Podcast appearances and mentions of dan meyer

Dan Meyer, a math educator and EdTech leader, shares how his unconventional path—from being homeschooled to teaching reluctant algebra students—shaped his mission to make math classrooms more creative, social, and engaging for all students. He critiques the current use of technology and AI in education, arguing that most tools isolate students and fail to foster the kind of connection and collaborative learning that truly matter, and he urges EdTech companies to design products that support, rather than replace, teachers by inviting and developing student thinking. Meyer's core message to new teachers is to be deeply interested in their students and recognize that teaching is a profoundly human endeavor shaped by broader social forces, making it both challenging and deeply meaningful

DCD's EiC Sebastian Moss talks to SDxCentral executive editor Dan Meyer about what it means for the two publications to work together, and what we can learn about the current tech cycle from previous booms and busts.

Dan Meyer – The world's leading expert on sword swallowing who holds 40 worlds records...with TRE's Hannah Murray

How do we move beyond drill-and-kill and actually engage students in math? In this visionary episode, Dan Meyer shares how Desmos and Amplify are transforming math classrooms—and what every teacher needs to know for the future of math instruction. Highlights from Dan Meyer include: • Real-Time Math Engagement: How Desmos shifts math from static worksheets to dynamic experiences. How Amplify also works in this area. • Embedded PD That Works: Why the best professional development happens inside the tools teachers already use. • The Mindset Shift: Why great math teachers start with what students already know—not just what's in the book.

When Day Meyer was 20 years old, he got bitten by a mosquito. We'll hear how surviving malaria turned an anxious missionary into a world famous sword swallower. Plus, the sponsor of the Arizona Starter Homes Act on why she thinks it will help first-time homebuyers.

"Always bet on people" - Dan Meyer In this episode of Blue Glasses Math, I sit down with Dan Meyer, a passionate advocate for better math instruction that truly supports both teachers and students. You may know him from his viral TED Talk, Math Class Needs a Makeover, or his work as Chief Academic Officer at Desmos Classroom, or his recent National Math Leadership Award from NCSM . Dan shares his insights on how to support math teachers in shifting their practice, why we need to trust students to think mathematically, and how technology, when used to foster curiosity, can invite students into mathematical conversations. Dan's Substack is a must read. https://danmeyer.substack.com/Connect with Dan on BlueSky or X.https://bsky.app/profile/ddmeyer.bsky.socialhttps://x.com/ddmeyer?lang=en

Next in the line of succession for the Presidency, after the Vice President. Presiding officer over all 435 members of the U.S. House of Representatives. Responsible for implementing a legislative agenda.  Today we are discussing one of the most powerful positions in our federal government, the Speaker of the House of Representatives.  What are the duties of the speaker?  How does the Speaker influence federal policymaking.  What role does the Speaker play politically in getting individuals elected and reelected?  To walk us through the day to day life of the Speaker of the House, we are happy to welcome Dan Meyer.  Dan served as Chief of Staff to two U.S. House Speakers and has a wealth of insight into their roles.

In the first half, history professor and author William R. Forstchen spoke about preparedness, hardening the energy grid, and what we can learn from recent disasters, including the flood in North Carolina and the LA fires. Recounting his harrowing experiences in North Carolina during Hurricane Helene, he said there was major devastation, such as in the town of Swannanoa, which was "totally wiped out." Though he was without power for three weeks, he noted that that would be "nothing compared to what could happen if there's an EMP attack." Elaborating on the dangers of electromagnetic pulse (EMP) attacks, he explained that they can be triggered by a nuclear detonation or a solar flare. An EMP would blow everything out within a second, affecting everything from high-tension power lines to aircraft in flight. He pointed out the alarming fact that many components of the US electrical grid are over 40 years old and in desperate need of modernization and strengthening.We have become so dependent on electricity, what happens when it no longer works? He urged listeners to consider their emergency preparedness, particularly regarding food and medication supplies. He expressed frustration over the lack of preparedness despite significant investments in green energy, arguing that the government spent billions, but the money should have gone into developing infrastructure. He is hopeful that the new presidential administration, along with local representatives, will turn their attention to protecting our electrical grid. On his property, Forstchen said he had a number of tall pine trees removed near his house that was luckily completed before the hurricane.------------In the latter half, author Marc Hartzman shared accounts of the weird and unusual, as well as presented his research on the fascinating practice of sword swallowing, documented in his new book "To the Hilt," co-written with sword swallower Dan Meyer. The project began seven years ago when Meyer, who has been swallowing swords for 25 years, approached Hartzman with a wealth of historical information about the art. Meyer's motivation to become a sword swallower stemmed from overcoming childhood bullying. The practice is absolutely genuine with rigorous training involved, and sword swallowers must master techniques to suppress their gag reflex and navigate the esophagus safely, Hartzman explained.He also recounted tragic historical incidents, including the story of Maud D'Auldin, who died after a blade nicked her esophagus during a performance. Among the strange stories he presented was that of Jim the Wonder Dog, an extraordinary "psychic" canine who could identify various tree species and even predict Kentucky Derby winners by selecting them with his paw. Hartzman detailed the chilling tale of the Phantom Barber of Pascagoula, who infamously cut the hair of young girls during World War II. "Parents were locking their windows at night, terrified of this hair-cutting intruder," he said. Additionally, Hartzman touched on the history of Ouija boards, noting their rise in popularity during the spiritualism movement of the late 1800s. He recalled a disturbing incident where a mother allegedly instructed her daughter to shoot her father after consulting a Ouija board. The daughter reportedly did so, though the father survived the shooting.

In the first half, history professor and author William R. Forstchen spoke about preparedness, hardening the energy grid, and what we can learn from recent disasters, including the flood in North Carolina and the LA fires. Recounting his harrowing experiences in North Carolina during Hurricane Helene, he said there was major devastation, such as in the town of Swannanoa, which was "totally wiped out." Though he was without power for three weeks, he noted that that would be "nothing compared to what could happen if there's an EMP attack." Elaborating on the dangers of electromagnetic pulse (EMP) attacks, he explained that they can be triggered by a nuclear detonation or a solar flare. An EMP would blow everything out within a second, affecting everything from high-tension power lines to aircraft in flight. He pointed out the alarming fact that many components of the US electrical grid are over 40 years old and in desperate need of modernization and strengthening.We have become so dependent on electricity, what happens when it no longer works? He urged listeners to consider their emergency preparedness, particularly regarding food and medication supplies. He expressed frustration over the lack of preparedness despite significant investments in green energy, arguing that the government spent billions, but the money should have gone into developing infrastructure. He is hopeful that the new presidential administration, along with local representatives, will turn their attention to protecting our electrical grid. On his property, Forstchen said he had a number of tall pine trees removed near his house that was luckily completed before the hurricane.------------In the latter half, author Marc Hartzman shared accounts of the weird and unusual, as well as presented his research on the fascinating practice of sword swallowing, documented in his new book "To the Hilt," co-written with sword swallower Dan Meyer. The project began seven years ago when Meyer, who has been swallowing swords for 25 years, approached Hartzman with a wealth of historical information about the art. Meyer's motivation to become a sword swallower stemmed from overcoming childhood bullying. The practice is absolutely genuine with rigorous training involved, and sword swallowers must master techniques to suppress their gag reflex and navigate the esophagus safely, Hartzman explained.He also recounted tragic historical incidents, including the story of Maud D'Auldin, who died after a blade nicked her esophagus during a performance. Among the strange stories he presented was that of Jim the Wonder Dog, an extraordinary "psychic" canine who could identify various tree species and even predict Kentucky Derby winners by selecting them with his paw. Hartzman detailed the chilling tale of the Phantom Barber of Pascagoula, who infamously cut the hair of young girls during World War II. "Parents were locking their windows at night, terrified of this hair-cutting intruder," he said. Additionally, Hartzman touched on the history of Ouija boards, noting their rise in popularity during the spiritualism movement of the late 1800s. He recalled a disturbing incident where a mother allegedly instructed her daughter to shoot her father after consulting a Ouija board. The daughter reportedly did so, though the father survived the shooting.

