Podcast appearances and mentions of grant wiggins

Want to improve your learners' experience of your course? Get them to remember your course content? Teach complex concepts in a framework that makes sense to them? When learners have a good experience, they return for more. As a marketer, that's what you're hoping for!  Course designer Lisa Yoder shows us why and how to incorporate stories into course design. Even if (like me) you already have successful courses out there, she shows us surprising ways to build your course with stories.  This episode goes a little longer than most episodes in this podcast -- and it's packed with information. I was busy taking notes myself.  You will learn: ...How university courses differ from entrepreneurial online courses ...How some courses are done better online vs. in person ...What Is course design (especially backwards design)  ...3 ways you can use stories in course design ...A surprising way to use “non-examples” to figure out a pattern ...Why it's important to Identify your “why” as a course creator  ...Putting together the why, how, and what ...How “running analogies” can pull your course together in a meaningful way (Lisa illustrates with examples of hiking) ...A sneaky but effective way to tap into an audience's world to introduce them to a new concept (this comes after 24:00, so keep listening!) ...The role of chunking in the way we learn Books mentioned by Lisa: Understanding by Design book Grant Wiggins and Jay McTighe Brain Rules (Updated): 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina  Where you can fnd Lisa: Website: https://connectedcoursedesigns.com/ Register for the free Summit-First Framework Course at: https://connectedcoursedesigns.com/summit_first_framework_free/ Email: Lisa@ConnectedCourseDesigns.com   Cathy's course on course design: 5 steps to a profitable course Cathy's website: https://CathyGoodwin.com   

On this week's mini-episode, I want to answer a question from our community about lesson planning. Here it is: “How do you plan? I'm struggling to put together a series of lessons that culminate into a bigger assignment. For example, if I want my students to end up writing a persuasive essay, what would I plan to prepare them to write it? Do you go with a theme? Make it part of a novel study? I'm struggling!” OK, this is a big question, but I'm ready for it.  In today's episode, we're digging into planning and demystifying the process. You've probably heard the phrase “plan with the end in mind.” The concept of backwards design, now widely used for planning, comes from Jay McTighe and Grant Wiggins' book, Understanding by Design. The University of Illinois' “Center for the Advancement of Teaching Excellence” online site has a useful quick summary. Let me give you the speedy version here: First, you figure out what you want your students to be able to do. Then you figure out how they could show that they can do it. Then you plan the activities and assessments that will get them there.  So let's apply this planning frameworks  to today's problem - how do you plan a unit around a persuasive essay? The goal is to have students write a strong essay, presumably with some specific characteristics appropriate to their level. Along the way, they can show their mastery of elements of the final work through smaller argument practices, then they'll show their overall mastery in the essay. But what would be good activities to build in along the way?  The easy go-to for preparing for an essay would be to write lots of short pieces throughout the unit, which really could be centered on anything. You could embed work like this into a novel study, a deep dive into short stories, book clubs, poetry, or even podcasting. This will give you an inviting structure  in which to situate your writing practice. You can practice thesis statements, introductions, text analysis paragraphs, and conclusions based on your larger unit. And you can think about how to come at each one from different angles and with different types of prompts to help students stay interested. You can share mentor texts, incorporate peer review, station work, and writing makerspace elements. There are so many ways to practice these skills.  Here's how I might plan the first week of a poetry unit focused on a final product of a persuasive essay.  Monday I might do a deep dive on a contemporary poet, sharing two of her performance pieces and doing some creative writing around her work with my students. Then I might share an online article about this poet, arguing that she should have been the winner of a prestigious spoken word poetry competition and ask student to identify the thesis statement in the article and discuss, in partners, whether or not they find the argument convincing.  Tuesday I might look at a contemporary poem in both its written and spoken form, and have a mini debate about which format feels more compelling. Then dive into a mini-lesson on thesis statements and have kids practice writing a thesis for the question we just debated, plus gather two pieces of evidence that could help them make their argument.  Wednesday we might start by trading those theses and giving each other feedback based on a checklist, then move into a pop-up poetry workshop and create performance pieces of our own.  Thursday we might look at a performance piece and work on annotating a text version of it, then again practice developing a thesis statement about it and gathering evidence.  Friday we might start with a mini-lesson on writing a full  introduction and then write a practice introduction around that thesis statement looking at several models, before moving into our regular First Chapter Friday program for choice reading.  Now I've planned one week of the unit building toward my final assessment but also moving through a poetry unit that I find valuable for both engagement and other types of learning goals, and continued with my choice reading program as well. In the following week, we can practice text analysis paragraphs and conclusions, and look at some more mentor texts involving poetry-related arguments, as well as continue exploring the work of contemporary poets and furthering our choice reading goals.  Planning a unit means juggling a lot of different pieces - the learning goals, the types of activities that can engage and support many learners, the meaningful, ongoing programs you want to be consistent about, and of course, engagement. It gets easier the more you do it! This week, I highly recommend keeping backwards design in, well, the back of your mind, the next time you go to plan a unit.    Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Join our community, Creative High School English, on Facebook. Come hang out on Instagram.  Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!   

In this episode, I sit down with my long-time friend, educator, and co-author of Understanding By Design (UBD), Jay McTighe. In our conversation Jay shares the origins of UBD and its evolution over time, emphasizing its focus on fostering deep understanding in students through backward design.Have a listen as we discuss the collaborative work of Jay and Grant Wiggins, co-author of UBD, and the importance of open-minded discourse in educational development. Jay clarifies common misconceptions about UBD and highlights its adaptability to diverse learning needs, promoting inclusivity and engagement in the classroom. We explore practical strategies for implementing UBD, including the role of instructional coaches in supporting teachers and the importance of alignment between goals and assessments. Jay closes the episode with reflections on the enduring relevance of UBD in today's rapidly changing world, and he underscores its role in equipping students with essential skills for lifelong learning.I'd love to hear your feedback about my weekly Coaching Conversations. Please consider leaving a rating or review and subscribing to our channel.Stay ConnectedSubscribe to Jim Knight's Coaching Conversations Podcast on your favorite podcast platform to receive updates on new episodes and access to valuable resources.Learn MoreTo learn more about our annual TLC conference, click here.Prepare for the start of next school year with the Intensive Instructional Coaching Institute, our most comprehensive offering that gives you everything you need to be an effective coach by clicking here.

