Podcasts about content knowledge

On this week's Education Gadfly Show podcast, Mike and David discuss what's really going on with DOGE, including its cuts to IES research grants and the implications for education policy. Then, on the Research Minute, Amber highlights a study on whether the Core Knowledge curriculum helped strengthen kindergarteners' vocabulary and knowledge.Recommended content: Chester E. Finn, Jr., “Easy, DOGE. IES matters.,” Thomas B. Fordham Institute (February 11, 2025).Robert Pondiscio, “Culture war vs. competence: Why conservatives should support Penny Schwinn,” Thomas B. Fordham Institute (February 6, 2025).Chester E. Finn, Jr., “Trump should stay out of what students learn in school,” Thomas B. Fordham Institute (January 30, 2025).Sonia Q. Cabell, James S. Kim, Thomas G. White, Charles J. Gale, Ashley A. Edwards, HyeJin Hwang, Yaacov Petscher, and Rhonda M. Raines, Impact of a Content-Rich Literacy Curriculum on Kindergarteners' Vocabulary, Listening Comprehension, and Content Knowledge, Journal of Educational Psychology (2024)Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org. 

In this episode of the Prepared School Psych podcast, Jenny Ponzuric highlights the importance of reflection for school psychologists. She shares her experiences from the 2023-2024 school year, including delivering 70 training sessions and spending 50 hours in office hours via Zoom. Jenny discusses her methods for evaluating past performance and planning for the future, focusing on improving content knowledge, system issues, and collaboration. She also outlines upcoming topics for the next school year, such as summarizing assessment reports and addressing dyslexia. Listeners are encouraged to reflect on their own practices and join Jenny's newsletter or follow her on social media for further insights and updates. Resources: Subscribe to Jenny's Newsletter https://jennyponzuric.activehosted.com/f/69 ---------------------------------------------------------------- Subscribe now and join our community of dedicated School Psychologists committed to creating inclusive, supportive, and empowering school environments for every child. Let's embark on this journey of professional growth and student-centered advocacy together! Follow us on social media for updates, behind-the-scenes content, and more: Instagram: @jennyponzuric

Shannon and Mary chat with critically acclaimed author and experienced actress & advocate Colette Hiller about ways to make word learning innovative and fun.    Colette is releasing a new book titled Colossal Words for Kids, which combines educational poetry with vibrant illustrations to teach new words and related content knowledge.    The book is delightful and so is Colette.    Listen to this episode to gain creative ideas about how to help get students excited about word learning and how to help make the vocabulary stick in the students' minds.RECOMMENDED RESOURCES AND ONES MENTIONED DURING THE EPISODEColossal Words for Kids by Colette Hiller, Illustrated by Tor Freeman *Amazon affiliate link*The B on Your Thumb:   60 Poems to Boost Reading and Spelling by Colette Hiller, Illustrated by Tor Freeman *Amazon affiliate link*Colette's websiteNPR Ways with WordsStreet Pianos projectStatue Stories Chicagoour episode about Building Vocabulary-check out the show note linksour episode about Morphology-check out the show note linksour episode about Etymology-check out the show not linksGet a free Green Chef box using our link.Support the Show.Get Literacy Support through our Patreon

Join Susan B. Neuman, professor of early childhood and literacy education at the Steinhardt School at New York University, in our Deconstructing the Rope series. She explains the important link between background knowledge and reading comprehension in the Science of Reading, and shares her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading, and previews her upcoming studies on the role of cross-media connections in children's learning.Show notes: Book: Changing the Odds for Children at Risk, by Susan B. Neuman. (More books in the link.)Article: “Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program” by Susan B. Neuman and Tanya KaeferArticle: “The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development?" by Susan B, NeumanQuotes: “What you're helping children do is create a mosaic, putting all those ideas together in a knowledge network. If you don't do it explicitly, many children cannot do it on their own.” —Susan B. Neuman“We've got to start early. We've got to start immediately, and know that children are eager to learn and use the content to engage them.” —Susan B. Neuman

