2:30 From 9/11 Truther to Tattoo Truther: CON-servative Mocks Those Who Expose Knuckleheaded IgnoranceWATCH cynical sycophant Scott Jennings lie about his clueless leader as Reason gives other examples and asks “how will we know if Trump is senile?” 24:49 Trump Crowned a WEF Demon in CanadaTrump came out of the closet in support the World Economic Forum's elite central banker of central bankers Mark Carney—more dangerous than Klaus Schwab himself—to seize Canada's helm. 29:36 Trump and His Influencers Push Suspending Habeas CorpusAll the best presidents do it, we're told.  Problem/solution.  Rinse/repeat 38:27 A Cabinet of Sycophants, A Ship of Fools To celebrate his first 100 days, WATCH Trump's top brass grovel at his feet, showering him with praise while unveiling a reckless agenda as Rubio boasts they don't bother with studies — warp speed ahead! 42:34 Cabinet Member's Plans Show WHY Washington Won't Be FixedAn example of how we've lost the plot — of the Founders.     From half-hearted CAFE standard cuts to swapping Biden's carbon tax for Trump's crippling 25% steel tariff, the Dept of Transportation is just one example of the uni-party plot to centrally control Americans with federal money under the guise of “following the law.” 54:20 New AG Secretary is Doubling Down on Egg Subsidies Even as DOJ Investigates the Cartel for Price Fixing     Prepare to be shell-shocked by a scandal that cracks open the rotten core of Trump's agricultural policy! Brooke Rollins, the USDA Secretary, gloats about lower egg prices while hiding a sinister truth: Big Egg companies like Cal-Maine are raking in record profits and taxpayer-funded bailouts after the senseless slaughter of 110 million chickens under a bogus “bird flu” pretext.     So what is she doing about it?  The WRONG thing 1:01:04 Fowl Play: USDA's Chicken Massacre vs. the Wild Geese Explosion     The USDA show be tarred and feathered for slaughtering 110 MILLION chickens for “bird flu” nonsense.      We're told that there must be more “bio-security”, code for mRNA jabs, yet wild geese and pigeons thrive with Michigan's exploding goose populations facing gas chambers 1:18:17 Senate CommitteePushes Back on “Antisemitism Awareness” Censorship     The Antisemitism Awareness Act, a chilling scheme led by vaccine-shilling, free-speech-hating Senator Bill Cassidy to silence criticism of Israel.     Cassidy, a pawn of BigPharma and foreign interests, pushes censorship legislation to protect Israel's actions in Gaza while protecting BigPharma from scrutiny.     Has Israel's continued attacks on civilians turned public opinion against Netanyahu's government? 1:31:19 LIVE audience comments 1:33:48 Dr. Phil and Mike Lee Expose the Federal Hijacking of Both State Power and Religious Freedom     As the Supreme Court considers arguments about whether a state can get public funding to a religious school, Dr. Phil exposes how the Supreme Court twisted the Establishment Clause to crush state power and individual religious freedoms in a war on Christian values.     Do states have the power to fund religious schools?  Should they? 1:42:16 AI's Corporate Classroom Conspiracy OR God's Gift of Freedom: Homeschool     Celebrate the divine gift of homeschooling.  Don't settle for your kids getting a “gold star” from an AI instructor pushing Common Core, DEI, CRT, LGBT!     Trump and corporations want you in on the latest fad as corporate money-making franchises spring up.  It's interesting that ALL the benefits touted by this “AI school” are REAL benefits of homeschooling!     Embrace the God-given right to raise your children in truth! 1:59:21 World on the Brink: War Drums, Economic Collapse, Supply Chain, Media Circus of Lies      Gerald Celente of TrendsJournal.com unleashes a fiery takedown of fluff-filled ‘news' like Breitbart's 71-page Melania Trump fashion show to the New York Times' picture-book business section, journalism is DEAD—replaced by corporate propaganda and war-mongering lies.   The Decline of Mainstream JournalismGlobal War and Geopolitical TensionsGold Prices and Economic InstabilityCrony Capitalism of U.S. Foreign PolicyThe Vietnam War and Lessons Ignored            Discover why Trends Journal is your last bastion of truth in a world drowning in ‘slime' and deception—subscribe now and save 10% with code KNIGHTIf you would like to support the show and our family please consider subscribing monthly here: SubscribeStar https://www.subscribestar.com/the-david-knight-show  Or you can send a donation through Mail: David Knight POB 994 Kodak, TN 37764 Zelle: @DavidKnightShow@protonmail.comCash App at: $davidknightshowBTC to: bc1qkuec29hkuye4xse9unh7nptvu3y9qmv24vanh7 Money should have intrinsic value AND transactional privacy: Go to DavidKnight.gold for great deals on physical gold/silver For 10% off Gerald Celente's prescient Trends Journal, go to TrendsJournal.com and enter the code KNIGHT For 10% off supplements and books, go to RNCstore.com and enter the code KNIGHTBecome a supporter of this podcast: https://www.spreaker.com/podcast/the-real-david-knight-show--5282736/support.

