Podcasts about grades k

In this engaging episode, Ron Martiello shares his deeply personal and evolving journey with mathematics. From proudly wearing Smurf stickers in elementary school after winning fast-fact games to becoming a passionate math coach and author, Ron reflects on the pivotal moments that shaped his perspective. He dives into the power of Universal Design for Learning (UDL) in creating accessible math instruction for all students and underscores the role of collective efficacy in transforming teaching practices. Throughout the conversation, Ron lifts up the importance of professional development and encourages educators to stay curious, collaborative, and open to change.TakeawaysRon Martiello has a diverse background in education, including roles as a teacher, administrator, and math coach.His journey with math has evolved from a love-hate relationship to a renewed passion for teaching.Professional development can significantly shift educators' perspectives on teaching math.Collective efficacy among educators can lead to improved student outcomes.Universal Design for Learning (UDL) is essential for making learning accessible to all students.Creating a common language in math instruction helps students connect concepts across grades.Teachers should be open to new ideas and approaches in their teaching.The importance of patience in the learning process for both students and educators.Engaging in conversations with colleagues can spark innovative teaching strategies.Continuous learning is vital for educators to adapt to changing educational landscapes.Connect with Ron.https://mathuniversallyspeaking.com/Listen to Ron's podcast: Math, Universally Speakinghttps://mathuniversallyspeaking.com/podcasts/Buy Ron's book:Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K–8https://www.ascd.org/books/conquering-math-myths-with-universal-design?variant=124004

A conversation about Chapter 8: The All Children, but . . . Myth: Creating Systems of Equity and Excellence from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠⁠Season 16 Transcripts⁠⁠⁠⁠⁠⁠⁠.Music provided by Purple Planet

A conversation about Chapter 7: The Single Score Myth: Using Balanced Assessment to Guide Instruction from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠Season 16 Transcripts⁠⁠⁠⁠⁠⁠.Music provided by Purple Planet

A conversation about Chapter 6: The Rigor Myth: Designing Rigorous Learning Experiences for All from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠Season 16 Transcripts⁠⁠⁠⁠⁠.Music provided by Purple Planet

A conversation about Chapter 5: The Answer Getting Myth: Developing Conceptual Understanding from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at ⁠⁠⁠⁠Season 16 Transcripts⁠⁠⁠⁠.Music provided by Purple Planet

A conversation about Chapter 4: The Learning Gaps Myth: Planning with Focus and Coherence from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at ⁠⁠⁠Season 16 Transcripts⁠⁠⁠.Music provided by Purple Planet

William Zahner, Understanding the Role of Language in Math Classrooms ROUNDING UP: SEASON 3 | EPISODE 17 How can educators understand the relationship between language and the mathematical concepts and skills students engage with in their classrooms? And how might educators think about the mathematical demands and the language demands of tasks when planning their instruction?  In this episode, we discuss these questions with Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University. BIOGRAPHY Bill Zahner is a professor in the mathematics department at San Diego State University and the director of the Center for Research in Mathematics and Science Education. Zahner's research is focused on improving mathematics learning for all students, especially multilingual students who are classified as English Learners and students from historically marginalized communities that are underrepresented in STEM fields. RESOURCES Teaching Math to Multilingual Learners, Grades K–8 by Kathryn B. Chval, Erin Smith, Lina Trigos-Carrillo, and Rachel J. Pinnow National Council of Teachers of Mathematics Mathematics Teacher: Learning and Teaching PK– 12 English Learners Success Forum SDSU-ELSF Video Cases for Professional Development The Math Learning Center materials Bridges in Mathematics curriculum Bridges in Mathematics Teachers Guides [BES login required] TRANSCRIPT Mike Wallus: How can educators understand the way that language interacts with the mathematical concepts and skills their students are learning? And how can educators focus on the mathematics of a task without losing sight of its language demands as their planning for instruction? We'll examine these topics with our guest, Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University.  Welcome to the podcast, Bill. Thank you for joining us today. Bill Zahner: Oh, thanks. I'm glad to be here. Mike: So, I'd like to start by asking you to address a few ideas that often surface in conversations around multilingual learners and mathematics. The first is the notion that math is universal, and it's detached from language. What, if anything, is wrong with this idea and what impact might an idea like that have on the ways that we try to support multilingual learners? Bill: Yeah, thanks for that. That's a great question because I think we have a common-sense and strongly held idea that math is math no matter where you are and who you are. And of course, the example that's always given is something like 2 plus 2 equals 4, no matter who you are or where you are. And that is true, I guess [in] the sense that 2 plus 2 is 4, unless you're in base 3 or something. But that is not necessarily what mathematics in its fullness is. And when we think about what mathematics broadly is, mathematics is a way of thinking and a way of reasoning and a way of using various tools to make sense of the world or to engage with those tools [in] their own right. And oftentimes, that is deeply embedded with language.  Probably the most straightforward example is anytime I ask someone to justify or explain what they're thinking in mathematics. I'm immediately bringing in language into that case. And we all know the old funny examples where a kid is asked to show their thinking and they draw a diagram of themselves with a thought bubble on a math problem. And that's a really good case where I think a teacher can say, “OK, clearly that was not what I had in mind when I said, ‘Show your thinking.'”  And instead, the demand or the request was for a student to show their reasoning or their thought process, typically in words or in a combination of words and pictures and equations. And so, there's where I see this idea that math is detached from language is something of a myth; that there's actually a lot of [language in] mathematics. And the interesting part of mathematics is often deeply entwined with language. So, that's my first response and thought about that.  And if you look at our Common Core State Standards for Mathematics, especially those standards for mathematical practice, you see all sorts of connections to communication and to language interspersed throughout those standards. So, “create viable arguments,” that's a language practice. And even “attend to precision,” which most of us tend to think of as, “round appropriately.” But when you actually read the standard itself, it's really about mathematical communication and definitions and using those definitions with precision. So again, that's an example, bringing it right back into the school mathematics domain where language and mathematics are somewhat inseparable from my perspective here. Mike: That's really helpful. So, the second idea that I often hear is, “The best way to support multilingual learners is by focusing on facts or procedures,” and that language comes later, for lack of a better way of saying it. And it seems like this is connected to that first notion, but I wanted to ask the question again: What, if anything, is wrong with this idea that a focus on facts or procedures with language coming after the fact? What impact do you suspect that that would have on the way that we support multilingual learners? Bill: So, that's a great question, too, because there's a grain of truth, right? Both of these questions have simultaneously a grain of truth and simultaneously a fundamental problem in them. So, the grain of truth—and an experience that I've heard from many folks who learned mathematics in a second language—was that they felt more competent in mathematics than they did in say, a literature class, where the only activity was engaging with texts or engaging with words because there was a connection to the numbers and to symbols that were familiar. So, on one level, I think that this idea of focusing on facts or procedures comes out of this observation that sometimes an emergent multilingual student feels most comfortable in that context, in that setting.  But then the second part of the answer goes back to this first idea that really what we're trying to teach students in school mathematics now is not simply, or only, how to apply procedures to really big numbers or to know your times tables fast. I think we have a much more ambitious goal when it comes to teaching and learning mathematics. That includes explaining, justifying, modeling, using mathematics to analyze the world and so on. And so, those practices are deeply tied with language and deeply tied with using communication. And so, if we want to develop those, well, the best way to do that is to develop them, to think about, “What are the scaffolds? What are the supports that we need to integrate into our lessons or into our designs to make that possible?”  And so, that might be the takeaway there, is that if you simply look at mathematics as calculations, then this could be true. But I think our vision of mathematics is much broader than that, and that's where I see this potential. Mike: That's really clarifying. I think the way that you unpack that is if you view mathematics as simply a set of procedures or calculations, maybe? But I would agree with you. What we want for students is actually so much more than that.  One of the things that I heard you say when we were preparing for this interview is that at the elementary level, learning mathematics is a deeply social endeavor. Tell us a little bit about what you mean by that, Bill. Bill: Sure. So, mathematics itself, maybe as a premise, is a social activity. It's created by humans as a way of engaging with the world and a way of reasoning. So, the learning of mathematics is also social in the sense that we're giving students an introduction to this way of engaging in the world. Using numbers and quantities and shapes in order to make sense of our environment.  And when I think about learning mathematics, I think that we are not simply downloading knowledge and sticking it into our heads. And in the modern day where artificial intelligence and computers can do almost every calculation that we can imagine—although your AI may do it incorrectly, just as a fair warning [laughs]—but in the modern day, the actual answer is not what we're so focused on. It's actually the process and the reasoning and the modeling and justification of those choices. And so, when I think about learning mathematics as learning to use these language tools, learning to use these ways of communication, how do we learn to communicate? We learn to communicate by engaging with other people, by engaging with the ideas and the minds and the feelings and so on of the folks around us, whether it's the teacher and the student, the student and the student, the whole class and the teacher. That's where I really see the power. And most of us who have learned, I think can attest to the fact that even when we're engaging with a text, really fundamentally we're engaging with something that was created by somebody else. So, fundamentally, even when you're sitting by yourself doing a math word problem or doing calculations, someone has given that to you and you think that that's important enough to do, right?  So, from that stance, I see all of teaching and learning mathematics is social. And maybe one of our goals in mathematics classrooms, beyond memorizing the times tables, is learning to communicate with other people, learning to be participants in this activity with other folks. Mike: One of the things that strikes me about what you were saying, Bill, is there's this kind of virtuous cycle, right? That by engaging with language and having the social aspect of it, you're actually also deepening the opportunity for students to make sense of the math. You're building the scaffolds that help kids communicate their ideas as opposed to removing or stripping out the language. That's the context in some ways that helps them filter and make sense. You could either be in a vicious cycle, which comes from removing the language, or a virtuous cycle. And it seems a little counterintuitive because I think people perceive language as the thing that is holding kids back as opposed to the thing that might actually help them move forward and make sense. Bill: Yeah. And actually that's one of the really interesting pieces that we've looked at in my research and the broader research is this question of, “What makes mathematics linguistically complex?” is a complicated question. And so sometimes we think of things like looking at the word count as a way to say, “If there are fewer words, it's less complex, and if there are more words, it's more complex.” But that's not totally true. And similarly, “If there's no context, it's easier or more accessible, and if there is a context, then it's less accessible.”  And I don't see these as binary choices. I see these as happening on a somewhat complicated terrain where we want to think about, “How do these words or these contexts add to student understanding or potentially impede [it]?” And that's where I think this social aspect of learning mathematics—as you described, it could be a virtuous cycle so that we can use language in order to engage in the process of learning language. Or, the vicious cycle is, you withhold all language and then get frustrated when students can't apply their mathematics. That's maybe the most stereotypical answer: “My kids can do this, but as soon as they get a word problem, they can't do it.” And it's like, “Well, did you give them opportunities to learn how to do this? [laughs] Or is this the first time?” Because that would explain a lot. Mike: Well, it's an interesting question, too, because I think what sits behind that in some ways is the idea that you're kind of going to reach a point, or students might reach a point, where they're “ready” for word problems.  Bill: Right. Mike: And I think what we're really saying is it's actually through engaging with word problems that you build your proficiency, your skillset that actually allows you to become a stronger mathematician. Bill: Mm-hmm. Right. Exactly. And it's a daily practice, right? It's not something that you just hold off to the end of the unit, and then you have the word problems, but it's part of the process of learning. And thinking about how you integrate and support that. That's the key question that I really wrestle with. Not trivial, but I think that's the key and the most important part of this. Mike: Well, I think that's actually a really good segue because I wanted to shift and talk about some of the concrete or productive ways that educators can support multilingual learners. And in preparing for this conversation, one of the things that I've heard you stress is this notion of a consistent context. So, can you just talk a little bit more about what you mean by that and how educators can use that when they're looking at their lessons or when they're writing lessons or looking at the curriculum that they're using? Bill: Absolutely. So, in our past work, we engaged in some cycles of design research with teachers looking at their mathematics curriculum and opportunities to engage multilingual learners in communication and reasoning in the classroom. And one of the surprising things that we found—just by looking at a couple of standard textbooks—was a surprising number of contexts were introduced that are all related to the same concept. So, the concept would be something like rate of change or ratio, and then the contexts, there would be a half dozen of them in the same section of the book. Now, this was, I should say, at a secondary level, so not quite where most of the Bridges work is happening. But I think it's an interesting lesson for us that we took away from this. Actually, at the elementary level, Kathryn Chval has made the same observation.  What we realized was that contexts are not good or bad by themselves. In fact, they can be highly supportive of student reasoning or they can get in the way. And it's how they are used and introduced. And so, the other way we thought about this was: When you introduce a context, you want to make sure that that context is one that you give sufficient time for the students to understand and to engage with; that is relatable, that everyone has access to it; not something that's just completely unrelated to students' experiences. And then you can really leverage that relatable, understandable context for multiple problems and iterations and opportunities to go deeper and deeper.  To give a concrete example of that, when we were looking at this ratio and rate of change, we went all the way back to one of the fundamental contexts that's been studied for a long time, which is motion and speed and distance and time. And that seemed like a really important topic because we know that that starts all the way back in elementary school and continues through college-level physics and beyond. So, it was a rich context. It was also something that was accessible in the sense that we could do things like act out story problems or reenact a race that's described in a story problem. And so, the students themselves had access to the context in a deep way.  And then, last, that context was one that we could come back to again and again, so we could do variations [of] that context on that story. And I think there's lots of examples of materials out there that start off with a core context and build it out. I'm thinking of some of the Bridges materials, even on the counting and the multiplication. I think there's stories of the insects and their legs and wings and counting and multiplying. And that's a really nice example of—it's accessible, you can go find insects almost anywhere you are. Kids like it. [Laughs] They enjoy thinking about insects and other icky, creepy-crawly things. And then you can take that and run with it in lots of different ways, right? Counting, multiplication, division ratio, and so on. Mike: This last bit of our conversation has me thinking about what it might look like to plan a lesson for a class or a group of multilingual learners. And I know that it's important that I think about mathematical demands as well as the language demands of a given task. Can you unpack why it's important to set math and language development learning goals for a task, or a set of tasks, and what are the opportunities that come along with that, if I'm thinking about both of those things during my planning? Bill: Yeah, that's a great question. And I want to mark the shift, right? We've gone from thinking about the demands to thinking about the goals, and where we're going to go next.  And so, when I think about integrating mathematical goals—mathematical learning goals and language learning goals—I often go back to these ideas that we call the practices, or these standards that are about how you engage in mathematics. And then I think about linking those back to the content itself. And so, there's kind of a two-piece element to that. And so, when we're setting our goals and lesson planning, at least here in the great state of California, sometimes we'll have these templates that have, “What standard are you addressing?,” [Laughs] “What language standard are you addressing?,” “What ELD standard are you addressing?,” “What SEL standard are you addressing?” And I've seen sometimes teachers approach that as a checkbox, right? Tick, tick, tick, tick, tick. But I see that as a missed opportunity—if you just look at this like you're plugging things in—because as we started with talking about how learning mathematics is deeply social and integrated with language, that we can integrate the mathematical goals and the language goals in a lesson. And I think really good materials should be suggesting that to the teacher. You shouldn't be doing this yourself every day from scratch. But I think really high-quality materials will say, “Here's the mathematical goal, and here's an associated language goal,” whether it's productive or receptive functions of language. “And here's how the language goal connects the mathematical goal.”  Now, just to get really concrete, if we're talking about an example of reasoning with ratios—so I was going back to that—then it might be generalized, the relationship between distance and time. And that the ratio of distance and time gives you this quantity called speed, and that different combinations of distance and time can lead to the same speed. And so, explain and justify and show using words, pictures, diagrams. So, that would be a language goal, but it's also very much a mathematical goal.  And I guess I see the mathematical content, the practices, and the language really braided together in these goals. And that I think is the ideal, and at least from our work, has been most powerful and productive for students. Mike: This is off script, but I'm going to ask it, and you can pass if you want to.  Bill: Mm-hmm. Mike: I wonder if you could just share a little bit about what the impact of those [kinds] of practices that you described [have been]—have you seen what that impact looks like? Either for an educator who has made the step and is doing that integration or for students who are in a classroom where an educator is purposely thinking about that level of integration? Bill: Yeah, I can talk a little bit about that. In our research, we have tried to measure the effects of some of these efforts. It is a difficult thing to measure because it's not just a simple true-false test question type of thing that you can give a multiple-choice test for.  But one of the ways that we've looked for the impact [of] these types of intentional designs is by looking at patterns of student participation in classroom discussions and seeing who is accessing the floor of the discussion and how. And then looking at other results, like giving an assessment, but deeper than looking at the outcome, the binary correct versus incorrect. Also looking at the quality of the explanation that's provided. So, how [do] you justify an answer? Does the student provide a deeper or a more mathematically complete explanation?  That is an area where I think more investigation is needed, and it's also very hard to vary systematically. So, from a research perspective—you may not want to put this into the final version [laughs]—but from a research perspective, it's very hard to fix and isolate these things because they are integrated. Mike: Yeah. Yeah. Bill: Because language and mathematics are so deeply integrated that trying to fix everything and do this—“What caused this water to taste like water? Was it the hydrogen or the oxygen?”—well, [laughs] you can't really pull those apart, right? The water molecule is hydrogen and oxygen together. Mike: I think that's a lovely analogy for what we were talking about with mathematical goals and language goals. That, I think, is really a helpful way to think about the extent to which they're intertwined with one another. Bill: Yeah, I need to give full credit to Vygotsky, I think, who said that. Mike: You're— Bill: Something. Might be Vygotsky. I'll need to check my notes. Mike: I think you're in good company if you're quoting Vygotsky.  Before we close, I'd love to just ask you a bit about resources. I say this often on the podcast. We have 20 to 25 minutes to dig deeply into an idea, and I know people who are listening often think about, “Where do I go from here?” Are there any particular resources that you would suggest for someone who wanted to continue learning about what it is to support multilingual learners in a math classroom? Bill: Sure. Happy to share that.  So, I think on the individual and collective level—so, say, a group of teachers—there's a beautiful book by Kathryn Chval and her colleagues [Teaching Math to Multilingual Learners, Grades K–8] about supporting multilingual learners and mathematics. And I really see that as a valuable resource. I've used that in reading groups with teachers and used that in book studies, and it's been very productive and powerful for us. Beyond that, of course, I think the NCTM [National Council of Teachers of Mathematics] provides a number of really useful resources. And there are articles, for example, in the [NCTM journal] Mathematics Teacher: Learning and Teaching PK– 12 that could make for a really wonderful study or opportunity to engage more deeply.  And then I would say on a broader perspective, I've worked with organizations like the English Learners Success Forum and others. We've done some case studies and little classroom studies that are accessible on my website [SDSU-ELSF Video Cases for Professional Development], so you can go to that. But there's also from that organization some really valuable insights, if you're looking at adopting new materials or evaluating things, that gives you a principled set of guidelines to follow. And I think that's really helpful for educators because we don't have to do this all on our own. This is not a “reinvent the wheel at every single site” kind of situation. And so, I always encourage people to look for those resources.  And of course, I will say that the MLC materials, the Bridges in Mathematics [curriculum], I think have been really beautifully designed with a lot of these principles right behind them. So, for example, if you look through the Teachers Guides on the Bridges in Mathematics [BES login required], those integrated math and language and practice goals are a part of the design. Mike: Well, I think that's a great place to stop. Thank you so much for joining us, Bill. This has been insightful, and it's really been a pleasure talking with you. Bill: Oh, well, thank you. I appreciate it. Mike: And that's a wrap for Season 3 of Rounding Up. I want to thank all of our guests and the MLC staff who make these podcasts possible, as well as all of our listeners for tuning in. Have a great summer, and we'll be back in September for Season 4.  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. © 2025 The Math Learning Center | www.mathlearningcenter.org  

