Podcasts about common core state standards

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  

Linda Murphy discusses the controversial statewide longitudinal data system bill in Oklahoma, highlighting its origins in the Obama administration's stimulus money and its connection to the Common Core State Standards. She explains how the system, initially designed for aggregate reporting, was transformed to collect student-level data, raising privacy concerns. Murphy also touches on the influence of the Hope Foundation and the Oklahoma Prevention Needs Analysis survey, emphasizing the need for transparency regarding funding and the potential misuse of data. Linda Murphy discusses the Oklahoma Prevention Needs Assessment, a survey given to sixth graders that includes questions about gender identity and sexual orientation. She highlights the controversial nature of these questions and the potential for long-term data collection on students' attitudes, values, and beliefs. Murphy also mentions a federal labor report from the Clinton administration that included a student data profile with subjective evaluations, such as honesty ratings, and warns about the dangers of subjective judgments in data collection and potential misuse of this information. Linda Murphy discusses the approval of an AI platform from Carnegie and concerns about data collection in education. She highlights the need to dismantle the federal data system and emphasizes the importance of aligning data collection with state law and values. Murphy also mentions the role of Megan Offedil, hired to run the Office of Education Quality and Accountability, and her vision for transforming it into a P20 data hub. A Senate bill, amended before voting, prohibits the state's new data system from serving the same purpose as the state student identification system or directly reporting data to federal agencies. The bill also prohibits the collection of personal data, including religion, political affiliation, health insurance status, and medical information. The goal is to prevent top-down control of student programs and curriculum, emphasizing local school board and parent involvement. Linda Murphy discusses transparency and regulations regarding student privacy data, highlighting the 2013 student privacy data bill. She offers to send additional documents and encourages listeners to like, share, and subscribe. _______________________________________________________________   Visit my Patreon Page to access all the links mentioned in the show. Click the link below:   https://www.patreon.com/posts/docs-from-with-127298484?utm_medium=clipboard_copy&utm_source=copyLink&utm_campaign=postshare_creator&utm_content=join_link  

In this episode, Susan Lambert welcomes back Sue Pimentel to discuss the history and impact of the Common Core State Standards on English Language Arts and Literacy (ELA) education in the United States. Susan and Sue revisit what the standards were designed to focus on: knowledge building, college and career readiness, and fluency in both literary and informational texts. Their conversation covers the importance of text complexity, the lack of a research base to support leveled readers, and knowledge building as a matter of equity and content as a matter of access. While acknowledging the value of these standards, the discussion also highlights their limitations. Sue underscores the importance of always returning to the research to ensure students are truly learning, preparing them to navigate the world and ultimately, live happier lives.Show notes:Website: Knowledge Matters Review ToolListen: Season 4, Episode 5: Reading as liberation with Sue PimentelRead: “Standards Are Not Curriculum”Website: Knowledge Matters CampaignQuotes:“Vocabulary is how we describe concepts; it's how we know how to talk to one another.” —Sue Pimentel“What the standards say is, ‘Leveled texts are out and complex texts are in.' There's no research behind assigning a level to students reading and then sort of imprisoning them in that.” —Sue Pimentel“The more stuff you know, the better you're able to navigate the world….and I think the happier life is. And certainly the happier kids' lives are when they're actually learning stuff.” —Sue Pimentel

Barbara Cirigliano, EdD - Success for Our Youngest Learners: Embracing the PLC at Work Process at the Early Childhood Level. This is episode 692 of Teaching Learning Leading K12, an audio podcast. Barbara W. Cirigliano, EdD, is the former principal of Willow Grove Kindergarten and Early Childhood Center in Buffalo Grove, Illinois. She has more than 40 years of experience, focusing on early education, elementary education, and special education. At Willow Grove, Dr. Cirigliano led the implementation of a professional learning community. Along with her staff, she created a collaborative culture and developed a guaranteed and viable curriculum supported by the Common Core State Standards (CCSS). Their creation of common assessments and a pyramid of interventions has built the foundation for student learning in this high-performing district. The National Association for Young Children has accredited Willow Grove for the past several years. This rigorous accreditation process identifies high-quality early learning programs and schools. She is the author of Success for our Youngest Learners.  This book outlines the major concepts of PLCs and makes it clear how educators of young children can apply and use these concepts in early childhood settings in order to fully integrate with the whole-school or whole-district PLC. Willow Grove has also been highlighted on the AllThingsPLC website. Dr. Cirigliano has a bachelor's degree in early childhood special education, a master's degree in educational leadership, and a doctorate in educational administration. She has presented at a variety of national conferences. Our focus today will be Barbara's book - Success for Our Youngest Learners: Embracing the PLC at Work Process at the Early Childhood Level. Awesome conversation! Amazing success! So much to learn. Remember to share with your friends, colleagues, peers, family, and everyone else. 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! Thanks so much! Connect & Learn More: https://www.solutiontree.com/success-for-our-youngest-learners.html https://www.solutiontree.com/barbara-w-cirigliano.html https://allthingsplc.info/ https://allthingsplc.info/what-is-plc-at-work-recognition/ bwcirigliano53@gmail.com Length - 50:20

When I ask teachers: if you could have a magic wand, what would you wish for you in your teaching situation, I get so many requests for a scope and sequence for newcomers and for a newcomer curriculum. So in today's episode, I wanted to go back to the basics and talk a little bit about the scope and sequence for English language learners.  I will be answering the questions about what the scope and sequence is, why it is an important document to have, what is included in it, and how ELL teachers can create their own, especially for newcomers. I will also be sharing an example of my scope and sequence and a link for you to grab it at the end of this episode. What you will hear about a scope and sequence for newcomers:What is included in a scope and sequenceHow to create a scope and sequence when you don't have a curriculum or a teamThe best ways to incorporate Common Core State Standards, ELD standards, and WIDA standards into your scope and sequenceMy process for creating academic and social emotional goals for my studentsUsing my grammar teaching sequence available for free on my websiteResources:As mentioned in the episode, here is the:Year Long Scope and SequenceBelow you will find some useful resources!EMBARK™ Newcomer curriculum grades 6-12 The ESL Teaching Roadmap – monthly membership community for middle and high school ESL/ELL teachers. As a thank you for listening, use code ESLPODCAST for 10% off when you join. Free Audio Training - 3 Mindset Shifts for Instilling and Living Out a Belief that All Teachers are Teachers of Language.Book a $0 Consult Call - Lead ELs to Progress without OverwhelmSimply Ieva ESL Teachers Pay Teachers StoreFollow me on Instagram Join the Simply Ieva Facebook Group I have compiled every masterclass I have ever recorded on how to teach and reach English learners in a regular education classroom - I'm talking strategies, how-tos and done for you resources!) and have created a digital masterclass library called Light the Way to EL Teaching Success where you can get instant access to 10 practical and actionable videos, 8 done-for you lessons and 1 professional development certificate for 3 hours of your time. Support the Show.

Send us a Text Message.The One About…Program Review Protocols with Dr. Timothy ShanahanTimothy Shanahan's latest blog on problems with textbook reviews got us talking!Shanahan took some time out of his busy schedule to join us on The Literacy View todiscuss problems and his suggested solutions.Shanahan on Literacy Article:What About Textbook Reviews?https://www.shanahanonliteracy.com/blog/what-about-the-textbook-reviewsQuote:Despite the rhetoric of these groups, the term “evidence aligned” is meaningless. Oftenthere is no direct evidence that what is being required has ever benefited children'slearning in a research study.TIMOTHY SHANAHAN bio:Timothy Shanahan is Distinguished Professor Emeritus at the University of Illinois atChicago where he was Founding Director of the UIC Center for Literacy. Previously, hewas director of reading for the Chicago Public Schools. He is author/editor of more than200 publications on literacy education. His research emphasizes the connectionsbetween reading and writing, literacy in the disciplines, and improvement of readingachievement.Tim is past president of the International Literacy Association. He served as a memberof the Advisory Board of the National Institute for Literacy under Presidents George W.Bush and Barack Obama, and he helped lead the National Reading Panel, convened atthe request of Congress to evaluate research on the teaching reading, a major influenceon reading education. He chaired two other federal research review panels: the NationalLiteracy Panel for Language Minority Children and Youth, and the National EarlyLiteracy Panel, and helped write the Common Core State Standards.He was inducted to the Reading Hall of Fame in 2007 and is a former first-gradeteacher.Support the Show.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

In this episode, we will be discussing how interdisciplinary approaches can improve meaningful learning experiences in physical education with Dr. Kayla Zimmer.Dr. Kayla Zimmer is the Director of Graduate Literacy and teaching faculty in the School of Education at Canisius University. She teaches graduate and undergraduate courses in elementary and secondary literacy, foundational literacy skills, literacy for secondary content areas, and assessment. Her research interests include educational policy, AI in education, student engagement, and questioning.   She has worked as a National Park Ranger, a middle school special education teacher, and a 7th grade aide. These roles have deeply influenced her approach to literacy, education, teaching, and research. Articles for Today's ShowConstantinou, P., & Wuest, D. A. (2015). Using Academic Language to Level the Playing Field for English-Language Learners in Physical Education: Part 1. Strategies , 28(5), 28–33. https://doi.org/10.1080/08924562.2015.1066285 Seymour, C. M., Illg, K., Donnelly, J. P., Kozlowski, K., Lopata, C., & Thomeer, M. (2019). Effects of Common Core State Standards on Student Physical Activity Rates and Student and Teacher Perceptions in Physical Education. Physical Educator.

The Dean's List with Host Dean Bowen – In 2010, Obama pushed for Common Core State Standards, shifting education towards federal oversight and increasing technology use in elementary classrooms. This move sparked a debate: Is keyboarding more vital than handwriting? Recent neuroscience studies highlight the unique brain benefits of handwriting, challenging this tech-centric approach and urging a reconsideration of...

School administrators often believe that students can be evaluated on the individual reading comprehension standards and they push teachers to teach and assess these individually. The research suggests that such efforts won't work.

In this podcast, J. Warner reads an honest (if not politically correct) comment from an atheist describing the consequence of a consistent atheistic worldview. Jim also answers listener email related to responding emotionally as a Christian, the early dating of Matthew's Gospel, and the apologetic opportunities available within the Common Core State Standards for education.

In this festive episode of "The Modern Math Teacher Podcast," we're diving headfirst into the holiday spirit while keeping math at the forefront. We're here to support those incredible secondary math teachers who want to inclusively celebrate the winter holidays in their classrooms. We discuss the importance of embracing diversity, share three fantastic strategies for inclusive holiday celebrations, and introduce two incredible resources: the "Gift Wrap Challenge" and "Holidays Around the World " project. Get ready to bring the magic of math and culture into your classroom this holiday season!Today's TopicsWhy does this matter? The significance of celebrating winter holidays inclusively in the math classroom.How can we do it? Practical strategies for creating an inclusive holiday atmosphere.Resources to Make it Easy-Introducing the "Gift Wrap Challenge" - a hands-on experience for teaching geometry and algebra through gift wrapping, perfect for middle and high school students.Spotlighting the "Holidays Around the World - By the Numbers" project - a cross-curricular math and culture celebration, aligned with Common Core State Standards.Resources from Today's Episode:

In this episode, we delve into how you can use Twilight Zone episodes in your middle school ELA classroom.  Discover how these thought-provoking stories provide an excellent platform for teaching ELA, including character development analysis, exploring moral dilemmas, and dissecting literary elements such as symbolism and foreshadowing. We'll discuss how "The Twilight Zone" seamlessly aligns with Common Core State Standards by integrating multimedia sources into the curriculum, enriching students' comprehension, and promoting critical thinking skills. Plus, we have some exciting news!  If you want some resources with read to teach activities using some of our favorite "Twilight Zone" episodes, you can check out our Twilight Zone bundle by clicking this link! 