What’s the Why? Why is technology expanding the class divide in Arizona?

Mike Hixenbaugh first knew things had changed when someone on a four-wheeler started ripping up his lawn after his wife placed a Black Lives Matter sign outside their home on the suburban outskirts of Houston.Hixenbaugh is an award-winning investigative reporter for NBC News. He's covered wrongdoing within the child welfare system, safety lapses inside hospitals, and deadly failures in the US Navy. But when his front yard was torn apart in the summer of 2020 in the wake of the George Floyd protests, he saw a story about race and politics collide at his own front door. So like any investigative journalist, he started investigating, and his reporting about the growing divides in his neighborhood soon led him to the public schools.As more than a dozen states sue the Trump administration over its policies aimed at ending public schools' diversity, equity, and inclusion programs, More To The Story host Al Letson talks with Hixenbaugh about how America's public schools have become “a microcosm” for the country's political and cultural fights—“a way of zooming in deep into one community to try to tell the story of America.”Producer: Josh Sanburn | Editor: Kara McGuirk-Allison | Theme music: Fernando Arruda and Jim Briggs | Digital producer: Nikki Frick | Interim executive producers: Brett Myers and Taki Telonidis | Executive editor: James West | Host: Al LetsonListen: The Culture War Goes to College (Reveal)Read: At the Heritage Foundation, the Anti-DEI Crusade Is Part of a Bigger War (Mother Jones)Read: They Came for the Schools: One Town's Fight Over Race and Identity, and the New War for America's Classrooms, by Mike HixenbaughNote: If you buy a book using our Bookshop link, a small share of the proceeds supports our journalism.Listen: Southlake/Grapevine podcasts (NBC News) Donate today at Revealnews.org/more Subscribe to our weekly newsletter at Revealnews.org/weekly Follow us on Instagram @revealnews Learn about your ad choices: dovetail.prx.org/ad-choices

This edWeb podcast is sponsored by Robolink.The webinar recording can be accessed here.Are you looking for ways to bring real-world relevance and career readiness into your classrooms? Join Dr. Beth Green, leader of the Advanced Career initiative at the Southern Regional Education Board (SREB), and the Robolink team for this edWebinar to explore how hands-on learning with drones can help educators transform traditional instruction into high-impact, career-connected learning.Discover how SREB's project-based learning curricula and Robolink's classroom-ready drones equip students with technical and academic critical-thinking, communication, and collaboration skills that align with future workforce needs. In this edWeb podcast, you learn how to:Integrate drones into Advanced Career pathways to boost student engagement and skill developmentUse hands-on, project-based learning in middle school and high school classroomsStrengthen workforce connections across industries like aerospace engineering, aviation, agriculture, transportation and logistics, construction trades, law enforcement, and moreAccess resources for teacher training in all of the aboveThis edWeb podcast is of interest to middle and high school teachers, instructional coaches, school leaders, and district decision makers.RobolinkRobolink creates robotics and edtech solutions that equip students with skills for STEM careers.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

When Khan Academy launched Khanmigo, Salman Khan thought they might reach 100k users by 2025. Today, they're at 1.4 million. 

