Podcasts about Fluency

#239Do your students sometimes feel overwhelmed or a little hesitant when you ask them to write in the target language? Building writing confidence doesn't happen overnight. It grows with small, purposeful moments every day. In this episode, we look at how integrating short, focused writing tasks into your lessons can help students process language, express ideas, and build confidence in their writing. Whether you teach novice or advanced language learners, these practical strategies will fit into your teaching routine. Topics in this Episode: Many learners equate writing with grades, red ink, and getting it “right.” That pressure alone can shut down risk-taking.But writing confidence and skill grow best through frequent, low-stakes practice that feels doable and purposeful. Frequent, low-pressure writing is one of the most effective ways to help students develop both confidence and communicative ability.Short writing prompts give learners space to:Reflect on inputOrganize thoughtsRehearse languageCommunicate meaning without the pressure of perfectionThe key is thoughtful management:Clear purposeAppropriate lengthDefined time limitsMeaningful follow-upWhen writing is framed as practice—not performance—you create a classroom culture where students are willing to try, revise, and improve.Classroom Strategies:Keep Writing Tasks Short and PurposefulAlign Tasks to Proficiency LevelsManage Time, Space, and Follow-UpWhen students write often, briefly, and with purpose: Proficiency develops naturally.Fluency increases.Anxiety decreases.Confidence grows.Ready For Tomorrow Quick Win PD Course:  Short Writing Tasks That Build Confidence and Proficiency A Few Ways We Can Work Together:Ready For Tomorrow Quick Win PD for Individual TeachersOn-Site or Virtual Workshops for Language DepartmentsSelf-Paced Program for For Language DepartmentsConnect With Me & The World Language Classroom Community:Website: wlclassrom.comInstagram:  @wlclassroomFacebook Group: World Language ClassroomFacebook:  /wlclassroomLinkedIn: Joshua CabralBluesky: /wlclassroom.bsky.sociaX (Twitter):  @wlclassroomThreads: @wlclassroomSend me a text and let me know your thoughts on this episode or the podcast.

In this episode, we explore why so many English learners get trapped in an endless cycle of starting, stopping, and restarting—and how to finally break free.You'll discover:The 3 stages of the "Restart Cycle" and why it feels impossible to escapeThe critical difference between goals and systems—and why systems win every time3 proven systems to transform your English learning: Vocabulary Builder, Daily Speaking Practice, and Active ListeningPractical examples and step-by-step routines you can start using todayHow small, consistent actions lead to genuine fluency by the end of the yearIf you're tired of restarting and ready to build lasting progress, this episode will show you exactly how to make 2026 your breakthrough year in English.If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

We map out a practical path to targeted phonics that lifts every learner. We define instructional precision, show how to gather the right data, and share a step-by-step launch plan that works in real schools with limited adults.• clarifying whole class versus grouping and why size is not the point• defining instructional precision and cognitive load in phonics• sorting data as a team and narrowing the range per teacher• assigning teachers to groups• keeping class teachers connected to progress and practice• reducing stigma with neutral language and parent scripts• aligning evidence, workload, and student wellbeingWe have a free phonics spelling assessment in the resources section on the Jocelyn Seamer Education website, here.Has something in this episode resonated with you? Get in touch! Are your students good readers, but poor spellers? If so, you are not alone. Spelling Success in Action addresses phonics, orthography, and morphology to give students a well-rounded understanding of how our language system works. Find out how you can help your students move beyond guessing and memorisation at https://www.jocelynseamereducation.com/spelling2 Quick LinksJocelyn Seamer Education HomepageThe Resource RoomYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

Mike became fluent in Spanish after a lifetime of trying — in this episode we'll talk about how he did it, and we'll practice all of the Spanish skills we've learned up to this point with a comprehensive quiz. Practice all of today's Spanish for free at LCSPodcast.com/20

Jaeden & Conor explore Anthropic's new AI fluency index, which highlights how management principles apply to AI interaction. They also discuss their acquisition of Vercept, a computer use company, and the exciting potential this brings for everyday users, along with the high-stakes standoff between Anthropic and the Department of Defense regarding usage restrictions.Get the top 40+ AI Models for $20 at AI Box: ⁠⁠https://aibox.aiConor's AI Course: https://www.ai-mindset.ai/coursesConor's AI Newsletter: https://www.ai-mindset.ai/Jaeden's AI Hustle Community: https://www.skool.com/aihustleWatch on YouTube: https://youtu.be/uNxdvoApg2cChapters00:00 Introduction to Anthropic and AI Fluency Index02:57 Understanding Power Users and AI Behavior06:11 Anthropic's Acquisition of Versap09:03 Anthropic and the Department of Defense Standoff See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

People don't fail under pressure. They reveal their level of self-leadership.“I almost reacted. Then I remembered: sovereignty is a choice.”Three kryptonites to human awakening, personal growth, and real leadership:• Validation loops• Not learning self-regulation• Unembodied intellectual leaders who lack integrationThe last one often looks like leaders who:– model epistemic laziness– amplify polarization– rely on tribal certainty– manipulate emotional charges– reinforce biases and divisive narrativesTogether with broader emotional immaturity, these patterns keep people stuck in non-leadership roles within themselves.And when people cannot lead themselves, they cannot lead others.You can see the impact inside organizations:Mediocrity becomes normalized.Work-life balance deteriorates.Employee morale drops.Why?Because the capacity to stay emotionally steady and mentally clear under activation is missing.Self-leaders choose differently.They build nervous system fluency.They train the pause.They respond consciously instead of reacting automatically.That inner work is decisive in how you show up everywhere:in leadership, in conflict, in business, and in life.If you practice journaling or reflective mindset work, I've created prompt-based PDFs and inner-growth micro-habit exercises designed to help build emotional steadiness and self-leadership.You can explore them in my Payhip store.✨ Start Here — Inner Growth Framework & BundlesExplore the complete Inner Growth ecosystem (awareness → resilience → embodied self-leadership):

Cameron Anderson General Manager XBert What does AI fluency really mean for accountants and bookkeepers? This episode explores governance, prompting frameworks, and practical AI use cases you can apply immediately. Summary In this episode, we explore AI fluency for accountants and bookkeepers and what it really means in practice. From governance to prompting frameworks, we unpack practical steps firms can take today. Key Discussion Points What AI fluency means for modern bookkeeping firms Traditional AI vs Generative AI explained simply The AI and human partnership model Governance, ethics, and client disclosure considerations The RTRI prompting framework: Role, Task, Requirements, Instructions AI use cases across client communication, reporting, and operations Using AI for financial analysis and contextual insights Capacity planning and workflow intelligence Starting small and building sustainable capability Why data quality underpins every AI initiative Key Takeaways AI should augment human judgement, not replace it Start with low risk, easy to validate use cases Build AI capability alongside human skills Transparency and governance matter Small, consistent learning builds long term fluency Apps & Tools Mentioned XBert, Xero, ChatGPT, Gamma, Otter.ai, Fireflies.ai, Gmail, Microsoft Outlook Contact details: Cameron Anderson : https://www.linkedin.com/in/cameronanderson2/ XBert : https://www.xbert.io/ Accounting Apps newsletter: http://accountingapps.io/ Accounting Apps Mastermind: https://www.facebook.com/groups/XeroMasterMind LinkedIn: https://www.linkedin.com/in/HeatherSmithAU/ YouTube Channel: https://www.youtube.com/ANISEConsulting X: https://twitter.com/HeatherSmithAU