"Doc Rabbit, Bruh Fox, and Tar Baby" "The well-known author retells 24 black American folk tales in sure storytelling voice: animal tales, supernatural tales, fanciful and cautionary tales, and slave tales of freedom. All are beautifully readable. With the added attraction of 40 wonderfully expressive paintings by the Dillons, this collection should be snapped up."--(starred) School Library Journal. This book has been selected as a Common Core State Standards text Exemplar (Grade 6-8, Stories) in Appendix B. --- Send in a voice message: https://podcasters.spotify.com/pod/show/avant-garde-books/message Support this podcast: https://podcasters.spotify.com/pod/show/avant-garde-books/support

"The well-known author retells 24 black American folk tales in sure storytelling voice: animal tales, supernatural tales, fanciful and cautionary tales, and slave tales of freedom. All are beautifully readable. With the added attraction of 40 wonderfully expressive paintings by the Dillons, this collection should be snapped up."--(starred) School Library Journal. This book has been selected as a Common Core State Standards text Exemplar (Grade 6-8, Stories) in Appendix B. --- Send in a voice message: https://podcasters.spotify.com/pod/show/avant-garde-books/message Support this podcast: https://podcasters.spotify.com/pod/show/avant-garde-books/support

In this episode, we are joined by Drs Douglas Clements and Julie Sarama to discuss early math learning. Douglas H. Clements is Distinguished University Professor, Kennedy Endowed Chair in Early Childhood Learning, and Executive Director of the Marsico Institute for Early Learning at the University of Denver. Previously a kindergarten teacher for five years and a preschool teacher for one, he has conducted research and published widely in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. His most recent interests are in creating, using, and evaluating a research-based curriculum and in taking successful curricula to scale using technologies and learning trajectories.He has served on the U.S. President's National Mathematics Advisory Panel, the Common Core State Standards committee, and the National Research Council's Committee on Early Mathematics, and is and co-author each of their reports.    Julie Sarama is the Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver. She conducts research on young children's development of mathematical concepts and competencies, implementation and scale-up of educational reform, professional development models and their influence on student learning, and implementation and effects of software environments in mathematics classrooms. She has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers.She designed and programmed over 50 published computer programs, including her version of Logo and Logo-based software activities, including Turtle Math™, which was awarded the Technology & Learning Software of the Year award.   In this episode, we delve into what constitutes early math knowledge, and how to support it at home. As we discuss, caregivers often engage in numeracy talk and behavior with children without consciously doing so. As Douglas and Julie point out, there are also many additional opportunities in early childhood (and beyond) to incorporate math into fun activities (such as Candyland).    To learn more about how to incorporate math into everyday interactions with your children please visit the following websites:   https://www.learningtrajectories.org/ https://www.researchgate.net/profile/Douglas_Clements https://www.researchgate.net/profile/Julie-Sarama  

Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy.He is the author of Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton.Wood remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale.An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards.Wood is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion.Patrick's website https://www.technocracy.news/Citizens For Free Speech https://www.citizensforfreespeech.org/SUPPORT THE SHOWSuper Chat Tips https://bit.ly/42W7iZHBuzzsprout https://bit.ly/3m50hFTSubscribeStar http://bit.ly/42Y0qM8Paypal http://bit.ly/3Gv3ZjpPatreon http://bit.ly/3G37AVxHow to grow lots of food in a grid-down situation.This is for people who want the fastest and easiest ways to produce healthy and delicious meat, eggs, and vegetables. Because you know that growing your own food is like printing your own money. Register for FREE full access to the webinar: http://dangerousoffgrid.comAFFILIATESAmerican Coins and JewelryWaterford, MichiganMatt (248) 978-7686CONNECT WITH USChatroom http://bit.ly/42OayqyEmail the show http://dangerousinfopodcast@protonmail.comJoin mailing list http://bit.ly/3Kku5YtSOCIALSInstagram https://www.instagram.com/jessejaymz1/Twitter https://twitter.com/jaymz_jesseGab https://gab.com/JessejaymzTruth Social https://truthsocial.com/@jessejaymzWATCH LIVETwitch https://www.twitch.tv/dangerousinfopodcastRumble https://rumble.com/c/DangerousInfoPodcastPilled https://pilled.net/profile/144176CloutHub https://clouthub.com/DangerousINFOpodcastTwitter https://twitter.com/jaymz_jesseDLive https://dlive.tv/DangerSMART is the acronym that was created by technocrats that have setup the "internet of things" that will eventually enslave humanity to their needs. Support the show

Today my guest is Dr. Peter Afflerbach who researches individual differences in reading development, reading assessment, and comprehension. We'll talk about the differences between skills and strategies – and why that matters for the classroom, as well as his new book Teaching Readers Not Reading in which he argues that factors such as efficacy, motivation, engagement, epistemic beliefs, attributions, and executive functions play a significant role in developing readers. Later, I'm joined by my colleagues Lainie Powell, Lea Leibowitz, and Gina Dignon for a conversation about practical takeaways. ***Read a full transcript of this episode and learn more about the show at  jenniferserravallo.com/podcastRelated reading:Clarifying the Differences between Reading Skills and Reading Strategies Teaching Readers Not Reading ***More about this episode's guest:Dr. Peter Afflerbach is Professor of Education at the University of Maryland. Dr. Afflerbach's research interests include individual differences in reading development, reading assessment, reading comprehension, and the verbal reporting methodology. Dr. Afflerbach serves on various literacy-related committees affiliated with the National Assessment of Educational Progress (NAEP), the International Literacy Association, the Common Core State Standards, and the National Academy of Sciences.Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

What is joy and happiness? This topic inspired me after having a conversation with someone.Am I choosing joy based on my financial reality? Hear me out…. Maybe joy is choosing what my body would like. Joy doesn't always have to be about money. Money follows joy, joy does not follow money.Are you willing to up level your standard of joy?I talk about the different ways we can choose happiness by shifting our standards.IN THIS EPISODE, I TALK ABOUT:What is your standard of joy?How can you shift your standards? Are you lying to yourself with your standard of joy? What if joy is something your body wants?

