Podcasts about english ncte

  Kourtney Hake & Paige Timmerman - Their Stories, Their Voices: Using Personal Narrative to Empower Student Writers, Grades 6-12. This is episode 738 of Teaching Learning Leading K12, an audio podcast. Kourtney Hake is an English teacher at Sparta Lincoln School in Sparta, Illinois. She is also a member of the National Council for Teachers of English (NCTE), the Illinois Reading Council (IRC), and the Illinois Association of Teachers of English (IATE) since 2014. Paige Timmerman is a high school English teacher at Salem Community High School in Salem, Illinois and a National Board-Certified Teacher member since 2019. She strives to provide authentic, real-world writing opportunities that meet her students' skills and interests. Our focus today is Kourtney and Paige's book - Their Stories, Their Voices: Using Personal Narrative to Empower Student Writers, Grades 6-12.  Lots to learn! Thanks for listening! Please share! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Connect & Learn More: https://x.com/whatthehake https://x.com/TimmermanPaige https://www.instagram.com/pbrink12/ https://www.solutiontree.com/presenters/kourtney-hake.html https://www.solutiontree.com/presenters/paige-timmerman.html https://www.solutiontree.com/their-stories-their-voices.html Length - 29:46

We talk a lot about tips, strategies, frameworks, and components of project-based experiences, but we don't talk a lot about mindsets.   How do you develop the mindsets that allow for creativity, agility, uncertainty, and experiences that move in several directions? In this episode, Thompson Morrison and Kavita Tanna, Founders of Ustawi Movement Global expose us to a process that builds these mindsets in both students and teachers; changing them from compliant learners to creative geniuses. We peel back the layers of this process and speak with educator Linda Amici about the transformational results she has seen in her classroom. Through it, you will learn: Why agility and adaptability are the #1 future skills, and how to develop it in our learners A simple framework to transform compliant learners to creative powerhouses  How to make learning a continual conversation and not a didactic mode of delivery How to use a learning process developed in real world industries like tech/software to guide experiences in our classrooms How to help our learners reach their creative potential  Connect with Thompson Morrison: thompson@ustawimovement.global          Connect with Kavita Tanna: Instagram, LinkedIn, Facebook        Connect with Linda Amici: LinkedIn, Facebook, Twitter Learn More about the DIG Framework: https://www.amazon.com/Dayton-Experiment-reimagined-education-unleashed/dp/0578634392  Thompson's Bio: Thompson Morrison is the co-author of The Dayton Experiment, a book that tells a story of a five-year journey of reimagining the learning culture of a small rural school in Dayton, Oregon. A software executive deeply versed in the fast, iterative learning cycles that underpin Agile methodologies, he partnered with Jami Fluke, the principal of Dayton Middle School and High School, to reimagine the learning culture in order to unleash the creative genius of every student. From that experience, a learning framework was developed, Designed InGenuity (DiG), which has now been introduced to hundreds of educators around the world, helping to inspire the transformation of schools now on five continents. His most recent book, The Joyful Sandbox, explores how this framework is being used by schools to bring learning alive. Kavita's Bio: Kavita is a facilitator of mission-driven work with communities around the world. Now pursuing her fourth career as a Global Education Coach, she brings the life experiences of business and classroom teaching to this work of transforming learning in communities. Kavita's mission is to connect with like-minded individuals who wish to empower all people through meaningful, interconnected, and globally-minded conversations. She is a graduate of the Brain-SET Environment Certificate, through which early childhood educators are empowered to design environments with the intention of children learning in calm spaces to support the development of their brains. As a lifelong learner, Kavita is completing a Master's degree with Antioch University, focusing on creating, sustaining and regenerating transformative learning communities using systems thinking. In regular one-to-one meetings, facilitation of team gatherings and large group workshops, Kavita coaches school leaders and classroom educators to recognise the roles they play in shaping the identities, attitudes and behaviours of all learners. By co-designing learning experiences, she offers practical ideas for global and intercultural-mindedness for all learners, including parents, educators and leaders. Through her work as a passionate advocate and mentor for social-emotional-ethical wellbeing integration in the lives of all people, Kavita's vision is to co-create a harmonious world in which all living systems can flourish. Linda's Bio: Linda Amici is an educator with a passion to empower future leaders to “be the change” the world needs. As a middle school instructional coach for the Westerville City School District and part-time faculty member for Otterbein University, she seeks to inspire those around her to embrace a growth mindset and take educational risks to innovate transformational practices. Changing the world has led Linda to opportunities that reach beyond the borders of the US. She has worked overseas on projects to bring health and clean water to remote locations in Papua New Guinea, Indonesia, and the Amazon river basin in Peru. Stateside, she supports international students on their exchange year as they share culture with US host families. She is energized by learning about new cultures and working with diverse teams to solve global issues. Linda graduated from The Ohio State University with a Bachelor's degree in Education and holds a Master's degree in Curriculum and Instruction. She has had the honor of presenting and collaborating with PBL Works, the National Council of Teachers of English (NCTE), National Center for Urban School Transformation, and she currently serves as an AMLE Schools of Distinction Evaluator. Linda graduated from The Ohio State University with a Bachelor's degree in Education and holds a Master's degree in Curriculum and Instruction. She has had the honor of presenting and collaborating with PBL Works, the National Council of Teachers of English (NCTE), National Center for Urban School Transformation, and she currently serves as an AMLE Schools of Distinction Evaluator. In 2019, Linda was selected as the Sanford Inspirational Award recipient by the National University System for the state of Ohio. She has been recognized as a Great Educational Mentor by her school district, and she was awarded a Martha Holden Jennings Foundation Deeper Learning Grant to awaken learner curiosity within her educational community. She currently serves as the National Teach Plus Fellow for Ohio and is a part of the AMLE support team. In 2019, Linda was selected as the Sanford Inspirational Award recipient by the National University System for the state of Ohio. She has been recognized as a Great Educational Mentor by her school district, and she was awarded a Martha Holden Jennings Foundation Deeper Learning Grant to awaken learner curiosity within her educational community. She currently serves as the National Teach Plus Fellow for Ohio and is a part of the AMLE support team. Linda is a mother to six children, one dog, and a small herd of guinea pigs. In her free time, she enjoys reading, biking, kayaking, and keeping herself and her community strong and healthy by teaching fitness classes to all ages. Connect with her on Twitter at @LindaAmici      

