Podcasts about Los Angeles Unified School District

The Los Angeles Unified School District created its own 457(b) plan, and it's excellent. It has won not one, but two awards. We speak with two members of the LAUSD Retirement Investment Advisory Committee who were and are instrumental to its success.   LAUSD 457(b) Deferred Compensation Plan Fund Lineup Learned by Being Burned (short pod series about K-12 403(b) issues) 403bwise.org Meridian Wealth Management Nothing presented or discussed is to be construed as investment or tax advice. This can be secured from a vetted Certified Financial Planner (CFP®). 

There's a problem in class today, and the second largest school district in the United States is trying to solve it.After looking at the growing body of research that has associated increased smartphone and social media usage with increased levels of anxiety, depression, suicidal thoughts, and isolation—especially amongst adolescents and teenagers—Los Angeles Unified School District (LAUSD) implemented a cellphone ban across its 1,000 schools for its more than 500,000 students.Under the ban, students who are kindergartners all the way through high school seniors cannot use cellphones, smartphones, smart watches, earbuds, smart glasses, and any other electronic devices that can send messages, receive calls, or browse the internet. Phones are not allowed at lunch or during passing periods between classes, and, under the ban, individual schools decide how students' phones are stored, be that in lockers, in magnetically sealed pouches, or just placed into sleeves at the front door of every classroom, away from students' reach.The ban was approved by the Los Angeles Unified School District through what is called a “resolution”—which the board voted on last year. LAUSD Board Member Nick Melvoin, who sponsored the resolution, said the overall ban was the right decision to help students. “The research is clear: widespread use of smartphones and social media by kids and adolescents is harmful to their mental health, distracts from learning, and stifles meaningful in-person interaction.”Today, on the Lock and Code podcast with host David Ruiz, we speak with LAUSD Board Member Nick Melvoin about the smartphone ban, how exceptions were determined, where opposition arose, and whether it is “working.” Melvoin also speaks about the biggest changes he has seen in the first few months of the cellphone ban, especially the simple reintroduction of noise in hallways.“[During a school visit last year,] every single kid was on their phone, every single kid. They were standing there looking, texting again, sometimes texting someone who was within a few feet of them, and it was quiet.”Tune in today.You can also find us on Apple Podcasts, Spotify, and whatever preferred podcast platform you use.For all our cybersecurity coverage, visit Malwarebytes Labs at malwarebytes.com/blog.Show notes and credits:Intro Music: “Spellbound” by Kevin MacLeod (incompetech.com)Licensed under Creative Commons: By Attribution 4.0 Licensehttp://creativecommons.org/licenses/by/4.0/Outro Music: “Good God” by Wowa (unminus.com)Listen up—Malwarebytes doesn't just talk cybersecurity, we provide it.Protect yourself from online attacks that threaten your identity, your files, your system, and your financial well-being with our exclusive offer for Malwarebytes Premium for Lock and Code listeners.

In today's episode of The Edge of Excellence podcast, Matt is joined by Sharon Taylor, widely regarded as the greatest headmaster in the history of Southern California schools.During this insightful conversation, Matt and Sharon explore the intricate journey of leadership within a unique and impactful field. They explore how passion for education can evolve into higher leadership roles and the complexities that come with that transition. Through candid reflections, the conversation touches on the balance between nurturing personal connections and managing broader organizational responsibilities, offering a fresh perspective on what it means to lead effectively in a setting dedicated to growth and development.You'll learn about the importance of vision, mission, and values as the cornerstones of any successful endeavor. Sharon shares her experiences of shaping and refining a guiding philosophy that not only supports the internal culture but also helps navigate challenges and capitalize on opportunities for long-term sustainability.This episode offers valuable insights for anyone passionate about education, leadership, or making a tangible difference in the lives of others.Don't miss another episode of The Edge of Excellence podcast. Leave a review and subscribe todayWhat You Will Learn In This Show:Why the values of kindness and curiosity are essential components of excellence. Sharon's desire to become a teacher from a young age and her work ethic, such as working through high school and college.Her involvement in sorority leadership during college, which helped her develop her leadership skills. The importance of clarifying a school's mission, vision, and values to guide decision-making and hiring practices.The value of long-term sustainability and the role of the board of trustees in supporting the school's goals.And much more...Guest Bio:Sharon brings over 30 years of experience in education. She began her career as a grade one teacher in the Los Angeles Unified School District and then a grade two teacher in Washington State. She joined St. Mary's School in 1995. Sharon has served many roles at St. Mary's including classroom teacher, International Baccalaureate Coordinator (Middle Years and Primary Years Programmes), Dean of Academics (All School), Head of Lower School (K-5) and Head of School (All School) Sharon is currently serving as the Chief Advancement Officer , where she is leading the school through a major capital campaign to complete the master facilities plan for the campus. Sharon also serves on the Board of Trustees for St. Mary's. Sharon holds a Bachelor of Arts in Education from California State University, Northridge and a Master of Arts in Educational Administration from Concordia University in Irvine. She also holds a Multiple Subject Lifetime Credential from California State University, Northridge. Sharon is trained through The International Baccalaureate Organization and has attended and led workshops with IBO. She is an active member of the California Association of Independent Schools and has led multiple accreditations for the organization. Sharon serves on the following additional boards: Providence Hospital, Mission Viejo and RiseHyre.

Sharona and Bosley sit down this week to talk with Jennifer Martinez-Montes about her work on professional development surrounding AI for instructors. Jennifer is a 9th grade English teacher at Santee Education Complex in the Los Angeles Unified School District. She is currently researching the impact of AI on teachers and the opportunities for effective use of AI in lesson planning, differentiation, and other areas of a teacher's responsibilities. In this conversation, we explore the need for instructors to understand AI, its opportunities and issues impacting our work as educators, as we try to determine the impact on students and grading.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!Teachers Worry About Students Using A.I. But They Love It for ThemselvesCanva AI Image GeneratorOpen Art AIResourcesThe 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 ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelFollow us on Bluesky, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our...

This week we welcome Joe Zeccola back to the podcast. In this episode, Sharona, Boz and Joe look at how we give feedback, how students use it, and how we make both the giving of feedback and the student use of feedback easier, more useful, and more in line with our goals for our students. 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!Instructional Feedback: The Power, the Promise, the Practice 1st Edition, by Dr. Thomas GuskeyGrading With Integrity: A Research-Based Approach Grounded in Honesty, Transparency, Accuracy, and Equity, by Dr. Thomas GuskeyResourcesThe 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 ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelFollow us on Bluesky, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.Music

This edWeb podcast is sponsored by the National Math Improvement Project. You can access the webinar recording here.Algebra I is a critical gateway to advanced mathematics and future academic success, yet systemic barriers continue to limit access and opportunity for many students, particularly those from historically underserved communities. Listen to this illuminating discussion with leaders from three of the nation's largest school districts who are pioneering innovative approaches to ensure all students can thrive in Algebra I.Drawing from a new case study examining successful district initiatives, this edWeb podcast brings together academic officers from Chicago Public Schools, Los Angeles Unified School District, and Miami-Dade County Public Schools who discuss how districts can transform Algebra I from a gatekeeper into a gateway of opportunity. Don't miss this chance to hear directly from district leaders about concrete strategies for:Creating multiple on-ramps to algebra successBuilding teacher content knowledge and instructional expertiseExpanding early access programs and acceleration pathwaysFostering positive math identity and student belongingUsing data to inform and improve algebra readiness effortsListen to this edWeb podcast about making Algebra I success achievable for all students. This edWeb podcast is of interest to middle and high school district leaders.National Math Improvement ProjectNMIP elevates best practices in support of academic outcomes, educator capacity, and math mindsets. Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

This week Sharona and Boz share some ideas, tools and methods for making assessment writing easier including AI, CheckIt (programmable assessment generation) and intentional alignment of content and assessments. 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!CheckItChatGPTGemini (Google AI)ResourcesThe 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 ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelFollow us on Bluesky, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.MusicCountry Rock performed by Lite Saturation, licensed under a

In 2022, California voters passed Proposition 28, a law meant to address the paltry and inequitable arts education funding in most schools. Vicky Martinez, a parent of three sons in Los Angeles Unified School District, says her children need a robust arts education in the wake of the pandemic, but the district isn't providing that. Martinez and other parents joined a lawsuit against LAUSD and superintendent Alberto Carvalho, claiming that the district was misusing its Prop. 28 funds. Guests: Vicky Martinez, LAUSD parent Mallika Seshadri, Reporter at EdSource Karen D'Souza, Reporter, EdSource Related: Lawsuit charges misuse of arts education funding at LAUSD schools Shortage of teachers and classrooms slows expansion of arts education in Los Angeles and beyond LAUSD's new magnet film school gives students hands-on learning about entertainment industry Education Beat is a weekly podcast. This episode was hosted by EdSource's Emma Gallegos and produced by Coby McDonald. Are you attending SXSW EDU? We'll be there! Learn more.