A conversation about Chapter 3: The Math Person Myth: Building Positive Math Identities from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at ⁠⁠Season 16 Transcripts⁠⁠.Music provided by Purple Planet

Tune-in as the PU crew give their takes after having a couple days to sit with the Patriots 11-pick draft class. We discuss our favorite picks, the head-scratchers, and league expert grades of the Patriots draft and other teams from around the league. Plus, one of the many Patriots free agency acquisitions LB K'Lavon Chaisson joins the show to discuss his thoughts on the coaching staff, playing at LSU, living in New England and more!See omnystudio.com/listener for privacy information.

Get the book, The SNAP Solution: An Innovative Math Assessment Tool for Grades K–8 Listen to John Mighton on Principal Center Radio  About The Authors Jonathan Ferris has over thirty-four years of experience in education as a classroom teacher, principal, and educational consultant. Jonathan currently serves as a field experience coordinator at the University of the Fraser Valley, where he oversees practicum placements for teacher candidates, supervises faculty mentors, and teaches courses on classroom management, professionalism, ethics, and teacher presence.   Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. He has experiences as a teacher, an administrator, a district leader, a department of education project leader, and an executive director. Tom is one of our profession's leading authors and consultants, with 41 years of experience in education. He's author of 25 books.   This episode of Principal Center Radio is sponsored by IXL, the most widely used online learning and teaching platform for K-12. Discover the power of data-driven instruction in your school with IXL—it gives you everything you need to maximize learning, from a comprehensive curriculum to meaningful school-wide data. Visit IXL.com/center to lead your school towards data-driven excellence today.   

A conversation about Chapter 2: UDL as the Antidote to Math Myths from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at ⁠Season 16 Transcripts⁠.Music provided by Purple Planet

In this episode of Blue Glasses Math, I sit down with Dr. Chepina Rumsey and Dr. Jody Guarino, authors of Nurturing Math Curiosity with Learners in Grades K–2. They unpack the power of student-driven inquiry in early math classrooms—and how curiosity, when nurtured, becomes the gateway to mathematical reasoning, identity, and joy.From classroom anecdotes involving first graders debating the relative “bigness” of five, to post-lesson reflections that changed teacher beliefs, this episode paints a hopeful and practical picture of what's possible when teachers slow down, notice deeply, and let curiosity lead. Spoiler alert: The brilliance is already in the room. Our job? Make space for it.Perfect for teachers, instructional coaches, and anyone building math learning communities that celebrate wonder over worksheets.https://x.com/mathcuriosityK2https://www.solutiontree.com/free-resources/mathematics/nmc

A conversation about Chapter 1: The Haunting of Math by Myths from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at Season 16 Transcripts.Music provided by Purple Planet

In our latest blog, University School Grades 3-4 Learning Specialist Emma Royan and Grades K-2 Learning Specialist Alyx Voytilla shared strategies to help parents recognize and nurture these crucial skills at home every day. In this episode, Associate Head of School Jen Beros continues the conversation with Emma and Alyx as they dive deeper into how these "hidden keys" to success—like time management, organization, and self-regulation—can shape a child's academic and personal growth.

A growing body of research suggests that smartphones, social media and messaging apps are fueling the adolescent mental health crisis. In response, New York introduced legislation prohibiting the use of personal internet-enabled devices during the school day. Bethlehem Central School District has already implemented a smartphone-free policy. In this episode, we'll hear their story and learn how board members can develop and adopt a successful policy in their district. Host: Jamie McPherson, Deputy Director of Leadership Development, NYSSBA Guests: Jody Monroe, Superintendent, Bethlehem Central School District Holly M. Dellenbaugh, Board President Bethlehem Central School District Resources for this episode were provided by the Bethlehem Central School District. Bethlehem CSD BOE Presentations: • Yondr, 3/15/23: https://www.nyssba.org/clientuploads/nyssba_pdf/presidents-gavel-podcast/03242025/yondr-03152023-03242025.pdf • Yondr Update, 5/3/23: https://bit.ly/4hGkn02 • Yondr Student Assemblies: https://bit.ly/4iHXA5u Bethlehem CSD Policy 5310 Mobile Devices in Grades K-12: https://bit.ly/4j022MA Bethlehem CSD Mobile Phone Exemption Request: https://bit.ly/4hFSntp Bethlehem CSD How's It Going Video: https://www.youtube.com/watch?v=Y_lRIIC6tgg Articles: • 2017-cognitive-load-theory-practice-guide: https://bit.ly/4kVzUMj • 2018_Book_TechnologyAndAdolescentMentalHealth: https://bit.ly/41XLJck • Phones at School Are a Disaster - The Atlantic: https://bit.ly/4iEOpTa • Schools are banning cellphones as students are more distracted than ever - The Washington Post: https://bit.ly/42k0xCj • surgeon-general-social-connection-advisory: https://bit.ly/4iPCDVM Have a question or a topic idea? We want to hear from you! Email us at ld@nyssba.org. Stock media provided by www.pond5.com

Learning to teach math teachers better with Dr. Rick Hudson, Chair of Department of Mathematical Sciences at the University of Southern Indiana and Vice President for Professional Learning of the Association of Mathematics Teacher Educators. Listen as he shares his experience and advice on being a mathematics teacher educator and opportunities for learning and growing as an educator through experiences, relationships, and opportunities to serve. Links from the episode Hiebert, J., Carpenter, T. P., & Fennema, E. (1997). Making sense: Teaching and learning mathematics with understanding. Heinemann. Liljedahl, P. (2020). Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Sage. Hudson, R. A., Mojica, G. F., Lee, H. S., & Casey, S. (2024). Data Moves as a Focusing Lens for Learning to Teach with CODAP. Computers in the Schools, 1–26. https://doi.org/10.1080/07380569.2024.241170 ESTEEM: Enhancing Data Science and Statistics Teacher Education with E-Modules (https://research.ced.ncsu.edu/esteemhub/) CODAP (https://codap.concord.org/?gad_source=1&gclid=CjwKCAiAmMC6BhA6EiwAdN5iLcvCvJ1peMzqlzOA6fFWP3kbfZDMbbQePmfRpJAuVIoqFNhkno9paBoC-NgQAvD_BwE) Modern Math Tasks to Provoke Transformational Thinking Grades 3-5 (https://www.nctm.org/Store/Products/Modern-Math-Tasks-to-Provoke-Transformational-Thinking,-Grades-3-5/) Modern Math Tasks to Provoke Transformational Thinking Grades 9-12 (https://www.nctm.org/Store/Products/Modern-Math-Tasks-to-Provoke-Transformational-Thinking,-Grades-9-12/) Association of Mathematics Teacher Educator Links 2025 Conference Website (https://amte.net/content/2025-annual-amte-conference) Volunteer Form (https://amte.net/form/volunteer) Giving Link (https://amte.net/support-amte) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Rick Hudson.