Davos has been all over the news because the World Economic Forum have just held their annual gathering there and our guest today has been warning us for the past 40 years about the rise of these types of globalization plans and how we are losing control of our own self determination and independence as citizens. Patrick Wood is a world leading expert on technocracies and knows all about the workings of the World Economic Forum and the Trilateral Commission, and he makes a welcome return to Hearts of Oak to delve deeper into both organisations. Back in 1978 he co-wrote, with the late Antony C. Sutton, ‘Trilaterals over Washington' which tells the story of the Trilateral Commission, founded in 1973 by David Rockefeller and Zbigniew Brzezinski, with the specific purpose of creating a ‘New International Economic Order'. While Klaus Schwab and his institution take all the headlines, the Trilateral Commission gets almost zero media coverage and yet it is just as powerful, if not more so, than the WEF. Patrick explains to us what exactly is at play, who the main actors are and how worried the UK should really be with the fact that Sir Keir Starmer, the leader of the Labour Party and possible future Prime Minister, is a longstanding member of the Trilateral Commission. Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton. Patrick remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale. An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, he maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards. He is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion. Patrick is also the Executive Director and Founder of ‘Citizens for Free Speech' (CFFS) which is dedicated to preserving free speech and enabling citizens to exercise their rights as guaranteed by the United States Constitution. Follow and support Patrick at the following links... Website: https://www.technocracy.news/ GETTR: https://gettr.com/user/PatrickWood Facebook: https://www.facebook.com/TechnocracyRising/ Twitter: https://twitter.com/stoptechnocracy Podcast: http://technocracy.podbean.com/ Citizens for Free Speech... Website: https://www.citizensforfreespeech.org/ Facebook: https://www.facebook.com/citizensforfreespeech/ Twitter: https://twitter.com/citizens_free 'Trilaterals over Washington' and all of Patrick's books available on Amazon... https://www.amazon.co.uk/Trilaterals-Over-Washington-Volumes-II/dp/0986373923/ref=sr_1_6?crid=31PUWCFBCX3P0&keywords=patrick+wood&qid=1674656655&sprefix=patrick+wood%2Caps%2C305&sr=8-6 Interview recorded 20.1.23 Audio Podcast version available on Podbean and all major podcast directories. ⁣https://heartsofoak.podbean.com/ To sign up for our weekly email, find our social media, podcasts, video, livestreaming platforms and more https://heartsofoak.org/connect/ Hello, Hearts of Oak. We have an interview just coming up with Patrick Wood. Patrick Patrick has been with us before, we're going to talk about the WEF, Davos, obviously just been happening, the Trilateral Commission, which Patrick has written about extensively. Back in 1980, he wrote probably one of the few books, there may not be any others on the Trilateral Commission. And we're looking at a worldwide web of control. These organizations weave through politics, through media, through academia, through NGO, through religious organizations. It is all to do with control. So much has been discussed, obviously, with those meetings in Davos. And Patrick talks to us, connects some of those organizations together, tells us what happens behind the scenes. We talk about the Young Global Leaders Program, how it's looking at the next generation. Should we be worried at King Charles, his close links to the WEF? He helped launch the Great Reset back in 2020, the WEF. [1:23] Should we be worried about Keir Starmer and his membership of the Trilateral Commission? Probably will be in number 10 in a number of years. Patrick joined us to look at all these issues and of course talk about technocracy.news [1:35] where you find a wealth of information and up to date news on all of these issues. Enjoy. And hello, Hearts of Oak. Thank you once again for joining us on a pre-record coming to you a few days before and it is wonderful to have Patrick Wood back with us once again. Patrick, thank you for your time today. My pleasure. This is always a good conversation. Great to have you on, I think it was back in August.I remember vividly because I was on Holiday in Bulgaria, so I remember when it was because I didn't have my usual studio. But we want to talk about lots happening and if I can, just mention to the viewers, at Stop Technocracy on Twitter, it's very worthwhile a follow. But also the website, so technocracy.news, citizensforfreespeech.org will not get into, but that is the links in the description. So if you're watching, it'll be there, or if you're listening on the podcasting apps, it will be there in the description. But technocracy.news is really worthwhile following them. I think we are bombarded with information and it covers so much. It pulls in but doesn't overload it. Sometimes you get different news sites and it's overload where you're just getting maybe one or two stories a day and from different writers, different artists, different sources. [2:59] And I just think for the viewers and listeners, it's certainly worthwhile putting technocracy.news into your normal list of sites that you look at and you check out. So the links are in the description. And of course, make sure and follow Patrick on Twitter. But Patrick, I think we could start off with Davos. Davos is just finishing up. And it's strange that a little place in the middle of Switzerland would become a focal point of this crazy, huge gathering and of course invite only. I've seen a number of journalists there, saw [3:38] Rebel media there. Ezra Levant was there trying to interview people, talk to people in his great way. But Davos World Economic Forum, it's something people hear about and I think, over the last few years, people have begun to delve more deeply into this kind of secretive world. And it's one of these, probably the major organization in the world that controls what we do. And most people have no idea about it. So you've obviously, you watch proceedings from afar at Davos. Tell us a little bit more about kind of what happens and why people, go there?   Well, it's a number one is a networking group. Maybe people don't quite understand what that is, but in business, it's not unusual, whether it's a local or some type of a regional meeting where people get together and they trade business cards and they try and stump some business for themselves. That's called just networking. And of course, personal networking, when in a dating scenario, they have that context there works too, or you meet with a bunch of people and you say, well would you like to go out with me? No I wouldn't. [4:53] Whatever. But Davos is not a policy making organization per se. It really is more of a discussion slash networking slash backroom deals. Perhaps my guess is most of the deals really don't happen at Davos itself, but that's where they get together and make acquaintances and trade business cards and hey I'll call you and your people call me or whatever and it opens channels for business to get done you know for work to get their work to get done. What's interesting about Davos to me in particular is that the makeup of Davos is very the membership by tease is very similar to the makeup of the membership of the trilateral commission And this is not surprising because going back to pre trilateral commission days, which was founded in 1973. [5:51] Going back before that Klaus Schwab, a young Klaus Schwab was attending university in America. [6:01] And he ran into Henry Kissinger. And Kissinger took him under his wing. mentored him and taught him what basically Kissinger doctrine at that time. Kissinger was a visionary, but even back then he really was. And he encouraged Schwab to go back to Europe and start what now we know as the World Economic Forum. They wanted, and this was a specific thing. [6:38] Kissinger and crew wanted, and by the way, Kissinger was a founding member of the trilateral commission. He wasn't a co-founder like Brzezinski and Rockefeller, but he was one of the first members. That crowd spearheaded by Kissinger wanted to have a European beachhead. [6:59] And the way to do that, and this was before the trilateral commission was formed, the way to do that he believed was to start an organization like what we now know as the World Economic Forum. Bring leaders together, bring them together and indoctrinate and brainwash them into trilateral commission policy. When the trilateral commission was formed [7:21] they drew a membership from three regions. There was Japan specifically, which now is broadened Asia. And then there was North America, mostly from the United States. There were a few Canadians and no Mexicans at the time. And then you have Europe. And so a third of the membership came from Europe, a third of it came from Japan, and a third of it came from North America. Well, the European contingent of the Trilateral Commission, which kind of operated together with the whole organization, but they also had their own leader, their own director for Europe and deputy director, and they had their own meetings in Europe as well, as they did in Japan. So what Schwab did, what Kissinger did with Schwab is he sent him back to Europe to start this organization, essentially a networking organization. It was followed up in a couple of years with the [8:22] Founding of the Trilateral Commission and all of a sudden now you have the real mucky mucks in Europe joining the trilateral commission by [8:31] invitation only. It was strictly invitation only and mostly handpicked by Zbigniew Brzezinski, I might add, and Rockefeller I'm sure had input. But the two organizations have worked in parallel. Ever since 1973. And originally in 73, the Trilateral commission was very secretive. They didn't want anybody know what they're doing. Even though they had extensive literature really of their, you know, we discovered their own writings. We were able to get a hold of their own magazine called Trialog. [9:09] Which is distributed mostly to members. But it was available. We got a hold of it for the asking, and we read them all. And we also read what the academics were writing that belonged to [9:22] The Trilateral commission. They were, they were open. They were, they published articles like in the, you know, New York Times and Washington Post and Foreign Affairs Magazine and you know, the Brown Journal and all kinds of highfalutin university publications. So getting literature on their writings on what they were talking about was not difficult. We attempted to expose the Trilateral Commission during the 70s and early 80s. We actually did break it down very well. Of course, we were censored to death. But they were secretive. And Rockefeller later in the 90s, when he wrote his book memoirs, he alluded to this very, very directly. He said, we're grateful to those media companies that we invited to belong to the Trilateral Commission. That included Newsweek magazine, included Time magazine, included the Wall Street Journal, you know, the biggies, right? I think Chicago Sun Times, there's about six different media conglomerates that were invited to be part of the Trilateral Commission. But they were allowed to attend the meetings, but they weren't allowed to write about them. So essentially, it became a gag order, right? [10:40] And so Rockefeller later said, well, we're grateful to all those companies that acted in discretion to attend our meetings but not to necessarily write about extensively what we were talking about. And well, it all came out in time. And you know, we know a lot more about it. [10:59] Everything we need to know about it today. We didn't maybe know in 1976 or 7, pretty new back then. On the other hand now, secretive as the trilateral commission was, and they still are. Very, they hold their cards very close to the chest as they say. They don't want anybody to see what they're doing even today. The world economic forum on the other hand is completely out of the closet. Yeah, completely. Wide open, spread it to the world. Get everybody involved that you can. [11:37] I look at it as the old kind of the old bums rush where, you know, where salesmen swoop in to convince some poor little old lady that she needs to buy this new car or whatever, you know, puts pressure on her. And this is what's happened with the World Economic Forum in recent years. They're out of the closet. They're wide open. They're telling you exactly what they're going to do. Klaus Schwab, an academic, has been writing books like The Great Reset was one. Another one was The Great Narrative that they're promoting. So they're trying to convince the world right now, through business channels, taking all the doctrine from United Nations on sustainable development, which I believe is just technocracy from the 1930s, and shoving it down the throats of the world. Their pitch is getting very thin. However, I just want to emphasize that. Their pitch is getting very thin, in my opinion. And I think a lot of other people are looking at at these people and say, who are these people anyway? You know, what on earth are they doing talking about nothing, you know, it's seemingly nothing makes sense. Just today I, I posted, well, we won't say when today is, but it's soon. [13:01] Your show, um, Al Gore, who is the poster child for global warming. What a nut. [13:09] This guy isn't just, this guy's just insane. He has a, he, he makes a rant in front of a large audience at world economic forum. [13:19] And when I say rant, he gets on the edge of his chair, he turns beat red and he shakes his fist. He's having it, you know, he has a rant and he's just letting them have it, belting it out. And I think back to the days of when he said all the polar bears are going to die and ice caps are going to melt in 12 years. Well, that didn't work out too well for him, the idiot. there are more polar bears now than ever before. and that and looks to me like the Antarctic and Arctic are still there [13:50] doing just fine, right? He gets up in his rant and he says, global warming, this is a direct quote, is the global warming adds enough heat to the, unnatural heat to the atmosphere. That is the equivalent of 600,000 Hiroshima bombs daily. [14:13] He says this publicly in the videos out there, 600,000 Hiroshima bombs every day, he says, it's the equivalent of every day exploding that many bombs. That's what's happening to our atmosphere because of global warming. And everybody in the audience like, wow, oh, Al, you're just so prophetic. How does this guy, how does this guy get a microphone? Yeah, yeah. Well, also, John Kerry is there and he's of the same ilk. But can I, it's the, is there a difference in makeup because WEF is wide. I mean, they focus on with NGOs and academia, and religious leaders, not just political. And in fact, they've got the young global leaders program. So they're looking very much the next generation. This is not just to be a one off thing that dies out with Klaus Schwab, but this is something that will live long past him. Tell us about that, because there's a lot of thinking for the future. It's not just the here and now. Oh yes, you're absolutely right. From day one, going back to the early 70s, and I believe that's where modern globalization was founded was right there with the Trilateral Commission. [15:35] Looking forward from 1973 they played the long game. Clearly they played the long game. It wasn't about, Oh, we're going to do this in five years. And by 1980, we're going to have all of our agenda together. They were long-term strategists and Brzezinski undeniably. I don't care what you think about Brzezinski, whether you love him or hate him. Brzezinski was a master strategist and all of the books he wrote, all of them were looking forward 20, 30, 40, 50 years. He played the [16:05] long game and Rockefeller the money man was playing the long game as well because his family I mean you know going back to John D Rockefeller originally in the early 18 1900s oil fortune then Banking fortune and then medical fortunes they all played the long game they were used to playing the long game so when they said we need a new international economic order in 1973 they knew it wasn't going to happen overnight. It was going to take time. And so they started that long game. Well, here's the thing. The Trilateral commission was still the, they were the master strategist for this whole thing, in my opinion. They had it all pretty much laid out even back then. But what they did not have, all they had was a bunch of grumpy old men meeting, basically meeting in a back room drinking scotch and smoking cigars. That's about all they had Originally, 300 people, 300 people. And that's not to be confused with the movie 300 or whatever it was. They weren't anything like that, right? 300 people had to, their mission was to change the world. Now, how are you going to do that? Well, you need a couple of things. One, you need contagion for your ideas. You have to spread your ideas and you can't just put an article in New York Times or Wall Street Journal. Oh, man, that's it. We're all going to run after and do this now. That's not the way the world works. [17:31] So the contagion that they set upon eventually was the United Nations. As far as spreading the concept to other parts of the world and down deep into nation states. The year after the commission was founded in 1974, I found this document on the UN website. It's there. Is called the dec and this was a general resolution that was passed it was called declaration of the establishment of the new international economic order. [18:09] That's 1974. That's the same language that was used by the trilateral commission to create a new international economic order. Was that coincidence? Well, no, the Rockefeller family had had a long, long history with the United Nations already in 1973. They were the perfect [18:31] contagion for Rockefeller to tap in order to take the crazy new international economic order, Brzezinski called it the tectonotronic era, to take that doctrine to all the nations of the world, shove it down their throat and spread it, you know, just liberally spread it all over the world. The second thing that they needed to have besides contagion was disciples, true disciples, not just forcing it down with treaties and legal agreements and memorandums, et cetera. They needed to have disciples that would work within each country and each business entity order to implement the doctrine in a practical way, right? To action the nuts and bolts to make it happen. This is where the world economic forum has blossomed as a training organization, not just, you know, Hey, let's get together in Davos and have some brainwashing stuff that happens, you know, and like Al Gore has got everybody convinced now that that 600 Hiroshima bombs are going off every day and you wake up in the morning and you think, man, I better do something about [19:45] global warming, these bombs are going to really get us, you know. But they do have the brainwashing type activities at Davos itself and other meetings. They have lots of regional meetings, by the way, all over the place. They're having meetings probably every day at this point somewhere. But they have started this organization like the young leaders group to train promising young people to take their position in society to be disciples for the new international economic order. And this is exactly what's happened. And you say, well, how could they do that? Well this is somewhat of a mystery to me, but those people who look at young people and decide whether they're top timber or not. [20:41] I'll give you a good example, I think another good example. What are the qualifications to get invited to become a Rhodes scholar? If somebody can answer that question, then it would be very instructive as to how the young leaders are chosen. They're invited. There's no application process to become, well, there kind of is, but you have to be sponsored. That's kind of the way Rhodes Scholarship is too. you look at the people, for instance, in American politics, and I'm sure it's the same there, you look at their, their extended bio and you'll see that they were Rhodes scholars. [21:29] At one time. That was a brainwashing type of a thing where they really got indoctrinated with the globalist theme. One big happy family, you know, one big global governance system. Well, Well, this has been happening now with the young leaders group for, I don't know what, 20 years, 25 years since it started. And all those young people, you say, well, how did they pick the one? Gee, isn't it strange? They picked the ones that all ended up in high positions in government, high positions in business. It's like, how did that happen? Well, there's a few outliers that didn't make it, right? I mean, they just kind of, they went through the program and then they went home and nothing happened. [22:17] But you look at Canada, for instance, half of Trudeau's cabinet are young leader graduates, you can't make this up. How did somebody know that those people that went through the program were going to get in? Well, maybe it was a push pull operation. Maybe it was, Hey, we see this guy or this gal is extremely bright, is extremely malleable, is extremely impressionable and that's the kind of person we want to come to young leaders. [22:52] And then as they graduate, they get to know them a little bit. [22:57] Now they can push. First, they pull them in. Now they can push him out. Say, well, this person has the training to become involved with a cabinet member or be a cabinet member and Trudeau's government. [23:12] So they get, they get pushed into positions of power by those who network them in in the first place. We see this, I've seen the same kind of thing, by the way, happen with [23:27] secret society groups in America, like Skull and Bones. Same, same type of thing. Seniors in college or university in Yale in particular that belong to Skull and Bones, seniors are just seniors. Most of them dumb kids, you know, still trying to figure out where the sun comes up, right? When they're not, you know, passed out on the, you know, after a big, big weekend party. They don't know anything about anything. They don't know, they don't know where they're going. They don't know what's going on. But if you pass through the [24:01] halls of skull and bones secret society at Yale. You will be pushed into positions of influence where you can do the things that they taught you to do. And so we find that they show up in all kinds of positions of power. It's, incredible. Absolutely incredible. John Kerry is a bonesman, for instance. Lots of them, George Bush is a bonesman. Can I jump to, you talked about young leaders, and for the UK, if we look at older leaders, we may think actually this is a thing, the UK kind of feels ourselves separate from Europe, we're not America, so we're safe. But I just want to remind our viewers, you can pick up on this, the great reset which we all hear about, which was May 2020. And that was together with the WEF and Prince Charles. [25:00] Now King Charles, Prince of Wales, sustainable markets initiative. And they launched this program together. So that means that, I guess, how worried should we be in the UK that the person who is now King of United Kingdom was there two years ago or three years ago with the WEF, launching this great reset which is something which has caused a lot of us much concern. [25:30] Yes and it should. I don't know how you're going to deal with that in the near future, in the next two or three or four years. My first thought when he became King Charles was maybe all of his new responsibilities and activities might crowd out some of his nuttiness on sustainable development. I doubt it. I'm thinking about I kind of doubt it. Because he has people he can just delegate it all to now, you know, you do this, you do that, whatever, and you can push it out on other people. But it's a the thing, I think, actually, I think Britain is really picking up on this a lot of people in Britain, I think are picking up on this. And that is that what these people are doing is patently anti human. And it's anti anti-civilizational. And I think when people begin to hurt as a result of it, and right now people are hurting not only from, from medical issues, carry over of the shots or [26:32] whether it's a energy prices going through the roof. Uh, people can't turn on their, you know, get, get warm in the, uh, this, this hits the pocketbook. Now they're talking about 15 minute cities where everybody's going to be, you know, the lockdown and you can't go within 15 minutes of your or outside of 15 minutes of your residence. I see pushback. I see people say, wait a minute, wait a minute. That's crazy. That's crazy talk. What are you, we're not going to do that. People just need to rebel against this. Honestly, that if there was ever a call for civil disobedience, it's right now, just settle it, settle it now before they come after you with tanks and guns and mustard gas, I guess, because it's going to eventually end up with, if the people continue to roll over to this stuff, they will eventually be completely annihilated. It's anti-human and anti-civilizational. And those people who enjoy their country, I don't know if joy is the right word, but you know, you get my point that appreciate the fact that they live in a country and it's their country. It's not our country. It's not Germany's [27:41] country. It's your country. Those people who appreciate the fact that they do live in a country that has a culture, that has a language too. [27:53] That has a history. This is very important to people. When they realize that somebody's coming to wipe that away, do away with it all, they draw the line. They say, no, I mean, even the most liberal, whoever, when they're faced with that choice draws the line. No, you can't do that. You can't have that. So it's going to be tough.   Can I ask you about information? Another story you put up from the WEF was that just published a report. And it talked about misinformation and disinformation being among the top global risks. And then you've got, that's the WEF saying that, at the same time you've got the WHO, the World Health Organization, another body, which has, I think, come to people's attention during the last three years. But they shared a video on Twitter citing their information, their claim that the anti-vaccine activism is deadlier than global terrorism, nuclear proliferation, gun violence. You've got, and once you've got an organization talking about misinformation being so deadly, then you've got another organization that they will work closely together putting out absolute misinformation without any back. [29:11] And it is this, I guess, battle for information, control of people. And it all goes down to control, because you control the information going out, you control what people do and how they respond and how they live. Yes. Yes. I had a kind of a profound thought a couple of days ago that for all of the confusion and the finger pointing that goes on with quote unquote hate speech. [29:40] You know, the all groups, you know, different groups, you know, You know, while you're doing hate speech against me, no, you're doing hate against me. [29:47] And people get triggered, you know, but oh, that's hate speech. For all of the rhetoric that we hear about hate speech and misinformation and disinformation, they're all closely related in the big narrative. When you listen to the people at the World Economic Forum this week, talk about misinformation, They are absolutely obsessed with this concept. And it occurred to me why the only context for misinformation, disinformation and hate speech is in relation to their preconceived narrative. That's it. That's the only thing this is about. If you talk against them, if you criticize their narrative, then you're executed. You have committed hate speech because in their mind they're thinking that maybe people. Like you and me, I can't speak for you to speak for me. I've written pretty extensively about it. [31:01] They look at me and say, Pat would hate me. He hates me. that's hate. I can't do anything but have hate speech. I can't do anything but have misinformation. I can't do anything. I say is disinformation to them because it's their narrative that they are protecting and their narrative only there's nothing else in the world that that can be that that can be other than just confusing to people. But if you trace it back to the source, you can see in their language, they are scared to death that people are [31:40] criticizing them for their crackpot policies. No wonder they should be, they should be criticized. Obviously they should, but the only way for them to shut that down is to shut down free speech. [31:55] That's their enemy. Free speech has become their absolute enemy. No wonder that PayPal pulled the finances of free speech union in Great Britain. Yeah. No wonder at all. You can't stand those people. Free speech people get rid of them. They're criticizing us. They're telling us we're wrong. They're telling us we're insane. Like laughing at Al Gore saying is the equivalent of 600,000 Hiroshima bombs going off every day. As long as you let this continue, just want you to know that's what we're facing and it's going to destroy us. It's going to kill us all. And somebody stands up and says, Al Gore, you are insane. You're nuts. You belong in an insane asylum. Well, that's hate speech to them because how dare you criticize? Well, Al Gore thinks that way. How dare you criticize me? The pontificate supreme of global warming, who knows everything and can foretell the future. Special tea leaves and tarot cards, I guess. But not one thing he's ever said has come true, not one [33:10] All of his crazy predictions have been completely discredited. And yet he still has a platform, yet he still shows up, yet they still give him a microphone, yet he still ends up with his videos on YouTube so the whole world can see it. If it was any other context, Al Gore could be compared to a homeless psychotic nutcase in San Francisco, babbling, babbling on the street corner, drooling into the gutter. It's like, what's the difference between the two? It's just nonsense coming out, cannon fodder coming out of their mouth. It means nothing. It's just totally untrue. And yet if you criticize them, they're threatened.   Is it true, I think I saw a report about the amount of money that Al Gore's made, I think, 300 million or 400 million dollars. Obviously what he's talking about is financially successful for him and he's benefited that way, irrelevant of any truth or not. It's money making business, for him. With these other figures, it goes past financial side, it goes to I guess an, absolute desire to control. Um, because certainly with the, with the COVID stuff, you think, well [34:37] It's just financial benefit, but if it was only that you could tackle that, but it seems to be much deeper.   Yeah. Yes. It, it is. And remember that Al Gore for years was a member of the trilateral commission along with Bill Clinton. They served together president and vice president during the 90s. And, you know, this is his [35:03] alma mater, right? So he's been spouting the trilateral position ever since he became a member of the trilateral commission. And that preceded predated 1990 when he got elected. So Clinton and Gore did more to promote sustainable development. Remember 1992 was when the Rio conference took place and the Agenda 21 was created and sustainable development was born. Right. That was during Clinton's administration. So Clinton and Gore embedded that in the US government, US economic machine. Gore's been on it ever since. So it's Clinton, but Gore picked it up as, hey, I can make some money off this too. This is better than writing a book. You know, like a kiss and tell book. [36:00] This is better than that. I can make a lot more money selling, pushing global warming and getting these green investments in my portfolio. And, but nevertheless, yes. Is there more? Yes. He is a classic example of a technocrat. Classic. Pure technocracy is what's on his mind. control over everything in the end. And he wants to be a big fish in a big pond.   How has the Trilateral Commission got away from scrutiny? I know you have written about this. When I first began to hear about the Trilateral Commission, I thought just someone was talking gibberish and then I had to delve into it and really learn. Everyone talks about Davos is kind of this sexy high profile meeting that people want to hear about. It's on at the moment and our newspapers are full of, talking [36:56] about it. And yet when you look at the trilateral commission, I don't think I've ever seen a single article in the UK media talk about the trilateral commission. How has that managed to keep off any public agenda? Mostly because they own the media or they'll say they control the media and they always have ever since 1973, they control the media. You're not going to get any stories come out on the trilateral commission, any mainstream media, nothing critical, nothing critical, ever. It's never been. The only time that there might have been a couple of critical articles are back in the late 70s, early 80s. But nothing came of them and they were not continued. The research was not continued. It's the most underreported story, in my opinion, of all of of the entire last century and today. It should be, but it's well documented. On the other hand, it's not speculation. They call it a conspiracy theory. You know, we were relegated as being conspiracy theorists. That is Anthony Sutton and myself. Anthony Sutton was a Brit, by the way. [38:09] Migrated immigrant, whatever, immigrant, he came to the United States, worked at UCLA as a professor of economics initially. But he was a Brit and great guy. But we wrote about and exposed the trilateral commission and even back then, Tony, who was at the time working at the Hoover Institution at Stanford as a research fellow, he was researching the trilateral commission. He hadn't written [38:40] anything about it yet, but word got out that Sutton was researching the trilateral commission. And the word percolated up through the Stanford network to the president of Stanford. [38:52] Whose name was David Packard, who happened to be, that's Hewlett Packard, David Packard, who happened to be one of the founding members of the Trilateral commission, like with Henry Kissinger, right? And so when Packard got wind of what Sutton was doing, Sutton's life was doing academic research and writing books. Packer said, this ain't going in the right direction. We don't want a guy like Anthony Sutton breaking down what the Trilateral commission is all about. So they froze him out and drop kicked him, you know from the 40 yard line out of Stanford and out of, they ruined his career. Essentially they kicked him out. Summarily, short period after that was when I ran into him and met him. and I had also been studying the Trilateral commission. Purely random meeting, but we met and we started talking to you. You know, something about the trilateral commission. We are. Yeah. Do you, you know, we just kind of mix it up. And we realized that we had such a huge story, especially with him telling me. I didn't know what I had old of, honestly. I was looking at it. I said, I know there's something wrong here. I just don't know what. [40:14] But when he came along and said, I can tell you from the inside. Now the research I've already done. And you are absolutely right. And this story is absolutely huge. And they are trying to squash it. And that gave us a reason to stiffen our necks and say, we're going to publish it. We're going to do this. We're going to report on these people and expose them. But we were censored to death. We really got hammered.   And that was back, what, 1980 was it? You published those? 1982?   Yeah. It started out in 1978 and 1980 was our last book. We did two volumes. What else has been written? Have there been other authors? Have there been other books written about it? Again it's something you never see and is that really the main work that's been done on them? Yes, you want and you won't. The only other book that I know of was a book by a gal by the name of Holly Sklar. I can't remember the name of it. It had the word trilateral in it, but Holly Sklar was on the left, side of the political spectrum. Actually, she was, as I remember, I think she was associated even, I don't remember if it was loosely or closely with Lyndon LaRouche organization, which was [41:35] executive intelligence review or something like that. I never gave any credence whatsoever to that organization by the way I had no association with them whatsoever but that she did write a book, and it did have some information in it there were also quite a bit of stuff that wasn't true wasn't right but other than that there had been no scholarly books written period none we were the [42:03] the first and the last and by the way I did republish I did republish Trilaterals over Washington into a single book. I can't hold it up here. I don't have one right here. But in a single book, both volumes and it's available on well, like Amazon and, Barnes and Noble, etc. It's also available on technocracy.news. Well, we'll put a link in the description for people to get that. Certainly. Can I, I wanted to talk to you about the WHO new digital, I think it's just gone through in the US now where. Your vaccine status will be down for all to see. There's the whole thing on, I think the The Wall Street Journal just had an article and the title was Central bank digital currencies are coming ready or not. Those are two, but I think I'll park those because I just want to finish off. You gave a number of names of individuals. [43:02] Wasn't Jimmy Carter one of the people who started the trilateral commission? Was he there at the beginning?   Oh yes, the founding member. Yes, indeed. So was his vice president, Walter Mondale. Well, I mean, it goes through US politics, but over here, I've seen that Keir Starmer is a member of the Trilateral Commission. He is the highest, probably British politician at the moment over in Davos at the WEF. He is also a member of the Trilateral Commission. He probably will be the British Prime Minister in probably two years. Our Conservative government, Conservative in name only, have done a disastrous job in mismanaging the British economy and doing everything a Conservative government should not do. And I think Labour will get in by default because the Conservative Party are so weak. But with Keir Stammer then positioned for power, probably in two years, how worried should we be in Britain? I asked you about King Charles, but the person in number 10 is the one who really does [44:09] set the agenda and make the decisions. How concerned should we be as Brits of the person going into number 10, the prime minister being a member of the trilateral commission? Yes, I would fight it tooth and nail personally. I don't know how, but I would fight it tooth and nail. I'll give you an anecdotal story. Back in 1979, when the election cycle was going on to get rid of Jimmy Carter, worst president we ever had at the time. [44:43] Ronald Reagan was running for president and his contender was George HW Bush. That Bush was running in other words in the primary Bush was running against Reagan. For the presidency, you know, to be on the presidential ballot. Yeah. And Bush did later become President, right? And he became Vice President for Reagan. But Bush was a member of the Trilateral Commission. And when we were in our prime of writing about the Trilateral Commission, there were a lot of Americans very upset, very upset. And the colour of our book at the [45:25] time was red and white. It was very distinctive. You could see it from 100 yards. If somebody held it up. You say, Oh, I know that book. Well, our members are readers of our book. We're going to the political meetings of George HW Bush. He was stomping for the, you know, for to get the nomination. And people would show up with our books and they would yell out, ask him, are you a member of the Trilateral Commission? Why are you a member of the Trilateral Commission. Why are you promoting a new international economic order that sounds like it's anti-American? You know, those sorts of things. And they were holding up a copy, copies of our book. As they would do that, they're asking questions right out of the text almost, right? Because they saw it was just crackpot. And so Bush took a lot of heat. Well, he went down to Florida, which is the biggest swing state at the time in the country, huge state. He was in Florida doing one of his political speeches, quite a few people in the hall, and somebody held up one of our books and hollered out a questionnaire, asked him a question, and he finally snapped. He melted down, started cursing [46:47] The, uh, the questioner just free. I mean, just completely just got beat red foul language, the whole thing. And he stomped off the stage. [47:02] And that was the end. That was the end of his candidacy. [47:09] He was like disgraced because cameras are on him. And the next morning, the headline in local papers said, you got to appreciate these editors. The headline said, have you ever seen a burning bush? [47:26] Okay, well, here's, you know, here's, here's the thing. Bush was dropped out. That was the end of him as far as the primary is concerned. Reagan cinched it after that and Bush dropped out. But when the convention started, back room bargaining with other members of the Trilateral Commission like Henry Kissinger. Basically said, Ron, it's George for your vice president. [48:03] And I'm sure Reagan said, I don't want that slime ball for my vice president. you're taking them or you're not going to get in. [48:10] And remember they tried to, somebody tried to kill, um, shot Reagan at some point and almost killed him. It would have killed him if the bullet had been just a little bit in one direction. But, um, you know, this, this is the way this group, this movement has gone forward is absolutely incredible. They are not indestructible. I have to say if enough, if enough people in your country got wind of what the trilateral commission was doing and has done to destroy Europe and the whole theatre over there, they would be hounding this person with at least if nothing else with our book, they would be hounding this person everywhere They went asking them questions. [48:57] Did you do this? Did you, did you support this? Why are you doing this? Why is this trilateral commission commission policy, blah, blah, blah, blah, and hound him to death until he melts down. [49:08] Get rid of him. But I wish there was more literature. I really do. You know, people can get a hold of our book and I say don't order it over seas [49:18] It costs bundles of money to send it from America to anywhere anymore. But it's available over there from electronic bookstores and stuff. I mean, you can get a copy over virtually overnight, for instance, from Amazon, do it. If you want to copy the book, that's how to get it over there and get it quickly. But we don't need any more of these people anywhere in the world. They are the enemy of civilization. Bottom line, they're the enemies of civilization. And if they're allowed to reign, they will in the end, destroy everything that we know and love. And this has been the, I wouldn't say unintended consequence, but people even back in 1992 to 1994, that attended the Rio conference where sustainable development was born observers who were participants, not people like like you and me necessarily. I mean, these were left-wing, you know, liberal environmentalists that went there. They looked at that, participated in that whole thing, and they came away and said, this is crazy talk. This is going, all this is going to do is the rich are gonna get richer, the poor are gonna get poor, and the environment is gonna get destroyed in the process. And that's exactly what's happened ever since. The rich have got richer, the poor have got poorer, and the environment is worse off today that has ever been in the history of our country or the world. [50:43] These people are, this is their policy. This is their policies that have done this to us. It needs to stop. [50:51] Well, I think that's a call to action to our viewers to, to learn and to act upon that information. It's, it's vital. Um, Patrick, thank you so much for coming on. It's always great to have you. And as I said, the beginning, I'll repeat at the end, Technocracy.News, I find extremely beneficial and helpful as I try and sift through the the amount of information we get.