Jamie Greig and his team at University of Tennessee knows implementing VR can feel intimidating, but with their guide to planning, process, and reflection, you'll be a VR implementation expert in no time.   Journal Article: https://agdevresearch.org/index.php/aad/article/view/353

In this episode of Progressively Incorrect, I'm delighted to host Laura Stam, a dedicated advocate for the Science of Reading and Direct Instruction. Laura will share her expertise on designing and curating resources to integrate content and vocabulary into literacy, discuss new shifts in her thinking and teaching, and offer insights into how structured teaching … Continue reading S4E31: Laura Stam on Integrating Explicit Teaching Practices into Elementary Classrooms

From phantom students and haunted dorm rooms to ghostly professors and cursed frat houses, these college campuses prove that “school spirit” can have more than one meaning – where classes might get dismissed, but some students never leave.Download The FREE PDF For This Episode's WORD SEARCH Puzzle: https://weirddarkness.tiny.us/5n6zbnk8Darkness Syndicate members get the ad-free version of #WeirdDarkness: https://weirddarkness.com/syndicateDISCLAIMER: Ads heard during the podcast that are not in my voice are placed by third party agencies outside of my control and should not imply an endorsement by Weird Darkness or myself. *** Stories and content in Weird Darkness can be disturbing for some listeners and intended for mature audiences only. Parental discretion is strongly advised.IN THIS EPISODE: Classes are now back in full-swing for college students, and many high school juniors and seniors are already in the process of choosing a college to attend in the future. But after hearing about some haunted college campuses, you might choose to change your mind about your chosen universities… or change your major to parapsychology. (Haunted Colleges) *** Weird stories about Area 51 almost all stem from the belief that the government is most likely hiding UFO technology or aliens there. You probably know most of your Area 51 knowledge from movies like “Independence Day” or television programs such as “The X-Files”. But what about the real world? Are any of these stories based on truth? (Tales and Legends of Area 51) *** Weirdo family member Alex shares how fleeing an abusive father brought some comfort from an unexpected source. (Guardian Angel) *** Soon after her disappearance, Dorothy Jane Scott's family began receiving chilling calls from an unidentified caller.  (A Killer Calls)CHAPTERS & TIME STAMPS (All Times Approximate and Only Accurate For the Commercial Version)…00:00:00.000 = Lead-In00:00:41.497 = Show Open00:02:34.322 = Haunted Colleges00:24:47.364 = Guardian Angel00:26:36.797 = Tales And Legends of Area 5100:35:15.431 = A Killer Calls00:40:42.204 = Show CloseSOURCES AND RESOURCES FROM THE EPISODE…“Haunted Colleges” by Erin McCann: http://bit.ly/2luLcxM“Tales and Legends of Area 51” by Kellen Perry: http://bit.ly/2lyyGNG“Guardian Angel” by Alex, submitted at https://weirddarkness.com/submit“A Killer Calls” by Orrin Grey: http://bit.ly/2lvQ99B=====(Over time links seen above may become invalid, disappear, or have different content. I always make sure to give authors credit for the material I use whenever possible. If I somehow overlooked doing so for a story, or if a credit is incorrect, please let me know and I will rectify it in these show notes immediately. Some links included above may benefit me financially through qualifying purchases.)= = = = ="I have come into the world as a light, so that no one who believes in me should stay in darkness." — John 12:46= = = = =WeirdDarkness® is a registered trademark. Copyright ©2025, Weird Darkness.=====Originally aired: July 2020EPISODE PAGE at WeirdDarkness.com (includes list of sources): https://weirddarkness.com/HauntedColleges

