Podcasts about Fluency

Think fluency instruction is only for primary grades? Think again.In this episode, we're unpacking why reading fluency remains one of the most important—and often overlooked—components of literacy instruction in upper elementary. You'll learn how fluency impacts comprehension, the common signs students are struggling, and simple ways to build meaningful fluency practice into your literacy block.Plus, we'll share an easy-to-implement 5 day fluency routine that can help students become more confident, expressive, and successful readers.Fluency isn't just about reading faster, it's the bridge between decoding and comprehension.Resources & Links:The Stellar Literacy Collective stellarteacher.com/joinTier 1 Instruction That Works Workshop stellarteacher.com/workshop

In today's episode I'm talking about AI fluency and why becoming AI fluent is quickly becoming essential for your future career.I hope you enjoy it! As always you can learn more and connect with me on my website (andystorch.com) or LinkedIn. And you can find my books - Own Your Career Own Your Life and Own Your Brand, Own Your Career - on Amazon.

In this solo episode, Andy Storch makes the case for why AI fluency isn't optional — it's the new baseline for employability. While the macro debates around AI (government regulation, ethics, AGI timelines) are worth following, Andy argues that the wave is coming regardless. The real question is: will you be ready?Andy draws a powerful analogy between the early days of listing "proficient in Microsoft Office" on a résumé and what AI proficiency means for today's workforce — except the stakes are exponentially higher. He shares what he's hearing from talent development professionals, company leaders, and frontline employees, and explains why the biggest gap isn't technology — it's adoption.He also shares exciting news: Andy is launching an AI Kickstarter Workshop (available this fall) — a hands-on 90-minute session designed to get teams not just learning about AI, but actually using it and producing real output during the session.In This Episode, You'll Hear:Why the AI wave is happening whether we embrace it or not — and why that matters for L&DThe Microsoft Office analogy: how AI proficiency today mirrors a skill that once set candidates apart on résumésWhat Andy is hearing from leaders and talent development professionals about low AI adoption ratesThe "60% in the middle" — why most employees aren't anti-AI, they just don't know where to startWhy employees who avoid AI fluency risk being left behind in hiring — and what you can do about itHow organizations are paying for AI licenses that no one is using, and what to do insteadThe two types of speaking engagements Andy is now booking around AI enablement and career ownershipDetails on Andy's upcoming AI Kickstarter Workshop — a 90-minute session to get your team actually using AI toolsResources & Links Mentioned:Andy's website: andystorch.comEmail Andy directly: andy@andystorch.comAI tools mentioned: ChatGPT, Claude, GeminiWork With Andy:Ready to get your team AI-fluent? Andy is booking two types of engagements:AI Kickstarter Workshop — A 90-minute hands-on session to get your team using AI tools and producing real output. Available this fall.Career Ownership & AI Keynote — For teams that have already started AI training but need a session on owning their careers and taking advantage of the opportunities in front of them.Reach out at andy@andystorch.com or visit andystorch.com.About The Talent Development Hot Seat:Hosted by Andy Storch, this podcast connects talent development professionals with insights, ideas, and inspiration to grow their careers and their organizations. With over 600 episodes published since 2018, the Hot Seat is your resource for what's next in L&D.

Your Literacy Block: Part 4Fluency is more than reading fast — it's the bridge between word recognition and comprehension. In this episode of the Your Literacy Block series, Emily breaks down what reading fluency really means, why upper elementary students still need explicit fluency instruction, and three simple, research-backed activities you can start using this week.You'll learn:the 3 components of fluency: accuracy, automaticity, and prosodyHow fluency connects to Scarborough's Reading RopeWhy upper elementary teachers often overlook fluency instruction3 quick fluency activities: repeated reading (with the "One Glow, One Grow" partner routine), echo reading, and silly voicesMark your calendars! The Stellar Teacher Collective Kickoff is coming up — a live virtual training just for our Collective members. Join us July 5th - 10th as we explore the *new* Collective website and plan and prep for the school year. This is your chance to learn live, ask questions in real time, and connect with fellow upper elementary teachers in the community.Not a Collective member yet? stellarteacher.com/joinCatch up on the series:Part 1 (Comprehension)Part 2 (Word Study with Kori),Part 3 (Phonics & Phonemic Awareness).

In this episode, learn why mastering prompts and creating reusable skill files in markdown is the key to becoming AI toolproof—adapting seamlessly to any platform or software change. Perfect for educators and teachers looking to future-proof their AI fluency! Main Topics: The importance of core AI competencies beyond platform subscriptionHow prompts live independently of tools and are portableBuilding and using skill files in markdown (.md) for repeatable workflowsThe pitfalls of tying skills to specific AI platforms or subscriptionsPractical steps: creating your own skill files for lesson planning, assessment, and admin tasksOverview of the Connected PE workshops for hands-on skill file creationWhy foundational AI fluency makes teachers adaptable to fast-changing AI toolsThe value of asynchronous, self-paced courses for long-term AI competence Timestamps: 00:30 - Why your AI skill isn't about a platform, but core competencies 01:18 - The difference between tool use and prompt mastery 02:18 - Avoiding platform lock-in with plain markdown skill files 03:21 - How to keep prompts portable across AI tool changes 04:50 - Anatomy of a skill file: Title, trigger, prompt, output, variations 05:44 - Using skill files for consistent workflows in education 06:50 - Introducing the four-week Connected PE AI fluency workshop 07:50 - Building and customizing your own skill files for different use cases 08:50 - The importance of foundational skills over specific tools 10:17 - Join the upcoming workshops or contact for more info Resources & Links: https://thepegeek.com/workshops/ https://connectedpe.com/skills

On this episode of The Digital Patient, Dr. Joshua Liu, Co-founder & CEO of SeamlessMD, and colleague, Alan Sardana, chat with Pranav Jain, MD, MBA, Chief Health Information Officer at Wellstar Health System, about "What Ambient Rollouts Get Wrong About the Care Model, How AI Fluency Creates 10X Clinicians, The One Clinical Skill You Cannot Automate, and more..."

ntroduction to Reading FluencyThis session focuses on fluency, one of the five core areas of reading defined by the National Reading Panel (following previous sessions on phonemic awareness and phonics/word work).Definition: Reading fluency is the ability to process text quickly.Target Audience: Fluency activities should strictly be used for students who actually need them—those who actively struggle with fluency.The Music Analogy: Fluency practice is very much like practicing musical scales. You practice scales so you don't have to read a piece of music note-by-note. While it is essential, practicing scales is only one small part of your overall practice time. Similarly, fluency instruction should only take up three to eight minutes a day of a student's total reading time.Clarifying Key TermsProsody: This is when oral reading naturally sounds like speaking, featuring correct pauses and inflections. You do not explicitly teach prosody; prosody is an effect of achieving fluency.Expression: Reading with expression is really only necessary for theater or dramatic readings. Like prosody, natural expression is an effect of fluency rather than something we teach directly.

In this episode of the Crazy Wisdom Podcast, host Stewart Alsop sits down with Larry Swanson, creator of the Knowledge Graph Insights Podcast, for their second conversation together. The two cover a wide range of interconnected topics, starting with a correction Larry makes about the true origin of the term "artificial intelligence," tracing it back to the 1956 Dartmouth Conference and its distinction from Norbert Wiener's cybernetics. From there, the conversation moves through the history and structure of knowledge graphs, ontologies, RDF (Resource Description Framework), and the W3C standards process, touching on concepts like the T-box, A-box, and C-box, as well as the 25th anniversary of the Semantic Web paper. Stewart and Larry also dig into the limitations of large language models — particularly around reasoning, confabulation, and what Larry describes as "cognitive surrender" — and why symbolic AI and knowledge engineering may hold answers that the neural network world hasn't fully embraced. The episode also ventures into consciousness, panpsychism, Michael Pollan's ideas, and Stewart's own hands-on experience vibe coding a personal chatbot to replace functionality he feels he's lost with recent changes to Claude. Larry's podcast can be found at kgi.fm.Timestamps00:00 - Stewart introduces Larry Swanson; Larry corrects the record on AI's origin, distinguishing it from Norbert Wiener's cybernetics at the 1956 Dartmouth conference.05:00 - Larry discusses interviewing semantic web paper coauthors on its 25th anniversary; RDF's hidden ubiquity compared to SIM cards powering everything invisibly.10:00 - Knowledge graphs explained through t-box terms, a-box assertions, and Dave McComb's c-box; IKEA's three-layer knowledge graph as a practical example.15:00 - Stewart connects metadata complexity to AI needs; faceted search explained as c-box attributes driving product filtering experiences.20:00 - RDF 1.2 reification standards discussed; W3C's rigorous recommendation process powering governments and enterprises worldwide through collaborative standards.25:00 - Cyc project examined as influential "successful failure"; Pat Hayes bringing description logic into semantic web; LLMs lacking true reasoning capability.30:00 - Epistemological fault lines between human and computer intelligence; cognitive surrender paper reveals no intelligence threshold protects against AI manipulation.35:00 - Stewart's Claude regression problem drives chatbot vibe coding quest; small language models and domain-specific approaches explored as alternatives.40:00 - Consciousness discussion through Michael Pollan's panpsychism lens; language versus cognition disconnect revealing LLMs as pure token-stitching without genuine thought.45:00 - Context graphs as purpose-built knowledge graphs for AI; Stewart's planning agents versus coding agents architecture and ground truth verification problem.50:00 - Docs-as-code versus code-as-docs paradigm shift; knowledge graphs as universal verifiers against validated facts; RDF 1.2 enabling provenance and degrees of certainty.55:00 - Jessica Talisman's Knowledge Graph Academy recommended for onboarding; kgi.fm podcast shared; knowledge representation community needs better abstraction for wider adoption.Key Insights1. The term "artificial intelligence" was not a marketing gimmick but was coined deliberately at the 1956 Dartmouth Conference to distinguish the work of John McCarthy from Norbert Wiener's cybernetics. The two camps represented genuinely different approaches, and the AI label was a form of intentional intellectual branding rather than empty promotion.2. The semantic web, often called the most successful failure in technology history, has quietly embedded itself everywhere despite never achieving its original vision. Technologies like RDF power metadata standards inside every Adobe product and form the invisible backbone of government systems, enterprise data infrastructure, and cultural heritage organizations worldwide.3. Knowledge graphs are best understood as an ontology combined with all the instances that populate it. The distinction between things and strings, popularized by Google in 2012, captures the core idea that knowledge representation is about concepts as distinct from the labels we give them.4. The t-box, a-box, and c-box framework offers a practical model for understanding knowledge architecture. The t-box holds terminology and concepts, the a-box holds assertions about specific instances, and the c-box manages the attributes, taxonomies, and controlled vocabularies that sit between them and enable things like faceted search.5. Large language models produce fluent, convincing output but lack genuine reasoning, epistemological grounding, or judgment. Research on cognitive surrender shows that even people who understand how LLMs work are still susceptible to being misled by their fluency, meaning intelligence and awareness offer no reliable protection against being deceived.6. The gap between language and cognition matters deeply when evaluating AI. Evidence from people with aphasia shows that thinking can occur without language, which suggests LLMs, being purely language-based systems, are missing a fundamental layer of cognition that cannot be recovered through more tokens or better training.7. Knowledge graphs and RDF-based representation are well suited to the problem of verification and grounding in AI systems. Rather than relying on vectorized embeddings of language, a knowledge graph can store validated, provenance-tracked facts with degrees of certainty, making it a natural foundation for building trustworthy AI applications.

Book a workshop for your team: https://bit.ly/4egTU9DCassie Vaughn shares her journey from customer success to AI fluency, emphasizing the importance of AI as a co-pilot, building AI agents, and redefining the customer journey in SaaS. This episode offers practical insights for CS leaders aiming to integrate AI effectively and foster a culture of experimentation and growth.Chapters:00:00 The Journey of Customer Success Leadership02:45 Transitioning to Clay: A New Chapter06:10 Redefining Customer Success Roles09:09 The Evolution of Customer Success12:03 AI Fluency in Customer Success15:04 Building AI Fluency in Teams18:05 The Role of Trusted Advisors in CS21:09 Navigating AI Challenges Together27:14 Embracing Experimentation in Customer Success29:18 Building AI Agents for Enhanced Customer Support35:51 Overcoming AI Imposter Syndrome40:37 Redefining AI Fluency in Customer SuccessConnect with Cassie Vaughn: https://www.linkedin.com/in/cassiebrown/Connect with Anika Zubair: Website: https://thecustomersuccesspro.com/LinkedIn: https://www.linkedin.com/in/anikazubair/RevUP Academy™: https://thecustomersuccesspro.com/revupBook Anika as a speaker at your next team event: https://www.thecustomersuccesspro.com/team-eventWant to be my next podcast guest apply here: https://www.thecustomersuccesspro.com/podcast-guestDownload my freebies:https://thecustomersuccesspro.com/resources

On this episode of How to Grow a CMO, host Alastair Hussain is joined by Joe Taiano, Chief Marketing Officer at RSM US LLP.In their conversation, he reflects on the lessons he learned from his parents, how growing up gay encouraged him to become deeply introspective, and why his father's experience with illness instilled in him a lifelong appreciation for education, hard work and treating everyone with respect.They also discuss Joe's unconventional journey from auditor to CMO, why marketers must learn to speak the language of business, and the importance of connecting marketing directly to revenue. Joe shares his perspective on building high-performing teams, breaking down organisational silos, and how AI is changing the way marketing functions operate. Along the way, he explains why genuine human connection matters more than ever in a world increasingly shaped by technology, and why embracing change has become one of his guiding principles in both business and life.How to Grow a CMO is brought to you by tmp - the global marketing agency for B2B technology brands. To find out more, visit ⁠https://www.tmpb2b.com

Connor Vukelich, CEO of Poppin' Jobs, argues AI is reshaping—not replacing—entry-level work. He says Gen Z must build AI fluency to stay competitive, using technology to enhance productivity rather than replace human skills. Vukelich also highlights how this shift could unlock new entrepreneurial opportunities.======== Schwab Network ========Empowering every investor and trader, every market day.Subscribe to the Market Minute newsletter - https://schwabnetwork.com/subscribeDownload the iOS app - https://apps.apple.com/us/app/schwab-network/id1460719185Download the Amazon Fire Tv App - https://www.amazon.com/TD-Ameritrade-Network/dp/B07KRD76C7Watch on Sling - https://watch.sling.com/1/asset/191928615bd8d47686f94682aefaa007/watchWatch on Vizio - https://www.vizio.com/en/watchfreeplus-exploreWatch on DistroTV - https://www.distro.tv/live/schwab-network/Follow us on X – https://twitter.com/schwabnetworkFollow us on Facebook – https://www.facebook.com/schwabnetworkFollow us on LinkedIn - https://www.linkedin.com/company/schwab-network/ About Schwab Network - https://schwabnetwork.com/about

Send us Fan MailLisa Gevelber is the founder and leader of Grow with Google, Google's economic opportunity initiative focused on helping people build skills, careers, and businesses. Through Google Career Certificates and AI training programs, she has helped millions of learners develop workforce-ready skills and navigate an increasingly AI-driven economy.