Rounding Up Season 1 | Episode 5 – Learning Targets Guest: Dr. Rachel Harrington Mike Wallus: As a 17-year-veteran classroom teacher, I can't even begin to count the number of learning targets that I've written over the years. Whether it's writing ‘I can' statements or developing success criteria, there's no denying that writing learning targets is an important part of teacher practice. That said, the thinking about what makes a strong learning target continues to evolve and the language that we select for those targets has implications for instructional practice. Today on the podcast, we're talking with Dr. Rachel Harrington from Western Oregon University about creating powerful and productive learning targets. Welcome to the podcast. Rachel Harrington: Thank you for having me. I'm excited to be here. Mike: Sure. So I'd love to just start our conversation by having you talk a little bit about how the ideas around learning targets have evolved, even just in the course of your own teaching career. Rachel: I started out as a pre-service teacher in the late '90s and got a lot of practice in undergrad teacher education, thinking about writing those objectives. And we were always told to start with, ‘The student will be able to … ,' and then we needed to have some skill and then it needed to end with a percentage of performance. So we need percent of accuracy. And so I got a lot of practice writing things that way, and we always were very strategic with our percentages. We might say 80 percent because we planned to give them five questions at the end and we wanted four out of five to be correct. And then we could check the box that the students had done what we wanted. And I felt like it was really critical. We always were kind of drilled into us that it must be measurable. You have to be able to measure that objective. And so that percentage was really important. Rachel: In my experience though, as a teacher, that, that didn't feel as helpful. And it wasn't something that I did as a classroom teacher very often. As I transitioned into working in teacher preparation, now we have shifted the way we talk about things. Instead of saying a learning objective, we talk more about learning targets. And we talk about using active verbs that, when we phrase the learning target or the learning goal, it's using a verb that is more active and not so much ‘Student will be able to … .' And so we might use verbs like compare, explain, classify, analyze, thinking more about that. And then, rather than thinking about an assessment at the end, with five questions where they get four correct, we want to think about multiple times throughout the lesson where the teacher is assessing that learning goal and the progress towards that goal. Sometimes those assessments might be more classroom-based. Other times you might be looking more at an individual student and collecting data on their progress as well. But it's more progress towards a goal rather than something that's met at the end of the lesson with a certain percentage of accuracy. Mike: You named the thing that I think stood out for me, which is you're moving from a process where you're thinking about an outcome versus what's the action, be that cognitive or in the way that students are solving. The focus is really on what's happening and how it's happening as opposed to just an outcome. Rachel: Uh-hm. And I feel like when I started in teacher preparation, the standards were a little more siloed by grade level. It was sort of like, this is what we do in fourth grade and it starts and ends in fourth grade. Whereas with the Common Core State Standards, we see these learning progressions that stretch across the child's whole math experience. And so I think that's shifted a little bit the way we think about targets as well and learning goals and whatever title you've given them. Now, we don't think so much as, ‘What are you accomplishing at the end of today?' but sort of your progress across a learning progression and, and what progress are you making towards a longer-term goal? Mike: I think that's a really profound shift though. There are two things that come to mind: One is really thinking about how that impacts my practice as a teacher. If I'm just thinking about what happens at the end of today, in all of these little discreet iterations, versus what's the pathway that the child is on, right? I'm really interested in, how is their thinking shifting? And that the end of the day is not the end of that shift. It's really something that happens over time. Does that make sense to you? Rachel: Definitely. And I think it's really critical when we're teaching in a mixed-ability classroom, and we're thinking about children making progress at their own pace and not expecting every child to learn the same thing every single day, but we can have individual goals for our kids. We can have ideas about, as long as they are making progress in their math journey, then we're going to be OK with that. And we're helping them in that progress. And I think it's also more evidence as to why curriculum needs to cycle back to previously taught concepts because those concepts may or may not be mastered by all the children or understood by all the children at the end of the lesson. We're going to keep revisiting it. And children get multiple opportunities to think about this idea, and they will make progress on their own at their pace. Mike: Well, that's in stark contrast to my own childhood math experiences. You got through your unit on fractions in fourth grade, and… Rachel: Yep. Mike: ... if you didn't get it, well … Rachel: So sad. Mike: ... good, good luck in fifth grade! Rachel: ( laughs ) Mike: ( laughs ) Um, but it's really an entirely different way of thinking about the child's development of ideas.  Rachel: Yep. I remember teaching multiplication of fractions on a Monday followed by a division of fractions on a Tuesday. It was really just like, you know, when we moved past this idea that multiplication of fractions is a procedure that, that students will master. Then we need to start thinking about it as happening more than just on Monday. Mike: We've already started to address the second question I had, which is: What are some of the pitfalls that schools and teachers might fall into or might encounter when they're thinking about learning targets?  Rachel: I think some folks have put pressure on teachers to take the idea of a learning target and phrase it into an ‘I can' statement or a student-friendly language—which, I am not at all opposed to the idea of making things into student-friendly language. I think that's actually really critical in math class. Mike: Uh-hm. Rachel: But I think it can be problematic. When we start the lesson with an ‘I can' statement, are we giving away the ending of the lesson right at the beginning? Mike: Yeah. Rachel: Are we taking away their joy of that discovery and that excitement of finding out this, understanding this new concept? I don't want to remove that magic out of math class by just saying, ‘Hey, I'm going to tell you the ending right before we get started.' And I also worry a little bit that sometimes those ‘I can' statements and those things that we put up on the board at the beginning of class are done under the guise of ‘holding teachers accountable,' which I think is a phrase that is very ( chuckles ) problematic.  Rachel: I tend to err on the side of trusting teachers; that they can be trusted to know what they're doing in the classroom and that they have a goal in mind. And I assume that they are planning for teaching without telling me exactly and explicitly on the whiteboard that they are doing that. But I also recognize that the presence of that learning target or that ‘I can' statement on the board at the beginning is an easy thing to check off. All of the different things that are happening in math class are really complex and really hard to understand and notice. And it can take years and tons of experience before we're able to notice all the things that are happening. And so as an administrator that maybe has limited experience teaching mathematics, I could see where it would be difficult coming into the classroom and really being able to recognize what is happening. You might look around the room and be like, ‘Is this some kind of birthday party? What's going on? All these kids are cutting things out and gluing things. This doesn't look like math class.' Rachel: But if I can see that statement written up on the board, that's something that's kind of concrete and measurable. I also just think this idea of capturing learning as a daily objective can be problematic, especially when we're thinking about building really complex ideas in mathematics. You know, that's not going to happen in one lesson, in one session of curriculum. It might build over multiple days. It might cycle back into multiple units. And so we need to make sure that students are developing alongside their peers and, but maybe not out at the same pace. And I think that's OK. Mike: Yeah. You made me think about a couple different things, Rachel. One is the idea that the way that learning targets have been kind of introduced into classrooms really feels more like compliance as opposed to something that has value in terms of your instructional practice. And I, I've lived that world, too, as a classroom teacher. I think the other thing that really hits me from what you said is, I started thinking about whole-number multiplication, right? If I'm just thinking about the end product—meaning students being able to perform multiplication—there's so much richness that has been missed ( chuckles ) in that process. Rachel: ( chuckles )  Mike: I mean, we're trying to help children move from thinking additively to thinking multiplicatively. You're going to move along that kind of continuum of understanding over time. Honestly, I would say it shouldn't happen in one day. Rachel: Yeah. What can you really learn in just one lesson? And learn, not, I wouldn't say just perform a skill. Mike: Yeah. Rachel: I think skills, performing a skill and memorizing an algorithm, that is something that can be taught in a really concrete chunk of time, potentially. But the real conceptual understanding of what's happening with multiplication—how it's connected to addition, how it's connected to geometric concepts and things like that—that all comes and builds. And I feel like it also builds in fits and spurts. Some kids are going to make a big leap at one point and then make some smaller steps before they make another big leap. It's not a linear progression that … Mike: Right. Rachel: … they're going through. And so we have to allow that to happen and give room for that to happen. And if we say everyone in the class will do this by the end of the lesson with this amount of accuracy, we don't make room for that to happen. Mike: Yeah. I think what you're highlighting is the difference between what I would call like a learning goal and a performance goal. And I'm wondering if you could help unpack that. Because for me, when I started thinking about learning targets in that framework, it really opened my eyes to some of the places where I'd gotten it right in the classroom and some of the places where, boy, I wish I had a do-over. Rachel: Yeah. I think the language that the National Council of Teachers in Mathematics has brought to us, is this idea of contrasting performance goals with learning goals. And I find myself turning to the ‘Taking Action' series of books. Specifically, K–5 when we're thinking about elementary. There's a chapter of that book I have found to be really powerful. Sadly, I think it's one that we can sometimes gloss over a little bit in our reading. Because for some folks, they look at that and they say, ‘Well, I don't choose the learning goal. My curriculum chooses the learning goal or my school district tells me what the learning goal is.' But when you really look at what a learning goal is, as opposed to a performance goal, that's really not what's dictated by your curriculum or by your school district. And so in the 'Taking Action' book, I think they do a really nice job of contrasting the difference between a learning goal and a performance goal. And I would say a performance goal is sort of what I described earlier when I was talking about ‘The student will be able to … ' Mike: Uh-hm. Yeah. Rachel: … at a certain amount of accuracy. So, an example. If you do have access to the book, it talks about ‘Students will solve a variety of multiplication word problems and write the related multiplication equations.' And (given) that, I could see that as the type of thing I would've written maybe with a certain amount of accuracy ( laughs ) at the end of it. And I would've given them maybe five word problems and then assessed if they could get at least four out of the five correct equations. And so that's a really good example of a performance goal. And, and they talk about this idea of a performance is, what is the student doing? What's something that we can look and observe and measure and count.  Mike: That's so hard though! Because what's missing in that goal is ‘how'!  Rachel: Right.  Mike: You know ( laughs ), like …  Rachel: Or ‘why'! ( laughs )  Mike: ( laughs) Or ‘why'! Right?  Rachel: Yep, yep.  Mike: Like when you actually look at the student's work, what does that tell you about how they arrived there? And then what does that tell you about what that child needs to continue making sense of mathematics? You gave an example of a performance goal around multiplication and word problems. What might that sound like as a learning goal instead?  Rachel: So an example of that same—probably aligned to the exact same standard and the Common Core State Standards—would be that students will understand the structure of multiplication as comprising equal groups, within visual or physical representations, understand numbers and multiplication equations, and connect those representations to equations. So that learning goal really describes what you're hoping the students learn. Not just what they do, but what do they carry forward with them as they move into more and more complex mathematics? I think you'll also recognize the verbs in there are much more complex. In the previous performance goal, we talked about students solving and writing. They're solving, and they're writing. But in the learning goal, we're looking at understanding, connecting, and representing those different ways of thinking about it and bringing them together. Putting those pieces together. And again, that might be something that develops over a long period of time. They might be working on one piece of it, which is looking at an array and connecting that to an equation. But maybe later on, they're connecting the context of the task to the equation. Or they're taking a context and recognizing, ‘Wouldn't an array model be a great way to solve this? And wouldn't an equation model be a great way to solve this?'  Mike: Uh-hm.  Rachel: And that's really developing over time.  Mike: Yeah. I was just going to say, you mentioned ‘Taking Action.' The, the chapter on learning goals is actually my most dogeared, uh, chapter in the book. I want to read you something that I think is really powerful though. Very first chapter on learning goals, the way that they describe it is: ‘Identifying what students will come to understand about mathematics rather than focusing on what students will do.' I've read that, underlined it, highlighted it. And I've got a Post-It note on that page because I think it just fundamentally changes what I think my role is as a teacher in preparing and also in a moment with children.  Rachel: Yep. It's not so much about, they're going to be able to cut this out and do this thing and perform this action. But it's really, what's the purpose? Why are we doing this? Why would they cut that out? Why would they do this action? What is that contributing to their long-term understanding? I do appreciate NCTM's guidance on this. I think they're leading the pack. And this is really cutting-edge … Mike: Yeah. Rachel: … thinking about how we set goals for our classroom. It's not commonly held in the field or applied in the field yet. Mike: Uh-hm. Rachel: But I think folks are really starting to understand its importance. That if, as we change the way we teach mathematics and the outcomes we expect for students, we have to start thinking differently about how we set up learning goals. We can't keep having these performance goals and expecting what's happening in the classroom to change. If we're really going to go towards the type of instruction we want to see in a classroom, we've got to think about learning goals instead of focus so much on just performance. Mike: I actually had a chance to talk to DeAnn Huinker, who's one of the co-writers of ‘Taking Action,' and she used the phrase, ‘What are the mathematical conversations you want children to have?' And I was really struck by, like, that's a really interesting question for me to think about if I'm thinking about my learning goals. But even if I'm just thinking about planning and preparing for a lesson or a unit of study. Rachel: Definitely. I don't think that's something that's thought a lot about. I mean, I might see for my students and their lesson plan: ‘Turn and talk to your neighbor.' But if you don't really think carefully about what kind of conversation you want to happen during that turn and talk … . Or I'll see in their lesson plan that ‘We will have a discussion about students' various solutions.' And what does that mean? You know, what's going to happen in that time? What's the point … Mike: Uh-hm. Rachel: … of that time? I can't remember who, I think it was Elham Kazemi that said something once about, ‘In math class folks will present,' and it's like that old football cheer, you know, ‘stand up, sit down, clap, clap, clap.' That's what we do in math class. Mike: Yeah. Rachel: We have kids stand up, we sit down, we all politely listen, and then we clap. And that's it. We move on. But if you really focus on those conversations that you want kids to have, what are the interesting things that you want them to be thinking about? That's a complete shift in how we've taught math. Mike: Yeah, it really is. It makes me think about, on a practical level, if I'm a person who's listening to this podcast, what I might be starting to think about is, ‘How do I take action'—no pun intended—'on this idea of thinking deeply about learning goals, integrating them into my practice?' And, for me at least, the first place I went when I read this was to think about shifting what I did in my preparation and my planning. Rachel: Uh-hm. But I think when it comes to planning, we need to be thinking, first of all, kind of the three parts that ‘Taking Action' talks about, is setting a goal that's clear. It should be clear in your mind what the children are learning. And so that can take some reading, right? It can take reading through the session, reading through the overviews, thinking about the learning progressions, always keeping your eye on that mathematical horizon, making those learning goals clear. But then also thinking about the fact that I am situating those learning goals into a learning progression. And I'm thinking about what this lesson that I'm doing on Tuesday, where does it fit in the math journey? So that makes me think about two things. First, what is this lesson building on? What foundation do these students come with that I can build on? But then also, what is it leading toward? Rachel: Where are we going from here? And what is the important role that this idea we're looking at today plays in the whole mathematical journey? And then using that as your foundation for your instruction. So if you're finding that the activity that you had planned isn't meeting that learning goal. So it isn't helping you with this clear understanding of what you want them to know. If it isn't helping build toward something that you want them to be able to understand, then what are the changes you need to make? Mike: Uh-hm. Rachel: What are some things you want to adjust? Where do you want to spend more time? How do you add those conversations? Things like that. Mike: Uh-hm. I think you led back to the thing that I wanted to unpack, which is: I worried that at different points in this conversation, people might think, ‘Well, they're just suggesting that learning goals or learning targets don't really have a role.' We're not saying that. We're saying that they really stretch over time. And I think your description was really elegant in thinking about, what does this session contribute to that larger goal of understanding the meaning of multiplication? What is the intent of this session in helping that development proceed? Rachel: Yeah. What is the big idea? What is this leading towards? Because if you don't see it, then that's when you, as a teacher, need to make some decisions. Do I need to do more reading? Do I need to do more understanding about this particular content area? Do I need to adjust the lesson itself? Is there something that I need to change or add or incorporate so that it does play a stronger role? Plus, you know your students. So if we're thinking about this session being a part of a learning progression, and it's building on something they already have, if you feel like maybe they don't have what they need to engage with today's lesson—now I'm going to think about some ways to reengage them with this content. I think especially over the next few years, that's going to be critical. But yeah, I definitely agree with you, Mike. Cause I think NCTM, the authors would say the first thing about a learning target or a learning goal is that it has to be clear, and it has to guide and be the foundation for instruction. And so, they're really important. It's just maybe the way that we've talked about them in the past hasn't been helpful. Mike: Yeah. The other place you bring me to, Rachel, is the idea that if I'm really clear on my learning goal, what is it that children will come to understand? And where is this lesson situated in that journey? That actually has a lot of value because I can think about, ‘What are some of the questions that I want to ask to try to either assess where kids are at or advance their thinking?' Or when I think about what children might do, ‘Which kids do I want to strategically highlight at a closure?' So I think understanding that learning goal really does have value for folks. It's just a different way of constructing them. And then also thinking, what do you do next? Rachel: And I also think, again, I'll take this back to the idea of assessing those learning goals. 'Cause I do think assessment and goals cannot be separated. You're going to always be thinking about that, right? Why set a goal if you don't have any way of knowing whether students are making progress towards that goal? When you establish them in that way and you think about them as less of something that's going to be accomplished by the end of this session, we allow room for students to progress at different ways and learn different things in the class. And then that's when we can have those rich conversations at the end, when we're drawing things together. If every child's going to do everything the exact same way in my classroom, then there's no opportunity for interesting conversations. The interesting conversations happen when kids are doing things differently and making progress in different ways, and heading in different directions towards the same goal. Rachel: Then we start learning from each other. We can see what our partner is doing and try to understand what they're doing. That's when interesting math happens. And I want to encourage teachers to feel confident in thinking about these as the idea of a learning goal. And even starting to incorporate this into student-friendly language. You know, a learning goal doesn't have to be written as an ‘I can' statement for kids to be able to understand it. And I also want teachers to feel confident in their abilities for advocating. Um, when they see learning goals being used in a problematic way, when we see pitfalls and things that we talked about at the beginning happening in their classroom—be confident in your abilities and your knowledge and what you know is best for students. You know your students better than anyone else does. The teacher does. And you know how to think about those individual needs and the individual growth of each child in your classroom. Rachel: So rest assured in that confidence. But go to the resources that are available to you as well. When you're struggling with the idea of where these lessons or these concepts or these ideas you're teaching fit, go to the learning progressions, go to the ‘Taking Action' book, go to the NCTM resources. Um, read your session overviews in your curriculum. Have conversations with your colleagues. Have conversations with the colleagues that teach grades above you and grades below you. That's really critical if we're think about taking away this silo idea of teaching mathematics, we need to start thinking about have these conversations across grade levels. And, and knowing, you know, if you're struggling with where this idea is going, talk to the teacher who comes next. And even just ask them, ‘What reason do you think a child would need to learn this?' Mike: Yeah. Rachel: You know, and then they might be able to help you see where it fits in the progression. Mike: Well, and I was going to say, look at the scope and sequence and notice, where do the ideas come back? How are they coming back? How are they being developed? And then the icing on the cake would be to do what you said. Let's take a look at how this manifests itself in the next grade or perhaps in the grade prior. Rachel: I think that's also a role for math leaders in elementary and in the building instructional coaches, that's a vision that they can help teachers with 'cause they get the opportunity to be in multiple grades in multiple classrooms. And they also have more space to read through the progressions, and they might have more time for those sorts of things. And so I want to push math leaders to be doing that as well. Not just the classroom teachers, help your teachers to see where these ideas carry across into future grades and how they build on previous content and facilitate those conversations. Mike: Yeah. You know, I'm so glad that you brought that up. Because it makes me think about, there are some things about the way that we've organized education that just, are givens, right? We have primarily grade-level classrooms, right? And so, I taught first grade for eight years. I intimately knew my first-grade standards. I did not clearly have a vision of necessarily how that was going to play out in second grade and third grade and fourth grade and so on. And I think that's one of the inadvertent problems that we're stuck with is, if we don't have a vertical understanding of: How are these ideas going to support children over time? It might be easy to say, ‘Well, I just need them to be able to do X by the time they get out of third grade.' Not really understanding that, actually I need to have them understand X, so then they can, in fact, understand all these other concepts that are coming. Rachel: I've just seen this year, so much, what is happening in fifth grade is dictating how you understand algebra. You know, it's like … Mike: Yes! Rachel: … what we see in the fifth-grade standards. If you are not really understanding those concepts, you might be OK for a little while. And then once you're into your algebra classes, you're realizing that all of that foundational knowledge came from what you learned in fifth grade and what you understand about rational numbers. And so, I totally agree. I don't think we've done a good job in education in general of those cross grade-level conversations. But I think we're getting better with this idea of having instructional leaders, instructional coaches that are really there to support the instruction … Mike: Yeah. Rachel: … that's happening. So I know I work with math leaders and that's one of the things I really encourage them, is not only should they know the entire curriculum or continuum, but how are they helping their classroom teachers understand that? 'Cause I think there's a lot of power in having a teacher spend eight years in first grade and really knowing those standards intimately. But there's also some value in, in once you've taught third grade going back to first grade and realizing, ‘Wow, this is where it was all going.' Mike: Absolutely. Yeah. I had a role at one point where I was a K–12 curriculum director for math. Rachel: Oh, yeah. Mike: And it was the most eye-opening experience because, as you said, you recognize how, if kids walk out of elementary school without a deep foundational understanding—and if it's just really a surface set of performance skills ... wow—that catches up with kids when they get into sixth, seventh, and eighth grade. Rachel: Yep. For sure. And those concepts become more abstract when we start this idea of variables and thinking about things algebraically. That if you didn't have that foundation in the concrete, the abstract is too much. It's too much to ask of kids. And so then we find ourselves reteaching and wondering, ‘What happened?' And yeah, I just, I wish more conversations were happening across those grade levels.  Mike: Absolutely. Well, thank you again, Rachel.  Rachel: Yeah!  Mike: It was lovely to have you. I think a lot of folks are going to find this really helpful, and maybe validating in the experience they've had. And also a vision for what they might do in the future. And hopefully we'll have you back at some point.  Rachel: I'm always here for you. ( laughs )  Mike: Thank you so much. All right, bye bye.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability.  © 2022 The Math Learning Center | www.mathlearningcenter.org