In the first half, history professor and author William R. Forstchen spoke about preparedness, hardening the energy grid, and what we can learn from recent disasters, including the flood in North Carolina and the LA fires. Recounting his harrowing experiences in North Carolina during Hurricane Helene, he said there was major devastation, such as in the town of Swannanoa, which was "totally wiped out." Though he was without power for three weeks, he noted that that would be "nothing compared to what could happen if there's an EMP attack." Elaborating on the dangers of electromagnetic pulse (EMP) attacks, he explained that they can be triggered by a nuclear detonation or a solar flare. An EMP would blow everything out within a second, affecting everything from high-tension power lines to aircraft in flight. He pointed out the alarming fact that many components of the US electrical grid are over 40 years old and in desperate need of modernization and strengthening.We have become so dependent on electricity, what happens when it no longer works? He urged listeners to consider their emergency preparedness, particularly regarding food and medication supplies. He expressed frustration over the lack of preparedness despite significant investments in green energy, arguing that the government spent billions, but the money should have gone into developing infrastructure. He is hopeful that the new presidential administration, along with local representatives, will turn their attention to protecting our electrical grid. On his property, Forstchen said he had a number of tall pine trees removed near his house that was luckily completed before the hurricane.------------In the latter half, author Marc Hartzman shared accounts of the weird and unusual, as well as presented his research on the fascinating practice of sword swallowing, documented in his new book "To the Hilt," co-written with sword swallower Dan Meyer. The project began seven years ago when Meyer, who has been swallowing swords for 25 years, approached Hartzman with a wealth of historical information about the art. Meyer's motivation to become a sword swallower stemmed from overcoming childhood bullying. The practice is absolutely genuine with rigorous training involved, and sword swallowers must master techniques to suppress their gag reflex and navigate the esophagus safely, Hartzman explained.He also recounted tragic historical incidents, including the story of Maud D'Auldin, who died after a blade nicked her esophagus during a performance. Among the strange stories he presented was that of Jim the Wonder Dog, an extraordinary "psychic" canine who could identify various tree species and even predict Kentucky Derby winners by selecting them with his paw. Hartzman detailed the chilling tale of the Phantom Barber of Pascagoula, who infamously cut the hair of young girls during World War II. "Parents were locking their windows at night, terrified of this hair-cutting intruder," he said. Additionally, Hartzman touched on the history of Ouija boards, noting their rise in popularity during the spiritualism movement of the late 1800s. He recalled a disturbing incident where a mother allegedly instructed her daughter to shoot her father after consulting a Ouija board. The daughter reportedly did so, though the father survived the shooting.

In the first half, history professor and author William R. Forstchen spoke about preparedness, hardening the energy grid, and what we can learn from recent disasters, including the flood in North Carolina and the LA fires. Recounting his harrowing experiences in North Carolina during Hurricane Helene, he said there was major devastation, such as in the town of Swannanoa, which was "totally wiped out." Though he was without power for three weeks, he noted that that would be "nothing compared to what could happen if there's an EMP attack." Elaborating on the dangers of electromagnetic pulse (EMP) attacks, he explained that they can be triggered by a nuclear detonation or a solar flare. An EMP would blow everything out within a second, affecting everything from high-tension power lines to aircraft in flight. He pointed out the alarming fact that many components of the US electrical grid are over 40 years old and in desperate need of modernization and strengthening.We have become so dependent on electricity, what happens when it no longer works? He urged listeners to consider their emergency preparedness, particularly regarding food and medication supplies. He expressed frustration over the lack of preparedness despite significant investments in green energy, arguing that the government spent billions, but the money should have gone into developing infrastructure. He is hopeful that the new presidential administration, along with local representatives, will turn their attention to protecting our electrical grid. On his property, Forstchen said he had a number of tall pine trees removed near his house that was luckily completed before the hurricane.------------In the latter half, author Marc Hartzman shared accounts of the weird and unusual, as well as presented his research on the fascinating practice of sword swallowing, documented in his new book "To the Hilt," co-written with sword swallower Dan Meyer. The project began seven years ago when Meyer, who has been swallowing swords for 25 years, approached Hartzman with a wealth of historical information about the art. Meyer's motivation to become a sword swallower stemmed from overcoming childhood bullying. The practice is absolutely genuine with rigorous training involved, and sword swallowers must master techniques to suppress their gag reflex and navigate the esophagus safely, Hartzman explained.He also recounted tragic historical incidents, including the story of Maud D'Auldin, who died after a blade nicked her esophagus during a performance. Among the strange stories he presented was that of Jim the Wonder Dog, an extraordinary "psychic" canine who could identify various tree species and even predict Kentucky Derby winners by selecting them with his paw. Hartzman detailed the chilling tale of the Phantom Barber of Pascagoula, who infamously cut the hair of young girls during World War II. "Parents were locking their windows at night, terrified of this hair-cutting intruder," he said. Additionally, Hartzman touched on the history of Ouija boards, noting their rise in popularity during the spiritualism movement of the late 1800s. He recalled a disturbing incident where a mother allegedly instructed her daughter to shoot her father after consulting a Ouija board. The daughter reportedly did so, though the father survived the shooting.