This is a rebroadcast of Episode 245 from the Melissa and Lori Love Literacy Podcast – you can check out that episode here: https://podcasts.apple.com/ca/podcast/read-like-us-building-fluency-through-repeated-reading/id1463219123?i=1000748503901Make sure to check out the Literacy.io training on the Kat Framework for Comprehension this June!-June 24-25 in East Lansing Michigan-Individual registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-participant-registration–412940-Group registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-group-participant-registration–412945-More information available at literacy.io/contact Show Notes2:30 – What is Read Like Us? Overview of the five-step repeated reading protocol How it supports accuracy, automaticity, and prosody 4:10 – The Five Reads Explained Listening passage preview Echo reading Choral reading Partner reading Performance/independent reading 6:00 – Implementation in Classrooms Can it work in whole group settings? Small group intervention applications Working with paraprofessionals and volunteers 10:00 – Maximizing Reading Time Why 90% of intervention time should be actual reading The workout approach to building fluency Ensuring students are actually reading (not just holding books) 12:53 – How Read Like Us Differs from Traditional Approaches More than just “read three times and check for speed” Building all three components of fluency simultaneously The role of modeling and scaffolding 15:00 – Gradual Release of Responsibility Transferring task responsibility to students Why rate/speed wasn’t emphasized in coaching Automaticity as the outcome, not the input 18:00 – Prosody and Comprehension Expression as an indicator of understanding Using the Rasinski multidimensional fluency rubric Rotating focus areas: expression, phrasing, smoothness, pace 20:00 – Study Results Fourth grade students: 16.5 WPM growth in 50 days Effect size of 0.9 Improvements in accuracy, vocabulary, and comprehension measures 22:30 – Potential Comprehension Enhancement Adding a 10-word takeaway or gist statement Keeping it “fluency heavy, comprehension light” Future iterations of the protocol 25:30 – The Stacking Protocol Approach Learning from dissertation chair Dr. Kit Moore Combining multiple evidence-based practices Weaving the reading rope together 27:30 – Cost and Accessibility Read Like Us is free to implement Comparison with commercial tier-two interventions Open access article available 28:48 – Text Selection Philosophy The month-long process of curating 50 texts Using challenging and engaging content (100-200 words) Types included: giggle poetry, science facts, short stories with twists, weird state laws 30:30 – The “Challenging Text” Debate Using texts above grade level with proper scaffolding Addressing the 1960s neurological impress research Why modern research supports stretching students 33:17 – Texts Students Actually Want to Read Students asking to take intervention texts home Incorporating core reading program texts for continuity Balance between practical and engaging content 36:00 – Lexile Levels and Text Complexity Many texts in 6th-8th grade Lexile range for 3rd-4th graders Testing the hypothesis: Can struggling readers succeed in harder texts? Being “level agnostic” in text selection 39:00 – Rethinking Leveled Texts Limitations of the Lexile formula Starting with engaging content, not filter levels The scaffolding makes the difference, not the exact level 42:00 – Student Motivation and Text Choice Chase’s son reading adult-level joke books in first grade The power of “want to” over prescribed levels Teacher control vs. student self-selection 43:00 – Repeated Reading vs. Wide Reading Defining both approaches Why they shouldn’t be pitted against each other Read Like Us = repeated reading across wide array of texts 46:30 – Wide Reading and Teacher Control Students won’t achieve wide reading through self-selection alone The teacher’s role in exposing students to diverse genres Balancing instruction with student choice 48:00 – Benefits of Wide Reading Exposure to different language patterns across genres Informational vs. narrative text structures Building terrain navigation skills with various text types 49:00 – Getting Started with Read Like Us Start with tomorrow’s text Find the 200-300 word section with the most “oomph” Use what you already have in your classroom 50:21 – Closing Where to find the protocol and resources Final thoughts and wrap-up

Malpractice does not have to define how you practice. Francis Deng, MD, speaks with host Surbhi Raichandani, MD, about understanding malpractice through reporting language, communication, uncertainty, peer learning, and system design, with practical guidance for early-career radiologists seeking to practice thoughtfully rather than defensively.

On this episode of the Woodard Report podcast, Heather and Joe discuss new research on AI adoption in the workplace, highlighting the growing wage and opportunity gap between AI-fluent professionals and those who are not. They also explore major shifts in the accounting tech landscape, including month-end automation, evolving pricing strategies, and competitive convergence among software platforms. Current events — Only 5% of workers are AI fluent - according to Google study The "pile on" around month end automation TV/Movie quote of the week — The Breakfast Club Titans: The Rise of Wallstreeet Excellent things we learned — Undergraduate enrollment in accounting continues to rise Member spotlight — Dave Eshbach of CleanSlate Financial Services The Woodard Report article of the week — Canopy Bookkeeping Launches to Streamline Month-End Close Thank you to our show sponsor, Digits! Digits is the world's first agent general ledger, accounting software that works for you. Built from the ground up for the AI era, Digits automates bookkeeping in month and shifting your team from data entry to review and advisory. Visit Digits.com to get started today.  Learn more about the show and our sponsors at Woodard.com/podcast

Join Gabrielle Kohlmeier—ABA Commissioner on Women, ex-Verizon Global Head of Legal Innovation & Emerging Solutions, and a leading voice on responsible AI governance and adoption—and Tamara Kraljic, Counsel at Hughes Hubbard & Reed and a leader with the Women's Bar Association of DC, for an International Women's Day conversation on why we all need to be AI literate and how the ABA's 21 Days of AI: A Grit and Growth Mindset Challenge helps move us forward. This episode explores why AI fluency is becoming essential for legal professionals (and everyone!), and how the ABA's bite-sized daily practice Challenge helps lawyers build confidence using AI safely and thoughtfully—even in cautious or regulated environments. We also discuss why closing the gender gap in AI adoption matters: women need to be in that conversation not as a matter of symbolic inclusion but because the quality and equity of the outcomes depend on it.Please note, the positions and opinions expressed by the speakers are strictly their own, and do not necessarily represent the views of their employers, nor those of the D.C. Bar, its Board of Governors or co-sponsoring Communities and organizations.