“The Blessed Lord then said: This body, O son of Kunti, is called the field, and one who knows this body is called the knower of the field.” (Bhagavad-gita, 13.2)

In this fiery broadcast, the host tackles what they view as a disturbing escalation of left-wing ideology infiltrating schools and government institutions. From sexually explicit books in children's sections to Supreme Court rulings that deny parental opt-outs in public school curricula, and a controversial “sex camp” for 9–15 year olds in Boulder, Colorado—the agenda is laid bare. Featuring firsthand outrage from concerned parents and scrutiny of policies in states like Colorado, California, and Washington, this episode argues that children are being indoctrinated and parents systematically sidelined. With emotionally charged commentary, the episode paints a chilling portrait of a future where state power trumps parental rights and traditional values are under siege.

In this episode of Smuggling Hope, Dan explores the themes of hope, faith, and resilience through the lens of personal stories and teachings from Pope Benedict. He emphasizes the importance of prayer, silence, service, and the redemptive nature of suffering as essential components in cultivating hope in a chaotic world. FREE RESOURCES HERE⁠⁠Start Healing Your Marriage and Family⁠⁠⁠⁠Save 15% at TAN BOOKS use code HEARTSRENEWED15 at checkout click here to shop and save!⁠⁠RESOURCES BELOWWANT A BETTER SEX LIFE? Intimacy Guide:⁠⁠https://forms.aweber.com/form/25/71380525.htm⁠⁠WANT PEACE AT HOME? Family Culture:⁠⁠https://forms.aweber.com/form/19/955349019.htm⁠⁠Ebook: ⁠⁠https://forms.aweber.com/form/31/202341731.htm⁠⁠WHAT WORKS IN MARRIAGE Webinar: ⁠⁠https://forms.aweber.com/form/25/437413425.htm⁠⁠Watch this before you call a divorce attorney:⁠⁠https://forms.aweber.com/form/32/107630932.htm⁠⁠⁠⁠Chesterton Academy of Buffalo⁠⁠⁠⁠Find a Chesterton School Near You⁠⁠⁠⁠Mezanine Creative Co⁠⁠: Graphic Design for Small BusinessChapters00:00 Introduction to Smuggling Hope03:34 The Story of Admiral James Stockdale07:02 Pope Benedict's Encyclical on Hope14:08 The Classrooms of Hope: Prayer and Silence19:45 The Classroom of Service22:22 The Classroom of Suffering and Responsibility

In this episode of The Daily Herold, Jon Herold dives into a deceptively “slow” news day that's anything but dull. From Trump's education-focused executive orders to strange bedfellows like the Atlantic landing an interview with 45, Jon calls out the weird optics and deeper strategy. He slams the push to integrate AI into schools, calling it “anti-education,” and unpacks how our broken university system traps young adults in debt for careers they never wanted. Herold shares his personal experience with the aimless path through academia and ties it into the broader problem of American cultural and economic stagnation. Shifting gears, he speculates whether Trump is resurrecting his 2020 trade deal with China, suggesting the current narrative might just be a long road back to a deal already made, offering a potential "devolution proof" moment. On the foreign policy front, Jon questions whether Russia's latest strike on Kyiv was real or strategic theater and challenges the sudden media narrative shift that seems suspiciously convenient for Team Zelensky. He also critiques Trump's media strategy, wondering aloud why legacy “fake news” outlets still get top-tier access while MAGA media remains sidelined. Also on deck: housing market red flags, India-Pakistan tensions, Elon Musk sues Minnesota over AI election laws, and explosive allegations about TPUSA misconduct. A scattered, scrappy, and unapologetically raw breakdown of today's info war battlefield.

