Podcast appearances and mentions of mike steele

Mike Steele, Pacing Discourse-Rich Lessons ROUNDING UP: SEASON 4 | EPISODE 13 As a classroom teacher, pacing lessons was often my Achilles' heel. If my students were sharing their thinking or working on a task, I sometimes struggled to decide when to move on to the next phase of a lesson.  Today we're talking with Mike Steele from Ball State University about several high-leverage practices that educators can use to plan and pace their lessons.  BIOGRAPHY Mike Steele is a math education researcher focused on teacher knowledge and teacher learning. He is the past president of the Association of Mathematics Teacher Educators, editor in chief of the Mathematics Teacher Educator journal, and member of the NCTM board of directors.  RESOURCES Journal Article "Pacing a Discourse-Rich Lesson: When to Move On" Books 5 Practices for Orchestrating Productive Mathematics Discussions  The 5 Practices in Practice [Elementary]  The 5 Practices in Practice [Middle School]  The 5 Practices in Practice [High School] Coaching the 5 Practices  TRANSCRIPT Mike Wallus: Well, hi, Mike. Welcome to the podcast. I'm excited to talk with you about discourse-rich lessons and what it looks like to pace them. Mike Steele: Well, I'm excited to talk with you too about this, Mike. This has been a real focus and interest, and I'm so excited that this article grabbed your attention. Mike Wallus: I suppose the first question I should ask for the audience is: What do you mean when you're talking about a discourse-rich lesson? What does that term mean about the lesson and perhaps also about the role of the teacher? Mike Steele: Yeah, I think that's a great question to start with. So when we're talking about a discourse-rich lesson, we're talking about one that has some mathematics that's worth talking about in it. So opportunities for thinking, reasoning, problem solving, in-progress thinking that leads to new mathematical understandings. And that kind of implicit in that discourse-rich lesson is student discourse-rich lesson. That we want not just teachers talking about sharing their own thinking about the mathematics, but opportunities for students to share their own thinking, to shape that thinking, to talk with each other, to see each other as intellectual resources in mathematics.  And so to have a lesson like that, you've got to have a number of things in place. You've got to have a mathematical task that's worth talking about. So something that's not just a calculation and we end up at an answer and that the discourse isn't just, "Let me relay to you as a student the steps I took to do this." Because a lot of times when students are just starting to experience discourse-rich lessons, that's kind of mode one that they engage in is, "Let me recite for you the things that I did." But really opportunities to go beyond that and get into the reasoning and the why of the mathematics. And hopefully to explore some approaches or perspectives or representations that they may not have defaulted to in their first run-through or their first experience digging into a mathematical task.  So the task has to have those opportunities and then we have to create learning environments that really foster those opportunities and students as the creators of mathematics and the teacher as the person who's shaping and guiding that discussion in a mathematically productive way. Mike Wallus: One of the things that struck me is there is likely a problem of practice that you're trying to solve in publishing this article, and I wonder if we could pull the curtain back and have you talk a bit about what was the genesis of this article for you? Mike Steele: Absolutely. So let me take us back about 20 or 25 years, and I'll take you back to some early work that went on around these sorts of rich tasks and discourse-rich lessons. So a lot of this legacy comes out of research or a project in the late nineties called the Quasar Project that helped identify: What is a rich task? What is a task, as the researchers described it, of high cognitive demand that has those opportunities for thinking and reasoning? The next question that that line of research brought forward is, "OK, so we know what a task looks like that gives these opportunities. How does this change what teachers do in the classroom? How they plan for lessons, how they make those moment-to-moment decisions as they're engaged in the teaching of that lesson?" Because it's very different than actually when I started teaching middle school in the nineties, where my preparation was: I looked at the content I had for that day, I wrote three example problems I wanted to write on the board that I very carefully got all the steps right and put those up and explained them and answered some questions. "Alright, everybody understand that? OK, great, moving on." And then the students went and reproduced that. That's fine for some procedural things, but if I really wanted them to engage in thinking and reasoning, I had to start changing my whole practice.  So this bubbles up out of the original work of the 5 Practices for Orchestrating Productive Discussions [book] from Peg Smith and Mary Kay Stein. I had the opportunity actually to work with them both in the early two thousands at the University of Pittsburgh. And so as we were working on this five-practices framework that was supposed to help teachers think about, "What does a different conceptualization of planning and teaching look like that really gets us to this discourse-rich classroom environment where students are making sense of and grappling with mathematics and talking to each other in a meaningful way about it?" We worked with teachers around that and the five-practices [framework] is certainly helpful, but then as teachers were working with the five practices and they were anticipating student thinking, they were writing questions that assess and advance student thinking, some of the things that came up were, "OK, what are the moment-to-moment decisions and challenges related to that as we start planning and teaching in this way?"  And a number of common challenges came up. A lot of times when we were using a five-practice lesson, we were doing kind of a launch, explore, share, and discuss sort of format where we've got the teacher who's getting us started on a task, but we're not giving the farm away on that task. We're not saying too much and guiding their thinking. And then we let students have some time individually and in small groups to start messing around with the mathematics, working, talking. And then at some point we're going to call everybody together and we're going to share what the different ways of thinking were. We're going to try to draw that together. Peg Smith likes to talk about this as being more than a show-and-tell. So it's not just, "We stand up, we give our answer, we do that. Great." Next group, doing the same thing, and oftentimes they start to look alike. But there's some really meaningful thinking that goes on in that whole-class discussion. So one of the really pragmatic concerns here is, "How do I know when to move?" So I've got students working individually, and maybe I gave them 3 minutes to get started. Was that enough? What can I see in the work they're doing? What questions am I going to hear to tell me, "OK, now it's a good moment to move to small groups." And then similarly, when you've got small groups working, they're cranking away on a task. There might be multiple subquestions in that task. What's my cue that we're ready to go on to that whole-class discussion?  We were in so many classrooms where teachers were really working hard to do this work, and this happens to me all the time. I have somehow miscalculated what students are going to be able to do—either how quickly they're going to be able to do it, or I expected them to draw on this piece of prior knowledge and it took us a while to get there, or they've flown through something that I didn't expect them to fly through. So I'm having to make some choice in a moment, saying, "This isn't exactly how I imagined it, so what do I do here?" And frequently with teachers that get caught in that dilemma, the first response is to take control back, [to] say, "OK, you're all struggling with this. Let's come back together and let me show you what you should have figured out here." And it's done with the best of intentions. We need to get some closure on the mathematical ideas. But then it takes us right away from what we were trying to do, which was have our students grapple with the mathematics. And so we do this lovely polished job of putting that together and maybe students took the important things away from that, that they wanted to, maybe they didn't, but they didn't get all the way they were on their own. So that's really the problem of practice that this helps us to solve is, when we get in those positions of, "OK, I've got to make a call. I've got this much time left. I've got this sort of work that I see going on in the classroom. Am I ready? What can I do next?" That really keeps that ownership of the mathematics with our students but still gives