Podcasts about curricular

Clare joins Dr. Christensen for a good conversation on what to expect in SFOM and how the curriculum has changed in recent years. Sarah then talks to David Neiling, UC's Learning Specialist, to record some tips and tricks for studying for the block and starting M1. Good luck! You can do it!Send us a text

IPN fortalece vínculos internacionales con 64 acuerdos y casi 900 estudiantes extranjeros  FGR extradita a dos mexicanos requeridos en Texas por delitos sexuales contra menoresMás información en nuestro Podcast

La propuesta de APB-Súmate parte de una reestructuración institucional, mayor inversión regional, y un nuevo modelode atención basado en prevención y digitalización.

En este episodio haremos una descripción del modelo de intervención M-free donde trataremos desde sufinalidad, la descripción de sus fases, sus características de intervención y evaluación. El modelo M-Free, esun modelo de apoyo a la inclusión educativa. Para este Podcast contamos con la participación del LicenciadoJosé Marlon Turcios, licenciado en enseñanza de las ciencias naturales, quien además es maestrante enformación para la docencia universitaria, quien actualmente se desempeña como catedrático para lamodalidad en línea de la Universidad de El Salvador.También hacemos una breve descripción del modelo B-Free que es un complemento para el Modelo M-Freeya que proporciona la parte visual

Episode 231: For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe⁠⁠⁠⁠Click for tickets to TDaPE Conference Cymru ⁠⁠⁠⁠ https://www.eventbrite.com/e/the-thinking-deeply-about-primary-education-conference-tickets-1295761139449Contact us here or via support@alta-education.com In this episode of Thinking Deeply about Primary Education, we explore the 2025 paper "Curriculum and Mathematical Coherence" , a thought-provoking critique of how early number is introduced in national curricula.The paper argues that modern mathematics curricula (on a national level) lean too heavily on counting as the dominant conceptual foundation for number, often at the expense of coherence and conceptual progression. It draws a direct line from mid-20th century "New Math" reforms to today's fragmented curriculum structures, raising questions about what we teach, how we sequence it, and what this means for the learners in front of us.We discuss:Why “counting ≠ the whole story” when it comes to early numberHow and when coherence was lost, and what we can do to recover itThe persistent tension between curriculum design and classroom practiceWhat their analysis means for subject leadersPractical implications for primary teachers, maths leads, and those developing or critiquing maths schemesWhether you're a curriculum thinker, subject lead, or classroom teacher keen to understand the research shaping mathematics education, this episode offers critical reflection and concrete takeaways.

In this episode, I sit down with Dr. Stuart Slavin—pediatrician, medical educator, and a true superhero in the world of educational reform. Stuart's groundbreaking work has shown that yes, we can dramatically improve student mental health without compromising academic performance—and he has the results to prove it.We get into why today's high schoolers are more stressed than med students, how maladaptive perfectionism is quietly damaging our youth, and what it really means to build resilience that lasts. Whether you're a parent, educator, or just someone who cares deeply about kids and learning, you don't want to miss this conversation. Stuart's work is inspiring, actionable, and—best of all—hopeful. Episode Highlights:[0:00] - Introducing our new workbook, "The 7 Principles for Raising a Self-Driven Child".[1:08] - Dr. Stuart Slavin on the surprising pressures teens face—more intense than med school.[3:22] - Stuart's origin story and how a curriculum role led to mental health reform.[5:32] - How adolescent anxiety and perfectionism carry into adulthood.[7:42] - The dangerous cost of maladaptive perfectionism and chronic stress.[8:36] - What Stuart's research revealed about depression, suicide risk, and medical students.[11:41] - The 3-part intervention that changed everything at Saint Louis University.[14:10] - Can cutting 10% of class time improve both health and test scores? (Spoiler: Yes.).[17:54] - How a 90-minute resilience curriculum taught students to challenge toxic thoughts.[22:01] - Why we must teach kids to recognize and reframe distorted thinking early.[24:20] - Replacing perfectionism with a healthy pursuit of excellence.[26:53] - Ned shares his own experience with depression and the power of having tools.[28:26] - From frustrated parent to systemic change: Stuart's fight for student well-being.[30:21] - Final thoughts: to help kids thrive, we have to start upstream. Links & Resources:Learn more about Dr. Stuart Slavin's work at ACGME: https://www.acgme.org/ Episode 49 of The Self-Driven Child: How To Redesign Schools to Unleash Extraordinary Learning For AllResearch cited in the episode: Medical student mental health 3.0: improving student wellness through curricular changesFinding the Why, Changing the How: Improving the Mental Health of Medical Students, Residents, and PhysiciansReflections on a Decade Leading a Medical Student Well-Being InitiativeIf this episode has helped you, remember to rate, follow, and share the Self-Driven Child Podcast. Your support helps us reach more people and create more content that makes a difference.If you have a high school aged student and would like to talk about putting a tutoring or college plan together, reach out to Ned's company, PrepMatters at www.prepmatters.com