Today on AirTalk, what do students and parents need to know about the Los Angeles Unified School District cellphone ban and how has rollout been on the first day of implementation? Location sharing has become very popular in relationships. What do you think, is it a must for trust or a violation of privacy? We're also looking back at the biggest weather events in SoCal history. For today's Tripleplay, we're talking season outlooks from the Dodger's spring training. The author of a new book on Dodger's legend, Don Drysdale, joins us for a preview. Today on AirTalk: LAUSD cellphone ban begins today (0:15) The pleasures and pitfalls of location sharing with partners (30:08) SoCal History: Major weather events (51:01) Tripleplay: Dodgers Spring Training season outlooks (1:09:56) New book on the legacy of Dodger Legend Don Drysdale (1:25:30)

DescriptionIn this episode, Sharona and Bosley talk with Dr. Corin Bowen, an Engineering Education researcher and assistant professor in the Civil Engineering department at California State University Los Angeles. We talk about student motivation and engagement, the opportunities that standards-based grading has provided Dr. Bowen's students, and what it was link to come in to a course that had already been redesigned to use standards-based grading as a new instructor. Join us as we talk grading structures, critical pedagogy, the power of undergraduate instructional student assistants and so much else.ResourcesThe 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 ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelFollow us on Bluesky, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.MusicCountry Rock performed by Lite Saturation, licensed under a

In this conversation, Manish Singh, Director of Foodservices at LA Unified School District and Marlon discuss the evolution of food services within the Los Angeles Unified School District. Manish speaks about the transition to a 100% Community Eligibility Provision (CEP) district, innovative programs like farm-to-table, and the introduction of food trucks. He emphasizes the importance of creating a joyful work environment, addressing complaints, and changing perceptions about school meals. The conversation also touches on partnerships with culinary institutions and the impact of training on food quality, as well as future initiatives to enhance student engagement and meal offerings. =========================== Connect with our Guests! =========================== Instagram: https://www.instagram.com/cafela_lausd/ Facebook: https://www.facebook.com/CafeLALAUSD Website: https://www.lausd.org/cafela =========================== Connect with us! =========================== Instagram: https://www.instagram.com/nxtgen_network/ Instagram: https://www.instagram.com/nextuptalkshow/ Instagram: https://www.instagram.com/nxtgenmarlon/ Facebook: https://www.facebook.com/NxtGenNetwork365 Linkedin: https://www.linkedin.com/company/nxtgen-network/ Twitter: https://twitter.com/NxtGen_Network TikTok: https://www.tiktok.com/@nxtgen.network Media Kit: https://the.nxtgennetwork.com/MediaKit Served Digizine December 2024 | Gifting Gratitude: https://nxtgennetwork.serveddigizine.com/view/674102441/ =========================================== Subscribe and Listen to the Next Up Podcast HERE:

Sue Kim and Myuriel Von Aspen, Building Productive Partnerships   ROUNDING UP: SEASON 3 | EPISODE 10 In this episode, we examine the practice of building productive student partnerships. We'll talk about ways  educators can cultivate joyful and productive partnerships and the role the educator plays once students are engaged with their partner.  BIOGRAPHIES Sue Kim is an advocate for children's thinking and providing them a voice in learning mathematics. She received her teaching credential and master of education from Biola University in Southern California. She has been an educator for 15 years and has taught and coached across TK–5th grade classrooms including Los Angeles Unified School District and El Segundo Unified School District as well as several other Orange County, California, school districts.  Myuriel von Aspen believes in fostering collaborative partnerships with teachers with the goal of advancing equitable, high-quality learning opportunities for all children. Myuriel earned a master of arts in teaching and a master of business administration from the University of California, Irvine and a bachelor of science in computer science from Florida International University. She currently serves as a math coordinator of the Teaching, Learning, and Instructional Leadership Collaborative. ​ RESOURCES Catalyzing Change in Early Childhood and Elementary Mathematics by National Council of Teachers of Mathematics Purposeful Play by Kristine Mraz, Alison Porcelli, and Cheryl Tyler  Hands Down, Speak Out: Listening and Talking Across Literacy and Math K–5 by Kassia Omohundro Wedekind and Christy Hermann Thompson TRANSCRIPT Mike Wallus: What are the keys to establishing productive student partnerships in an elementary classroom? And how can educators leverage the learning that happens in partnerships for the benefit of the entire class? We'll explore these and other questions with Sue Kim and Myuriel von Aspen from the Orange County Office of Education on this episode of Rounding Up.  Well, hi, Sue and Myuriel. Welcome to the podcast. Myuriel von Aspen: Hi, Mike.  Sue Kim: Thanks for having us. Mike: Thrilled to have you both.  So, I first heard you two talk about the power of student partnerships in a context that involved counting collections. And during that presentation, you all said a few things that I have been thinking about ever since. The first thing that you said was that neuroscience shows that you can't really separate emotions from the way that we learn. And I wonder what do you mean when you say that and why do you think it's important when we're thinking about student partnerships? Myuriel: Yes, absolutely. So, this idea comes directly from neuroscience research, the idea that we cannot build memories without emotions. I'm going to read to you a short quote from the NCTM [National Council of Teachers of Mathematics] publication Catalyzing Change in Early Childhood and Elementary Mathematics that says, “Emerging evidence from neuroscience strongly shows that one cannot separate the learning of mathematics content from children's views and feelings toward mathematics.”  So, to me, what that says is that how children feel has a huge influence on their ability to learn math and also on how they feel about themselves as learners of math. So, depending on how they feel, they might be willing to engage in the content or not. And so, as they're engaging in counting collections and they're enjoying counting and they feel joyful and they're doing this with friends, they will learn better because they enjoy it, and they care about what they're doing and what they're learning. Mike: You know, this is a nice segue to the other thing that has been on my mind since I heard you all talk about this because I remember you said that students don't think about a task like counting collections as work, that they see it as play. And I wonder what you think the ramifications of that are for how we approach student partnership? Sue: Yeah, you know, I've been in so many classrooms across TK through fifth [grade], and when I watch kids count collections, we see joy, we see engagement in these ways. But I've also been thinking about this idea of how play is even defined, in a way, since you asked that question that they think of it as play.  Kristine Mraz, teacher, author, and a consultant, has [coauthored] a book called Purposeful Play. And I remember this was the first time I hear about this reference about Vivian Paley, an American early childhood educator and researcher, stress through her career, the importance of play for children when she discovered in her work that play's actually a very complex activity and that it is indeed hard work. It's the work of kids. It's the work of what children do. That's their life, in a sense. And so, something I've been thinking about is how kids perceive play is different than how adults perceive play. And so, they take it with seriousness. There is a complex, very intentionality behind things that they do and say. And so, when we are in our session, and we reference Megan Franke, she says that when young people are engaging with each other's ideas, what they're able to do is mathematically important. But it's also important because they're learning to learn together. They're learning to hear each other. They're developing social and emotional skills as they try and navigate and negotiate each other's ideas. And I think for kids that this could be considered play, and I think that's so fascinating because it's so meaningful to them. And even in a task like counting, they're doing all these complex things. But as adults we see them, and we're like, “Oh, they're playing.” But they are really thinking deeply about some of these ideas while they're developing these very critical skills that we need to give opportunities for them to develop. Myuriel: I like that idea of leaning into the play that you consider maybe not as serious, but they are. Whether they're playing seriously or not, that you might take that opportunity to make it into a mathematical question or a mathematical reflection. Sue: I totally agree with you. And taking it back to that question that you asked, Mike, about, “How do we approach student partnerships then?” And I think that we need to approach it with this lens of curiosity while we let kids engage in these ways and opportunities of learning to hear each other and develop these social-emotional skills, like we said. And so, when you see kids that we think are “playing” or they're building a tower: How might we enter that space with a lens of curiosity? Because to them, I think it's serious work. We can't just think, “Oh, they're not really in the task” or “They're not doing what they were supposed to do.” But how do we lean into that space with a lens of curiosity as Megan reminded us to do, to see what mathematical things we can tap into? And I think that kids always rise to the occasion. Mike: I love that. So, let's talk about how educators can cultivate joyful and productive student partnerships. I'm going to guess that as is often the case, this starts by examining existing beliefs that I might have and some of my expectations. Sue: Yeah, I think it really begins with your outlook and your identity as a teacher. What's your outlook on what's actually possible for kids in your class? Do you believe that kids as young as 4-year-olds can take on this responsibility of engaging with each other in these intelligent ways? Unless we begin there and we really think and reflect and examine what our beliefs are about that, I think it's hard to go and move beyond that, if that makes sense.  And like what we just talked about, it's being open to the curiosity of what could be the capacity of how kids learn. I've seen enough 4-year-olds in TK classrooms doing these big things. They always blow my mind, blow my expectations, when opportunities are given to them and consistently given to them. And it's a process, right? They're not going to start on day one doing some of these more complex things. But they can learn from one another, and they also learn from you as a teacher because they are really paying attention. They are attending to some of these complex ideas that we put in front of them. Mike: Well, you hit on the question that I was thinking about. Because I remember you saying that part of nurturing partnerships starts with a teacher and perhaps a pair of children at a table. Can you all paint a picture of what that might look like for educators who are listening? Sue: Yeah, so actually in one of the most recent classrooms, I went in, and this teacher allowed me to partner with her in this work. She wanted to be able to observe and do it in a structured way so that she could pick up on some details of noticing the things that kids were doing. And so, she would have a collection out, or they got to choose. She was really good about offering choice to kids, another way to really engage them. And so, they would choose. They would come together. And then she started just taking some anecdotal notes on what she heard kids saying, what she saw them doing, what they had to actually navigate through some of the things, the stuck moments that came up.  From that, we were able to develop, “OK, what are some goals? We noticed Students A and B doing this and speaking in these ways. What might be the next step that we might want to put into a mini lesson or model out or have them actually share with the class what they were working on mathematically?” Whether it was organization, or how they decided they wanted to represent their count, how they counted and things like that.  And so, it was just this really natural process that took place that we were able to really lean into and leverage that kids really responded to because it wasn't someone else's work or a page from a textbook. It was their work, their collection that was meaningful to them and they had a true voice and a stake in that work. Mike: I feel like there have been points in time where my understanding of building groups was almost like an engineering problem, where you needed to model what you wanted kids to do and have them rehearse it so specifically. But I think what sits at the bottom of that approach is more about compliance. And what I loved about what you described, Sue, is a process where you're building on the mathematical assets that kids are showing you during their time together—but also on the social assets that they're showing you. So, in that time when you might be observing a pair or a partnership playing together, working together with something like counting collections, you have a chance to observe the mathematics that's happening. You also have a chance to observe the social assets that you see happening. And you can use that as a way to build for that group, but also to build for the larger group of children. And that just feels really profoundly different than, I think, how I used to think about what it was to build partnerships that were “effective.” Myuriel: You know, Mike, I think it's not only compliance. It's also that control. And what it makes me think about is, when we want to model ourselves what we want students to do, instead of—exactly what you said, looking at what they're doing and bringing that knowledge, those skills, that wisdom that's in the room from the students to show to others so that they feel like their knowledge counts. The teacher is not only the only authority or the only source of knowledge in the room—we bring so much, and we can learn from each other. So, I think it's so much more productive and so effective in developing the identity of students when you are showing something that they're doing to their peers versus you as an adult telling them what to do. Mike: Yeah. Are there any particular resources that you all have found helpful for crafting mini lessons as students are learning about how to become a partnership or to be productive in a partnership? Myuriel: Yes. One book that I love, it's not specific to counting collections, but it does provide opportunities for teachers to create micro-lessons when students are listening and talking to each other. It's Hands Down, Speak Out: Listening and Talking Across Literacy and Math K–5 by Kassia [Omohundro] Wedekind and Christy [Hermann] Thompson. And the reason why I love this book is because it provides, again, these micro-lessons depending on what the teacher is noticing, whether it is that the teacher is noticing that students need support listening to each other or maybe making their ideas clear. Or maybe students need to learn how to ask questions more effectively or even reflect on setting and reflecting on the goals that they have as partners. It does provide ideas for teachers to create those micro-lessons based on what the teacher is noticing. Sue: Yeah, I guess I want to add to that, Mike, as well, the resources that Myuriel said. But also, I think this is something I really learned along the process of walking alongside this teacher, was looking at partnerships through a mathematical lens and then a social lens. And so, the mini lesson could be birthed out of watching kids in one day. It might be a social lens thinking about, “They were kind of stuck because they wanted to choose different collections. What might we do about that?” And that kind of is tied to this problem-solving type of skill and goal that we would want kids to work on. That's definitely something that's going to come up as kids are working in partnerships. These partnerships are not perfect and pristine all the time. I think that's the nature of the job. And just as humans, they're learning how to get along, they're learning how to communicate and navigate and negotiate these things. And I think those are beautiful opportunities for kids and for teachers, then, to really lean into as goals, as mini lessons that can be out of this. And these mini lessons don't have to be long and drawn out. They can be a quick 5-, 10-minute thing. Or you can pause in the middle of counting and kind of spotlight the fact that “Mike and Brent had this problem, but we want to learn from them because they figured out how to solve it. And this is how. Let's listen to what happened.” So, these natural, not only places in a lesson that these opportunities for teaching can pop up, but that these mini lessons come straight from kids and how they are interacting and how they are taking up partnerships, whether it be mathematical or social. Mike: I think you're helping me address something that if I'm transparent about was challenging for me when I was a classroom teacher. I got a little bit nervous about what was happening and sometimes I would shut things down if I perceived partnerships to be, I don't know, overwhelming or maybe even messy. But you're making me think now that part of this work is actually noticing what are the assets that kids have in their social interactions in the way that they're playing together, collaborating together, the mathematics? And I think that's a big shift in my mind from the way that I was thinking about this work before. And I wonder, first of all, is this something that you all notice that teachers sometimes are challenged by? And two, how you talk to someone who's struggling with that question of like, “Oh my gosh, what's happening in my classroom?” Myuriel: Yes, I can totally understand how teachers might get overwhelmed. We hear this from, not only from teachers trying to do the work of counting collections, but even just using tools for students to problem-solve because it does get messy. I like the way Sue keeps emphasizing how it will be messy. When you have rich mathematical learning happening, and you're using tools and collections and you have 30 students having conversations, it definitely will get messy. But I would say that something that teachers can do to mitigate some of that messiness is to think about the logistics ahead of time and be intentional about what you are planning to do. So, some of the things that they may want to think about is: How are students going to access the counting collections? Where are you going to [put] the tools that they're going to be using? Where physically in the classrooms will students get together to have collections so that they have enough room to spread out and record and talk to each other? And just like Sue was mentioning: How do I partner students so that they do have a good experience, and they support each other? So, all of these things that might cost a bit of chaos if you don't think about them, you can actually think about each one of those ahead of time so that you do have a plan for each one of those.  Another thing that teachers may want to consider thinking about is, what do they want to pay attention to when they are facilitating or walking around? There's a lot that they need to pay attention to. Just like Sue mentioned, it is important for them to pay attention to something because you want to bring what's in the room to connect it and have these mini lessons of what students actually need. And also, thinking about after the counting collections: What worked and what didn't? And what changes do I want to make next time when I do this again? Just so that there is a process of improvement every time. Because as Sue had mentioned, it's not going to happen on day one. You are learning as a teacher, and the students are learning. So, everybody in that room is learning to make this a productive and joyful experience. Sue: Yeah, and another thing that I would definitely remind teachers about is that there's actually research out there about how important it is for kids to engage with one another's mathematical ideas. I'm so thankful that people are researching out there doing this work for us. And this goes along with what Myuriel was saying, but the expectations that we put on ourselves as teachers sometimes are too far. We're our biggest critique-ers of the work that we do. And of course we want things to go well, but to make it more low-risk for yourself. I think that when we lower those stakes, we're more prone to let kids take ownership of working together in these ways, to use language and communication that makes sense while doing math and using these cognitive abilities that are still in the process of developing. And I think they need to remember that it takes time to develop, and it's going to get there. And kids are going to learn. Kids are going to do some really big things with their understanding. But giving [yourself] space, the time to learn along with your students, I think is very critical so that you feel like it's manageable. You feel like you can do it again the next day. Mike: Tell me a little bit about how you have seen educators use things like authentic images or even video to help their students make sense of what it means to work in a partnership. What have you seen teachers do? Sue: Yeah. Not to mention how that is one sure way to get kids engaged. I don't know if you've been in a room full of first graders or kindergartners, but if you put a video image up that's them counting and showing how they are thinking about things, they are one-hundred-percent there with you. They love being acknowledged and recognized as being the doers and the sensemakers of mathematics. And it goes into this idea of how we position kids competently, and this is another way that we can do that. But capturing student thinking in photos or a short clip has really been a powerful tool to get kids to engage in each other's ideas in a deeper way. I think it allows teachers and students to pause and slow down and really focus in on the skill of noticing. I think people forget that noticing is a skill you have to teach. And you have to give opportunities for kids to actually do these things so they can see mathematically what's happening within the freeze-frame of this image, of this collection, and how we might ask questions to help facilitate and guide their thinking to think deeply about these ideas. And so, I've seen teachers use them with partners, and they may say, “Hey, here's one way that they were counting. How do you think they counted within the frame of this picture or this photo that we took?” And then kids will have these conversations. They'll engage mathematically what they think, and then they might show the video clip of the students actually counting. And they get to make predictions. They get to navigate the language around what they think. And it's just, again, been a really nice tool that has then branched out into whole-group discussions. So, you can use it with partnerships and engage certain kids in specific ways, but then being able to utilize that and leverage that in whole-group settings has really been powerful to see. Myuriel: I also recently observed a teacher with pictures, showing students different tools that different partners were using and having those discussions about, “Why did this tool work and why didn't this one?” or “What will you have to do if your collection gets bigger?” So, it is a great opportunity to really show from what they're using and having those discussions about what works and what doesn't, and “Why would I use this versus this?” from their own work. Mike: Myuriel, what you made me wonder is if you could apply this same idea of using video or images to help support some of those social goals that we were talking about for students as well. Myuriel: I think that you could. I can just imagine that if you see two students working together and supporting each other or asking some good questions and being curious, you could record them and then show that to the others to ask them what they're noticing. “How are these two students supporting each other in their learning?” Even “How are they being kind to each other when they make a mistake?” So, there is so much power in using video for not just the mathematical skills, but also for the social skills. Sue: Myuriel, when you're talking, you're reminding me about two particular students that we have watched, and we have recorded video around, actually, when they came to a disagreement.  There was this one instance when a couple of students came to a disagreement about what to call the next number of the sequence. And that was a really cool moment because we actually discovered, “Wow, these two peers had enough trust in each other to pause, to listen to both sides.” And then when it came time to actually call the number and the sequence, the other student actually trusted enough and listened to the reasoning of the other student to say, “OK, I'm going to go along with you, and I think that should be what the sequence is.” And it was just a really neat opportunity and—that this teacher actually showed in front of kids just to see what kids would say in response to that particular moment. Myuriel: It was actually one very cute, but very interesting moment when you see that second student who's listening to the other one. And actually at first she kind of argued with him a little bit about, “No, it's not this number.” But the second time around, when she counted, she paused right at that same spot where she had trouble before, and she set the number that he had suggested the earlier time so that you see that she's listening, she's considering someone else's ideas, and she's learning the correct sequence. Yes, that was really amazing to see. Sue: So, it's the sequence of numbers that they're working on, but think about all the social aspects of what is happening and developing, and I think that they're addressing it and that they're having to engage with [it]. It's [a] very complex situation that they're learning a lot of skills around in that very moment. Mike: You know, I wonder how an educator might think about their role once students are actually engaged with a partner. How do you all think about goals, or the role of the teacher, once students are working with a partner? Sue: I think that one of the things we're really thinking about and being more intentional about is: When do we actually interject, or when do we as teachers actually say something? When and how do we make those decisions? And for several years now, I've really taken on this notion that we are facilitators. Yes, we're teachers. But more than anything, we are facilitators of the students in our class, and we want to really give them the opportunity to work through some of these ideas. And we will have set up partnerships based on what we've seen and notes that we took as kids have been working. But it's an ever-innovated process, I think. And I think something that's always going to be on the forefront is that idea: How are we facilitating? How are we deciding when we want to say something or interject, and why? And what is it that we are trying to get kids to think about? Because I think we need to help students realize that they are always in the driver's seat of what they're doing, especially if they're in a partnership. And there are targeted things that we can have them maybe think about when we drop a question based on what we're noticing. Or maybe when they're stuck, and they're in the middle of negotiating something. But I really think that it starts there with us kind of thinking about: What is our role? Is it OK that we step back and we just watch even if they have to problem-solve through something that feels like, “Oh, I don't know if they're going to get through that moment.” But we've got to let them. We've got to give them opportunities to do that without having to rescue them every single time. Myuriel: And you're right, Sue, we've seen it so many times when if you just bite your tongue, 10 seconds later, it's happening, right? They're helping each other, and they get to the idea that you thought you had to bring up to them. But they were able to resolve it. So, if we only allow that time for them to process the idea or to revise their thinking or to allow the other partner to support their partner, it will happen. Sue: Yeah, and I think that doesn't mean that we can't set kids up. I've seen teachers launch the lesson with something a partner did before yesterday, and they will have referred to a protocol or something they're working on. And then as facilitators, we can then go out, and we might already be thinking about, “Oh, I want to be watching these two partnerships today”—having in mind, “OK, this is my target idea for them, my target goal for them.” So, there are definite ways that we can frame and decide who we want to watch and observe, but while in the balance of letting kids do what they're going to do and what the expectation of being surprised. Because kids always surprise us with their brilliance. Mike: Yeah, there's multiple things that came to mind as I was listening to you all talk about this. The first one is how it's possible to inadvertently condition kids to see the teacher coming and look and stop and potentially look for the teacher to say something. We actually do want to avoid that. We want to see their thinking.  The other piece is the difference between, as you said, potentially dropping a question and interjecting, as you said, Myuriel, biting your tongue and letting them persist through—whether it's an idea they're grappling with or a struggle for what to do next—that there's so much information in those moments that we can learn or that might help us think about what's next. It's a challenge, I think, because math culture in the United States is such that we're kind of trained to see something that looks like a mistake. “Let's get in there.” And I hear you giving people permission to say, “Actually, it's OK to step back and watch their thinking and watch them try to make sense of things because there's a big payoff there.” Sue: Absolutely. Yeah.  Myuriel: Yes. And, Mike, I think we as teachers—you feel the need of having to address every single “mistake” per either individual student or per partnership. And sometimes you feel like, “I have 30 students, how can I possibly do that?” And I think that's where the power of doing a share out from what you've observed, bringing everyone together, learning from what was in the room, right? Because just like Sue was saying, it's not that you don't ever set up kids with knowledge of what you've observed, but you bring the power. It's what you're bringing, what's in the room, what you've noticed. But you share it out, or you have students share it out, with everyone so that everyone is moving forward. Mike: I have a follow-up question for you all about goals for partnerships. I'm wondering how you think about the potential for partnerships as a way to help develop language, be it academic or social, for students. Are there particular practices that you imagine educators could take up if language development was one of their goals? Myuriel: I'm so glad you're asking that question because I don't think we can learn math without language. I don't think we can learn anything without language. And I think that working in partnerships provides such an authentic, meaningful way of developing language because students are in conversations with each other. And we know that conversation is one way that ideas develop conversations or even sharing your thinking. Sometimes we notice that as students are sharing their thinking, and they're listening to themselves, they catch themselves making a mistake, and they are able to revise their thinking based on what they are saying. So again, I think it is the perfect opportunity for students to mathematically learn counting sequence or socially learn how to negotiate and make sense of what they're going to represent, when they're counting, or to explain their thinking. And we know, of course, that one of the mathematical practices is justifying, explaining your thinking. So, it's important to provide those opportunities for students to do that in this kind of structural way. I also think that working in partnerships provides this opportunity for teachers to listen and notice if there's any language that students are starting to use that can be shared with others. So again, this idea that you hear it from someone in the room and that's going to help everybody else grow. Or that if students are doing something and you can name it, provide those terms to students. So, for example, just like I mentioned, somebody's explaining their thinking and through that they change their mind. They revised their thinking. Actually sharing that with the whole class and naming it: “Oh, they were revising their thinking” or sharing how they were explaining something with academic language so that others can also use that language as they're explaining their own thinking. So, I think that those are powerful ways to provide opportunities for everyone's academic language or social skills through language to be developed. Sue: Yeah, I think that another big idea that comes out of that language piece is just how kids are learning to make sense of how to be partners, especially our younger students, our younger mathematicians. They're really needing to figure out like, “Oh, what does it mean to take turns to speak about this and how I use my words in this way versus another?” And I think that's another big opportunity for kids to build those skills because we can't just assume that kids come into our classrooms knowing how to talk in these ways, how to address each other, how to engage respectfully, that they can disagree respectfully, even in partnerships. And we want them to have the time and space to be able to develop those skills through language as well. Mike: You know, I think the mental movie that I have for the point in time after children have engaged in any kind of partnership task, be it counting collections or something else, has really shifted. Because I think beforehand the way the movie ended was potentially sharing a student's representation if they had represented something on a piece of paper that showed what they had physically done with their things. And I still think that's valid and important, particularly if that's one of your goals.  But you're making me think a lot more about the potential of images of students at work as they're going through the process or video and how closing, or potentially opening the next time, with that really just kind of expands this idea of what's happening. Being able to look at a set of hands that are on a set of materials or in the process of moving materials or listening to language that's emerging from students in the form of a short video. There's a lot of richness that you could capture, and it's also a little bit more of a diverse way of showing what's going on. And it feels like another way to really position what you're doing—not just the output in the form of the paper representation—but what you're actually doing is valuable, and it's a contribution. And I think that just feels like there's a lot of potential in what you all are describing. Sue: I think you hit the nail on the head. We're trying, and it's hard work. But to be open to these ideas, to these possibilities. And like you said, it's positioning kids so drastically different than how we've been doing it for so many years. And how you're actually inviting kids to be contributors of this work that they are now. They have the knowledge. They are the ones that hold the knowledge in the room. And how we frame kids and what they're doing is I think very critical because kids learn from that, and kids have so many things to offer that we need to really be able to think about how we want to create those opportunities for kids. Myuriel: And, Mike, something that you said also made me think of just like we want to provide those opportunities for students to be creative and to show what they know. What you were talking about, having this new perspective, makes me think about also teachers being creative with how they use counting collections, right? There isn't just the one way. It doesn't mean that at the end of every counting collection, I have to have a share out right at the end and decide at that moment. I could start the day that way. I could start the next session that way. I could use a video. I could use a picture. I could have students share it. So, you can get creative. And I think that's the beauty also, because I think as a teacher, it's not only the students that are learning; you are learning along with them. Mike: That's a great place to stop. This has been an absolutely fabulous conversation. Thank you both so much for joining us. Myuriel: Thank you. Thank you so much for this opportunity. Sue: Thank you. Thanks for having us. 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. © 2025 The Math Learning Center | www.mathlearningcenter.org  