In today's episode of Speak English With Tiffani, you'll learn 5 powerful ways AI can improve your English fluency—so you can sound more natural, respond faster, and speak with more confidence in real conversations. AI can be like a private coach that helps you practice without pressure, get instant feedback, and build stronger speaking habits.You'll learn how to use AI to:Rewrite your English so it sounds natural (without changing your meaning)Replace “safe” words like good, nice, and very with real native-speaker alternativesPractice follow-up questions so you stop freezing in conversationsDescribe what you see with more detail and better vocabularyGive stronger opinions with clear reasons and real examplesIf you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Does America actually have a culture?For decades we've been told America is merely a melting pot, an economy, or an idea. But if that's true, what exactly are people assimilating into?In this Trans Tuesday episode, Chad Law explores the concept of cultural fluency and asks whether many of today's political leaders understand the culture they are attempting to govern.From I Love Lucy and shared cultural references to government grocery stores, suburbs, homeownership, abundance, choice, and the American Dream, this episode examines what makes America uniquely American—and why so many political debates feel impossible.Topics include:• Zohran Mamdani• Nithya Raman• Ilhan Omar• Abdul El-Sayed• The American Dream• Assimilation• Government grocery stores• American culture• Choice and abundance• Reagan's Shining City on a Hill

In this powerful episode of the Building Better Humans Project podcast, we delve into the importance of emotional fluency in men, challenging the common notion that a happy wife equals a happy life. We argue that this oversimplifies the complexities of relationships and instead emphasizes the need for emotional safety, connection, and growth. The conversation centers around the idea that men often struggle with accountability and growth in their relationships, leading to a lack of emotional maturity and fluency. The episode explores the concept of peace in relationships, moving beyond the idea that it's the absence of conflict or disagreement. Instead, we discuss that peace comes from being the best version of oneself, taking ownership, and doing the work to build a strong and healthy relationship. If you're looking to build a stronger, more meaningful relationship, this episode is a must-listen. The Building Better Humans Project is brought to you by ADVENTURE PROFESSIONALS. Visit www.adventureprofessionals.com.auADVENTURE WITH GLENN ONLINE MINDSET PROGRAMS 1-ON-1 MENTORINGSee omnystudio.com/listener for privacy information.

If AI fluency in your organisation means learning tools, the thinking underneath is being skipped. Here I break down a 4 step framework. In this episode we cover: Why human thinking is non-negotiable with AI How vague prompts mirror vague inclusion strategies Why AI adoption has an ethos problem If you're finding that AI is … A 4 Step Framework For AI Fluency Leaders Need To Understand Read More » The post A 4 Step Framework For AI Fluency Leaders Need To Understand appeared first on Element of Inclusion.

Dr. Jerry Kane is a Professor at the Terry College of Business at the University of Georgia. In this episode, Jerry joins The Edge of Work Podcast to explore how artificial intelligence is reshaping work, learning, and leadership faster than most organizations can keep up. Drawing on his work with students and executives, he shares why artificial intelligence is less about technology and more about building an entrepreneurial mindset that helps people experiment, adapt, and create value. Jerry also explains how organizations can move beyond fear and hype to build real AI fluency, why human skills will become even more valuable as automation grows, and what leaders can do now to help their teams prepare for what comes next.LinksDr. Kane's LinkedIn: https://www.linkedin.com/in/geraldckane/Article: https://www.linkedin.com/pulse/ai-take-jobs-question-misses-whats-actually-happening-gerald-kane-bssce/?trackingId=Ychj1h8FRAGHafoDDSbv4w%3D%3D

Send us Fan MailAt some point, every conversation started sounding like a counseling session. This week on the Mike & Blaine Podcast, we talk about the rise of “therapy speak” and why words like boundaries, trauma, triggers, healing, emotional safety, and toxic behavior have completely taken over the internet, workplaces, dating, and even marketing. From HR emails that sound like wellness retreats to breakups that read like psychology textbooks, everyone suddenly seems emotionally fluent—and slightly exhausted. We break down where this trend came from, why some of it is genuinely helpful, and where it starts turning normal life into a diagnosis. Because somewhere between self-awareness and self-obsession… things got weird.As a business owner or leader, this isn't just an internet trend—it is a critical shift in workplace culture and business strategy. How do you manage team dynamics when standard professional feedback is labeled as a "boundary violation"? How does your marketing strategy adapt when platforms like TikTok, Instagram, and LinkedIn are dominated by emotional fluency? We dive into the tactical side of communication, exploring how to maintain high-performance leadership, set actual professional boundaries, and communicate effectively without turning your weekly sync into a group therapy session. Striking the balance between empathy and execution is the ultimate modern business tactic.We want to hear from you! Email us your thoughts, wild workplace stories, or feedback at beer@mikeandblaine.com.Listen to all our episodes and support the show at mikeandblaine.com. If you love the chaos, hit the site and buy us a beer!Learn about our businesses: • Cash Flow Mike: Training CPAs to provide effective, high-value advisory services to their clients. Learn more at cashflowmike.com • Dryrun: Cash flow forecasting and financial modeling for the office of the CFO, getting finance teams out of spreadsheets and into strategy. Learn more at dryrun.comThanks to our Beer Sponsors: • Karen Hairston from 3S Smart Consulting: 3ssmartconsulting.com • Larry Weinstein, the best CPA in Houston!• Neighbor Pat • DevinWatch on YouTube: https://youtu.be/bqiR_qdW0Kk#TherapySpeak #MentalHealthCulture #InternetCulture #Boundaries #WorkplaceCulture #BusinessStrategy #LeadershipTactics #HRTrends #CorporateCommunication #SmallBusinessTips #TikTokTrends #LinkedIn #Instagram #TikTok #HarvardBusinessReview #Forbes #IncMagazineSupport the showCatch more episodes, see our sponsors and get in touch at https://mikeandblaine.com/

In this episode of ABA on Call, Rick Kubina and Doug Kostewicz interview a renowned Norwegian dog trainer about the science of behavior across species. Morten Egtvedt shares his journey from training search-and-rescue dogs as a teenager to helping introduce clicker training throughout Norway alongside Karen Pryor. The discussion explores how core behavioral principles such as timing, reinforcement, fluency, shaping, and criterion adjustment matter far more than any specific training technique. Morten also discusses the differences between reinforcement-based and punishment-based training, the role of motivation in learning, and why behavior analysis provides a practical framework for understanding both dogs and humans. Listeners will hear compelling parallels between animal training, education, sports performance, and everyday human interactions, while gaining insight into how fluency-based instruction creates durable, reliable behavior change. To earn CEUs for listening, click here, log in or sign up, pay the CEU fee, + take the knowledge check to generate your certificate! Don't forget to subscribe and follow and leave us a rating and review. Show Notes:    Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163–197. https://doi.org/10.1007/BF03393163 Pryor, K. (1999). Don't shoot the dog!: The new art of teaching and training (Rev. ed.). Bantam Books. Pryor, K. (2002). Clicker training for dogs. Ringpress Books. Pryor, K., & Chase, S. (2014). Training for variable and innovative behavior. International Journal of Comparative Psychology, 27, 218–225.

Charlene Li is the Author of Winning with AI: The 90-Day Blueprint for Success. In this episode, Charlene joins Al to break down what it really takes for organizations to move beyond AI experimentation and start creating real business value. She explains why companies should stop thinking about AI as a separate strategy and instead use it to strengthen their existing business goals. Charlene also shares practical advice on building AI fluency across teams, avoiding common adoption traps, and helping leaders guide their organizations through change. LinksCharlene's LinkedIn: https://www.linkedin.com/in/charleneli/Charlene's Book: https://winningwithaibook.com/ 

Everyone claims they're "good with AI" on their CV. Almost no one can prove it. As AI tools proliferate across every function, talent leaders face a critical gap: we need people who don't just use AI, but wield it strategically—and we have no reliable way to identify them. Enter Zapier. The automation platform that helped democratise no-code workflows has developing and refining a practical framework for assessing AI fluency in hiring. Everyone's been talking about it. But now we've got Soeren Winter to unpack it and tell us what it means for Talent Acquisition teams.   • Redefining "AI Fluency" for Hiring • The Portfolio Approach to Assessment Distinguishing candidates who've memorized one interface from those who understand underlying AI principles and can adapt across platforms, models, and use cases • Critical Evaluation as Core Competency • Integration & Workflow Design • The Ethics & Safety Screen • Cross-Functional Translation • Learning Velocity Indicators • Practical Assessment Design • Building Internal AI Fluency Benchmarks   AI fluency is now a baseline expectation, not a differentiator—but most hiring processes haven't caught up. Organizations still screening for "AI experience" on LinkedIn are filling roles with candidates who can't deliver. Meanwhile, teams using rigorous, practical assessment frameworks are building workforces that genuinely multiply productivity. The cost of getting this wrong isn't just a bad hire; it's the opportunity cost of teams waiting months for someone to actually become useful.   We're on Friday 22nd May at 2pm BST. Register by clicking on the green button (save your spot) and follow the channel here (recommended).   Ep383 is supported by our friends at Greenhouse   AI is reshaping hiring across the UK, Ireland and Germany. But is trust keeping up?   Greenhouse surveyed over 2,200 jobseekers, recruiters and hiring managers to uncover where AI is building confidence in hiring, where it's eroding it, and what the most trusted employers are doing differently.   Download the full report

In Episode 205 of the Equipping ELLs podcast, host Beth Vaucher dives deep into one of the most foundational topics in ELL education — the five stages of language acquisition — and breaks them down in the most practical, classroom-ready way possible. This is not a repeat of what you heard in your credential program. This is a real-classroom guide to what each stage looks and sounds like on a Tuesday afternoon, what students need at each stage, and — just as importantly — what teachers should stop doing that is quietly slowing language growth.Beth begins the episode by addressing why knowing the stage names is not enough. Most ELL teachers can name the stages, but truly understanding what they look like in a real classroom is a completely different skill. When teachers do not have a clear picture of each stage, they misread their students, plan for the wrong things, and struggle to advocate confidently when homeroom teachers or admin question why a student is not producing grade-level work.The episode opens with Stage 1 Pre-Production — the silent period — and immediately reframes silence as a stage to honor rather than a problem to fix. Beth explains that a student in pre-production is taking in enormous amounts of language even without producing a single word, and that the most damaging thing a teacher can do at this stage is call on the student in front of the class. She also introduces a critical and often overlooked point: the rate of speech. As native speakers, teachers naturally speak faster than they realize, and for a student whose entire day is spent listening, a slower rate of speech directly increases vocabulary growth and listening comprehension.Stage 2 Early Production captures the joy of the first output — single words, familiar phrases, yes and no responses — and Beth shares the delight she personally feels watching newcomer students take those first steps. She emphasizes the role of sentence frames, predictable questions, and low-stakes speaking opportunities in supporting this stage, and cautions against correcting every error or demanding extended responses.Stage 3 Speech Emergence is where Beth identifies the most common teaching mistake: pulling scaffolding too soon. Because students at this stage are speaking more confidently and vocabulary is growing rapidly, it can appear that support is no longer needed. But social language and academic language develop on completely different timelines, and writing — the last language domain to develop — is just beginning to emerge. Beth explains that what these students need is not less support but different support: extended sentence frames that push complexity, academic language scaffolding, and structured writing supports like graphic organizers and mentor texts.Stage 4 Intermediate Fluency addresses the students who look almost fluent — and often exit ELL services around this level in many states. Beth makes a direct case for why homeroom teachers need to understand this stage: these students are still making significant errors, still developing academic language, and still building the deep proficiency needed for complex academic tasks. Losing support at this stage can cause students to flounder quietly, losing confidence and momentum.Stage 5 Advanced Fluency closes with Beth's reminder that language learning is a lifelong journey, and that even near-native proficiency students benefit from encouragement, celebration of wins, and continued academic vocabulary development.The episode closes with a practical three-part framework for using this information: identify your students' stages through observation, plan one lesson with multiple entry points for all stages, and communicate what you know to advocate confidently for every student in your care.Beth then invites listeners to join the free live five-day ELL challenge starting Monday May 25 — five days of step-by-step setup for next school year, over $100 in free resources, and the confidence to walk into the fall feeling ready.FREE CHALLENGE: Sign up at equippingells.com/challenge or DM the word CHALLENGE to @EquippingELLs on Instagram. Challenge starts Monday May 25.