Join Julie Barrett for an exclusive interview with Chris Evans (@ALegalProcess on X), a political refugee from Seattle, a Scottsdale-based corporate lawyer and education reform advocate, as we dive into the mental health crisis gripping public schools. Known for his fierce defense of parental rights and vocational training, Chris has become a prominent voice on X and Substack, challenging activist-driven school policies and championing practical, instruction-focused education over therapeutic approaches. With a track record of influencing Arizona's education laws, including the passage of SB1437, he brings sharp insights and bold perspectives to the table. Tune in to hear his take on addressing the mental health challenges facing students today!Subscribe to A Legal Process on Substack: https://alegalprocess.substack.com/Please SHARE this video with other parents and citizens!Watch on YouTube: https://youtu.be/FzcLDhC1lDsSupport the showLearn more about Conservative Ladies of America: Conservative Ladies of America - Conservative Ladies of AmericaEmail me: info@juliebarrett.usConnect with me on social!(2) FacebookJulie Barrett (@juliecbarrett) / X (twitter.com)IG: @realjuliebarrett Conservative Podcast | Julie Barrett Womansplaining

In this episode of The Financial Guys Podcast, Mike Sperrazza, Glenn Wiggle, and Mike Lomas expose the chaos playing out across the country—from Democrats cozying up to gang members in El Salvador to the bureaucratic disaster of TSA “security theater.” The crew dives into Florida's red wave, the collapse of public schools, welfare abuse, and the madness of identity politics. Plus, they call out the Department of Education's failure, break down Schumer's real immigration agenda, and share why common sense—and actual results—should guide America's future. Unfiltered, sharp, and brutally honest as always.(00:00:55) Florida's Democrat Voter Decline Spurs Republican Rise(00:11:26) Pathway to Citizenship for Undocumented Immigrants(00:14:24) Productive Immigration Selection for America's Progress(00:18:29) Administrative Challenges in Healthcare and Education(00:29:24) Threatening Incident in Ben Shapiro Interview(00:31:23) Voter Targeting in Welfare Politics(00:41:09) Enhancing TSA Screening for Faster Security(00:43:00) Enhancing Airport Security with Advanced Technology(00:49:02) Efficiency and Convenience in Retail Shopping Experiences(00:51:10) Efficient Inventory Systems in Retail Business Operations(01:02:35) Media Influence on Public Health Behavior

When it comes to teaching English learners, there's no question that EL specialists are trained to meet their unique language and learning needs. But what about regular classroom teachers, the ones juggling 25 different needs in one room and suddenly faced with students who speak little or no English? It can feel overwhelming, confusing, and even a little bit lonely at times. That's why I wanted to share this episode with you, the key pillars of EL inclusion. Whether you are an EL teacher looking to support your colleagues or a general educator who wants to do right by the multilingual learners in your room. I've shared lots of strategies over time, but today, I'm boiling it all down into five non-negotiables, the core things that every teacher should keep in mind when integrating ELs into their regular classroom. These are practical, clear, and designed to make your teaching life easier while helping your EL students feel seen, included, and empowered to grow.Show Notes:Episode 151 - The Big 5: Key Pillars of EL Inclusion in Mainstream ClassroomsSimply Ieva Offers:EL Newcomer Teaching Compass for grades 6-12 - curriculum guide created using backward design PLUS a year-long scope and sequence!EL Newcomer Compass: Little Learners' Edition - a curriculum guide for grades k-21:1 EL Teacher Clarity Power-Up SessionIf you find value in The ESL Teaching Podcast and want to support the time, effort, and costs that go into bringing you these episodes each week, consider making a small donation—whatever feels right for you. Your support helps keep this podcast going and means the world to me! You can find the donation link below. Thank you so much! https://www.paypal.biz/simplyieva Save time and build confidence in your EL teaching with these resources:Simply Ieva websiteEMBARK™ Newcomer CurriculumThe ESL Teaching Roadmap – EL curriculum and coaching membership for middle and high school ESL/ELL teachers.Essential Lesson Plan BundleMy TpT storeAccommodate and Modify Your Lessons for ELs with Less than 1 Hour of Planning a Week - classroom teacher and admin checklist Related episodes: The Heart and Art of Teaching ELs in Regular Education Classrooms with Zach Camenker3 Misconceptions About Teaching Newcomers in Regular ClassroomsLet's connect!Follow me on InstagramFollow me on LinkedInJoin the Simply Ieva Facebook Group Record a comment for us - click Support the show