Alex Moss is back with a new episode after the opening week of the PDC ProTour! Alex kicks off the show with a look back at the action in Wigan this week, discussing Players Championship title wins for Rob Cross and Gerwyn Price and what their goals are for the rest of 2025. Tavis Dudeney (5:10) sits down with Alex at Mission HQ to look back on his first week as a PDC tour card holder. 'The Dude' reflects on his time in the sport so far, from picking up darts as a kid and rising through the ranks in the JDC, representing England, battles with Luke Littler on various circuits, winning his first Development Tour title last year, and claiming his first PDC tour card at Q-School last month. Alex looks ahead to what's coming up this weekend with the return of the Women's Series, and picks out three names who he thinks could be next in line to join the roll of honour of title winners on the PDC's women's circuit. The writer and director of BULLS The Movie, Dan Meyer (28:30), also joins the show to chat about the 'first darts movie', playing darts with Paul Rudd, the 20+ year journey BULLS has been on from its initial concept to now being made, as well as all the ups and downs in between. Enter The Magnificent 8 - Darts Corner's FREE to enter Premier League Predictor for a chance to win the £1,000 jackpot! Join the Darts Strava King group on Strava *** This podcast is brought to you in association with Darts Corner - the number one online darts retailer! Darts Corner offers the widest selection of darts products from over 30 different manufacturers.  Check out Darts Corner here: UK site US site Netherlands site Check out Condor Darts here: UK site *** The Weekly Dartscast is excited to announce it has agreed a new sponsorship deal with kwiff. A growing name in the sports betting sector, kwiff was an official sponsor of the 2023 WDF Lakeside World Championships and has also worked with several other big names in the darts industry. Set up an account and enjoy a flutter on the darts by opening an account on the kwiff website or via their app (iOS / Android). 18+. Terms and conditions apply. Begambleaware.org – please gamble responsibly. *** Sponsorship available! Want your business advertised on the show? Email weeklydartscast@gmail.com for more details and a free copy of our new sponsor brochure! *** Enjoy our podcast? Make a one-off donation on our new Ko-Fi page here: ko-fi.com/weeklydartscast Support us on Patreon from just $2(+VAT): patreon.com/WeeklyDartscast Thank you to our Patreon members: Phil Moss, Gordon Skinner, Connor Ellis, Charlie Gibbs

The Stuph File Program Featuring Dan Meyer & Marc Hartzman, authors of To The Hilt: A Sword Swallower's History Of Sword Swallowing; Bonnie Garvin, creator of Storytelling Lab; & Luce Sutherland, author of Delicious Surrender Download Dan Meyer & Marc Hartzman are the authors of To The Hilt: A Sword Swallower's History Of Sword Swallowing. Bonnie Garvin is the creator of Storytelling Lab. She teaches the art of storytelling. Luce Sutherland is the author of the erotic novel, Delicious Surrender. This week's guest slate is presented by Thomas Hoehne who is an electrician, and also a regular Stuph File Program listener.

Send us a textWelcome to another amazing episode of My EdTech Life! Today, I'm super excited to bring you an insightful conversation with Dan Meyer, a thought leader in the EdTech space. If you've ever wondered how Generative AI fits into the classroom or whether it's all just hype, this episode is for you! Dan has been an influential voice in mathematics education and EdTech for over a decade, and we dive deep into some burning questions: Is Generative AI truly helping teachers and students? How can EdTech companies really support educators without overwhelming them with tools and responsibilities? We also get into Dan's predictions about the future of AI in education, and he shares why he believes Gen AI might not be the game-changer everyone thinks it is—at least not yet. There's so much to unpack in this episode, from AI tutors to the social dynamics of teaching and how tech tools often fall short in meeting teachers' real needs. Timestamps:00:00 - Welcome to My EdTech Life02:06 - Introduction of Dan Meyer and his journey in EdTech05:16 - Has AI really changed the education landscape?09:41 - Reconciling Generative AI's potential with its limitations13:57 - Why AI tools aren't saving teachers time (and where they fall short)17:42 - Why teachers are skeptical about using AI in the classroom20:16 - Dan's thoughts on AI tutors and their effectiveness in education25:46 - AI in education: Can it really personalize learning?27:42 - What EdTech companies need to do to better support teachers36:39 - The biggest opportunity for EdTech to truly transform education38:26 - Dan's advice for navigating AI and EdTech as an educator40:35 - Dan's "edu kryptonite" in the current state of education41:45 - Who Dan would trade places with for a day and why42:19 - Dan's billboard message for EdTech developers44:30 - Closing thoughts and where to find Dan Meyer onlineDon't forget to like, share, and subscribe for more conversations that bring you the latest in education and technology! We love hearing your thoughts, so feel free to drop a comment below and let us know your take on Generative AI in the classroom. Connect with us:

Dan Meyer preaches on the ways God's kingdom grows through faithfulness in the “little” things.  Dan Meyer is Chair of the Board of Trustees. Recorded at Fuller's Festival of Beginnings on September 25, 2024.  

In this episode, we kick things off with a thought-provoking quote from Dan Meyer: "Students know what it feels like to have their education done to them rather than with them and they vastly prefer the latter." Let's dive into what this means and how it ties into the core human needs of autonomy, competence, and relatedness in the classroom. We'll ask the big question: "Do our educational values align with these basic human needs?" By fostering autonomy, building competence, and nurturing relationships, we can transform learning into a more engaging and effective experience for students.

A delegation of farmers recently saw firsthand the number of trade opportunities available in southeast Asia. In this Managing for Profit, Illinois farmer and Illinois Corn Marketing Board member Dan Meyer recounts some of the many opportunities for corn products they discovered in Vietnam and Thailand.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

The Hard Truth with Tony Shaffer – Capt. Tom Nick courageously exposes the deceit of the J6 Select Committee. Facing suppression by anti-Trump factions, his damning testimony reveals operational hindrances faced by his National Guardsmen. Alongside legal experts Dan Meyer and Lachlan McKinnon, we delve into the harsh realities whistleblowers endure, shining a light on government falsehoods and media silence.

National security eyebrows shot up last month when a former FBI counterintelligence special agent received a four-year prison sentence. Why? He had gone to work for a Russian oligarch, a sanctioned oligarch no less. Robert McGonigal had headed the New York field office counterintelligence work. For some of the lessons everyone with clearance should learn from this, Federal Drive Host Tom Temin talked with attorney Dan Meyer, managing partner at Tully Rinckey. 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.

National security eyebrows shot up last month when a former FBI counterintelligence special agent received a four-year prison sentence. Why? He had gone to work for a Russian oligarch, a sanctioned oligarch no less. Robert McGonigal had headed the New York field office counterintelligence work. For some of the lessons everyone with clearance should learn from this, Federal Drive Host Tom Temin talked with attorney Dan Meyer, managing partner at Tully Rinckey. Learn more about your ad choices. Visit megaphone.fm/adchoices

We're featuring the best episodes of 2023 and kicking off with our most listen to episode this year: AI in Math Education! And it's no surprise because AI took the world by storm this year. Catch the replay here then binge these other AI episodes and articles from Kristen: 

Growing numbers of federal employees are about to come under what's known as continuous vetting. Public databases automatically monitored by security officials to make sure you haven't been criminally charged or suddenly incurred large debt. Those with national security clearance are mostly under continuous vetting already. Now the Office of Personnel Management plans to expand that to feds with so-called non-sensitive public trust positions. How should agencies prepare? How should you prepare? For insight, Federal Drive Host Tom Temin spoke with the managing partner of the Tully Rinckey law firm, Dan Meyer. 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.