The firestorms in Los Angeles have destroyed at least nine schools and displaced hundreds of teachers and students. A teacher shares the story of her family's escape, and a reporter describes the physical and emotional damage to schools and communities. Guests: Tanya Reyes, teacher in Los Angeles Unified School District and parent in Pasadena Unified School District Mallika Seshadri, Reporter, EdSource Read more from EdSource: Los Angeles schools close, brace for more fire, wind and ash Education Beat is a weekly podcast hosted by EdSource's Zaidee Stavely and produced by Coby McDonald.

Firefighters are racing to contain the wildfires ravaging the Los Angeles area during a lull in the winds, which are set to strengthen again Sunday night. The Los Angeles Unified School District is the second-largest in the nation, with 500,000 students, and all of its campuses have been closed since Thursday. John Yang speaks with Alberto Carvalho, the district's superintendent, for more. PBS News is supported by - https://www.pbs.org/newshour/about/funders

It has finally happened!! We have found an instructor who uses emoji's MORE than Sharona does!! Join us as we talk with Patrick Morriss, professor of Mathematics at Foothill College about his proficiency scales and grading system in Higher Ed Math. 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!Patrick's Qualitative Grading SystemThe 5 Lemon Sheet - Daily CheckinResourcesThe 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 ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelFollow us on Bluesky, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.Music

This is our Favorite Episode for 2024! Friends Like Us with host Marina Franklin features guests Dr. Donna J Nickel and Nonye Brown-West.  Dr. Donna J. Nickel, an academic from California, discussing her latest book on Claudia Hampton's contributions to affirmative action and black education. The discussion extends to contemporary issues, including the repercussions of ending affirmative action, historical context of race-based discrimination, and the attack on DEI (Diversity, Equity, and Inclusion) initiatives. The episode aims to shed light on the broader history of race and conservative philanthropy while examining current racial and educational policies. Dr. Donna J. Nicol is the Associate Dean of Personnel and Curriculum in the College of Liberal Arts and a professor of history at California State University Long Beach. She is the immediate past department chair and professor of Africana Studies at CSU Dominguez Hills, a post she held from 2017-2023. She earned her doctorate degree in Educational Studies (with a specialization in History and Philosophy of Higher Education and a graduate minor in African American and African Studies) from The Ohio State University in 2007.  Dr. Nicol's research focuses race, conservative philanthropy, and U.S. higher education, and the history of African American women's educational activism. Her work has been published in Race, Ethnicity and Education, The Feminist Teacher (twice), History of Philanthropy, Palimpsest: A Journal of Women, Gender and the Black International, The Encyclopedia of American Women's History, Encyclopedia of Multiracial America, and Habitus of the Hood. In February 2021, Dr. Nicol was a featured guest expert for the Al Jazeera English documentary, The Big Picture: A Race for America. Dr. Nicol has also published opinion columns on racism in philanthropy for Al Jazeera Digital and has appeared on the Insufferable Academics podcast, the Fresh Off the Vote podcast, and the Peace and Justice Radio Show. Prior to becoming an academic, Dr. Nicol spent three years teaching secondary language arts and social studies for Los Angeles Unified School District and seven years in various academic administrative roles at Mt. St. Mary's College and The Ohio State University. She serves on the board of directors for the Historical Society of Southern California, co-principal investigator for the State of Black Los Angeles County Report (2023) and is active in a number of professional academic and social service organizations. Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action examines the leadership strategies that Black women educators have employed as influential power brokers in predominantly white colleges and universities in the United States. Author Donna J. Nicol tells the extraordinary story of Dr. Claudia H. Hampton, the California State University (CSU) system's first Black woman trustee, who later became the board's first woman chair, and her twenty-year fight (1974–94) to increase access within the CSU for historically marginalized and underrepresented groups. Nonye Brown-West is a New York-based Nigerian-American comedian and writer. She has been featured in the Boston Globe's Rise column as a Comic to Watch. She has also appeared on Amazon, NPR, PBS, ABC, Sway In The Morning on Sirius XM, and the New York Comedy Festival. Always hosted by Marina Franklin - One Hour Comedy Special: Single Black Female ( Amazon Prime, CW Network), TBS's The Last O.G, Last Week Tonight with John Oliver, Hysterical on FX, The Movie Trainwreck, Louie Season V, The Jim Gaffigan Show, Conan O'Brien, Stephen Colbert, HBO's Crashing, and The Breaks with Michelle Wolf.  

Happy New Year! On the podcast this week we replay our episode (Episode 21) with Dr. Eden Tanner, Assistant Professor of Chemistry and Biochemistry at The University of Mississippi. Listen to hear about using alternative grading in the context of a 170 person general chemistry course. Eden has a fascinating take on approaching alternative grading from a research mindset, and how that led her to adopt the principles of alternative grading.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!The Tanner LabThe University of Mississippi - Dr. Eden TannerResourcesThe 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 ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelFollow us on Bluesky, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.