Shannon and Mary are joined in by Linda Rhyne in the Reading Teachers Lounge. They share a deep dive of information from the book, The Knowledge Gap by Natalie Wexler. This episode is full of information and strategies to increase your student's knowledge helping them dive deep into comprehension and knowledge building.  Linda Rhyne is a returning guest to the show and shares her expertise in guiding professional discussions to help educators meet their student's literacy goals. RECOMMENDED RESOURCES AND ONES MENTIONED DURING THE EPISODEThe Knowledge Gap by Natalie Wexler *Amazon affiliate linkThe Reading Comprehension Blueprint by Nancy Lewis Hennessy *Amazon affiliate linkThe Reading Comprehension Blueprint Activity book by Nancy Lewis Hennessy *Amazon affiliate linkCultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad *Amazon affiliate linkLinda Rhyne ConsultingPlacing Texts at the Center of the Science Aligned ELA Classroom PDFM. Liben, S. PimentelPodcast recommended listening: Melissa and Lori Love Literacy, Ep. 37: Placing Text at the Center of the ELA Classroom with Meredith Liben & Sue Pimentel Knowledge Matters Campaign Tim Shananon blog: Knowledge or Comprehension Strategies?Centering Knowledge Building: An Interactive Reading Guide. Users can access the materials Shannon and Mary used in exploring The Knowledge Gap. Linda created this interactive course and now for $25 you can access this treasury of science of reading texts and recommended articles. Listeners can use the code "LOUNGE" for $5 off!Contact Linda through e-mail contact@lindarhyneconsulting.comFollow Linda on Instagram @lindarhyneconsultingour season 5 episode with Linda Balancing It AllGet a free Green Chef box using our link.Support the showGet Literacy Support through our Patreon

In this episode of Room to Grow, Joanie and Curtis host special guest Dr. Katey Arrington to discuss the importance of teacher content knowledge. Dr. Arrington is the Associate Director of the UTeach Institute at the University of Texas at Austin. She is also serving in the Presidential line for NCSM: Leadership in Mathematics Education from 2022-2026. Previously, she led the K-12 system services work at the Charles A. Dana Center, served as a mathematics coordinator for a growing, diverse district in Texas, instructional coach, and taught in both K-12 and community college systems. Katey earned a Ph.D. in Educational Policy and Planning, Master of Arts in Mathematics Education, and Bachelor of Science in Mathematics. She has extensive experience in leading networks for growing impact and designing and implementing system-level change for increasing equitable outcomes. Early on in the conversation, it is agreed that caring about students in a non-negotiable and important component of effective teaching, but caring without math content knowledge is not likely to result in student learning. Our hosts and their guest explore the ideas of pedagogical content knowledge, math content for teaching, and approaching mathematics as ways of thinking, not just ways of getting answers. Expanding learning is presented as a group endeavor, but also something a teacher can pursue on one's own. We encourage you to explore the resources below, referenced in this episode:The Developing Mathematical Ideas (DMI) professional learning programNumberphile on You Tube is one of Curtis' favorite sources to explore mathematical curiosityThe Coherence Map from Student Achievement Partners on the Achieve the Core website provides a clickable visual map of how content standards connect and build on one anotherDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

It's time to turn the tables on Emma and find out about her doctoral research in progress! Emma is investigating pedagogical content knowledge, a seminal concept in teaching, and specifically how we support student teachers to develop it.She's been working hard on her literature review, and Tom's here to ask all the questions about what it might mean for those who support new members of the profession.If you want to read Shulman's seminal 1986 paper, Those who understand, you can find it here.---------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 18th April 2023

In this episode we are talking with Dr. Heather Peske from the National Council for Teacher Quality about their study regarding Building Knowledge in Teacher Preparation Programs: https://www.nctq.org/review/standard/Building-Content-Knowledge#overviewDr. Heather Peske joined NCTQ as President in May 2022. She comes to NCTQ from her role as Senior Associate Commissioner for Instructional Support in the Massachusetts Department of Elementary and Secondary Education (MA DESE) where she implemented policies and programs across teacher development, educator preparation, and curriculum and instruction that drove historic improvements for students—including record graduation rates, the highest rating NAEP performance, and dramatic increases in higher-education participation and success. After having started her career as an elementary teacher in Baton Rouge, Louisiana, Dr. Peske served as Director of Teacher Quality at The Education Trust and later as the Vice President of Programs at Teach Plus. Over her three decades in education, she has been named a "Future Chief" by Chiefs for Change (2021), a Broad Academy Fellow (2019), and a recipient of the Governor Paul Cellucci Award for Leadership and Mentoring in State Government (2017). Dr. Peske earned her master's degree and doctorate in Administration, Planning, and Social Policy from the Harvard Graduate School of Education. She graduated with her bachelor's degree from Kenyon College with magna cum laude honors.Dr. Peske is a coauthor of the award-winning book, Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools and co-editor of Learning from the Experts: Teacher Leaders on Solving America's Education Challenges and has written reports and articles on teacher policy, teacher evaluation, alternative certification programs, new teachers' experiences, and conceptions of career.If you are enjoying our podcasts, please leave a five star review: https://podcasts.apple.com/us/podcast/building-knowledge/id1618939881 Follow us on Facebook: https://www.facebook.com/CoreKnowledgeFoundationFollow us on Instagram: https://www.instagram.com/coreknowledgefoundation/