El Dr. Moisés de los Santos, nos explica la importancia de incorporar al curriculo a la simulación clínica.

In this episode of the CAA Conversations, Amanda Douberley, Clarissa J. Ceglio, and Alison Paul discuss the William Benton Museum of Art at the University of Connecticut, which brings student perspectives into its galleries and fosters belonging through innovative curricular partnerships. Three recent projects undertaken by classes in UConn's School of Fine Arts produced student-centered interpretive materials for the Benton's exhibitions. Each interactive project connected the museum with the campus community in a different way and cultivated a sense of belonging for both students enrolled in partner courses and student visitors to the Benton. Clarissa J. Ceglio, PhD, is Associate Professor of Digital Humanities, Associate Director of Research, for Greenhouse Studios, and Associate Director of Collaborative Research for UConn's Humanities Institute. Her research focuses on the ways in which museums, past and present, engage diverse communities in issues relevant to individual and civic thriving. She looks, too, at the affective and rhetorical uses of material, visual, and digital artifacts in constructing national and social imaginaries. Through her teaching and research, Ceglio also collaborates with museums, libraries, and communities on interdisciplinary public-facing and grant-funded projects that engage diverse audiences in topics of contemporary concern. Amanda Douberley is Curator & Academic Liaison at the William Benton Museum of Art, University of Connecticut, Storrs. She is responsible for connecting Benton's collections and exhibitions with teaching in departments across the university. She has curated numerous exhibitions at the museum, often in collaboration with faculty and other campus partners. Douberley holds a Ph.D. from the University of Texas at Austin with a focus on 20th-century American sculpture and public art. Before coming to UConn in 2018, she taught in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago. Alison Paul is an Associate Professor of Art and Area Coordinator for the Illustration/Animation concentration in the Department of Art and Art History at the University of Connecticut. Paul creates illustrations and stop-motion animations using cut paper collage. Her work is fundamentally about storytelling to a variety of audiences. Paul's animations have been shown in film festivals internationally, and her children's books have received starred reviews from Publishers Weekly and Kirkus Reviews. She has curated exhibitions at the William Benton Museum of Art in Storrs and the Roots Reading Room in Providence, RI. Professor Paul has taught at UConn since 2011.