me some ability to orchestrate, to shape that discussion in a way that's mathematically meaningful and that gets at the goals I had for the lesson. Mike Wallus: Yeah, I appreciated that part of the article and even just hearing you describe that so much, Mike, because you gave words to I think what sat behind the dilemma that I found myself in so often, which was: I was either trying to gauge whether there was enough—and I think the challenge is we're going to get into, what "enough" actually might mean—but given enough time, whether I was confident that there was understanding, how much understanding was necessary. And what that translates into is a lack of clarity around "How do I use my time? How do I gauge when it's worth expending some of the time that I maybe hadn't thought about and when it's worth recognizing that perhaps I didn't need all of that and I'm ready to do something?" So I think the next question probably should be: Let's talk about "enough." When you talk about knowing if you have enough, say a little bit more about what you mean and perhaps what a teacher might be looking and listening for. Mike Steele: Absolutely. And I think this is a hidden thread in that five-practices model because we say: "OK, we want that whole-class discussion to still be a site for learning where there are some new ideas that are coming together." So that then backs me up to thinking about the small-group work. I'm putting myself in that mode where I've got six groups working around the classroom. I'm circulating around; I'm asking questions. I of course don't see every single thing at any given moment that the small groups are doing. So I'm getting these little excerpts, these little 2- to 3-minute excerpts, when you stop into a group. So I think when we think about "enough," I want to think about, with that task that I'm doing, with what my mathematical goals are and knowing that we're going to have time on the backend of this whole-class discussion to pull some ideas together, to sharpen some things to clarify some of the mathematics. Do I have enough mathematical grist for the mill here in what the small groups are doing to be able to then take that and make progress with students' thinking at the center—again, not taking over the thinking myself—to be able to do that work. So, for any given mathematical idea, as I've started thinking about this when I plan lessons using the five-practices model, I am really taking that apart. What's the mathematical nugget that I'm listening for here, that I'm looking for in students' work that tells me: "OK, we've gotten to a point where, if I were to call people together right now and get them thinking about it, that there's more to think about, but we're well on our way." And also when I'm looking for that, knowing that I'm also not looking at those six groups all at exactly the same time. So, I want to look for those mile markers along the way that tell me we're getting close, but we're not all the way there. Because if I pick one that's, we're pretty much all the way there, that's the first group I come to and I'm going to circulate around to five more. They're going to have run out of interesting things to do, and they're off talking about, thinking about something else.  So, that really becomes the fine line: "What are those little mathematical ideas along the way that are far enough that get us towards our goals, but still we've got a little bit of the journey to go that we're going to go on together?" Mike Wallus: This is so fascinating. The analogy that's coming together in my mind is almost like you're listening for the ingredients for a conversation that you want to have as a group. So it's not necessarily "Has everyone finished?" And that's your threshold. It's actually "Did I hear this idea starting to bubble up? Did I hear elements of this idea or this strategy start to bubble up? Is there an insight that's percolating in different groups?" And it's the combination of those things that the teacher is listening for, and that's kind of the gauge of enoughness. Is that an accurate analogy? Mike Steele: It is, and I love that analogy because it reminds me of a favorite in our household as we're relaxing. We love to watch The Great British Baking Show. So, you're watching people take something from ingredients to a finished product. Now as you're watching that 20-minute segment, they're working on their technical challenge and they're all baking the same thing. I don't have to wait until the end of that, where they've presented their finished product, to have a good idea of what's going to happen. As I'm going through, as I'm watching 'em through that baking process, we're at the middle, my wife and I are talking, like, "Ooh, I've got concerns about that one. That one's looking good though." We get an idea of where it's going. So I think the ingredient analogy really lands with me. We don't have to wait. We're looking for those pieces to be able to pull that together, those ingredients. We're not waiting until there's a final product and saying—because then, what is there to say about it? "Oh, look, that looks great. Oh, that one, maybe not exactly what we'd intended." So, it's giving us those ingredients for that whole-class discussion. Mike Wallus: The other thing that struck me as I was listening to you is: We're not teaching a task; we're teaching a set of ideas or relationships. The task is the vehicle. So, it's perfectly reasonable, it seems, to say, "We're going to pause at this point in the task, or at a place where students might not be entirely finished with the task. And we might have a conversation at that point because we have enough that we can have part of the conversation." And that doesn't mean that they don't go back to the task. But you're really helping me recognize that one of the places where I sometimes get stuck, or got stuck, when I was teaching, is task completion was part of my time marking. And I think really what you're challenging me and other educators to do is to say, "The task is just the vehicle. What's going on? What's percolating around that task as it's happening?" How does that strike you? Mike Steele: Yeah, absolutely. And it was the same challenge with me and sometimes still is the same challenge with me. (laughs) Yeah, you give this task, and we think about that task as our unit of analysis as a teacher when we're planning. And so we want our students as we're using it to get to the end of it. It's a very natural thing to do.  And let me make this really concrete. If I'm doing a visual pattern task with third graders, we have, I think there's one of the elementary [5 Practices in Practice] book called "Tables & Chairs." So you've got these square tables that have four seats around them, and you're putting a string of tables together and asking kids to get at the generalization. "If you have any number of tables, how many people can you seat?"  And so I think early when I started giving those tasks, I was looking for, "OK, has everybody gotten to the rule? Have they gotten to that generalization? OK, now we can talk about it." And we can talk about the different ways people made sense of that geometrically and those connections, and that's what I want to get out of the whole-class discussion. But we don't even have to get there if groups have a sense of how that pattern is growing, even if they haven't gotten to the formal description of the rule. Because if they've gotten to that point, they've made some sense of the visual. They've made some of those connections. They've parsed that in different ways. That's plenty for me to have a good conversation, that we can come to that rule as a group and we can even come to it in different ways as a group. But it frees me up from being like, "OK, everybody got the rule? Everybody got the rule? Everybody got the rule?" Because that often resulted in, I'd have a couple of groups that maybe had been a little slower getting started and they're still getting there. And then I'm sitting there and I'm talking to them, I'm giving them these terribly leading questions. "Can we just get to the rule? Come on, let's go. You're almost there. We got it. We got it." And that then is, again, me taking over that thinking and not giving them the space for those ideas to breathe. Mike Wallus: What else is jumping out for me is the ramifications for how thinking this way actually might shift the way that I would plan for teaching, but also how it might shift the way that I'm looking for evidence to assess students' progress during the task. So I wonder if you have situations or maybe some recommendations for: How might a person plan in ways that help them recognize the ways that the task can be a vehicle but also plan for the kind of evidence that they might be looking for along the way? Could you talk a little bit about that? Mike Steele: Absolutely. So I'll give kind of a multi-layered description of this. When we're using a task that's got multiple solution paths that has these opportunities for diverse thinking, the five-practices framework tells us anticipating student thinking is a critical part of it. So, what are the different solution paths that students can take through it? So, if it's a visual pattern task, they may look at it this way with a visual. They may think about those tables like the tops and the bottoms and then the sides. They may think about the two ends of the tables having different numbers of chairs and the ones in between having a different number of chairs and parsing it that way. And we can develop those. It's actually, for me, quite a lot of fun to develop those fully formed solutions that students can do. And early on when I was enacting lessons like this, I would do that. I'd have those that I was looking for. I'd also think about questions I'd want to ask students who are struggling to get started or maybe were going down a path that may not be mathematically productive and the questions I might ask them to get them on a more mathematically productive path. And I'd go around and I'd look for those solutions, and I'd use that to think about my selecting, my sequencing, my connecting my whole-class discussion. So, great, check. That's layer one.  