Rounding Up Season 3 | Episode 6 – Argumentation, Justification & Conjecture Guests: Jody Guarino and Chepina Rumsey Mike Wallus: Argumentation, justification, conjecture. All of these are practices we hope to cultivate, but they may not be practices we associate with kindergarten, first-, and second-graders. What would it look like to encourage these practices with our youngest learners? Today we'll talk about this question with Jody Guarino and Chepina Rumsey, authors of the book Nurturing Math Curiosity with Learners in Grades K–2. Welcome to the podcast, Chepina and Jody. Thank you so much for joining us today. Jody Guarino: Thank you for having us. Chepina Rumsey: Yeah, thank you. Mike: So, I'm wondering if we can start by talking about the genesis of your work, particularly for students in grades K–2. Jody: Sure. Chepina had written a paper about argumentation, and her paper was situated in a fourth-grade class. At the time, I read the article and was so inspired, and I wanted it to use it in an upcoming professional learning that I was going to be doing. And I got some pushback with people saying, “Well, how is this relevant to K–2 teachers?” And it really hit me that there was this belief that K–2 students couldn't engage in argumentation. Like, “OK, this paper's great for older kids, but we're not really sure about the young students.” And at the time, there wasn't a lot written on argumentation in primary grades. So, we thought, “Well, let's try some things and really think about, ‘What does it look like in primary grades?' And let's find some people to learn with.” So, I approached some of my recent graduates from my teacher ed program who were working in primary classrooms and a principal that employed quite a few of them with this idea of, “Could we learn some things together? Could we come and work with your teachers and work with you and just kind of get a sense of what could students do in kindergarten to second grade?” So, we worked with three amazing teachers, Bethany, Rachael, and Christina—in their first years of teaching—and we worked with them monthly for two years. We wanted to learn, “What does it look like in K–2 classrooms?” And each time we met with them, we would learn more and get more and more excited. Little kids are brilliant, but also their teachers were brilliant, taking risks and trying things. I met with one of the teachers last week, and the original students that were part of the book that we've written now are actually in high school. So, it was just such a great learning opportunity for us. Mike: Well, I'll say this, there are many things that I appreciated about the book, about Nurturing Math Curiosity with Learners in Grades K–2, and I think one of the first things was the word “with” that was found in the title. So why “with” learners? What were y'all trying to communicate? Chepina: I'm so glad you asked that, Mike, because that was something really important to us when we were coming up with the title and the theme of the book, the message. So, we think it's really important to nurture curiosity with our students, meaning we can't expect to grow it in them if we're not also growing it in ourselves. So, we see that children are naturally curious and bring these ideas to the classroom. So, the word “with” was important because we want everyone in the classroom to grow more curious together. So, teachers nurturing their own math curiosity along with their students is important to us. One unique opportunity we tried to include in the book is for teachers who are reading it to have opportunities to think about the math and have spaces in the book where they can write their own responses and think deeply along with the vignettes to show them that this is something they can carry to their classroom. Mike: I love that. I wonder if we could talk a little bit about the meaning and the importance of argumentation? In the book, you describe four layers: noticing and wondering, conjecture, justification, and extending ideas. Could you share a brief explanation of those layers? Jody: Absolutely. So, as we started working with teachers, we'd noticed these themes or trends across, or within, all of the classrooms. So, we think about noticing and wondering as a space for students to make observations and ask curious questions. So, as teachers would do whatever activity or do games, they would always ask kids, “What are you noticing?” So, it really gave kids opportunities to just pause and observe things, which then led to questions as well. And when we think about students conjecturing, we think about when they make general statements about observations. So, an example of this could be a child who notices that 3 plus 7 is 10 and 7 plus 3 is 10. So, the child might think, “Oh wait, the order of the addends doesn't matter when adding. And maybe that would even work with other numbers.” So, forming a conjecture like this is, “What I believe to be true.” The next phase is justification, where a student can explain either verbally or with writing or with tools to prove the conjecture. So, in the case of the example that I brought up, 3 plus 7 and 7 plus 3, maybe a student even uses their fingers, where they're saying, “Oh, I have these 3 fingers and these 7 fingers and whichever fingers I look at first, or whichever number I start with, it doesn't matter. The sum is going to be the same.” So, they would justify in ways like that. I've seen students use counters, just explaining it. Oftentimes, they use language and hand motions and all kinds of things to try to prove what they're saying works. Or sometimes they'll find, just really look for, “Can I find an example where that doesn't work?” So, just testing their conjecture would be justifying. And then the final stage, extending ideas, could be extending that idea to all numbers. So, in the idea of addition in the commutative property, and they come to discover that they might realize, “Wait a minute, it also works for 1 plus 9 and 9 plus 1.” They could also think, “Does it work for other operations? So, not just with addition, but maybe I can subtract like that, too. Does that make a difference if I'm subtracting 5, takeaway 2 versus 2 takeaway 5. So, just this idea of, “Now I've made sense of something, what else does it work with or how can I extend that thinking?” Mike: So, the question that I was wondering about as you were talking is, “How do you think about the relationship between a conjecture and students' justification?” Jody: I've seen a lot of kids … so, sometimes they make conjectures that they don't even realize are conjectures, and they're like, “Oh, wait a minute, this pattern's happening, and I think I see something.” And so often they're like, “OK, I think that every time you add two numbers together, the sum is greater than the two numbers.” And so, then this whole idea of justifying … we often ask them, “How could you convince someone that that's true?” Or, “Is that always true?” And now they actually having to take and study it and think about, “Is it true? Does it always work?” Which, Mike, in your question, often leads back to another conjecture or refining their conjecture. It's kind of this cyclical process. Mike: That totally makes sense. I was going to use the words virtuous cycle, but that absolutely helps me understand that. I wonder if we can go back to the language of conjecture, because that feels really important to get clear on and to both understand and start to build a picture of. So, I wonder if you could offer a definition of conjecture for someone who's unfamiliar with the term or talk about how students understand conjecture. Chepina: Yeah. So, a conjecture is based on our exploration with the patterns and observations. So, through that exploration, we might have an idea that we believe to be true. We are starting to notice things and some language that students start to use. Things like, “Oh, that's always going to work” or “Sometimes we can do that.” So, there starts to be this shift toward an idea that they believe is going to be true. It's often a work in progress, so it needs to be explored more in order to have evidence to justify why that's going to be true. And through that process, we can modify our conjecture. Or we might have an idea, like this working idea of a conjecture, that then when we go to justify it, we realize, “Oh, it's not always true the way we thought. So, we have to make a change.” So, the conjecture is something that we believe to be true, and then we try to convince other people. So, once we introduce that with young mathematicians, they tend to latch on to that idea that it's this really neat thing to come up with a conjecture. And so, then they often start to come up with them even when we're not asking and get excited about, “Wait, I have a conjecture about the numbers and story problems,” where that wasn't actually where the lesson was going, but then they get excited about it. And that idea that we can take our patterns and observations, create a conjecture, and have this cyclical thing that happens. We had a second-grade student make what she called a “conjecture cycle.” So, she drew a circle with arrows and showed, “We can have an idea, we can test it, we can revise it, and we can keep going to create new information.” So, those are some examples of where we've seen conjectures and kids using them and getting excited and what they mean. And yeah, it's been really exciting. Mike: What is hitting me is that this idea of introducing conjectures and making them, it really has the potential to change the way that children understand mathematics. It has the potential to change from, “I'm seeking a particular answer” or “I'm memorizing a procedure” or “I'm doing a thing at a discreet point in time to get a discreet answer.” It feels culturally very different. It changes what we're talking about or what we're thinking about. Does that make sense to the two of you? Chepina: Yeah, it does. And I think it changes how they view themselves. They're mathematicians who are creating knowledge and seeking knowledge rather than memorizing facts. Part of it is we do want them to know their facts—but understand them in this deep way with the structure behind it. And so, they're creating knowledge, not just taking it in from someone else. Mike: I love that. Jody: Yeah, I think that they feel really empowered. Mike: That's a great pivot point. I wonder if the two of you would be willing to share a story from a K–2 classroom that could bring some of the ideas we've been talking about to life for people who are listening. Jody: Sure, I would love to. I got to spend a lot of time in these teachers' classrooms, and one of the days I spent in a first grade, the teacher was Rachael Gildea, and she had led a choral count with her first-graders. And they were counting by 10 but starting with 8. So, like, “Eight, 18, 28, 38, 48 … .” And as the kids were counting, Rachael was charting. And she was charting it vertically. So, below 8 was written 18, and then 28. And she wrote it as they counted. And one of her students paused and said, “Oh, they're all going to end with 8.” And Rachael took that student's conjecture. So, a lot of other conjectures or a lot of other ideas were shared. Students were sharing things they noticed. “Oh, looking at the tens place, it's counting 1, 2, 3,” and all sorts of things. But this one, particular student, who said they're all going to end in 8, Rachel took that student's—the actual wording—the language that the student had used, and she turned it into the task that the whole class then engaged in. Like, “Oh, this student thought or thinks it's always going to end in 8. That's her conjecture, how can we prove it?” And I happened to be in her classroom the day that they tested it. And it was just a wild scene. So, students were everywhere: at tables, laying down on the carpet, standing in front of the chart, they were examining it or something kind of standing with clipboards. And there was all kinds of buzz in the classroom. And Rachael was down on the carpet with the students listening to them. And there was this group of girls, I think three of them, that sort of screamed out, “We got it!” And Rachel walked over to the girls, and I followed her, and they were using base 10 blocks. And they showed her, they had 8 ones, little units, and then they had the 10 sticks. And so, one girl would say, they'd say, “Eight, 18, 28,” and one of the girls was adding the 10 sticks and almost had this excitement, like she discovered, I don't know, a new universe. It was so exciting. And she was like, “Well, look, you don't ever change them. You don't change the ones, you just keep adding tens.” And it was so magical because Rachael went over there and then right after that she paused the class and she's like, “Come here everyone, let's listen to these girls share what they discovered.” And all of the kids were sort of huddled around, and it was just magical. And they had used manipulatives, the base 10 blocks, to make sense of the conjecture that came from the coral count. And I thought it was beautiful. And so, I did coral counts in my classroom and never really thought about, “OK, what's that next step beyond, like, ‘Oh, this is exciting. Great things happen with numbers.'” Mike: What's hitting me is that there's probably a lot of value in being able to use students' conjectures as reference points for potential future lessons. I wonder if you have some ideas or if you've seen educators create something like a public space for conjectures in their classroom. Chepina: We've seen amazing work around conjectures with young mathematicians. In that story that Jody was telling us about Rachael, she used that conjecture in the next lesson to bring it together. It fits so perfectly with the storyline for that unit, and the lesson, and where it was going to go next. But sometimes ideas can be really great, but they don't quite fit where the storyline is going. So, we've encouraged teachers and seen this happen in the classrooms we've worked in, where they have a conjecture wall in their classroom, where ideas can be added with Post-it notes have a station where there are Post-it notes and pencil right there. And students can go and write their idea, put their name on it, stick it to the wall. And so, conjectures that are used in the lesson can be put up there, but ones that aren't used yet could be put up there. And so, if there was a lesson where a great idea emerges in the middle, and it doesn't quite fit in, the teacher could say, “That's a great idea. I want to make sure we come back to it. Could you add it to the conjecture wall?” And it gives that validation that their idea is important, and we're going to come back to it instead of just shutting it down and not acknowledging it at all. So, we have them put their names on to share. It's their expertise. They have value in our classroom. They add something to our community. Everyone has something important to share. So, that public space, I think, is really important to nurture that community where everyone has something to share. And we're all learning together. We're all exploring, conjecturing. Jody: And I've been to in those classrooms, that Chepina is referring to with conjecture walls, and kids actually will come in, they'll be doing math, and they'll go to recess or lunch and come back in and ask for a Post-it to add a conjecture like this … I don't know, one of my colleagues uses the word “mathematical residue.” They continue thinking about this, and their thoughts are acknowledged. And there's a space for them. Mike: So, as a former kindergarten, first-grade teacher, I'm seeing a picture in my head. And I'm wondering if you could talk about setting the stage for this type of experience, particularly the types of questions that can draw out conjectures and encourage justification? Jody: Yeah. So, as we worked with teachers, we found so many rich opportunities. And now looking back, those opportunities are probably in all classrooms all the time. But I hadn't realized in my experience that I'm one step away from this ( chuckles ). So, as teachers engaged in instructional routines, like the example of coral counting I shared from Rachael's classroom, they often ask questions like: “What do you notice? Why do you think that's happening? Will that always happen? How do you know? How can you prove it will always work? How can you convince a friend?” And those questions nudge children naturally to go to that next step when we're pushing, asking an advancing question in response to something that a student said. Mike: You know, one of the things that occurs to me is that those questions are a little bit different even than the kinds of questions we would ask if we were trying to elicit a student's strategy or their conceptual understanding, right? In that case, it seems like we want to understand the ideas that were kind of animating a student's strategy or the ideas that they were using or even how they saw a mental model unfolding in their head. But the questions that you just described, they really do go back to this idea of generalizing, right? Is there a pattern that we can recognize that is consistently the same or that doesn't change. And it's pressing them to think about that in a way that's different even than conceptual-based questions. Does that make sense? Jody: It does, and it makes me think about … I believe it's Vicki Jacobs and Joan Case, who do a lot of work with questioning. They ask this question, too: “As a teacher, what did that child say that gave you permission to ask that question?” Where often, I want to take my question somewhere else, but really all of these questions are nudging kids in their own thinking. So, when they're sharing something, it's like, “Well, do you think that will always work?” It's still grounded in what their ideas were but sort of taking them to that next place. Mike: So, one of the things that I'm also wondering about is a scaffold called “language frames.” How do students or a teacher use language frames to support argumentation? Chepina: Yeah, I think that communication is such a big part of argumentation. And we found language frames can help support students to share their ideas by having this common language that might be different than the way they talk about other things with their friends or in other subjects. So, using the language frames as a scaffold that supports students in communicating by offering them a model for that discussion. When I've been teaching lessons, I will have the language written out in a space where everyone can see, and I'll use it to model my discussion. And then students will use it as they're sharing their ideas. And that's been really helpful to get language at all grade levels. Mike: Can you share one or two examples of a language frame? That's something you would use in say, a K, 1, or a 2 classroom, Chepina? Chepina: Yeah. We've had something like, we'll put, “I notice” and then a blank line. (“I notice ______.) And so, we'll have them say, “I notice,” and then they'll fill it in. Or “I wonder” or “I have a different idea.” So, helping to model, “How do you talk in a community of learners when you're sharing ideas? Or if you have a different idea and you're disagreeing.” So, we'll have that actually written out, and we can use it ourselves or help students to restate what they've said using that model so that then they can pick up that language. Mike: One of the things that stands out for me is that these experiences with argumentation and conjecture, they obviously have benefits for individual student's conceptual understanding and for their communication. But I suspect that they also have a real benefit for the class as a collective. Can you talk about the impact that you've seen in K–2 classrooms that are thinking about argumentation and putting some of these practices into place? Jody: Sure. I've been really fortunate to get to spend so much time in classrooms really learning from the teachers that we worked with. And one of the things I noticed about the classrooms is the ongoing curiosity and wonder. Students were always making sense of things and investigating ideas. And the other thing that I really picked up on was how they listened to each other, which, coming from a primary background, is challenging for kids to listen to each other. But they were really attentive and attuned, and they saw themselves as problem-solvers, and they thought their role was to things out. That's just what they do at school. But they thought about other kids in those ways, too. “Well, let me see what other people think” or “Let me hear Chepina's idea because maybe there's something that's useful for me.” So, they really engaged in learning, not as an isolated, sort of, “Myself as a learner,” but as part of a community. The classrooms were also buzzing all the time. There was noise and movement. And the kids, the word I would say is “intellectually engaged.” So, not just engaged, like busy doing things, but really deeply thinking. Chepina: The other thing we've seen that has been also really exciting is the impact on the teachers as they become more curious along with the students. So, in our first group, we had the teachers, the K–2 teachers, and we saw that they started to say things when we would meet because we would meet monthly. And they would start to say things like, “I noticed this, and I wonder if this is what my student was thinking?” So, when they were talking about their own students and their own lessons and the mathematics behind the problems, we saw teachers start to use that language and become more curious, too. So, it's been really exciting to see that aspect as we work with teachers. Mike: So, I suspect that we have many listeners who are making sense of the ideas that you're sharing and are going to want to continue learning about argumentation and conjecture. Are there particular resources that you would recommend that might help an educator continue down this path? Chepina: Yeah. We are both so excited that our first book just came out in May, and we took all the things that we had learned in this project, exploring alongside teachers, and we have more examples. There are strategies, there's examples of the routines that we think it's often we stop too soon. Like, “Here are some ideas of how to keep going with these instructional routines,” and we have templates to support teachers as they take those common routines further. So, we also have some links of our recent articles, and we have some social media pages. We can share those. Mike: That's fabulous. We will post all of those links and also a link to the book that you all have written. I think this is probably a great place to stop. Chepina and Jody, I want to thank you both so much for joining us. It's really been a pleasure talking with you. Jody: Thank you for the opportunity. It's been great to share some of the work that we've learned from classrooms, from students and teachers. Chepina: Yeah. Thank you, Mike. It's been so fun to talk to you. 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. © 2024 The Math Learning Center | www.mathlearningcenter.org 

Podcast #48 - Yearlong Phonics Pacing Guide Show Notes You guys - it's here!  My Yearlong Phonics Pacing Guide for Grades K-2 is designed to help you plan and implement effective phonics instruction throughout the school year. Here,  we'll share tips on how to make the most of this invaluable resource in your classroom. Plan Ahead: Take Control of Your Phonics Instruction Ensure a smooth and successful school year by planning ahead. Benefits of planning ahead: You have organization and clear goals and timelines to keep you on track. You have consistency to ensure a logical progression of skills. You have flexibility because you're able to see ahead and adjust the framework as needed. Start by mapping out your phonics instruction for the entire year. Use the pacing guide to outline your weekly goals and objectives. Doing so will help you stay organized and, best of all, reduce stress throughout the entire year. FULL SHOW NOTES HERE  