Welcome back to another episode of School Counseling Simplified! This month, I'm excited to bring you guest sessions with experts, and today's episode is a special one. I have with me Kriya Lendzion, a school counselor turned prevention specialist who focuses on addiction prevention. Originally inspired by her personal journey through teen addiction, Kriya Lendzion is fiercely dedicated to helping educators prevent and intervene early in students' addictive and self-destructive behaviors. She combines her 23 years as a School Counselor with additional expertise as a Licensed Clinical Addiction Specialist, Certified Prevention Specialist, and Adolescent Therapist, providing schools across the globe with drug and alcohol education, professional development, curriculum, and consultation. Kriya splits her time between beautiful Asheville, North Carolina and Glastonbury, Connecticut. We're diving into how you can “addiction-proof” your students, covering everything from vaping to screens. Kriya's work is rooted in both experience and expertise—she's a former school counselor who has worked with diverse age groups, an addiction clinician, and now, a prevention specialist dedicated to helping schools implement effective drug education and early intervention strategies. Why Prevention Matters Students are constantly receiving messages that counteract what we teach about addiction. From social media to peer influence, they're often told that addiction is harmless. Our job as educators and counselors is to speak louder, more often, and in ways that truly reach them. Kriya outlines five key categories that help schools establish effective addiction prevention programs: 1. Research-Based Information (Science-Based Education) Information needs to be accurate, research-backed, and tailored to students' values and realities. Present information in a non-judgmental way—empowering students with knowledge and choice builds respect. Use passive reinforcement strategies like bulletin boards, signs, and classroom posters to keep prevention messaging visible. 2. Collaboration to Delay Substance Use Work across departments to help students delay substance use as long as possible. Curricular infusion: Integrate drug education into multiple subjects, making it a part of every student's learning. Foster school connectedness so that every student feels seen, valued, and supported. Provide parent and family resources so that parents have the right knowledge to engage in open, informed conversations with their children. Involve administration and peer-led programs to create a whole-school prevention culture. 3. Teaching Resistance Skills Equip students with practical tools to say no to addiction before they face pressure. Weave prevention programming into classes and school activities. Use media and storytelling to make lessons relatable. Start early with age-appropriate discussions—even in kindergarten. Instill strong values and goals that help students make healthier choices. Encourage collaboration among teachers, counselors, and parents to reinforce these lessons. 4. Value Exploration Activities Help students identify their own values and how addiction could impact them. Use reflective activities to help students connect their goals and aspirations with their choices. 5. Addressing Adolescent Needs Understand that addiction often stems from unmet needs. Provide healthy alternatives and coping strategies to help students navigate stress, emotions, and peer pressure. Final Thoughts Kriya's insights highlight the importance of proactive prevention strategies in schools. By implementing these five categories, we can empower students with knowledge, skills, and support to make healthy choices. If you'd like to learn more about Kriya's work, be sure to check out the links in the show notes. Thank you for tuning in, and I'll see you next week for another episode of School Counseling Simplified!   Resources mentioned: Join my school counselor membership IMPACT here! If you are enjoying School Counseling Simplified please follow and leave us a review on Apple Podcasts! Connect with Rachel: TpT Store Blog Instagram Facebook Page Facebook Group Pinterest  Youtube Connect with Kriya: Instagram Counseling with Pizzazz Facebook Youtube TikTok LinkedIn Drug Education Resources (including counseling tools in my "Members Only" section, and resources to share with parents Vaping Resources For Educators More About School Counseling Simplified: School Counseling Simplified is a podcast offering easy to implement strategies for busy school counselors. The host, Rachel Davis from Bright Futures Counseling, shares tips and tricks she has learned from her years of experience as a school counselor both in the US and at an international school in Costa Rica. You can listen to School Counseling Simplified on Apple Podcasts, Spotify, Google Podcasts, and more!

Top 20 Training has developed a new program for coaches/advisors, their programs, athletes/student participants, parents, and more! Listen and find out more!info@top20training.com for more info. or to set up a FREE meeting!www.top20training.com

This week, Dustin chats with Sarah about her efforts to utilize pod mapping as a way to elevate the curricular approach at her institution. Sarah details the ways to and the importance of building sustainable coalitions at an institution to make sure there is consistent, collective efforts to aid in achieving learning outcomes for students.

EdTech #385 AI@Teaching - AICFT 1.1 Human agency - CURRICULAR GOALS (CG) https://millenniumedu.org/aicft-interactive/

This CMS Grand Rounds video is a companion discussion to our newly published research article, "Readiness planning: how to go beyond “buy-in” to achieve curricular success and front-line performance" published in Advances in Simulation (https://advancesinsimulation.biomedce.... Join us at #IMSH2025 in Orlando for workshops from our faculty team on Readiness Planning, or visit www.harvardmedsim.org for additional training opportunities! Abstract from Advances in Simulation: "Simulation program staff and leadership often struggle to partner with front-line healthcare workers, their managers, and health system leaders. Simulation-based learning programs are too often seen as burdensome add-ons rather than essential mechanisms supporting clinical workforce readiness. Healthcare system leaders grappling with declining morale, economic pressure, and too few qualified staff often don't see how simulation can help them, and we simulation program leaders can't seem to bridge this gap. Without clear guidance from front-line clinicians and leaders, the challenge of building and maintaining sustainably relevant simulation offerings can seem overwhelming. We argue that three blind spots have limited our ability to see the path to collaborations that support front-line workforce readiness: We wrongly assume that our rigor in designing and delivering programs will lead to front-line participant engagement and positive impact, we overestimate the existence of shared priorities, mindsets, and expertise with our would-be partners, and we contribute to building a façade of superficial education compliance that distracts from vital skill development. How do we design simulation-based training programs that are valued, supported, and sustained by key partners over time? (1) By seeing ourselves as partners first and designers second; (2) by using a boundary spanning design process that shifts the primary psychological ownership of training outcomes to our partners; and (3) by focusing this shared design process on workforce readiness for the situations that our healthcare partners care about most. Drawing on lessons from more than 800 readiness plans developed by participants in our courses and the authors' successes and mistakes in partnering with healthcare teams for front-line readiness, we introduce the concepts, commitments, and practices of “readiness planning” along with three detailed examples of readiness planning in action."