For over 40 years, Patrick Wood been warning us about the rise of Technocracies and how we are losing control of our own self determination and independence as citizens. Back in 1978 he co-wrote, with the late Antony C. Sutton, ‘Trilaterals over Washington' which tells the story of the Trilateral Commission, founded in 1973 by David Rockefeller and Zbigniew Brzezinski, with the specific purpose of creating a ‘New International Economic Order'. In 2015 Patrick released the book ‘Technocracy Rising' which connects the dots of modern globalization in a way that has never been seen before so that the reader can clearly understand the globalization plan, its perpetrators and its intended endgame, it is a must read! Back in June I had the privilege of meeting Patrick at the American Freedom Alliance conference in Los Angeles where he was speaking so I'm delighted to have him join Hearts of Oak this episode. This interview will help you gain a deeper understanding of the powers that seek to control our lives and shape our futures. Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton. Patrick remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale. An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, he maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards. He is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion. Patrick is also the Executive Director and Founder of ‘Citizens for Free Speech' (CFFS) which is dedicated to preserving free speech and enabling citizens to exercise their rights as guaranteed by the United States Constitution. Follow and support Patrick at the following links... Website: https://www.technocracy.news/ GETTR: https://gettr.com/user/PatrickWood Facebook: https://www.facebook.com/TechnocracyRising/ Twitter: https://twitter.com/stoptechnocracy Podcast: http://technocracy.podbean.com/ Citizens for Free Speech... Website: https://www.citizensforfreespeech.org/ Facebook: https://www.facebook.com/citizensforfreespeech/ Twitter: https://twitter.com/citizens_free Technocracy Rising: The Trojan Horse of Global Transformation available at Amazon and also on Audible. https://www.amazon.co.uk/Technocracy-Rising-Trojan-Global-Transformation/dp/0986373907/ref=sr_1_1?crid=14B7BXTUTCY7I&keywords=technocracy&qid=1660143505&sprefix=technoc%2Caps%2C193&sr=8-1 Interview recorded 26.7.22 *Special thanks to Bosch Fawstin for recording our intro/outro on this podcast. Check out his art https://theboschfawstinstore.blogspot.com/ and follow him on GETTR https://gettr.com/user/BoschFawstin To sign up for our weekly email, find our social media, podcasts, video, livestream platforms and more go to https://heartsofoak.org/find-us/ Please like, subscribe and share!