A Lesson Before Dying is sponsored by the California Civil Liberties Public Education Program, a state-funded grant project of the California State Library.Based on Ernest J. Gaines' National Book Critics Circle Award-winning novel, Romulus Linney's adaptation of A Lesson Before Dying is set in a small Louisiana Cajun community in the late 1940s. Jefferson, a young illiterate black man, is falsely convicted of murder and is sentenced to death. Grant Wiggins, the plantation schoolteacher, agrees to talk with the condemned man. The disheartened Wiggins had once harbored dreams of escaping from his impoverished youth, yet he returned to his home town after university, to teach children whose lives seemed as unpromising as Jefferson's.Recorded before a live audience at Voice of America, Washington D.C. in July of 2001.Directed by Nick OlcottProducing Director: Susan Albert LoewenbergRick Foucheux as Paul BoninKeith Glover as Grant WigginsJamahl Marsh as JeffersonLinda Powell as Vivian BaptisteJefferson A. Russell as Reverend Moses AmbroseJerry Whiddon as Sam GuidryBeatrice Winde as Emma GlennSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

A Lesson Before Dying is sponsored by the California Civil Liberties Public Education Program, a state-funded grant project of the California State Library.Based on Ernest J. Gaines' National Book Critics Circle Award-winning novel, Romulus Linney's adaptation of A Lesson Before Dying is set in a small Louisiana Cajun community in the late 1940s. Jefferson, a young illiterate black man, is falsely convicted of murder and is sentenced to death. Grant Wiggins, the plantation schoolteacher, agrees to talk with the condemned man. The disheartened Wiggins had once harbored dreams of escaping from his impoverished youth, yet he returned to his home town after university, to teach children whose lives seemed as unpromising as Jefferson's.Recorded before a live audience at Voice of America, Washington D.C. in July of 2001.Directed by Nick OlcottProducing Director: Susan Albert LoewenbergRick Foucheux as Paul BoninKeith Glover as Grant WigginsJamahl Marsh as JeffersonLinda Powell as Vivian BaptisteJefferson A. Russell as Reverend Moses AmbroseJerry Whiddon as Sam GuidryBeatrice Winde as Emma GlennSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

A Lesson Before Dying is sponsored by the California Civil Liberties Public Education Program, a state-funded grant project of the California State Library.Based on Ernest J. Gaines' National Book Critics Circle Award-winning novel, Romulus Linney's adaptation of A Lesson Before Dying is set in a small Louisiana Cajun community in the late 1940s. Jefferson, a young illiterate black man, is falsely convicted of murder and is sentenced to death. Grant Wiggins, the plantation schoolteacher, agrees to talk with the condemned man. The disheartened Wiggins had once harbored dreams of escaping from his impoverished youth, yet he returned to his home town after university, to teach children whose lives seemed as unpromising as Jefferson's.Recorded before a live audience at Voice of America, Washington D.C. in July of 2001.Directed by Nick OlcottProducing Director: Susan Albert LoewenbergRick Foucheux as Paul BoninKeith Glover as Grant WigginsJamahl Marsh as JeffersonLinda Powell as Vivian BaptisteJefferson A. Russell as Reverend Moses AmbroseJerry Whiddon as Sam GuidryBeatrice Winde as Emma GlennSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

A Lesson Before Dying is sponsored by the California Civil Liberties Public Education Program, a state-funded grant project of the California State Library.Based on Ernest J. Gaines' National Book Critics Circle Award-winning novel, Romulus Linney's adaptation of A Lesson Before Dying is set in a small Louisiana Cajun community in the late 1940s. Jefferson, a young illiterate black man, is falsely convicted of murder and is sentenced to death. Grant Wiggins, the plantation schoolteacher, agrees to talk with the condemned man. The disheartened Wiggins had once harbored dreams of escaping from his impoverished youth, yet he returned to his home town after university, to teach children whose lives seemed as unpromising as Jefferson's.Recorded before a live audience at Voice of America, Washington D.C. in July of 2001.Directed by Nick OlcottProducing Director: Susan Albert LoewenbergRick Foucheux as Paul BoninKeith Glover as Grant WigginsJamahl Marsh as JeffersonLinda Powell as Vivian BaptisteJefferson A. Russell as Reverend Moses AmbroseJerry Whiddon as Sam GuidryBeatrice Winde as Emma GlennSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

According to UNESCO, learning a second language is human right but too often special education students are left out of world language classrooms. In part one of this two part series, Danja Mahoney explains why special education students need to be in world language classrooms and how to advocate to get them there and how proficiency-based instruction is opening new doors for all students. Bio Dr. Danja Mahoney is a language educator with more than 25 years experience teaching in public and independent schools. Her experience teaching Latin, French, Spanish, English, and ESL informs her understanding of diverse pedagogies and supporting all learners in language acquisition. Her doctoral research focused on the intersection of second language learning and learning disabilities, with particular attention to the attitudes and needs of educators in supporting all learners in the classroom. She has presented at numerous conferences, including MAFLA, ACTFL, CAM, CANE, and Learning Disabilities Worldwide. She is a member of the MAFLA Board of Directors and currently serves as the Board Clerk. She is the World Language Department Chair at Reading Memorial High School in Reading, Massachusetts. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Mentions   Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris D. Hawkins  Language Acquisition in a Nutshell by Bill VanPatten and Russell Simonsen  Differentiation and the Brain by David A Sousa and Carol Ann Tomlinson  Understanding by Design by Grant Wiggins and Jay McTighe  MAFLA Massachusetts  Foreign Language Association  ACTFL American Council on the Teaching of Foreign Languages   NECTFL Northeast Conference on the Teaching of Foreign Languages   Delaware's document: https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/139/WL_Learning_All_Delaware_Students.pdf   Virginia (2017):  https://www.doe.virginia.gov/home/showpublisheddocument/32907/638047361553670000   Virginia - Teacher Toolkit (2020)  https://www.doe.virginia.gov/home/showpublisheddocument/32905/638047361548070000   Ohio - Basics of UDL for WL teachers  https://docs.google.com/document/d/1_U-XevDBaz-kcLjGJzgf9xSBgjQSIdeLSWeU8Lh1OAQ/edit   This is a document I shared with my workshop at the MAFLA conference this year:  https://docs.google.com/document/d/1iqnMwYewFW0rCKn-xioQluN-JtwieLvuHkkI7--9m7g/edit?usp=sharing 