Take the quiz and find out your stage: https://bit.ly/3PbGOl0 Want to move up and need a boost to make it happen? Join Beyond Community? https://bit.ly/4nrfM5N For years, we've been told that fluency is measured from A1 to C2. But those levels measure grammar and comprehension. They don't measure how you show up when you speak. You can be "B2" and still avoid conversations. You can understand everything… and still feel anxious when it's your turn to talk. So what if fluency isn't about levels… but about stages of speaking confidence? In this video, I introduce a different way to think about fluency! With the 5 Speaking Stages.  1️⃣ The Avoider 2️⃣ The Anxious Speaker 3️⃣ The Brave Speaker 4️⃣ The Challenger 5️⃣ The Influencer ✨ Want to find out YOUR stage? Take the Speaking Stage Quiz here! https://bit.ly/3PbGOl0

S7 E9: Reading and the Brain w/ Dr. Maryanne WolfIn this episode, Alexis and Gerald were honored to be joined by Dr. Maryanne Wolf, one of the leading experts on the science of reading. Dr. Wolf shares a tremendous amount of knowledge and wisdom from her extensive career and experiences, as she continues to advocate for the needs of all students as it pertains to their development of and appreciation for reading.This discussion raises so many questions about our relationship with reading. We address topics such as the evolutionary nature of reading, the impact of technology on our reading brains, the interconnectivity of brain areas related to reading, progressive and effective modes of reading instruction, Dyslexia, and how reading relates to humanity and our relationship with one another.SummaryEvolutionary nature of readingUnderstanding of how reading is learnedImpact of technology on our reading brainsThe interconnectivity of brain areas related to readingEffective modes of reading instructionConnections between reading, empathy, & humanityDr. Maryanna Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the newly created Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously, she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. Dr. Wolf obtained her doctoral degree in Human Development and Psychology at Harvard University. She is the author of Proust and the Squid: The Story and Science of the Reading Brain (2007, HarperCollins), Dyslexia, Fluency, and the Brain (Edited; York, 2001), Tales of Literacy for the 21st Century (2016, Oxford University Press), and Reader, Come Home: The Reading Brain in a Digital World (August, 2018, HarperCollins). Welcome to the Reid Connect-ED podcast, we are honored to have you join us today.The Reid Connect-Ed Podcast is hosted by Siblings Alexis Reid, M.A. and Dr. Gerald Reid, produced by CyberSound Recording Studios, and original music is written and recorded by Gerald Reid (www.Jerapy.com).*Please note that different practitioners may have different opinions- this is our perspective and is intended to educate you on what may be possible.Show notes & Transcripts: https://reidconnect.com/reid-connect-ed-podcastFollow us on Instagram @ReidConnectEdPodcast and X @ReidConnectEdStreaming everywhere (Apple Podcasts, Spotify, YouTube, etc.)Be Curious. Be Open. Be Well.

Self-led digital practices for emotional resilience, inner growth mindset development, and steady living through uncertainty — and beyond.Designed for people who choose self-responsibility, emotional maturity, and inner authority as a way of living.✨ Start Here — Inner Growth Framework & BundlesExplore the complete Inner Growth ecosystem (awareness → resilience → embodied self-leadership):

Are you struggling to speak a language fluently? Have you been studying for months, or even years, and still feel stuck? This 30-Day Language Challenge is designed to help you build fluency faster by focusing on one powerful principle: consistency. You don't need more grammar rules. You don't need to study for hours every day. And you definitely don't need years to see progress. What you need is a daily language learning habit.Free trial to start learning a language right now: www.mosalingua.com/podcast

On dit souvent que les Français sont mauvais en anglais.La réalité ? Ce n'est pas forcément un problème de niveau mais un problème de confiance.Dans cet 190ème épisode, j'ai eu le plaisir de recevoir Lauren Schwartz, fondatrice de HelloHai, coach en anglais depuis plus de 15 ans.Elle accompagne des dirigeants de groupes comme Accor, Apple, LVMH ou Crédit Agricole à dépasser un plafond invisible : celui de la communication.

We challenge the assumption that whole-class phonics with a little extra is the most effective route and explore why targeted Tier 1 grouping often delivers stronger gains. Using cognitive load theory and intervention research, we show how matched content can raise progress without creating waitlists or missed learning elsewhere.• why many Year 3 students still need foundational code• what grouping studies actually tested and why that matters• how targeted, explicit, code-focused teaching drives gains• early, intensive support over waiting for intervention• designing Tier 1 to include intervention features• cognitive load as a lens for matching content• when to keep whole-class and when to regroup• practical next steps for data, grouping, and progress checksHas something in this episode resonated with you? Get in touch! Are your students good readers, but poor spellers? If so, you are not alone. Spelling Success in Action addresses phonics, orthography, and morphology to give students a well-rounded understanding of how our language system works. Find out how you can help your students move beyond guessing and memorisation at https://www.jocelynseamereducation.com/spelling2 Quick LinksJocelyn Seamer Education HomepageThe Resource RoomYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

This is not about one result. It is about direction.Aston Villa remain in a strong league position, but the performances beneath it are raising legitimate questions. The defensive numbers are impressive. Only five goals conceded in 2026. Structure is there. Organisation is there.Fluency is not.Across recent weeks, Villa's open-play chance creation has dipped sharply. The xG numbers now align with what the eye test has been saying for some time. Games at Villa Park have become tight, tense, and dependent on moments rather than patterns.There is also context. The midfield spine has been disrupted. Kamara, Tielemans and McGinn missing together strips out control and tempo. Yet Unai Emery has left Pau Torres benched, a player whose progressive passing underpinned last season's best performances.But every contender has injuries.This episode asks the harder question: is this a temporary grind phase, or are we watching a team slowly stalling?The Wolves fixture looms large. Win it, and momentum returns. Lose it, and doubt spreads quickly into the Champions League race and beyond.This is the stage of the season where narratives harden.Momentum or meltdown? The next few weeks will tell us everything.UTVGet a Great NordVPN DealGet a cracking deal on NordVPN with four months FREE & a 30 days money-back guarantee here: nordvpn.com/momsGET AD-FREE SHOWS and JOIN MATCH CLUBGet ad-free shows and extra shows, and join My Old Man Said's 24/7 Villa community, Match Club.For more details and to become a member, click here: Become a MOMS MemberJoin the show's listener facebook group The Mad Few.Credits:David Michael - @myoldmansaid Chris Budd - @BUDD_musicPhillip Shaw - @prsgameMy Old Man Said - https://www.myoldmansaid.comThis Podcast has been created and uploaded by My Old Man Said. The views in this Podcast are not necessarily the views of talkSPORT Hosted on Acast. See acast.com/privacy for more information.