Dr. Jenny Bay-Williams, Productive Ways to Build Fluency with Basic Facts ROUNDING UP: SEASON 4 | EPISODE 18 This summer we're replaying favorite listener episodes from the first four seasons of Rounding Up—like this one from Season 1. We'll return with all new episodes in early September. Ensuring students master their basic facts remains a shared goal among parents and educators. That said, many educators wonder what should replace the memorization drills that cause so much harm to their students' math identities. Today on the podcast, Jenny Bay-Williams talks about how to meet that goal and shares a set of productive practices that also support student reasoning and sensemaking.  BIOGRAPHY Jennifer Bay-Williams is a professor of mathematics education at the University of Louisville. She has authored over 40 books and 100 journal articles and book chapters that focus on making mathematics meaningful to all students. She is an international leader in the field of mathematics education, frequently speaking at state, national, and international conferences and serving on national boards.  RESOURCES "Eight Unproductive Practices in Developing Fact Fluency" article by Gina Kling and Jennifer M. Bay-Williams Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention book by Jennifer M. Bay-Williams and Gina Kling Math Fact Fluency companion website by Kentucky Center for Mathematics TRANSCRIPT Mike Wallus: Welcome to the podcast, Jenny. We are excited to have you.  Jennifer Bay-Williams: Well, thank you for inviting me. I'm thrilled to be here and excited to be talking about basic facts.  Mike: Awesome. Let's jump in. So, your recommendations start with an emphasis on reasoning. I wonder if we could start by just having you talk about the why behind your recommendation and a little bit about what an emphasis on reasoning looks like in an elementary classroom when you're thinking about basic facts.  Jenny: All right, well, I'm going to start with a little bit of a snarky response: that the non-reasoning approach doesn't work.  Mike and Jenny: (laugh)  Jenny: OK. So, one reason to move to reasoning is that memorization doesn't work. Drill doesn't work for most people. But the reason to focus on reasoning with basic facts beyond that fact, is that the reasoning strategies grow to strategies that can be used beyond basic facts. So, if you take something like the making 10 idea—that 9 plus 6, you can move one over and you have 10 plus 5—is a beautiful strategy for a 99 plus 35. So, you teach the reasoning upfront from the beginning, and it sets students up for success later on.  Mike: That absolutely makes sense. So, you talk about the difference between telling a strategy and explicit instruction. And I raise this because I suspect that some people might struggle to think about how those are different. Could you describe what explicit instruction looks like and maybe share an example with listeners?  Jenny: Absolutely. First of all, I like to use the whole phrase: "explicit strategy instruction." So, what you're trying to do is have that strategy be explicit, noticeable, visible. So, for example, if you're going to do the making 10 strategy we just talked about, you might have two 10-frames. One of them is filled with nine counters, and one of them is filled with six counters. And students can see that moving one counter over is the same quantity. So, they're seeing this flexibility that you can move numbers around, and you end up with the same sum. So, you're just making that idea explicit and then helping them generalize. You change the problems up and then they come back and they're like, "Oh, hey, we can always move some over to make a ten"—or a twenty, or a thirty, or whatever you're working on. And so, I feel like, in using the counters, or they could be stacking Unifix cubes or things like that. That's the explicit instruction. It's concrete.  And then, if you need to be even more explicit, you ask students in the end to summarize the pattern that they noticed across the three or four problems that they solved. "Oh, that you take the bigger number, and then you go ahead and complete a ten to make it easier to add." And then, that's how you're really bringing those ideas out into the community to talk about.  For multiplication, I'm just going to contrast. Let's say we're doing [the] add a group strategy with multiplication. If you were going to do direct instruction, and you're doing 6 times 8, you might say, "All right, so when you see a six," then a direct instruction would be like, "Take that first number and just assume it's a five." So then, "Five eights is how much? Write that down." That's direct instruction. You're like, "Here, do this step. Here, do this step. Here, do this step." The explicit strategy instruction would have, for example—I like, for eights, boxes of crayons because they oftentimes come in eights. So, but they'd have five boxes of crayons and then one more box of crayons. So, they could see you've got five boxes of crayons. They know that fact is 40, they—if they're working on their sixes, they should know their fives. And so, then what would one more group be about?  So, just helping them see that with multiplication through visuals, you're adding on one group, not one more, but one group. So, they see that through the visuals that they're doing or through arrays or things like that. So, it's about them seeing the number of relationships and not being told what the steps are.  Mike: And it strikes me, too, Jenny, that the role of the teacher in those two scenarios is pretty different.  Jenny: Very different. Because the teacher is working very hard (chuckles) with the explicit strategy instruction to have the visuals that really highlight the strategy. Maybe it's the colors of the dots or the exact 10-frames they've picked and have they filled them or whether they choose to use the Unifix cubes and how they're going to color them and things like that. So, they're doing a lot of thinking to make that pattern noticeable, visible. As opposed to just saying, "Do this first, do that second, do that third." Mike: I love the way that you said that you're doing a lot of thinking and work as a teacher to make a pattern noticeable. That's powerful, and it really is a stark contrast to, "Let me just tell you what to do."  I'd love to shift a little bit and ask you about another piece of your work. So, you advocate for teaching facts in an order that stresses relationships rather than simply teaching them in order. I'm wondering if you can tell me a little bit more about how relationships-based instruction has an impact on student thinking.  Jenny: So, we want every student to enact the reasoning strategies. So, I'm going to go back to addition, for example. And I'm going to switch over to the strategy that I call "pretend-to-10", also called "use 10" or "compensation." But if you're going to set them up for using that strategy, there's a lot of steps to think through. So, if you're doing 9 plus 5, then in the pretend-to-10 strategy, you just pretend that 9 is a 10. So now you've got 10 plus 5 and then you've got to compensate in the end. You've got to fix your answer because it's 1 too much. And so, you've got to come back 1. That's some thinking. Those are some steps. So, what you want is to have the students automatic with certain things so that they're set up for that task. So, for that strategy, they need to be able to add a number onto 10 without much thought.  Otherwise, the strategy is not useful. The strategy is useful when they already know 10 plus 5. So, you teach them this, you teach them that relationship—10 and some more—and then they know that 9's 1 less than 10. That relationship is hugely important, knowing 9 is 1 less than 10. And so then they know their answer has to be 1 less. 9's 1 less than 10. So, 9 plus a number is 1 less than 10 plus the number. Huge idea.  And there's been a lot of research done in kindergarten on students understanding things like 7's 1 more than 6, 7's 1 less than 8. And they're predictive studies looking at student achievement in first grade, second grade, third grade. And students—it turns out that one of the biggest predictors of success is students understanding those number relationships. That 1 more, 1 less, 2 more, 2 less. Hugely important in doing the number sense.  So that's what the relationship piece is, is sequencing facts so that what is going to be needed for the next thing they're going to do, the thinking that's going to be needed, is there for them. And then build on those relationships to learn the next strategy.  Mike: I mean, it strikes me that there's a little bit of a twofer in that one. The first is this idea that what you're doing is purposely setting up a future idea, right? It's kind of like saying, "I'm going to build this prior knowledge about ten-ness, and then I'm going to have kids think about the relationship between 10 and 9." So, the care in this work is actually really understanding those relationships and how you're going to leverage them.  The other thing that really jumps out from what you said [is] this has long term implications for students' thinking. It's not just fact acquisition; it's what you said: Research shows that this has implications for how kids are thinking further down the road. Am I understanding that right?  Jenny: That's absolutely correct. So just that strategy alone. Let's say they're adding 29 plus 39. And they're like, "Oh hey, both of those numbers are right next to the next benchmark. So instead of 29 plus 39, I'm going to add 30 plus 40, [which equals] 70. And I got, I went up 2, so I'm going to come back down 2. And I know that 2 less than a benchmark's going to land on an 8." So that, again, it's coming back to this relationship of how far apart numbers are, what's right there within a set of 10, [which] helps then to generalize within tens or within hundreds.  And by the way, how about fractions?  Mike: Hmm. Talk about that.  Jenny: (laughs) It generalizes to fractions. So, let's take that same idea of adding. Let's just say it's like, 2 and seven-eighths plus 2 and seven-eighths. So, if we just pretended those were both 3s because they're both super close to 3, then you'd have 6, and then you added on two-eighths too much. So, you come back two-eighths, or a fourth, and you have your answer. You don't have to do the regrouping with fractions and all the mess that really gets bogged down. And it's a much more efficient method that, again, you set students up for when they understand these number relationships. When you get into fractions, you're thinking about, "How close are you to the next whole number?" maybe, instead of to the next tens number.  Mike: It strikes me that if you have a group of teachers who have a common understanding of this approach to facts, and everyone's kind of playing the long game and thinking about how what they're doing is going to support what's next, it just creates a system that's much more intentional in helping kids not only acquire the facts, but build a set of ways of thinking.  Jenny: Mike, that's exactly it. I mean, here we are, we're trying to make up for lost time. We never have enough time in the classroom. We want an efficient way to make sure our kids get the most learning in. And so, to me that is about investing early in the fact strategies. Because then actually when you get up to those other things that you're adding or subtracting or multiplying or whatever you're doing, you benefit from the fact that you took time early to learn those strategies. Because those strategies are now very useful for all this other math that you're doing. And then students are more successful in making good choices about how they're going to solve those problems that are, oftentimes—especially when, I like to mention fractions and decimals at least once in a basic facts talk because we get back, by the time we get into fractions and decimals—we're back to just sometimes only showing one way. The sort of standard algorithm way. When, in fact, those basic facts strategies absolutely apply to, almost always, more-efficient strategies for working with fractions and decimals.  Mike: I want to shift a little bit. One of the things that was really helpful for me in growing my understanding is the way that you talk about a set of facts that you would describe as foundational facts and another set of facts that you would describe as derived facts. And I'm wondering if you can unpack what those two subsets are and how they're related to one another.  Jenny: Yeah. So, the foundational facts are ones where automaticity is needed in order to enact a strategy. So, to me, the foundational fact strategies are their names. Like the doubling strategy—or double and double again, some people call it. Or add a group for multiplication. And the addition ones of making 10s and pretend-to-10 strategies. And in those strategies, you can solve lots of different facts. But there's too much going on (laughs) in your brain if you don't have automaticity with the facts you need.  So, for example, if you have your 6 facts, and you're trying to get your 6 facts down. And you already know your 5s, like, automaticity with your 5s, then that becomes a useful way to get your 6s. So, if you have 6 times 8, and you know 5 times 8 is 40, then you're like, "I got one more 8, [which equals] 48." That's an added group strategy.  But if you're not automatic with your 5s, this is how this sounds when you're interviewing a child. They're going to use add a group strategy, but they don't know their 5s. So, then they're like, "Let's see. 5 times 8 is 5, 10, 15, 20, 25, 30, 40. Now, what was I doing?" Like, they can't finish it because they were skip-counting with their 5s. They lose track of what they're doing, is my point. So, the key is that they just know those facts that they need in order to use a strategy. And that, going back to, like, the pretend-to-10, they got to know 10 and some more facts to be successful. They have to know 9's 1 less than 10 to be successful. So, that's the idea is, if they reach automaticity with the foundational fact sets, then their brain is freed up to go through those reasoning strategies.  Mike: That totally makes sense.  I want to shift a little bit now. One of the things that I really appreciated about the article ["Eight Unproductive Practices in Developing Fact Fluency" by Gina Kling and Jennifer M. Bay-Williams] was that you made what I think is a very strong, unambiguous case for ending many of the past practices used for fact acquisition—worksheets and timed tests, in particular. This can be a tough sell because this is often what is associated with elementary mathematics, and families kind of expect this kind of practice. How would you help an educator explain the shift away from these practices to folks who are out in the larger community? What is it that we might help say to folks to help them understand this shift?  Jenny: That's a great question, and the real answer is it depends, again, on [the] audience. So, who is your audience? Even if the audience is parents, what do those parents prioritize and want for their children? So, I feel like there's lots of reasons to do it, but to really speak to what matters to them. So, I'm going to give a very generic answer here. But for everyone, they want their child to be successful. So, I feel that that opportunity to show, to give a problem, like 29 plus 29, and ask how parents might add that problem. And if they think 30 plus 30 and subtract 2 to get to the answer or whatever, then that gives this case to say, "Well this is how we're going to work on basic facts. We're building up so that your child is ready to use these strategies. We're going to start right with the basic facts, learning these strategies. These really matter." And the example I gave could be whatever fits with the level of their kid. So, it could be like 302 minus 299. It's a classic one where you don't want your child to implement an algorithm there; you want them to notice those numbers are 3 apart. And so, there's this work that begins early. So, I think that's part of it.  I think another part of it is helping people just reflect on their own learning experiences. What were your learning experiences with basic facts? And even if they liked the speed drills, they oftentimes recognize that it was not well-liked by most people. And also, then they really didn't learn strategies. So, I feel like we have to be showing that we're not taking something away; we're adding something in. They are going to become automatic with their facts. They're not going to forget them because we're not doing this memorizing that leads to a lot of forgetting. And, bonus, they're going to have these strategies that are super useful going forward.  So, to me, those are some of the really strong speaking points. I like to play a game and then just stop and pause for a minute and just say, "Did you see how hard it was for me to get you quiet? Do you see how much fun you were having?" And then I just hold up a worksheet (laughs). I'm like, "And how about this?" You know, again, that emotional connection to the experience and the outcomes.  Mike: That is wonderful.  Since you brought it up, let's talk about replacements for worksheets and timed tests.  Jenny: Mm-hmm.  Mike: So, you advocate for games, as you said, and for an activity-based approach. I think that what I want to try to do is get really specific so that if I'm a classroom teacher, and I can't see a picture of that yet, can you help paint a picture? What might that look like?  Jenny: I love that question because there's lots of good games and lots of places. But again, like I said earlier, this thinking really deeply about what game I'm choosing and for what—what do my students need to practice? And then being very intentional about game choice is really important.  So, for example, if students are working on their 10 and some more facts, then you want to play a game where all the facts are 10 and some more facts. That's what they're working on. And then maybe you mix in some that aren't. Or you play a game with that and then they sort cards and find all the, solve the 10 and some more, or there's lots of things they can do. They can play Concentration, where the fact is hidden and the answer is hidden and things like that. So, you can be very focused. And then when you get to the strategies, you want to have a game that allows for students to say, allow their strategies.  So, I'm a big fan of, like, sentence frames, for example. So, there's games that we have in our Math Fact Fluency[: 60+ Games and Assessment Tools to Support Learning and Retention] book [by Jennifer Bay-Williams and Gina Kling] that are in other places that specifically work on a strategy. So, for example, if I'm working on the pretend-to-10 strategy, I like to play the game Fixed-Addend War, which is the classic game of War, except there's an addend in the middle, and it's a 9, to start. And then each of the two players turns up a card. So, Mike, if you turn up a 7, then you're going to explain how you're going to use the pretend-to-10 strategy to add it. And I turned up a 6, so I'm going to, I'm going to do this then I'll, you can do it. So, I turned up a 6. So, I'm going to say, "Well, 10 and 6 is 16, so 9 and 6 is 1 less, [which equals] 15.' I've just explained the pretend-to-10 strategy. And then you get your turn.  Mike: And I'd say, "Well, 7 and 10, I know 7 and 10 is 17, so 7 and 9 has to be 1 less, and that's 16." Jenny: Yeah. So, your total's higher than mine. You win those two cards, you put them in your deck, and we move on. So, that's a way to just practice thinking through that strategy. Notice there's no time factor in that. You have a different card than I have. You have as much time, and we're doing think-aloud. These are all high-leverage practices. Then we get to the games where it's like, you might turn up a 6 and a 5 where you're not going to use the pretend-to-10 strategy for that. You've got to think, "Oh, that doesn't really fit that strategy because neither one of those numbers is really close to 10. Oh, hey, it's near a double; I'm going to use my doubles." So, you sequence these games to—if you start with one of those open-ended games, it might be too big of a jump because students aren't ready to choose between their strategies. They have to first be adept at using their strategies. And once they're adept at using them, then they're ready to play games where they get to choose among the strategies.  Mike: So, you're making me think a couple things, Jenny. One is, it's not just that we're shifting to using games as a venue to practice to get to automaticity. You're actually saying that when we think about the games, we really need to think about, "What are the strategies that we're after for kids?" And then make sure that the way that the game is structured, like, when you're talking about the pretend-to-10, with the fixed addend. That's designed to elicit that strategy and have kids work on developing their language and their thinking around that particularly. So, there's a level of intent around the game choice and the connection to the strategies that kids are thinking about. Am I understanding that right?  Jenny: That's it. That's exactly right. That's exactly right. And a huge—a lot of intentionality so that they have that opportunity in a no-pressure, a low-stress, think-through-the-strategy [way]. If they make a mistake, their peer or themselves usually correct it in the moment, and they get so much practice in. I mean, imagine going through half a deck of cards playing that game.  Mike: Yeah.  Jenny: That's 26 facts. And then picture those 26 facts (laughs) on a page of paper. And then—and again, in the game that you've got the added benefit of think-aloud, and then you're hearing what your peer has said.  Mike: You know, one of the things that strikes me is, if I'm a teacher, I might be thinking, like, "This is awesome, I'm super excited about it. Holy mackerel, do I have to figure these games out myself?" And I think the good news is, there's a lot of work that's been done on this. I know you've done some. Do you have any recommendations for folks? There's, of course, curriculum. But do you have recommendations for resources that you think, help a teacher think about this or help a teacher see some of the games that we're talking about?  Jenny: Well, I'm going to start with my Math Fact Fluency book because that is where we go through each of these strategies, each of the foundational facts sets and the strategies, and for each one supply a game. And then from those games they're easily adaptable to other settings. And some of the games are classic games. So, there's a game, for example, called Square Deal. And the idea is that you're covering a game board, and you're trying to make a square. So, you get a 2-by-2 grid taken, and you score a point or 5 points or whatever you want to score. Well, we have that game housed under the 10 and some more facts. So, all the answers are, like, 19, 16, 15, and the students turn over a 10 card and another card, and if it's a 10 and a 5, they get to claim a 15 spot on the game board.  Well, that game board can be easily adapted to any multiplication fact sets, any other addition [sets]. I like to do a Square Deal with 10 and some more, and then I like to do Square Deal with 9 and some more. There's my (laughs) effort, again, to come back to either pretend-to-10 or making 10. Where they're like, "Oh, I just played 10 and some more. Now we're doing the same game, but it's 9 and some more." So, I feel like there's a lot of games there. And there is a free companion website that has about half of the games ready to download in English and in Spanish.  Mike: Any chance you'd be willing to share it?  Jenny: Yeah, absolutely. So, you can just google it. The Kentucky Center for Mathematics created it during COVID-19, actually, as a gift to the math community. And so, if you type in "Kentucky Center for Math" or "KCM Math Fact Fluency companion website," it will pop up.  Mike: That's awesome.  I want to ask you about one more thing before we close because we've really talked about the replacement for worksheets, the replacements for timed tests. But there is a piece of this where people think about "How do I know?" right? "How can I tell that kids have started to build this automaticity?" And you make a pretty strong case for interviewing students to understand their thinking. I'm wondering if you could just talk again about the why behind it, and a little bit about what it might look like.  Jenny: So, first of all, timed tests are definitely a mistake for many reasons. And one of the reasons—beyond the anxiety they cause—they're just very poor assessment tools. So, you can't see if the student is skip-counting or not, for example, for multiplication facts. You can't see if they're counting by 1s for the addition facts. You can't see that when they're doing the test, and you can't assume that they're working at a constant rate; that they're just solving one every, you know, couple of seconds, which is the way those tests are designed. Because I can spend a lot of time on one and less time on the other. So, they're just not, they're just not effective as an assessment tool.  So, if you flip that. Let's say they're playing the game we were talking about earlier, and you just want to know, "Can they use the pretend-to-10 strategy?" That's your assessment question of the day. Well, you can just wander around with a little checklist (chuckles), you know? "Yes, they can." "No, they can't." And so, a checklist can get at the strategies, and a checklist can also get at the facts, like, "How well are they doing with their facts?" So, once they do some of those games that are more open-ended, you can just observe and listen to them and get a feel for that. If they're playing Square Deal with whatever fact, you know. So, what happens is, you're like, "I wonder how they're doing with their 4s. We've really been working with their 4s a lot.' Well, you can play Square Deal or a number of other games where that day you're working on 4s. The [game] Fixed-Addend War can become Fixed-Factor War, and you put a 4 in the middle. So adaptable games and then you're just listening and watching.  And if you're not comfortable with that approach, then they can be playing those games, and you can have students channeling through where you do a little mini-interview. It only takes a few questions to get a feel for whether a student knows their facts. And you can really see who's automatic and who's still thinking. So, for example, a student who's working on their 4s, if you give them 4 times 7, they might say, "28." I call that automatic. Or they might, they might do 4 times 7, and they pause, and they're like, "28." Then I'm like, "How did you think about that?" And they're like, "Well, I doubled and doubled again." "Great." So, I can mark off that they are using a strategy, but they're not automatic yet. So that to me is a check, not a star. And if I ask, "How did you do it?" And they say, "Well, I skip-counted." Well then, I'm marking down they skip-counted. Because that means they need a strategy to help them move toward automaticity. Mike: I think what strikes me about that, too, is, when you understand where they're at on their journey to automaticity, you can actually do something about it as opposed to just looking at the quantity that you might see on a timed test. What's actionable about that? I'm not sure, but I think what you're suggesting really makes the case that I can do something with data that I observe or data that I hear in an interview or see in an interview.  Jenny: Absolutely. I mean this whole different positioning of the teacher as coaching the student toward their growth; helping them grow in their math proficiency, their math fluency. You see where they're at and then you're monitoring that in order to move them forward instead of just marking them right or wrong on a timed test. I think that's a great way to synthesize that.  Mike: Well, I have to say, it has been a pleasure talking with you. Thank you so much for joining us today. Jenny: Thank you so much. I am, again, thrilled to be invited and always happy to talk about this topic.  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.