Drs. Tomeka Dowling and Crystal Toll discuss the need to integrate concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into nursing curricula. RN to BSN students were surveyed to assess their perceptions of DEI-SDOH curricular threads and impact on nursing practice. Students indicated that DEI-SDOH curricula promoted self-examination, critical analysis of health care systems, and development of DEI-SDOH competence. You can learn more about their curriculum development process and assessment in their article.

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/medicine

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality. Learn more about your ad choices. Visit megaphone.fm/adchoices

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.  In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality.

“Ethnic studies” is an ideological battleground in higher education, and now California is bringing its 1.6 million high school students into the fray. Every one of them must take an ethnic studies course to graduate, starting in the fall of 2025. But what will the course teach them? The State Department of Education's original model curriculum—now candidly dubbed the “Liberated Ethnic Studies Curriculum”—was criticized for its anti-capitalist agenda, embrace of critical-race themes, and alleged antisemitism. Reaction was so intense that Governor Gavin Newsom vetoed the original curricular mandate legislation. A second State Model Curriculum toned down some of the original emphases. The final legislation signed by the governor had a local-option twist: school districts are free to determine the ethnic studies curriculum used in their schools. As a result, the skirmish over ethnic studies can now be replayed district by district. Independent Institute has created what it calls a balanced curriculum for the consideration of districts throughout the state. The “Comparative Cultures Ethnic Studies Curriculum” portrays the full tableau of American ethnic history, dark moments as well as instances of triumph and personal success. It explores contending schools of thought. Animated not by ideology but by balance, this curriculum builds on years of research and pedagogical insight.  This panel will include a survey of California's ethnic studies controversy, and presentation of the "Comparative Cultures Ethnic Studies Curriculum" by its project leader Williamson M. Evers, followed by a panel discussion and Q&A. This program is part of our American Values Series, underwritten by Taube Philanthropies. Learn more about your ad choices. Visit megaphone.fm/adchoices

Send us a textUnlock the secrets to crafting impactful lesson plans and aligning assessments with the guidance of expert guest Debbie Robertson. Discover how Ashley seeks to refine her organizational skills with insights from senior leadership coach Debbie. Together, they unravel the art of starting with the end in mind, diving into the crucial process of revisiting educational standards. This episode promises to transform your approach to teaching by ensuring lessons are not just effective but deeply aligned with contemporary educational expectations and student needs.From integrating real-world scenarios into your classroom to making cross-curricular connections, you'll learn innovative strategies that make learning both relatable and robust. We explore how blending subjects like English Language Arts and math can enrich students' understanding and problem-solving abilities. Plus, gain wisdom on effective coaching for educators, with techniques that prioritize understanding coachees' processes before offering guidance. With thoughtful analogies and practical advice, this episode is a treasure trove for teachers and instructional coaches eager to elevate their educational practices.For more, make sure to download our handout. The Southern Regional Education Board is a nonprofit, nonpartisan organization that works with states and schools to improve education at every level, from early childhood through doctoral education and the workforce. Follow Us on Social: Facebook Instagram X

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/middle-eastern-studies

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Kyle and Karen wax nostalgic as they discuss their adolescent kleptomania.  We're talking high-end goods.  Our listeners will never believe what 9th grade Karen did in order to pay for a Timex watch. This week's worst mom can wear her crown to bed -- IN HER DAUGHTER's DORM ROOM.     Don't miss my Instagram    https://www.instagram.com/bergreenkaren/   Check out my new podcast SHUT UP MOMMY"S TALKING!   https://podcasts.apple.com/us/podcast/shut-up-mommys-talking/id1553303853    

In this special summer episode, Dan and Lauren discuss the Winter 2023 New Directions for Student Leadership issue, "Applying Theories and Models in Leadership Program and Curricular Design," with co-editors Drs. Melissa Rocco and Darren Pierre. 