Hi there, Episode 100, woohoo!!! Today I am honored to be arts calling Alvaro Saar Rios and Mabelle Reynoso! Alvaro Saar Rios is a Texican playwright living in Chicago. His plays have been performed in New York City, Mexico City, Hawaii, Chicago, St. Louis, Milwaukee and all over Texas. He has received playwriting commissions from various organizations, including Kennedy Center, Chicago Children's Theatre, First Stage, Houston Grand Opera, Honolulu Theatre for Youth, Purple Rose Theatre Company, Houston Community College, Zoological Society of Milwaukee and Omaha's Rose Theater. His award-winning play Luchadora! is published by Dramatic Publishing Inc. Other plays include On The Wings of a Mariposa, Unmuted, Bienvenidos a Milwaukee/Welcome to Milwaukee, and Carmela Full of Wishes. Alvaro holds an MFA in Writing for the Stage and Screen from Northwestern University. He is a Resident Playwright at Chicago Dramatists and Playwright-InResidence at Milwaukee's First Stage. Alvaro is a proud veteran of the US Army and an Associate Professor at the University of Wisconsin-Milwaukee. https://www.alvarosaarrios.com Twitter & Instagram: @realCrazyMex Sign up for Alvaro's newsletter, El Chisme here: http://eepurl.com/hKLScn -- Mabelle Reynoso (she/her/ella) is a multidisciplinary storyteller who has devoted her artistic career to building connections in communities through storytelling. Mabelle is a two-time winner of the California Young Playwrights contest ("Santa Does a Mitzvah"; "Dreaming Pancho Villa"). Since 2004, Mabelle has been a teaching artist for the nonprofit arts education organization Playwrights Project. Her own art is largely informed by her work with underserved and marginalized populations, including Spanish-speaking immigrants, expectant teens, foster youth, and justice-involved youth and adults. Mabelle's recent playwriting commissions include Olympia Family Theatre (The Secret Garden, 2022), TuYo Theatre (Mercado de Miedo, 2022), and San Diego Symphony (Noel Noel 2022). She is a recipient of the 2021 ReImagine: New Plays in TYA grant for her play, "¡Lotería: Game On!" sponsored by Write Now, The Kennedy Center, and the Children's Theatre Fund of America. Her play “The Scariest Movie”, co-authored with her 11-year-old son, was published by Dramatic Publishing Inc. in the anthology “I Have a Story” (2021). Her play "The Sunset Tour" was the American Alliance for Theatre and Education (AATE) 2022 Playwrights for Change winner and will be published in the forthcoming Best Plays of 2023 by Smith & Krauss. In addition, Mabelle is a member of TuYo Theatre where she leads Pa' Letras, a workshop for emerging Latinx playwrights. She has been a guest lecturer at San Diego State University, University of San Diego, and Southwestern College, and has presented at the National Council of Teachers of English (NCTE), the National Latinx Writers Gathering, and the William Inge Theatre Festival. Mabelle also co-hosts the podcast Hey Playwright. She has a BFA from New York University, an MFA from the School of Visual Arts, and is currently pursuing her PhD in Education for Social Justice at the University of San Diego. She is a member of the Dramatists Guild, TYA/USA, and the Society of Children's Book Writers and Illustrators. Mabelle was proudly born in Tijuana, Mexico. Stop what you're doing and go listen to Hey Playwright! Mabelle's incredible podcast with Tori Rice! https://heyplaywright.com/ "Theatre is for all of us." "Theatre is going back to its roots, smaller, portable, effective." Arts Calling is produced by Jaime Alejandro (cruzfolio.com). If you like the show: leave a review, or share it with someone who's starting their creative journey! Your support truly makes a difference! Go make a dent: much love, j https://artscalling.com/welcome/