Shannon and Mary focus their conversation on how to build students' vocabularies.    They share less effective methods used in the past and how they've evolved their vocabulary instruction to help students the most.   In the chat, they reference ideas from Bringing Words to Life by Isabel Beck.  Episode Links for Resources mentioned:How do we teach the Language Comprehension strand of Scarborough's Reading Rope?Word Building:  20 root words and 14 prefixes= 100,000 words (Dyslexia Associates)Academic Word Finder (AchievetheCore.org)Word Study that Sticks: Best Practices by Pamela Koutrakos  *Amazon affiliate link*Llamophones by Janik CoatHow to Teach Vocabulary for Reading ComprehensionRoutine for Explicit Vocabulary InstructionMorphological Awareness TestResearch update:  Morphemes, Meaning, and Dyslexia10 Quick Vocabulary Activities (from the Twitter teacher)Vocabulary Routine Cards:   (source unknown) ReWordify to locate Tier 2 vocabularyBuild Vocabulary Frayer model:  Thinking map templates:  FCRR 2nd and 3rd grade Vocabulary activitiesFCRR 4th and 5th grade Vocabulary activitiesGoogle Slides Forced Copy of Shannon's created vocabulary slide showGoogle Docs Forced Copy of Shannon's created student vocabulary pageCOME JOIN THE CONVERSATION!Our WebsiteFacebookInstagramShannon's TpT StoreSupport the show

This is a great interview that covers a lot of ground. We discuss teacher content/pedagogical knowledge, phonological awareness instruction, and phonics instruction, why it all matters, and what it means for instruction. My guests are Dr. Shayne Piasta from the Ohio State University and Dr. Alida Hudson from Texas A&M University A big thanks to […]

Join Susan Neuman, Professor of Childhood and Literacy Education at the Steinhardt School at New York University, as she unwinds background knowledge, a strand of Scarborough’s Reading Rope. In the sixth episode of our Deconstructing the Rope series, Susan explains the important link between background knowledge and reading comprehension in the science of reading and shares about her five research-based principles to build knowledge networks in literacy instruction. She also highlights the connection between speech and reading and previews her upcoming studies on the role of cross-media connections in children’s learning.Quotes: “What you’re helping children do is create a mosaic; putting all those ideas together in a knowledge network. If you don’t do it explicitly, many children cannot do it on their own.”“We’ve got to start early. We’ve got to start immediately and know that children are eager to learn and use the content to engage them.”Resources:Book: "Giving Our Children a Fighting Chance" by Susan Neuman. More books in the link.Article: Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program by Susan Neuman and Tanya KaeferArticle: The information book flood: Is additional exposure enough to support early literacy development? by Susan NeumanWant to discuss the episode? Join our Facebook group Science of Reading: The Community.