Growing numbers of federal employees are about to come under what's known as continuous vetting. Public databases automatically monitored by security officials to make sure you haven't been criminally charged or suddenly incurred large debt. Those with national security clearance are mostly under continuous vetting already. Now the Office of Personnel Management plans to expand that to feds with so-called non-sensitive public trust positions. How should agencies prepare? How should you prepare? For insight, Federal Drive Host Tom Temin spoke with the managing partner of the Tully Rinckey law firm, Dan Meyer. Learn more about your ad choices. Visit megaphone.fm/adchoices

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Suanne interviews Dan Meyer, Lead Pastor of Christ Church, about the complexities of following Jesus in a changing world, the importance of turning down the noise so we can hear God's voice, the joys and challenges of being a pastor, and how pain in the midst of our journeys point us towards the hope found in Jesus Christ.

Super excited to announce new guest, Dan Meyer, to The Story!From engineering in multi-million dollar recording studios and music venues to the classroom, Dan has worn many hats during his short time in the music industry. Originally from the suburbs of Philadelphia, Dan has dug roots in Central PA. Graduating from York College of Pennsylvania in 2016, he quickly returned to manage the college's new recording studio and organically transitioned into teaching their Music Production courses. Through his academic years he jumped at every opportunity and grew a network of industry professionals in the area that opened several doors. While his first love will always be mixing songs that inspire him and working with artists in the studio, he is also no stranger to the live events side of music. Dan is an example of how building organic relationships can lead to a sustainable career in an otherwise competitive and (arguably) over saturated industry. You can find Dan and his projects here:Website: DanMeyerProductions.comInsta: @willdrumforcash9Find The Story here: https://www.coryrosenproductions.com/podcastsSupport this podcast at — https://redcircle.com/the-story/donations

You're heard of the term cancel culture: getting rid of people with unpopular opinions. It's not all that new. The popular new movie Oppenheimer re-enacts the revocation of the scientist's security clearance in the 1950s, because of his opposition to the hydrogen bomb. What about today? Can unorthodox opinions mean loss of clearance? For analysis, Federal Drive Host Tom Temin spoke with Dan Meyer, Managing Partner at the law firm Tully Rinckey. 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.

You're heard of the term cancel culture: getting rid of people with unpopular opinions. It's not all that new. The popular new movie Oppenheimer re-enacts the revocation of the scientist's security clearance in the 1950s, because of his opposition to the hydrogen bomb. What about today? Can unorthodox opinions mean loss of clearance? For analysis, Federal Drive Host Tom Temin spoke with Dan Meyer, Managing Partner at the law firm Tully Rinckey. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today's episode is about AI in Education, but more specifically we're talking to the guy I once designated without his permission, my New Math Therapist back in Episode 76. Dan Meyer and I talk in this episode about AI's relationship to teaching math.Dan Meyer is the Chief Academic Officer at DesmosDan loves questions, the kind that rattle around in your brain at all hours, in the shower, etc. Math always had the most interesting questions for him as a kid. Then math education as an adult. He's chased those questions through several continents, with thousands of teachers in talks and workshops, in a doctoral program at Stanford, finally landing at Desmos part time in 2012 and joining full time in 2015.Dan Meyer taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, TED.com and Everyday With Rachel Ray, and is the author of the dy/dan blog. He earned his doctorate from Stanford University in math education and is the director of research at Amplify, where he explores the future of math, technology, and learning. Dan lives in Oakland, CA.Links:https://danmeyer.substack.com/https://www.m-mitchell.com/https://huggingface.co/ Hosted on Acast. See acast.com/privacy for more information.

In a June 30 memo, Defense Secretary Lloyd Austin directed Pentagon officials to take a range of actions to tighten access to classified information. The directive stems from a review of security procedures Austin ordered earlier this spring in reaction to the Discord leaks, allegedly by 21-year-old Air National Guardsman Jack Teixeira. What do these new actions mean for security clearance applicants and holders? To dive more into that question, Inside the IC spoke with Dan Meyer, a security clearance attorney at Tully Rinckey. 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.

In a June 30 memo, Defense Secretary Lloyd Austin directed Pentagon officials to take a range of actions to tighten access to classified information. The directive stems from a review of security procedures Austin ordered earlier this spring in reaction to the Discord leaks, allegedly by 21-year-old Air National Guardsman Jack Teixeira. What do these new actions mean for security clearance applicants and holders? To dive more into that question, Inside the IC spoke with Dan Meyer, a security clearance attorney at Tully Rinckey.

From reading street signs and menus to checking the weather, and using a ruler, there are so many examples of how a student's math and literacy adventure continues beyond the classroom. That's why we're sharing another bonus episode—this time from our friends at Math Teacher Lounge, to show the connection between math and children's literature.In this episode, Mathematizing Children's Literature authors Allison Hintz and Antony Smith join Math Teacher Lounge hosts Bethany Lockhart Johnson and Dan Meyer to discuss what would happen if we were to approach children's literature, and life, through a math lens, and how we can apply those techniques to classroom teaching.Show notes:Dr. Hintz's Twitter: @allisonhintz124Dr. Smith's Twitter: @smithant  Dr. Hintz and Dr. Smith's Instagram: @MathematizeChildrensLiteratureQuotes:“We started asking ourselves what would happen if we considered any story a chance to engage as mathematical sensemakers.” —Allison Hintz“We think of stories as mirrors or windows. We really want to be mindful of story selection, of whose stories are told and whose stories are heard.”—Allison Hintz “Modeling what I, as a teacher, notice or wonder about helps set the expectation for what kind of response would be encouraged.” —Antony Smith

Jack Teixeira, the Air National Guard member, recently joined a long list of military and civilian employees who blithely gave away classified documents. A federal judge let Teixeira hire a private attorney with experience in national security cases. Joining the Federal Drive with analysis of what this might mean, Tully Rinckey managing partner Dan Meyer. 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.

Jack Teixeira, the Air National Guard member, recently joined a long list of military and civilian employees who blithely gave away classified documents. A federal judge let Teixeira hire a private attorney with experience in national security cases. Joining the Federal Drive with analysis of what this might mean, Tully Rinckey managing partner Dan Meyer. Learn more about your ad choices. Visit megaphone.fm/adchoices