You know math fluency is more than timed tests… but what does that actually look like in your classroom tomorrow?Many teachers are at the awareness stage: they've read, listened, attended PD, and now understand fluency includes flexibility and strategy—not just accuracy and efficiency. But knowing that doesn't automatically translate into action. Where do you start if you don't yet know what to assess, what to look for, or what routines to run? In this episode, Jon Orr, Yvette Lehman, and Beth Curran talk through that exact tension and offer realistic first steps that build capacity while you teach.Listeners Will Learn:The difference between basic fact fluency and procedural fluency (and why both matter)What “awareness → mechanical → routine → proficient” looks like in math fluency implementationPractical first moves: quick assessment, screeners, and number talk-style probesHow to start building math fluency without pausing grade-level mathWhy teachers often revert to “ones, twos, threes…” memorization—and what to do insteadFoundational fact clusters that unlock derived facts (not random memorization)How leaders and coaches can plan support across implementation stagesIf you want a manageable entry point into math fluency—one that builds student fluency and your confidence—this episode will help you take your first step today and plan your next step for next week.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageAlex Lawson's What to Look ForForefront USNSLove the show? Text us your big takeaway!Are you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Hey Friends~  If your child's speech is hard to understand, uses unusual patterns, or sounds younger than their age, you're not alone. In this episode, we're looking at speech sound disorders, phonological delays, and articulation challenges. I'll help you sort out what's developmental, what might need support, and how everyday play can support clearer speech—without correcting every word. Always cheering you on!  Dinalynn CONTACT the Host, Dinalynn:  hello@thelanguageofplay.com COMMENT? QUESTION?  Leave a voice message!  https://castfeedback.com/play WANT TO WORK WITH ME?  Let's talk:  https://calendly.com/hello-play/strategy-session MORE RESOURCES I APPROVE AND YOU MAY LOVE:   February - Honoring & Highlighting Children's Authors  Constance Lewis: Emotions   Connect: https://www.colorfulcapesoffeelings.com/  226 Constance Lewis: Using Colors To Get Through Big Feelings Jason Heffler: Children's Speech Disorders   Connect: linktr.ee/jasonheffler 214 Wonder About Stuttering and Fluency? Jason Heffler Shares What Is Helpful From Personal Experience Terry Lilga:  Rhyming   Connect: https://terrililgabooks.com/ 218 Terri Lilga: Why Is Rhyme So Important? Using Literature To Teach Beyond The Words Claire Miller: Storytelling With Kids   Connect: www.clairemillerauthor.co.uk  243 Claire Miller: The Power of Storytelling to Build Confidence & Connection Rella B:  Life Lessons   Connect:  https://rellabbooks.com/   252 Rella B: You Get the Work Done, They Think It's Play - Turning Chores Into Connection   “Bye to Burnout Bundle” for the Homeschool Moms Sign up for Resources! Included is your entrance into my talk with Q&A titled, “Does My Homeschool Child Qualify for Speech Therapy?” I will talk plainly about qualifications and answer your questions.  Bundle Quick Link: https://www.maliaphelpswaller.com/bye-to-burnout-bundle   Sign up for a family trip to Costa Rica!!   2026 is a year for deeper connection at Family Talks Retreat in Costa Rica

In this episode of The School Leadership Show, I interview acclaimed author and reading expert Timothy Shanahan. We delve into Timothy's new book, 'Leveled Reading, Leveled Lives' discussing the troubling stagnation in U.S. reading levels and how traditional approaches to reading instruction have failed over the decades. Timothy critiques the widespread but ineffective method of using leveled readers and advocates for teaching grade-level texts with appropriate support. The conversation covers historical and contemporary research, the evolution of instructional strategies, and practical advice for school administrators to help improve reading achievement across all grades. Learn more and visit Tim's website https://www.shanahanonliteracy.com/. If you have questions, feedback, or suggestions for future episodes, including great non-education books with lessons for school leaders you can email me at Dr.mike.doughty@gmail.com. I would really appreciate it if you could leave a rating and review on Spotify or Apple Podcasts. It helps a lot. And if you found this episode helpful, please share it with your colleagues. If you are interested in sponsoring the podcast, feel free to contact me directly at Dr.mike.doughty@gmail.com. Stay connected with me here: Official Website: theschoolleadershipshow.org YouTube: youtube.com/@theschoolleadershipshow Facebook: facebook.com/theschoolleadershipshow Instagram: instagram.com/theschoolleadershipshow Chapters: 00:00 Introduction 01:20 Discussing the New Book: Leveled Reading Leveled Lives 04:28 Historical Context of Reading Instruction 10:22 Challenges with Current Reading Instruction Methods 21:43 Proposed Solutions and Future Directions 25:25 Addressing Reading Challenges in Young Learners 26:32 The Importance of Fluency and Comprehension 30:33 Background Knowledge and Its Role in Reading 35:55 Effective Reading Instruction Strategies 39:52 Reflecting on Changes in Reading Education

What do Gustav Eiffel and dynamic, tactile, temporal cueing have in common? Scaffolding, vision, and the courage to aim higher than anyone else. In this episode, I break down why Dynamic, Tactile, Temporal Cueing (DTTC) is not just for childhood apraxia of speech. It is a practical, high-impact framework that can upgrade how you treat: • Speech sound disorders • Language delays • Literacy skills • Fluency • AAC users • Autism and complex communication needs If you want maximal gains in minimal time, this episode is your blueprint. After standing beneath the Eiffel Tower and speaking at a packed state conference, one message hit me hard: the higher you aim, the bigger the cascade. When you treat at a complex level with the right scaffolds, earlier developing skills often come along for the ride. Inside this episode, we unpack: • Why fewer targets with higher reps build automaticity faster • How simultaneous production jump starts planning and reduces breakdowns • Why slowing time increases accuracy across speech, language, fluency, and AAC navigation • How to use most to least prompting without letting the tower fall • Why errorless learning and the 80 percent sweet spot matter • How multimodal cueing accelerates learning for every child • Why you build automaticity first and generalize later This is not business-as-usual therapy. This is challenge point therapy. This is how you stop grinding and start seeing real progress. Join SIS and get the complex targets done for you If you want powerful complex speech and language targets ready to pull into sessions immediately, join SIS Membership today. You will get access to high impact therapy materials designed to help you scaffold fast progress across speech, language, literacy, and AAC, without reinventing the wheel every week. Join here and get started today: https://www.kellyvess.com/sis Roll up your sleeves. Make the world better, one child at a time. With you in this,

Listen in to our very first LIVE Q&A podcast, centered around math fluency! CESA 2 consultants Molly Rilling and Matt Hayden chat with Jennifer Bay-Williams, professor in math education, about her research and strategies to help students become enthusiastic math learners.Resources:Check out the book, Math Fact Fluency and its resources: ⁠https://kcm.nku.edu/mathfactfluency/index.phpContact Molly and Matt: ⁠https://cesa2.org/contact⁠Subscribe to the CESA 2 math newsletter: https://conta.cc/3ZUXOyaSubscribe to our CESA 2 podcast email list!: ⁠⁠⁠⁠⁠https://lp.constantcontactpages.com/su/S091xli/podcast⁠⁠⁠⁠⁠Check out all our episodes at ⁠⁠⁠⁠⁠https://cesa2.org/building-educator-capacity-podcast

If you want to sound natural in spoken Levantine Arabic, you need to use one small but powerful word: اللي (illi).In this episode, we break down how اللي (illi) works, why it's not optional, and address some of the most common mistakes Arabic learners make when using it.Episode emphases: • The 4 main functions of اللي (illi) in spoken Levantine Arabic• How it specifies people, places, and things• How it's used in generalizations (eg “whoever…”)• How to use it for emphasis (“It was X who…”)• Why you must repeat the pronoun after the verb• The 4 most common learner mistakes• When NOT to use اللي (illi)If you feel unsure about when and how to include اللي (illi) when speaking, this episode will give you clear explanations in English with examples in Levantine Arabic.Fluency doesn't come from memorizing rules alone. It comes from noticing patterns, collecting examples, and practicing them intentionally.Good Arabic learners are good observers.