Dan Jones with Marilee Scott, Jay McTighe, Rachelle Dené Poth, and Brad Weinstein We're always exploring the possibilities for enhanced teaching and learning, and we've discovered that ChatGPT opens some new possibilities in our classrooms. Today we run down a quick list of ways we use AI to level up project-based learning. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @Rdene915 @jaymctighe @TeacherGoals @ideasforteacher @bamradionetwork @jonharper70bd Maralee Scott, a National Board Certified teacher since 2003, holds a MEd in Curriculum and Instruction from University of MN and was a recipient of the NASA Endeavor Fellowship, Goddard Space Center, in Rye, NY, earning her STEM Certification through Columbia Teachers College in 2013. After getting her start as a teacher in St. Paul, MN, Maralee has been teaching 2nd – 8th grades at Aptakisic-Tripp District 102 in Buffalo Grove, IL for the past 20+ years. Maralee is known by her administrators, colleagues and students as an innovator, whose ideation and creativity stretch students to think in all directions. Maralee learned early on that shifting the power of learning over to students creates a dynamic community of shared learning by engaged learners. Brad Weinstein is a co-author of the Washington Post bestseller Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice and has been featured in numerous high-profile publications and podcasts. He is also is the creator of TeacherGoals, one of the most popular educator social media accounts in the world. Brad is passionate about fostering equitable teaching and learning practices that help all students succeed.​Brad was the founding Director of Curriculum and Instruction for a network of high schools in Indiana dedicated to an innovative student-centered approach to equipping students with future-ready skills to enhance outcomes in college attainment and career success. Jay McTighe is an accomplished author, having written more than 50 articles and book chapters and has co-authored 18 books, including the award-winning and best-selling Understanding by Design® series with Grant Wiggins. Jay has an extensive background in professional development and is a regular speaker at state, national and international conferences. He has made presentations in 48 states within the United States, in 7 Canadian provinces, and internationally in 41 countries on six continents. Rachelle Dené Poth is an edtech consultant, presenter, attorney, author, and teacher. Rachelle teaches Spanish and STEAM: What's nExT in Emerging Technology at Riverview Junior Senior High School in Oakmont, PA. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Master's in Instructional Technology. Rachelle is an ISTE Certified Educator and a Microsoft Innovative Educator Expert. She is a past-president of the ISTE Teacher Education Network and served on the Leadership team of the Mobile Learning Network for five years. She received the ISTE Making IT Happen Award and has received several Presidential Gold Awards for volunteer service to education.

Teachers who have embraced ChatGPT have found that we can take students to the very top of Bloom's taxonomy by shifting our thinking about the tool. This conversation discusses the traditional barriers to teaching higher-order thinking and how ChatGPT and other generative AI tools can help students apply, analyze, evaluate, and create. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @lmcampbell2001 @Catlin_Tucker @jaymctighe @danfitztweets @JamesBrauer @ideasforteacher @bamradionetwork @jonharper70bd Jay McTighe is an accomplished author, having written more than 50 articles and book chapters and has co-authored 18 books, including the award-winning and best-selling Understanding by Design® series with Grant Wiggins. Jay has an extensive background in professional development and is a regular speaker at state, national and international conferences. He has made presentations in 48 states within the United States, in 7 Canadian provinces, and internationally in 41 countries on six continents. Dr. Catlin Tucker is a Google Certified Innovator, bestselling author, international trainer, and keynote speaker. Catlin is currently working as an education consultant and blended learning coach while pursuing her doctorate at Pepperdine University. er, Keynote Speaker & Bestselling Author and author of several books, including Power Up Blended Learning: A Professional Learning Infrastructure to Support Sustainable Change. Dan Fitzpatrick is the author of The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education. Award-winning digital learning strategist. A former teacher and senior leader of a UK secondary school. Throughout her career, Dr. Lois Campbell has consistently worked on ways to encourage learners (Elementary-College) to be engaged in the areas traditionally associated with STEM. She had directed students in cognitive-focused inquiry instruction, environmental/science education, and laboratory techniques. Her greatest emphasis has been on student research endeavors. She is certified in Flipped Learning 3.0 Certification Level 1, and focuses on Standards Based Grading, Mastery Learning and developing Higher Order Thinking Skills in her students. Dr. James Brauer is currently the Director of Graduate Studies and Instructor at Avila University's School of Education. Previously, he was the founding school leader of Iowa Connections Academy (a public, virtual school serving students in grades K-12 throughout the state of Iowa) and an assistant principal for the North Kansas City School District. Dr. Brauer began his career as a special education teacher at USD 500 Kansas City, KS.

Teachers who have embraced ChatGPT have found that we can take students to the very top of Bloom's taxonomy by shifting our thinking about the tool. This conversation discusses the traditional barriers to teaching higher-order thinking and how ChatGPT and other generative AI tools can help students apply, analyze, evaluate, and create. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @lmcampbell2001 @Catlin_Tucker @jaymctighe @danfitztweets @JamesBrauer @ideasforteacher @bamradionetwork @jonharper70bd Jay McTighe is an accomplished author, having written more than 50 articles and book chapters and has co-authored 18 books, including the award-winning and best-selling Understanding by Design® series with Grant Wiggins. Jay has an extensive background in professional development and is a regular speaker at state, national and international conferences. He has made presentations in 48 states within the United States, in 7 Canadian provinces, and internationally in 41 countries on six continents. Dr. Catlin Tucker is a Google Certified Innovator, bestselling author, international trainer, and keynote speaker. Catlin is currently working as an education consultant and blended learning coach while pursuing her doctorate at Pepperdine University. er, Keynote Speaker & Bestselling Author and author of several books, including Power Up Blended Learning: A Professional Learning Infrastructure to Support Sustainable Change. Dan Fitzpatrick is the author of The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education. Award-winning digital learning strategist. A former teacher and senior leader of a UK secondary school. Throughout her career, Dr. Lois Campbell has consistently worked on ways to encourage learners (Elementary-College) to be engaged in the areas traditionally associated with STEM. She had directed students in cognitive-focused inquiry instruction, environmental/science education, and laboratory techniques. Her greatest emphasis has been on student research endeavors. She is certified in Flipped Learning 3.0 Certification Level 1, and focuses on Standards Based Grading, Mastery Learning and developing Higher Order Thinking Skills in her students. Dr. James Brauer is currently the Director of Graduate Studies and Instructor at Avila University's School of Education. Previously, he was the founding school leader of Iowa Connections Academy (a public, virtual school serving students in grades K-12 throughout the state of Iowa) and an assistant principal for the North Kansas City School District. Dr. Brauer began his career as a special education teacher at USD 500 Kansas City, KS.