Send us a textWhat's up PE Nation!I'm back with a series of interviews, starting with my friend Octavio Fierros, a seasoned expert who has recently navigated the transition from a charter school to the bustling environment of the Los Angeles Unified School District. With over 15 years of experience, Coach Fierros shares his insights into the unique challenges and opportunities presented by these different teaching landscapes, especially regarding resources and administrative support. Discover how innovative approaches during the pandemic have reshaped his teaching strategies, enabling him to create more engaging and effective learning experiences for his students.Explore the vibrant world of physical education as Coach Fierros introduces exciting activities like Nitro Ball and Ultimate Frisbee, which have quickly become student favorites. These games not only enhance physical skills but also promote teamwork and student autonomy, as learners take charge of setting up equipment and managing games. The episode delves into the strategies for building a robust class culture, emphasizing the importance of clear expectations and routines from the start of the school year. Gain valuable insights into how these practices can foster a positive and inclusive environment in PE classes.For those new to the field of physical education, Coach Fierros offers a wealth of advice on classroom management, relationship-building, and creating a supportive atmosphere that encourages student growth. He reflects on a career dedicated to forming lasting connections with students, highlighting the profound impact these relationships have on their educational journey. Listen in for practical tips and inspiration to elevate your teaching practice, whether you're a seasoned educator or just embarking on your career. Connect with the broader fitness community by joining us on Substack for additional resources and insights.Take care,DaveJoin my Substack newsletter, where I will be sharing PE tips, games and strategies.FREE Large Group E-Book: https://supersizedphysed.us18.list-manage.com/subscribe?u=289486a5abf1f1b55de651a5e&id=4c476cb01My website: https://www.supersizedphysed.comWebsite for the book: https://www.teacherchefhockeyplayerbook.com/

In this episode Sharona sits down with Dr. Josh Eyler, Director of Faculty Development at the University of Mississippi and author of the new book Failing our Future: How Grades Harm Students and What We Can Do About It. Join us as we talk about the book, about change efforts at the classroom, department, college and institutional levels, and what individual instructors can do to lead change efforts.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!Failing Our Future: How Grades Harm Students, and What We Can Do about ItResourcesThe 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 ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelFollow us on Bluesky, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.MusicCountry Rock

This and all episodes at: https://aiandyou.net/ . We're extending the conversation about AI in education to the front lines in this episode, with four very experienced and credentialed educators discussing their experiences and insights into AI in schools. Jose Luis Navarro IV is the leading coach and consultant at the Navarro Group. He previously served as a Support Coordinator, leading innovative reforms in the Los Angeles Unified School District. Zack Kleypas is Superintendent of Schools in Thorndale, Texas, and named 2023 Texas Secondary Principal of the Year by the Texas Association of Secondary School Principals. Jeff Austin is a former high school teacher and principal who now works as a coach for Teacher Powered Schools and Los Angeles Education Partnership. And Jose Gonzalez, Chief Technology Officer for the Los Angeles County Office of Education and former Vice Mayor of the city of Cudahy near Los Angeles. In the conclusion, we talk about whether students need to read as much as they used to now they have AI, fact checking, some disturbing stories about the use of AI detectors in schools, where the panel sees these trends evolving to, what they're doing to help students learn better in an AI world, and… Iron Man. All this plus our usual look at today's AI headlines. Transcript and URLs referenced at HumanCusp Blog.          

This and all episodes at: https://aiandyou.net/ . We're extending the conversation about AI in education to the front lines in this episode, with four very experienced and credentialed educators discussing their experiences and insights into AI in schools. Jose Luis Navarro IV is the leading coach and consultant at the Navarro Group. He previously served as a Support Coordinator, leading innovative reforms in the Los Angeles Unified School District. Zack Kleypas is Superintendent of Schools in Thorndale, Texas, and named 2023 Texas Secondary Principal of the Year by the Texas Association of Secondary School Principals. Jeff Austin is a former high school teacher and principal who now works as a coach for Teacher Powered Schools and Los Angeles Education Partnership. And Jose Gonzalez, Chief Technology Officer for the Los Angeles County Office of Education and former Vice Mayor of the city of Cudahy near Los Angeles. We talk about how much kids were using GenAI without our knowing, how to turn GenAI in schools from a threat to an opportunity, the issue of cheating with ChatGPT, the discrepancy between how many workers are using AI and how many teachers are using it, how rules get made, confirmation bias and AI, using tools versus gaining competencies, and whether teachers will quit. All this plus our usual look at today's AI headlines. Transcript and URLs referenced at HumanCusp Blog.          

ICYMI: Hour One of ‘Later, with Mo'Kelly' Presents – A look at the official launch of Waymo Robotaxis in Los Angeles AND the Los Angeles Unified School District's decision to delay the district-wide policy banning student cell phones on campus until February 2025…PLUS – Thoughts on the “California Exodus” coming to an end - on KFI AM 640…Live everywhere on the iHeartRadio app

Dr. Anita J. Turner, Educational Consultant to Los Angeles Unified School District and Clark County School District in Las Vegas, Nevada.  Info: harvest4success.com. Let's Connect and Engage: Leave a Google Review Today on what you enjoyed about Black Entrepreneur Experience Podcast.  Connect on YouTube and Sign up for our newsletter and get updates.

In this episode, Sharona and Bosley speak with Mariah Muller, an English teacher at Santee Education Complex in the Los Angeles Unified School District. Mariah works with Bosley at his school and is in her second year of teaching. In this interview, we explore what it is like to start your teaching career from the beginning using alternative grading practices, and what Mariah's experience with grading has been like as she adapts to being a new teacher. We also thought that this would be an interesting contrast with last week's episode about a long term teacher who teaches new teachers!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!How Learning Works: Eight Research-Based Principles for Smart Teaching, by Susan Ambrose, et al.The Case Against The Zero, by Douglas ReevesEpisode 55 – Alternative Grading as a Healing Process Part 1 of 2: Exploring the Harmful Wordviews that Undergird the Letter Grading System, an Interview with Dr. Jeff AndersonEpisode 56 – Alternative Grading as a Healing Process Part 2 of 2: Exploring the Harmful Wordviews that Undergird the Letter Grading System, an Interview with Dr. Jeff AndersonResourcesThe 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 (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):Grading for Growth, by Robert Talbert and David ClarkSpecifications Grading, by Linda Nilsen

Join us for a conversation with Emily, Dennis, and Bryce from Earth Day as we explore the impact of climate change and how international schools can prepare students for the challenges ahead. Our guests will share the key skills, values, and knowledge needed to guide students through these complex issues. How can schools create pathways that help educators and students understand and tackle these challenges? From climate literacy to environmental activism, how can schools balance educating children about the climate crisis with empowering them to become change-makers? This conversation aims to support and inspire international educators in better understanding how to engage with this complex issue. About Emily Walker Emily has a Bachelor's Degree from George Mason University in Anthropology with a minor in Linguistics. She went on to get her Masters in Education from The College of William & Mary.  Emily has had a love for people, places, and education. Her academic background has allowed her to view the field of education with a holistic lens.  Her love for learning & development in K-12 schools, has given her classroom experience teaching a variety of learners. A focus of hers in the classroom is science and literacy. These two subjects together can expand the minds of learners and really allow for understanding of the world on a deeper level. This love for sharing knowledge brought Emily to seek out an opportunity with EARTHDAY.ORG as an education coordinator supporting educators in the diverse educational systems. Providing education and advocacy resources for environmental minded educators.  LinkedIn: https://www.linkedin.com/in/emily-walker-professional/   About Dennis Nolasco Dennis is a former English Language Arts teacher from Falls Church, Virginia. He started as a middle school English as a Second Language teacher for 5 years for Fairfax County Public County Schools where he won the George Mason Exemplary Early Educator Award. He then moved to California and taught English Language Arts for Los Angeles Unified School District for two years. He now works on implementing climate education legislation both at the federal and state levels as well as internationally with a focus on Latin America and the Caribbean. Dennis believes that it is important to incorporate environmental justice into all aspects of climate education. LinkedIn: https://www.linkedin.com/in/dennis-nolasco/    About Bryce Coon Bryce joined Earthday.org in July 2023. Before joining Earthday.org, Bryce worked as a high school educator for over ten years and enjoyed finding opportunities to incorporate climate education into all his courses, including economics, psychology, and government. Throughout his teaching career, Bryce participated in international fellowships where he studied climate education and policy in Asia, Europe, and Oceania. Bryce has a bachelor's degree in interdisciplinary social sciences from Michigan State University and a master's in curriculum and instruction from the American College of Education. Outside of work, Bryce enjoys traveling and hiking with his dog. LinkedIn: https://www.linkedin.com/in/bryce-coon/  Bryce Bio Reel: https://vimeo.com/884546010/843ba71e24  Resources THE SCHOOL GUIDE TO CLIMATE CHANGE  A Five Step Guide to Addressing Climate Change With Kids Article Climate Education Page  Latin America and the Caribbean Green Jobs and the Green Economy The Climate Education vs Climate Crisis Report EDUCATION WEEK OP ED Article In Forbes John Mikton on Social Media LinkedIn: https://www.linkedin.com/in/jmikton/ Twitter: https://twitter.com/jmikton Web: beyonddigital.org Dan Taylor on social media: LinkedIn: https://www.linkedin.com/in/appsevents  Twitter: https://twitter.com/appdkt  Web: www.appsevents.com Listen on: iTunes / Podbean / Stitcher / Spotify / YouTube Would you like to have a free 1 month trial of the new Google Workspace Plus (formerly G Suite Enterprise for Education)? Just fill out this form and we'll get you set up bit.ly/GSEFE-Trial