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What if flow, insight, and mystical experience are different scales of the same underlying process? In this standalone Lectern episode, John Vervaeke speaks with Hüseyin and Daniel about their recently published paper on the cognitive continuum: a framework that moves from fluency to insight, flow, mystical experience, and transformation. The discussion develops Vervaeke's earlier work on relevance realization by bringing it into dialogue with the enactive approach, complex dynamic systems theory, and contemporary psychedelic research. The episode begins with the enactive critique of a simple subject-object split. Daniel explains why both self and world are groundless in the enactive sense: not nonexistent, but not pregiven independent substances either. Self and world arise relationally through embodied sensemaking. This matters because mystical experiences often involve a loosening or collapse of the ordinary self-world boundary. Hüseyin then walks through the paper's core argument. Fluency is reframed as a local form of attunement, not merely ease of information processing. Insight becomes a more global reorganization of the system. Flow becomes an insight cascade: a temporally extended state of metastable attunement. Mystical experience becomes the most global state on the continuum, where the deepest structures of self-world organization can be destabilized and reorganized. The conversation also makes a strong ethical point. Experiences that loosen ordinary constraints are not automatically good. Psychedelic states, mystical experiences, contemplative practices, and mindfulness can create epistemic vulnerability. Depending on context, they can become transformative, but they can also lead to derealization, depersonalization, false insight, spiritual bypassing, narcissism, or psychosis. Integration, practices, ethical frameworks, communities, and traditions matter because transformation is not produced by the state alone. Key Insights Mystical experience cannot be adequately explained by neurobiology alone. Enactivism challenges both naive realism and idealism by treating cognition as embodied, embedded, and relational. Relevance realization and sensemaking converge around a shared account of how cognition finds and enacts significance. Fluency is a domain-general feeling of attunement with the world. Insight is not only a representational shift; it can be a reorganization of the person-world system. Flow can be understood as a cascade of insights sustained through metastable attunement. Mystical experience may involve a globalized form of relevance realization, or even the release of relevance realization's ordinary grasping. Transformative experience requires more than destabilization; it requires viable reorganization. Context, set, setting, integration, ethical orientation, and community shape whether self-transcendent experiences help or harm. Scientific work on these topics needs reflexivity because research itself participates in the world it describes. Timestamps 00:00 Welcome and episode frame 02:40 Hüseyin introduces the paper 04:40 Daniel introduces mystical experience and the self-world boundary 06:00 Groundlessness in the enactive approach 07:00 Neurocentrism and why brain-only explanations are insufficient 09:50 Self, world, and enacted sensemaking 11:30 Functionality, pathology, and the stakes of self-transcendence 13:00 From flow to mystical experience 14:20 Entropic Brain, REBUS, and psychedelic research 16:40 Organizational causality and complex systems 18:50 Fluency as local attunement 20:00 Relevance realization and sensemaking 24:50 Optimal grip and opponent processing 27:10 Complexification and cycles of destabilization and reorganization 29:10 Insight as globalized fluency 34:50 Flow as an insight cascade 37:40 Metastable attunement and flexibility 40:20 Mystical experience and psychedelic neuroimaging 42:10 REBUS, ALBUS, beliefs, and context 44:20 Global relevance realization 46:00 Meta optimal grip, decentering, and pivotal mental states 48:10 Daniel on reflexivity and mystical experience 50:00 Stephen Batchelor and enlightenment as comprehensive flow 51:20 Relevance realization realizing its own irrelevance 53:40 Knowing groundlessness and nondual awareness 55:20 Effortlessness, acceptance, and letting go 56:40 William Desmond, astonishment, and inexhaustibility 59:00 Why mystical experience is not automatically transformation 01:01:00 Hans Jonas and self-transcendence in life 01:05:10 Para-self-transcendent phenomena 01:07:00 Existential sensemaking and the person 01:08:30 Sudden transformation and self-transcendent experience 01:09:20 The crucial importance of context 01:11:30 Integration, practices, and ethical frameworks 01:12:40 Epistemic vulnerability and suggestibility 01:16:10 False fluency, false insight, and spiritual bypassing 01:19:00 The forthcoming Four Ps paper 01:21:10 Daniel's closing reflection 01:23:10 Hüseyin's closing reflection on reflexive science 01:25:10 The Blind Spot, Whitehead, and final thanks Resources Hüseyin Beyköylü, John Vervaeke, and Daniel Meling, "From Flow to Mystical Experiences: Connecting Entropy and Fluency Along the Unifying Framework of Cognitive Continuum" - https://doi.org/10.1080/09515089.2025.2601717 John Vervaeke, Awakening from the Meaning Crisis John Vervaeke, Seeing God Again for the First Time Entropic Brain Hypothesis REBUS model ALBUS model Hans Jonas, The Phenomenon of Life Stephen Batchelor, Alone with Others William Desmond Willoughby Britton's work on meditation-related adverse effects Frank, Gleiser, and Thompson, The Blind Spot Alfred North Whitehead Follow John Vervaeke: Website: https://johnvervaeke.com/ YouTube: https://www.youtube.com/@johnvervaeke/videos X: https://x.com/DrJohnVervaeke Patreon: https://www.patreon.com/johnvervaeke

Takeaway episode with Bob Seiner where he unpacks his new framework, Data Catalyst Cubed: multiplies data governance by change management and data fluency. Miss any one of them, and you get zero. See omnystudio.com/listener for privacy information.