Greta Lundgaard has been integral to the leadership development within the language profession. Leaders do not come fully formed, becoming a leader takes time and conscientious effort. Greta's vision, focus and ability to deliver are the strengths on which she draws but because she knows her strengths, she also knows that she can't do it all by herself. The power of a team is always stronger than one person. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Watch this episode on YouTube - https://www.youtube.com/wayside Mentions: The single biggest problem with communication is the illusion that it has taken place. - George Bernard Shaw Clifton Strengths Finder The 5 Dysfunctions of a Team: A Leadership Fable by Patrick Lencioni LILL Marty Abbott Theories in Second Language Acquisition: An Introduction by Bill VanPatten Children and Languages Making the Match: New Languages for Young Learners, Grades K-8 by Helena I. Curtain and Carol Ann A. Dahlberg Teachers Handbook: Contextualized Language Instruction by Judith L. Shrum High5 - Strengths Test: https://high5test.com/ LILL: Leadership Initiative for Language Leadership Assessment for Learning Understanding by Design by Grant Wiggins and Jay McTighe Dr. James Wussow - Plano TX Dr. MK McChristian - Academic Coordinator at Dallas ISD MetroPlex Foreign Language Supervisors (MFLS) Wayside Leading the Way to Proficiency https://www.waysidepublishing.com/teaching-resources/professional-development Bio: A former German teacher and World Languages Curriculum Coordinator for the Plano Independent School District in Texas, Greta Lundgaard now works with schools and school districts as a world language consultant.  She has served as the president of the Texas Association for Language Supervision (TALS), the Southwest Conference on Language Teaching (SWCOLT) and the National Association of District Supervisors of Foreign Languages (NADSFL).  

Show Notes Jay McTighe has a wealth of experience and knowledge developed during a rich and varied career in education. He is an accomplished author having co-authored 17 books, including the award-winning and best-selling Understanding by Design series with the late Grant Wiggins. His books have been translated into 12 languages. Jay has also written more than 50 articles and book chapters and been published in leading journals, including educational leadership and Education Week. He has an extensive background and professional development, and is a regular speaker at national, state and district conferences and workshops. He has conducted workshops in 47 states within the US and seven Canadian provinces, and internationally to educators in 35 countries on six continents.   In today's episode, Jay explains Understanding by Design, and how you can implement it in your classroom. He tells us how UbD can lead to deeper understanding and learning and talks about assessment in the UbD framework.  Timestamps 3:58 What is Understanding by Design? 4:53 A modern education should do more than equip students to repeat back information they've learned 5:32 Teaching does not ensure learning 6:22 The three stages of backward design 7:17 Stage one: Identifying transfer goals 8:06 Stage two: What would students need to be able to transfer? 8:25 Stage three: Identifying the more specific and discrete knowledge and skill objectives 8:55 Understanding by Design in a nutshell 10:07 Teachers can answer Ryan Bowens' question 11:40 Some areas of curriculum are naturally taught with UbD 12:04 What do those areas have in common?  12:48 UbD is also common with extracurricular activities 12:59 What makes learning meaningful 13:25 An athletics analogy 14:28 Teaching isn't just about marching through grade level standards 17:25 Is there still wiggle room in the day to day operations of our classes? 17:55 Essential Questions 18:48 Some examples of essential questions 19:48 Assessments we use should be directly linked to the goals we've identified in stage one 20:35 There may not be much differentiation with WHAT we want students to know, but there can be in HOW they demonstrate their understanding 20:54 An example about declarative knowledge 23:37 The bookends of goals and success criteria 24:37 An example about with the goal of argumentation 28:19 Where to start with backward design? 31: 55 Some advice for teachers new to UbD 35:14 Find a partner or a team to plan with!  36:42 What would Jay give to every teacher in the U.S. and why? Resources Jaymctighe.com Twitter - @jaymctighe Understanding by Design by Ryan S. Bowen Grant Wiggins' YouTube Video UbD White Paper from ASCD Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. Alexandria, VA: ASCD.

Though student engagement has always been essential to teaching and learning, the pandemic has impacted students in ways that raise questions about what it takes to engage students this term. In this episode, we invited a panel of educators to share their updated thinking on student engagement in a post-pandemic classroom. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @AngelaMaiers @jaymctighe @curriculumblog @MsRandazzo @ideasforteacher @bamradionetwork @jonharper70bd Angela Maiers has been listed as one of IBM's Top 20 Global Influencers, named by Forbes as one of the Top 5 Education Leaders to Watch, in 2017 and 2018, and is among Huffington Post's Top 100 Social Media Influencers! Angela founded the global movement, Choose2Matter in 2014, with a singular mission to help individuals recognize their value and potential contribution to change both their own lives and the world. Her work has been shared in 78,000 classrooms across 100 countries that has rallied more than a million children. Brian Smith has taught at Triton Central Elementary for over 20 years in both 1st and 4th-grade classrooms. In addition to that, Brian is the co-director of the 4th-12th grade NASP archery program at Triton Central. At home, Brian is the father of 7th-grade twins and loves to spend time in his woodworking shop. Jay McTighe has co-authored 14 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. He recently co-authored Teaching for Deeper Learning: Tools to Engage Students in Meaning Making with Harvey Silver. He is the director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Dr. Steven Weber serves as the Associate Superintendent for Teaching and Learning in Fayetteville Public Schools (Arkansas). During his career in public education, he has served as a teacher, assistant principal, principal, director of secondary instruction, and executive director of curriculum and instruction. He has also served as a social studies curriculum coordinator with the Arkansas Department of Education and the North Carolina Department of Public Instruction. Karen Randazzo is an enthusiastic chemistry teacher in New Jersey. She believes that every student has the power to learn anything, even chemistry. Chemistry teacher by day, teacher-author by night, she's dedicated to making teachers' lives more manageable by offering professional development, sharing her engaging resources on her website, and collaborating with educators on various social media platforms. A former ‘chalk and talk' teacher, she shares her journey navigating the Next Generation Science Standards and student-centered learning on her YouTube channel.