Here are the morning's top stories on Tuesday, September 23, 2024… In January of 2025 the Los Angeles Unified School District will ban cellphones on campus. More California school districts will follow suit, as Governor Gavin Newsom signed a law Monday that will require districts to restrict phones on campus. It's part of a growing movement to help students improve academically, socially and emotionally. But one school has a cell phone ban already in place... and the students seem to be thriving. At least 18 cities and counties across California have put in place new bans on homeless encampments since the Supreme Court in June gave them more power to do so. One of those cities is Fresno. California is suing ExxonMobil for an alleged "campaign of deception" around the true impact of plastic recycling. What One CA School Learned When They Banned Cell Phones Governor Gavin Newsom signed a bill this week that will direct schools to create policies to restrict student cell phone use. But at Marina Del Rey Middle School in Los Angeles, cell phones have already been banned. There, Principal Sidra Dudley requires students to power off their phones each morning, then enclose them in neoprene pouches secured by a magnetic lock, created for that purpose by a company called Yondr. The pouches stay locked throughout the day.. Six months after the school implemented the ban, the Los Angeles Unified School District followed suit. With a 5-2 majority, the school board passed a resolution forbidding cellphones in all public schools. Students at Marina Del Rey Middle School say this ban has made them less distracted in class. And teachers say test scores are improving. Fresno Rolls out Plans for Homeless Ban Fresno city leaders on Monday laid out plans for enforcing one of the state's harshest crackdowns on homeless encampments, which bans public camping anywhere, anytime. Since the Supreme Court in June empowered cities to crack down on homeless encampments, and Gov. Gavin Newsom seized on the opening to push for ramped-up sweeps, at least 18 jurisdictions around the state have put in place new camping bans — the most of any state, according to a tally maintained by the National Homelessness Law Center. CA Sues ExxonMobil California is suing ExxonMobil for an alleged "campaign of deception" around the true impact of plastic recycling. The lawsuit was filed by The California Department of Justice on Monday. The lawsuit alleges that Exxon knowingly misled Californians by promoting all plastic as recyclable. The company is the world's largest producer of fossil fuel materials that are used to make single-use plastics. The lawsuit is seeking billions of dollars. This comes at a time when California Environmental groups, including Sierra Club and Baykeeper, have also announced a separate lawsuit against ExxonMobil over the same issues. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, Sharona and Bosley interview one of their former students. Dr. Mary Reeves took the MAA OPEN Math intensive training on "Redesigning Your Course for Mastery Grading" in the summer of 2023. Subsequently, she redesigned two of the math content courses for future Elementary and Middle School Math teachers. Join us to hear about Mary's experiences working with, and impacting, future teachers.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!Random Thoughts on Teaching Future Elementary Teachers, by Dr. Mary Reeves60 – The Role of Depth of Knowledge (DOK) in Aligning Assessments to Learning Outcomes: An Interview with Erik Francis[00:00:00] Mary Reeves: I was like, in 35 years I've never seen a student knock it completely out of the park on the very first try the way Isabella just did. And I'm not saying the rest of you didn't do a good job, you did, but this is amazing. And I want you to appreciate how incredible I think this is after doing this for years and years. Afterwards I told her, I'm like, this is going to be an assignment. I'm going to go ahead and put Mastery in your guidebook. You do not have to do it. Because you did it so beautifully the first time. Focus on something else. You've already accomplished everything that I wanted you to accomplish. After class she stayed for a few minutes and told me that was the first time she'd ever been singled out in a math class for something positive. And I'm not going to say that we both cried, but that's entirely possible. [00:00:57] Boz: Welcome to the Grading Podcast, where we'll take a critical lens to the methods of assessing students learning, from traditional grading to alternative methods of grading. We'll look at how grades impact our classrooms and our students success. I'm Robert Bosley, a high school math teacher, instructional coach, intervention specialist, and instructional designer in the Los Angeles Unified School District and with Cal State LA. [00:01:23] Sharona: And I'm Sharona Krinsky, a math instructor at Cal State Los Angeles, faculty coach and instructional designer. Whether you work in Higher ed or K 12, whatever your discipline is, whether you are a teacher, a coach or an administrator, this podcast is for you. Each week you will get the practical detailed information you need to be able to actually implement effective grading practices in your class and at your institution.[00:01:51] Boz: Hello and welcome back to the podcast. I'm Robert Bosley, one of your two co hosts and with me as always Sharona Krinsky. How are you doing today, Sharona? [00:02:00] Sharona: I am doing well. I have a theme for this semester for myself. This is the theme of Exam generation semester, because with the new job I have, I'm writing a lot of exams and it's really making me aware of how much I've enjoyed my alternative grading over the last number of years. Because I haven't had to write exams in probably six years. And now that I have to do it as part of my new job, it's proving to be a little challenging. [00:02:32] Boz: Well, but give a little bit more detail about that. Cause you're not just writing exams to give. What's going on with your new role that you're having to do that? [00:02:43] Sharona: So in my new role, I have nine different courses that I coordinate of those nine, seven of them are...

Kelley Coleman is a feature film development executive turned author, who is active in the disability advocacy community. She serves on committees for Children's Hospital Los Angeles, the Los Angeles Unified School District, and Canine Companions. Her book Everything No One Tells You About Parenting a Disabled Child: Your Guide to the Essential Systems, Services, and Supports stems from her own parenting experience, giving parents the tools to spend less time navigating the stuff and more time just loving their kids exactly as they are. Her book is available for sale on Amazon. She lives in Los Angeles with her husband, two children, and her son's service dog. To learn more, please visit:Kelley's Website Connect with Kelley on:Instagram Facebook Looking to save money on quality, bulk foods? Shop Azure StandardWatch on YouTubeVisit The Motherhood Experience WebsiteFollow us on Instagram

ICYMI: Hour One of ‘Later, with Mo'Kelly' Presents – A look at the latest earthquake to rattle SoCal and the growing concerning over the “Big One” … PLUS – LA Metro is rolling out an all new GoPass Program, to more than 400,000 Los Angeles Unified School District students offering “free fare for unlimited travel to school, work and leisure activities” AND the Los Angeles City Council is seeking recommendations for a citywide program to “limit RV parking, while also providing restrooms, septic waste removal, help finding housing and other services” - on KFI AM 640…Live everywhere on the iHeartRadio app

Comprehensive coverage of the day's news with a focus on war and peace; social, environmental and economic justice. The United Nations Security Council gathered to discuss an Israeli airstrike over the weekend that hit a U.N. school-turned-shelter in Gaza, which Palestinian health authorities said killed nearly 100 people and wounded roughly 50 others. The Russian Defense Ministry says its forces have halted an effort by Kyiv's troops to expand a weeklong incursion into Russia's Kursk region. Minnesota Gov. Tim Walz made his first solo campaign appearance Tuesday, just a week after being selected as Kamala Harris' vice-presidential running mate on the Democratic presidential ticket. As students return to schools across the state this month, Gov. Gavin Newsom and Superintendent of Public Instruction Tony Thurmond are urging public school districts to follow the lead of the Los Angeles Unified School District in restricting cell phone use in classrooms. Santa Clara County residents, medical workers, and healthcare advocates continue to protest changes being made to the county's regional medical center this week, saying the changes are putting the community's health at risk. The San Francisco Public Defender's Office said this week that the city's district attorney should drop charges against 26 protesters who took over the Golden Gate Bridge in April to call for a ceasefire in Gaza. The post The Russian Defense Ministry says its forces have halted an effort by Kyiv's troops to expand a weeklong incursion into Russia's Kursk region – August 13, 2024 appeared first on KPFA.

Today on Valentine in the Morning: We commemorate the first day of school in Los Angeles with a very special guest; Mr Alberto M. Carvalho, the Superintendent of the Los Angeles Unified School District.Listen live every weekday from 5-10am pacific: https://www.iheart.com/live/1043-myfm-173/ Website: 1043myfm.com/valentine Instagram: @ValentineInTheMorningFacebook: https://www.facebook.com/valentineinthemorning TikTok: @ValentineInTheMorning

Hello and welcome to The Rob Burgess Show. I am, of course, your host, Rob Burgess. On this our 254th episode our guest is Dr. Donna J. Nicol. Dr. Donna J. Nicol is the Associate Dean of Personnel and Curriculum in the College of Liberal Arts and a professor of history at California State University Long Beach. She is the immediate past department chair and professor of Africana Studies at CSU Dominguez Hills, a post she held from 2017 to 2023. She earned her doctorate degree in Educational Studies (with a specialization in History and Philosophy of Higher Education and a graduate minor in African American and African Studies) from The Ohio State University in 2007. Dr. Nicol's research focuses race, conservative philanthropy, and U.S. higher education, and the history of African American women's educational activism. Her work has been published in Race, Ethnicity and Education, The Feminist Teacher (twice), History of Philanthropy, Palimpsest: A Journal of Women, Gender and the Black International, The Encyclopedia of American Women's History, Encyclopedia of Multiracial America and Habitus of the Hood. In February 2021, Dr. Nicol was a featured guest expert for the Al Jazeera English documentary, “The Big Picture: A Race for America.” Dr. Nicol has also published opinion columns on racism in philanthropy for Al Jazeera Digital and has appeared on the Insufferable Academics podcast, the Fresh Off the Vote podcast and the Peace and Justice Radio Show. Prior to becoming an academic, Dr. Nicol spent three years teaching secondary language arts and social studies for Los Angeles Unified School District and seven years in various academic administrative roles at Mt. St. Mary's College and The Ohio State University. She serves on the board of directors for the Historical Society of Southern California, co-principal investigator for the State of Black Los Angeles County Report (2023) and is active in a number of professional academic and social service organizations. Her latest book, “Black Woman on Board: Claudia Hampton, The California State University and the Fight To Save Affirmative Action,” was published May 7 by the University of Rochester Press. A quick editor's note: Since we recorded this episode, Donald Trump agreed to debate Kamala Harris on ABC News on Sept. 10. Follow me on Bluesky: bsky.app/profile/robaburg.bsky.social Follow me on Mastodon: newsie.social/@therobburgessshow Check out my Linktree: linktr.ee/therobburgessshow

Now that we are a few weeks out from the 2024 Grading Conference, Sharona sits down with two of the organizers (and repeat guests on the pod) Dr. Ashleigh Fox and Dr. Drew Lewis. Hear about some of the highlights of the conference for each of them, as well as what they hope to achieve with next year's conference.ResourcesThe 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 (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):Grading for Growth, by Robert Talbert and David ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelGrading for Equity, by Joe FeldmanThe Grading Podcast publishes every week on Tuesday at 4 AM Pacific time, so be sure to subscribe and get notified of each new episode. You can follow us on Twitter, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.MusicCountry Rock performed by Lite SaturationCountry Rock by Lite Saturation is licensed under a

In this episode Sharona and Bosley reflect on one year of The Grading Podcast. From memorable moments and guests to 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!Grading Podcast Episodes mentioned in this episode (in the order they are mentioned):6 – The Anatomy of a Learning Outcome: An Interview with Joe Zeccola13 – Interim Grades: What do we do when we have to report “grades” in the middle of a term? With Joe Zeccola39 – Systemic Change – A Look at how Los Angeles Unified School District developed their new grading policy, based on Equitable Grading practices. With Joe Zeccola33 – An Interview with Dr. Thomas Guskey: A Journey through the History of Grading Reform Efforts4 – Grading for Growth: An Interview with Robert Talbert38 – Twenty+ Small Steps to Get Started with Alt Grading (Inspired by the recent blog post at Grading for Growth)18 – The Sportscaster of Alternative Grading: An Interview with Matt Townsley46 – Extinguishing the Fires within Assessment and Grading Reform: Welcoming Back Dr. Matt Townsley42 – Metacognition, Power Structures in the Classroom, what is reasonable to expect of students? An Interview with Dr. Theresa Gaines.36 – Teaching More by Grading Less (or Differently) – an Interview with Jeff Schinske, 10 years later32 – Active Learning and Alternative Grading: When Intentional Pedagogy and Intentional Assessment Truly Align31 -The Role of “Effort” or “Work” in an Alternative Grading Architecture and the Relationship with Due Dates

Major news across the AI in education landscape has developed over the last three weeks, leading to Los Angeles Unified School District disbanding their highly public AI chatbot 'ED' and the tech firm partner Allhere. Fonz Mendoza, founder of My Edtech Life, and I break down the news and what it means for education.