In this episode we discuss the importance of creating a scope and sequence for your EL students and how to get it done over the summer. I have a ton of flexibility in being an ESL teacher. This is great, but it can also be difficult to know that you are on track throughout the year. I have found that a scope and sequence can really help in making sure you have a plan to anchor your instruction and scaffold your teaching toward your goals. It can be as general or specific as you would like. It is a living document and can be tweaked throughout the year as you get to know your students and their specific needs. Listen to this episode to learn more about my process for creating a scope and sequence specifically for newcomers, even when you don't have a curriculum to follow.What you will hear about a scope and sequence for newcomers:What is included in a scope and sequenceHow to create a scope and sequence when you don't have a curriculum or a teamThe best ways to incorporate Common Core State Standards, ELD standards, and WIDA standards into your scope and sequenceTMy process for creating academic and social emotional goals for my studentsUsing my grammar teaching sequence available for free on my websiteResources:As mentioned in the episode, here is the Free Year Long Scope and SequenceBelow you will find some useful resources!The ESL Teaching Roadmap – membership community for middle and high school ESL/ELL teachers. As a thank you for listening, use code ESLPODCAST for 10% off when you join. 25 Authentic Speaking Activities for Your ESL ClassroomSimply Ieva ESL Teachers Pay Teachers StoreTeachable Platform - Courses and WorkshopsFollow me on Instagram Join the Simply Ieva Facebook Group 

In this episode, we check in with the Chief Information Officer at the department of education in a state that has successfully gone from ranking among the lowest in academic performance to one of the fastest growing.  Our guest shares some of the practical strategies behind the transformation and the biggest concerns that still keep him up at night. Follow on Twitter:  @sparvell @MicrosoftEDU @bamradionetwork @MissDeptEd@Jonharper70bd  Related Resources – MicrosoftEDU: Microsoft-Equitable-Education-post-pandemic-Whitepaper2021.pdf (azureedge.net) John Kraman is the Chief Information Officer at the Mississippi Department of Education (MDE). For the past decade, John has served in senior leadership roles in three state education agencies (SEAs) – in Oklahoma, New Mexico and now Mississippi – working to align data and data systems with the agency strategic policy and reform goals. In the decade prior to his time in SEAs, he served are the research director of multiple national education policy programs, including the American Diploma Project and the Common Core State Standards Initiative. John is currently leading the $200+ million MSConnects program at the MDE, rapidly establishing a statewide digital learning program to support teaching, learning, and innovation.