Starting a Podcast For Educators Can Be The Next Stop On Your Bingo Card Join us this week, while Eva Mireles, Reading Specialist and Instructional Coach helps teachers cut through the literacy noise to figure out what their students need most right now. She has helped teachers perfect their craft and see new ways to approach teaching reading concepts that fit their personal teaching style. And she reaches tons of new teachers each week with her podcast for teachers! She is here to break it down!  In this episode, you will learn: How To Decide It's Time To Start A Podcast For Educators Creating A Community Is The Missing Link For Teachers How To Use A Podcast As A Point Of Service Using A Podcast To Make An Impact Links Mentioned in this Episode about starting a podcast for educators:  Eva Mireles The Reading Teacher's Playbook with Eva Mireles Eva Mireles on IG Amy Porterfield Digital Course Academy Big Words for Young Readers: Teaching Kids in Grades K to 5 to Decode―and Understand―Words With Multiple Syllables and Morphemes (The Science of Reading in Practice) CEO Teacher® Resources Worth Their Weight in Gold:  Let me hit you with some good news, you're already doing half of the work and well on your way to becoming a CEO Teacher®. It's time you start leveraging your teaching ideas and begin making money to make your classroom work seem less like a chore and more like the fun you always dreamed about. The 10 Steps To Get Started Selling Your Teaching Resources workbook is important when setting a clear focus for your business goals. Goals are imperative so grab your workbook and get yours on autopilot.  What's your best path to making extra money as a teacher? I'm here to help you take massive action, and prioritize the most important biz tips and strategies as you begin the journey toward living your best life! All you have to do is take the 2 minute quiz, and find out how to unlock your teaching magic to kickstart your journey. Check out my CEO Teacher® Book Recommendations here! Join Our CEO Teacher® Podcast Community to Grow With Like-Minded Teachers: Send me a DM on Instagram– I love chatting with my people, so let's chat. Have you thought of starting a podcast for educators? Come visit us each Thursday Night for the coolest teachers' lounge on the planet: Teacher TV is back and better than ever! Enjoying the podcast? Thanks for tuning in! Tag me @theceoteacher on Instagram and tell me what you are listening to! I love seeing what resonates most with our listeners!  I don't want you to miss a thing! Be the first to know when a new episode is available by subscribing on iTunes here! If you would like to support The CEO Teacher® podcast, it would mean so much to me if you would leave a review on iTunes. By leaving a review, you are helping fellow CEO teachers find this podcast and start building a life they love.  To leave a review on iTunes, click HERE and scroll down to Ratings and Reviews. Click “Write a Review” and share with me how this podcast is changing your business and your life! Ready for more? I like your style! Listen to these CEO Teacher® Podcast episodes next! How To Make Xetra Income With A Podcast Becoming an Online Business Coach 9 Steps to Becoming a Business Coach For Teachers Becoming an Instructional Coach: Teacher Leaders Make an Impact

“Help! How do I differentiate?”—It's the number one question we hear from teachers time and time again.Gone are the days when teaching was a one-size-fits-all approach with students simply following along. Now, we understand so much more about how the brain works and how students learn in their own unique ways. That's why differentiation is absolutely essential in today's classroom. It's all about ensuring every student can thrive, no matter where they're starting from!But we know, it isn't as easy as clicking your fingers and your lessons are differentiated. It takes time, skill and a toolkit of ideas and strategies.  Today we are here to share the strategies. Some you may tick off in your mind because you are already doing them, others might inspire you to give them a go! We breakdown these 9 strategies to help differentiate in your classroom:ContentProcessProductPacingLearning EnvironmentGroupingChoice / Choice BoardsInterestReadiness You can't possibly implement all these differentiation strategies at once, so think of these ideas like a menu that you can pick and choose from! If this episode was helpful and you would love to hear more about differentiation in the classroom, write us a review and let us know! We value the feedback we get from our awesome teacher listeners. Rainbows ahead,Ashleigh and AlishaResources mentioned in this episodeJoin our exciting Membership WaitlistEpisode 52 - It Takes a Village to Educate a Child with Kylie AltierChristmas Blooms activities for Grades K-2 and Grades 3-6APPLE PODCAST | SPOTIFYLet's hear from you! Text us!

In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Dr. Karen Karp, a professor emerita in mathematics education at the University of Louisville and recently a professor at Johns Hopkins University. Her scholarship lies at the intersection of mathematics education and special education. She is the author or co-author of numerous book chapters, articles, and books, including the U.S. Department of Education Institute of Science's What Works Clearinghouse Practice Guide on Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, and other titles such as Strengths-based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6, The Math Pact: Achieving Instructional Coherence within and Across Grades, and Elementary and Middle School Mathematics: Teaching Developmentally which has been translated into seven languages. She also was on the authoring team of the NCTM- CEC Joint Position Statement. Dr. Karp is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. In 2020, she was selected for the NCTM Lifetime Achievement Award for Distinguished Service to Mathematics Education. She also is a member of the U.S. National Commission on Mathematics Instruction. This summer she represented the United States as the Chair of the Topic Study Group on Teaching Mathematics to Students with Special Needs at the International Congress on Mathematical Education in Australia. She holds teaching/administrative certifications in elementary education, secondary mathematics, K-12 special education, and K-12 educational administration.Karp's scholarship stands out for its direct and visible impact on practicing mathematics teachers. Her work goes beyond theory, with her ideas being actively implemented in classrooms, shaping how mathematics is taught. In this podcast, Dr. Karp offers invaluable advice for general education teachers working with students with disabilities in math. She emphasizes the importance of early collaboration between general-ed and special-ed teachers, advocating for a proactive, rather than reactive, approach to math interventions.Throughout the conversation, Karp discusses strategies like using multiple representations in math instruction, focusing on the strengths of students rather than their perceived weaknesses, and ensuring that Individualized Education Programs (IEPs) are written with concepts and skills. She shares practical methods to engage and empower students to succeed in math, using examples such as the "Whole School Agreement" and success stories from students she's worked with.We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).Karp's bio and publications: https://www.mathbykarp.com/publications 

In this episode, Joe Zeccola joins Sharona and Bosley to discuss the interplay between discrete skills and more "holistic" skills, primarily in the discipline of writing. Utilizing some questions asked by Dr. Emily Pitts Donahoe in a recent blog post about Rhetorical Analysis, Joe, Sharona and Bosley explore the balance between assessing discrete individual skills and assessing more holistic processes and how that might play into the design of an alternatively graded course.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!Teaching Reading and Analysis with…Standards-Based Collaborative Grading? by Dr. Emily Pitts DonahoeTime for Meaning: Crafting Literate Lives in Middle & High School by Randy BomerReading/Writing Connection, The: Strategies for Teaching and Learning in the Secondary Classroom by Carol Booth OlsonThe Reading Apprenticeship frameworkPoint-Less: An English Teacher's Guide to More Meaningful GradingDeveloping Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) by Nancy Frey, John Hattie and Doug FisherResourcesThe Center for Grading Reform - seeking to advance education in the United States by supporting effective grading reform at all levels through conferences, educational workshops, professional development, research and scholarship, influencing public policy, and community building.The Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading:Grading for Growth, by Robert Talbert and David Clark

About the Guest(s):Jenna Rufo is an inclusive education consultant and the founder and CEO of EmpowerED School Solutions. She has worked with state departments of education, disability rights organizations, and school systems across the United States and Australia to create more equitable and inclusive special education programs. She spent nearly 20 years in public education as an assistant superintendent, special education director, and teacher, where she advocated for students with disabilities to receive services in inclusive settings.Ron Martiello is a learning coach in Montgomery County, PA. He has served as a 1st grade teacher, an elementary assistant principal, and an elementary principal. In 2018, Ron became a learning coach to support teachers in the areas of technology and math.Episode Summary:In this engaging episode, host Tim Villegas converses with Jenna Rufo and Ron Martiello about their book "Conquering Math Myths with Universal Design." The discussion opens with shared personal stories about early math experiences, growing into a broader dialogue about the persistent myths surrounding math education. Listeners are encouraged to reflect on how universal design for learning (UDL) principles can reshape the learning experience and dismantle long-held barriers in mathematics education.As the conversation unfolds, Jenna and Ron delve into the specifics of their book. They emphasize the necessity of integrating UDL to foster an inclusive and engaging math classroom environment. Key topics include the myth of answer-getting, the fallacy of prerequisite skills, and how these misconceptions hinder the learning process. By addressing these issues, the guests assert that educators can uplift students who are often left behind in traditional math settings, hence promoting equity and excellence simultaneously.Transcript: https://otter.ai/u/ZviVGZjEdxglJVPj5GSvF55FnWIKey Takeaways:Universal Design for Learning (UDL) can help debunk myths about mathematics by creating multiple entry points for diverse learners.The idea that quick answer-getting equates to math proficiency is a myth; success in math involves understanding processes and reasoning.Focusing solely on prerequisite skills can hinder students' exposure to more advanced mathematical concepts.Collaborating across disciplines and educational roles can enhance instructional design and ensure more inclusive educational practices.By utilizing UDL, educators can develop teaching strategies that accommodate the needs of all students, thereby ensuring equitable access to mathematics education.Resources:Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K–8: https://ascd.org/books/conquering-math-myths-with-universal-designEmpowerEd School Solutions: https://www.empoweredschool.org/Ron Martiello on LinkedIn: https://www.linkedin.com/in/ronmartiello/Thanks to our sponsor, IXL! https://ixl.com/inclusiveMCIE: https://mcie.org Hosted on Acast. See acast.com/privacy for more information.

Season 2- Episode 60 On this episode, 'Luminous Minds'' Literacy Specialist, Chandra, shares her insight on the national literacy crisis, how important it is for parents to be involved in their kids learning, the many resources available for families through the Luminous Minds platform, the science of reading, and the need to ensure 'fun' is associated with learning. Social Channels: Facebook: https://www.facebook.com/luminousmindsinc/Instagram: https://www.instagram.com/luminousmindsofficialYouTube: https://www.youtube.com/channel/UCpFwZwpC_mYRK6v4CaI8OtQLinked-In Luminous Minds: https://www.linkedin.com/company/luminous-minds/ Linked-In Chandra: https://www.linkedin.com/in/chandra-roughton-m-ed-392601b0/ Website: https://www.luminousmindsinc.com/ Contact Us: support@luminousmindsinc.com Discount Code: 20-Day Free Trial | Use Code YO20! @ checkout Luminous Minds was founded and created by Chandra Roughton (Ms. Chandra), a passionate educator/teacher and lifelong learner for over 24 years. Ms. Chandra has been inspiring, educating, and effectively teaching children throughout her entire career. Many know her as being a change agent and advocate for what is best for kids. Early on, she began her career as a classroom teacher, proudly serving in Title 1 schools. Chandra was the first teacher to show up to work, and the last one to leave. Her scholars consistently produced some of the highest academic scores in the Districts/schools that she served. More importantly, her students adored her. She made learning fun and seemed to understand that all children learn in unique and different ways. Chandra became a lifelong learner herself, fascinated by the neuroscience and research on how the human brain learns. Using this knowledge throughout her career, she evolved into a variety of leadership, coaching, and curriculum development positions centered around best practices to teach children. Chandra graduated from Fresno State with a Master's Degree in Educational Leadership and Administration. She continues to lead teacher development trainings and workshops to help other educators improve their practice and learn about evidence-based practices incorporating the elements and findings in the Science of Reading. She has worked tirelessly to close the existing achievement gaps in our educational system, all for the benefit of ensuring all children receive the high-quality education they deserve.Credentials:M.A. Degree in Educational Leadership & Administration with DistinctionAdministrative Credential (CA)Multiple-Subject Teaching Credential (CA)Publications:Exploring the Benefits of Private, Out-of-School Tutoring with Students in Grades K-12 (2016)Co-Author | Hidden Figures Academy (HFA) Middle School Charter Petition (educational program) (2017)Professional Development Workshops, Teacher Trainings, Seminars:Let's Read | Understanding the 5 Key Elements Necessary to Teach Young Children How To ReadAll Kids Are Smart | An Overview of the Multiple Intelligences (MI) and Best Practices to Support Students in TK-2nd Grade Homeschool Yo Kids Podcast shares organic conversations that promote confidence, a growth mindset, and are filled with inspiration and good energy. Sharing stories from the classroom, their home learning journey, and other reflections and life experiences, come grow and learn with Jae. Homeschool Yo Kids Organization is a 501c3 nonprofit that provides families with tools to aid unconventional learning experiences, helping to create a positive home learning environment. In addition to this, we are missioned to help families in traditional schools build a healthy collaborative relationship between the school and home. Visit our website!! https://www.homeschoolyokidsexpo.com/ Follow us on IG:@homeschoolyokids @homeschoolyokidspodcast Join our FB Group: Homeschool Yo Kids --- Support this podcast: https://podcasters.spotify.com/pod/show/homeschoolyokids/support

A conversation about Chapter 15: Reimagining Math Goals in Individualized Education Programs from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Music provided by Purple Planet

A conversation about Chapter 14: Rethinking Assessment for Equity from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠⁠⁠⁠⁠⁠ Music provided by Purple Planet

A conversation about Chapters 12 & 13: Supporting Relationships and Community in Math Class and Connecting Multiple Representations from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠⁠⁠⁠⁠ Music provided by Purple Planet

A conversation about Chapters 10 and 11: Designing for Fact Fluency and Developing Student Strategies through Number Strings from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠⁠⁠⁠⁠ Music provided by Purple Planet

A conversation about Chapters 8 and 9: Designing to Support Language Variability and Designing for Understanding of Mathematical Models from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠⁠⁠⁠ Music provided by Purple Planet

A conversation about Chapter 7: Investing in Core Ideas from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠⁠⁠ Music provided by Purple Planet

Shannon and Mary chat with Jennifer Serravallo, whose literacy work they have long admired.   Jennifer shares how her view about reading instruction have evolved over time.     Jennifer's written a new book showing teachers different structured models for responsive teaching called Teaching Reading Across the Day, and she gives us many ideas from us the book about how teachers can apply the art of teaching to set up their literacy blocks to best meet their students' needs.RECOMMENDED RESOURCES AND ONES MENTIONED DURING THE EPISODETeaching Reading Across the Day, Grades K-8: Methods and Structures for Engaging, Explicit Instruction by Jennifer Serravallo *Amazon affiliate linkThe Reading Strategies Book 2.0 by Jennifer Serravallo *Amazon affiliate linkThe Writing Strategies Book: Your Everything Guide to Developing Skilled Writers by Jennifer Serravallo *Amazon affiliate linkA Systematic Review of the Research on Vocabulary Instruction that Impacts Text Comprehension by Tanya S. Write and Gina N. CervettiSci-Hub (to find reference articles)Re:Thinking with Adam Grant (podcast mentioned)Using Vocabulary Strategies for Independent Word Learning (blog on Jennifer's website and podcast discussion with Freddie Hiebert)Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers by Gene Mehigan Jennifer's websiteJennifer's podcast Jennifer on Twitter/X: Join us at Educate and Rejuvenate July 2024Get a free Green Chef box using our link.Comic Boom - Comics in EducationAn education podcast exploring the use of comics in education. Each episode I'll be...Listen on: Apple Podcasts SpotifySupport the Show.Get Literacy Support through our Patreon