This week we're discussing why instructional coaches should invest in content and curricular knowledge. I share 3 things you can do to make sure you have a handle on what students are expected to learn in your grades, your subject areas, and at your school. During the podcast, you'll learn the steps instructional coaches can take to gain a deeper understanding of content and curriculum. Some other things you'll hear about during the show are unpacking standards, analyzing assessments, examining curriculum alignment, and what to do if you're coaching unfamiliar subjects. Listen now to learn how you can get a handle on content and curriculum during the first month of coaching! -Chrissy Beltran Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/   Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B   Instructional Coaching Start-Up - http://buzzingwithmsb.com/startup   Instructional Coaching with Ms. B Show Notes - https://buzzingwithmsb.com/Episode198   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

We were so happy to interview fellow podcaster Nick DeForest! One of our wishes has been to have a guest who could explain what co-curricular programming looks like at international schools after school and on weekends. Nick, with his GLOBETROTTIN' ADs podcast and website, is at the center of a global network of athletic directors and activity coordinators. As such, he can speak to what this programming looks like in international elementary, middle, and high schools. Nick DeForest is the Assistant Director of the Events Office at AIS Vienna, Austria. He is the founder of the Globetrottin' ADs and the author of A Global Playbook, which can be found on Amazon. Originally from St. Catharines, Ontario, Canada, Nick has been in Austria since 2000 and is passionate about connecting international school Athletic Directors, Coaches, Teachers, and Students from around the world. Our Guiding Question was, “What does co-curricular programming look like in international schools?” Nick addressed several topics: The difference between co-curricular and extra-curricular programming. A breakdown of all the different people and roles in managing co-curricular programs. A description of how co-curricular facilitation in an international school might differ from what teachers may have experienced in their home country, especially in a public school. An unpacking of athletic and activity offerings for each division. The benefits of athletic and activity coaching and facilitation. An explanation of the term “educational athletics.” A description of how international schools can be the hub of social life at some international schools. Trends in international schools' coaching, athletics, and activity coordination. An explanation of how school leaders ensure that co-curricular programming is valued equally with academic programming.Nick's Contact Information: Globetrottin' ADs Website and Podcast | Facebook Group | X - Nick_GTADSResources Mentioned in the Episode:Nick's Book - A Global Playbook: How Every International School Can Raise Its GameInternational Coach: State of the Industry Survey 2023  International Athletic Director: State of the Industry 2023The show was recorded on April 12, 2024. Categories: School Life | Wellness Remember to access our Educators Going Global website for more information or to subscribe to our newsletter!Email us with comments or suggestions at educatorsgoingglobal@gmail.com Follow us on LinkedIn, Facebook, Instagram or YouTube.Listen on your favorite podcast app: connect from our share page.Music: YouTube. (2022). Acoustic Guitar | Folk | No copyright | 2022❤️. YouTube. Retrieved October 11, 2022, from https://www.youtube.com/watch?v=YOEmg_6i7jA.