I think responding to the challenge of what's enough requires us to then take those solution paths apart—both the fully formed ones, maybe the incomplete thinking—and say, "OK, within that solution, what are the things that I want to see and hear that gives me some confidence that we're on this path, even if we're not at the end of this path, and that give me enough to think about?" So, if I think about, I'll go back again to this visual pattern task analogy. If I see groups that are talking about increases, so when we add a table, we're adding two chairs or they're making that distinction between those end tables and the center tables. And I've asked them a couple of questions like: OK, they've done that for 4, they've done that for 5. We may not have done that for 10 or 100 or a generalization, but that might be enough. So, I'm trying to take apart the mathematics and look for those little ideas within it. We've got this idea of a constant rate of change. We've got an idea that the number of tables and the number of chairs have a direct relationship here. So we're setting the stage for that functional thinking, even if, at a third grade level, we're not going to talk about that word. And those might be the important goals that I have for the lesson.  So that's the next phase of what I'm doing. In addition to those fully formed solutions, I'm figuring out: What are the little mathematical ideas in each that I would want to see or hear in my classroom that tell me, "OK, I have a good sense of where they are. I know where this bake's going to turn out 5 minutes from now on the show when they've taken it out of the oven." So, that's I think the next layer of that planning, of trying to figure out how to plan.  And then as we're in the moment in the classroom, being able to know what we're looking for and listening for. And the listening for me is really, really important. I think when I started doing this and I had a sense of, "What are the mathematical ideas I need to draw on?" I made the mistake of overly looking for those on paper. And if we think about how students make sense of writing things down, and sometimes despite our best efforts, the finality that comes with it: "If I've written it down, I have made it real." And if our thinking is still kind of this in-progress thinking, we may not be ready to write it down. So if I wait for it to be written on the page, I may have waited too long, or longer than I needed to, for everybody to get that idea. So again I want to make sure I listen for key words and phrases. And I might have a couple of questions teed up to help me hear those. And once I've heard those, I'm like, "OK, I am ready to go." And then for me—at least in my early fifties and not having the memory that I did when I was a 22-year-old, fresh-out-of-the-box classroom teacher—I need to have a way of keeping track of that and writing that down. So be it physical, be it digital, I want to say, "OK, I know what I'm listening for, what I'm looking for." And sometimes those may be interchangeable. If it's written on the page, great. If not, if I hear it, that's great too. And then if I've got a pretty good roster of that as I've moved through and say, "OK, I feel like all of my groups or most of my groups are at this point, there we go." I feel confident that when I pull us back together, it's not going to be me asking a question and then that terribly awkward sea of crickets out there. I'm like, "I know you were thinking about stuff; just give it to me. I know you've got this." But it gives me much more confidence that we're going to have that nice transition into a good whole-class discussion. Mike Wallus: OK. There's a ton of powerful stuff that you just said. So I want to try to mark two things that really jump out for me. One is an observation that I think is important, and then one is a thought that I want to pick your brain around a little bit further.  I think the biggest piece that I heard you say, which as you were talking about, is this notion that I'm waiting for something to appear in written form. And it feels really freeing and it gives me a lot more space to say, "This is something I could hear or I could even see in the way that kids were manipulating materials. That that counts as evidence, and I don't have to literally see it written on a paper in order for me to count that that idea is in the room." I just want to name that for the audience because that feels tremendously important. Because from a practical standpoint, if we're waiting for it to be written, that takes more time. And it doesn't necessarily mean that suddenly it appeared and before when it was just in a child's mind or in the way that they were manipulating something, that it wasn't there. It was there. So I just want to mark that.  The other thing that you had me thinking about is, I know for myself, I've gone through and done some of the anticipation work in the five practices, but what struck me is when my colleagues and I would do that, we often would generate quite a few alternative strategies or ideas. But I feel like what we were looking at is the final outcome, like, "This counting by 1 strategy is what we might see. This decomposing numbers more flexibly is something we might see. This counting on strategy is something we might see." But what we didn't talk about that I think you're advocating for is: What are the moments within that that matter? It's almost like: What in the process of getting to this anticipated strategy is something that is useful or important that counts as one of those ingredients? So I want to run that past you and say, does that follow or am I missing something? Mike Steele: It does. And I think those two things go together in a really important way because as you're talking about that pivotal moment in student thinking, as they're coming to this new understanding, as they're grappling with that mathematical idea, and thinking about, "What are the implications if we leverage that moment right there to then ask more questions to connect different ways of student thinking as compared to waiting till it's written down?" Because when it's written down, that exciting moment of the new discovery has passed. And so then when we want them to come revisit—"Tell us what you were thinking when you did that."—they're having to rewind and go back and reenact that.  If we have the ability to capture those neurons firing at full throttle in that moment of a new mathematical insight and then use that to build on as a teacher and to really get where we want to go with the lesson, I feel like we're doing the right thing by kids by trying to seize that moment, to leverage it. We always have time to write down what we think we learned later on at the end of the lesson. It's a great task for homework. And that's another thing I love about leaving some things unfinished with a task is, that's just a delightful homework assignment. And the kids love it because they don't feel like I've asked them to do anything new. (laughs) Just write down what you understood about this, and now we're codifying it kind of at a different place in the process. Mike Wallus: Well, OK, and that makes me think about something else. Because you've helped me recognize that I don't have to wait for a final solution in writing that's fleshed out in order to start a whole-group conversation. But I think what you're saying is, it changes the tone and maybe also the purpose and the impact of that conversation on students. Because if I have a task that I'm midway through and suddenly there's a conversation that helps create some understanding, some aha moments, if my task is unfinished and I had an aha, I probably really want to go back to that and see if I can apply that aha. And that's kind of cool to imagine like a classroom where you have a bunch of kids dying to go back and see if they can figure out how they can put that to use. Now you wouldn't always have to do that, but that strikes me as different than a consolidation conversation where it's kind of like, "Well, everything's finished. What have we learned?" Those are valuable. But I'm just really, I think in love with the possibility that a conversation that doesn't always wait until final solutions creates for learning. Mike Steele: And when I've seen this done effectively, there are these moments that happen. Mike, they're exactly what you're describing, is that there's an insight that comes up in the whole-class conversation, and you will see people going back to their paper or their tablet that they were doing their original work on and start writing. And we know oftentimes with kids, I remember so many times in my classroom where we're having this discussion, this important point comes up, and everybody's kind of frozen. And I'm like, "No, you should write that down. That's the important thing. Write that down." And when you see it happen organically, it's because something really catalyzed in insight that was important enough that they went back to that work and said, "Oh, I want to capture this." Mike Wallus: So, I'm wondering if there are habits of mind, habits in planning, or habits in practice that we could distill down. So, how would you unpack the things that a person might do if they're listening and they're like, "I want to do this today," or "I want to do this at my next planning."