In this episode, Mark talks with Colleen Megowan-Romanowicz, AMTA's first executive officer and now senior fellow, and Rebecca Vieyra, who works through many channels to improve our systems of education. They talk about the value of teacher training in a workshop setting, where the instructor and participants all participate in building content knowledge. Rebecca tells us about some of the projects they have been working on, including the development of the computational modeling in physics first material and a new app that allows users to see magnetic field lines using augmented reality on a smartphone. Guest BiosRebecca Vieyra Rebecca is a coordinator of a multilateral effort to network ministries of education and education leaders to improve the quality of STEM teaching in the Americas. Until late 2018 Rebecca was the K through 12 program manager at the American Association of Physics Teachers. She managed collaborative grants from NASA and NSF and private foundations. She also served as an Albert Einstein distinguished educator, fellow placed at NASA aeronautics research mission directorate. She was awarded the presidential award for excellence in math and science teaching. Rebecca is currently pursuing her doctorate in science education at the University of Maryland College Park. Vieyra Software (https://www.vieyrasoftware.net/) Twitter (http://twitter.com/RVieyraAEF) Colleen Megowan-Romanowicz Colleen was a long-time high school physics and mathematics teacher and Modeler in Sacramento CA. She moved to AZ in 2001 to do graduate studies in physics education research focusing on Modeling classroom discourse. In 2007 she completed her PhD under the direction of David Hestenes. In 2011 she became AMTA’s first Executive Officer. In 2014 she retired from ASU to devote her full attention to AMTA. In 2017 she “retired” from the XO position and became AMTA’s first Senior Fellow. Colleen continues to write grants, conduct research, teach occasional courses in modeling and cognition, train workshop leaders, and publish on Modeling Instruction. Highlights[15:40] Rebecca Vieyra: "One thing that our teachers regularly talk about is the importance of representations within modeling instruction and we've got algebraic representations, graphical representations, we've got verbal representations vector and sometimes even physical three-dimensional representations. And this particular project now brings the computer program as one additional computational representation." [23:36] Colleen, talking about the app: "I think that's the big aha for people when they use the app, that if they want to know what the magnetic field is here, they can turn on their app and they can place a dot on the phone here and they can see exactly what that magnetic field is. And if they want to know how it changes as you move through space, they can do that. And if they want to take their phone and move somewhere else and look at the magnetic field, they just put over there, they can do it, they can see what it looks like from the other side or from underneath or from above because they can move their phone around and still look at that field... And the visualization for a three-dimensional thing like a field is a very big deal." ResourcesTranscript Rebecca and Colleen Transcript (https://sciencemodelingtalks.com/wp-content/uploads/2020/06/SMT-Ep11-Rebecca-Colleen-transcript.pdf) Links AAPT K12 Teachers Portal (https://www.aapt.org/K12/) AAPT - Computational Modeling in Physics First with Bootstrap (https://www.aapt.org/K12/Computational-Modeling-in-Physics-First.cfm) Magna AR (https://www.magna-ar.net) 100k in 10 (https://100kin10.org/) - Rebecca mentioned this organization when talking about grants Physics Toolbox Twitter (https://twitter.com/PhysicsToolbox)

One of the biggest challenges we face when collaborating with teachers is communicating effectively. Sometimes we think we're speaking the same language...but we're not! We may be using terms inaccurately or with a different nuance. In order to work alongside teachers and align your campus, it's important to build a common language. This episode includes some simple strategies and methods to help instructional coaches grow a common language and understanding with your teachers! -Chrissy Beltran Buzzing with Ms. B Instagram: https://bit.ly/36zq9Ml 
 Buzzing with Ms. B TpT: https://bit.ly/2GwUNv9 The Coaching Podcast Show Notes: https://buzzingwithmsb.blogspot.com/2020/04/why-how-to-build-content-knowledge.html Thank you for listening to Buzzing with Ms. B: the Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It’s free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros of Crowd & Town Creative

The TPACK model is extremely valuable for Instructional Designers. It offers an excellent way to articulate what we bring to the table regarding education and training. And it can help shed some light on how the role of the ID can shift in different circumstances. The TPACK model represents a ven diagram of Technology knowledge, Pedagogical knowledge, And Content Knowledge. The magic, of course, is in the overlap. So it's not enough to know about technology and the content someone needs to understand how technology applies to the content area. It's not enough to understand pedagogy and the content one needs to understand how pedagogy can be leveraged to teach the specific content, and again with technology and pedagogy. Understanding how the technology works but not being able to apply it to help students learn is of little value. And of course in the center where all of the three domains where all of the integrated understanding can be applied to best help the leaners. One of the misunderstandings regarding the TPACK model is that one person needs to master all of these all of the time. Most of the time the core function of the instructional designers is to round out these necessary skills for our Content Knowledge expert. So while our subject matter expert may spend 15 or 20 years to become an expert in the content we should put just as much effort into understanding the technology and pedagogy so that we can be flexible enough to adapt to whatever they throw our way. The TPACK model also highlights were sensitivity is sometimes required when someone also perceives themselves to be an expert in more than just the content, and especially when they are an expert. A veteran teacher of 25 years may not need as much pedagogical support as we may be excited to offer. For more on the TPACK model be sure to visit https://TPACK.org