On this episode of Deans Counsel, moderators Jim Ellis and Dave Ikenberry speak with Antonio "Tony" Bernardo, Dean and John E. Anderson Chair in Management at UCLA's Anderson School of Management, a position he's held since July 2019.Tony began his academic career at UCLA Anderson and has been a member of the finance faculty since 1994. He has a long history as an active and engaged member of Anderson's faculty and its administration, having served as department chair and senior associate dean for academic affairs from 2006 to 2009, and finance area chair from 2013 to 2015 and again in 2019. He previously held the Joel Fried Chair in Applied Finance and Robert D. Beyer Term Chair in Management.His impressive CV perfectly positions Tony to speak with us about the skills and temperament that being a dean requires, and his conversation with Jim and Dave is a must-listen for anyone curious about or aspiring to a deanship, as well as current deans seeking additional perspectives on the position.During this engaging episode, Tony shares with Jim and Dave useful advice and "hacks" for current and future deans, including:• Philanthropy as a pleasant surprise • Building an effective reporting structure• Tricks for multi-tasking • Technology and future pedagogy • Curricular ideas for the MBALearn more about Tony BernardoComments/criticism/suggestions/feedback? We'd love to hear it. Drop us a note at feedback@deanscounsel.comThanks for listening.-Produced by Joel Davis at Analog Digital Arts--DEANS COUNSEL: A podcast for deans and academic leadership.James Ellis | Moderator | Dean of the Marshall School of Business at the University of Southern California (2007-2019)David Ikenberry | Moderator | Dean of the Leeds School of Business at the University of Colorado-Boulder (2011-2016)Ken Kring | Moderator | Co-Managing Director, Global Education Practice and Senior Client Partner at Korn FerryDeansCounsel.com

Scott is trying to figure out if he's unintentionally being a creep or if his ex-wife is setting him up for failure. Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Scott is trying to figure out if he's unintentionally being a creep or if his ex-wife is setting him up for failure. Learn more about your ad choices. Visit megaphone.fm/adchoices

This study delves into how a medical training fosters socially accountable physicians. Findings underscore the importance of experiential learning, community engagement, and collaborative curriculum development.  Read the accompanying article here:  https://doi/10.1111/medu.15260

In this lively conversation, host Mike Palmer catches up with Dr. C. Edward Watson, Associate Vice President for Curricular and Pedagogical Innovation at the American Association of Colleges and Universities. Eddie shares insights from his new book, Teaching with AI: A Practical Guide to a New Era of Human Learning, exploring the practical implications of generative AI tools like ChatGPT on higher education. We dive into the pressing challenges AI presents, from academic integrity concerns to the need for developing AI literacies in students. Eddie offers pragmatic strategies for educators, such as allowing assignment extensions to reduce cheating temptations and designing assessments that emphasize human evaluation and discernment over rote outputs. Throughout, we delve into AI's creative potential as a collaborative partner, generating ideas and metaphors to enhance learning experiences. Eddie paints a vision of personalized AI assistants tailored to individual learning styles and disciplines, raising the bar for quality education. Key Takeaways: Embrace AI as a collaborative tool, not a substitute for human effort Prioritize developing students' evaluative and critical thinking skills Advocate for institutional access to premium AI tools for educators Don't miss this insightful discussion on navigating AI's disruption in academia. Subscribe now for more cutting-edge conversations on the future of learning. Subscribe wherever you get your podcasts. Visit us at TrendinginEd.com for more sharp takes on the future of education.

In this episode, we have a conversation with a coauthor of the book, Teaching with AI: A Practical Guide to a New Era of Human Learning, released in April 2024 by Johns Hopkins University Press.  Our guest is Eddie Watson.  Eddie is Associate Vice President for Curricular and Pedagogical Innovation and Executive Director for Open Educational Resources and Digital Innovation at the American Association of Colleges and Universities (AAC&U).   Links to resources mentioned in this episode:Teaching with AI: A Practical Guide to a New Era of Human Learning (released in April 2024 by Johns Hopkins University Press): https://www.press.jhu.edu/books/title/53869/teaching-aiAmerican Association of Colleges and Universities (AAC&U):https://www.aacu.org/This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded: March 2024.  Host:  Stephen Hundley.  Producers:  Chad Beckner and Angela Bergman.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more at assessmentinstitute.iupui.edu.

Join Amanda and her guests, Jonny Mulholland and Neil Dillon, as they talk about how teachers at different stages of their careers can learn from and look out for each other.

How do you address bias in your curriculum?  Curricular approaches that prepare future nurses to address implicit bias in clinical settings remain an urgent need. Responding to these calls for educational action is especially challenging because competencies to counter bias and racism in healthcare settings are not clearly defined. In this podcast, Dr. Rebecca O'Connor and Dr. Kenya Beard describe equityXdesign and how they used it to develop the Implicit Bias Clinical Education Program to prepare students to interrupt bias in clinical settings. You also will learn how equityXdesign can be used to design or reenvision your nursing curricula. Their article is open access.