A conversation about Chapter 6: Designing with UDL Math from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠⁠ Music provided by Purple Planet

A conversation about Chapter 5: What is Universal Design for Learning in Mathematics (UDL Math)? from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠⁠ Music provided by Purple Planet

In today's episode, "Unlocking Potential: Non-Traditional Teaching Methods for Students with Severe Learning Challenges," we delve into the world of homeschooling children with intellectual disabilities who are often relegated to a perpetual elementary school experience. From addressing specific struggles in teaching a child with intellectual disabilities and adapting curriculum to understanding learning behaviors and incorporating life skills, this conversation will provide practical insights and tips for unlocking your child's full potential. Stay tuned as our guest and Empowering Homeschool Conversations co-host, Stephanie Buckwalter, uncovers ways to navigate the complexities of homeschooling children with severe learning challenges and to empower them to thrive beyond traditional expectations. Stephanie Buckwalter is a curriculum developer and the creator of the ELARP™ Method of homeschooling for students who are two or more years behind grade level in several core subjects, or simply stuck in perpetual kindergarten. She believes that the first step to homeschooling a special needs child is to assume intelligence. Once you realize there is more going on intellectually than your child can express, it opens up a whole new world of learning. Her family of five children has done homeschool, private school and public school (including the IEP process). In addition to homeschooling for over 18 years, Stephanie has taught classes locally and online, and helped start a robotics club, a classical education co-op and a special needs homeschool co-op. Her heart is to use her unique experience to help others experience success teaching their unique learners. Use this link that Stephanie created for parenting homeschooling students with Intellectual Disabilities: https://www.spedhomeschool.com/groups/students-with-severe-learning-challenges Connect with Stephanie and the resources she mentioned in this broadcast: ELARP Learning: https://elarplearning.com/ Art of Special Needs Parenting: https://artofspecialneedsparenting.com/ 3 Circles of Purpose printable (link: https://artofspecialneedsparenting.com/3-circles-of-purpose/) Teaching a Special Needs Child at Home and at School - Judith Munday Family Math - Stenmark, Thompson and Cossey Skills Evaluation for the Homeschool - Rebecca Avery, The Weaver Curriculum What Your Child Needs to Know When, An Evaluation Checklist for Grades K-8 - Rogin Scarlata Home Learning Year by Year - Rebecca Rupp Special Needs Expo, Shelby, NC, June 28-29 https://iajministries.ticketleap.com/t/SPEDHOMESCHOOL/ To find out more about SPED Homeschool, visit our website at https://spedhomeschool.com/  To learn about the other Empowering Homeschool Conversations Co-Hosts and their resources, visit: https://annieyorty.com/ https://www.youtube.com/@LivingWithEve https://elarplearning.com/ https://solimaracademy.com/Join our mission to empower homeschool families!: https://spedhomeschool.com/donate/ Discover more Christian podcasts at lifeaudio.com and inquire about advertising opportunities at lifeaudio.com/contact-us.

A conversation about Chapter 4: Beyond the Binary of Inquiry Versus Explicit Instruction from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠⁠ Music provided by Purple Planet

A conversation about Chapter 3: Rethinking Mathematics from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠⁠ Music provided by Purple Planet

A conversation about Chapter 2: Rethinking Disability from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠bit.ly/sumofitall_transcripts_S14 ⁠ Music provided by Purple Planet

A conversation about Chapter 1: Trust in Their Thinking from the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠bit.ly/sumofitall_transcripts_S14 ⁠   Music provided by Purple Planet

Enter to win a free set of Wipebook Flipcharts for your Thinking Classroom: ⁠www.wipebook.com/TTT⁠ Join Kyle and Dean as they engage in a lively conversation with Peter Liljedahl and Maegan Giroux about the newest addition to the world of Building Thinking Classrooms: Mathematics Tasks for the Thinking Classroom, Grades K-5. This book is specially crafted for K-5 educators and goes beyond being just a collection of tasks. It encapsulates years of research and classroom experience from the Thinking Classrooms approach, providing a comprehensive guide that combines effective pedagogy with engaging tasks to ignite student thinking. From the official release of the book to in-depth discussions about curricular and non-curricular tasks, perseverance levels, and the intricacies of crafting tasks that spark curiosity and encourage deep thinking, this episode is packed with insights. You'll hear firsthand how the book came to life, the philosophy that underpins it, and how it's set to make a difference in classrooms around the world. Tune in to hear more about this newly available resource and even more ideas on how to build your Thinking Classroom.

An opening conversation about the foreword and preface of the book "Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K-8" by Rachel Lambert to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at bit.ly/sumofitall_transcripts_S14   Music provided by Purple Planet

Wayne Cabot and Paul Murnane have the morning's top headlines from the WCBS 880 newsroom.

Click to listen to episode (9:16). Sections below are the following:Transcript of AudioAudio Notes and AcknowledgmentsImageSourcesRelated Water Radio EpisodesFor Virginia Teachers (Relevant SOLs, etc.)Unless otherwise noted, all Web addresses mentioned were functional as of 2-1-24. TRANSCRIPT OF AUDIO From the Cumberland Gap to the Atlantic Ocean, this is Virginia Water Radio for the weeks of February 5 and February 12, 2024. MUSIC – ~35 sec – lyrics: “We are on a ship, a great big ship.  It takes all of us to take of it.  And we can use the stars to navigate our trip.  We are riding on a ship.” That's the closing of “On a Ship,” by Blacksburg, Va., singer-songwriter Kat Mills.  Since January 2010, Virginia Water Radio has been bringing you sounds, music, and information about the watery nature of the good ship Earth, particularly the waters of the Commonwealth of Virginia.  With the recent passage of Water Radio's 14th anniversary, this will be the show's last regularly scheduled episode.  Water Radio may return from time to time with special-project episodes; if so, I hope you'll be able to have a listen. To mark the transition away from regular episodes, I've invited several guests to call out the range of topics that Water Radio has aimed to explore.  Have a listen for about 45 seconds to their voices, interspersed with some favorite sounds, of birds, the spokesman for traditional fishing boat singers, children, a rolling river, and rumbling thunder. VOICES AND SOUNDS - ~41 sec VOICE 1 - Water in the biology of humans, birds, frogs, plants, and other living things.  SOUND 1 - Little Blue Heron fishing, plus sounds of Red-winged Blackbirds.       VOICE 2 - Water-related history and cultural expression.  SOUND 2 – Spokesman for Northern Neck Chantey Singers saying, “We are the Northern Neck Chantey Singers.” VOICE 3 - Water laws and policies, management and uses, and people.  SOUND 3 – Group of children and adults calling out “Take a kid to a park!” VOICE - Groundwater, surface water, and watersheds.  SOUND 4 – South Fork Roanoke River in Montgomery County, Va.     VOICE - Water science, water research, and weather.  SOUND 5 – Thunderstorm. Along with its focus on water-related sounds, much of Water Radio's vitality has come from music about water, with either the music or the musicians having a Virginia connection.  Several groups and individuals have graciously allowed frequent use of their songs.  Those include Kat Mills, whose song “On a Ship” you heard earlier; Ben Cosgrove and Stewart Scales, whose versions of “Shenandoah” and “Cripple Creek,” respectively, open and close alternating episodes; and the following artists, whom you'll hear in an upcoming medley: the late Madeline MacNeil, with “New Spring Waltz”;Timothy Seaman, with “Bass Fisherman's Reel”;Torrin Hallett, with “Tropical Tantrum”;Andrew and Noah VanNorstrand, with “Samuel Mason.”Chamomile and Whiskey, with “Dirty Sea”;The Steel Wheels, with “Valley”;No Strings Attached, with “Kartune”; andBob Gramann, with “Rappahannock Running Free.” Have a listen for a little over three minutes. MUSIC - ~3 min./15 sec. “New Spring Waltz.” - ~ 23 sec – instrumental. “Bass Fisherman's Reel - ~20 sec – instrumental. “Tropical Tantrum” - ~27 sec – instrumental. “Samuel Mason” - ~24 sec – lyrics: “Samuel Mason, that is my name.  I left Fort Henry seeking fortune and fame.  I came from Virginia a long time ago, but now I am a pirate along the Ohio.” “Dirty Sea” - ~18 sec – instrumental. “Valley” - ~41 sec – lyrics: “These mountains have been here for centuries.  There's stories in the water, something if you're listening; what kind of stories do you wanna see?  ‘Cause I wanna go where the wind don't blow; take me down to the valley.  I wanna go where the wind don't blow; take me out tonight.” “Kartune” - ~19 sec – instrumental. “Rappahannock Running Free” - ~23 sec – lyrics: “I love the Rappahannock, and its water running free; in the rapids of this river, that's where I want to be.   I love the Rappahannock, and its waters running free; in the rapids of this river, that's where I'll always be.” Thanks to all the musicians, sounds sources, and collaborators who contributed to this episode and to the previous 673 episodes.  Thanks also to radio stations WEHC at Emory and Henry College, and WVRU at Radford University, for carrying the show on air each week. We close Water Radio's regular-episode era with one more musical selection.  Here's about 1 minute/20 seconds of John McCutcheon's “Water from Another Time,” a song rich in water imagery, fine music, and valuable words.  Here's to that. MUSIC - ~77 sec – lyrics: “New-born cry in the morning air, the past and the future are wedded there; in this wellspring of my sons and daughters, the bone and blood of living water.  And of Grandpa's hands have gone to dust, like Grandma's pump reduced to rust.  Their stories quench my soul and mind, like water from another time.  You don't take much but you gotta have some; the old ways help, the new ways come; just leave a little extra for the next in line, they're gonna need a little water from another time.  You don't take much but you gotta have some; the old ways help, the new ways come; just leave a little extra for the next in line, they're gonna need a little water from another time.  Gonna need a little water, need a little water, need a little water, gonna need a little water from another time.” SHIP'S BELL Virginia Water Radio is produced by the Virginia Water Resources Research Center, part of Virginia Tech's College of Natural Resources and Environment.  For more Virginia water sounds, music, or information, visit us online at virginiawaterradio.org, or call the Water Center at (540) 231-5624.  Thanks to Stewart Scales for his banjo version of “Cripple Creek” to open and close this episode.  In Blacksburg, I'm Alan Raflo, thanking you for listening, and wishing you health, wisdom, and good water. AUDIO NOTES AND ACKNOWLEDGEMENTS Thanks to Patrick Fay for helping create Virginia Water Radio in 2010. The guest voices in this episode were recorded by Virginia Water Radio in Blacksburg, Va., during the last week of January 2024.  Thanks to the those five people for lending their voices to this episode. The sounds heard in this episode were as follows. Sound 1: Little Blue Heron fishing, plus Red-winged Blackbirds.  These sounds were from the U.S. Fish and Wildlife Service's National Digital Library, online at http://digitalmedia.fws.gov/cdm/; this recording specifically is online at https://digitalmedia.fws.gov/digital/collection/audio/id/55/rec/56.  These sounds were used previously in Episode 478, 6-24-19, on the Little Blue Heron. Sound 2: Spokesman introducing the Northern Neck Chantey Singers.  This audio was taken from from a video of the group's September 11, 2011, performance at the Virginia Folklife Apprenticeship Showcase in Charlottesville, Va.; used with permission of Virginia Humanities (formerly the Virginia Foundation for the Humanities), located in Charlottesville and online at https://virginiahumanities.org/.  The full performance video is available online at https://www.virginiafolklife.org/sights-sounds/northern-neck-chantey-singers-and-lewis-r-blackwell-jr/.  Additional information from Virginia Humanities about the Northern Neck Chantey Singers and the Northern Neck of Virginia is available in the January 2024 article, “From Generation to Generation: Reedville Fishermen's Museum.”  These sounds were used previously in Episode 635, 8-29-22, on Virginia Menhaden fishing. Sound 3: Group of children and adults calling out “Take a kid to a park!”  This was recorded by Virginia Water Radio in Blacksburg, Va., on May 12, 2013.  This sound was used previously in Episode 655, 5-15-23, on Virginia state parks. Sound 4: South Fork Roanoke River near Elliston, Va. (Montgomery County).  This was recorded by Virginia Water Radio on August 23, 2012.  This sound was used previously in Episode 363, 4-10-17, on stream insects. Sound 5: Thunderstorm.  This was recorded by Virginia Water Radio in Blacksburg, Va., on April 20, 2015, 9 p.m.  This sound was used previously in Episode 568, 3-15-21, on Virginia's annual springtime tornado drill. The musicians and music heard in this episode were as follows (in the order heard); all music used with permission.  For each song, the most recent previous Virginia Water Radio episode using the music are listed; many of the songs have been used previously several times, and other music be each of the artists has been featured in many Water Radio episodes. Kat Mills, “On a Ship,” from the 2015 album “Silver.”  More information about Kat Mills is available online at http://www.katmills.com/.  This music was used previously in Episode 651, 3-20-23. Madeline MacNeil, “New Spring Waltz, ” from the 2002 album “Songs of Earth & Sea.”  More information about the late Madeline MacNeil is available from Janita Baker's “Blue Lion Dulcimers & Guitars” Web site, online at https://www.bluelioninstruments.com/Maddie.html.  This music was used previously in Episode 627, 5-9-22, on spring songbirds nesting near water. Timothy Seaman, “Bass Fisherman's Reel,” from the 2004 album “Virginia Wildlife.”  More information about Timothy Seaman is available online at https://timothyseaman.com/en/.  This music was used previously in Episode 590, 8-16-21, on the rescue of an osprey caught in fishing line. Torrin Hallett, “Tropical Tantrum,” composed in 2017.  More information about Torrin Hallett is available online at https://www.facebook.com/torrin.hallett.  Thanks very much to Torrin for composing the piece especially for Virginia Water Radio.  This music was used previously in Episode 656, 5-29-23, a preview of the 2023 Atlantic tropical cyclone season. Andrew and Noah VanNorstrand, “Samuel Mason,” from the 2010 album “All the Good Summers.”  More information about Andrew and Noah VanNorstrand is available online at https://andrewandnoah.bandcamp.com/.  This music was used previously in Episode 491, 9-23-19, on Samuel Mason and on piracy historically and in modern times. Chamomile and Whiskey, “Dirty Sea,” from the 2013 album “Wandering Boots.”  More information about Chamomile and Whiskey is available online at http://www.chamomileandwhiskey.com/.  This music was used previously in Episode 584, 7-5-21, on Operation Dry Water. The Steel Wheels, “Valley,” from the 2010 album “Red Wing.”  More information about The Steel Wheels is available online at http://www.thesteelwheels.com/.  This music was used previously in Episode 355, 2-13-17, on Abraham Lincoln's family roots in Virginia's Shenandoah Valley. No Strings Attached, “Kartune,” from the 1992 album “Blue Roses.”  More information about No Strings Attached—a long-time Blacksburg- and Roanoke-based band which is no longer performing—is available online at http://www.enessay.com/index.html.  This music was used previously in Episode 555, 12-14-20, on water-related jokes. Bob Gramann, “Rappahannock Running Free,” from the 2008 album, “Mostly Live.”  More information about Bob Gramann is available online at http://www.bobgramann.com/.  This music was used previously in Episode 589, 8-9-21. John McCutcheon, “Water from Another Time,” from the 1987 album “Gonna Rise Again.”  More information on John McCutcheon is available online at http://www.folkmusic.com/.  This music was used previously in Episode 142, 12-31-12. Click here if you'd like to hear the full version (1 min./11 sec.) of the “Cripple Creek” arrangement/performance by Stewart Scales that opens and closes this episode.  More information about Mr. Scales and the group New Standard, with which Mr. Scales plays, is available online at http://newstandardbluegrass.com. IMAGE Diagram of the water cycle (also called the hydrologic cycle), from the U.S. Geological Survey (USGS), “Water Science School/Water Cycle Diagrams,” online at https://www.usgs.gov/special-topics/water-science-school/science/water-cycle-diagrams, 2-7-24. SOURCES Please see the show notes for individual episodes of Virginia Water Radio for sources of information on many water-related topics. RELATED VIRGINIA WATER RADIO EPISODES All Water Radio episodes are listed by category at the Index link above (http://www.virginiawaterradio.org/p/index.html). Links are provided above in the Acknowledgments section to previous episodes using the sounds or music heard in this current episode. Following are links to some milestone episodes.