Though student engagement has always been essential to teaching and learning, the pandemic has impacted students in ways that raise questions about what it takes to engage students this term. In this episode, we invited a panel of educators to share their updated thinking on student engagement in a post-pandemic classroom. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @AngelaMaiers @jaymctighe @curriculumblog @MsRandazzo @ideasforteacher @bamradionetwork @jonharper70bd Jay McTighe has co-authored 14 books, including the award-winning and best-selling “Understanding by Design” series with Grant Wiggins. He recently co-authored Teaching for Deeper Learning: Tools to Engage Students in Meaning Making with Harvey Silver. He is the director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Angela Maiers has been listed as one of IBM's Top 20 Global Influencers, named by Forbes as one of the Top 5 Education Leaders to Watch, in 2017 and 2018, and is among Huffington Post's Top 100 Social Media Influencers! Angela founded the global movement, Choose2Matter in 2014, with a singular mission to help individuals recognize their value and potential contribution to change both their own lives and the world. Her work has been shared in 78,000 classrooms across 100 countries that has rallied more than a million children. Brian Smith has taught at Triton Central Elementary for over 20 years in both 1st and 4th-grade classrooms. In addition to that, Brian is the co-director of the 4th-12th grade NASP archery program at Triton Central. At home, Brian is the father of 7th-grade twins and loves to spend time in his woodworking shop. Dr. Steven Weber serves as the Associate Superintendent for Teaching and Learning in Fayetteville Public Schools (Arkansas). During his career in public education, he has served as a teacher, assistant principal, principal, director of secondary instruction, and executive director of curriculum and instruction. He has also served as a social studies curriculum coordinator with the Arkansas Department of Education and the North Carolina Department of Public Instruction. Karen Randazzo is an enthusiastic chemistry teacher in New Jersey. She believes that every student has the power to learn anything, even chemistry. Chemistry teacher by day, teacher-author by night, she's dedicated to making teachers' lives more manageable by offering professional development, sharing her engaging resources on her website, and collaborating with educators on various social media platforms. A former ‘chalk and talk' teacher, she shares her journey navigating the Next Generation Science Standards and student-centered learning on her YouTube channel.

Ernest J. Gaines's A Lesson before Dying tells the story of Grant Wiggins, a black teacher working in Louisiana during the Jim-Crow-Era. Grant finds himself in a position to impart his wisdom on a young many named Jefferson, who has been wrong accused and convicted of murder and is await execution. The only thing bothering Jeferrson more than his impending death is the mistreatment in the courtroom. Professor Wiggings is persuaded by his aunt to help Jefresson die to some dignity. In this darky depressing novel, Ernest J. Gaines paints the almost too realistic image of living on a planatation in the south during the mid-20th centruy through a ficticious stroy. Gains uses inspiration from what was likely a regular occurence in deep south to help us understand what goes on in the mind of a deeply troubled and burdened young man during a very dark time in America. Join us this week as we discuss this phenomenal book.

Viji Sathy and Kelly Hogan talk about their new book: Inclusive Teaching - Strategies for Promoting Equity in the College Classroom on episode 425 of the Teaching in Higher Ed podcast. Quotes from the episode Is there something I can do to invite more students in? -Kelly Hogan An inclusive classroom is really intentional in both course design and the in-class environment. -Kelly Hogan We hold ourselves back in checking boxes. -Viji Sathy How do we help ALL the learners, however they come to us? -Viji Sathy How do we design an experience that actually helps students meet their goals? -Viji Sathy Our work in inclusive teaching is a journey; there is no final destination. -Viji Sathy Inclusive teaching will keep on evolving because people keep evolving, students keep evolving, and topics keep evolving. -Viji Sathy We don't want to leave it to chance that things will go well. -Kelly Hogan Resources Inclusive Teaching by Kelly Hogan and Viji Sathy Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education, by Thomas J. Tobin and Kirsten T. Behling Understanding by Design, by Grant Wiggins and Jay McTighe Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org(https://bookshop.org/shop/teachinginhighered). All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC)(https://bookshop.org/shop/LibroMobile), established in 2016 by Sara Rafael Garcia(https://www.cuentosmobile.com/bio).”

We're seeing increased demand in the world and the workplace for complex thinking skills, but in education, we often struggle to teach these competencies. In this episode, we discuss three barriers and explore five strategies that can help surmount them. Follow on Twitter: @jaymctighe @a_rebora @ascd @ILascd @MASCD @iowaASCD @TXASCD @ASCDConf @scASCD @bamradionetwork @jonharper70bd Jay McTighe has co-authored 14 books, including the award-winning and best-selling “Understanding by Design” series with Grant Wiggins. He recently co-authored Teaching for Deeper Learning: Tools to Engage Students in Meaning Making with Harvey Silver. He is the director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments.

In this episode, we discuss considerations for providing meaningful feedback to our students. We think this is a great follow-up to our last episode on grading! In preparing for our discussion, we learned about the research supporting effective feedback for learning, which includes suggestions around the type of feedback to give, when to give it, and how meaningful feedback is separate from grading. Our research articles suggest that feedback is not advice or criticism, but information that helps the receive to understand their next actions. Although it makes sense that students must engage with feedback in order for it to be meaningful, we were intrigued by the suggestion that the receiver of feedback should work harder as a result of the feedback than the giver of the feedback! In other words, our students should work harder than us, their teachers! We explore some concrete ideas for making your feedback more meaningful, reflect on our own mistakes around providing feedback, and emphasize the fact that in all aspects of a teachers work, relationships matter most. We encourage you to explore these resources, mentioned and referenced in this episode:Blog post from Edutopia. The five suggestions here are backed by research. https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stengerArticle from the South Carolina Center for Teaching Excellence. This resource is general for all content areas, is a quick read, and includes a list of specific ideas for effective and efficient feedback. https://sc.edu/about/offices_and_divisions/cte/teaching_resources/grading_assessment_toolbox/providing_meaningful_student_feedback/index.php Article from ASCD (free if you haven't already accessed your limit of free articles). Grant Wiggins authors this article that Curtis and Joanie refer to multiple times during this episode.  https://www.ascd.org/el/articles/seven-keys-to-effective-feedbackArticle/research summary from the Tang Institute. Although this resource appears longer than the others, the summaries and graphics make it very readable. This would be a great resource for a PLC or professional learning setting.  https://tanginstitute.andover.edu/files/Feedback-in-Practice.pdfShare your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

January 2022 Bonus Episode: Designing Backward to Move ForwardWhat is the goal of modern education, and are we designing our schools and practices properly to help us meet that goal? That's the central question of this episode with Jay McTighe, who provides a detailed road map to help educators navigate the answers. What should a school's mission statement actually include? What is the most productive and meaningful structure for “professional development” days? And what are we missing when we focus on covering content instead of designing our classrooms for deeper learning?Guest: JayMcTigheResource List:Jay's website: Follow his work and keep up with Jay's latest news and thought leadership. Understanding by Design: Delve into the framework Jay developed with Grant Wiggins to help provide a planning process and structure for schools.Books by Jay: Add Jay's published works to your reading list.Jay's articles on ACSD: Read Jay's writings on topics like “For School Leaders, Reviewing Isolated Lessons isn't Enough,” “Assessing Deeper Learning After a Year of Change,” and more.What is Understanding by Design? Watch a video interview with Jay as he breaks down the key concepts of the framework.A Conversation on Assessment: Jay joins Carol Ann Tomlinson and Dylan Wiliam for a recorded webinar on assessment practices.Full Transcript Hosted on Acast. See acast.com/privacy for more information.