Rounding Up Season 1 | Episode 18 – Why Progressions Matter Guest: Graham Fletcher Mike Wallus: Many educators were first introduced to the content that they teach as a series of items on a checklist. What impact might that way of thinking have on a teacher's approach to instruction? And what if there were another way to understand the mathematics that our students are learning? In this podcast, we talk with Graham Fletcher about seeing mathematics as a progression and how this shift could have a profound impact on teaching and learning.  Mike: Welcome to the podcast, Graham. We're glad to have you with us. Graham Fletcher: Yeah, really excited to just kind of play around, uh, in this space with you here talking about math and supporting teachers so that they can, in turn, support kids. Mike: You bet. So, just as a starting point, we're talking about progressions, and we're talking about some of the work that you've done, building progression videos. I have, maybe, what is kind of a weird opening question: How would you define the term “progression” so that we're all starting with the same understanding? Graham: So, when I think about progression, I think a lot of the times as teachers we can become, like, hyper focused on one grade level. And within that one grade level there can be a progression of where things are learned in a sequential order. It's probably not as linear as we'd like it to be, but I think that little micro progression, or sequence, of learning that we see in one grade level, we start thinking about what that might look like over a grade band, over like K–2 or even K–5. So, there's things that happen within certain grade levels, and that's kind of where progressions happen. How do we move kids through this understanding of learning? And it's that progression of understanding that we tend to want to move kids through, where everything's kind of connected. And that's really where I see progressions. Mike: So, I think you're kind of leading into my second question, which is—I love the work that you've put together on your website. I'm unabashedly going to say that this is a great place for teachers to go. But part of what strikes me is that there are a lot of things that you could have done to support elementary math educators and yet you chose to invest time to build this series of videos that unpack the ideas that underlie processes, like counting or addition and subtraction or fractions. Like, why that? Why was that a thing where you're like, “I should invest some time in putting this together.” Graham: So, I guess we're all teachers at heart, and so I start thinking about how I'm in a place of privilege where I've had an opportunity to work with some really amazing educators that I've stood on their shoulders over the years. And I think about all the times that I've been able to huddle up in a classroom at the end of the day and just listen to those people who are brilliant and really understand those progressions and the smaller nuances of what it is to just understand student thinking and how to keep moving it forward. So, I started thinking about, “Well, what does this look like in one grade level?” But then, when I was starting to think about that whole idea, the big piece for me is: Not every teacher has a person that they can sit next to. And so, if I've had the opportunity to sit down and make sense of these things where, like, on a Friday night (laughs) maybe I'm sitting down with some math books, which most people don't choose to do, I enjoy doing that. Graham: And so, if I've had the opportunity to do that, and I'm able to make these connections, I start thinking about those other teachers who, teachers that teach 75 subjects 54 days a week, right? And we want them to focus solely on math. So, maybe just sharing some of that knowledge to kind of lessen the burden of understanding that content. So, giving them like a 60,000-foot view of what those progressions could look like. And then them saying, “OK, well, wait a minute. Maybe I can do a deeper dive,” where we're giving them those [aha moments] that they might want or need to kind of do that deeper dive. And the big piece for it was, there's always talk about progressions. There's always talk about, “This is the content that you need to know,” content after content after content. But very seldom is it ever in a coherent, consumable manner. So, when I start thinking about teachers, we don't have that time to sit down and give hours and hours and hours to the work. So really, just what is a consumable amount of time to where teachers won't be overwhelmed? And I think that's why I tried to keep them at about 5 to 6 minutes; to where you can go kind of light that fire to go and continue building your own capacity. So, that's kind of where it was. My North Star: just building capacity and supporting teachers in their own growth. For sure. Mike: You know, it's interesting, 'cause when I was a classroom teacher, the lion's share of my time was kindergarten and first grade, with a little bit of time in second grade. So, I was thinking about that when I was watching these because I watched some of the ones for younger kids and I was like, “This makes a ton of sense to me.” But I really kind of perked up when I started watching the ones for kids in the intermediate grades. And I think for me it was kind of like, “Ah, these ideas that I was working on in K and 1, so often, I wasn't quite sure what seeds was I planting or how would those seeds grow in the long term—not just next year, but in the long term. I wonder if that's part of what you think about comes out of a teacher's experience with these. Graham: Yeah, I definitely think so. I think finding that scalability in reasoning and relationships is key for students, and it's key for teachers as well. So, for instance, when we start thinking about, in kindergarten, where kids are sitting and they're practicing counting and they're counting by singular units; singular units of 1, where it's 1, 2, 3. Well, then when we start making that connection into third grade, where kids are counting by fractions instead of going ahead and saying, like, “One-fourth, two-fourth, three-fourths,” really focusing on that iteration of the unit, that rote counting where it's one one-fourth, two one-fourths, three one-fourths. And then, even that singular unit that we're talking about in kindergarten, which now is in fractions in third grade, well that begins to connect in sixth grade when we start talking about unit rate, when we start getting into ratios and proportions. So, that scalability of counting is massive. So, that's just one little example of taking something and seeing how it progresses throughout the grade level. And making those connections explicit becomes really powerful because I know, just in my own experiences, in talking with teachers as well, is when they start making those connections. Bingo, right? So, now when you're looking at students, it's like, “OK, they're able to count by unit fractions. Well, what now happens if we start grouping fractions together and units and we start counting by two-thirds?” So, now you start moving from counting strategies to additive strategies and then additive strategies to multiplicative, and seeing how it all kind of grows together. That scalability is what I'm really after a lot of the time, which falls in line with that idea of teaching through progressions. Mike: Yeah, I think one of the things that's really hitting me about this, too, is that understanding children's mathematical thinking as a progression is really a different experience than thinking about math as a set of procedures or skills that kids need to leave second grade with. It feels really different. I wonder if you could talk about that. Graham: Yeah, absolutely. So, working with Tracy Zager—good friend of mine—we've done a lot of work around fact fluency here over the last three, four years, per se. And one of the biggest things that we have spent a lot of time just grappling and chewing on, is when we have students in second grade and they move to third grade, how do we move students from additive thinking, which is adding of singular units, to multiplicative thinking? So, seeing groups of groups of groups. And so, I think when we start thinking about third grade teachers, I'll go ahead and throw myself under the bus here. Like, as a third-grade teacher, when we start thinking about that idea of multiplication, it becomes skip counting and repeated addition. But then no kids ever really move from skip counting and repeated addition to knowing their multiplication facts. Like, I could sit there and do jumping jacks in class, but kids aren't going to know their facts. Graham: So, then what I would do is, I would jump to having kids try to memorize their facts. And just because kids can memorize their facts doesn't mean that they can reason multiplicatively and seeing those groups of groups. So, I think, thinking of that, what [are] those big jumps in the progression from grade level to grade level? That's probably one of the ones for me that really stands out that I know I struggled for. And we always look back and say, “What are the things I wish I knew back then that I know now?” And I think that jump from additive thinking to multiplicative thinking is a really big jump that is often overlooked, which is now why we have kids struggling in fourth and fifth grade and middle school. 