Welcome to "Ask the Tech Coach," a podcast for Instructional Coaches and Digital Learning Leaders.In this episode of “Ask the Tech Coach,” Jeff welcomes John Mitchell, Nicholas Damiani and Stephanie Petro on the podcast to discuss how they are leveraging audio and video podcast to support their strategic communication vision as well as provide students with real world activities that will help them in their futures.If you would like to be a part of future podcasts and share your thoughts, please contact the podcast. We would love to have you join the show.Question of the WeekOur favorite part of recording a live podcast each week is participating in the great conversations that happen on our live chat, on social media, and in our comments section.This week's question is:How can you leverage educational podcasting in your school district to benefit both your students, teachers and the community?Guests of the PodcastNicholas Damiani (Director of Technology, Peru Central School District)I've spent all of my 17 years in education in the Peru Central School District and served a variety of rules. I was a 6th grade classroom teacher for 12 years before transitioning to a technology integration specialist. I am currently serving as the Director of technology. I oversee everything technology based from networking, cybersecurity to education technology.Stephanie Petro (Technology Teacher, Peru Elementary School)My 25 years of experience in education include serving as reading teacher for grades K-6, classroom teacher for kindergarten, first and third grade, and my current role as a special area computer technology teacher for grades 3-5.John Mitchell (Technology Coordinator, Peru Elementary School)Elementary Technology Integrationist for the past 8 years. Oversee many of the district's creative media endeavors including video, photography and podcast production. I also serve as the Elementary Media Club advisor. Prior to working in education I worked for PBS, Fujitsu and operated my own photography studio.Links of Interest Instructional Technology Department WebsiteWeekly TopicHow to set up a Coaching Department in a School DistrictSetting up a weekly schedule with teachers to support classroom instructionBringing Audio and Video into the Classroom through Educational Podcasting The Mysteries of Sparrow Crest Focuses on Sparrow Crest Academy – a fictional boarding school that is full of curious characters, creatures and adventure. Middle and High School students plot, write and perform episodes during the season. Mysteries of Sparrow Crest Podcast Peru Tech Bytes Tech-centric podcast focused chiefly on classroom technology. We Are Peru Monthly podcast designed to update our school community on ongoing district...

Growing as an effective educator is a skill to practice, especially as we work to engage students. Tune in as we talk with Tre Easterly (University of Florida) about how to improve our teaching by improving instructional clarity, increasing variety, demonstrating enthusiasm, using task-oriented behaviors, and providing opportunities for students to practice what they learn.

In this episode of That Music Podcast, Bryson will take you on a journey through his experiences with cross-curricular teaching. Weaving music into other subjects isn't just about adding variety to the curriculum – it's about creating more meaningful and enriching music lessons. So, if you're ready to explore the incredible potential of cross-curricular connections in your music classroom, tune in now! Episode Chapters: 0:00 Introduction 1:30 Why It's Important 2:35 How To Do It 7:24 The Impact 9:45 Takeaways Links and Resources: Elementary Newbie Guide Disabilities Guide Steady Beat Survival Guide Join That Music Teacher Community

High school is an exciting and fun time for students, especially when they participate in their favorite sport or activity. But how do you keep your students safe when these activities occur after school hours or during travel? We're sitting down with seasoned food allergy parent Stephanie Lowe to explore ways to tackle unexpected situations while teaching your student food allergy management skills. Resources to keep you in the know:FAACT's Transitioning Allergy Healthcare Responsibility, A Roadmap for Teens and Parents FAACT's Food Allergy BasicsFAACT's Behavioral Health CenterFAACT's Coping Skills for TeensFAACT's Self-Care for TeensFAACT's Cross-ContactFAACT's Food LabelingYou can find the FAACT Roundtable Podcast on Pandora, Apple Podcast, Spotify, Google Podcast, Stitcher, iHeart Radio, Podcast Chaser, Deezer, and Listen Notes.Visit us at www.FoodAllergyAwareness.org.Sponsored by: ARS PharmaThanks for listening! FAACT invites you to discover more exciting food allergy resources at FoodAllergyAwareness.org!