Tina Curry, Ed.D is currently Lead Coach at Fernwood Elementary School in Chicago Public Schools and an adjunct professor at DePaul University and National-Louis University. She was one of the contributors to the book Teaching for Racial Equity, which was recently named an Excellence in Equity Award Winner. She is an expert in equity in education and has trained educators in culturally responsive teaching and equity practices. She is a sought- after equity consultant. As a critically acclaimed public speaker and advocate for equity and justice in education, Dr. Curry has delivered keynote addresses locally and nationally. During her 23- year tenure in Chicago Public Schools she has served as a middle school and high school teacher, an equity coach, a literacy coach and went on to become a literacy specialist for three years in the Office of Literacy. Dr. Curry was named National Louis University's Graduate Faculty of Year in 2019 and received the Most Influential Teacher Award from Sarah Goode STEM Academy that same year. She is a presenter at Illinois Association for Teacher of English (IATE), National Council for Teachers of English (NCTE), Illinois Reading Council (IRC), American Education Research Association (AERA), Illinois Writing Project (IWP), and Literacy Research Association (LRA). Her research interests include culturally responsive teaching, equity, literacy coaching, and school leadership. Summary for show notes: In today's episode we talk with Dr. Tina Curry about her equity journey. She describes some of the many obstacles she faced when confronting racial equity in public school, including her work with other teachers. Tina points to relationships between teachers and students as the most meaningful way to repair and prevent the harm that has been done. Best way for listeners to reach out to Tina: Twitter @DrTina Curry Email tscurry@cps.edu Sponsors Transformative Principal Mastermind Lead a school everyone can be proud of. Being a principal is tough work. You're pulled in all kinds of directions. You never have the time to do the work that really matters. Join me as I help school leaders find the time to do the work they became principals to do. I help you stop putting out fires and start leading. Learn more at https://transformativeprincipal.com

In this episode, we welcome Brent Gilson, a high school teacher with experience teaching at every division level in his career. This conversation includes several titles and authors for your students and offers suggestions for professional reading. We explore some of the challenges and methods to support bringing your students and ourselves into reading, what you might do to share or book talk in your classroom, and how best to use time in the class when students are reading. Genuine assessment, empowering student voice, and being open to multimodal approaches to showcase learning are just a few of the great landing points throughout this 65-minute podcast episode.  You can find Brent online via Twitter (@mrbgilson) or his blog (https://thingsmrgsays.com/blog/). Brent has been part of the #G2Great Twitter conversation for educators in English for several years and has recently hosted the first of a new series folding in his love of weightlifting with his passion for literacy called #LiftingLiteracy. Its debut Twitter chat featured guest Angela Stockman as the group discussed Angela's recent books: The Teacher's Guide to Multimodal Composition K-5  and The Teacher's Guide to Multimodal Composition 6-12. Brent has presented sessions at the English Language Arts Council (ELAC) and National Council of Teachers of English (NCTE) conferences.  Episode Author/Book Highlights ●      A Good Girl's Guide to Murder (series) by Holly Jackson  ●      Arc of a Scythe (series) by Neal Shusterman  ●      Jason Reynolds (author) Ghost Series (4), Long Way Down (novel in verse), and all his work really ●      David Robertson - Barren Grounds and the Misewa Saga (series) ●      In the Wild Light - Jeff Zentner  ●      Kwame Alexander (author) ●      One of Us is Lying (series) by Karen McManus ●      Hands by Torrey Maldonado  Professional Resources ●      Pointless by Sarah Zerwin ●      Disrupting Thinking by Kaylene Beers and Robert Probst ●      Windows, Mirrors, and Sliding Glass Doors by Dr. Rudine Sims Bishop Learn more about your ad choices. Visit megaphone.fm/adchoices

Anna J. Small Roseboro is a wife, mother, educator, and poet, is known for her work with groups like the National Council of Teachers of English (NCTE), the Conference on English Leadership, and the California Association of Teachers of English. With 40 years of experience in public and private schools, she is a National Board-Certified Teacher vetted by the National Board of Professional Teaching Standards. Ms. Roseboro has mentored the NCTE's Early Career Educators of Color cohorts and currently mentors online and coaches new writers. She was honored with the California Association of Teachers of English 2009 Distinguished Service Award and the 2016 NCTE Distinguished Service Award. --- Support this podcast: https://anchor.fm/editorknowsbest/support