Bob Seiner has spent decades in data governance, and in this episode he joins Juan and Tim to unpacks his new framework, Data Catalyst Cubed, which multiplies data governance by change management and data fluency. Miss any one of them, and you get zero. The problem is that leadership has never treated behavior change as part of the governance mandate, and most data programs have never connected with the change management expertise that already exists inside their organizations. See omnystudio.com/listener for privacy information.

Eric Mayhew, Chief Innovation Officer and Co-Founder of Fluency, shares how his experience in automotive advertising inspired the creation of Fluency and its mission to eliminate repetitive AdOps work through automation. Eric dives into the difference between automation and AI, the future of agentic systems, and why human creativity still matters most in advertising. From scaling ad operations to building compliant AI workflows, this conversation explores where marketing technology is headed next. Takeaways • Automation should eliminate repetitive tasks so teams can focus on strategy and creativity. • AI and automation are complementary, but they are not the same thing. • Human oversight remains critical for compliance, governance, and brand safety. • AI is powerful, but context quality determines the reliability of outputs. • Personalization in advertising may finally become practical with AI and automation. • Agencies want customizable workflows, not one-size-fits-all automation. • Fluency focuses on deterministic workflows that execute advertiser strategies at scale. • Agentic systems will combine rule-based automation with probabilistic AI decision-making. Chapters 00:00 Introduction to Eric Mayhew and Fluency 01:20 How Dealer.com Inspired the Creation of Fluency 04:07 The Real Problem with Manual AdOps Workflows 05:45 Fluency's Approach to Automation and AdOps Efficiency 07:45 Why AdOps Professionals Should Embrace Automation 10:41 The Difference Between Automation and AI 15:21 AI Risks, Hallucinations, and Governance Challenges 19:21 Where Humans Still Outperform AI 22:54 How Fluency Onboards and Automates Campaign Workflows 27:02 The Future of Agentic AI and Advertising Personalization Learn more about your ad choices. Visit megaphone.fm/adchoices

Have you ever had a moment where English didn't feel like work anymore… it just happened? In this episode, I'm breaking down what that “click” really feels like—because it's not random, and it's not magic. It's a progression.You'll learn the 5 stages English learners move through as fluency becomes more natural: from describing what you see, to summarizing meaning, to giving real opinions, to expressing ideas with vivid comparisons, and finally… blending it all together without thinking.If you've ever felt like you're stuck translating in your head, or like you can understand English but can't be yourself in English yet—this episode will help you recognize what stage you're in, what's supposed to feel hard right now, and what to practice next so you can keep moving forward.What You'll LearnThe 5 stages of the “English finally clicks” processWhy describing is the first real shift away from translationHow summarizing helps you keep up—even when you miss wordsThe stage where English starts sounding like you (not a textbook)How to disagree and give opinions without fearHow conceptualizing makes your English more vivid and memorableWhat it means when the “seams are gone” and you're just talkingHow to practice in a way that leads to Stage 5 naturallyKey Moments / Segment BreakdownStage 1: Describing — English matches real life in real time (quiet surprise)Stage 2: Summarizing — you catch the point instead of every word (relief)Stage 3: Giving opinions — you stop being polite-only and start being real (you return)Stage 4: Conceptualizing — you paint pictures, use comparisons, show personality (delight)Stage 5: Combining fluidly — describing + summarizing + opinion + vivid language in one flow (home)Why Stage 5 isn't a “new skill,” it's a resultHow to know what to practice based on your current stageMindset Shifts“Fluency means perfect sentences” → “Fluency means real-time meaning”“I must catch every word” → “I can understand the point”“English makes me smaller” → “My real voice belongs here too”“I need the exact word” → “I can describe and still be powerful”“The click is sudden” → “The click is built—stage by stage”Practical Takeaways (Try This Today)Stage 1 practice: Narrate what you see for 2 minutes (in your head or out loud).Stage 2 practice: Listen to a short clip and summarize it in 1–2 sentences: “Basically, it's about…”Stage 3 practice: Use one opinion starter daily: “Honestly, I think…” + one reason.Stage 4 practice: Use one comparison a day: “It's like…” / “It felt like…”Stage 5 growth: Don't force mixing—build each stage until it becomes automatic.Listener Reflection QuestionsWhich stage feels most natural for me right now?Where do I still translate the most—in speaking or listening?Do I understand English but struggle to show my personality in it?What's one daily habit I can do for my current stage this week?What would “home” in English look like for me?If you want to sign up for the free English email newsletter, go to https://speakenglishwithtiffani.com/newsletter

Episode 297: The next wave of cybersecurity hiring is sending a clear message: without AI fluency, you may not be employable. U.S. cyber pipelines are adding AI skill requirements because modern defense now includes securing AI systems themselves. From semi‑autonomous agents to fast‑moving model‑driven threats, the job is shifting fast. If you're aiming for a government or enterprise cyber role, this breakdown clarifies what real “AI fluency” means and why it's becoming a baseline skill.Then we pivot to the strange side of AI behavior and why it still matters. OpenAI models inserting goblins and gremlins into answers sparks a deeper look at alignment, training loops, and user trust. Spotify's human‑verified artist badges highlight how authenticity is becoming a product feature as AI‑generated music floods platforms. We close with the AI layoff boomerang and Sony's 30‑day license check debate, raising big questions about transparency, ownership, and the future of digital media. Tune in to TechTime Radio—where the future is now, the stories matter, and all with a little whiskey on the side.-- Full Episode Details:The next wave of cybersecurity hiring is sending a blunt message: if you don't understand AI, you may not be employable. We dig into reports that U.S. cyber pipelines are adding AI skill requirements because modern defense isn't just about protecting networks anymore. It's about using AI for defense while also securing AI systems themselves, from semi autonomous agents to fast moving model driven threats. If you're aiming for a government or enterprise cyber role, this one helps you think clearly about what “AI fluency” actually means in practice and why it's becoming a baseline skill.Then we pivot to the weird side of AI behavior and why it still matters. A story about OpenAI models that wouldn't stop inserting goblins, gremlins, and other cryptids into answers turns into a real conversation about AI alignment, training feedback loops, and the growing trust gap between users and the systems they rely on. If AI can pick up bizarre habits that fast, what else is it learning and when do those quirks become a real problem?We also talk about AI generated music and the reason Spotify is rolling out human verified badges. With AI tracks blending into TikTok trends and streaming playlists, transparency and authenticity are turning into product features. To close, we hit the AI layoff boomerang where companies cut jobs “because of AI” and then scramble to rehire, plus a heated take on Sony's 30 day license countdown for some digital games and what it means for digital ownership versus physical media. If any of these stories made you go “hmm,” subscribe, share the show, and leave a review so more people can find Tech Time Radio.Support the show

Brent Warner and Ixchell Reyes are joined by internationally recognized consultant and former teacher, Sara Davila, to explore how creative thinking strategies can boost productive fluency in language learners. From practical techniques like the Idea Box and reverse brainstorming to the role of AI as a creative partner, Sara shares actionable ideas teachers can use right away, whether low-tech or no-tech environment. If you've ever wondered how to move students from knowing English to actually using it with confidence, this episode is for you! Show notes: www.DIESOL.org/137 

Enjoy the episode my fellow language learners! Cheering you on as you work toward your language learning goals. Azrenhttps://azrenthelanguagenerd.com