Today on the Naturally Inspired Podcast Patrick Wood is joining us.  Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton. Wood remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale. An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards. Wood is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion.  Learn more about Patrick and technocracy at https://www.technocracy.news/ Please welcome Patrick Wood to the Naturally Inspired Podcast.    

I met Patrick at the Crimes Against Humanity Tour.  His talk on Technocracy was hugely enlightening to me and I suspect will be for you. He's also the sweetest man: super smart and sweet, what could be better? Oh and very conscious and articulate. You will enjoy this episode! Especially if you have been wondering about transhumanism and its involvement in the present state of the world.Here is his bio:Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy.He is the author of Technocracy: The Hard Road to World Order, Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton.Wood remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale.An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards.Wood is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion.As for my book Transforming Trauma, a drugless and creative path to healing PTS and ACE...it's coming out in less than 10 weeks through Hammersmith Books!! I now have 4 publicists, quite thrilling for someone who has self-published (and is not a marketer AT ALL) until now.Have a great week and please sign anything coming your way about the children and anything else about our right to keep them and ourselves untainted by the poison of the Covid and other vaccines. Long live Natural Immunity!! And if this is a foreign concept to you there are many episodes on this two season podcast on how to keep well naturally. Scroll through my main host, buzzsprout.com...Dr Heather Uncensored.Support the show

Literacy has been one of the most talked-about aspects of education over the last few years, due to a statewide focus on the science of reading, several grant opportunities, and now the dyslexia legislation going into effect next school year. And now, as our podcast delves into ineffective teaching practices this season, we are thrilled to welcome Dr. Tim Shanahan to the podcast. Dr. Shanahan is a noted researcher, speaker, and thought leader on all things literacy, and he has been a partner with the Ohio Department of Education for the last several years, as we have developed and implemented Ohio's Plan to Raise Literacy Achievement. Today, Dr. Shanahan talks with SST8's Sarah Egan-Reeves and gives us a lot to think about in terms of how we design literacy instruction - really, this is a master class on literacy from one of our favorite gurus. We can't wait for you to hear all that he has to share. Co-Host: Sarah Egan-Reeves, SST8 Educational Consultant About Our Guest: Dr. Timothy Shanahan is Distinguished Professor Emeritus at the University of Illinois at Chi­cago where he was Founding Di­rector of the UIC Center for Literacy. Previously, he was director of reading for the Chicago Public Schools. He is author/editor of more than 200 publications on literacy education, and research emphasizes the connections between reading and writing, literacy in the disciplines, and improvement of reading achievement. Tim is past president of the International Literacy Association. He served as a member of the Advisory Board of the National Institute for Literacy under Presidents George W. Bush and Barack Obama, and he helped lead the National Reading Panel, convened at the request of Congress to evaluate research on the teaching reading, a major influence on reading education. He chaired two other federal research review panels: the National Literacy Panel for Language Minority Children and Youth, and the National Early Literacy Panel, and helped write the Common Core State Standards. He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. Additional Resources: Shanahanonliteracy.com | Dr. Shanahan's website and blog Why Children Should Be Taught to Read With More Challenging Texts (Article, 2019) What Constitutes a Science of Reading Instruction? (Article, 2020) Disciplinary Literacy in Elementary Education: Video | Slides (presentation at Ohio Literacy Academy, 2020)

1. Literacy standards (like the CCSS) should not be designed by literacy amateurs (as literacy standards most often are). There are some things that should be left to educational professionals (like classroom teachers).2. Expository text calls for an efferent response. Narrative text calls for an aesthetic response. 3. In our approaches to literacy instruction, we must always focus on real-world macro goals for reading vs. artificial micro-goals. When reading narrative text, the macro goal is for students to be able to read and enjoy the story. When reading expository text, the macro goal is for students to read and understand (construct knowledge with) the text.

Identifying text structure is an important element of the Common Core State Standards, but what does research say about what it is and how it should be taught? Dr. John Z. Strong is back on the show today to talk about these questions. He developed and investigated an intervention called ‘Read STOP Write' to support […]

In this episode, I had an awesome conversation with veteran international education leader Kevin Simpson about his personal journey in education, life as an international educator, the need to diversify the international teaching force, and so much more! To learn more about Kevin's work, you can visit the Association of International Educators & Leaders of Color website at aieloc.org and/or you can follow him on Instagram (@kdslglobal) or Twitter (@GlobalKdsl). BIO: KDSL Global is an education consulting company launched by Kevin Simpson in 2016 in the USA and in the United Arab Emirates (UAE). Simpson and his team have served thousands of schools, organizations, educators, and leaders worldwide in over 25 countries. The majority of this work in education has centered on American curriculum schools. Since 2008, Simpson has been focused on education in the MENA region, assisted numerous schools with accreditation, training, development, and served as a thought partner to investors on school start-up projects. Simpson is co-founder of the UAE Learning Network and leads the GCC ASCD Connected Community. In addition, he has co-authored papers on American curriculum in the MENA region with a focus on Common Core State Standards, the Next Generation Science Standards, social studies, the arts, and the history of American Education in the UAE. He holds a Bachelor of Arts degree in Education and a Master of Education degree in Curriculum and Teaching from Michigan State University (USA). --- Support this podcast: https://anchor.fm/identitytalk4educators/support

A junior economist and doctoral student at the Ifo Center for the Economics of Education, Benjamin Arold, joins Paul E. Peterson to discuss Arold's research, which looks at the impact of the Common Core on subjects outside of math and reading. The paper, "The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects," by Arold and M. Danish Shakeel, is available here: https://www.hks.harvard.edu/sites/default/files/Taubman/PEPG/research/PEPG21_03.pdf

"Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton. Wood remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale. An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards. Wood is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion." - Technocracy News, where Pat is 'editor-in-chief.' Like our page at Facebook/PatriotRadioUS and listen in each Tuesday and Thursday at 4:00 PST with a replay at 9:00 PST on any of these great radio stations! 106.5 FM Spokane 101.3 FM Tri-Cities/Walla Walla 93.9 FM Moses Lake 106.1 FM Moses Lake 96.1 FM Yakima 96.5 FM Spokane/CdA 97.7 FM Spokane/CdA 810 AM Wenatchee/Moses Lake 930 AM Yakima 630 AM Spokane 1050 AM Spokane and Far Beyond

In this episode, Sue Pimentel—co-founder of the nonprofit StandardWorks, founding partner of Student Achievement Partners, and lead author of the Common Core State Standards for ELA—joins Susan Lambert to discuss her new report "Reading as Liberation—An Examination of the Research Base." Sharing key insights, she expands on her findings about personalization, literacy accelerators, and implementation, as well as how mutual respect between student and teacher is key to reading success.Quote:“Reading is power. In our society, in our culture, it is about power and freedom when you learn how to read.” - Sue PimentelResources:Reading as Liberation—An Examination of the Research Base by Sue Pimentel, Meredith Liben, and Student Achievement PartnersAnnouncements:Looking to adopt the Science of Reading in your classroom or district? We have all the tools to help you make the shift at scienceofreading.amplify.comAnnouncing the inaugural Science of Reading Star Awards! Nominate a Science of Reading champion in your district for a chance to win $500. https://amplify.com/sor-star-awards/

Overview: Today I speak with Steve Leinwand who has a long and impressive career as a math teacher, leader, researcher, and author in the field. Steve calls himself a Math Education Change Agent and as you'll see does not hold back from sharing his views on how we can best support our students and teach math in a way that is meaningful to them. Steve shares best practice strategies and explains why students learn much more from our questions than our lectures. We also discuss UDL, the effects of the pandemic, and give you a sneak peek into Steve's presentation for SENIA 2021. Connect with Steve Website Bio Steve Leinwand is a principal research analyst at AIR, the American Institutes for Research in Arlington, VA, and has over 40 years of leadership positions in mathematics education. He currently serves as mathematics expert on a wide range of AIR projects that focus on high quality mathematics instruction, turning around underperforming schools, improving adult education, evaluating programs, developing assessments and providing technical assistance for school improvement. Leinwand co-authored "What the United States Can Learn from Singapore's World-Class Mathematics System (and what Singapore can learn from the United States." Leinwand has spoken and written about effectively implementing the Common Core State Standards in Mathematics, differentiated learning and “What Every School Leader Needs to Know about Making Math Work for All Students. In addition, Leinwand has provided school and district-level support and technical assistance for the General Electric Foundation's Ensuring Futures in Education project and the Microsoft Math Partnership, As part of AIR's assessment program, Leinwand has overseen the development and quality review of multiple-choice and constructed response items for AIR's contracts with Ohio, Hawaii, Delaware, Minnesota, South Carolina and the Smarter Balanced Assessment Consortium. Before joining AIR in 2002, Leinwand spent 22 years as Mathematics Consultant with the Connecticut Department of Education where he was responsible for the development and oversight of a broad statewide program of activities in K-12 mathematics education including the provision of technical assistance and professional development, the evaluation of Title 1 and K-12 mathematics programs, the assessment of student achievement and teacher competency, and the coordination of statewide mathematics programs and activities. Steve has also served on the NCTM Board of Directors and has been President of the National Council of Supervisors of Mathematics. Steve is an author of several mathematics textbooks and has written numerous articles. His books, Sensible Mathematics: A Guide for School Leaders in the Era of Common Core State Standards and Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement were published by Heinemann in 2012 and 2009 respectively. His forthcoming Invigorating High School Mathematics: Practical Guidance for Long-Overdue Transformation, co-written with Eric Milou is due out in Fall, 2021. In addition, Leinwand was the awardee of the 2015 National Council of Supervisors of Mathematics Glenn Gilbert/Ross Taylor National Leadership Award for outstanding contributions to mathematics education and has been awarded the 2021 NCTM Lifetime Achievement Award. --- Send in a voice message: https://anchor.fm/seniapodcast/message

In this episode, graduate students from a summer Capstone and Contemporary Issues in Physical Education class at Canisius College have been invited to join Drs. Ramsey and Seymour.  Students in this combined course are graduate teacher candidates on the verge of student-teaching, aspiring physical educators, or newly inducted teachers into the profession themselves.  Students are asked to review journal articles (see below) ahead of time to discuss accordingly. The group addresses educational policy in New York State; specifically the recent Annual Professional Performance Review (APPR) and Common Core State Standards.Seymour, C. M., & Garrison, M. J. (2016). What They Think About How They Are Evaluated: Perspectives of New York State Physical Educators on Teacher Evaluation Policy. International Journal of Education Policy and Leadership, 11(6). https://doi.org/10.22230/ijepl.2016v11n6a727Seymour, C. M., & Garrison, M. J. (2017). Value Added Models and the Implementation of the National Standards of K-12 Physical Education. Journal of Inquiry and Action in Education, 8(2), 6. http://digitalcommons.buffalostate.edu/jiae/vol8/iss2/6/Seymour, C. M., Illg, K., Donnelly, J. P., Kozlowski, K., Lopata, C., & Thomeer, M. (n.d.). Effects of Common Core State Standards on Student Physical Activity Rates and Student and Teacher Perceptions in Physical Education. Physical Educator. 