We know that Japanese students' English comprehension is overrated, even by those of us who know that their listening comprehension is overrated. But that's not it, or, at least all of it. Join us in a deep dive on impediments to understanding and how maybe, just maybe, we can make things better. Mentioned: Grant Wiggins, Understanding By Design: https://www.amazon.com/Understanding-Design-Grant-Wiggins/dp/1416600353 Gary Larson, The Far Side Comic Strip, “What they hear”: https://desertdemocrat.files.wordpress.com/2015/03/gary-larson-far-side-cartoon-what-we-say-to-dogs-blah-blah-ginger.jpeg

Traditional education has largely relied on teachers relaying facts and information to students who passively receive the information, memorize it, then prove that they memorized it on a test. World-renowned author and educator Dr. Jay McTighe suggest that this way of education no longer meets the needs of the modern learner or modern workforce. Rather than rote learning, our modern world requires skills like effective communication, creative problem-solving, and self-directed learning. A modern education ought to reflect these needs. McTighe and his colleague Dr. Grant Wiggins developed a framework for learning that they believe equips the modern learner for the modern world. RESOURCES The World Economic Forum Parents' Powerful Impact on Young Children's Brains | Psychology Today Worthington Christian School Affordability Guide

For today’s episode, we got the chance to speaks with Grant Wiggins. He’s a professional triathlete and a former college runner at Villanova University, working towards representing the United States at World Championships and at the 2024 Olympic Games. We talk about how he came up short of his own expectations during his college career and how this period of his life was a major learning experience. He also shares his journey to discovering triathlon, how he uses visualization as part of his mental preparation, and his best advice to overcome adversity. Ultimately, Grant wants to show others that you don’t have to be an NCAA Champion or college star to be an elite athlete - even if you’re not, you can still move on to become a professional athlete and compete at a very high level. Enjoy the episode! Grant's Instagram Grant's RISE Athletes Mentor Page Empowerment & Courage's Patreon Empowerment & Courage's Instagram Empowerment & Courage's Twitter Empowerment & Courage's Facebook Empowerment & Courage's Website --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

In which Dan kicks off a mini-series on assessment by talking with Jay McTighe (@jaymctighe), co-creator of Understanding by Design and someone who's done lots of thinking about what constitutes authentic and meaningful assessment. They talk about performance tasks, project-based learning, feedback, rubrics, and why teaching should be more like coaching. As always, we welcome comments and questions on Twitter @BigIdeaEd Mentioned on the show:Understanding by Design by Grant Wiggins and Jay McTigheWhat is a Performance Task? by Jay McTighe?Designing Authentic Performance Tasks and Projects by Jay McTigheDeep Virtual Learning by Jay McTighe, Harvey Silver, and Matthew Perini Three Key Questions on Measuring Learning by Jay McTighe Performance Task PD with Jay McTigheAssessing What Matters Most: Developing Authentic Performance Tasks (video)Using Webb's Depth of Knowledge from EdutopiaMusic: "Que Es Extraño" by Molo

In which Dan talks conceptual learning, and reframing so much of what we do in education with Kayla Duncan (@MrsKaylaDuncan) and Trevor Aleo (@MrAleoSays). They're part of a team that authored an upcoming book that's not afraid to take on big, important issues in education. We talk transfer, going slow to go fast, teacher credibility, and what it's like to write an education book. As always we welcome comments and questions on Twitter @BigIdeaEdMentioned in the show:Learning That Transfers: Designing Curriculum for a Changing World by Julie Stern, Krista Ferraro, Kayla Duncan, and Trevor AleoLearning That Transfers Online CoursesUnderstanding By Design by Grant Wiggins and Jay McTigheMusic: "Que Extrano Es" by Molo courtesy of Tribe of Noise

A.J. Juliani talks with Jay McTighe, co-author of Understanding By Design (with Grant Wiggins). Jay breaks down how backward design works, what this looks like in learning, and what he has learned in training thousands of people on the backward design process over the past three decades. Inside you'll also hear about curriculum mapping 3.0 and what that means for learning, training, and planning in the future.

Esta semana tuvimos un nuevo episodio especial en donde invitamos a Lauro Silva, Ingeniero de Producción en egghead.io para conversar sobre el proceso de educación remota.Entre los temas que revisamos, Lauro nos contó sobre la visión de egghead respecto a la educación y como el equipo de egghead provee material y apoya a los instructores para crear cursos que realmente permitan que los estudiantes aprendan.Algunos de los contenidos compartidos en el episodio- “Understanding by Design – 2nd Expanded Edition” by Grant Wiggins and Jay McTighe- Un resumen del modelo Understanding by Design: https://hiroko.io/understanding-by-design/- https://johnlindquist.com y http://joelhooks.com/ creador de egghead.io- How to egghead un sitio donde egghead comparte material sobre como crear material instruccional.- http://epicreact.dev/ El programa de aprendizaje sobre React creado por Kent C. Dodds y el equipo de eggheadMúsica:Background Music Bybensound.comOpening and Closing Music:Stepping Out By Cory ClarkPerformed By Crack SkippyLink: https://app.soundstripe.com/songs/9907

In this novel, loosely based on the life of Willie Francis, a young Black man twice sentenced to the electric chair, author Ernest J. Gaines poses the question - Knowing we're going to die, how should we live? It's the story of an uneducated young black man named Jefferson, accused of the murder of a white storekeeper, and Grant Wiggins, a college-educated native son of Louisiana, who teaches at a plantation school. These two men, named for presidents, discover a friendship that transforms at least two lives.Gains was born into a sharecropper family on a plantation in Pointe Coupe Parish, Louisiana. His upbringing would become the backdrop for several of his later works, including 'A Lesson Before Dying'. An award-winning author, Gaines served as the Writer-in-Residence at the University of Louisiana Lafayette for nearly twenty years and also taught a creative writing class at the University of Rennes in France. Support the show (https://www.patreon.com/sweetdreams_radio)

What should be at the heart of learning?  How do we know if students are learning things that will stick with them?  Using the work of Jay McTighe, Grant Wiggins and Judy Willis, this episode highlights how Understanding By Design can transform the way we think about music learning.  With attention to understanding, transfer and process, we can and help students learn more and faster, while using brain-based strategies that will help retention of learning, as well.