With Hollywood at a standstill thanks to screenwriters and actors on strike, what to say about two summer blockbusters – Barbie and Oppenheimer – as California metaphors? Hoover senior fellow Lee Ohanian and distinguished policy fellow Bill Whalen, both contributors to Hoover's “California on Your Mind” web channel, join Hoover senior writer Jonathan Movroydis to […]

With Hollywood at a standstill thanks to screenwriters and actors on strike, what to say about two summer blockbusters – Barbie and Oppenheimer – as California metaphors? Hoover senior fellow Lee Ohanian and distinguished policy fellow Bill Whalen, both contributors to Hoover's “California on Your Mind” web channel, join Hoover senior writer Jonathan Movroydis to discuss the economics and politics of the Hollywood strike, California's K-12 math and social-science curriculum changes under fire, plus a nascent field of Democrats hoping to be California's next governor – including an eerie parallel between vice president Kamala Harris and Richard Nixon.

Dr. Tucker brings a unique perspective with a lifetime of learning experiences overseas and in the United States. Having grown up traveling back and forth between Africa and the United States he experienced a variety of learning environments. He credits his mom, his first homeschool teacher, teachers at an international school, and numerous Missouri educators for his decision to pursue a career in education. His experiences have influenced his commitment to designing learner-centered educational experiences.He currently serves as the Superintendent of Liberty Public Schools. During his time in LPS, the District opened EPiC Elementary (2022 National Blue Ribbon School), partnered with industry to create Kansas City Tech Academy, established the UnSchool Challenge, and rolled out several micro schools including HMS by Design, EDGE, North Nation By Design, and Warren Hills Reimagined. These innovations evolved through a commitment to answering the question, “What does it mean to be learner-centered?” and always thinking about what lies at the edge of vision. In 2017 Liberty Public Schools was accepted into the Digital Promise League of Innovative Schools. League districts pioneer innovative learning and leadership practices that lead to improved outcomes for students and that help prepare them for learning for life.Moving closer to the “edge of vision,” Dr. Tucker has led the LPS community in designing a Graduate Profile, establishing a Vivid Vision, development of an equity-centered strategic plan, and advanced Real World Learning networks across the Kansas City metropolitan area.Dr. Tucker was identified as a “20 to Watch” educator for 2016–2017 by the National School Boards Association. In 2019, Dr. Tucker was named the 2019 Missouri Superintendent of the Year.This episode is brought to you by AILeader.info, where you can learn all about AI specifically in a place designed for educators through 3-minute masterclasses.  Understanding what we mean by Artificial intelligence and how rapidly it is evolving. How do we leverage our data in a better way? How might we leverage artificial intelligence Jobs that could be created vs jobs eliminated. It's about how we do our jobs. It's important to have our Leveraging group think and group feedback to get to the sentiment of Making qualitiative data quantifiable Interoperability of systems - Could AI help our systems communicate Word Clouds Valuable skill that could be lost? Did I really capture everything? Allowing people to get their hands dirty with the feedback. How do we make sure that people have the ability to live in both GIGO garbage in garbage out. Machine learning in the computer Don't want to miss the critical thinking piece where they just take the CSV file without understanding how things are working. AI is not an emerging field, It's accelerating. It's probably worth recognizing we're all learners. We're fairly progressive Care for the present and enabling the future. At times we're learning or leading. how does this fit into my content area or my grade level? ChatGPT How do I integrate this into my classwork? Is there any difference between a teacher using ChatGPT and and Teachers Pay Teachers OER district, using available-online curriculum. Really understand the validity of the resource Traditional Resource Adoption vs. OER resource adoption. Curricular teams have choice Professional development, how to navigate that. How teachers will look at educational resources and professional development Field trips for admin & teachers to learn from other industries. What do we learn from other industries? For what experiences is there no substitute? Starts with human elements, and then we slide in the academic areas. Engagement - how do we ensure that everyone is engaged? Improving 2 way communication and engagement opportunities. How to connect with Jeremy - LPS53.org, follow on jtucker.tm OER expert - Jeannette Westfall - We're so grateful to our sponsor AI Coach by Edthena. AI Coach enables your teachers to go through coaching cycles based on their own needs. The virtual coach guides teachers to reflect on their teaching, set a goal, and create an action plan… all based on gathering classroom evidence. It gives support between PD days  and other coaching cycles.Get a free trial for your teachers here.