⭐Get the B2 EDGE APP for structured practice: https://studio.com/thiago

Michael Vlahos as Germanicus and Gaius lament the decline of Latin fluency that once united historical elites from seventeenth-century diplomats to America's Founders, warning that society is sinking into primitive forms because young people no longer read the foundational works of Western civilization, projecting a terrifying loss of shared literate sensibility. 31900 Carthage

Why does data always feel like the thing we don't have time for in math?Teachers and leaders say they want students who can think critically, reason mathematically, and engage with real-world problems. But when time gets tight, data is often the first strand to go—seen as extra, wishy-washy, or disconnected from “real math.” In this episode, Jon Orr and Yvette Lehman challenge that thinking and argue that data isn't competing with number sense—it's one of the most powerful ways to build it.In This Episode, You'll Learn:Why data is often perceived as less rigorous or less important in mathHow data naturally supports number sense, proportional reasoning, and multiplicative thinkingWhy real-world data creates more authentic math experiences than contrived word problemsHow data supports critical thinking, discourse, and visual reasoningWhy interpretive math isn't “soft”—it's essentialPractical ways to integrate data without derailing pacingResources teachers can use right away to bring meaningful data into instructionIf you've ever felt like you have to choose between number sense and data, this episode will help you rethink that tradeoff—and give you concrete ways to make data a meaningful part of math learning.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway!Are you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

You know the grammar rules. You can explain them perfectly. But when you try to SPEAK English, you freeze. Here's why: These 5 grammar rules are BLOCKING your fluency. Today, I'm showing you exactly which grammar rules to FORGET—and what to do instead to speak naturally and confidently. THE 5 GRAMMAR RULES TO FORGET: ❌ Rule #1: Articles (A, An, The) ❌ Rule #2: Perfect Tenses (Present Perfect, Past Perfect) ❌ Rule #3: Modal Verbs (Should, Would, Could, Must) ❌ Rule #4: Conditional Sentences (If-Then Structures) ❌ Rule #5: Subject-Verb Agreement These rules slow you down, make you nervous, and stop you from speaking naturally. After teaching for 30 years and helping over 40 million students worldwide, I can tell you: the ones who succeed are the ones who STOP obsessing over these rules. Instead, you need to learn with your ears, not your eyes. Use phrases, not isolated words. Listen deeply and repeatedly to natural English until it becomes automatic. 

Fluency is often treated as a small piece of mathematics learning, but in reality, it may be one of the most important and overlooked foundations for long term success. In this episode of the Knowledge for Teachers podcast, Brendan Lee speaks with Dr. Brian Poncy, Professor at Oklahoma State University and the creator of Facts on Fire, a highly regarded program designed to build maths fact fluency through short, structured, and evidence informed daily practice. Brian challenges the common resistance to timed practice, arguing that fluency—defined strictly as accuracy plus speed—is the bridge that frees up working memory for higher-order problem solving. Listeners will discover why timed practice only works when students are placed at the right starting point, how small sets and careful sequencing can dramatically improve motivation and success, and what schools can do to implement fluency routines effectively in just a few minutes a day. The episode also explores the powerful concept of contingency adduction, where mastering component skills can lead students to solve complex problems they have never been explicitly taught. A practical and thought provoking conversation for any educator serious about improving mathematics outcomes.   Catch Dr. Brian Poncy in Australia: Tickets can be purchased here: Perth: https://www.trybooking.com/DHYZM Adelaide: https://www.trybooking.com/DHZSU Melbourne: https://www.trybooking.com/DIABM Sydney: https://www.trybooking.com/DHYZG   Resources mentioned: M.I.N.D. 2.0 - FACTS ON FIRE Chalk and Talk podcast (Anna Stokke) Morningside Academy PBIS (Positive Behavioral Intervention Supports) Rocket Math  Times Tables Rock Stars Engineering the “Aha!”: When Discovery Learning Actually Works   You can connect with Brian: Twitter/X: @brian_poncy Website: M.I.N.D. 2.0 - FACTS ON FIRE   You can connect with Brendan: Twitter/X: @learnwithmrlee Facebook: @learningwithmrlee Linkedin: @brendan-lee-kft Website: learnwithlee.net   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast   Implementing Effective Primary Maths Instruction For School Leaders This is a two day online course for school and middle leaders and it is all about implementation. We look closely at curriculum and lesson design, assessment, coaching and the systems that help teachers change practice in a sustainable way. Register here

We unpack how to use decodable texts with precision so beginners practise the code instead of guessing. We share the biggest mistakes schools make, how to spot readiness to transition, and a staged text diet that blends decodables with rich literature.• reframing the debate around suitability, not good or bad • defining novice readers by code knowledge, not age • risks of mixing leveled and decodable texts too early • signs students are ready to shift text types • planning a staged text diet across early years • teaching set for variability while keeping decoding first • free framework to guide movement beyond decodablesAs always, if you found this helpful, I would love to hear from you. And if you're looking for more resources on implementing effective instruction, head over to JustinSiemereducation.com or comb through the many, many, many podcast episodes we have in the catalogue for this podcastHas something in this episode resonated with you? Get in touch! Are your students good readers, but poor spellers? If so, you are not alone. Spelling Success in Action addresses phonics, orthography, and morphology to give students a well-rounded understanding of how our language system works. Find out how you can help your students move beyond guessing and memorisation at https://www.jocelynseamereducation.com/spelling2 Quick LinksJocelyn Seamer Education HomepageThe Resource RoomYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

Episode 246Fluency looks different across grade levels, but it always matters.In this special mashup episode, Melissa and Lori bring together voices from seven classroom teachers, spanning first grade through eighth grade, to show how fluency comes to life in real classrooms. Each teacher shares a best practice they use to support accuracy, automaticity, and expression, always grounded in meaningful reading.You'll hear about a range of approaches, including:Songs, shared reading, and read-alouds in early gradesPartner reading routines that build accountability and supportPerformance-based practices like Readers' TheaterUsing oral reading as assessment and feedbackStructuring small groups to support different fluency needsThis episode is full of practical ideas, classroom insight, and teacher wisdom, whether you're teaching in the primary grades or supporting older readers.Resources: Check out our Fluency Listening Guide for links to all of the episodes! Featured Episodes: First Steps to Fluency: How Young Learners Become Independent Readers with Virginia Quinn-Mooney Improving Student Reading Growth in Months with Fluency Instruction and Practice with Lorraine Griffith and Lindsay Kemeny A Classroom Fluency Protocol That Works with Aaron GrossmanBaltimore Secondary Literacy Teachers Talk Fluency with Tanisha Dasmunshi, Emily Jaskowski, and Emery Uwimana Watch Virginia Teach Fluency in this video Let's bring back the magic of song by Tim RasinskiLindsay Kemeny YouTubePartner Reading with Paragraph Shrinking3 Phases for Fluency by Aaron GrossmanTim Rasinski's Multidimensional Fluency RubricAaron's website: Just Two We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Is AI killing creativity ... or just making it easier to be average?94% of creatives now use AI. But only 11% believe it actually makes them more creative. So what's really happening?In this episode of TechFirst, John Koetsier sits down with Saeema Ahmed-Kristensen, former head of design engineering research at Imperial College London's Dyson School and now leader of a £24M research portfolio at the University of Exeter. She's worked with companies like Rolls-Royce and BAE Systems, and she brings data to the debate.Her team analyzed 600 humans vs. 12,000 AI-generated ideas. The result? AI is excellent at fluency (lots of ideas) … but really bad a diversity. Humans still dominate in flexibility and true novelty.We explore:• Why generative AI clusters around sameness• Whether AI is creating a “sea of mediocrity”• Why 2026 may be a pivotal year for domain-specific AI• How experts should use AI differently than novices• The danger of AI that never says “no”• Where AI offers massive opportunity (especially healthcare & design)Saeema argues that creativity doesn't need substitution, it needs nourishment. The key? Standards, boundaries, and humans firmly in the loop.If you care about innovation, design, branding, product development, or the future of creative work, this conversation is essential.⸻