? Could you talk a little bit about what are the baby steps, so to speak, for a person? Mike Steele: Yeah, and I think the first one is really about getting into the mathematics and going deep with the mathematics in the task that you're hoping to teach. As somebody who is trained as a secondary math teacher, and early in my career, I was like, "Oh, I know what the math is. I don't need to spend the time on the math." I can't tell you how wrong I was about that. So anticipating those ways of thinking, thinking about where those challenges are, that sort of thing, is absolutely critically important to doing that work. And giving the time and space for that to happen. I mean, it was almost without fail. Every time I shorted myself on the time to think about the mathematics and just popped open my instructional resource and said, "Here we go. Class starts in 5 minutes. Let's get going on this," I'd bump into things that I was like, "Oh, I wish I had thought about that mathematical idea first." Or there'd be a question that would come up that I'd be totally unprepared to answer and I could have been prepared to answer. Now, we're not going to anticipate every way of thinking that students have or every question that they'll have, but I always find that if I've thought through it, I'm probably in a better position to give a meaningful answer to it or ask a good question back in response. And it also frees up my cognitive load to actually spend some time on those questions that I didn't expect rather than trying to make sense of everything as if it's the first time I'm seeing it.  And then along with that, doing this as a group, we used to sit in our PLC sessions and start to solve tasks together and share our thinking about, "OK, what are the mathematical ideas that we're really trying to take apart here?" And there were always insights that didn't occur to me that would occur to somebody else that added to my own thinking. And now in an increasingly digitally connected age, we don't necessarily have to be in the same room with people to do that. We can do that at a distance and still be very effective.  And then the last thing I'll talk about here in terms of getting started is: We are so good as teachers at sharing an interesting task that we found or that we used with our students with our colleagues. "Here's this thing I use in my class. It was great. You're a couple days behind me in the pacing. Maybe you can use this next Tuesday." What we I think are less good at is bringing back the outcomes of that and talking about that. "Here's what students did." I loved it when we had opportunities to gather a group of teachers in the PLC with student work from a task they did and talk about it and see: What did students make sense of? What were the questions that I asked that were helpful, or that maybe weren't helpful, in teaching that lesson. Because we'll share the task, but my goodness, the questions that we came up with to ask students in the moment, those are just as portable from one classroom to another. And we should be thinking about, just like we think about digital archives to share those tasks and those lesson plans—like sharing those questions, sharing that student work—those are the other legs of that stool that are important for really helping us do this work in a meaningful and collaborative way. Because if we don't talk about the outcomes of what students learned, the task could be great, it could be interesting, but so what? What's the important mathematical insights that kids took away from it? Mike Wallus: Yeah, I'm kind of in love with this notion that in addition to sharing tasks, sharing questions that really generated an impact in the classroom space or sharing moments of insight that led to something that jumped out. It's fascinating to think about taking those ideas and building them into a regular PLC process. It just has so much potential.  Before we close the conversation, I wanted to ask you a question that I ask almost every guest: If someone wanted to learn more about the ideas that you've shared today, what are some of the resources you'd recommend? Mike Steele: Well, I've talked quite a bit about the work of the 5 Practices for Orchestrating Productive Discussions and that series of books that have been written over the past 15 years on that—the resources that are available online for that, I think, would be a great place to start. I've only scratched the surface at taking you through those five practices—which are actually six practices, because early on we realized that attention to the task we select and the goals for that task is the important "practice zero." In fact, it was a teacher that pointed that out to Peg Smith. And that's the lovely thing. So the reason I've stayed in touch with and helped to develop this work over the years is because when we see teachers taking it up, not only is it meaningful, but the feedback we get from teachers then shapes the next things that we do with it. So there's the original 5 practices book that kind of presents the model, shows some examples of tasks and how you go through the model.  But then in 2019 and 2020, we published a series called The 5 Practices in Practice that, there's a book for each grade band—elementary, middle, and high school. But those were the ones that really aggregated the challenges that we heard from teachers over 10 years of doing this work and started to address those challenges. How do you overcome those things? We also, for each of those books, there's brand-new original video that we took in urban classrooms that illustrated teachers working really effectively with the five practices. I was able to be in the room when we filmed all of the high school classrooms in Milwaukee, Wisconsin, and it was just amazing to see that work.  And then the last piece that I'll suggest to that, which is a book that came out relatively recently in that series. There is a Coaching the 5 Practices book. So if you are a coach, instructional leader who's looking to support a team and a PLC in doing exactly this sort of work that we've been talking about, the Coaching the 5 Practices book is an incredible resource for thinking about how you can structure that work. Mike Wallus: OK. I have to also ask you, can you give a shout out to the article that you recently wrote and published as well, the title and where people could find it? Mike Steele: Absolutely. Yes. The article is called "Pacing a Discourse-Rich Lesson: When to Move On," and I authored it alongside an elementary and middle school teacher who provided a reflection on it. It comes from the classroom of a high school teacher, Michael Moore, in Milwaukee, who we filmed for the [5 Practices in Practice] high school book. So I drew from his classroom. And then Kara Benson in Zionsville Community Schools right here in Zionsville, Indiana. And Kelly Agnew who teaches in Muncie Community Schools, which is where Ball State [University] is located. Each provided a reflection from an elementary and middle school standpoint about the ideas in the article. It was published in NCTM'S practitioner journal, Mathematics Teacher: Learning and Teaching PK-12, in the Volume 118, Issue 11, from November of 2025. Mike Wallus: That's fantastic. And for listeners, just so you know, we're going to put a link to all of the resources that Mike shared.  I think this is probably a good place to stop, Mike. I suspect we could talk for much longer. I just want to thank you, though, for taking the time to join the podcast. It has been an absolute pleasure chatting with you. Mike Steele: The pleasure has been all mine. As you can tell, I love talking about these ideas, and I was so glad to have the opportunity to share a little bit of this with the audience. Mike Wallus: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2026 The Math Learning Center | www.mathlearningcenter.org