'Cause they're still stuck in additive, but we want them to think multiplicatively and proportionally. But yeah, that's one of those big jumps in terms of a progression that we want kids to make. Mike: Yeah, this is a great transition because I think, like, what we've been exploring is, how if I understand what I'm helping kids think about in the context of a larger story rather than a set of discreet things that I need to check a box on, that has impact on my practice. But I almost wanted to ask you, just on a day-to-day basis, what's your sense of, if I'm a teacher who's absorbed this sense of progression either across my grade level or across a larger band of time, how do you think that changes the way someone approaches teaching? Or maybe the way that they set up tasks with students? Graham: Well, I start thinking about learning objectives as they're handed down, and standards. And a lot of the time standards can become, or learning objectives can become, more of a checklist. And so not necessarily looking at these ideas of learning as a checklist, but how do they connect between the grade levels? And so, I think it's important as much as on the day-to-day practice that we're really down in the trenches and we're doing the work and we're making sure that we're meeting those learning objectives, I think it becomes really important that we provide ourselves that space and grace to zoom back out to that 60,000-foot view and say, “Wait a minute, how are all of these connected?” And I think that's a really big piece that maybe we don't always do when we start thinking, even planning, on a day-to-day or a week or a unit. “Where am I going to be able to zoom out and maybe connect some big ideas around an understanding or around a piece of learning?” And I think it can become cumbersome when we start looking at those learning objectives and they're so granular. But I think when we can zoom out and make connections between them, it lessens a little bit of the burden from having to go ahead. “Well, there's just so much to teach, trying to make those connections.” There is a lot to teach, don't get me wrong here. But I think going ahead and making those connections just lessens that burden for us a little bit. Mike: It's interesting, because I think part of what is coming to mind for me is this ability to zoom out and zoom back in and be able to say, “In what way is this relatively granular learning objective or learning goal serving to advance this larger set of ideas that I want kids to understand about, say, additive thinking as they're making a shift to multiplicative thinking?” And the other connection I'm making is, in what way can I ask a question in this moment that's going to actually advance that larger goal rather than—again, guilty as charged—rather than what I've done often in the past, which is how can I help them just complete the task or get this particular thing right? And if by them getting it right in the moment, I failed to advance their thinking, that's a place where I'd want to take it back. Does that make sense to you? Graham: Yeah, absolutely. I think about tasks and really about when I first would start to use problem-based lessons or three act tasks and start thinking about those lessons. Normally it would be, like, “OK, I just taught the task for no rhyme or reason just to see if kids could get the right answer.” And so, for me, the big piece with that is a shift in my own craft, is looking at that task placement. And so, thinking of, “Are you a teacher who learns math to solve problems or are you a teacher who solves problems to learn math?” A little play on words there. And I think by default, many of us were taught to learn math to go ahead and solve the problems. But when I start thinking about this idea of using tasks and why we use tasks, it's to use … well, to quote Dan Meyer, talking about this headache and aspirin analogy where you have a problem that's your headache, and then from that problem, the math serves the headache, that's the aspirin that you need. Graham: So, when we talk about zooming back out, instead of saving the really good tasks for the end of the unit, what would it look like if we put it on day one of a unit? Knowing that the goal on day one isn't for kids to get the right answer, but it's for us to just pull the veil back and see, “Hey, where are my students thinking?” And what I've realized is that when we don't front-end load or pre-teach things, students will usually fall back to the strategy that they feel safe enough. And if you have a student who, say we're in fourth grade and we're playing with two- by two-digit multiplication, if you have a student on day one of a unit who's doing draw all, count all, great, right? That's what they're doing on day one? But if they're still using that same strategy at the end of the unit, that falls back on me. Graham: Like, what have I done to be intentional enough about moving that student's thinking forward? So, even in the moment when students might not be getting the right answer, it might be wrong answer, but it might be the right thinking. And I think at that moment I need to zoom back out and say, “They don't have the answer yet, but I've still got three or four weeks to get there.” So, now that I know what students are thinking, how can I be intentional? How can I be purposeful about asking the right questions, presenting the right activities and tasks to continue to move that student's thinking forward to the end goal? The end goal isn't on day one of a unit. So yeah, I think that's such a great question because I think a lot of the times we feel as if we fall short or we failed as a teacher if kids aren't getting the right answer. But so often there's beautiful thinking that's happening, it just might not have the right answer. So yeah, big, big change in my practice. Mike: We've been talking about the use of the progression videos that you've built, and I think in my mind I've imagined myself as a classroom teacher, as the consumer. And I think that's a really powerful way to use those. My wondering is, if you have any thoughts about how someone who might be an instructional coach or an instructional leader in a building or a district, if you could wave a magic wand, how you wish folks who have that type of role might take and use the things that you've built? Graham: I can share how I've used them in the past. I don't know, I'm sure there's coaches out there that are probably using the progression videos way better than I'm using them. But many times, I've found that when we start looking at individual standards, it's standards out of context. And granted, the progression videos, if I could go back and redo them, I would love to embed much more context into those progression videos. It would definitely lengthen them, which kind of defeats the original purpose of keeping them short and compact. So, now when we show those videos, what's nice is it's not really a coach in that moment talking with the teachers. The coach can now, after the video, say, “Hey, what was new to you? What was something that, that maybe you didn't recognize?” And also, like, “What are you doing well?” There's so much goodness that's already happening. Graham: I think as coaches, we have to be really mindful, like, there's great things that [are] happening with teachers, let's support and lift up those great things that are already happening with our teachers that we're supporting, just like teachers do with students as well. So, I think showing the videos and asking, “Hey, what's the same, what are you comfortable with? What doesn't sit well with you?” Thinking about kindergarten teachers when they see five frames, it's like, “Whoa, wait a minute. I've never really thought about using five frames.” So, just different ways of thinking it to kind of be a catalyst for the conversation, just a launch point. Mike: Totally makes sense. So, I suspect there are some folks who are going to be listening to this who are, like, “Oh my goodness, I want to go check these things out right now. Or I want to think about sharing them with my teammates that I'm working with on a daily basis.” Walk me through how to find these and any kind of advice that you might have for people as they start to initially poke around and look at what's there. Graham: Well, you can jump on my website, gfletchy.com, with my full name, Graham Fletcher. Just one of those things that we kind of went with growing up. I was called “Fletchy” as a kid. So yeah, at gfletchy.com you can look on progression videos, and then right there you'll see five of them. But as you start poking around, I'm going to harness my inner Brené Brown here and just say, “Vulnerability is the birthplace of professional growth.” And so, no one is ever going to get a new idea and go ahead and try it and then it be successful right on that get-go. So, when you poke around there, give things a try. I love reaching out on Twitter, sharing on Twitter, and just kind of growing in that space. Find a colleague. Or if you are a coach, one of the things I love doing is when coaches ask for ideas, go muck about, find a good task, and then muck about in a third-grade classroom with that task and make yourself vulnerable around the teachers you're supporting. Graham: And that really helps build and solidify that relationship where, “Hey, we're in this together and I'm trying to fumble through this just like you, let's kind of work here together. Give me feedback and, and in the end, I think kids win.” I'm a firm believer that all of us are smarter than one of us. And so, I love finding new things, testing new things with a friend, and trying not to lock myself in a silo. So, that would kind of be it in terms of poking around there. Yeah, find an idea and go share it with a friend and see how it works and keep on tweaking and revising. Mike: I love that. Graham, thank you so much for joining us. It's really been a pleasure. Graham: Yeah, it's been great. I appreciate it. And thanks for the opportunity. 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. © 2023 The Math Learning Center | www.mathlearningcenter.org