Hey Friends~  This episode is part 2 of the series “When Communication is Hard.”    Today we're talking about childhood apraxia of speech and other motor speech disorders—what they are, and why speech can be so effort-filled for some kids. If your child knows what they want to say but can't consistently get the words out, this episode will help you understand what's really going on beneath the surface.  We'll also talk about why “just practice” often backfires and what kinds of support actually help at home. I am glad you are here, your child will be, too!  Always cheering you on!  Dinalynn CONTACT the Host, Dinalynn:  hello@thelanguageofplay.com COMMENT? QUESTION?  Leave a voice message!  https://castfeedback.com/play WANT TO WORK WITH ME?  Let's talk:  https://calendly.com/hello-play/strategy-session   MORE RESOURCES I APPROVE AND YOU MAY LOVE:   February - Honoring & Highlighting Children's Authors  Constance Lewis: Emotions   Connect: https://www.colorfulcapesoffeelings.com/ Jason Heffler: Children's Speech Disorders   Connect: linktr.ee/jasonheffler Terry Lilga:  Rhyming   Connect: https://terrililgabooks.com/ Claire Miller: Storytelling With Kids   Connect: www.clairemillerauthor.co.uk   Rella B:  Life Lessons   Connect:  https://rellabbooks.com/   “Bye to Burnout Bundle” for the Homeschool Moms Sign up for Resources! Included is your entrance into my talk with Q&A titled, “Does My Homeschool Child Qualify for Speech Therapy?” I will talk plainly about qualifications and answer your questions.  Bundle Quick Link: https://www.maliaphelpswaller.com/bye-to-burnout-bundle Sign up for a family trip to Costa Rica!!   2026 is a year for deeper connection at Family Talks Retreat in Costa Rica

Kyndall Thomas, Building a Meaningful Understanding of Properties Through Fact Fluency Tasks ROUNDING UP: SEASON 4 | EPISODE 12 Building fluency with multiplication and division is essential for students in the upper elementary grades. This work also presents opportunities to build students' understanding of the algebraic properties that become increasingly important in secondary mathematics.  In this episode, we're talking with Kyndall Thomas about practical ways educators can support fluency development and build students' understanding of algebraic properties.  BIOGRAPHY Kyndall Thomas serves as a math interventionist and resource teacher with the Oregon Trail School District, focusing on data-driven support and empowering teachers to spark a love of numbers in their students. TRANSCRIPT Mike Wallus: Hi, Kyndall. Welcome to the podcast. I'm really excited to be talking with you today. Kyndall Thomas: Hi, Mike. Thanks for having me. I'm excited to dive into some math talk with you also. Mike: Kyndall, tell us a little bit about your background. What brought you to this work? Kyndall: Yeah. I started in the classroom. I was in upper elementary. I served fifth grade students, and I taught specifically math and science. And then I moved into a more interventionist role where I was a specialist that worked with teachers and also worked with small groups, intervention students. And through that I was able for the first time to really develop an understanding of that mathematical progression that happens at each grade level and the formative things that are introduced at the lower elementary [grades] and then kind of fade out, but still need to be brought back at the upper elementary. Mike: So I've heard other folks talk about the ways students can learn about the algebraic properties as they're building fluency, but I feel like you've taken this a step further. You have some ideas around how we can use visual models to make those properties visible. And I wonder if you could talk a little bit about what you mean by making properties visible and maybe why you think this is an opportunity that's too good to pass up? Kyndall: My thought is bringing visual models back into the classroom with our higher upper elementary students so that they can use those models to build a natural immersion of some of the algebraic properties so that they can emerge rather than just be rules that we are teaching. By supporting students' learning through building models with manipulatives, we're able to build a bridge in a student's mind between their experience with those models and then their mental capacity to visualize those models. This is where the opportunity to bring properties to life is too good to pass up. Mike: OK, so let's get specific. Where would you start? Which of the properties do you see as an opportunity to help students understand as they're building an understanding of fluency? Kyndall: So, when I begin laying the foundation for understanding of the operations and multiplication and division, I intentionally layer in two other major algebraic properties for discovery: the commutative property and the distributive property. We're not setting our students up for success when we simply introduce these properties as abstract rules to memorize. Strong visual models allow students to discover the why behind the rules. They're able to see these properties in action before I even spend any time naming them.  For example, they get to witness or discover how factors can switch order without changing the product, how grouping affects computation, and how numbers can be broken apart and recombined for efficient counting and solving strategies. By teaching basic facts in this structured and intentional way through the behavior of numbers and the authentic discovery of properties, we're not only building fluency, but we're also developing deep conceptual understanding. Students begin to recognize patterns, understand rules, make connections, and rely on reasoning instead of rote memorization. That approach supports long-term mathematical flexibility, which is exactly what we want our students to be able to do. Mike: I want to ask you about two particular tools: the number rack and the 10-frame. Tell me a little bit about what's powerful about the way the [10-frame] is set up that helps students make sense of multiplication. What is it about the way it's designed that you love? Kyndall: The [10-frame] is so powerful because it's set up in our base ten system already. It introduces the tens in a way that is two rows of 5, which is going to lead into properties being identified. So, let me break that up into each individual thing that I love about it.  First, the [10-frame] being broken up into the two rows of 5. That's going to allow students to be able to see that distributive property happening, where we're counting our 5s first and then adding some more into each group. So, when we're seeing a factor like 8 times 2, we're seeing that as two groups of 5 and two groups of 3. Mike: I think what you're making me remember is how it's difficult to help kids visualize that, right? It's a challenge. You can say "'4 times 4' is the same as '4 times 2 plus 4 times 2,'" but that's still an abstraction of what's happening, right? The visual really brings it to life in a way that—even if you're representing that with an equation and doing a true-false equation where it's 4 times 4 is the same as 4 times 2 plus 4 times 2—that's still at a level of abstraction that's not necessarily accessible for children. Kyndall: And as we're talking through this, if I see students and they're working on four groups of 3 and they're seeing those 3s as a double fact plus one more group, I'm on the board writing out the equation, and I'm using the parentheses as that introduction to what this looks like abstractly. They're building it, and they're building those visuals both with their hands and with their minds, and then I'm bringing it to life in the equation on the board. Mike: So, I think what I see in my mind as I hear you describe that is, you have kids with a set of materials. You're doing, for lack of a better word, a translation into a more abstract version of that, and you're helping kids connect the physical materials that they have in front of them to that abstraction and really kind of drawing the connection between the two. Am I getting that right? Kyndall: Yeah. As the students are doing the physical work of math, I'm translating it into its own language up on the board. Absolutely. Mike: I think what's clear to me from this conversation is the way that the tools can illuminate the property, and I think this also helps me think about what my role is as a teacher in terms of building a bridge to an abstraction. Do you actually feel like there's a point where you do introduce the formal language of it? And if you do, how do you decide when? Kyndall: So, the vocabulary kind of comes after the concept has been discovered. But I don't like to introduce the vocabulary first as a rote memorization tool because that has no meaning to it. Mike: I think if I were to summarize this, you're giving them a physical experience with the properties. You're translating that into an abstraction. And then once they've got an experience that they can hang those ideas on top of, then you might decide to introduce the formal language to them at some point. Kyndall: Yeah, absolutely. Mike: So, just as a refresher, for folks who might teach upper elementary and don't have a lot of lived experiences with the number rack—be it the ten or twenty or the hundred—can you describe a little bit about the structure, and maybe what about the structure in particular is important? Kyndall: The structure of a number rack has rows, and each row has 10 beads in it. And typically those beads are divided into two sets of 5: five red beads and five white beads. Then we typically move into a number rack that has two rows so that we're working within 20.  Now, my thought is to take that [to] our third, fourth, and fifth grade, our upper elementary students, and use the hundreds rekenrek [i.e., number rack], where now we have 10 rows and we have 10 beads in each row—still split up into five red [beads] and five white—so that we can use that to teach things. If we're looking at the zero property, students are starting to notice that the rows represent the groups—the rows with the beads on it, that's one group. And so, if we're building zero groups of 3, we don't have a group that we can access to put three beads in. If we're looking at it with the commutative property, students are able to say, "One group of 3. We have one row and we're putting three beads in it."  But what happens when we switch those factors? Now we're utilizing three of our rows, but we're only sliding over one bead. The number rack is also so important when we get to the distributive property because of the way that they have separated those colors. So when we're looking at a factor like 7 times 6—seven groups of 6—then we're gonna be accessing seven rows with six beads in each. That is already set up in the structure of the tool to have five red beads and one white bead showing seven groups of 5 and seven groups of 1 put together. Mike: That is super powerful. One of the things that really jumped out that I want to mark is: If I treat the rows like the groups and then I treat the beads like the number of things in each group, I can model one group with three inside of it, or I can model three groups with one inside of it, and I can really make the difference between those things clear, but also [I can make] the way that the product is still the same clear, right? So, I've got an actual physical model that helps kids understand what was often a rule that was just like 1 times 3 is the same as 3 times 1, because it is. But you're actually saying this is a tool that helps us make meaning of that.  The other thing that jumps out from what you said is: If I'm doing 6 times 5 or 6 times 7 and I push over six [beads], and six looks like five red, one white, I'm automatically set up to make sense of the distributive property because the visual helps me see it. Am I getting that right? Kyndall: Yes, except let me correct you on that last one. You said "6 times 5," and you said, "If I slide over six," Now, six is our group number. We have to be deliberate; that's six groups of 5. So, we're grabbing our groups first, but absolutely, yes. That is the key structure there. [laughs] That's the idea. Mike: This is why this would've been very helpful for a young Mike Wallus. Kyndall: [laughs] Mike: Well, before we go, are there any resources that you'd recommend to a listener that have either informed your thinking or that might help someone take what you've been talking about and put these ideas into action? Kyndall: Yeah. I've been putting this practice into play here at my own district and tracking its progress for a while now. After seeing the success in my own halls here in Sandy, [Oregon,] I've started to reach out and work with other educators on purposeful tool use and mathematical progression.  If it resonates with you, whether you're in the classroom or in a leadership role, I would genuinely love to connect and learn alongside you. You're always welcome to reach out to me directly at KyndallThomas56@yahoo.com. I anticipate more conversations in collaboration, and I'd love to bring them to life through trainings moving forward. I believe that when teachers are confident in their own understanding, they build that same confidence in students. Mike: I think that's a great place to stop. Kyndall, thank you so much. It has really been a pleasure talking with you and learning from you. Kyndall: Thank you so much for having me. It's been fun. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2026 The Math Learning Center | www.mathlearningcenter.org