In this episode, I had the honor of interviewing Buffalo's finest Dr. Tiffany M. Nyachae on the podcast to learn about her personal journey to education, her transition from the classroom to academia, how she manages racial battle fatigue as a Black woman in academia, the importance of incorporating 'race space' critical professional development in our school communities, and so much more! To learn more about Tiffany's work, you can visit The Evolving Education Project at evolvingeducationproject.com or you can follow her on Instagram (@tiffany.m.nyachae or @evolvingeducationproject) or Twitter (@tiffany_nyachae or @EvolvingEduProj) BIO: Tiffany M. Nyachae is Assistant Professor of Education in the Department of Curriculum and Instruction at The Pennsylvania State University, College of Education. She is also podcaster, educational consultant, and founder of the Evolving Education Project; a fellow in the STAR (Scholars of Color Transitioning into Academic Research Institutions) Mentoring Program through the Literacy Research Association (LRA); and 2018-2020 Cultivating New Voices (CNV) Among Scholars of Color Fellow through the National Council of Teachers of English (NCTE). Dr. Nyachae earned her Ph.D. in Literacy Education: Curriculum, Instruction, and the Science of Learning at the University at Buffalo (SUNY). As a native and longtime resident of the city of Buffalo, NY, at the heart of her research agenda is, has been, and will be improving the educational experiences of students of Color. This agenda is evident in her research on supporting the racial literacy, social justice ideological becoming, and classroom practice of urban teachers committed to social justice through “race space” critical professional development. Additionally, she provides educational consulting and professional development to college/university faculty, school districts, administrators, and teachers through the Evolving Education Project. As a former middle school teacher of urban Black youth, Dr. Nyachae is interested in the continuous transparent and reflective work that is required from those who claim to center social justice in their leadership, instruction, and research. Thus, she also facilitates social justice literacy workshops and programming for youth of Color broadly—and for Black girls specifically at times—interrogating the degree to which these spaces are liberatory in actuality. Dr. Nyachae finds her greatest joy in learning with (and from) young people. Her publications have appeared in journals such as Urban Education, Journal of Adolescent and Adult Literacy, Multicultural Learning and Teaching, Gender and Education, and Qualitative Inquiry. Finally, she also volunteers her service to various community and professional organizations. --- Support this podcast: https://anchor.fm/identitytalk4educators/support

In this interview with Linda Amici, Elementary Teacher, PBL expert, and community organizer, we discuss how to move from teacher- designed learning experiences to co-designed, student-centered classrooms. Through our interview, you will learn how to: Develop and deepen student questions Gently guide without overpowering Save time and headaches by letting go Set up simple routines to help students direct their own learning Get students to produce work that makes adults' jaws drop Linda's Bio: Linda Amici is an educator from Ohio. She has taught middle grade students for 14 years, and has also served as a part time faculty member of Otterbein University. She graduated from the Ohio State University and holds a Master's Degree in Curriculum and Instruction. Linda's passion is to empower future leaders to “be the change” the world needs. She has had opportunities to work overseas on projects to bring health and clean water to remote locations of Papua New Guinea, Indonesia, and the Amazon river basin. In 2019, Linda was selected as the Inspirational Teacher Award winner for the state of Ohio. Linda feels honored to have had the opportunity to invest work into PBL Works, Transform Education, the National Council of Teachers of English (NCTE), Ohio Ed Tech, Ohio Middle Level Association, PBL Matters, PBL Ohio Institute, Teacher Success Summit, National Center for Urban School Transformation, AnchorEd, 24 Hours of PBL, What the World Needs Now podcast, the Engage and Empower project, and We are One Team Podcast. She is a mother to six children, one dog, and a small herd of guinea pigs. In her free time, she enjoys reading, biking, kayaking, and keeping herself and her community strong and healthy by teaching fitness classes to all ages. Connect with her on Twitter @LindaAmici

In this CoLab, co-author/editor Christopher R. Rogers will be joined by members of the Marginal Syllabus team for a conversation that starts with the editor's introduction to the February 2021 edition of the journal Research in the Teaching of English. Written in the days prior to the 2020 presidential election, amidst dual public health and racial justice pandemics, the article's brevity belies its provocative power. Reading the article now also offered the team a chance to reconnect with Christopher, himself a long-time Marginal Syllabus partner, for a conversation in which he reflected on social activism, art and poetry, his passion for literacy, and his formative experiences as a student and teacher. This article is the featured article for June 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

In this CoLab, co-author/editor Christopher R. Rogers will be joined by members of the Marginal Syllabus team for a conversation that starts with the editor's introduction to the February 2021 edition of the journal Research in the Teaching of English. Written in the days prior to the 2020 presidential election, amidst dual public health and racial justice pandemics, the article's brevity belies its provocative power. Reading the article now also offered the team a chance to reconnect with Christopher, himself a long-time Marginal Syllabus partner, for a conversation in which he reflected on social activism, art and poetry, his passion for literacy, and his formative experiences as a student and teacher. This article is the featured article for June 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

In this CoLab, author Ebony Elizabeth Thomas is joined by colleagues Christina Cantrill, Joe Dillon, and Remi Kalir to discuss her article "‘We Always Talk About Race’: Navigating Race Talk Dilemmas in the Teaching of Literature" which was published in Research in the Teaching of English in May 2015. This article is the featured article for May 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to listen to or watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