Click to listen to episode (4:33). Sections below are the following:Transcript of AudioAudio Notes and AcknowledgmentsImagesSourcesRelated Water Radio EpisodesFor Virginia Teachers (Relevant SOLs, etc.)Unless otherwise noted, all Web addresses mentioned were functional as of 1-19-24. TRANSCRIPT OF AUDIO From the Cumberland Gap to the Atlantic Ocean, this is Virginia Water Radio for the week of January 22, 2024.  This is a revised version of an episode from January 2016. MUSIC – ~9 sec – instrumental. In this episode, we use music by a Blacksburg, Va., singer-songwriter to help us dive underwater.  Have a listen for about 55 seconds. MUSIC - ~54 sec – Lyrics:   “Endless water calls to you.  Falling backward into blue.  Lovers breathing, adapting, reaching, receiving.  Bubbles lifting, creatures sweeping into view; you're an alien at sea.  Scuba dive; scuba dive.” You've been listening to part of “Scuba Dive,” by Kat Mills, on the 2015 album “Silver.”  Ms. Mills' lyrics use the challenges and thrills of underwater diving as metaphors for exploration and trust in human relationships. While human interactions can be quite unpredictable, the main challenges of the underwater environment come from several predictable physical, chemical, and biological properties of deep water.  Water's density affects vision and hearing underwater.  Buoyancy—resulting from the density of a submerged object compared to the density of the surrounding water—must be adjusted for moving up or down.  Movement is also affected by the frictional resistance of water, or drag.  Pressure from the weight of the water affects a diver's lungs, sinuses, and ears, as well as the levels of oxygen, nitrogen, and other gases dissolved in the water and in one's blood.  Temperature affects dissolved gases, too, along with presenting a body-heat challenge.  Divers can become partially dehydrated through breathing dehumidified compressed air.  And dangerous aquatic organisms may await.  Adapting to those challenges through underwater breathing devices, other equipment, training, and experience allows divers to enjoy the exhilaration of feeling weightless, seeing fascinating creatures, and exploring worlds most humans never see. Add in some trust and overcoming of one's fears, and people continue to fall backwards into endless blue water, literally and figuratively. Thanks to Kat Mills for permission to use this episode's music, and we close with about 30 more seconds of “Scuba Dive.” MUSIC - ~30 sec – Lyrics: “Scuba dive.” SHIP'S BELL Virginia Water Radio is produced by the Virginia Water Resources Research Center, part of Virginia Tech's College of Natural Resources and Environment.  For more Virginia water sounds, music, or information, visit us online at virginiawaterradio.org, or call the Water Center at (540) 231-5624.  Thanks to Ben Cosgrove for his version of “Shenandoah” to open and close this episode.  In Blacksburg, I'm Alan Raflo, thanking you for listening, and wishing you health, wisdom, and good water. AUDIO NOTES AND ACKNOWLEDGEMENTS This Virginia Water Radio episode revises and replaces Episode 299, 1-18-16.Scuba (also written SCUBA and S.C.U.B.A.) is an abbreviation for “self-contained underwater breathing apparatus.”  For information on this abbreviation, see Underwater Kinetics, “What does SCUBA stand for?  Plus other diving acronyms,” December 19, 2019, online at https://uwk.com/blogs/scuba-guide/diving-acronyms. “Scuba Dive,” from the 2015 album “Silver,” is copyright by Kat Mills; used with permission.  More information about Kat Mills is available online at https://katmills.com/home. Click here if you'd like to hear the full version (2 min./22 sec.) of the “Shenandoah” arrangement/performance by Ben Cosgrove that opens and closes this episode.  More information about Mr. Cosgrove is available online at http://www.bencosgrove.com. IMAGES Diver among a school of fish in Flower Garden Banks National Marine Sanctuary, Oct. 13, 2010.  Photo by G.P. Schmahl, sanctuary superintendent, courtesy of the National Oceanic and Atmospheric Administration (NOAA) National Marine Sanctuaries Media Library, accessed online at https://www.flickr.com/photos/noaaphotolib/5077887899, 1-18-24.Divers for the National Oceanic and Atmospheric Administration (NOAA), location and date not identified.  Photo from NOAA, “NOAA Diving Program Training,” accessed online at https://www.omao.noaa.gov/ndp/noaa-diving-program-training, 1-18-24.  SOURCES Used for Audio Dennis K. Graver, Scuba Diving - Second Edition, Human Kinetics, Champaign, Illinois, 1999.For More Information Physical and Chemical Properties of Water U.S. Geological Survey (USGS) Water Science School, “Water Properties Information by Topic,” online at http://water.usgs.gov/edu/waterproperties.html. RELATED VIRGINIA WATER RADIO EPISODES All Water Radio episodes are listed by category at the Index link above (http://www.virginiawaterradio.org/p/index.html).  See particularly the “Science” subject category. Following are links to some other episodes on chemical or physical properties relevant to the underwater environment. Buoyancy – Episode 483, 7-29-19. Density – Episode 255, 3-2-15; Episode 483, 7-29-19 (in buoyancy). Dissolved Oxygen – Episode 333, 9-12-16. Water thermodynamics – Episode 610, 1-3-22. FOR VIRGINIA TEACHERS – RELATED STANDARDS OF LEARNING (SOLs) AND OTHER INFORMATION Following are some Virginia Standards of Learning (SOLs) that may be supported by this episode's audio/transcript, sources, or other information included in this post. 2020 Music SOLs SOLs at various grade levels that call for “examining the relationship of music to the other fine arts and other fields of knowledge.” 2017 English SOLs Reading Theme5.4, 6.5, 7.4, 8.4, 8.5, 9.3, 9.4, 10.3, 10.4, 11.4 – Symbols, imagery, figurative language, and other literary devices. 2018 Science SOLs Grades K-3 plus 5: MatterK.4 – Water is important in our daily lives and has properties.1.3 – Objects are made from materials that can be described by their physical properties.5.7 – Matter has properties and interactions. Grades K-5: Earth and Space Systems4.7 – The ocean environment. Grade 66.6 – Water has unique physical properties and has a role in the natural and human-made environment. Life ScienceLS.7 – Adaptations support an organism's survival in an ecosystem. Physical SciencePS.3 – Matter has properties and is conserved in chemical and physical processes. Earth ScienceES.10 – Oceans are complex, dynamic systems subject to long- and short-term variations. BiologyBIO.2 – Chemical and biochemical processes are essential for life. Virginia's SOLs are available from the Virginia Department of Education, online at https://www.doe.virginia.gov/teaching-learning-assessment/instruction Following are links to Water Radio episodes (various topics) designed especially for certain K-12 grade levels. Episode 250, 1-26-15 – on boiling, for kindergarten through 3rd grade. Episode 255, 3-2-15 – on density, for 5th and 6th grade. Episode 282, 9-21-15 – on living vs. non-living, for kindergarten. Episode 309, 3-28-16 – on temperature regulation in animals, for kindergarten through 12th grade. Episode 333, 9-12-16 – on dissolved gases, especially dissolved oxygen in aquatic habitats, for 5th grade. Episode 404, 1-22-18 – on ice on ponds and lakes, for 4th through 8th grade. Episode 407, 2-12-18 – on snow chemistry and physics, for high school. Episode 483, 7-29-19 – on buoyancy and drag, for middle school and high school. Episode 524, 5-11-20 – on sounds by water-related animals, for elementary school through high school. Episode 531, 6-29-20 – on various ways that animals get water, for 3rd and 4th grade. Episode 539, 8-24-20 – on basic numbers and facts about Virginia's water resources, for 4th and 6th grade.Episode 606, 12-6-21 – on freezing and ice, for kindergarten through 3rd grade.