"Conner started to feel feverish takes a few steps Conner learned the power of PK Podcast!" Today your host is joined by Mike Steele and Jeremy Schmidt to discuss their time with Mother 3 (2006) for the GameBoy Advance. Show Notes Mike Steele - Instagram - Jim & Them Conner McCabe – Bluesky Produced, Edited, and Original music by Jeremy Schmidt - Video Games: a Comedy Show Call Me By Your Game – Instagram - Bluesky – YouTube - TikTok Super NPC Radio – Patreon - Discord - Bluesky – Instagram – Twitch

A @Christadelphians Video: Description: Description: The Bible claims to be the Inspired Word of God, but how can we be certain that it is, and that we can have confidence in it, and trust it? God has left many prophecies in His word, showing what would happen many years before it came to pass. These prophecies, which continue to be fulfilled today are one of the proofs that we can trust the Bible. The study of Archaeology and Prophecy supports claims to the accuracy of the Bible. One example is when God showed Moses the burning Bush. This predicted the indestructibility of the nation of Israel. This is 100% proof of the accuracy of the Bible. Is the Bible truly the Word of God? In this thought-provoking and insightful Watchman Report, Mike Steele presents outstanding evidence that builds confidence in the Bible's reliability. This expositional talk explores the compelling proofs—from archaeological discoveries that confirm ancient people and places to scientific statements written millennia ahead of their time. Join us for a fascinating journey that strengthens faith and provides solid ground for trusting Scripture completely.**Chapters:**00:00 - Introduction: Can We Trust the Bible?01:22 - Archaeological Evidence: The Jezebel Seal02:55 - Scientific Foreknowledge: The Earth's Roundness04:07 - Prophetic Fulfillment: The Book of Job**Category & Bible Verses:**

this episode we hang out with Mike Steele who turned success on the race track to success in the bbq world with his video classes through his bbq champs academy.

Protoss. Terran. Zerg. Gamer? Today the great Mike Steele returns to discuss his past with Starcraft II (2010) and to beat his own record for the longest episode of Call Me By Your Game history. Show Notes Mike Steele - Jim & Them podcast - Instagram Conner McCabe – Bluesky - Twitch Produced, Edited, and Original music by Jeremy Schmidt – Video Games: a Comedy Show Call Me By Your Game – Instagram - Bluesky – YouTube - TikTok Super NPC Radio – Patreon - Discord-  Bluesky – Instagram – Twitch Episode Citations The History of StarCraft - Video by Arcadology

Tommy checks in with Mike Steele, Communications Director for the Governor's Office of Homeland Security & Emergency Preparedness (GOHSEP)

* We'll check in with Mike Steele from GOHSEP for a look back at the crazy snow storm, what went into getting things back to normal, and what lessons we can take for the future * Monday Morning Markets with Mark

This week our guest is Mike Steele, a Whalers / Hurricanes fan formerly of CT and we talk about his Caniac story, Don Quixote and the Hurricanes, Burns/Blake/Carrier/Andersen, and take a look at the week ahead.