This episode is for leaders and individuals who know AI is changing everything — but aren't sure where to start, or why their organization's adoption keeps stalling. We sat down with Jordache Johnson, founder and CEO of Never Tech Behind, to break down what AI fluency actually means, why most transformations fail, and what it takes to build a culture where AI works for your people, not around them.The Big QuestionHow do leaders move their organizations — and themselves — from fear of AI to actual fluency?What We CoverAI fluency isn't about knowing the code — it's about knowing when and how to apply AI to solve real problems, and having the confidence to experiment without fear.Compound learning is the real unlock — you don't learn AI from a course. You learn it by doing small experiments and letting your skills stack over time.AI transformation is a 70% people problem — if your people don't trust it, understand it, or feel safe using it, the tools don't matter.The ADAPT Framework — Jordache's system for building an AI-powered, human-always culture: Assess, Develop, Analyze, Plan, Train.What keeps him up at night — Jordache gets real about the risks he does and doesn't worry about, and why he built his whole company around the idea that no one gets left behind.Key TakeawayDon't wait for your employer to give you permission. Start experimenting now — small projects, dedicated time, genuine curiosity. The compounding effect is real and available to everyone.Connect with Jordache Website: jordache.ai and join his newsletter for all the latest in AI.Resources:Leading through growth takes intention. Our capabilities deck shows how we help founders and leadership teams lead boldly and build cultures that scale.Navigating a big transition? Check out our Pivot Plan: 8 Questions to Ask Yourself Before Your Next Big Move.Think coaching might be right for you? Schedule a free consultation to explore how we can help you step into your next level of leadership.Interested in going deeper in your own leadership and building your network? Join the waitlist for The CoCreate Work Leadership Book Club to explore the themes from this episode in community—through powerful reads, reflection prompts, and live conversations.Our last session of the Culture Crash Course just ended, but if you're interested in a Culture Crash Course for your organization or team, please contact us at support@cocreatework.com.Interested in leadership development for your team? Our Workshops are a great wait to develop your team's skills and connection.At CoCreate Work, we believe in asking great questions. Click here to receive our guide to 40 Powerful Questions to accelerate your growth.We would love to connect with you!CoCreate Work on LinkedInCoCreate Work on InstagramLa'Kita on InstagramChloe on InstagramVisit our Podcast PageQuestions you would like us to answer on the podcast? Email us at podcast@cocreatework.com

Practise fluency and pronunciation with one of my favourite books today! You can buy the book right HERE, please do as it's worth every single penny! Especially recommended to read to young children! So get the headphones on and just keeeeeeeep on ROCKin'! 

Practice English fluency by learning how to describe a work problem clearly without stopping. This episode helps ESL learners improve speaking confidence, workplace communication, and natural English flow.#EnglishFluency #SpeakEnglish #ESL #WorkplaceEnglish #EnglishSpeaking #LearnEnglish #ConfidenceInEnglish