We are discussing all things Curriculum 21 in today's podcast! I will be referencing three other authors today: Sir Ken Robinson and Wiggins & McTighe. Check out the resources I mention in the podcast for more information: Video: How to Change Education by Sir Ken Robinson (link: https://www.youtube.com/watch?v=BEsZOnyQzxQ) Book: The Understanding by Design Guide to Creating High-Quality Units by Grant Wiggins and Jay McTighe

Combining Understanding by Design and neuroscience opens up myriad new possibilities for improving instruction. Join us as we explore the implications of marrying the two. Follow: @ASCD @jaymctighe @judywillis @drncgarrett @bamradionetwork Co-authors Jay McTighe and Judy Willis of Upgrade Your Teaching: Understanding by Design Meets Neuroscience. Jay McTighe has coauthored 14 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. He is the director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Dr. Judy Willis, a board-certified neurologist and middle school teacher in Santa Barbara, California, has combined her training in neuroscience and neuroimaging with her teacher education training and years of classroom experience. Dr. Chaunte Garrett is a longtime educator, speaker, and presenter, as well as an ASCD Emerging Leader.

How can we best help students to improve? The late Grant Wiggins provided a fantastic framework and suggested these 7 keys in a post on ASCD.

E35S6 In this episode I take a deep dive into understanding. What exactly does understanding entail? What are the intricacies involved in understanding? Do you really understand what it means to understand? Listen to find out about the complexities of understanding. 0:00 Intro 0:49 Brief show description 2:00 Wins and Fails Segment 9:00 Episode topic begins-Understanding recap 11:21 Facet 1: Explanation 18:23 Facet 2: Interpretation 28:53 Facet 3: Application 38:53 Show summary 40:20 Outro References Understanding by Design-Edition 2 by Grant Wiggins and Jay McTighe Episode 31: Knowledge and Understanding   Contact: Twitter: @TamiJ123 Podcast show notes & to listen online: Time to Teach Website Links Time to Teach Facebook Page Teachers For Effective Curriculum Facebook Group (Facebook Group) My Blog: Notes From A First Grade Classroom Music Credits: Adventures by A Himitsu @a-himitsu Creative Commons — Attribution 3.0 Unported— CC BY 3.0 creativecommons.org/licenses/b... Music released by Argofox youtu.be/8BXNwnxaVQE Music provided by Audio Library youtu.be/MkNeIUgNPQ8        

The Amp Hour and Embedded join up to send a holiday letter to listeners. Chris G is ever improving Contextual Electronics. Chris W has a new band: 12AX7. Elecia still has a book: Making Embedded Systems. Amp Hour episodes mentioned in this one: 372: Where Chris and Dave talk about 2017 304: Alexa jokes 281: The first Amp Hour / Embedded show, with call ins 256: The first time Chris W was on the Amp Hour 187: Elecia joined the Amp Hour for the first time Embedded episodes mentioned: 223: Where Chris talks about his new synth habit 227: Talking about Udacity and learning 203: EE Charlie talks about good design We talked about teaching which led to: Short mention of Dreyfus model of skill acquisition of which Chris G’s friend Mel did a great explanatory comic Daniel Spalding’s How to Teach Adults (pdf) Dan Luu’s Learning To Program post Udacity’s Self Driving Car courses Computer vision with Python OpenCV Article on how the difficulty is the point of teaching literature The new art and engineering Function Podcast Hilarious World of Depression podcast Books we are reading! Build Your Own Transistor Radio by Ron Quan The Hobbyist’s Guide to RTL-SDR by Carl Laufer Spineless by Juli Berwald about Jellyfish Lost Art of Reading Nature’s Signs by Tristan Gooley Into the Drowning Deep by Mira Grant (terrifying mermaids) Catseye by Andre Norton Teach Beyond Your Reach by Robin Neidorf Mastery by Robert Greene Understanding By Design by Grant Wiggins and Jay McTighe Making Learning Whole by David Perkins Elecia got a JTrace Pro Cortex-M for herself for Christmas. Chris W got a Moog Werkstatt and an assortment of Teenage Engineering small synths. Chris G mostly got sweaters because Chicago is very cold. BMW now sends YouTube ads via snail mail

E33S6 Today we take a deep dive in unit goals. Goals are the glue of an amazing unit. As such, goals should be clearly defined and decided upon before diving into a unit. Listen to find out more about essential questions, skills, standards and big ideas as unit end goals.  Show Notes Reminder, this is the last episode before we go on winter recess. Our projected date to resume is January 18th. In the mean time, catch up on past episodes! Below is the show's time 0:00 Intro 0:45 Episode introduction and welcome 1:48 Winter Recess reminder 2:10 Shout outs 4:30 Wins and Fails Segment 10:50 Let's get this party (errr...episode) started! 11:46 Goals as the heart of backwards planning 15:20 grade level teams making end-goal decisions 16:40 Essential questions 18:17 Examples of Essential Questions and big ideas 24:31 Skills and end goals 30:02 Standards 35:03 Big Ideas 44:24 Episode wrap up 45:54 Outro Resources: My grade level's Animal unit plans. You can look at the way we have crafted our essential questions: Click here to see our Animal unit. Carrie Baughcum @HeckAwesome Carrie's Youtube channel: click here  You will want to check out Carrie's channel. She has a lot of great content on sketchnoting, but other topics as well (gaming, animation, etc.). Carrie's website: Click here. Understanding by Design Edition 2 by Grant Wiggins and Jay McTighe Click here to learn more about the book.   Contact information: Twitter: @TamiJ123 email: lidiajimenez@msn.com Podcast show notes & to listen online: Time to Teach Website Links Time to Teach Facebook Page Teachers For Effective Curriculum Facebook Group (Facebook Group) My Blog: Notes From A First Grade Classroom Music Credits: Adventures by A Himitsu @a-himitsu Creative Commons — Attribution 3.0 Unported— CC BY 3.0 creativecommons.org/licenses/b... Music released by Argofox youtu.be/8BXNwnxaVQE Music provided by Audio Library youtu.be/MkNeIUgNPQ8

Join us as we deconstruct the hazards of teaching to the test and examine alternatives. Follow: @akoonlaba @jaymctighe @ASCD @bamradionetwork Jay McTighe has coauthored 14 books, including the award-winning and best-selling Understanding by Design series and Essential Questions: Opening Doors to Student Understanding, with Grant Wiggins. His books have been translated into 14 languages. ASCD Emerging Leader and host Amanda Koonlaba, Ed.S., NBCT, is a teacher, artist, and writer.