We discuss technology integration and professional learning with Amber Heffner, Executive Director of the Illinois Digital Educators Alliance (IDEA - formerly Illinois Computing Educators). Some definitions... ISTE = The International Society for Technology in Education - Learn more at https://www.iste.org/ SAMR = This model describes how technology is used as Substitution, Augmentation, Modification, Redefinition - Learn more at http://hippasus.com/blog/archives/227 TPaCK = This model describes how Technical Knowledge, Pedagogical Knowledge, and Content Knowledge work together - Learn more at http://tpack.org/ Connect with Amber Heffner and IDEA at: Twitter: http://twitter.com/amber_heffner Web: http://ideaillinois.org/ Listen to this and any past episodes at www.LearningThroughLeading.com Connect with Nick and Matt via Twitter at http://twitter.com/DrNickSutton http://twitter.com/YodaMatt68 --- Send in a voice message: https://anchor.fm/learningthroughleading/message Support this podcast: https://anchor.fm/learningthroughleading/support

Melissa and Lori dive into K-8 texts to highlight salty summer reads to get set for next school year! We share the why behind our choice for each summer read text choice and make recommendations for field trips and experiences connected to texts to further build background knowledge for students. Join us as you prep for summer - RSVP those books at the library NOW!

A tweet discussion came up earlier this month asking what was most important. We talk about the importance of Pedagogy, Content Knowledge and the relationships that you have with your students.  Originally recorded on May 5, 2019

Common Core Shift 3 is often understood as "a balance of literary and informational text types," but the most important part is misunderstood, the idea of building knowledge. How does the Wit and Wisdom literacy curriculum address building knowledge through content-rich nonfiction? Listen as we interview Sarah Woodard, who shares valuable insight and information on the intentional integration of texts to attend to Shift 3 in this curriculum.

In this episode we look at whether the Internet has made deep content knowledge less important that mastering the skills of processing information. Follow: @MsSackstein @blairteach @sgthomas1973 @@bamradionetwork Shawn Thomas is in her 20th year of teaching in the largest county in Georgia. She has taught Kindergarten, Second and Third Grade, and ESOL (English to Speakers of Other Languages) K-5. Starr Sackstein (NBCT) is a certified Master Journalism Educator through the Journalism Education Association (JEA). She serves at the New York State Director to JEA. She is the author of several books, including Teaching Mythology Exposed: Helping Teachers Create Visionary Classroom Perspective. Nancy Blair is a middle school principal in Georgia. She previously served as a school improvement consultant.

Michael Zwaagstra's presentation of "Content Knowledge" at ResearchEd.

Content Knowledge is the Key to Learning (Audio Book) by Frontier Centre

Michael Zwaagstra, Senior Fellow with Frontier Centre, discusses his newly released paper, Content Knowledge is the Key to Learning". His opposing view is the President of the Alberta Teachers' Association, Greg Jeffrey.

Michael Zwaagstra, high school teacher in Manitoba, discusses his new paper, "Content Knowledge is the Key to Learning" on CFRA with Brian Lilley.

Michael Zwaagstra, Senior Fellow with the Frontier Centre, discusses his newly released paper, "Content Knowledge is the Key to Learning" on CBC.

Michael Zwaagstra discusses his newly released paper "Content Knowledge is the Key to Learning" on CJOB with Geoff Currier.

A report from Michael Zwaagstra, senior fellow at the Frontier Centre for Public Policy and a high school teacher shows that students learn best is content rich environments. 

Michael Zwaagstra, Senior Fellow for the Frontier Centre for Public Policy, joins Rob Breckenridge at CHQR to discuss his newly released paper entitled, "Content Knowledge is the Key to Learning".

Michael Zwaagstra gives a speech on 21st Century Learning.

Presented and produced by Seán Delaney. On this second part of my interview with Stanford University's Professor Emeritus, Lee Shulman, Professor Shulman reflects on the idea of pedagogical content knowledge which was an idea he introduced to the world of education in 1985. Our discussion took place 30 years later at the 2015 annual meeting of the American Educational Research Association.