Hey Friends~  If you've ever wondered why communication feels hard for your child—and confusing for you—this series is for you. In this opening conversation, I'm laying the groundwork for the entire series titled, “When Communication Is Hard”.  We'll talk about the many reasons communication can break down PLUS  strategies that will help you identify what is happening and something to try!  This podcast is to help those who want to know more and do what is EFFECTIVE - not just do more.   Welcome to this series  titled, “When Communication Is Hard.” My goals are simple: to help you feel oriented, not blamed,  to get a bigger picture so you feel less alone, and of course, to feel confident with strategies that work! Always cheering you on!  Dinalynn CONTACT the Host, Dinalynn:  hello@thelanguageofplay.com COMMENT? QUESTION?  Leave a voice message!  https://castfeedback.com/play WANT TO WORK WITH ME?  Let's talk:  https://calendly.com/hello-play/strategy-session MORE RESOURCES I APPROVE AND YOU MAY LOVE:   February - Honoring & Highlighting Children's Authors  Constance Lewis: Emotions   Connect: https://www.colorfulcapesoffeelings.com/ Jason Heffler: Children's Speech Disorders   Connect: linktr.ee/jasonheffler Terry Lilga:  Rhyming   Connect: https://terrililgabooks.com/ Claire Miller: Storytelling With Kids   Connect: www.clairemillerauthor.co.uk   Rella B:  Life Lessons   Connect:  https://rellabbooks.com/   “Bye to Burnout Bundle” for the Homeschool Moms Sign up for Resources! Included is your entrance into my talk with Q&A titled, “Does My Homeschool Child Qualify for Speech Therapy?” I talk plainly about qualification and answer your questions.  Bundle Quick Link: https://www.maliaphelpswaller.com/bye-to-burnout-bundle Sign up for a family trip to Costa Rica!!   2026 is a year for deeper connection at Family Talks Retreat in Costa Rica

95% of #AI pilots fail to scale. Not because AI doesn't work, but because dabbling doesn't scale.In this episode of Instant Expertise: Marketing, Yvette Brown and Shari Nomady reveal:The 3 biggest killers of AI pilots (stress testing, weak business cases, and lack of fluency)How to anchor AI in GTM deliverables with a role planWhy a simple Pilot Charter changes the game for scalingWhat high-performing teams are doing differently

What's the key to speaking Spanish fluently, spontaneously, and effortlessly? Mastering core Spanish grammar. To learn how to speak Spanish fluently, we need to start by mastering the structures and elements that make Spanish different from English. Today we'll learn some essential Spanish grammar and do some spoken grammar exercises to make it stick. After this foundational work, Spanish grammar will get easier and easier — and Spanish fluency will be all downhill! Practice all of today's Spanish for free at LCSPodcast.com/2

Episode 245In this episode, Melissa and Lori are joined by researchers Jake Downs and Chase Young to discuss Read Like Us, a research-backed fluency routine designed to help students reread challenging texts with purpose. Jake and Chase share the findings from their recent study, explain how the routine works in real classrooms, and explore why fluency grows when students have multiple supported opportunities to read connected text.The conversation unpacks:what makes Read Like Us different from traditional repeated reading approaches,how wide reading fits alongside repeated reading,and why text choice plays such a critical role in fluency development.You'll also hear why the study showed especially strong results for fourth-grade readers and how teachers can think about applying this work across grade levels.This episode offers both a clear explanation of the research and practical insights teachers can use as they plan fluency instruction that supports real reading where skills come together in text.Resources:Research Article: "Promoting Fluency Through Challenge: Repeated ReadingWith Texts of Varying Complexity"Fluency Listening Guide We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Hey Friends~  This week is Children's Authors and Illustrators Week! And on TLOP,  we're celebrating an imaginative storyteller who helps kids grow brave, curious, and confident. So it felt like the perfect time to discuss: what shapes an author who writes stories that help children feel brave and confident? In this episode, I talk with children's author Rella B. about imagination, courage, and the heart behind stories that invite kids to embrace who they are. It's a conversation about wonder, creativity, and why storytelling matters at every age. Always cheering you on!  Dinalynn CONTACT the Host, Dinalynn:  hello@thelanguageofplay.com COMMENT? QUESTION?  Leave a voice message!  https://castfeedback.com/play ABOUT THE GUEST:  Rella B's transformation from a career-focused adult to a passionate advocate for the magic of childhood has resonated with countless families worldwide. Her belief that work and play should be inseparable companions has shaped her mission to provide young readers with captivating tales that not only entertain but also instill valuable life lessons. In the spirit of curiosity and courage, Rella B's journey reminds us all that there's no age limit on dreaming, exploring, and discovering the joy in everyday moments. CONTACT THE GUEST:   Info@rellabbooks.com https://rellabbooks.com/ YouTube.com/@Rellabbooks All Socials are @Rellabbooks   February - Honoring & Highlighting Children's Authors for a month!   Constance Lewis: Emotions   Connect: https://www.colorfulcapesoffeelings.com/ Jason Heffler: Children's speech disorders   Connect: linktr.ee/jasonheffler Terry Lilga:  Rhyming   Connect: https://terrililgabooks.com/ Claire Miller: Storytelling with kids   Connect: www.clairemillerauthor.co.uk     Highlighted Authors This Month: 226 Constance Lewis: Using Colors To Get Through Big Feelings 214 Wonder About Stuttering and Fluency? Jason Heffler Shares What Is Helpful From Personal Experience 218 Terri Lilga: Why Is Rhyme So Important? Using Literature To Teach Beyond The Words 243 Claire Miller: The Power of Storytelling to Build Confidence & Connection MORE RESOURCES I APPROVE AND YOU MAY LOVE:  Sign up for a family trip to Costa Rica!!   2026 is a year for deeper connection at Family Talks Retreat in Costa Rica

You can be saved and still have a fragmented soul. In this episode of Student of Life, I reflect on a simple but weighty question: How is your soul? Scripture calls us to be formed into the image of Christ—mind, heart, body, and soul. But when areas in us remain unhealed or untouched, they don't stay private—especially in leadership. We talk about the difference between salvation and formation, hearing and obeying, and why mastering the language of healing without doing the work can still hurt people. This isn't about perfection. It's about honesty, formation, and leading from a whole soul.Student of Life Guide — How Is Your Soul?Key IdeaSalvation is immediate, but formation is lifelong. What remains fragmented in us eventually impacts others.3 Big InsightsYou can be saved and still need soul formation. Grace initiates salvation; obedience shapes maturity.Fragmented souls affect people, not just leaders. Influence multiplies what's unresolved.Hearing God's Word means obeying it. Fluency without obedience creates the illusion of wholeness.Reflection QuestionsHow is my soul—not my role, not my output, but my inner life?What part of me feels unhealed, avoided, or untouched?Where might my leadership be shaped more by coping than by formation?PracticeSit with one familiar passage this week (Psalm 23, James 1, or Colossians 2).Ask:“What is this revealing about my soul?”“What step of obedience is being invited?”Don't rush it.Anchor Thought“You can know the truth and still need to be formed by it.”

Many schools have adopted fluency learning targets based upon fluency norms. Recent research shows that students are able to comprehend text reasonably well even with lower fluency levels. Does that mean that we are overdoing it with fluency instruction? The answer may surprise you.

uest Author: Paul GregoryHeadline: A Helping Hand: The Gregorys Meet the OswaldsSummary: In June 1962, the Texas Employment Office asked Pete Gregory to evaluate Lee Harvey Oswald's Russian fluency. Impressed by Lee's fluency despite his poor grammar, Pete wrote a recommendation and introduced Lee to his son Paul, who began taking Russian lessons from Marina to help the impoverished couple.Article: In June 1962, Lee Harvey Oswald arrived at Pete Gregory's office in a heavy wool suit during the Texas heat, seeking certification of his Russian language skills to avoid manual labor. Pete confirmed Oswald's fluency, though he noted the grammar was poor and uncharacteristic of a trained spy, and subsequently introduced Lee to his son Paul, who began visiting the Oswalds' duplex for Russian conversation lessons with Marina to provide them with modest financial support.