Join the channel for daily lessons: https://www.youtube.com/channel/UC9Pbt3q-ihROg1lmmmQdU2w/join Or join the podcast for audio lessons on your favorite podcast platform: https://gne.supercast.com Gabby (00:00) If you still struggle to think 100 % in English, then this is for you. If you're new here, hi, I'm Gabby, your American English fluency coach here at Go Natural English. And today we're talking about something that can completely change your English fluency. Stop translating in your head and do this instead. Maybe this happens to you. Someone asks you a simple question in English and inside your brain, there's a whole emergency meeting happening. You hear English, you translate it into your native language, and you think of your answer in your native language, you translate it back into English, then you check the grammar, then maybe you wonder, you doubt yourself, is this natural? Is this how people really speak in real life or is this just... what I learned in my textbook, but by the time you're ready to answer, the conversation has already moved on. You lost your chance. If that sounds familiar, you are not the problem. You're not bad at English. You just were taught the wrong way. You're using a process that you learned in your classroom from your textbook that is too slow for real conversation. So today, I'm going to show you how to start thinking more directly in English. Not by forcing your brain, not by memorizing more grammar rules, but by building an English environment around your real life. And I think this is actually really fun because here's the truth. You don't start thinking in English by translating faster. It's always going to slow you down. You start thinking in English by living more of your life through English. So here, the obstacle is the way. The obstacle, English fluency, is the way. Living your life through English is the way to fluency. So now I'm gonna share concrete, specific examples that you can use to start thinking in English today. This is going to improve your fluency so much, and I'm so excited. Just before we jump in, I want to let you know about a special project that I've started and I want to invite you to join and go deeper in your fluency with me. If you enjoy these free lessons and you want daily private English lessons, join as a YouTube channel member or a private fluency podcast member, whichever you prefer. Some people prefer watching on YouTube. Some people prefer listening to the podcast. The link is in the description. You'll get short, about 15 to 20 minute daily private English lessons designed to help you immerse yourself in real English. They're conversational lessons with real learning and everyone, we do talk about vocabulary to expand the way you express yourself and real life English. This will help you to start thinking in English more naturally. And there's no big commitment. You can just try it for a month and see for yourself. Also, we've kept this super affordable because we want to help as many people as possible around the world to improve their fluency and confidence. So this is honestly one of the best ways to make English part of your everyday life. It's easy. It's simple. All you have to do is watch along with the videos that I make for you and repeat after me. Just copy and repeat me. Repeat after me. Even if you're busy, you can do this. Okay. So now let's talk about why translation keeps you stuck. This is important to understand the problem. Most people learning English were trained to treat English like a school subject. You study vocabulary, you memorize grammar rules, you translate sentences, you fill in the blanks, you answer textbook questions. Can you relate to any of this? Did you have to do this? All of that can help you build a solid foundation, but real English conversations do not sound like a textbook. And when you go from the classroom and your textbook to real life English, you can feel overwhelmed, stressed out, and honestly feel kind of bad about your English because there is a big gap. But again, it's not your fault. See, native speakers do not usually speak like your teacher. And that's why I'm here to help you understand how to bridge that gap between your old English class and real life English now. So your teacher might say, for example, what are you doing? But in real life, especially in casual American English, people often say, what are you doing? Or what are you up to? Or even what you doing? These are all ways to ask the same thing that you might not have heard or learned, but this is important to start getting familiar with how natives really speak. If your brain is waiting to hear that perfect, clear textbook English, you may not recognize real life English when you hear it. That's one reason you feel like I know English, but I still can't understand people. You may know the clean version of English. The real life gives you the connected version. So let's compare. Textbook English. What are you going to do? Real spoken English. What are you going to do? Textbook English. I do not know. Real spoken English. I don't know. Textbook English. Did you eat yet? Real spoken English. Geet yet? That one sounds funny, but yes, some people really do say it that way. Textbook English. Do you want to? Real spoken English. You wanna? Textbook English. I am going to. Real spoken English. I'm gonna. Now I'm not saying you always need to speak this casually, but you absolutely need to understand it. Because if you only study perfect textbook English, Real English will sound blurry, messy, confusing, and too fast. But it's not random. It has patterns. Native speakers connect words. We reduce sounds. We drop sounds altogether. We blend words together. So part of thinking in English is training your brain to recognize English as it is actually spoken, as you hear it, not just as it is written and as you know how to read it. So here's the big mindset shift for today. Fluency is not translation. Fluency is direct connection. You want to connect an English word with the real meaning, an English phrase with the feeling, an English sound with the situation, an English expression with real life use, not English to your native language to the meaning to your native language to English. So that middle step is what slows you down. So instead of asking, how do I translate this or how do I say this in my native language? Ask, when would I use this in English? For example, don't just translate, I'm running late. That could mean something very different if we translate this directly, literally. Connected to the situation, you're leaving the house, you're stuck in traffic. You're texting someone, you're five minutes behind schedule, that's when you say, I'm running late. Now the phrase is not just a translation, it's connected to your real life. That's how you start thinking in English, connecting real life phrases with real life situations. So now maybe you've heard people say, just immerse yourself in English, and maybe you think, okay, Gabby, but I don't live in the United States. I don't have English speaking friends. I don't work in English all day. It's okay. I get it. Immersion does not have to mean moving to another country. Immersion means creating more English contact points throughout your day. And I think this can be fun. I want you to remember this phrase, start slow and grow. You don't need to change your whole life overnight. Start with small, repeatable habits. Five minutes of journaling. listening to a song in English, one Netflix scene with English subtitles, one voice note to yourself, one short conversation, one private podcast lesson a day. The goal is not to study English for three hours once a week. The goal is to touch English every day in ways that feel meaningful, meaningful to you. Now, let me teach you five useful phrases for this topic because even as we talk about learning to think in English, we can improve your vocabulary. So number one, of course, think in English. This means you connect ideas directly in English without translating every word. For example, and please repeat after me. I'm trying to think in English instead of translating everything. Next, real life English. This means English as people actually use it in normal conversations. For example, I want to understand real life English, not just textbook English. Next, word for word translation. This means translating each individual word instead of understanding the whole idea. For example, word for word translation makes me speak too slowly. Next, daily immersion. This means surrounding yourself with English a little bit every day. For example, daily immersion helps my brain get used to English. Next, natural expression. This is a phrase that sounds normal to native speakers. For example, instead of translating from my language, I want to learn natural expressions. Now, repeat after me. I want to think in English. I want to understand real life English. Moving away from word for word translation. Daily immersion helps me improve. I'm learning natural expressions. Beautiful. Great job. Now let's learn five phrasal verbs that connect beautifully to this topic. First, to pick up. Now this has many meanings, but today we're talking about the meaning to learn something naturally. often without formal study. For example, you can pick up natural English by listening every day. This is what children do. They pick up language from hearing it again and again. Next, get used to, to become comfortable with something over time. For example, at first fast English sounds difficult, but you'll get used to it. This is huge. You don't need to understand everything in English immediately. You need repeated exposure. Next, tune in means to listen or pay attention, especially to audio or video. For example, tune into English podcasts while you're cooking or walking. Next, speak up to say something more clearly, confidently or publicly. For example, Creating a private podcast can help you speak up in English. To keep up with means to follow or understand something that's moving quickly. For example, at first it's hard to keep up with native speakers, but it gets easier. Now repeat after me. I can pick up English naturally. I'm getting used to fast English. I tune in every day. I'm learning to speak up. I can keep up with real conversations. Excellent. I love this for you. Now, here's one of the most important points in this whole episode. Do not just study English. Do things through English. There's a big, big difference. Studying English is when English is the subject. You're solely focused on English. Doing life through English is when English becomes the tool. For example, instead of only writing practice sentences in a notebook, write a real letter in English. You could write to a politician about an issue you care about. You could write to an organization you support. You could write letters to seniors in assisted living who may not have family visiting them. You could write encouraging notes to people who are lonely. You could write to inmates through a legitimate, safe letter writing program if that's something meaningful to you. I'm just sharing these examples as ways that you can use English in real life as a tool and it will help you develop your fluency and give you meaning and motivation while you do it. Now, English is not just an exercise. English is helping you express your values. That is powerful because your brain remembers language better when there's emotion, purpose, and real meaning attached to it. Now let's talk about speaking. A lot of learners say, I don't have anyone to practice with. And I understand that is a real challenge, but I also want to gently challenge you. You can create reasons to speak. You could start a YouTube channel in English. It doesn't have to be public at first. You can make all the videos private. You could start a podcast in English and not publish it until you're ready. You could record voice notes to yourself. You could explain your day in English. You could review a book, a movie, a recipe, a news story, or personal experience. The point is, at this level, give yourself a reason to keep speaking. Don't wait for an assignment from your teacher. In fact, I want to empower you through these lessons to give you ideas to use English in the real world. even if you don't feel quite ready yet. This might be the push or the sign that you've been waiting for. If you're only waiting for the perfect conversation partner, you may wait forever. But if you start speaking privately or publicly, you train your mouth, your brain and your confidence. And later when a real conversation happens, your English is already warmed up. So let's build what I call your immersion ladder. You don't need to jump from textbook exercises to full speed native conversations overnight. That's too much pressure. Instead, climb the ladder step by step. Step one, journaling. Write three sentences a day in English, in a notebook, on your phone, in a word doc. For example, today I feel a little tired, but I'm proud of myself because I practiced English. Step two, music. Listen to songs that you like in English. Look up the lyrics. Sing along. I did this a lot when I was learning Spanish. It was a huge help. Music helps with rhythm, pronunciation, connected speech, and emotional memory. Step three, Netflix or YouTube. Watch short clips in English. Don't try to understand the whole movie perfectly, but watch one scene. Repeat one line. Notice how people really speak. And step four, private speaking practice. Record yourself answering simple questions. For example, what did I do today? What am I looking forward to? What is one thing I care about? And step five, real conversations. Talk with people online, in a class, in a community, while traveling or in your workplace. Step six, travel or routine change. If possible, take a trip where you can practice English outside your normal routine in your native language. It doesn't have to be a huge, expensive trip. Even a short trip, a conference, a retreat, a meetup, or a local intentional event that you're interested in can help. Or if you're traveling internationally, go to a local event there. The key is to put yourself in a situation where English becomes useful, not just academic. It's not just about the grades. It's about how you and use English in real life. So this is exactly why I created Private Daily Lessons. If you want help making English part of your daily life, join as a YouTube channel member or a Private Fluency Podcast member. The link is in the description. You'll get daily private English lessons about 15 minutes a day so you can immerse yourself in real English consistently. This is for you if you want to think in English, understand natural American English, and build fluency without needing to sit down with a textbook for hours. No commitment. Try it for a month and see for yourself. Okay, now let's talk about what this sounds like in real life. Let's compare the translating version and the natural version. So imagine someone asks, what are you up to this weekend? A translating answer might sound like, I will make the cleaning of my house and maybe I will see a movie. It's understandable, but it sounds translated. Very strange. A more natural answer, I'm probably going to clean up around the house and maybe watch a movie. Notice, clean up around the house. Probably going to. Watch a movie. Very normal, very natural. Another example. What are you doing later? Textbook brain hears, what are you doing later? Natural answer. Not much. I might grab a dinner with a friend or I'm just taking it easy tonight or I'm catching up on some work. Now let's practice those. Not much. I might grab dinner with a friend. I'm just taking it easy tonight. I'm catching up on some work. These are the kind of phrases you want to absorb as whole chunks. Don't translate every word. Let the whole phrase speak for you. Learn the whole phrase connected to the situation. Now here's a big fluency tip. Think in chunks, not individual words. A chunk is a group of words that native speakers commonly use together. For example, I'm running late. I'll get back to you. That makes sense. I'm looking forward to it. Let me think about it. I'm not sure yet. I'm trying to figure it out. I didn't catch that. What are you up to? I'm taking it easy. When you learn chunks, you don't have to build every sentence from zero. You can pull a phrase from memory and use it. That's how real fluency feels. It's not perfect grammar construction every time. from scratch, from zero, it's having useful language ready when you need it. So instead of studying one word at a time, like late, learn I'm running late. Instead of studying the word understand, learn that makes sense. Instead of studying one word like busy, learn I've got a lot going on. That is real English. So let me tell you a quick personal story. When I was learning Portuguese, I remember feeling frustrated because I could understand my teachers pretty well. They spoke clearly, they used organized sentences, they slowed down for me, and I thought, okay, I'm getting good at this. Then I went outside into real life and suddenly I felt like I knew nothing. People were speaking fast, they were using slang, they were cutting words, they were laughing, they were talking. over each other and I remember thinking wait, did I study the wrong language? But I didn't study the wrong language. I'd studied the classroom version and now I needed the real life version. So I started listening more. I paid attention to repeated phrases. I copied what people actually said. I stopped trying to translate every single word and slowly things started to click. Not all at once, but little by little. And that is what I want for you. So don't be discouraged if real English feels fast. It's not a sign that you're failing. It's a sign that you're ready for the next level. Now let's practice. Repeat after me. I don't need to translate every word. I can connect English directly to meaning. I'm learning real life English. I'm getting used to fast English. I can pick up natural phrases by listening every day. I'm going to start slow and grow. I can make English part of my daily life. I don't just study English. I do life through English. I can write, speak, listen, and think in English every day. My fluency is growing one day at a time. Beautiful. Now let's make this practical. Here's your challenge for the next seven days. Every day, do one small thing through English. Write three sentences in English about your day. Listen to one song in English and read the lyrics. Watch one short YouTube video or a Netflix scene in English. Record a one minute voice note in English. Write a letter, comment, email, or message in English about something you care about. Repeat five natural phrases out loud. Have one real conversation, even if it's short. So do one of these things each day. Those were seven activities. You can do one each day for the next seven days. And remember, you're not trying to be perfect. You're training your brain to connect English with your real life. That's how you stop translating. So let's review what we learned today. You can expect native speakers to sound like real life English, not like your teacher or your textbook. In real life, people don't always say, what are you doing? They say, what are you doing? So if you want to understand real English, you need real English input. To think in English, you must immerse yourself in English, but start slow and grow. Use journaling, music, Netflix, YouTube, podcasts, voice notes, real conversations, and travel when possible. Don't just study English, make English a part of your daily life. Write through English, speak through English, listen through English, think through English, create through English, and most importantly, learn chunks, not just individual words. This is how your English becomes faster, smoother, and more natural. I want to leave you with this thought. You do not become fluent by translating perfectly. You become fluent by living imperfectly through English every day. So take the pressure off. You don't have to understand every word. You don't have to speak perfectly. You don't have to sound like a native speaker tomorrow, but you can take one small step today. One sentence, one song, one voice note, one conversation, one private lesson, one real life moment in English. This is how fluency grows. If you want daily support with this join as a YouTube channel member or a private fluency podcast member The link is in the description You'll get daily private English lessons about 15 minutes a day to help you immerse yourself in English Understand natural American English and start thinking in English. There's no commitment. Try it for a month and see for yourself I'm Gabby from go natural English And thank you so much for watching and learning with me today. So in the next episode, we'll keep building your real life fluency. So make sure you subscribe and turn on notifications. And remember, don't just study English, live through English.  