In this CoLab, author Ebony Elizabeth Thomas is joined by colleagues Christina Cantrill, Joe Dillon, and Remi Kalir to discuss her article “‘We Always Talk About Race’: Navigating Race Talk Dilemmas in the Teaching of Literature” which was published in Research in the Teaching of English in May 2015. This article is the featured article for May 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to listen to or watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

In this CoLab, author Latrise P. Johnson is joined by colleagues Joe Dillon, Remi Kalir, and Hillary Walker to discuss her award-winning article "Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students" co-written with Hannah Sullivan and published in Research in the Teaching of English in May 2020. This article is the featured article for April 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

In this CoLab, author Latrise P. Johnson is joined by colleagues Joe Dillon, Remi Kalir, and Hillary Walker to discuss her award-winning article "Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students" co-written with Hannah Sullivan and published in Research in the Teaching of English in May 2020. This article is the featured article for April 2021 in the LEARN: Marginal Syllabus and will be available throughout the month alongside a curated set of online annotations using Hypothes.is. Viewers are invited to watch the CoLab discussion, socially read the article alongside colleagues, and if interested, join the discussion. LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis.

Two teenagers, strangers to each other, have decided to jump from the same bridge at the same time. But what results is far from straightforward in this absorbing, honest lifesaver from acclaimed author Bill Konigsberg.Tune in for #MomentswithMarianne show with special guest Bill Konigsberg as we discuss his new #book The Bridge.Bill Konigsberg is the award-winning author of six young adult novels. He has won the PEN Center USA Literary Award, the Stonewall Book Award in 2016, the Sid Fleischman Award for Humor, was a finalist for the Amelia Elizabeth Walden Award and Lambda Literary Award in 2014.  His debut novel Out of the Pocket won the Lambda Literary Award in 2009. In 2018, The National Council of Teachers of English (NCTE)’s Assembly on Literature for Adolescents (ALAN) established the Bill Konigsberg Award for Acts and Activism for Equity and Inclusion through Young Adult Literature. https://billkonigsberg.com

This NWP Radio CoLab features the authors of our March reading for LEARN: Marginal Syllabus. Jennifer Turner and Autumn Griffin, two Black woman literacy scholars, discuss their article and their work learning alongside two adolescents, Tamika and Malia, over a six-year period. This is the first month’s reading from the LEARN Marginal Syllabus, Spring 2021 co-developed with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE) with support from Hypothesis. Each month, March through June, we will invite educators to collaboratively read and discuss an article published by NCTE that investigates the intersection of literacy and equity. Each reading with related author discussion will go “live” on the first Monday of the month.

This NWP Radio CoLab features the authors of our March reading for LEARN: Marginal Syllabus. Jennifer Turner and Autumn Griffin, two Black woman literacy scholars, discuss their article and their work learning alongside two adolescents, Tamika and Malia, over a six-year period. This is the first month’s reading from the LEARN Marginal Syllabus, Spring 2021 co-developed with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE) with support from Hypothesis. Each month, March through June, we will invite educators to collaboratively read and discuss an article published by NCTE that investigates the intersection of literacy and equity. Each reading with related author discussion will go “live” on the first Monday of the month. Related Links About the 2021 LEARN Marginal Syllabus Read and Annotate the article Watch the video/learn more

Alyssa and Olivia talk with Jacqueline Smilack, the new President of the Colorado Language Arts Society (CLAS). CLAS is Colorado's affiliate of the National Council of Teachers of English (NCTE), and Denver was set to host NCTE's 110th Annual Convention. With the COVID-19 pandemic, that conference has moved online, and Jaqueline discusses the features of the convention amidst all the challenges in shifting such a large event to a new setting. Links: NCTE Virtual Annual Convention: https://convention.ncte.org/ Colorado Language Arts Society: https://sites.google.com/site/cololangarts/home CDE Reading, Writing, and Communicating webpage: https://www.cde.state.co.us/coreadingwriting CDE Office of Standards and Instructional Support: https://www.cde.state.co.us/standardsandinstruction Hosts: Alyssa Wooten (wooten_a@cde.state.co.us) and Olivia Gillespie (gillespie_o@cde.state.co.us) Guest: Jacqueline Smilack, President, Colorado Language Arts Society The Setting the Standards theme music is courtesy of DjDocent.