Dr. Mike Steele is a professor and researcher in the Department of Animal Bio-Science at the University of Guelph. He is world-renowned for his work with young ruminants. In this episode, we discuss some of the experiments that his lab is currently conducting, as well as some of his past research and how it can be applied to today's dairy operations. I hope you enjoy this episode of the podcast.  If you have any questions about this episode or future episodes of the podcast, please feel free to reach out to me by email at keithschweitzer@wfs.ca by phone at 1 (519) 872-0742 and please follow me on your favorite podcast player and on X @keithschweitzer

In our Jan. 4, 2025 edition, you will hear from GoldandBlack.com football writer Tom Dienhart on the latest on the transfer portal and Purdue's moves in and around it. Also, the voice of Purdue men's basketball, Rob Blackman, gives a detailed analysis of Purdue's 81-61 win at Minnesota and looks ahead to Sunday's big game against Northwestern. Finally, tributes and recollections from two of Frank Kendrick's teammates, Dick Satterfield and Mike Steele, in our final segment. 

In this episode of Room to Grow, Joanie and Curtis reflect on their personal and professional experiences of 2024 and what they learned. Reflect – conferences, books, podcast guests. Thinking differently about teaching and learning math. Hope you'll take the time to reflect and capture your own learning.Curtis and Joanie reference these episodes of Room to Grow which aired in 2024:·       Teaching and Learning Math: Students' Perspectives Part 1 (aired August 28, 2024) and Part 2 (aired September 17, 2024)·       Routines for Supporting Student Thinking with Grace Kelemanik and Amy Lucenta (aired October 16, 2023)·       Unleashing the Mathematical Brilliance of All Students with Rachel Lambert (aired April 10, 2023)·       Balancing Instructional Modalities (aired March 12, 2024)·       Asset-Based Teaching to Transform Math Class with Mike Steele and Joleigh Honey (aired October 15, 2024)·       A Conversation with the National Teacher of the Year with Rebecka Peterson (aired February 13, 2024)·       High School Mathematics Reimagined Revitalized and Relevant with Latrenda Knighten and Kevin Dykema (aired November 12, 2024) Additional referenced content includes:·       The book Transform Your Math Class Using Asset-Based Teaching for Grades 6-12·       The work of Liping Ma, including her book Knowing and Teaching Elementary Mathematics ·       Rachel Lambert's research and resources at mathematizing4all.com ·       Kevin Dykema's President's Message on Balancing Instructional Strategies in the Math Classroom·       NCTM's Reimagining High School Mathematics resources on the NCTM webpage Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomt

A @Christadelphians Video: Description: Political, scientific and environmental events and moral attitudes heralding the return of Christ to the earth are considered in the light of Bible prophecy. The need for Bible Christians to be alert and spiritually watchful, in anticipation of Jesus' imminent return to the earth is highlighted. # Summary The presentation by Mike Steele explores the questions of when, how, and where Christ will return. It addresses the uncertainties surrounding the exact timing of this event, while emphasising the signs and prophecies that suggest we are living in the final period before His return. The speaker highlights key historical events and biblical references that indicate the proximity of Christ's return and discusses different interpretations of how this event might unfold, including the concept of the Rapture. Ultimately, the presentation aims to prepare the audience for the imminent return of Christ and the importance of being spiritually ready. # Highlights - ⏳ **The Timing of Christ's Return**: The exact day or hour of Christ's return is unknown, but we are in a specific time period that is rapidly narrowing, suggesting His return is imminent. -

In this episode of Room to Grow, Joanie and Curtis speak with Mike Steele and Joleigh Honey, authors of the recently released book transform your math class using asset-based teaching for grades 6-12. The book and the conversation explore what is meant by “asset-based,” and why shifting to more asset-based approaches supports a broader range of learners.  Mike and Joleigh unpack ideas around asset-based language, including, the language of mathematics, the language students use to talk about math, and the language educators use to talk about students. They also explore classroom and instructional routines, many of which are already in common use in classrooms, and how to ensure these routines fall more on the asset side of the continuum than on the deficit side. Finally, the conversation shifts to the larger educational structures that could benefit from a more asset-focused lens. We encourage you to explore the resources below, referenced in this episode:·       Mike and Joleigh's book, Tranform your math class using asset-based teaching for grades 6-12 can be found here·       Learn more about Mike Steele here or here and about Joleigh Honey here or here·       Mike and Joleigh both serve on the NCTM Board of Directors  Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.   

It takes two to make a thing go right, and it also takes two to mess it all up! Today we're releasing co-op Episode 13 where Conner discusses the co-op platformer It Takes Two (2021) with PJ McCormick and Mike Steele. At the very least, they'll stay together for the kids. Show Notes  PJ McCormick - Instagram Mike Steele - Twitter - Jim and Them Show Conner McCabe – Bluesky - Twitter – Twitch Produced, Edited, and Original music by Jeremy Schmidt – Video Games: a Comedy Show Call Me By Your Game – Instagram – Twitter - Bluesky – YouTube - TikTok Super NPC Radio – Patreon - Discord-  Bluesky - Twitter – Instagram – Twitch

Tommy checks in with Mike Steele, Communications Director for the Governor's Office of Homeland Security & Emergency Preparedness (GOHSEP)

Tommy gets an update from Mike Steele, Communications Director for the Governor's Office of Homeland Security & Emergency Preparedness (GOHSEP)

Tommy talks with Mike Steele, Communications Director for the Governor's Office of Homeland Security & Emergency Preparedness (GOHSEP)