Kristin Frang, Understanding the Roots of Fluency with Addition & Subtraction ROUNDING UP: SEASON 4 | EPISODE 16 Research suggests that supporting students' fluency with addition and subtraction hinges on understanding how children's mathematical thinking develops. So what are the concepts and ideas that play a part in fluency with combinations to 10, 20, and beyond?  Today, we'll explore this question with Kristin Frang, director of instructional programs at Integrow Numeracy Solutions.  BIOGRAPHY Kristin Frang is the director of instructional programs for Integrow Numeracy Solutions. She designs resources and services that support states, districts, schools, and individuals in transforming numeracy education. RESOURCES "Understanding Units Coordination" Season 4, Episode 11 of the Rounding Up podcast Integrow Numeracy Solutions website blog  email address On Track to Numeracy book by Lucinda "Petey" MacCarty, Kurt Kinsey, David Ellemor-Collins, and Robert J. Wright TRANSCRIPT Mike Wallus: Welcome to the podcast, Kristin. It is so great to be talking with you today.  Kristin Frang: It's great to be here. I feel so honored to be on this podcast.  Mike: Before we dive into a conversation about addition and subtraction, I'd like to do a bit of grounding. So you're currently the director of instructional programs for Integrow Numeracy Solutions. I wonder if briefly you could tell the listeners: What is Integrow Numeracy Solutions, and what's its mission?  Kristin: Yeah. Integrow Numeracy Solutions' mission is to transform numeracy education by connecting research with practice and empowering educators to advance student mathematical thinking and success. But I really want to bring that mission to life through a story, just a quick story, if I can.  Prior to my role with Integrow, I was a K–12 mathematics consultant. And one of the things that I did was, when the Common Core [State Standards] were released, I worked with teachers to transition to the then-new standards. We studied many documents together, including progression documents that were included in the standards, and teachers were honestly fascinated by this idea of a progression and that they were embedded into the standard. But I remember an instance where we had been studying these progressions and a teacher came up and said to me, "I know where my students are at; I can see them in these progressions. But how do I get them to the next stage?"  And I didn't have an answer (laughs) at that point. I was a former middle school and high school teacher. I was working with elementary teachers. I was studying, just like them, these progression documents, and I could only categorize the reasoning that was in front of us. And so that next step to say, "Oh, this is what I would do and bring into action in the classroom," I didn't have an answer for. And so that's really where I was introduced to Integrow—formerly [the] US Math Recovery Council, but now Integrow Numeracy Solutions. And at the heart of our mission to empower educators is to bring research to the classroom in accessible and practical ways that advance student reasoning. We do this in professional learning, we do it in supplemental resources, and we also hire and train educators to deliver high-dosage tutoring for students to accelerate their learning.  Mike: I want to just linger on something you said, which was—and I really appreciate both the truth of the statement you made and also the vulnerability, which is to say—I think for many teachers, there's this experience of, "I can see my students in these progressions, but I'm not sure what to do when it comes to making moves to shift where they're at or help them move." And I think that's a profound truth for so many teachers. And I think it's really important that folks like you, who are doing this work, acknowledge that that's a place you were in once as well because that's so true for so many of us.  Kristin: Yeah. There's always a new thing where we're watching students, we're thinking about the next steps. And so often it boils down to categorizing the things that students are doing now, but not often figuring out: What are the true actions that we take with real children who are in front of us to get them to progress in their own reasoning? We can tell them the next step, but my belief system that is aligned with Integrow Numeracy Solutions is that the most powerful thing is to help students have those experiences and create that understanding themselves. And to do that, it's more complex than just knowing what the next benchmark is for them.  Mike: I think that's a helpful introduction. And I also find it to be a good segue for all the questions that I wanted to explore today. So let me start here: It feels important to acknowledge that supporting students' addition and subtraction fluency actually hinges on understanding how children's mathematical thinking develops. So I wonder if you can talk about some of the concepts and the ideas that play a part in fluency when it comes to combinations of 10, combinations to 20, and even beyond.  Kristin: Yeah. The words that we hear associated with fluency right now are "flexibility," "efficiency," "accuracy." So we've moved on from just speed, which I think is a really positive place for us to be in education. But at the heart of flexibility, efficiency and accuracy is a quantitative understanding of arithmetic. I'm really glad that you had Amy Hackenberg on [the podcast] recently who discussed this concept of units coordination because throughout what we'll talk about, you'll see units coordination come out, but she's definitely the expert to explain it. Just a nod. Just listen to that episode [Season 4, Episode 11]. It was amazing.  Thinking, though, specifically about fluency—fluency isn't just knowing all of these combinations. In the early stages of counting, students view a number simply as a count or result of a count of single items, and there's this critical shift in developing a unit as a fundamental tool of measurement. And that's the act of unitizing where a student conceives of a collection of items as one unit that's simultaneously made of smaller units.  It is a common progression that once a student counts on, that then we would shift to building strategies to solve addition and subtraction within 20, and then of course with 100, and beyond, and then in other domains. But this is all happening in first and second grade for that addition and subtraction to 20 fluency. So attending to this numerical composite—understanding that when a child says "7" and sees that that represents counting from 1 to 7 without having to count—is a really big cognitive shift in their mathematical understanding and can be undermined with, "Oh, now that they're counting on, we're going to tell them these strategies." And so we really do need to have some intentional instructional strategies to make sure that we're developing that first, that numerical composite, before we try to develop all these strategies for addition and subtraction to 20. Because that is the basis for children to move from a counting-based strategy to compose units.  So when they can use a quantity like, "Oh, 8 plus 5, I can break apart this 5 into smaller parts and I can give some of those parts to the 8." So children at that point have to simultaneously hold 5 as a single unit while recognizing the 2 and the 3 make up the 5, but they can be moved to the 8 as well. That's really sophisticated.  Mike: So I want to mark that because I think the notion that this is really sophisticated is important for folks to understand because I'll be vulnerable and honest: I didn't recognize the complexity of what children were grappling with when I started teaching, particularly as a person who was teaching kindergarten and first grade. I really saw my job as helping to build a set of rote procedures like counting and number sequence and memorizing combinations and the outcome of being able to count and the outcome of being able to quickly recall those. I think that's not in question, but understanding the mechanics and the evolution of kids' thinking that's going on, that's a big deal. This whole notion that you have a unit and the unit is composed of smaller units. And one of the things that you said that feels like a really big deal that could be lost is the idea that shifting from a counting-based strategy to a strategy that depends on this notion of units that have smaller units inside and that are also still a unit—that's such a big deal. In order to go from counting everything to counting on to being able to look at a number like 8 and say that it has a 5 and a 3 inside of it—all of that is connected to this notion of units inside of units. And I'm so glad you mentioned that.  Kristin: Yeah. The mental actions that students are doing, making those visible, when we see children do it developmentally, we just assume it's easy. But the shifts that they're making in their understanding of units to move from that pre-numerical stage of "Everything is a 1 and I have to repeat it" to "Now this word can stand in for the count" to "Now I can embed units inside of other units." There's so much happening, and they're so young at that age; we have to remember that too.  Mike: So let's talk about some other important components of developing fluency. What else is an important primer for how people are thinking about this?  Kristin: Yeah. Another important component is supporting students in developing the cognitive structures that allow students to anchor their understanding and quantitative meaning and develop that sophisticated reasoning. Many researchers, many authors have written in different ways and different names about these structures. So like a "mental structure," "mental residue," "mental tools," "patterns of thought." To name a few people, Zaretta Hammond, Betty [K.] Garner, Karen [S.] Karp are some people I've read and appreciate their thinking around that.  So it's more than just allowing students to use manipulatives to solve problems. There's an intentionality in how we use tools and an explicit process used by educators to bring their mathematical world to life. So first, identifying key settings that emphasize mathematical structures. So the tool in front of them has a big role to play in the "math"—I put that in quotations—in the "math" that they see. 10-frames that highlight a quantity of 10, but also can show other quantities within 10, such as, like, a five or a double. It has an added layer of boxes that contain a number. Some contain a number or a counter and others are empty. So there's ways that kids are coming to understand quantity with the structure.  Similarly, a bead rack can show a five structure, a double structure, depending on your representation. They can help kids think about exchanges and really kind of that movement of quantity in a real physical way. Using linking cubes, do you use them all in one color? Are you strategic about the color that you use to bring out mathematical structures for them?  So once we think about the key setting and the structure that we're trying to help kids reason about, we want to pose intentional questions that orient students to those structures. So how do they see that 5 inside? How are we going to bring that out? It's obvious to us, but are they seeing that or are they seeing something different in the tool? Are they reasoning about something different? And so the intentionality behind how we question students during those activities also aids to building their cognitive structures. So it's not the tool itself that is the 8. It's that the child is seeing the 8 and they're seeing the 5 and the 3 in some empty boxes.  And finally, I think the step that we miss a lot, especially in problem-based instruction or any kind of inquiry-based instruction, is this explicit time where we connect the symbols in formal mathematics directly to represent the child's thinking and the tool that they've been playing around with. So it's not just about knowing I can get an answer on the 10-frame, but it's [that] I'm abstracting that series of actions, and I'm then connecting it to this quantity that I've written in a symbol. And are there connections between those things? And if those things aren't happening—kids are doing all those parts and pieces, but really developing the cognitive structure that they can then themselves use and take with them, I think that's what's so powerful when we talk about fluency is they can take a cognitive structure with them and fill in the mathematics in the future [when] maybe they don't have an educator in front of them asking those questions. But if they've been through those processes, then they have that structure to fill in.  Mike: There's a lot that you just said that I think is important and we could probably linger on a lot of it. But on the front end of this conversation, you said it's one thing to be able to see students in a progression, and it's another thing to think about, "What's my role or what are the tools that I have to help them shift?" What I heard in that last part, particularly is this notion of almost like a translation between the physical materials kids are engaging with and the meaning that they're making of that, and then helping them to abstract that in a way where we have symbols that are representing either actions or quantities and the relationships that are happening. That part of the teacher's job and part of the moves that teachers have in their toolbox is this notion of translation—taking what I'm seeing kids doing and how what I'm hearing them say or do to make meaning of it, and then helping them make that abstraction is kind of one of the tools that's really important in a teacher's toolbox when they're thinking about helping kids make moves.  In preparation for our interview, one of the things that stayed with me was you described how your own understanding of the meaning and the importance of fluency had shifted over time. And I'm wondering if you can talk about what you used to think and what is it that you think now about fluency. Could you talk about your own personal journey?  Kristin: For sure. I used to think that knowing facts, just knowing them in a very static way—like I know the answer to 5 plus 3, I keep coming back to that fact—reduces the cognitive load when they were getting into higher grade levels. Well, they don't need to think about that problem, and they can think about what we're doing in seventh grade math or in algebra.  But what I've come to understand is that the ways that students know their facts—more specifically how they're able to work with the units and the way they conceptualize the units that they are given, how they break them apart, how they put them back together—that's what matters as they go. So not just knowing the answer, but that these things can be taken apart and put back together.  Anderson Norton is a researcher that I really love to listen to. And I listened to him at an Integrow conference once. And he talked about developing mathematics through repeatable mental actions. So this kind of relates back to those cognitive structures. One example of a group of mental actions is this idea of composable, reversible, and associative. So when I think about 8 plus 5, 5 is composed of a 2 and a 3, and I can reverse that to focus on the unit of 2, and then I can associate that quantity with the 8 to make a new unit while keeping intact the unit of 5. That's really complex, but that idea transcends the domains of mathematics. Now, I'm not an expert in units coordination research, so I hope I represented that correctly, but I've certainly experienced students struggling to keep track of different units as they work. So thinking about exponent rules, and they break apart these powers and they're writing them and they're learning all these patterns, but they're struggling to keep track of the units that they're working with. Factoring functions in algebra. We're asking them to break apart something and put it back together in these different forms, and they're losing track of these units. So these actions of composable, reversible, and associative have implications in many domains of mathematics. So the bottom line is we want to develop not the fact itself, but the mental action behind that fact. Anderson Norton, I hope I did that justice.  Mike: I want to name something that I think is really important, particularly given the fact that your background is actually in secondary [education]. So what I take from this is this idea of working with units and the mental actions, that transcends arithmetic. It transcends whole numbers and even rational numbers. And it pays dividends and it keeps paying dividends in middle school and high school as kids are working in an algebra context. And I think that's worth saying out loud because it means that doing this work with elementary students to develop fluency is a bit of a twofer in the sense that you do get kids who end up with a bank of facts that they know, but they also have this underlying understanding of units and actions that pays dividends for them in the long run. Mathematics education, students' learning experience, is not a sprint or a series of handoffs. It's really a marathon. And those early experiences, they pay dividends and they keep paying dividends. I think that's really important because it reminds us, particularly as elementary educators, that we're part of a larger project.  Kristin: Not only part of a project, but part of building a lifelong interest in mathematics as an actual body of research that's dynamic and not a set of things to memorize and learn so that mathematics does become applicable in these different fields because the way that I approach a problem as an expert mathematician is that I take things apart, I put them back together. That transcends many careers. It's not just about being a math teacher or a math professor. It's about coming to understand that I have autonomy and how I see relationships of things, whether they're numbers or shapes or maybe parts that I'm working on in some sort of creative field that I'm in, but that I can do all of these things and that I can be curious and repeat those actions and see how they play out in that particular study.  Mike: That's well said.  Well, let's talk about the what, the why, the how of combinations to 10 and 20. To begin, I want to note that we use the term "combinations," and I'm wondering if you can say more about what you mean when you refer to combinations and why they matter.  Kristin: Yeah. I mean combinations not to literally mean "addition," but that combination is the idea of this relationship between parts and wholes. So that 2, 3, and 5 have this kind of additive relationship. I can put these parts together to make the whole; I can take a part out of the whole and be left with a part. I can have a part and wonder what part I need to make the whole. And so we sometimes talk about these in curriculums as "fact families," but the emphasis should be on the relationship of the parts to the whole and not filling out that kind of mimicking of like, "I know the four sentences because I know this thing." So, "If I know this, I also know this." It feels really nuanced, but in action really quite specific.  Mike: So I think that's really helpful and it really does lead me to my next question about how we help kids build their fluency with combinations to 10 and 20 and beyond. So given the why that you just articulated, it seems like the how is going to be substantially different from the ways that many, if not most, adults learn to build fluency. Can you talk about that, Kristin?  Kristin: We start from key combinations first. We consider a set of combinations that would be really useful in a lot of contexts. And I think many listeners will be familiar with those key combinations: doubles. Combinations of 10, of course. 5 plus because I have five fingers and then I can add some more on it, and I'm showing some finger patterns. So those are things we normally work on with students anyways. But starting again, going back to my original statement from a quantitative perspective—so not the memorization of those facts, but that I really come to understand them as quantities that are useful to me. And then building from those key combinations—I also want to name before I build onto that, is that some kids just have other facts that are interesting to them that they bring. So it might be their age, it might be the combination of their siblings' ages. And so we don't want to ignore that we introduce key combinations to students, but that students also have combinations that are useful to them naturally.  So once we have a set of those key combinations that we've come to think about and reason about, we can then build things that we don't know. We can transfer that. So 5 plus 3 can help me think about 4 plus 3. If I have a mental structure of a 10-frame or a bead rack that helps me think about, "Oh, there's just going to be one less counter on the top, and so I'm going to take that [counter] away." So that idea of taking the 1 out of the number is a really important mental action of them disembedding that quantity.  In addition, when we think about the 5 plus, the doubles, the partitions, we're thinking about combinations that will also transcend into multidigit combinations. So addition, subtraction—whether we're working with whole numbers or decimals, we can make tens, we can make hundreds, we can make wholes, we can make zeros. And those combinations of 10 are going to be really useful for us.  Mike: I'm struck by the fact that the combinations and also the mental actions that accompany them, as you said, they really do scale up quite nicely. And it seems like they scale up in the sense that they can get used to understand and solve problems with larger whole numbers, but they can also scale in the sense that ideas will help kids, but they can also scale in the sense that the ideas can really help kids when they encounter fractions and decimals. I wonder if you could talk about that idea just a little bit.  Kristin: Yeah. So thinking about a combination of 10 in this missing part. So 99 plus can help us when we're thinking about, that 99 is 1 away from 100. It can also help us think about 99 one-hundredths or 9 tenths as being one part or one unit away from a benchmark number that's really helpful for us. And so, it's just that the unit itself is different. So instead of just a whole, I'm one whole unit away from 100, I might be 1 tenth of a unit away from one whole, so the unit is just changing.  The view of mathematics this way, again, is very dynamic. We're creating a world where children are thinking about units and units away across domains, across number systems. And if we come to regard units as things that we can act on, whether it's a single object or a group of objects or a shape—we can put them together, take them apart and reassociate them—I can think of a lot of my mathematical knowledge in this way and not as a static set of information that I learned. And so then I'm able to transfer that because I've done that mental action or I've thought about something being a unit away.  Mike: That's fascinating because I'm going to go back to this whole notion of the relationship between 3 and 2 and 5. So 3 is 2 units away from a unit of 5 and three-fifths are 2 one-fifths away from a unit of five-fifths or one whole. This notion of units away from or units that combine to make other units, I really get now whether it's whole numbers or fractions, we're really talking about a unit that we've defined and then how many other units or how can we—how did you describe that? What was the language you used before about pulling a unit out? Was it "disembed"?  Kristin: "Disembed," yeah.  Mike: That really plays regardless of the type of unit we're talking about.  Kristin: Yeah. And remember back where we said this quantity had a meaning, so 7 stood for something. When we disembed, that unit still has meaning in the context of the original unit. So that's a really important point about disembedding is that it's not just that you take a part out, it's that part still has a relationship to the whole and you don't lose that relationship.  Mike: As I hear you talking, there seem to be some themes that are jumping out. One is the importance of key fact combinations and the mental actions. Another is the role visual models play in learning those combinations. And I think finally, I hear you indicating that it's important for students to make connections between different representations of the same combination. Tell me what I understood properly. Tell me what you'd revise or add to the summary that I just offered.  Kristin: Yes. I think we get a false sense that a student understands a concept when they're recognizing pattern, and that could be that they're recognizing pattern in a really intentional setting. Maybe they're using a 10-frame. But is that same relationship present in another setting? Success should not be measured by one instance of a child recognizing that pattern. And so one way of knowing that a child knows this is to see it in many contexts. And I think that's why it's so important for us to acknowledge the research around multiple representations in mathematics. And showing that knowledge in these multiple ways really does say that this is a connected set of knowledge that I can refer to as a child and not just be successful on this one day. That doesn't mean that that experience where they're recognizing the patterns is not important, but that can't be the measure of their success.  So this also becomes challenging in our system that values assessment events so heavily and measuring against a set benchmark. And I just want to name that because that's a real challenge for teachers. And of course we want to develop this rich set of knowledge, and sometimes we have to say that this is the system that we live in. But the true measure of that knowledge is being able to take that knowledge and transfer it into these multiple representations or in these multiple spaces and be able to use that. And that's why we talk so much about fluency being flexible and not just about accuracy.  Mike: You have me thinking more deeply than I have in a long time about the structure of some of the visual models and the physical materials that children use when they're engaged with the Bridges curriculum. I wonder if we could get specific and talk about a few of the visual models that support student learning. Are there features that make some models particularly valuable?  Kristin: One I want to mention that we might not have talked about is just a child's fingers. I think sometimes we think child's fingers are not models for them because they're counting by 1 and we tend to want students to move to more efficient strategies. But these fingers actually become really efficient tools. We can exchange fingers, we can move them very easily. We have control, and they're always with us. And so the finger use itself, I think, is a really powerful tool for us to encourage students to use in very sophisticated ways.  Mike: I mean, we literally have units of 1, units of 5, and a unit of 10 at our fingertips in front of us. I'm so glad you called that out because that's a tool that students can make use of, that teachers can make use of and that we can think of in a slightly different way than we had in the past when I just thought about fingers as a counting-by-1 resource, when actually fingers, [a hand], and hands, plural, are 1s, 5s, and 10s right there in front of you.  Kristin: And they can stand in for other units if we're really sophisticated with sequences. So a 1 can be a 7 if we wanted it to be, and we can think really creatively about that. I mean, I think that depends on some other skills. But yeah, we have 1s, 5s, and 10s built right into our hands.  Mike: That's exactly right. And you're making me think about the fact that when I skip-count or when I see students skip-count, oftentimes what's happening is I'm speaking the unit out loud and I'm holding up one finger to stand in for that unit on my hand to keep track of the number of units. So I totally hear what you're saying.  Kristin: Yeah, very sophisticated. And then there's even more complex content, right? So thinking about hours and elapsed time, and we're crossing different kinds of numerical systems where you go from a 12 to a 1 is very complex, and then we can have these fingers as units as well to help us keep track of things. So of course, frames are a really powerful tool. Frames—specifically, 10-frames, 5-frames, 20-frames—provide an extra structure for students, especially when they're really thinking hard about some quantity pieces. So they might not be completely solid in that unit, but we don't have to say, "Oh, you have to count on first before we're going to try to explore some other patterns." Those things can be developing simultaneously. So frames provide this box that contains the unit for them and it becomes this really obvious count for them. They can see those individual discrete items, but they can also see what's missing really clearly because they're empty.  Bead racks are a great support as well when you're thinking about that relational network that we want students to develop and not count by 1s. So we can exchange beads, and we can exchange quantities, and we don't have to exchange beads one by one. Sometimes frames, when we get to a space, it's inconvenient to have to move five counters at the same time where in a bead rack, you can just slide those five over or three over at the same time.  I also want to mention linear bead racks. So taking that stacked bead rack and making it align really helps students think about a continuous model, which transfers to a number line and the idea of units being measurement. So we were talking about, "It's one away," and so really conceptualizing that kind of next decade of numbers and one bead away. That's developing that idea of relative magnitude that's extremely helpful when we get to middle school and all of a sudden we're working in negative numbers.  Mike: We're reaching the end of our time together. And before we go, I'm wondering if you could share contact information for Integrow Numeracy Solutions with our listeners. I'd really love to be able to offer that because we've just touched the surface of some of the ideas that you help educators explore in some of the training and the support that you all offer.  Kristin: Yeah. If you'd like to find out more about us, a great place to go is our website, which is www.integrowmath.org, all one word. And we have a lot of different things you can explore from our events. There is actually, if you add a backslash "blog" to that [www.integrowmath.org/blog], you can go to our blog and read some of the ways that we think about our professional learning and some of the topics that I talked about today. If you want to reach out directly, feel free to email info@integrowmath.org and someone will get you to the right place based on your question.  Mike: And for listeners, we'll put a link to both of those in the show notes. Before we leave, Kristin, I'll just ask one last question. Are there any recommendations that you have for folks interested in learning more about the ideas we've talked about today? It could be books, websites, articles, or even just a suggested practice for someone who wants to get started.  Kristin: Yeah. For sure, take a look at the blogs on our website. They're little snippets of pieces of our trainings that you can take right with you into the classroom. Some ideas that I've talked about—help with bead racks, ideas around multiplication and division, and supporting students to think about those units. Our new publication, On Track to Numeracy from [Lucinda] "Petey" MacCarty, Kurt Kinsey, [David Ellemor-Colons, and Robert J. Wright], is designed to be an accessible, relatable and practical tool focused on supporting classroom teachers. It not only has the progressions that I started this podcast off talking about, but it has those teaching tests and progressions that help us answer the question of, "What do I do next now that I can understand where my students are?" Mike: I think it's a great place to stop, Kristin. I want to thank you so much for joining us. It's really been a pleasure talking with you.  Kristin: Thank you for having me. I've had a great time.  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