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at https://www.writable.com/ Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro About Tricia Ebarvia Tricia Ebarvia is an expert in adolescent literacy, with a focus on inclusive, student-centered practices through reading and writing workshop. Tricia is currently a high school English teacher and Department Chair in southeastern Pennsylvania. She began teaching after receiving her Masters degree at the University of Pennsylvania in 2001, and since then, she has taught world literature, American literature, AP English Language & Composition, AP Literature & Composition, AP Capstone, and has served as a faculty advisor for several student groups, including the Asian American Student Association, Students Against Gun Violence, and Students Organized for Anti-Racism. She is also a member of her district’s equity team. In addition to her work on various language arts, diversity, and technology committees in her district, Tricia is also a Co-Director for the Pennsylvania Writing and Literature Project (PAWLP) at West Chester University. In her work with PAWLP, Tricia teaches graduate courses on reading and writing in digital spaces as well as teacher inquiry. Selected as a 2016-18 Heinemann Fellow, Tricia’s action research examined the ways in which elementary reading and writing practices can be used to further adolescent literacy, specifically focusing on teaching comprehension strategies. Her work expanded to interrogate the ways in which readers’ varied and intersecting personal identities inform the ways in which students read themselves, texts, and the world. By helping students reflect on their experiences, and the biases that have emerged from them, Tricia hopes that this habit of self-reflection, coupled with critical literacy skills, will help students become more responsible and engaged citizens and members of their community. As a co-Founder of #DisruptTexts—an anti-bias, anti-racist effort to decolonize the language arts curricula and pedagogy—Tricia hopes that reading and writing can be a liberating force for justice in students’ personal and academic lives. As a teacher consultant for the National Writing Project and a member of the National Council of Teachers of English (NCTE), Tricia has presented at the NWP Annual Meeting, the NCTE Annual Convention and other regional conferences. In her work as a presenter and consultant, including her role at The Educator Collaborative, Tricia has discussed literacy topics that include: choice independent reading and classroom libraries, authentic mentor texts for writing, multi-genre research writing, student inquiry projects, adolescent reading strategies, digital tools and literacies, anti-bias pedagogy, teacher action research, and curriculum planning and design. Tricia writes online at her website, triciaebarvia.org, and has contributed to the Heinemann Blog, Moving Writers, and Write Connect Share (PAWLP). Her writing has also appeared in Education Week, Literacy Today, and English Journal. For more information on Tricia Ebarvia: Website: https://triciaebarvia.org Instagram: https://www.instagram.com/triciaebarvia Twitter: https://twitter.com/triciaebarvia **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

When Bill Konigsberg was a teen, there were no novels featuring young gay men. Thanks to him, gay teens today can’t say the same. In his latest novel, though, the sexual preference of his protagonists is almost incidental. Max and Jordan are in the middle becoming adults, and their struggle to integrate pain, joy, capacity, and weakness into their wholeness makes this book totally relevant for those of us who are still growing… that is - everybody. Bill Konigsberg is the award-winning author of six young adult novels. THE PORCUPINE OF TRUTH won the PEN Center USA Literary Award and the Stonewall Book Award in 2016. OPENLY STRAIGHT won the Sid Fleischman Award for Humor, was a finalist for the Amelia Elizabeth Walden Award and Lambda Literary Award in 2014 and has been translated into five languages. His debut novel, OUT OF THE POCKET, won the Lambda Literary Award in 2009. THE MUSIC OF WHAT HAPPENS, was released in February of 2019, received two starred reviews, and has been optioned for a film. His next novel, THE BRIDGE, will be released in the fall of 2020. In 2018, The National Council of Teachers of English (NCTE)’s Assembly on Literature for Adolescents (ALAN) established the Bill Konigsberg Award for Acts and Activism for Equity and Inclusion through Young Adult Literature. Before Bill wrote for young adults, he was a sports writer and editor for ESPN and the Associated Press. Charles met and got to know Bill through their shared work helping create initiations for men - the Mankind Project - and boys at Boys to Men. Charles was immediately drawn to Bill’s intelligence, vulnerability, and attentiveness. Bill lives in Phoenix, Arizona, with his husband, Chuck and their two Australian Labradoodles, Mabel and Buford, who complete him. Mabel and Buford have professional glamour shots on Bill’s website. I fell hard for Buford - you might, too. Bill’s books - the one we read, anyway - are filled with real people of all stripes, not token stereotypes or caricatures. They are dealing with real and relatable problems and struggles, and being gay isn’t the most notable thing about them. They are regular people who just happen to be gay. Bill creates a world that is familiar for some of us - especially those of us who grew up in the arts or in places like Jerome, AZ - where being gay and out is unremarkable. We found it refreshing and a relief to spend time there and we really loved getting to know Jordan and Max and their friends and family. We definitely want to read the rest of Bill’s books, especially the new book: The Bridge that is available for pre-order now. SHOW NOTES: References: Bill Konigsberg Bill’s Books Resources: The ManKind Project Mental Health Helpline Crisis Hotline --- Send in a voice message: https://anchor.fm/rocketfeather/message

How Writing Shapes Thinking: A Study of Teaching and Learning was written by Judith Langer and Arthur Applebee and published in 1987 by the National Council of Teachers of English (NCTE). This collaborative work is concerned primarily with the contributions of written language to learning processes and cognitive development. Applebee and Langer argue that writing allows for careful consideration and articulation of ideas, demands organization of thought, and encourages meaningful reflection on one’s ideas. Thus, the teaching of writing impacts the “thinking requirements” for students. Spotify: https://open.spotify.com/show/2liuQcPLwnWYLKOisfXCmW Apple Podcasts: https://podcasts.apple.com/us/podcast/the-thumb-through Merchandise: https://teespring.com/stores/thethumbthrough YouTube: https://www.youtube.com/channel/UC456j-LX9UqPFwhvZJaLNdQ Twitter: https://twitter.com/jeshuadnoel --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thumbthrough/support