In a truly one-of-a-kind interview, Dan Meyer shares the awe-inspiring story of his life, overcoming fear, overcoming cancer, and showing us a whole new, very beautiful, perspective on life.   Dan Meyer is a world-renowned sword swallower who has performed for audiences around the world. He is a Guinness World Record holder, Ripley's Believe It or Not!, and a finalist on NBC's America's Got Talent. Meyer is also a passionate advocate for preserving the ancient art of sword swallowing. In addition to being President of the Sword Swallowers Association International, Meyer won the 2007 Ig Nobel Prize in Medicine for his two-year medical research study published in the British Medical Journal. He is an avid historian, TEDx speaker, and passionate advocate of preserving the ancient art of sword swallowing. He quickly became recognized as a world leader in the 4000-year-old art.     ************* To learn more about Dr. Goodyear, visit his website at drgoodyear.com.  For more interesting videos on a variety of topics, TikTok videos are updated daily at www.tiktok.com/@briomedical and long-form videos can be found on our YouTube Channel www.youtube.com/@BrioMedical. Patients interested in pursuing their cancer healing journey can visit Dr. Goodyear at Brio Medical in Scottsdale, Arizona by visiting brio-medical.com.

When Vanessa crossed paths with Dan Meyer at a math conference, she sensed some pushback on her concept of math therapy. So naturally, she invited him on the podcast to get into it!  The ensuing rollercoaster interview blurred lines between clearing the air and settling the score, as they hilariously debated hot topics ranging from the need for student-centred educational reform ... to which of them holds the most impressive Guinness World Record.  You be the judge!About Dan: (Twitter, Substack)Dan Meyer taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. Dan earned his doctorate from Stanford University in math education and is a Director of Research at Amplify where he explores the future of math, technology, and learning.Links mentioned in this episode:Dan's 2010 Ted Talk: "Math Class Needs a Makeover" Movie: Cheaters with Jeff DanielsMovie: Stand and Deliver with Jaime EscalanteBlue ZonesConnect with us:Vanessa Vakharia: @themathguru (Insta, Twitter, TikTok)Math Therapy: @maththerapy (Twitter)

The Uniformed Services Employment and Reemployment Rights Act, known as USERRA, protects service members and veterans from discrimination because of their service. Now the Merit Systems Protection Board has clarified some of the rights under USERRA , as Federal Drive host Tom Temin heard from Tully Rinckey Managing Partner, Dan Meyer. 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.

The Uniformed Services Employment and Reemployment Rights Act, known as USERRA, protects service members and veterans from discrimination because of their service. Now the Merit Systems Protection Board has clarified some of the rights under USERRA , as Federal Drive host Tom Temin heard from Tully Rinckey Managing Partner, Dan Meyer. Learn more about your ad choices. Visit megaphone.fm/adchoices

Maybe you've recently come across the idea of a Dan Meyer-style 3 Act Math Task and you're intrigued to give one a shot with hopes to engage your students and help better understand the mathematics you're teaching. Or, maybe you've used 3 Act Math Tasks and use them as a regular routine in your mathematics program. While there are many mathematics teachers out there who love a great 3 Act Math Task, the reality is that there are many more educators out there who have given one a shot and decided to move on and not look back. What gives?In this episode, Kyle and Jon discuss why many math teachers leveraging 3 Act Math Tasks in their mathematics programs do not observe an actual increase in student achievement when compared to their pre-3 Act Math Task days.Stick around and you'll learn how to strengthen how you utilize your classroom resources so that students will flourish. In today's episode, we'll be digging into the “leaves” which are one (1) of the six (6) areas of every strong mathematics program. You'll Learn: Why 3 act math tasks haven't been working (for you);What you need to consider when evaluating resources you find online and at conferences;What changes can you make to your lessons and resources to see improved engagement and deep learning with your students; and, Where you can find lessons, units, activities that compliment the values you have for your math classroom. Resources: Explore over 60+ Math Classroom Units on Make Math Moments  Learn how to run a 3 Act Math Task EffectivelyR2D2 Sticky Notes 3 Act Math TaskMath Is Visual Number Talk PromptsTake the Make Math Moments Math Program Assessment Tool [Classroom Teacher & Leader Versions]Get a 6-Step Plan For Growing Your Math Classroom by joining the Make Math Moments Academy Free for 30 DaysDistrict Leader Resources:Take the Make Math Moments Math Program Assessment Tool The Make Math Moments District Planning Workbook [First 3 pages] Learn About Our District Improvement ProgramAre you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessment

Learning is at the center of everything in education, so understanding how the human brain processes, retains, and retrieves new information is essential to student growth. In this special crossover episode, Susan joins forces with fellow Amplify podcast hosts Eric Cross from Science Connections, and Dan Meyer and Bethany Lockhart Johnson from Math Teacher Lounge, to discuss what learning really means across subjects. Susan is also joined by Peter C. Brown, author of the book Make It Stick: The Science of Successful Learning, to dive into the cognitive science behind how our brains learn and ways you can apply that research in your classroom right now!Show notes: Amplify podcast hubPodcast: Science of Reading: The PodcastPodcast: Math Teacher LoungePodcast: Science ConnectionsBook: “Make It Stick: The Science of Successful Learning,” by Peter C. Brown, Henry L. Roediger III,, Mark A. McDanielWebsite: Retrieval PracticeQuotes: “As much as I'm into the science of learning, I really wanna be into, like, the humility of teaching” —Dan Meyer“Learning is this fluid thing. It's social, it's dynamic, it's experiential. It is the process of acquiring knowledge and understanding, and developing these behavioral skills, but it's also embedded in this bigger context of your background, your identity.” —Eric Cross“For myself as an educator, I am just a lily pad as [students] hop across the pond, but I want to be the best lily pad possible. I want to give them the strongest surface. I want to give them the most security that I can.” —Eric Cross“There's new ways to solve the problem. There's new ways to look at the problem. There's new ways to take apart the problem and put it back together. And for me, that's when learning happens.” —Bethany Lockhart Johnson“The scientists have discovered that for something to be learned and retained, you need to help the brain do that by practicing, retrieving it from memory, and practicing explaining it in your own words to somebody else asking.” —Peter C. Brown“There's really great evidence that we can then teach our students or maybe even ourselves how to be a better learner.” —Susan Lambert“Joy in the classroom is a much better context for learning than anxiety.” —Susan Lambert

The Vacancies Act allows an incoming President 300 days in which to temporarily and unilaterally fill positions with "acting" officers. Recently, the Government Accountability Office found that Charlotte Dye, the General Counsel for the Federal Labor Relations Authority and two other officials in other agencies were in violation of the Vacancies Act rules. In Dye's case, this could affect federal employees with business before the FLRA.   Dan Meyer is an attorney and Managing Partner of Tully Rinckey's D.C office. Before the Merit Systems Protection Board, he has successfully represented special agents and law enforcement personnel. He joined the podcast to discuss the Vacancies Act. *** Follow GovExec on LinkedIn: https://www.linkedin.com/company/government-executive

Sparks talks to Macomb Fire Chief Dan Meyer about the "Be Alarmed! Smoke Alarm Installation" program currently running in Macomb, in which residents can receive a ionization smoke alarm that will be installed in their home by the Macomb Fire Department free by request. For more information about this program, visit the City of Macomb website or contact the Macomb Fire Department at (309) 836-7800.