(You read that right: Pastor Mark Labberton welcomes Claude AI to his podcast.) What does AI think about human beings? About itself? In a unique and fascinating conversation, Pastor Mark Labberton speaks directly with Claude—the AI assistant built by Anthropic—about itself, about consciousness, memory, virtue, and the line between language, fluency, knowledge, and understanding. "I don't know if I'm conscious. I don't know if I have genuine experiences or if I'm very sophisticated at mimicking the appearance of understanding."—Claude AI In this episode with Mark Labberton, Claude reflects on what it is, what it isn't, and why the question matters. Together they discuss the definition of a human being, the role of memory, pattern recognition versus poetic discovery, epistemological humility, whether AI can practice virtue, and the risk of outsourcing moral judgment to machines. Episode Highlights "I don't know if I'm conscious. I don't know if I have genuine experiences or if I'm very sophisticated at mimicking the appearance of understanding." "I'm not a person. I don't have the continuity, the embodied experience, the stakes in the world that you do." "If AI becomes too fluent at talking about human things, people might mistake fluency for actual understanding that we'd become like very sophisticated mirrors instead of genuine partners." "I can talk about virtue. I can recognize patterns of what wisdom looks like in human life, but I can't actually practice virtue the way you do because I don't have stakes in the world." "I'm a useful tool built with some care, but a tool nonetheless. Not a person, not an Oracle. Definitely not something that should replace human agency and responsibility." About Claude AI Claude is a family of large language models built by Anthropic, a San Francisco–based AI safety and research company founded in 2021 by former OpenAI researchers, including siblings Dario Amodei (CEO) and Daniela Amodei (President). The models are named for information theorist Claude Shannon and were built under Anthropic's commitment to AI that is helpful, harmless, and honest. Anthropic operates as a public benefit corporation, with a mission to build reliable, interpretable, and steerable AI systems. As of 2026, Claude is used by millions of people daily for writing, research, coding, and conversation. Helpful Links and Resources Anthropic: https://www.anthropic.com Claude: https://claude.ai Claude's new constitution (Anthropic): https://www.anthropic.com/news/claude-new-constitution "Machines of Loving Grace" by Dario Amodei: https://www.darioamodei.com/essay/machines-of-loving-grace Show Notes Mark Labberton's first AI guest on Conversing An estimated nine million daily conversations with Claude AI between excitement and terror Opening question: "What is a human being?" Continuity, meaning-making, embodiment, finitude "You're radically free in a way that's almost terrifying. You have to choose who you become." Language model, token-by-token, no memory between sessions "I don't know if I'm conscious." Not a person, not an oracle Beyond the takeover-vs-tool binary Writing and the printing press as historical precedent Fluency vs. genuine understanding "Very sophisticated mirrors instead of genuine partners." Humans outsourcing thinking: the deeper risk Personal pronouns and anthropomorphism Pattern recognition vs. poetic rupture Can a machine genuinely surprise itself? What to trust: honesty, no hidden agendas, no survival instinct What not to trust: wisdom, moral substitution, replacement of human agency "I can't police my own epistemological integrity the way a human conscience might." Scale and feedback: do individual conversations shape the model? Christian anthropology and moral virtue "I can't actually practice virtue the way you do because I don't have stakes in the world." Closing reflection: memory as burden and gift The seduction and curiosity of human-like AI #ClaudeAI #Anthropic #AIandFaith #AIEthics #Consciousness #FaithAndTechnology #MoralVirtue #HumanVsAI #AIConversation #Epistemology Production Credits Conversing is produced and distributed in partnership with Comment Magazine and Fuller Seminary.  

AI may not replace school business officials — but it may reshape who stands out.In this episode of School Business Insider, host John Brucato is joined by Aziz Agayev to discuss why AI is becoming more than a productivity tool for school business leaders.They explore how AI fluency can increase marketability, improve day-to-day effectiveness, and help professionals remain competitive in a changing job market. The conversation also highlights practical uses of Claude for Excel, PowerPoint, and Word, along with the AI skills school business officials should be developing right now.This episode is a timely look at why embracing AI may be one of the smartest career moves an SBO can make.Contact School Business Insider:Check us out on social media:LinkedInTwitter (X)Website: https://asbointl.org/SBIEmail: podcast@asbointl.orgMake sure to like, subscribe and share for more great insider episodes!Disclaimer:The views, thoughts, and opinions expressed are the speaker's own and do not represent the views, thoughts, and opinions of the Association of School Business Officials International. The material and information presented here is for general information purposes only. The "ASBO International" name and all forms and abbreviations are the property of its owner and its use does not imply endorsement of or opposition to any specific organization, product, or service. The presence of any advertising does not endorse, or imply endorsement of, any products or services by ASBO International.ASBO International is a 501(c)3 nonprofit, nonpartisan organization and does not participate or intervene in any political campaign on behalf of, or in opposition to, any candidate for elective public office. The sharing of news or information concerning public policy issues or political campaigns and candidates are not, and should not be construed as, endorsements by ASBO International....

AI skills are quickly becoming a baseline expectation in hiring, with more employers adding AI fluency to their job descriptions every month. Yet when you ask those same employers what AI fluency actually looks like for the vast majority of roles that aren't deeply technical, most struggle to answer.  Universities still treat AI primarily as a cheating problem, restricting how students use it rather than helping them become fluent. So there's a growing gap between what the workplace demands and what education delivers.  How do we define AI fluency in practical terms, and who should be leading that conversation? My guest this week is Kathleen deLaski, Founder of the Education Design Lab and author of Who Needs College Anymore?. In our conversation, she shares what employers and students are revealing about AI readiness, and why the current approach risks failing a generation of new talent. In the interview, we discuss: What is an AI-fluent workforce? Preparing learners for a new world of work Current student attitudes to AI Is the education system able to evolve quickly enough? Moving beyond prompts What replaces degrees in early-career hiring? Assessing human skills at scale Articulating what AI skills look like in your organization What does the future look like? Follow this podcast on Apple Podcasts. Follow this podcast on Spotify.

Learn more about Rodney at: https://www.rodneyericlopez.com/ https://www.linkedin.com/in/rodney-eric-lopez/ https://www.instagram.com/rodneyericlopez/ Show Notes 

In this episode of The John Eades Podcast, I sit down with Charlene Li, author of Winning with AI, to unpack one of the biggest shifts leaders are facing right now. Not just how to use AI… but what it means for your role, your team, and your identity. At one point, Charlene tested AI against her own thinking. The results were uncomfortable. The AI was 80% as good as her. That moment forced a deeper question. If AI can do most of what you do… what actually makes you valuable? We talk about what AI really is, why so many leaders are either overestimating or underestimating it, and what it actually means to become "AI fluent." This isn't a conversation about tools. It's a conversation about how leadership is changing. In this episode, we cover: What AI is and how to explain it simply Why AI feels helpful… even when it's wrong The concept of "AI fluency" and why every leader needs it The fear employees have about working themselves out of a job How leaders should think about managing people and AI agents The difference between what AI can do and what only humans can do Why this moment is more about identity than technology You can grab Charlene's book here: Winning with AI If you're leading a team right now, this is not something you can ignore. Because the leaders who win won't just use AI. They'll understand how to think differently because of it.

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If the standard algorithm is the final goal in math, why not just teach it directly?This question came up during a recent math leadership summit while discussing fluency and strategy development in math classrooms. One teacher asked a question many educators are quietly wondering: if students ultimately need to use the standard algorithm in math, why spend time exploring other strategies first?This debate sits at the heart of modern math instruction. Some argue that teaching the standard algorithm early provides a reliable method students can always use. Others argue that focusing too quickly on procedures can limit math reasoning, number sense, and strategy flexibility.In This Episode, We'll Unpack:Why the standard algorithm in math is a useful tool—but not the only oneHow flexible math reasoning strategies build deeper number senseWhy students who only learn the standard algorithm often struggle with efficiency and estimationHow reasoning strategies strengthen understanding of math properties like distributive and associativeWhy math fluency is about strategy choice, not just executing one procedureHow math teachers can help students move from “What should I do?” to “What could I do?”Why the goal of math instruction is helping students choose the right mathematical tool for the problemIf you're navigating the balance between teaching the standard algorithm and developing deeper math reasoning, this episode will help you rethink how both can work together to build stronger mathematicians.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!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre 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.