Send us a textWhat's it really like to be an elementary school teacher in Idaho? In this episode, I chat with Teri Smith, a dedicated educator from the Middleton School District, about the joy, heart, challenges, and everyday realities of teaching.We talk about what it feels like walking into the classroom on the first day of school versus the last, how much goes into prepping for class, what caring for our students truly looks like—and yes, even the need to plan ahead just to use the bathroom!Teri also shares what it's like teaching in an overcrowded building, what overcapacity means for Idaho kids, and why she's still all in on the work she loves. Plus, we explore the push for a new elementary school to meet the growing needs of the community.

Episode Summary:Join us in this exciting episode as we explore the vibrant world of seasonal activities within outdoor classrooms. We delve into how aligning educational activities with the seasons can boost student engagement and learning. This episode highlights the "April Showers" workshop, a key feature of our Exploring Nature in Spring Masterclass, part of our Outdoor Classrooms Teacher Certification Program.In This Episode, We Discuss:* The Importance of Seasonal Activities: Discover how seasonal changes offer unique educational opportunities and enhance environmental awareness.* Overview of the Exploring Nature in Spring Masterclass: Learn how our program inspires innovative teaching by integrating season-themed workshops.* Spotlight on "April Showers" Workshop: Get a closer look at this engaging workshop focused on understanding rain's role in ecosystems through hands-on projects and sensory activities.* Tips for Educators: Practical advice on implementing seasonal activities and integrating them seamlessly into your curriculum.*Community Involvement and Continued Learning: Explore how partnerships with local organizations can enrich outdoor education and opportunities for further professional growth.Resources Mentioned:* Outdoor Classrooms Teacher Certification Program* Exploring Nature in Spring Masterclass*The Outdoor Classrooms CIRCLE MembershipCall to Action:* Join the Program: Interested in enriching your teaching approach? Sign up for a 1-1 Call today with Victoria Hackett to learn more about the Outdoor Classrooms Teacher Certification Program!* Share Your Experience: Tried any of these activities in your classroom? We'd love to hear about it! Share your stories and feedback with us.CONNECT WITH VICTORIA:WEBSITE: www.outdoor-classrooms.comEMAIL: Victoria@outdoor-classrooms.comInstagram: instagram.com/outdoor_classrooms/Facebook: Facebook.com/OutdoorClassrooms1

Dr. Nermeen Dashoush is the chief learning officer of MarcoPolo Learning, the award-winning global developer of educational products and instructional resources, and she's also a clinical associate professor of early childhood education at Boston University.In this episode, she shares her insights about how early childhood education programs can use videos in their classroom to supplement lesson plans. She explains the appropriate length for videos in classrooms, as well as the importance of showing videos that are developmentally appropriate. She also gives examples of how videos give context to learning to help children understand topics, and how videos aid in lesson retention through visual storytelling.An integration between Procare Solutions and MarcoPolo Learning offers educators a way to improve teaching practices and support quality teacher-child interactions in the classroom. Check out our blog on how to integrate math into daily routines and how MarcoPolo Learning builds foundational math skills.Learn more about how the MarcoPolo Learning integration with Procare works and get started today!

Dr. Phil's Good Friday message to the mass media and liberal lawmakers: America is one nation under God for a reason, the Ten Commandments are the absolute truth, and let's stop worshiping the false gods of money, celebrity, politics, and social media.