As part of our close study of "Miles Morales: Spider-Man and Reimagining the Canon for Racial Justice," guest readers Latrice Ferguson and Christopher Rogers joined the Marginal Syllabus team to talk about the article with this month’s partner authors, Mario Worlds and Henry “Cody” Miller. Worlds’ and Millers’ writing surfaces the importance of rethinking text selection as a means of critiquing racial hierarchy in the curricular canon and dismantling white supremacy. This discussion is part of LEARN 2019-20, a Marginal Syllabus co-developed with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE). Each month of the 2019-2020 academic year, we’ll collaboratively read and discuss an article, published in four different NCTE journals, that investigates the intersection of literacy and equity.

Author Samuel Jaye Tanner joins us to talk about his article, "Whiteness is a White Problem: Whiteness in English Education." Our guests discuss how white people in an American context have problems with race that are distinct from the racism people of color experience, and how white English educators can rethink their roles in dismantling white supremacy. This discussion launches the second iteration of LEARN, a Marginal Syllabus co-developed with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE). During each month, from November to June during the 2019-20 academic year, we will collaboratively read and discuss an article, published in four different NCTE journals, that investigates the intersection of literacy and equity. Refer to the 2019-20 syllabus for information on all the annotatable readings; these will go “live” on the first Monday of each month, along with related events hosted by the National Writing Project. Guests Sam Tanner, Assistant Professor, PennState Andrea Zellner, Literacy Consultant, Oakland Schools (MI) Christina Cantrill, Associate Director of National Programs, National Writing Project Joe Dillon, Co-Founder, Marginal Syllabus; Teacher, Rangeview High School in Aurora Public Schools in Colorado; Denver Writing Project Teacher-Consultant Remi Kalir, Co-Founder, Marginal Syllabus; Assistant Professor at the University of Colorado Denver School of Education and Human Development Related Links "Whiteness is a White Problem: Whiteness in English Education" 2019-20 Marginal Syllabus

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at www.writable.com Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: @getwritable Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter @hickstro Jeremy Hyler is a middle school language arts and science teacher, a speaker and presenter, a celebrated author and co-author of Troy Hicks, the co-director of the Chippewa River Writing Project (a National Writing Project site), and a contributing member of the Michigan Reading Association (MRA), the International Reading Association (IRA), the Michigan Council of Teacher’s of English (MCTE), the National Council of Teacher’s of English (NCTE), and MACUL. Jeremy is an expert in the field of writing instruction and shares with Troy that there is no singular best way to teach writing and each teacher must find the method that works best for themselves and their students. However for him personally, it involves unstructured writing time and live modeling of his own writing in front of students to share his vulnerability as a pathway for students to share their own. His time with the National Writing Project has imparted teaching methods and models that he now uses in his everyday practice, including a focus on positive feedback, and engaging his students in discussions about their work by requiring students to not just accept, but respond to given feedback. He takes his lessons in writing instruction not just to language arts students, but to his science class as well. He makes writing a focus, having his students keep journals and participate in a variety of science writing projects. Jeremy is driven by choosing a positive mentality every day, and to strive to make a difference in the lives of his students. Learn more about Jeremy Hyler at https://jeremyhyler40.com and follow him on Twitter @Jeremybballer *********************************************************************** Join the Writable community: ∙ Twitter: twitter.com/getwritable ∙ Facebook: www.facebook.com/getwritable ∙ LinkedIn: www.linkedin.com/company/writ... ∙ Instagram: www.instagram.com/getwritable ∙ Pinterest: www.pinterest.com/getwritable ∙ Medium: medium.com/writable

Join Antero Garcia, co-author of “Electing to Heal: Trauma, Healing, and Politics in Classrooms,” for a conversation about ways educators can address trauma and create safe, relational, anti-oppressive classrooms in this age of vitriolic political rhetoric about issues facing women and people of color. Garcia is joined by educator Sarah Woodard and the co-founders of Marginal Syllabus, Remi Kalir and Joe Dillon, for a discussion of the text, which is the featured article this month for Literacy, Equity + Remarkable Notes (LEARN), which explores the intersection of literacy and equity in partnership with the National Council of Teachers of English (NCTE) and Educator Innovator. More info at: https://educatorinnovator.org/webinars/marginal-syllabus-electing-to-heal-trauma-healing-and-politics-in-the-classroom/