Click to listen to episode (4:59). Sections below are the following:Transcript of AudioAudio Notes and AcknowledgmentsImagesExtra Information about the Virginia General AssemblySourcesRelated Water Radio EpisodesFor Virginia Teachers (Relevant SOLs, etc.)Unless otherwise noted, all Web addresses mentioned were functional as of 1-5-24. TRANSCRIPT OF AUDIO From the Cumberland Gap to the Atlantic Ocean, this is Virginia Water Radio for the weeks of January 8 and January 15, 2024. MUSIC – ~12 sec – instrumental. That excerpt of “Dance of the Aisle,” by No Strings Attached, opens our annual preview of the Virginia General Assembly.  On January 10, 100 members of the House of Delegates and 40 members of the Senate will gather in Richmond for their 2024 session, during which they'll renew what you might call the “dance” of working across the symbolic “aisle” between political parties.  The steps this year will be performed by a noticeably different group of people, because the 2023 elections resulted in significant changes in the age and years of service of the Assembly's membership.  Have a listen to the music for about 25 more seconds, and see if you know how the following pairs of numbers describe those membership changes:34 and 17;74 and 40;9 and 21;and, last, 52 and 34; MUSIC – ~24 sec – instrumental. If you knew some or all of these, you're a General Assembly genius! The 2024 General Assembly will have 34 new delegates and 17 new senators.Seventy-four members have served four years or less, compared to 40 such members in 2023.Nine members have served 20 years or more, compared to 21 such members in 2023.And 52 members will be age 45 or younger, compared to 34 such members in 2023. [Information not in audio: that the numbers for 2024, taken from the Virginia Public Access Project's Web site on January 4, 2024, do not include one House member and one Senate member who were to be chosen in special elections on January 9, 2024.] The General Assembly convenes each year on the second Wednesday in January.  So-called “long sessions” of 60 days are held in even-numbered years, while 30-to-45-day “short sessions” are held in odd-numbered years.  A new biennial budget is proposed in each even-numbered year, while amendments to the current budget may be considered every year. Besides the budget, the General Assembly typically considers two-to-three thousand bills and resolutions.  Usually about 150 to 200 of those measures relate to water resources, either directly through impacts on aquatic environments, water supplies, or other water uses, or indirectly through impacts on energy and land uses that, in turn, affect water.  The budget also affects water, especially through funding of natural resource-related departments, such as Conservation and Recreation, Environmental Quality, Wildlife Resources, and the Marine Resources Commission. Action on General Assembly measures involves sub-committees, full committees, and floor debate.  Passed bills go to the governor for approval, veto, or proposed changes, and bills with a governor's veto or proposed changes return to the Assembly for further consideration during a “reconvened session,” scheduled for April.   All along the way, citizens, interest groups, and other stakeholders vie to have a say.  You can join in by following the Assembly's work and by communicating with your local delegate or senator about issues of concern.  Tools to help you do so are available online at virginiageneralassembly.gov. Thanks to Randy Marchany for permission to use this week's music, and we close with about 15 more seconds of “Dance of the Aisle.” MUSIC – ~16 sec – instrumental. SHIP'S BELL Virginia Water Radio is produced by the Virginia Water Resources Research Center, part of Virginia Tech's College of Natural Resources and Environment.  For more Virginia water sounds, music, or information, visit us online at virginiawaterradio.org, or call the Water Center at (540) 231-5624.  Thanks to Stewart Scales for his banjo version of “Cripple Creek” to open and close this episode.  In Blacksburg, I'm Alan Raflo, thanking you for listening, and wishing you health, wisdom, and good water. AUDIO NOTES AND ACKNOWLEDGEMENTS “Dance of the Aisle,” on the 1999 album “In the Vinyl Tradition Volume 2,” is copyright by No Strings Attached and Enessay Music, used with permission.  More information about No Strings Attached—a long-time Blacksburg- and Roanoke-based band which is no longer performing—is available online at http://www.enessay.com/index.html. Click here if you'd like to hear the full version (1 min./11 sec.) of the “Cripple Creek” arrangement/performance by Stewart Scales that opens and closes this episode.  More information about Mr. Scales and the group New Standard, with which Mr. Scales plays, is available online at http://newstandardbluegrass.com. IMAGESThe Virginia State Capitol Building in Richmond.  Image from the Virginia General Assembly, “Capitol Classroom,” accessed online at https://capclass.virginiageneralassembly.gov/High/AbouttheCapitol/CapitolHigh.html, 1/8/24.Screen shot of the Virginia Legislative Information System's online site for following legislation in the 2024 Virginia General Assembly, accessed at https://lis.virginia.gov/lis.htm, 1/8/24. EXTRA INFORMATION ABOUT THE VIRGINIA GENERAL ASSEMBLY The General Assembly's main Web page, http://virginiageneralassembly.gov/index.php, offers several useful features, including member lists, session calendars, live video of floor sessions, and information on legislative processes.  The Legislative Information System (LIS) Web site, http://lis.virginia.gov/lis.htm, provides lists and summaries of all bills, searchable by topic, member, committee, etc.   For budget information specifically, see https://budget.lis.virginia.gov/. Video streams of sessions and meetings for both the House of Delegates and the Senate, including committees, are available online at https://virginiageneralassembly.gov/membersAndSession.php?secid=1&activesec=0#!hb=1&mainContentTabs=0. Committees are key parts of the General Assembly process.  Legislation about water or about activities that can affect water may be assigned to any of several standing committees, most of which meet weekly during the General Assembly session.  Two committees that receive many (but not all) of the water-related bills are the House Agriculture, Chesapeake and Natural Resources Committee and the Senate Agriculture, Conservation and Natural Resources Committee.  Information about all standing committees as of the 2024 session—including membership, meeting times, and legislation being considered—is available online at https://lis.virginia.gov/241/com/COM.HTM. To express an opinion on legislation, citizens are advised to contact their respective delegate of senator.  If you do not know your representatives or their contact information, you can use the online “Who's My Legislator” service, available at http://whosmy.virginiageneralassembly.gov/.  You can also find members' contact information at these links: House of Delegates, at http://virginiageneralassembly.gov/house/members/members.php; State Senate, at https://apps.senate.virginia.gov/Senator/. The Lobbyist-In-A-Box subscriber service also offers free tracking for up to five bills, and it offers tracking of more than five bills for a fee; visit http://lis.virginia.gov/h015.htm.  For more information or assistance, phone Legislative Automated Systems at (804) 786-9631 or Virginia Interactive at (804) 318-4133. The organization Open Virginia's Richmond Sunlight Web site, at https://www.richmondsunlight.com/, also offers tools for following the General Assembly and for learning about Virginia law. SOURCES USED FOR AUDIO AND OFFERING MORE INFORMATION Ballotpedia, “Virginia General Assembly,” online at https://ballotpedia.org/Virginia_General_Assembly. Andrew Cain, “Meet the 17 new state senators,” Richmond Times-Dispatch, November 24. 2023. David McGee, “'Road to Richmond”: Predictions vary on upcoming General Assembly session,” Bristol Herald-Courier, January 4, 2024. The Modern Republic, “Reach Across the Aisle,” online at https://www.modernrepublic.org/reach-across-the-aisle. Virginia Department of Elections, “January 9, 2024 General Assembly  Special Elections,” online at https://www.elections.virginia.gov/casting-a-ballot/candidate-list/january-9-2024-general-assembly-special-elections/, accessed 1-4-24. Virginia General Assembly, online at https://virginiageneralassembly.gov/index.php.  See particularly the following specific pages (all hyperlinked): About the General Assembly; Citizen Involvement; Legislative Terms. Virginia Public Access Project, online at https://www.vpap.org/, 1-4-24.  The main menu has a tab for “Legislators/Demographics,” online at https://www.vpap.org/general-assembly/legislators/, and there one can use a drop-down function to look for political party, gender, race, age, etc., and compare to previous sessions. Virginia Legislative Information System, online at https://lis.virginia.gov/.Virginia Water Resources Research Center, “Virginia Water Legislation,” online at https://www.vwrrc.vt.edu/virginia-water-legislation/.  This site provides access to inventories of water-related bills in the Virginia General Assembly from 1998 through 2023. RELATED VIRGINIA WATER RADIO EPISODES All Water Radio episodes are listed by category at the Index link above (http://www.virginiawaterradio.org/p/index.html).  See particularly the “Community/Organizations” subject category. Following are links to other episodes on the Virginia General Assembly. Episode 143, 1-7-13 – “Music for the Past and Present of the Virginia General Assembly” (annual General Assembly introduction). Episode 147, 2-4-13 – “Committees Guide the Flow of Bills in the Virginia General Assembly.” Episode 196, 1-13-14 – “The Virginia General Assembly on its 396th Opening Day, January 8, 2014” (annual General Assembly introduction). Episode 247, 1-5-15 – “January Means State Budget Time in the Virginia General Assembly” (annual General Assembly introduction, with a special focus on the state budget). Episode 252, 2-9-15 – “Voting on Water in the 2015 Virginia General Assembly.” Episode 297, 1-4-16 – “Water's on the Agenda—along with a Whole Lot Else—When the Virginia General Assembly Convenes” (annual General Assembly introduction). Episode 302, 2-8-16 – “Voting on Water in the 2016 Virginia General Assembly.” Episode 350, 1-9-17 – “Old English Music Helps Preview the Old Dominion's 2017 General Assembly” (annual General Assembly introduction). Episode 353, 1-30-17 – “Voting on Water in the 2017 Virginia General Assembly.” Episode 359, 3-13-17 – “Subcommittees are Where Many Proposed Virginia Laws Start to Float or Sink.” Episode 402, 1-8-18 – “The Virginia Legislature Begins Its 400th Year in 2018” (annual General Assembly introduction). Episode 405, 1-29-18 – “Voting on Water in the 2018 Virginia General Assembly.” Episode 410, 3-5-18 – “Virginia Electricity Regulation and Water” (on legislation in the 2018 session on electricity regulation). Episode 454, 1-7-19 – “The Virginia General Assembly, from Jamestown in 1619 to Richmond in 2019” (annual General Assembly introduction). Episode 460, 2-18-19 – “Voting on Water in the 2018 Virginia General Assembly.” Episode 506, 1-6-20 – “Action on Budget, Bills, and Other Business Commences January 8 for the 2020 Virginia General Assembly” (annual General Assembly introduction). Episode 510, 2-3-20 – “Voting on Water in the 2020 Virginia General Assembly.” Episode 522, 4-27-20 – “Virginia Enacts a New Energy Era” (on legislation in the 2020 session on electricity generation, carbon emissions, and recurrent flooding). Episode 558, 1-4-21 – “January 13 is Opening Day for the 2021 Virginia General Assembly” (annual General Assembly introduction). Episode 562, 2-1-21 – “Voting on Water in the 2021 Virginia General Assembly.”Episode 611, 1-10-22 – “The Second Wednesday in January Means the Virginia General Assembly Convenes” (annual General Assembly introduction). Episode 614, 1-31-22 – “Voting on Water in the 2022 Virginia General Assembly.”Episode 646, 1-9-23 – “”Near Richmond's James River Falls, Each Second Wednesday in January Calls the Virginia General Assembly to Order” (annual General Assembly introduction).Episode 647, 1-23-23 – “Virginia's State Budget and Money for Water.”Episode 648, 2-6-23: “Voting on Water in the 2023 Virginia General Assembly.” FOR VIRGINIA TEACHERS – RELATED STANDARDS OF LEARNING (SOLs) AND OTHER INFORMATION Following are some Virginia Standards of Learning (SOLs) that may be supported by this episode's audio/transcript, sources, or other information included in this post. 2020 Music SOLs SOLs at various grade levels that call for “examining the relationship of music to the other fine arts and other fields of knowledge.” 2018 Science SOLs Grades K-5 – Earth Resources 3.8 – Na

What does the research say about small group reading instruction?ResourcesEpisode 142: Structured Literacy in Small Group TimeEpisode 143: Maximizing Small Group Reading Instruction Maximizing Small Group Reading Instruction (Conradi-Smith, Amendum, Williams, 2022)Differentiated Literacy Instruction: Boondoggle or Best Practice? (Puzio, Colby, Nichols, 2020)Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3 (Wanzek, et. al, 2016)  Connect with us Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

Click to listen to episode (4:36).Sections below are the following:Transcript of AudioAudio Notes and AcknowledgmentsImagesExtra InformationSourcesRelated Water Radio EpisodesFor Virginia Teachers (Relevant SOLs, etc.)Unless otherwise noted, all Web addresses mentioned were functional as of 11-9-23. TRANSCRIPT OF AUDIO From the Cumberland Gap to the Atlantic Ocean, this is Virginia Water Radio for the weeks of December 11 and December 18, 2023.  [Please note: the audio mistakenly says December 20 instead of December 18.] SOUND – ~6 sec. Those sounds of Mallard ducks, recorded in December 2015 at the Virginia Tech Duck Pond in Blacksburg, set the stage for a duck designation derby—that is, a duck names quiz game! I'll give you clues to the common names of six duck species inhabiting areas of Virginia, either year-round or seasonally.  After each set of clues, you'll have a few seconds to hear sounds from the duck and try to guess its name.  In the clues, “diving duck” refers to those birds that dive deep under the surface and feed underwater; and “dabbling duck” refers to those birds that feed on or just below the water surface. Number 1:  This large diving duck, noted for its reddish head and bright whitish body, has a name that a painter would recognize.  SOUND - ~6 sec.  That's the Canvasback. Number 2:  This diving duck is known and named for its golden-yellow eyes.  SOUND - ~5 sec.  That's the Common Goldeneye. Number 3:  For people who appreciate colorful birds, this small dabbling duck's iridescent green feathers on its head and wings are a big deal.  SOUND - ~5 sec.  That's the Green-winged Teal. Number 4:  If people who wear “hoodies” wanted to know how to look like a bird, the male of this diving duck would be the answer.  SOUND - ~5 sec.  That's the Hooded Merganser. Number 5:  This dabbling duck has a name—based on its spoon-like bill—that could be applied to what people in, say Minnesota, have to become after a big snowfall, if they want to clear a path.  SOUND - ~5 sec.  That's the Northern Shoveler. And number 6:  This elaborately colored dabbling duck, notable for its nests in tree holes and for its ability to perch on tree branches, has a name that comes from trees.  SOUND - ~5 sec.  That's the Wood Duck. The birds in this game are among 25 duck species known to occur in Virginia, at least occasionally.  Many are around in wintertime, so if you're venturing out near water during the cold-weather months, perhaps—with luck and pluck—you'll glimpse or hear some ducks. Thanks to Lang Elliott for permission to use the sounds in the duck names quiz, which were all from the Stokes Field Guide to Bird Songs. We close with some music for ducks, with a tune attributed to the late Henry Reed, a traditional musician who lived in Giles County, Virginia.  Here's about 25 seconds of “Ducks on the Pond,” performed by Timothy Seaman of Williamsburg, Virginia. MUSIC - ~27 sec – Instrumental. SHIP'S BELL Virginia Water Radio is produced by the Virginia Water Resources Research Center, part of Virginia Tech's College of Natural Resources and Environment.  For more Virginia water sounds, music, or information, visit us online at virginiawaterradio.org, or call the Water Center at (540) 231-5624.  Thanks to Stewart Scales for his banjo version of “Cripple Creek” to open and close this episode.  In Blacksburg, I'm Alan Raflo, thanking you for listening, and wishing you health, wisdom, and good water. AUDIO NOTES AND ACKNOWLEDGEMENTS The Canvasback, Common Goldeneye, Green-winged Teal, Hooded Merganser, Northern Shoveler, and Wood Duck sounds heard in this episode were from the Stokes Field Guide to Bird Songs-Eastern Region CD set, by Lang Elliott with Donald and Lillian Stokes (Time Warner Audio Books, copyright 1997), used with permission of Lang Elliott.  Lang Elliot's work is available online at the “Music of Nature” Web site, http://www.musicofnature.org/. The Mallard sounds were recorded by Virginia Water Radio at the Virginia Tech Duck Pond in Blacksburg on December 10, 2015. The version of “Ducks on the Pond” heard in this episode is by Timothy Seaman, part of the medley “Virginia Rail Reel/Ducks on the Pond/Old Blue,” from the 2004 album “Virginia Wildlife,” on Pine Wind Records, used with permission; that album was done in collaboration with the Virginia Department of Game and Inland Fisheries (now the Virginia Department of Wildlife Resources).  More information about Timothy Seaman is available online at http://timothyseaman.com/en/.  This music was used previously by Virginia Water Radio in Episode 398, 12-11-17. The tune “Ducks on the Pond” is attributed to Henry Reed (1884-1968), a native of West Virginia but a long-time resident of Glen Lyn in Giles County, Virginia; more information about Henry Reed is available online at http://www.henryreed.org/.   Information on the tune is available from The Traditional Tune Archive, online at “Ducks on the Pond” entry is online at http://www.tunearch.org/wiki/Ducks_on_the_Pond.  A June 1966 recording by Alan Jabbour of the tune being played by Mr. Reed is available from the Library of Congress, online at https://www.loc.gov/item/afcreed000072/; at this site, the tune is referred to as “Ducks in the Pond.” Click here if you'd like to hear the full version (1 min./11 sec.) of the “Cripple Creek” arrangement/performance by Stewart Scales that opens and closes this episode.  More information about Mr. Scales and the group New Standard, with which Mr. Scales plays, is available online at http://newstandardbluegrass.com. IMAGES The following photos of the ducks featured in this Virginia Water Radio episode were taken from the U.S. Fish and Wildlife Service's National Digital Library, online at http://digitalmedia.fws.gov.  More details and specific URLs for each photo are given below the photos; all specific URLs were as of 11-8-23.Canvasback male; location and date not identified.  Photo by Lee Karney.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/6798/rec/3.Canvasback male; location and date not identified.  Photo by Lee Karney.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/6798/rec/3. Common Goldeneye in 2003, location not identified.  Photo by Gary Kramer.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/34171/rec/3.Green-winged Teal male (left) and female; location and date not identified.  Photo by Dave Menke.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/3728/rec/2.Hooded Merganser male; location and date not identified.  Photo by Tim McCabe.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/1085/rec/4.Mallard female and brood at Cheney Lake, Anchorage, Alaska, June 2005.  Photo by Donna Dewhurst.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/50/rec/32.Northern Shoveler male (right) and female at Westchester Lagoon in Anchorage Alaska; date not identified.  Photo by Donna Dewhurst.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/699/rec/2.Wood Duck male in California, date not identified.  Photo by Lee Kearney.  Specific URL for the photo was https://digitalmedia.fws.gov/digital/collection/natdiglib/id/17774/rec/4. EXTRA INFORMATION ABOUT THE DUCK SPECIES HEARD IN THIS EPISODE Following are the scientific names, and information on occurrence in Virginia, for the seven duck species heard in this episode.  Occurrence information (including quotes) is from the Virginia Department of Wildlife Resources (formerly Department of Game and Inland Fisheries), “Fish and Wildlife Information Service,” online at https://services.dwr.virginia.gov/fwis/, using the “Occurrence” tab at the individual entry for each species; each bird's common name is linked to its individual entry. Canvasback – Scientific name is Aythya valisineria.  Occurrence in Virginia: “[N]onbreeder and a locally common to abundant transient and winter resident (10 November to 10 April) on the coast, ...chiefly near the Chesapeake Bay and in Back Bay.  They are uncommon inland and a rare winter visitor in the mountains and valleys.” Common Goldeneye – Scientific name is Bucephala clangula.  Occurrence in Virginia: winter resident in much of Tidewater Virginia and a few counties farther west. Green-winged Teal – Scientific name is Anas crecca.  Occurrence in Virginia: “This is a common transient and winter resident on the Coastal Plain, and uncommon inland.  Peak counts occur along the coast during the winter.” Hooded Merganser – Scientific name is Lophodytes cucullatus.  Occurrence in Virginia: “This is a casual breeder.  It is a transient, winter resident, and summer visitor throughout the state.  It is common on the Coastal Plain, and uncommon to common in the rest of the state.  Peak counts occur along the coast during December.” Mallard – Scientific name is Anas platyrhynchos.  Occurrence in Virginia: “This is an abundant transient and winter resident, and a common summer resident in the Coastal Plain.  It is a common transient and winter resident, uncommon summer resident elsewhere.  Peak counts occur along the coast in the fall.” Northern Shoveler – Scientific name is Anas clypeata.  Occurr