Board Members of the Los Angeles Unified School District, the second largest school district in the nation, passed a ban on cell phones in classrooms. Granite School District Chief of Staff, Ben Horsley, joins D2 to discuss where Granite School District is with their cell phone ban, taking effect this fall, and the different ways they're implementing it depending on students age. 

School board members from the Los Angeles Unified School District, the second-largest district in the nation, voted 5-2 to move forward on a resolution Tuesday to ban cell phones during the school day.  Guest Co-Host: Diane Pearce See omnystudio.com/listener for privacy information.

Plus, Los Angeles Unified School District votes to ban cellphones in schools. And electric-vehicle maker Fisker files for bankruptcy. Zoe Thomas hosts. Learn more about your ad choices. Visit megaphone.fm/adchoices

Gary and Shannon begin the second hour of the show with update on the Post Fire in Gorman and the Riverside Fire in Maricopa County. The Los Angeles Unified School District board will vote on a proposal to ban students from using cell phones at school. A Secret Service agent was robbed at gunpoint in Tustin after a Biden fundraiser.

Crews continue working to contain the Post Fire in Gorman and the Hesperia Fire in San Bernardino County. The Los Angeles Unified School District considers a phone-free school day. A new map is available for users to find jacaranda trees in bloom. Support The L.A. Report by donating at LAist.com/join and by visiting https://laist.com.    Support the show: https://laist.com

So many monster headlines are coming out that the media have worked feverishly to silence and "fact check." The bombshell this hour is a headline in a British mainstream paper - "Study Shows 3 Million Excess Deaths In 37 Countries Linked to Covid Vaccine." We cannot and will not be silent, because the details are absolutely damning. The 9th Circuit Court of Appeals in California strikes a devastating blow to the Los Angeles Unified School District and rules the Covid jabs are NOT vaccines, opening a Pandora's box of litigation whose limits we can't even begin to imagine for those injured by tyrannical rules.

In this episode of AUHSD Future Talks, Superintendent Matsuda interviews Arlene Inouye, who has served as the United Teachers Los Angeles (UTLA) secretary, treasurer and bargaining co-chair, has completed her term, and retired from the Los Angeles Unified School District. During the talk, Arlene discusses her journey, ethnic studies, and humanizing through ethnic studies. She currently works part-time with the UCLA Asian American Studies Center's Asian American and Pacific Islander (AAPI) Multimedia Textbook project, a one-of-a-kind narrative change resource being developed for high school students. The California AAPI Legislative Caucus committed to teach AAPI history and funded an initiative as anti-Asian hate crimes have risen since the COVID pandemic. The project brings together distinguished scholarship, open access technology and ethnic studies pedagogy. She is excited about this opportunity to deepen and provide  comprehensive public knowledge about who Asian Americans and Pacific Islanders are, which is highlighted through four foundational themes: global capitalism and migration; war and empire; race, power and identity; and community-building and social justice. 

This edWeb podcast is sponsored by Code.org.The edLeader Panel recording can be accessed here.Innovative solutions to bolster student engagement are more essential now than ever. Learn how computer science and coding with music creation and production can be a fun, creative learning experience for middle and high school students.Code.org and a panel of special guests, including Alberto Carvalho, Superintendent of Los Angeles Unified School District, present an immersive edWeb podcast experience about their FREE and engaging Music Lab platform that allows students to learn and explore computer science through the music of their favorite artists. Featuring songs from The Chainsmokers, Aloe Blacc, Tinashe, and other leading artists, Music Lab allows students to compose and remix music using code.Code.org, through Music Lab, aims to tap into students' passions for their favorite music and artists to drive engagement and foster enthusiasm for new future-ready skills like computer science and coding. Special guests from the education and music sector explore how hands-on activities like Music Lab can help boost student engagement and inspire students to pursue the careers of the future.Listeners leave the edWeb podcast equipped with the knowledge, resources, and hopefully, excitement to integrate Music Lab into their classrooms to foster computational thinking skills and creativity. Don't miss this opportunity to revolutionize your approach to teaching computer science and the arts. Listeners will be able to inspire the next generation of innovators and artists.This edWeb podcast is of interest to middle and high school teachers, librarians, school leaders, and district leaders.Code.orgEvery student in every school should have the opportunity to learn computer science.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Join us as we explore some of the sessions at the upcoming Grading Conference! Sharona and Bosley share some details of the newly released schedule for the Grading Conference, as well as discuss which ones they would really like to attend.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!The Grading ConferenceResourcesThe 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 (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):Grading for Growth, by Robert Talbert and David ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse StommelGrading for Equity, by Joe FeldmanThe Grading Podcast publishes every week on Tuesday at 4 AM Pacific time, so be sure to subscribe and get notified of each new episode. You can follow us on Twitter, Facebook and Instagram - @thegradingpod. To leave us a comment, please go to our website: www.thegradingpod.com and leave a comment on this episode's page.If you would like to be considered to be a guest on this show, please reach out using the Contact Us form on our website, www.thegradingpod.com.All content of this podcast and website are solely the opinions of the hosts and guests and do not necessarily represent the views of California State University Los Angeles or the Los Angeles Unified School District.Music

Having grown up with a sibling (my twin brother, to be exact) who has autism was one of the biggest things that ever happened to my family. In the 80's and 90's, there weren't that many resources available for parents who had kids with disabilities. My parents did the best that they could in raising us, but there were a lot of struggles. Now that I'm a mother myself, I can only imagine all of the days and nights they worried about my brother and his future as they looked for therapies and support. My brother has been a major blessing in our lives, and I believe he has taught us more than we have taught him. Thankfully, our world has progressed and is doing a lot more for disabled people and their families. Today's guest even wrote a book about parenting a disabled child and what parents need to know. I'm excited for you to listen to this episode. In my opinion, it's not just for parents who have disabled children. This episode is something everyone should listen to. Who is Kelley Coleman? Kelley Coleman is a feature film development executive turned author who is active in the disability advocacy community. She serves on committees for Children's Hospital Los Angeles, the Los Angeles Unified School District, and Canine Companions. Her book Everything No One Tells You About Parenting a Disabled Child: Your Guide to the Essential Systems, Services, and Supports stems from her own parenting experience, giving parents the tools to spend less time navigating the stuff and more time loving their kids exactly as they are. Kelley is a mom to two amazing boys, one of whom has multiple disabilities (including a yet-undiagnosed genetic syndrome, cerebral palsy, autism, CVI, epilepsy, and more). She lives in Los Angeles with her husband, two boys, and her son's service dog. What Did We Discuss? In this episode, we're chatting with Kelley Coleman about everything you need to know about parenting a disabled child. As I mentioned, having a twin brother with autism, this topic is very near and dear to my heart, and it was a great conversation. To see some of the questions that we covered in this episode, go to our show notes! Kelley's Resources Website: KelleyColeman.com Kelley's book: Everything No One Tells You About Parenting a Disabled Child: Your Guide to the Essential Systems, Services, and Supports Facebook: @kelley.coleman.56 Instagram: @hellokelleycoleman Thank you for listening to this episode! Follow us on our podcast Instagram page @thebabychickchat, and let us know what you think and if there are any other topics you'd like us to cover. Cheers to navigating your unique parenting journey! Learn more about your ad choices. Visit megaphone.fm/adchoices

David Michael Jamison is the Assistant Professor of History at Edward Waters University in Jacksonville, Florida and the former Visiting Assistant Professor of Black World Studies at Miami University–Middletown in Middletown, Ohio. He previously worked as a special-education teacher, first with the New York Board of Education and then with the Los Angeles Unified School District. He is the Education and Programs Chair of the Jacksonville Historical Society; the director of the oral-history project, the co-chair of the Steering Committee for the Jacksonville Community Remembrance Project, and the Local Historian for the James Weldon Johnson Branch of the Association for the Study of African American Life and History. He was a guest on The Leftscape Episode 60 back in 2019 and returns to talk about The Race Cards, a tool for fostering positive, authentic conversations about race. Co-hosts Wendy Sheridan and Robin Renée kick off the show with facts about "TikTok voice" and the world's largest baguette in This Fortnight I Learned. In the News, the 4th Circuit Court in Richmond Virginia ruled that state health-care plans must pay for gender-affirming surgeries, Washington state GOP delegates come out against democracy, Methodists end anti-gay bans in the church, and blue whales return near the Seychelles. Before the featured interview in the Geekscape segment, Wendy leads the geek-out about repairing stuff. At the end of the show, Robin nominates Allison Gill for Lefty of the Week.   Things to do: Learn more about 904WARD, The Race Cards conversation tool, and the Jacksonville Community Remembrance Project. Learn about the Right to Repair. Listen to Allison Gill's podcasts and other great shows on MSW Media. Listen to Saved By Zero and the other great shows on Radio PVS. Check out Saved By Zero on Mixcloud. Get artwork on wendycardz. Watch "The first ever footage of Blue Whales in the Seychelles." https://youtu.be/oKU-2Q7esNA?si=mwBXfHH2YFfocfG0  

The Dean's List with Host Dean Bowen – Harmeet Dhillon, CEO of The Center for American Liberty, wants to know why Los Angeles Schools are not providing transparency on their curriculum regarding a whole host of Marxist agenda driven topics potentially being taught in the Los Angeles Unified School District...