Welcome to the first installment of Ball Talk. Brig and Brad talk with Mike Steele, a high school baseball coach and former minor-league baseball coach, about developing young players beyond the game. Enjoy! Thanks for joining us! If you enjoy the podcast, please leave us a rating and a review. Be sure to subscribe so you don't miss an episode! Check out the links below to follow us on social media, submit to the mailbag, leave a voicemail, and support the show with our affiliates. Baseball Together only partners with companies we believe in. Get exclusive Baseball Together content on Patreon: https://bit.ly/3JDXV6W  Shop Fanatics and get your gear for the season: https://fanatics.93n6tx.net/9WmE4E  Use code "BTPOD" at check out for 10% off Chinook Seedery: https://bit.ly/3Act6Fg  Use code “BASEBALL2GETHER” at check out for 5% off Seed Sack: http://bit.ly/3KNBM9L  Watch More of the Podcast: http://bit.ly/37FNkqi  Join the Facebook Group: http://bit.ly/2QzPmQM  Follow us on Twitter: https://bit.ly/31IYoSl  Follow us on Instagram: https://bit.ly/2QES6gn  Follow us on TikTok: http://bit.ly/3tFOnBl  Do you have a question for Brig and Brad? Submit a question to the mailbag or leave a voicemail and they'll give you a shoutout on the show! Submit to Our Mailbag: http://bit.ly/2P5UtIV  Leave Us a Voicemail: https://bit.ly/3iFXL1Z Support the people who support us! Follow the link below to learn more about how you can support the podcast through our affiliate partners. Baseball Together only partners with companies we believe in. Use code “BASEBALL2GETHER” at checkout for 5% off Seed Sack: http://bit.ly/3KNBM9L Get a FREE month of Audible: https://bit.ly/3nvIVgt Use code “BASEBALLTOGETHER” to save $20 on your first order with SeatGeek: https://seatgeek.com/  Support Our Other Affiliate Partners: https://bit.ly/3dJpuNr  Links to our favorite companies are affiliate links, which means we'll get a part of each sale. It's an easy way for you to support the show while getting new stuff! --- Send in a voice message: https://podcasters.spotify.com/pod/show/baseball-together/message

Back in 2021 Conner kicked some shell and recorded a co-op Episode about TMNT Turtles in Time and today, it's out for all. He's is joined by one of the 3 Amiibos July Diaz, patented childhood best friend Eddie Martin, and for the first time patented best friend of Jake Sprague and games developer Mike Steele. Enjoy this ride of an episode, party dudes. Show Notes Mike Steele - Jim & Them - Twitter Eddie Martin - Twitter July Diaz - Inside Video Games and Gaming - Twitter Conner McCabe – Bluesky - Twitter – Twitch Produced, Edited, and Original music by Jeremy Schmidt – Video Games: a Comedy Show Call Me By Your Game – Instagram – Twitter - Bluesky – YouTube - TikTok Super NPC Radio – Patreon - Discord-  Bluesky - Twitter – Instagram – Twitch

Examines the requirements and various considerations for research security training. Our guests today are Mike Steele and Emily Bradford. Mike is an Expert in the Office of the Chief of Research Security Strategy and Policy at the National Science Foundation, where he supports efforts to develop research security training and the office's global outreach efforts. Emily is the Assistant Director of Research Compliance at the University of Kentucky. Under the Office of Sponsored Projects, she oversees conflicts of interest, research security, export controls, and some aspects of clinical trial compliance.  Additional resources: CITI Program Research Security Training: https://about.citiprogram.org/series/research-security/ National Science Foundation Research Security (including the JASON studies and resources): https://new.nsf.gov/research-security National Science Foundation Research Security Training: https://new.nsf.gov/research-security/training Council on Governmental Relations Science and Security Resources: https://www.cogr.edu/cogrs-resource-page-science-and-security 

In this Roofing Road Trips, Heidi J. Ellsworth visits with Mike Steele, vice president of product and technical services at Tremco, a company renowned for its outstanding innovation track record, boasting the introduction of 60 products since 2013. Mike and Heidi talk about the four pillars behind Tremco's sustained innovation success, exploring the company's dedication to spending 60% of their time each week on developing products and solutions that not only outperform, but also deliver labor savings for contractors. 

As policy committees wrapped up this week, the focus has readjusted to finances. Committees such as Appropriations, Ways and Means, Finance, Capital Budget, and Transportation are working through the enormous task of crafting the various supplemental budgets for our entire state. For a comparison report of all of the budgets, visit the Legislative Evaluation & Accountability Program (LEAP) Committee website. Read a detailed analysis of the supplemental budgets by WA Research Council. Check out A Citizen's Guide to the Washington State Budge Watch our visit with Rep. Mike Steele.  

Mike Steele joins Steve in his living room as the watch YouTube cooking videos on mute. They get into the weather, music, and comedy. Mike is also close to 6'11 so he kept Steve on point the whole time. Enjoy!

Former Purdue basketball standouts Rapheal Davis and key members of the 1974 NIT team Mike Steele and Jerry Nichols join us for the first show in 2024. GoldandBlack.com football beat writer Tom Dienhart joins us to talk transfer portal, Purdue's early enrollees and much more .

In our Monday Night Memories series, brought to you by the Chariot Auto Group/Twin City Dodge, we hear from several key members of Purdue's 1974 NIT title team coached by Fred Schaus. The Boilermakers, coached by Fred Schaus, were 22-9 that season, finishing third in the Big Ten, and became the first conference school to win New York's famed tournament. In those days, only 25 teams were selected for the NCAA Tournament and only one from the Big Ten. The Boilermakers ended the season ranked No. 11 after defeating No. 7 North Carolina in the opening round of the NIT and handling Hawaii, Jacksonville and Utah to win it all. All four games were played in New York's Madison Square Garden. On the simulcast were four starters (John Garrett, Frank Kendrick, Jerry Nichols and Bruce Parkinson) and three reserves (Dick Satterfield, Randy Shields and Mike Steele). The lively 56-minute discussion shared many stories about one of the best seasons in Purdue men's basketball history. 