HELP PAY FOR QUINTONIO LEGRIER’S FUNERAL   Daniel & Iby from Better Leaders Better Schools brings you a special NYE episode to inspire you to accomplish BIG things in 2016.     In this episode you will learn: the importance of starting with the end in mind why chunking your time matters the writing process for writing goals that works the power of writing and speaking your goals the importance of treating yourself and celebrating progress 6 X 6 goal strategy why you should cut 15% of what you do this year how to reflect on your last year   Resources:   Essentialism Leadership Book Report   Understanding by Design by Grant Wiggins and Jay McTighe   Strength Finders 2.0   DISC Profile   How to Fascinate (book) by Sally Hogshead   How to Fascinate Assessment and Report   Axiom by Bill Hybels (6 X 6 book)   21 Day Instructional Challenge   Tribes by Seth Godin   48 Days to the Work You Love by Dan Miller   48 Days Website & Podcast   Write Down Your Goals   Tell Someone Your Goals Design Your Career or Someone Else Will   6 X 6 Article and Example DID YOU LIKE THE SHOW?  iTunes SUBSCRIBE HERE! SHOW SOME LOVE: PLEASE LEAVE A 5-STAR RATING AND REVIEW Website :: Facebook :: Twitter :: LinkedIn Grad your FREE 15 Phrases of Effective School Leaders  text PHRASES to 33444 or click the link above.   BECOME A PATRON OF THE SHOW FOR AS LITTLE AS $1/MONTH   HELP PAY FOR QUINTONIO LEGRIER’S FUNERAL   DO YOU NEED ACCOUNTABILITY? TEXT BETTERMASTERMIND to 33444

This week we talk with Jay McTighe, a partner and extensive collaborator with Grant Wiggins. Follow: @bradmcurrie @jaymctighe @bamradionetwork Jay McTighe is completing his 44th year as a professional educator, teacher, and administrator. He is an education consultant, speaker, and an accomplished author, having co-authored 13 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. Brad Currie is the co-founder of #satchat, a weekly Twitter discussion for current and emerging school leaders. Brad is a Vice Principal and Supervisor of Instruction for the Chester School District in Chester, N.J. Billy Krakower is a co-moderator and is a Computer & Resource Reading Room Teacher in Woodland Park, N.J.

A recent report suggested that many claims about text books being aligned to Common Core State Standards may be false. We discuss the findings of this report with two highly respected experts in the field, who offer suggestions on how to confirm which resources are truly aligned. Discuss it at #commoncore and #CCSS Follow: @Eduflack @dgburris @grantwiggins @achievethecore @bamradionetwork Sandra Alberti serves as the Director of Partnership Initiatives and Professional Development for Student Achievement Partners, an organization that was instrumental in the development of the Common Core State Standards. Grant Wiggins is the president of Authentic Education in Hopewell NJ. Grant is best known as the co-author of Understanding by Design. Patrick Riccards has been a communications and policy expert for 20 years. Darren Burris is a member of the state's Model Curriculum Development Team. Jen Rinehart takes a primary role in the Afterschool Alliance's national and state coalition building, policy and research efforts. Previously, she served for more than five years on the staff of the U.S. Department of Education, and currently serves on a number of advisory boards of organizations that share the Afterschool Alliance's vision of afterschool for all. Jennifer Davis is the Co-Founder & President of the National Center on Time & Learning. She has held positions at the federal, state, and local levels focused on improving educational opportunities for children across the United States. Patrick Riccards has been a communications and policy expert for 20 years. Darren Burris is a member of the state's Model Curriculum Development Team.

GRANT WIGGINS Segment I – Background and Inspiration   Tell your story. Where are you from and how long have you been teaching? What classes have you taught?  – Grant's first teaching experience was as a sophomore in high school when his math teacher had to attend a wedding and asked him to run the class (back in the day when you could do those kinds of things). Some of his peers gave him grief and it led to an epiphany. It made him realized how difficult it was to teach. Later, in life he was motivated by the need to make learning an exciting activity, not boring. He taught for 15 years and now is a leader in curriculum development.   Who has helped you in your journey to become a master teacher? – His father was in the foreign service so he had a diverse experience with school. Then, having gone to St. John's College, the so-called Great Books school, so he appreciated the importance of Socratic Seminar early on. He saw the power of giving students responsibility at the board or in student-led discussion rather than the teacher telling them what to think. Mentoring became personal with a colleague named Jim, who he did PLC (personal learning community) with before the term had ever been coined. As a soccer coach, Jim once said to Grant, "how come we teacher differently out there than we do in our classrooms." That has stayed with Grant to this day. Jim was someone who took teaching and learning more seriously than anyone else in the school.   It is important for other teachers to know that we all have had setbacks in the classroom. Identify an instance in which you struggled as a teacher and explain what you learned from that experience. – A bought of laryngitis forced him to turn control of the Socratic Seminar over to the class and the results showed how much guidance his students needed.  student threatened to throw the desk out the window. In his vocal absence, the students went off on all sorts of absurd tangents. He realized he hadn't done what he thought he was doing, which was to make them independent. Also, being video-taped for the first time allowed him to see and hear how he spoke to struggling readers. It all made him realize how his good intentions were missing the mark with student understanding. He realized how his soccer coaching experience had to come together with his teaching practice. He had to be more purposeful and deliberate with students in identifying the norms of discussion and the roles they could take in discussion.   Why teach English and the language arts – Grant would like to see courses called Language Arts instead of English because the danger of teaching "English" is that you can fall back into a tour of certain time periods. He believes that we have a huge problem in this country of engaging adolescent boy readers. A lot of high school English classes are a forced march through books.    What is one thing that you love about the classroom? –  He is at his happiest in probing the thinking of adolescents. Having a discussion with kids about meaningful issues is about as fun as it gets in 42 minutes.   Segment II — Digging into the Teacher Bag of Goodies   What book do you recommend to a developing teacher?  – Grant believes you can't go wrong with the master, John Dewey's, Democracy and Education. It is one of the best books you could read. It is a clarion call to remind ourselves of why we teach.    What is one thing a teacher can do outside the classroom that can pay off inside the classroom? – Plan better. Understanding by Design, Expanded 2nd Edition. Its just a no-brainer that no matter your style, there is nothing better than unit planning and backward design. Everyone needs a plan to cause a difference in the student -- in his or her learning.   Is there an internet resource that you can recomme...

The number of Edcamps has grown annually since the first in 2010, expanding across the nation and into several countries. Now a new study finds that the the Edcamp phenomenon is just heating up and sees no sign of slowing down anytime soon. In the segment look at the numbers and pullout the crystal ball to look at the future of Edcamps. Follow:@kristenswanson, @ritzius2@bamradionetwork Christine Miles is a founding member of Edcamp Philly and serves on the board of the Edcamp Foundation, a nonprofit organization designed to facilitate local, grassroots, participant-driven professional development opportunities for educators worldwide. In addition, Christine works as a consultant with Grant Wiggins' Authentic Education.