Erika Donalds is the founder and CEO of the Optima Foundation—its goal is the successful launch of Hillsdale College Barney Charter School Initiative classical academies and other schools of excellence across the state of Florida. She also served on the Advisory Committee on Education and Workforce Development for Florida governor Ron DeSantis. In this episode, she joins Jeremy to discuss the events that led her to question the Common Core State Standards and other top-down approaches to education, and she illustrates the benefit of classical education in her son's life, and how this revelation led her down the path to becoming a school choice advocate and facilitator. Host Jeremy Tate @JeremyTate41Guest Erika Donalds @ErikaDonaldsOptima Foundation

Patrick Wood rejoins the program to discuss the decades long plan for technocrats to takeover the world, implementing Agenda 21 and the Green New Deal. He explains their thought processes and how they make decisions that seem to violate all common sense and rational thought. This is an eye opening interview that helps make sense of our current situation. You can learn more about Patrick Wood's work at www.citizensforfreespeech.org or at www.technocracy.news Get your $5 full size bottle of PureBody Extra Strength to detox and remove heavy metals at Cutt.ly/PureBodyTrial - It's never been more important to remove the heavy metals and toxins at the cellular level. Trial ends September 14th 2020 - You can still get your Pure Body Zeolite detox and much more at Grow.TheGoodInside.com  C60Complete Black Seed Oil & Curcumin Gel Capsules - Proven 200x more effective than Vitamin C! Consider supporting my Patreon and see exclusive interviews and discounts on amazing products at Patreon.com/SarahWestall. Stay informed on the latest shows by signing up for my weekly newsletter @ http://SarahWestall.com Follow me on Twitter @ https://twitter.com/westall_sarahw Support Sheriff Mack & the CSPOA - Donate @ https://SheriffFund.com  Note: if you get an error, use this direct link: https://constitutional-sheriffs-and-peace-officers-association.snwbll.com/giving-portal       See more information on great products, including the C60 BlackSeed Oil Gel Caps, Snake Oil, and much more @ http://SarahWestall.com/Shop   Patrick Wood Bio Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton. Wood remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale. An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards. Wood is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion.   https://youtu.be/jfmvwzXxd0o

Patrick Wood rejoins the program to discuss the decades long plan for technocrats to takeover the world, implementing Agenda 21 and the Green New Deal. He explains their thought processes and how they make decisions that seem to violate all common sense and rational thought. This is an eye opening interview that helps make sense of our current situation. You can learn more about Patrick Wood's work at www.citizensforfreespeech.org or at www.technocracy.news Get your $5 full size bottle of PureBody Extra Strength to detox and remove heavy metals at Cutt.ly/PureBodyTrial - It's never been more important to remove the heavy metals and toxins at the cellular level. Trial ends September 14th 2020 - You can still get your Pure Body Zeolite detox and much more at Grow.TheGoodInside.com  C60Complete Black Seed Oil & Curcumin Gel Capsules - Proven 200x more effective than Vitamin C! Consider supporting my Patreon and see exclusive interviews and discounts on amazing products at Patreon.com/SarahWestall. Stay informed on the latest shows by signing up for my weekly newsletter @ http://SarahWestall.com Follow me on Twitter @ https://twitter.com/westall_sarahw Support Sheriff Mack & the CSPOA - Donate @ https://SheriffFund.com  Note: if you get an error, use this direct link: https://constitutional-sheriffs-and-peace-officers-association.snwbll.com/giving-portal       See more information on great products, including the C60 BlackSeed Oil Gel Caps, Snake Oil, and much more @ http://SarahWestall.com/Shop   Patrick Wood Bio Patrick Wood is a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton. Wood remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order” which is the essence of Sustainable Development on a global scale. An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards. Wood is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Technocracy, Transhumanism and Scientism, and how these are transforming global economics, politics and religion.   https://youtu.be/cHgcwmEwhQc

This podcast describes efferent and aesthetic responses to text. It explains how we should approach and respond to expository (informational) and narrative text. It also explains why some of the Common Core State Standards related to literature are absurd, silly, and ridiculous,

Learn how Jeff made over $30,000 in his online business, and got his wife to quit her 9 to 5. What's going on everybody? Gear up for this month's success story, on call with us today is Flip Your Life community member, Jeff Twiddy. Coach Twiddy wanted to be able to teach and coach children, as well as have the financial freedom in order to let his wife quit her nine-to-five job. He started with Geometry Coach, a website devoted to providing lessons for Geometry teachers that are aligned with the most recent Common Core State Standards as well as possible future advancements. Then, later created iCoach.football as an outlet for his coaching passion. We'll be talking about how the Flip Your Life community helped in getting things started, the struggles that went along the pursuit of the lifestyle and advice from someone who has actually been there and had done that. We're going to have a great time talking about his success online, run through neat tried and tested tips to get your own online business a boost. [Tweet "It all comes down to what you want to do and do you have the power in your life to do that without having to worry. - Shane Sams"] [Tweet "If someone can do it 90% as good as we could, that's 110% better than us doing it ourselves. - Shane Sams"] [Tweet "If you can't "Get Traffic," you have to go and "Buy Traffic." - Shane Sams"] You Will Learn: Why you shouldn't do everything yourself How benchmarks help your online business Advice for people who aren't seeing the results they expect The recurring revenue mindset Plus a lot more! Links and resources mentioned in today's show: Flipped Lifestyle Glacier Clinics iCoach Geometry Coach Elementary Librarian Flipped Lifestyle 100th Episode Enjoy the podcast; we hope it inspires you to explore what's possible for your family! Click here to leave us an iTunes review and subscribe to the show! We may read yours on the air! Can't Miss Moments Each week Jocelyn and I share moments that we might have missed if we had not started our online business. We hope these moments inspire you to see the possibilities and freedom online business could provide for your family. “Taking our kids up to the Lexington Opera House to see the production of the Little Mermaid ballet. Well, Isaac will tell you he didn't like it because it was for girls, you know?  But he really secretly did.  And it was a good time.  We just enjoyed – just watching the ballet. I've never been to like an actual ballet aside from like Anna's little girl recital type stuff.  So it was really cool to see these people. This is what they spend their life doing and they were really talented and the costumes were just beautiful.  And it was just something just fun to do that none of us had ever experienced before.” You can connect with S&J on social media too!   Thanks again for listening to the show! If you liked it, make sure you share it with your friends and family! Our goal is to help as many families as possible change their lives through online business. Help us by sharing the show! If you have comments or questions, please be sure to leave them below in the comment section of this post. See y'all next week! Can't listen right now? Read the transcript below! Jocelyn:  Hey y'all!  On today's podcast we celebrate Jeff's online business success. Shane:  Welcome to the Flipped Lifestyle podcast where life always become work.  We're your hosts, Shane and Jocelyn Sams.  We're a real family who figured out how to make our entire living online.  And now, we help other families do the same.  Are you ready to flip your life?  Alright.  Let's get started.  What's going on everybody?  Welcome back to the Flipped Lifestyle podcast.  Great to be back to you again this week especially for this week because we have another Flip Your Life community success story on today's show.

Are you done yet with your detailed reading of the Trans-Pacific Partnership text? Come on, it's only about 6,000 pages! This week, join our two world-class guests to shed some light on what is really going on with the TPP. Dr. Bonner R. Cohen is a senior fellow at the National Center for Public Policy Research, where he concentrates on energy, natural resources, and international relations. Articles by Dr. Cohen have appeared in the Wall Street Journal, Forbes, Investor's Business Daily, New York Post, Washington Times, National Review, Philadelphia Inquirer, Detroit News, Atlanta Journal-Constitution, Miami Herald, and dozens of other newspapers in the U.S. and Canada. He has been interviewed on Fox News, CNN, Fox Business Channel, BBC, BBC Worldwide Television, NBC, NPR, N 24 (German language news channel), Voice of Russia, and scores of radio stations in the U.S. Dr. Cohen is the author of two books, The Green Wave: Environmentalism and its Consequences, and Marshall, Mao and Chiang: The American Mediations Effort in the Chinese Civil War. Patrick Wood is an expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy Rising: The Trojan Horse of Global Transformation, and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Antony C. Sutton. Patrick is an economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core State Standards. He is currently Editor of Technocracy.news and AugustForecast.com.

We are joined again by Dr. Duke Pesta, professor of English at The University of Wisconsin, Oshkosh, and Academic Director of FreedomProject Education, for an update on Common Core, the US education system's so-called "Common Core State Standards Initiative". Touted as "a set of high-quality academic standards in mathematics and English... created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live"*, Common Core sounds almost too good to be true. And so it is, according to Dr. Pesta, who explains that far from raising standards, Common Core actually lowers them, in the interests of engineering a compliant Global Citizenry for the nascent One-World Corporatist State. (For show notes please visit http://themindrenewed.com)

VISUAL LEAP: A Step-by-Step Guide to Visual Learning for Teachers and Students Jesse Berg delivers a go-to method for teachers, students, and parents who want to make learning easier and more joyful in a way that matches how people really learn. Strategies like Summary Man, Reverse Mind Map, and Constructed Response Magic are intuitive and practical. Berg's light hearted yet substantive BOWL and LADLE process of visually developing ideas is firmly rooted in cognitive learning theory yet it makes learning feel more like solving puzzles than toiling over topic sentences His visual step-by-step methods show learners how to think critically and organize ideas for virtually any academic task. Effective across grade levels and subject areas and for a wide variety of instructional objectives, these visual strategies improve reading comprehension, writing, vocabulary acquisition, note taking, and more. The Visual Leap method simplifies teaching of the skills needed for the Common Core State Standards and gives teachers explicit ways to differentiate instruction to meet the needs of all THE PROBLEM: 75% of people learn visually, but NEVER LEARNED how to use this intellectual asset to accomplish work or to learn. Therefore, many of us DO NOT work or learn as productively as possible. THE SOLUTION: The Visual Leap will train, model and support your faculty in teaching with strategies that match how your students naturally think. We will work closely with you to design and implement a research-based solution that meets your learning goals. Results will be profound.

Education reformers have, for decades, decried the achievement gap among students and espoused the inequality of education throughout the nation. This is one of the major justifications for the implementation for Common Core State Standards. All sorts of reasons are pushed forward in an exempt to explain the achievement gap between all classes of students. But, seldom if ever, do the reformers discuss why the achievement gap is 25% narrower in private schools over public school. In episode 63, Professor of Education at California State University, Long Beach and a Senior Fellow at the Witherspoon Institute, Dr. William Jeynes joins me as we examine the meta-analyses and relationship between the achievement gap in education and faith, Common Core, and the future of America. (Note: this conversation was originally going to cover really just the meta-analyses data analyst, and statistical analysis of the relationship between the achievement gap between public school and faith-based private schools. But, as it turned out we spent about the first 40 minutes talking aboutCommom Core.  For those who want to just listen to the analysis portion, you will want to fast forward to about the 4o minute mark.) Go to the show notes for a full bio on Dr. Jeynes.

One of the major educational buzz words, today is "critical thinking." The proponents of the Common Core State Standards tought one of the major benefits of CCSS, is that it teaches critical thinking. By like I wrote in"Critical Thinking and Education Reform Called Common Core," critical thinking skills” is a term used in a number of different disciplines, but no one has a clue as to what it means. But it sounds good, which is why education reformers use it. While it sounds good and who would not want to get behind such an idea, the problem is that it is meaningless. The next time you hear someone from the education establishment start talking about thinking skills, ask him or her to define it. Ask them to give you an example of thinking skills program they would recommend. See what you get. In episode 60, James Nance, from Roman Roads Media, and I discuss the necessity of teaching real critical thinking skills through the study of formal logic. James Nance, curriculum development and teacher, received a B.S. degree in Mechanical Engineering from Washington State University in 1984, and after working for Boeing for 5 years, moved to Moscow, Idaho where he taught Logic, Rhetoric, Calculus, Physics, and Doctrine at Logos School for 25 years.  During that time, he developed several curriculums, including the award-winning Introductory and Intermediate Logic. He enjoys teaching, reading, acting, and playing games with my friends and family. He and his wife Giselle have four children: Jamie, Josiah, Jacqueline, and Jonathan.

Join Dr. Duke Pesta, one of the foremost experts  on Common Core, and me as we discuss Common Core State Standards and our right to question the designers and implementer's of the fundamental transformation of America. Dr. Pesta received his M.A. in Renaissance literature from John Carroll University and his Ph.D. in Shakespeare and Renaissance literature from Purdue University. He has taught at major research institutions and small liberal arts colleges and has been active in educational reform, developing and implementing an elective Bible course that is currently available for public high school students in Texas. He is a professor of English at the University of Wisconsin, Oshkosh, and the Academic Director of FreedomProject Education  

Join special education teacher Levi Cavener and English teacher Travis Manning as we discuss the reamification of Common Core State Standards and its associated features upon the special populations in public and private schools.

Prof. Bill McCallum is University Distinguished Professor of Mathematics and Head of the Department of Mathematics at the University of Arizona. He is lead author of the Common Core State Standards and president of Illustrative Mathematics. We ask Prof. McCallum about … Continue reading →

Everyone believes in "standards" don't they? So what could possibly be wrong with "Common Core" (the US education system's "Common Core State Standards Initiative")? After all, is it not "a set of high-quality academic standards in mathematics and English... created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live"? Not according to Dr. Duke Pesta, professor of English at The University of Wisconsin, Oshkosh, who joins us for an extended and detailed interview on the genesis, content and ideology of Common Core - a scheme, he argues, designed to inhibit critical thinking and produce a world of compliant drones for the corporate-fascist State. (For show notes, please visit http://themindrenewed.com)

Common Core State Standards; Has obesity in young people really plunged?; Lots of people don't even have $1,000 in savings; Russia state TV anchor talked bad about America; Russia vs America Twitter war

Dr. John Kellmayer "The Common Core State Standards:  How they impact your child" Dr. John Kellmayer is a school superintendent in New Jersey and a member of the faculty in the Nova Southeastern University doctoral program. A former high school principal, he has extensive experience with at-risk populations. Dr. Kellmayer, who also holds an M.B.A., has served as a consultant to business and industry and is knowledgeable about organizational development and leadership in both the public and private sectors. A former writing instructor on the faculties of Penn State and Temple Universities, he has published about 200 articles in newspapers, magazines, textbooks, and journals.   Dr Kellmayer is also the author of two books - Mouse in the Microwave and How to Establish An Alternative School.