ICYMI: Hour Two of ‘Later, with Mo'Kelly' Presents – A look at the DOJ's suit against Apple for the company's alleged “illegal monopoly over smartphones” AND tips for setting up your smart home and more on ‘Tech Thursday' with regular guest commentator; (author, podcast host, and technology pundit) Marsha Collier…PLUS - Neuralink has revealed some promising news with the company's first human trial patient AND the Los Angeles Unified School District has launched its new district-developed artificial intelligence app dubbed “ED” - on KFI AM 640…Live everywhere on the iHeartRadio app

What's the best way to usher in the New Year? On this week's episode, legendary voiceover artist Bill Ratner shares a true story from his early days in Radio: When his green card bride Claudine leaves him, he's alone during the Holidays in an empty double wide and his evening shift duties at KJOI (LA's easy listening music station). So when a fan requests something a bit more intimate than the Percy Faith Orchestra, why not make her happy? And on New Year's Eve, they produce their own live show together over the air waves, using the station's 50,000 watts of power to make the world a bit less lonely.  And Dixie ends the year with the story you've been asking her for. #HappyNewYear   Song: ‘Love's A Stranger' (Warhaus)   New Year l Radio DJ l Drive by Fucking l Anonymous Sex | Music Request Line l Radio Antenna l 1970's l Lubrication l Harlequin Romance Novel l Top of Topanga Mobile Home Park l Double Wide l Vaseline l Instrumental Radio l Muzak l Muumuu | Terrycloth Bathtub Animals l FM Transmitter l Top of the Hour l Station ID l Honda Civic l Radio Console l Blinking LEDs I Percy Faith Orchestra l Middle Age l Smog l Order Up a Man l Microphone l Los Angeles l Happy New Year l Divorce l Radio Tower l Lawrence Welk l Green Card l Quell l Radio Station l Marriage l Swiss l London l LA l Radio Announcer l Chief Engineer l Sales Manager l   About our Storyteller:   Bill Ratner is one of Hollywood's premier voiceover artists and a published poet, essayist, and fiction writer. He narrates movie trailers for Pixar's Inside-Out, Marvel's Ant Man, The Kid Who Would Become King, Cold Pursuit, The Emoji Movie, Coen brothers' Hail Caesar, Will Ferrell's The Campaign, MegaMind, Talladega Nights, etc., commercials for Hyundai, Sprint, Pizza Hut, etc., promos for CBS-TV, NBC-TV, ABC-TV, Cartoon Network, documentary narrations for Discovery, History Channel, Smithsonian Channel, Disney World, and is the game voice of "Donnel Udina" on Mass Effect 1, 2 & 3, and the cartoon voice of "Flint" on G.I. Joe, Robot Chicken, Community, and Family Guy.   One of America's leading storytellers, Bill is a 9-time winner of The Moth Story Slam and a 2-time winner of The Best of The Hollywood Fringe Festival Extension for solo performance. Bill's spoken word performances can be heard on National Public Radio's Good Food, The Business, and KCRW's Strangers. He has told stories at Comedy Central Stage, National Storytelling Festival, Long Beach Comic Con, G.I. Joe Con, Portland Storytelling Festival, Timpanogos Storytelling Conference, National Storytelling Network Conference, and Los Angeles Unified School District classrooms since 1992.   Episode links: Needle Play Acupuncture: Needle Play Acupuncture was made by and for the Kink, Leather, and LGBTQIA+ communities. We deserve to have our whole selves treated, because feeling great, playing hard and having spectacular sex can be health goals too. NeedlePlay specializes in Transgender-affirming, kink-aware, and trauma-informed care that is sex and body-positive. They offer Expertise in Transgender care, from HRT enhancement to hair growth support. Plus, as you'd expect: Back pain, muscle pain, injuries, digestive issues, libido issues, mental health, inflammation, graceful aging through micro-needling, cosmetic acupuncture, and more.   For a limited time, Bawdy Storytelling Listeners  can use the discount code “May I Have Another”, and you'll get 25% off. It's holiday time and an Acupuncture certificate is the perfect gift for your Dominant, your Metamours, or for the self-care you need after those exhausting family gatherings.   SUBSCRIBE: Want to be the first to know where Bawdy is headed to on our National Tour? The best place to stay abreast is our email newsletter. Ticket links will be released on the Bawdy newsletter; as soon as we confirm a date, you can find out there.   You'll be the first to see upcoming Tour Dates, get access to Tickets, Storytelling Workshops, Livestreams, Podcasts, Fan Meetups and Special Events. I've been shadowbanned on Social Media (which means no one can see my posts - and that sucks when you're headed out on a big Tour). So having my social media accounts deleted is probably next. If that happens, the only sure way for you and I to stay in touch is for you to sign up for Bawdy's email newsletter. Please ask your friends to sign up, TOO. Let's be Friends!   Subscribe to the Bawdy Storytelling email list at https://bawdystorytelling.com/subscribe   TOUR DATES for Bawdy's East Coast Tour : • Baltimore MD (Friday, January 19th, 2024) https://tinyurl.com/BawdyBaltimoreFriday   • Baltimore MD (Saturday, January 20th, 2024) https://tinyurl.com/BawdyBaltimoreSaturday Philadelphia PA (City Winery on January 26th, 2024)http://tinyurl.com/BawdyPhilly   Pittsburgh PA (City Winery on February 4th, 2024)https://tinyurl.com/BawdyPittsburgh   Nashville TN (City Winery on Friday, February 9th, 2024):http://tinyurl.com/BawdyNashville   New York City (City Winery on Wednesday, February 14th, 2024):http://tinyurl.com/BawdyNYC   Atlanta GA (City Winery on Saturday, February 17th, 2024): Tickets at https://tinyurl.com/BawdyAtlanta2024 Boston (City Winery on Friday, February 25th, 2024):http://tinyurl.com/BawdyBoston   I'm currently working on Bawdy in Chicago, Milwaukee and St Louis too. Fingers crossed! Want me in your city? Send me a message and let's make a plan! BawdyStorytelling@gmail.com   And YES, Bawdy is truly struggling right now. This Tour is my Hail Mary pass. So If you love the podcast and want it to continue, please HELP.   Your one-time Donation can make a huge difference to Bawdy. Our donation links are: Venmo: Venmo.com/BawdyStorytelling Paypal: paypal.me/bawdystorytelling Zelle: BawdyStorytelling@gmail.com BuyMeACoffee: buymeacoff.ee/bawdy Ca$hApp:   I'll need to fly to certain shows, so Your Airline Miles can help immensely, too. Message me at BawdyStorytelling@gmail.com - and Thank You.   Patreon Special Offer:   All-You-Can-Eat Video Special: Need some Entertainment to keep you thrilled and connected til the world warms up again? Right now, I have an End of Year Special Offer: 40+ Hours of Bawdy on Video! Sign up (or Increase your support) for Bawdy's Patreon and you get: Stories from Margaret Cho, Sunny Megatron, Dirty Lola, Slutever, ReidAboutSex and many more Music from Rachel Lark, Jefferson Bergey, Shirley Gnome - All your favorites 16 Full Livestreams You'll be helping Dixie fulfill her Bawdy Storytelling Tour Dreams • Available at the $25/month or greater level at: https://www.patreon.com/Bawdy   Not a Patreon member yet? Join Bawdy's Patreon now to get exclusive Patreon-only rewards (and my eternal gratitude)   And by the way: THANK YOU for everything you do to keep Bawdy going!   PRIVATE COACHING with Dixie: Want to work one-on-one with me? Right now I'm offering personal branding (your dating profile, website, etc), Storycoaching a nervous new keynote speaker, and I help develop documentaries, craft personal stories for the stage, and write their books - because storytelling is everywhere you wanna be. I can help you live the life that you've always dreamed about: communicate with clarity, help you land your dream job, and discover your own story … Whether it's getting onstage for the first time, writing your memoir, creating a podcast, or learning brand storytelling for your business, I can help. Email me at BawdyStorytelling@gmail.com and let's make it happen.   My upcoming Substack 'The Dixie Ramble' is at https://substack.com/profile/22550258-dixie-de-la-tour #Subscribe   Bawdy Got Me Laid perfume, Bawdy Butter & more: Dixie has created her own fragrance: You'll love #BawdyGotMeLaid perfume, scented with golden honey, amber, ylang ylang, and warm vanilla. There's also our (scented or unscented) creamy Bawdy Butter, Hair & Bawdy Oil, & more. Bawdy Got Me Laid Merchandise means you can deliver your own great smelling Motorboats while supporting Dixie and Bawdy. Get yours today at https://bawdystorytelling.com/merchandise   Check out our Bawdy Storytelling Fiends and Fans group on Facebook - it's a place to discuss the podcast's stories with the storytellers, share thoughts with your fellow listeners, & help Dixie make the podcast even better. Just answer 3 simple questions and you're IN! https://www.facebook.com/groups/360169851578316/ Thank you to the Team that makes this podcast possible! Team Bawdy is:   Podcast Producer: Roman Den Houdijker Sound Engineer: David Grosof Storytelling support by Mosa Maxwell-Smith Dixie's Virtual Assistant is Roillan James Video & Livestream support from Donal Mooney Bawdy's Creator & Host is Dixie De La Tour & Thank you to Pleasure Podcasts. Bawdy Storytelling is proud to be part of your s*x-positive podcast collective! Website: https://bawdystorytelling.com/ On Instagram: https://www.instagram.com/bawdystorytelling/ Like us at www.Facebook.com/BawdyStorytelling Join us on FetLife: https://fetlife.com/groups/46341 Support us on Patreon at https://www.patreon.com/Bawdy Watch us on YouTube at http://bit.ly/BawdyTV Find out about upcoming Podcast episodes - & Livestreams - at www.BawdyStorytelling.com/subscribe  

Lakishia Fell-Davis is aware that at this point, in 2023, most people are treating the coronavirus pandemic as a thing of the past. For her, though, Covid still poses a real threat: Fell-Davis has Type I diabetes, putting her at higher risk of hospitalization and long-term complications from illness. As such, her experience during the pandemic has shaped how she thinks about her daily life, especially at Ninety-Fifth Street Elementary School, where she has worked on and off for more than a decade as a substitute teacher and teaching assistant.She felt much more comfortable when schools in the Los Angeles Unified School District were online during the first year and a half of the pandemic and her kids, Makayla and Kevin, were attending virtually. Sure, they missed their friends, but they were shy and soft-spoken children who had never really strayed far from home. They didn't seem to mind the arrangement. And back then, Fell-Davis's mother, who was paralyzed on her left side after surviving stomach cancer and two strokes, could visit them with relative peace of mind despite her poor health.Fell-Davis cried when she learned that in the fall of 2021, the school district would require students and teachers to return to in-person learning. Her home — a cozy two-bedroom apartment in a calm neighborhood — had become her haven, the place where she had more control over her family's health than she had anywhere else.This story was recorded by Audm. To hear more audio stories from publications like The New York Times, download Audm for iPhone or Android.