Today's headlines: a suspect has been taken into custody yesterday following a string of six shootings in New Mexico that began in early December and targeted state Democratic officials. Representative Katie Porter of California stated that she plans to run for senator in 2024, but Diane Feinstein has not yet announced that she plans to retire from said position. One of George Santos's campaign fundraisers impersonated Kevin McCarthy's chief of staff Dan Meyer. Donald Trump is being sued by the estate of Brian Sicknick, who died from a series of strokes on January 7th 2021 after the insurrection. finally for today, former Trump Organization CFO Allan Weisselberg was sentenced to 5 months in prison. Resources/Articles mentioned this episode: NBC: Suspect in custody after sixth shooting reported at New Mexico officials' homes, offices Politico: Katie Porter launches Senate campaign for Feinstein's seat CNBC: ‘We were duped': How George Santos raised money from wealthy GOP donors while lying about his resume Reuters: U.S. Capitol police officer's family sues Trump over death NY Times: Trump's Longtime Finance Chief Sentenced to 5 Months in Jail  Host: Sami Sage Morning Announcements is produced by Sami Sage alongside Amanda Duberman and Bridget Schwartz Original Music and Editing by Brandon Lee Bjornson

The guys round out the short week and the day of the program by talking with a pair of great guests about the latest NFL Storylines and more!

Elon Musk's stewardship of Twitter has been chaotic, with Musk changing longstanding policy nearly every day or laying off employees en masse. Last week, President Joe Biden said that it might be worth looking into Musk's international relations with foreign countries, being that Musk's SpaceX operates its Starlink satellite internet access service to 40 countries. Additionally, SpaceX is a key private sector partner of the Pentagon and NASA, so Musk is deeply connected to the federal government.  GovExec Daily's Adam butler and Ross Gianfortune discussed the information ecosystem under Musk's Twitter era and how it affects security. Dan Meyer, Managing Partner of Tully Rinckey's D.C office, also joined the podcast to discuss what kind of national security questions Musk could face.

Research has shown that the highest performers, particularly those in leadership, do not live their lives “on all the time.” Rather, they have patterns of playing full out followed by periods of full out disengagement. In every field, the best of the best leaders function this way. In this podcast Dr. McKinley interviews Dr. Dan Meyer, a proven leader of leaders, about his practice of reflection in his career and the benefits it has provided. His message is simple: give your brain (and your heart, mind, and soul) the rest that it sorely calls for despite your likely tendency to ignore the warning signals.

This week : Dan Meyer, FLG's Simulation Center Guru joins Danny and Jon to talk about living in a warhammer simulation. Goonhammer figures out what it wanted to spend its Christmas money on, and we discuss the merits of scratch building with pipecleaners or old sprue.  Check us out Live every Monday at 10PM EST / 7PM PST!   Sub on YouTube https://bit.ly/3pYAexO  Follow on Twitch https://www.twitch.tv/frontlinegaming_tv  Like us on Facebook https://www.facebook.com/FrontlineGaming  Or listen wherever quality podcasts are found!   Hosted by: Jon Quennell and Danny McDevitt    Sort of Produced by: Val Heffelfinger  Edited by: Holy shit! Jon Quennell everybody!   Special Guest: Dan Meyer

Jon Orr and Kyle Pearce discuss their Make Math Moments Three Part Framework. In their framework they discuss sparking curiosity within students all while fueling student sense making and igniting your teacher moves. Jon and Kyle make it easy to help us inspire our students to dive deeper in the classroom https://alwaysalesson.com/wp-content/uploads/2022/03/empowering-educators-podcast.png ()Quotables How do we engage our thinkers? How do we get our students thinking in our classrooms and how do we get them more curious? One of the best compliments or feedback we can receive is when the bell rings and the students say, “Wow, that went by fast!” We discovered that what we really need to focus on are, “What are the elements that make moments in our math class?” Caring about kids and who they are is an important part of teaching. Two key characteristics teachers should have is being reflective and being open. About Jon: Jon is a math teacher at John McGregor Secondary School in the Lambton-Kent District School Board in Ontario Canada. When not teaching his students and spending time with family he leads workshops and presentations on teaching pedagogy in the math classroom. He is a co-host of the podcast Making Math Moments That Matter along with his friend Kyle Pearce. Lately he is excited about promoting struggle in his students and talking math with primary aged kids while creating math prompts for MathBeforeBed.com. You can follow his classroom lessons, routines, and educational thoughts at Mrorr-isageek.com, makemathmoment.com and also on Twitter: @MrOrr_Geek About Kyle: Kyle is the K-12 Mathematics Consultant with the Greater Essex County District School Board, where his passion for mathematics fuels him to uncover creative ways to spark curiosity and fuel sense making through the inquiry process using tasks that are contextual, visual and concrete. He shares his most recent noticings, wonderings, and reflections in mathematics pedagogy and effective uses of technology by delivering workshops across North America and blogging on www.tapintoteenminds.com, www.mathisvisual.com, on the Making Math Moments That Matter Podcast, and @MathletePearce on Twitter Linked - Media Mentioned: Website -  https://makemathmoments.com/ (https://makemathmoments.com/) Podcast - https://makemathmoments.com/podcast/ (https://makemathmoments.com/podcast/) https://www.amazon.com/Building-Thinking-Classrooms-Mathematics-Grades/dp/1544374836/ref=sr_1_1?gclid=CjwKCAiAsYyRBhACEiwAkJFKouKEJseJ_KTePsKuh_l5EoxcUfYGlVgHf9spmoicWx4kzQ64MsCC0BoCzzEQAvD_BwE&hvadid=476090865286&hvdev=c&hvlocphy=9014993&hvnetw=g&hvqmt=e&hvrand=1307337860733471568&hvtargid=kwd-998986443341&hydadcr=3821_10071477&keywords=building+thinking+classrooms&qid=1646493501&sr=8-1 (Peter Liljedahl "Building Thinking Classrooms in Mathematics") https://tapintoteenminds.com/3acts-by-author/danmeyer/ (Dan Meyer "3 Act Math Tasks") https://newperspectivesonlearning.com/ (Cathy Fosnot "New Perspectives on Learning") https://www.amazon.com/Elementary-Middle-School-Mathematics-Developmentally/dp/013480208X (John A Van De Walle "Elementary and Middle School Mathematics Teaching Developmentally") Come Chat on Clubhouse! Instructional Coaching Clubhttp://www.clubhouse.com/club/instructionalcoaching (- www.clubhouse.com/club/instructionalcoaching) Join the Always A Lesson Newsletter Join http://eepurl.com/lJKNn (here) and grab a freebie! Connect with Gretchen Email: gretchen@alwaysalesson.com Blog: https://alwaysalesson.com/blog/ (Always A Lesson) Facebook: https://www.facebook.com/AlwaysALesson/ (Always A Lesson) Twitter: https://twitter.com/gschultek/ (@gschultek) Instagram: https://www.instagram.com/always.a.lesson/ (Always.A.Lesson) Linkedin: https://www.linkedin.com/in/GretchenSchultekBridgers/ (Gretchen Schultek Bridgers)