Click to listen to episode (4:53).Sections below are the following:Transcript of AudioAudio Notes and AcknowledgmentsImagesSourcesRelated Water Radio EpisodesFor Virginia Teachers (Relevant SOLs, etc.)Unless otherwise noted, all Web addresses mentioned were functional as of 11-6-23. TRANSCRIPT OF AUDIO From the Cumberland Gap to the Atlantic Ocean, this is Virginia Water Radio for the weeks of November 13 and November 20, 2023. MUSIC – ~28 sec – Lyrics: “What you gonna do when the river runs dry, when there's no more water in your well?  You won't know when to give it that one last try, you won't be warned before the final bell.” That's part of “River Runs Dry,” by Blacksburg, Va., musician Kat Mills.  The song, in which water sources are metaphors for the songwriter's inspiration, opens a Thanksgiving-season episode featuring expressions of gratitude for literal water sources not running dry.  Here are three such expressions, by people from North America, Vietnam, and Kenya. 1. The Haudenosaunee people, an alliance of six Native American tribes that was formerly known as the Iroquois Confederacy, has a traditional “Thanksgiving Address of Greetings to the Natural World.”  The address includes greetings to 17 aspects of the world, such as people, plants and animals, the moon and stars, winds and thunder, and the creator.  Here's the greeting to The Waters: “We give thanks to all the waters of the world for quenching our thirst and providing us with strength.  Water is life.  We know its power in many forms- waterfalls and rain, mists and streams, rivers and oceans.  With one mind, we send greetings and thanks to the spirit of Water.  Now our minds are one.” 2. Vietnamese spritutal leader Thich Nhat Hanh has written many “gathas,” that is, short reflections or meditations, on daily activities. Here is his gatha for “Turning on the Water.” “Water comes from high mountain sources. Water runs deep in the Earth. Miraculously, water comes to us and sustains all life. My gratitude is filled to the brim.” And 3.  About 10 years ago, a group of Kenyan schoolgirls wrote a poem in gratitude for a newly drilled well in their community.  Here's that poem. Dear water, It was hard to get to you. Waking up at dawn Buckets on our heads Donkeys loaded with jerrycans. Miles we walked In the scorching heat To look for you. Dear water, At last you came. Sweet water Our backs are rested The miles are no more Diseases are gone. For you are closer to us. Dear water, You are such a blessing. One can find countless other expressions of awareness of and gratitude for water's many vital purposes in writings by poets, politicians, professors, prophets, pundits, and plenty of others. For one last, short reading, we return to one of the water metaphors in our opening music, and quote a Benjamin Franklin comment that applies not only to water but also to anything one has and can lose: “When the well's dry, we know the worth of water.” Thanks to people everywhere who know and speak about the worth of water.  Thanks also to Kat Mills for permission to use this episode's music, and—with hope that this won't be the case for you or anyone—we close with about 30 more seconds of “River Runs Dry.”  Happy Thanksgiving!MUSIC - ~30 sec – Lyrics: “What you gonna do when the river runs dry?  Guess I'll have to pack up and leave my home.” SHIP'S BELL Virginia Water Radio is produced by the Virginia Water Resources Research Center, part of Virginia Tech's College of Natural Resources and Environment.  For more Virginia water sounds, music, or information, visit us online at virginiawaterradio.org, or call the Water Center at (540) 231-5624.  Thanks to Stewart Scales for his banjo version of “Cripple Creek” to open and close this episode.  In Blacksburg, I'm Alan Raflo, thanking you for listening, and wishing you health, wisdom, and good water. AUDIO NOTES AND ACKNOWLEDGEMENTS “River Runs Dry,” by Kat Mills, is on the 2003 album “Long Time,” from Sweetcut Music; used with permission.  More information about Kat Mills is available online at https://katmills.com/home.  This music was used previously by Virginia Water Radio most recently in Episode 557, 12-28-20. Click here if you'd like to hear the full version (1 min./11 sec.) of the “Cripple Creek” arrangement/performance by Stewart Scales that opens and closes this episode.  More information about Mr. Scales and the group New Standard, with which Mr. Scales plays, is available online at http://newstandardbluegrass.com. IMAGES Following are images of some Virginia water bodies for which the Commonwealth's citizens can be thankful.  Photographs by Virginia Water Radio. Lake Drummond in Dismal Swamp, April 30 2005.Catoctin Creek at Featherbed Lane in Loudoun County, June 25, 2010.Jeremy's Run near Rileyville in Page County, July 22, 2012.Craig Creek in Montgomery County, April 26, 2015.  SOURCES USED FOR AUDIO AND OFFERING MORE INFORMATION AZ Quotes, “Benjamin Franklin Quotes About Water,” online at https://www.azquotes.com/author/5123-Benjamin_Franklin/tag/water.  This is the source of the Franklin quote used in the audio. Be Here Now Network, “44 Mindful Moves in Daily Life—Thich Nhat Hanh's Gathas,” online at https://beherenownetwork.com/thich-nhat-hanhs-gathas/.  This is the source of the Thich Nhat Hahn quote used in the audio. Borgen Project, “Kenyan Schoolgirls Dedicate a Poem to Water,” by Sarah Sheppard, September 7, 2015, online at https://borgenproject.org/kenyan-schoolgirls-poem/. Columban Interreligious Dialogue, “Being Grateful for the Gift of Water, Cagayan de Oro, Philippines,” online at https://columbanird.org/being-grateful-for-the-precious-gift-of-water/. Abu Amina Elias, “Hadith on Water: Best charity is giving water to thirsty people,” posted by Daily Hadith Online, July, 23, 2017, online at https://www.abuaminaelias.com/dailyhadithonline/2017/07/23/best-sadaqah-water-thirsty/. GoodReads, “Benjamin Franklin/Quotes/Quotable Quote,” online at https://www.goodreads.com/quotes/53013-when-the-well-is-dry-we-know-the-worth-of. Zachiah Murray, “How to Do Gatha Practice,” posted by Lion's Roar, July 25, 2022, online at https://www.lionsroar.com/how-to-practice-gathas/. Smithsonian Institution's National Museum of the American Indian, “Haudenosaunee Guide for Educators,” 2009, online (as a PDF) at https://americanindian.si.edu/sites/1/files/pdf/education/HaudenosauneeGuide.pdf. Thai Plum Village, “Thich Nhat Hanh,” online at https://www.thaiplumvillage.org/thichnhathanh. Thich Nhat Hanh Foundation, online at https://thichnhathanhfoundation.org/thich-nhat-hanh. Saffet Catovioc, “Islamic Texts Related to Water,” posted by Green Faith Water Shield, undated, online (as a PDF) at https://www.faithinwater.org/uploads/4/4/3/0/44307383/islamic_sacred_texts-water-greenfaith.pdf. World Vision, “Video: Schoolgirls share their poem ‘Dear Water,'” May 6, 2019, online at https://www.worldvision.org/clean-water-news-stories/video-schoolgirls-share-poem-dear-water. RELATED VIRGINIA WATER RADIO EPISODES All Water Radio episodes are listed by category at the Index link above (http://www.virginiawaterradio.org/p/index.html).  See particularly the “Overall Importance of Water” subject category. Following are links to other episodes for Thanksgiving. Episode 291, 11-23-15 – Thanks for Musical Measures of Water.Episode 343, 11-21-16 – Wild Turkey and Water.Episode 395, 11-20-17 – Thanks for the Water – 2017 edition.Episode 500, 11-25-19 – The Variety of Virginia's Water Story – for 500th episode.Episode 642, 11-21-22 – Thanks for the Water – 2022 Edition. FOR VIRGINIA TEACHERS – RELATED STANDARDS OF LEARNING (SOLs) AND OTHER INFORMATION Following are some Virginia Standards of Learning (SOLs) that may be supported by this episode's audio/transcript, sources, or other information included in this post. 2020 Music SOLs SOLs at various grade levels that call for “examining the relationship of music to the other fine arts and other fields of knowledge.” 2017 English SOLs 5.4, 6.5, 7.4, 8.4, 8.5, 9.3, 9.4, 10.3, 10.4, 11.4 – Symbols, imagery, figurative language, and other literary devices. 2018 Science SOLs Grades K-4: Living Systems and Processes1.5 – Animals, including humans, have basic life needs that allow them to survive. Grades K-5: Earth and Space Systems3.7 – There is a water cycle and water is important to life on Earth. Grades K-5: Earth ResourcesK.11 – Humans use resources.3.8 – Natural events and humans influence ecosystems.4.8 – Virginia has important natural resources. Grade 66.6 – Water has unique physical properties and has a role in the natural and human-made environment.6.9 – Humans impact the environment and individuals can influence public policy decisions related to energy and the environment. Life ScienceLS.9 – Relationships exist between ecosystem dynamics and human activity. Earth ScienceES.6 – Resource use is complex.ES.8 – Freshwater resources influence and are influenced by geologic processes and human activity. 2023 History and Social Science SOLs Grade One: Commonwealth of Virginia1.2 – The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays. Grade Two: United States of America2.3 – The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays.2.5 – The student will use history and social science skills to identify the geographic location, use of resources, and identify the contributions of Indigenous peoples past and present. Grade 5: United States History to 1865USI.2 – The student will apply history and social science skills to describe how early cultures developed throughout North America. Grade 8: World GeographyWG.2 – The student will apply social science skills to evaluate the significance of natural, human, and capital resources.WG.3 – The student will analyze the characteristics of the United States and Canadian regions by (among other things) analyzing cultural influences and landscapes.WG.7 – The student will analyze the characteristics of the Sub-Saharan African region by (among other things) analyzing cultural influences and landscapes.WG.9 – The student will analyze the characteristics of the South Asian and Southeast Asian regions by (among other things) analyzing cultural influences and landscapes.WG.14 – The student will apply history and social science skills to determine cultural patterns and interactions across time and place. Grade 11: Virginia and United States HistoryVUS.1 – The student will apply history and social science skills to describe the early North America by distinguishing how different Indigenous People of North America used available resources to develop their culture, language, skills and perspectives.Vi

Season 5 is here, and it comes with a whole new look and feel but the same great mission! Discover how to measure classroom engagement in Grades K-5 effectively. From understanding the three core elements to implementing practical examples and even doing it all on a budget, this guide offers a holistic view for educators. Want to leave a message for Farrah? Got a suggestion for a future episode topic? CLICK HERE --- Send in a voice message: https://podcasters.spotify.com/pod/show/farrah-henley/message Support this podcast: https://podcasters.spotify.com/pod/show/farrah-henley/support

With decades of experience in education, Dr. Peter Liljedahl realized that classrooms and workspaces have long been failing to engage those within them. He began a push to shift the paradigm of learning by challenging every classroom norm he could find - and it worked. Dr. Liljedahl was able to increase student thinking and engagement, and his revolutionary ideas are now able to be applied to work around the world.Dr. Peter Liljedahl is an author, researcher, and Professor of Faculty Education at Simon Fraser University in Vancouver, Canada. He has authored or co-authored 38 journal articles, over 50 conference papers, and 12 books including Building Thinking Classrooms. Working within education for decades, Peter consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy. In this episode, Dart and Peter discuss:- Peter's redesign of the classroom and how it can be applied to work- How to create an environment that cultivates thinking- Transforming norms to achieve better results- The importance of collaboration in work and learning- The best ways to evaluate employee performance- Deconstructing ideas into actionable points- What creates “Aha!” moments- The structure of a good task- And other topics…Dr. Peter Liljedahl is an author, researcher, and Professor of Faculty Education at Simon Fraser University in Vancouver, Canada. He has authored or co-authored over 38 book chapters, 38 journal articles, over 50 conference papers, and 12 books including Building Thinking Classrooms. Working within education for decades, Peter consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy. Peter is the current president of the Canadian Mathematics Education Study Group (CMESG) and the International Group for the Psychology of Mathematics Education (PME). He also serves on various editorial boards and is a senior editor of IJSME. Dr. Liljedahl recently received the Cmolik Prize for the enhancement of public education in BC as well as the Margaret Sinclair Memorial Award for innovation and excellence in mathematics education.Resourced mentioned:Building Thinking Classrooms in Mathematics, Grades K-12, by Peter Liljedahl: https://www.amazon.com/Building-Thinking-Classrooms-Mathematics-Grades/dp/1544374836Weapons of the Weak, by James Scott: https://www.amazon.com/Weapons-Weak-Everyday-Peasant-Resistance/dp/0300036418 A Pattern Language, by Christopher Alexander: https://www.amazon.com/Pattern-Language-Buildings-Construction-Environmental/dp/0195019199Connect with Peter:https://buildingthinkingclassrooms.com/Facebook Groups: Thinking Classrooms

Join us on this episode of Papa Bear Hikes as we delve into the world of backpacking and wilderness adventures with a seasoned expert, Adam Salinger. With an impressive 45 years of backpacking experience under his belt, Adam shares his insights on maximizing distance while minimizing gear—a skill that comes from years of research and testing of the latest backpacking equipment. But Adam's ability does not stop at gear choice. He is a master of creating off-trail routes, allowing him to savor solitude and relish the sense of accomplishment that comes with venturing off the beaten path. His passion for adventure is palpable, and he often finds himself immersed in maps and daydreaming about his next outdoor journey. In addition to his backpacking prowess, Adam boasts an impressive academic background with a Business Degree (BS) and a master's in education (MA). He is also certified in Wilderness First Aid (WFR from NOLS since 2016). As an elementary school educator, he's successfully integrated outdoor education into his curriculum and extracurricular activities. Notably, he created and supervised a Grades K-12 school site with a strong emphasis on Outdoor Education. Tune in to discover the wealth of knowledge and experience that Adam brings to the world of backpacking and outdoor adventures. From his remarkable off-trail escapades to his dedication to outdoor education, Adam's story is one of inspiration and a testament to the transformative power of nature. Don't miss this episode of Papa Bear Hikes, where we explore the incredible journey of Adam Salinger, a backpacking aficionado, and dedicated outdoor educator, living in the beautiful landscapes of Sacramento, California, with his wife and daughter. Follow Adam on IG: @alpineadventurecoaching • Instagram photos and videosFor additional information:Alpine Adventure CoachingAvalon Publicity & Business Services Increasing the Digital Footprint of Content Creators via Modern Publicity and Social Media ServicesSupport the showGet outside, have fun and be safe!Martin Armitage, Host of the Papa Bear Hikes Podcasthttps://www.papabearhikes.com/https://podcasts.apple.com/us/podcast/papa-bear-hikes/id1541491746https://www.instagram.com/papabearhikes01/