In this episode, Kelly interviews two of the most influential and most recognized names in the research and application of reading instruction, Kylene Beers and Robert E. Probst. The focus of this interview is an engaging conversation about their new book, Disrupting Thinking: Why How We Think Matters, and how to help students become better readers. This is a must-listen interview.  About the Authors: Kylene Beers and Robert E. Probst are the coauthors of the best-selling books Notice and Note: Strategies for Close Reading and Reading Nonfiction: Stances, Signposts, and Strategies, as well as Adolescent Literacy: Turning Promise into Practice (with Linda Rief) and Disrupting Thinking: Why How We Read Matters. Beers, who also authored When Kids Can't Read: What Teachers Can Do, began her teaching career at a middle school in the Houston area. Probst, who also authored Response and Analysis, began his career at the junior high and high school levels in the Baltimore area. Both have taught at the university level—Beers at the University of Houston and Probst at Georgia State University. Beers is a past president of the National Council of Teachers of English (NCTE) and Probst is a former member of the NCTE Commission on Reading. You can follow them on Twitter @kylenebeers and @bobprobst. Book summary: In their hit books Notice and Note and Reading Nonfiction, Kylene Beers and Bob Probst showed teachers how to help students become close readers. Now, in Disrupting Thinking they take teachers a step further and discuss an on-going problem: lack of engagement with reading. They explain that all too often, no matter the strategy shared with students, too many students remain disengaged and reluctant readers. The problem, they suggest, is that we have misrepresented to students why we read and how we ought to approach any text - fiction or nonfiction. With their hallmark humor and their appreciated practicality, Beers and Probst present a vision of what reading and what education across all the grades could be. Hands-on-strategies make it applicable right away for the classroom teacher, and turn-and-talk discussion points make it a guidebook for school-wide conversations. In particular, they share new strategies and ideas for helping classroom teachers: Create engagement and relevance Encourage responsive and responsible reading Deepen comprehension Develop lifelong reading habits “We think it's time we finally do become a nation of readers, and we know it's time students learn to tell fake news from real news. It's time we help students understand why how they read is so important,” explain Beers and Probst. “Disrupting Thinking is, at its heart, an exploration of how we help students become the reader who does so much more than decode, recall, or choose the correct answer from a multiple-choice list. This book shows us how to help students become the critical thinkers our nation needs them to be." Mentioned in this interview: Planbook is the best way to organize your lesson plans. Learn more at www.PlanBook.com 

Literacy experts Pam Allyn and Ernest Morrell join us to talk about their new book, Every Child A Super Reader. The book helps parents and educators develop seven key strengths in young learners, transforming them into “Super Readers”—avid, passionate and critical. Learn more about Every Child a Super Reader at scholastic.com/superreader. Guests: Pam Allyn: Literacy expert, author, and Founding Director of LitWorld Ernest Morrell: Macy Professor of English Education and Director, Institute for Urban and Minority Education, Columbia Teachers College; Past President of the National Council of Teachers of English (NCTE) Special thanks: Music composed by Lucas Elliot Eberl Sound mix and editing by Daniel Jordan Produced by Megan Kaesshaefer

Literacy experts Pam Allyn and Ernest Morrell join us to talk about their new book, Every Child A Super Reader. The book helps parents and educators develop seven key strengths in young learners, transforming them into “Super Readers”—avid, passionate and critical. Learn more about Every Child a Super Reader at scholastic.com/superreader. Guests: Pam Allyn: Literacy expert, author, and Founding Director of LitWorld Ernest Morrell: Macy Professor of English Education and Director, Institute for Urban and Minority Education, Columbia Teachers College; Past President of the National Council of Teachers of English (NCTE) Special thanks: Music composed by Lucas Elliot Eberl Sound mix and editing by Daniel Jordan Produced by Megan Kaesshaefer

Jessica Bennett joins Justin Baeder to discuss her book Common Core in the Content Areas: Balancing Content and Literacy.Interview Notes, Resources, & LinksGet the book Common Core in the Content Areas: Balancing Content and LiteracyRead about Jessica's book on NSTA RecommendsAbout Jessica BennettJessica Bennett is an 8th grade language arts teacher in Ohio, and has served as president, vice president, and membership chair of the Ohio Council of Teachers of English Language Arts (OCTELA). She is a recipient of the Leadership Development Award from the National Council of Teachers of English (NCTE).

Drawing on forms of prior knowledge that traditionally underserved students bring to classrooms, Lee has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum. In addition to serving as co-coordinator of the Spencer Research Training program in the School of Education and Social Policy at Northwestern, she is a founder and former director of the New Concept School, an African-centered independent school in Chicago, and a founder of the Betty Shabazz International Charter School in Chicago, a newly established African-centered charter school. Lee is the former president of the National Conference on Research in Language and Literacy and the chair of the standing committee on research of the National Council of Teachers of English (NCTE). The author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. She is co-editor of a scholarly journal, Neo-Vygotskian Perspectives on Literacy Research. Lee holds a bachelor’s degree from the University of Illinois at Urban-Champaign, a master’s in English from the University of Chicago, and an educational doctorate from the University of Chicago.