Conner has gathered the Las Vegas 3 together for Part 3 of the Top 10 Favorite Games series. Past guests Jake Sprague, Mike Steele, and Kristin Thorson return to relive memories, goof off, and list their personal Top 10 Favorite Video Games of All Time. Show Notes Jake Sprague - Twitch - Twitter Mike Steele - Jim and Them podcast - Twitter Kristin Thorson - Twitch - Twitter - Bluesky Conner McCabe – Bluesky - Twitter – twitch.tv/conziscool69 Produced by Jeremy Schmidt – Video Games: a Comedy Show - Twitter Call Me By Your Game – Instagram – Twitter - Bluesky – YouTube Super NPC Radio – Patreon - Discord-  Bluesky - Twitter – Instagram – Twitch

Mike Steele is the Pitmaster of Pigs and Cows Gone Wild, and the creator of BBQChamps.com, an online collection of BBQ classes. We talk Royal, Jack, and an exciting announcement and offer from BBQChamps.com”

Tommy talks with Mike Steele, Communications Director for the Governor's Office of Homeland Security & Emergency Preparedness (GOHSEP)

Targeted Advertising: For the first time in Jim and Them history, we are deciding to work for a common goal, that goal is targeting one person with our show to cause a ripple effect and skyrocket to the top. Boxing: It's GOING DOWN! As heard on TWFS, Mike Steele will be boxing Kevin Scampoli and kick his ass. Crazy Plane Lady: "That Motherfucker Is Not Real" lady has been identified and Tiffany Gomas is in the midst of a rebrand. LET'S JUST TALK!, BOOGIE NIGHTS!, DON CHEADLE!, WEST COAST HURRICANE!, KICK CELEBRATION!, SUBS!, DONATIONS!, TTS!, WATCH PARTIES!, MOVIES AND TV!, WRONG THINGS!, NETWORKING!, GROW AUDIENCE!, WORKING MAN!, SUCKER!, FOCUS ON ONE PERSON!, INTERNET ICON!, STRATOSPHERE!, ELON MUSK!, BIGGEST FAN!, SLAMPIG!, CHRISTINA AGUILERA!, COMMON GOAL!, CHAKRA PILLED!, GHB!, GBH!, GRIEVOUS BODILY HARM!, 187!, LEGAL TERMS!, WALLOW IN OBSCURITY!, UPWARD MOBILITY!, OWN LAND!, SUCCESS!, OBAMA!, GARY OLDMAN!, DRAKE!, BOBBI!, OLIVE BRANCHES!, START WARS!, DOWN SPIN!, TWFS!, STAND UP!, COMPLACENT!, PEGGED!, WISEGUYS!, LVL UP EXPO PANEL!, BOXING!, WORK OUT!, HARDKORE JEFF!, STUNTBOY!, EAT A FISH!, DARTS IN THE BACK!, MYSPACE!, MXPX!, THAT MOTHERFUCKER IS NOT REAL!, CRAZY PLANE LADY!, TIFFANY GOMAS!, FREAKOUT!, RANT!, MARKETING EXECUTIVE!, UNEARTHED!, AIRPODS!, ASSAULT!, GOBLIN!, FAKE GUY!, LORD OF THE RINGS!, APOLOGY VIDEO!, WEBSITE!, AI!, CHILDREN!, LANGUAGE!, CYBERBULLYING!, VICTIM!, PIVOT!, HIDE YO KIDS HIDE YO WIFE!, SEGWAY!, BLUEFACE!, CHRISEAN ROCK!, MCDONALDS!, REVIEWBRAH!, AS SEEN IN!, LOKI! LOW EFFORT!, PALACE MERCH!  You can find the videos from this episode at our Discord RIGHT HERE!

Mike Steele joins Tommy to talk about the start to hurricane season and how to prepare. 

On this episode of What's What BR, we meet with returning guest Mike Steele, Communications Director at Governor's Office of Homeland Security and Emergency Preparedness. Steele talks about how to prepare for the start of hurricane season, the effects of emergencies on communities, and resources for updates during times of emergency. 

Former East Carolina Head Coach Mike Steele talks the craziness of this year's March Madness plus NIL impact and more --- Support this podcast: https://podcasters.spotify.com/pod/show/thesportsobj/support

Former East Carolina Head Men's Basketball Coach Mike Steele shares his thoughts on one of craziest tournaments in history.

This week we are listening to an exhortation by Brother Mike Steele that is entitled "The Pages Of Our Lives"....Whatever you're going through at the moment, Hold on. With God things can change Fast! We hope this strengthens your Faith and brightens your day! Thank you for listening, God bless, and talk to you next week. Send talk suggestions or comments to: GoodChristadelphianTalks@gmail.com For Show Notes, visit our website: GoodChristadelphianTalks.com Social Media: Facebook | Instagram

Are Theme Parks A Problem?: Jim comes to a sudden realization that he has lost all touch to his "shock jock" roots.Super Nintendo World: As Jim struggles with trying to bring back his shock jock identity, he has tales of visiting Super Nintendo World at Universal Studios.AI Voices: AI is all the rage these days, lets look into some of these AI celebrity voice changers. How well do they work?DAVID F. SANDBERG!, JIM AND JEFF!, NO MIKE!, THE BOYS ARE BACK!, FISHING!, GUILT TRIP!, SKYPE!, CALL IN!, VOICEMAIL!, AUDIO!, HYPE TRAIN!, THICK LIMES!, GRIM!, ICELANDIC LISTENER!, ALCOHOLIC!, MIKE STEELE!, GRIM OUT THERE CHEERING!, GALLAGHER!, WOOD SHOP!, WRESTLING!, WWF!, WWE!, WRESTLING!, ABINGTON HIGH SCHOOL!, PHOTOGRAPHY!, LVL UP EXPO!, PANELS!, NO MIKE!, CONNECTED!, SHOCK JOCK WORLD!, ANTIKS!, M-3!, WHO ARE THESE PODCASTS!?, REVIEWS!, RAW'S 4TH HOUR!, KEVIN BRENNAN!, STEEL TOE!, COMPOUND MEDIA!, CHAD ZUMOCK!, REDBAR RADIO!, SCARECROW!, SUBURBAN JIM!, DIAL IT BACK!, OPIE AND ANTHONY!, RADIO WAR!, LEGION OF SKANKS!, BRENDAN SCHAUB!, LIVESTREAM FAILS!, MAYOSTARD!, F SLUR!, MIKE!, JAKE!, BATMAN!, SUPER NINTENDO WORLD!, UNIVERSAL STUDIOS HOLLYWOOD!, MESSAGE BOARDS!, HATERS!, DOG BOARDING!, PUT DOGS DOWN!, CRYING!, NIGHT TIME VET!, JERRY SEINFELD!, AI VOICES!, ARTIFICIAL INTELLIGENCE!, BIDEN!, OBAMNA!, JOE ROGAN!, JAMIE!, DISNEY AFTER DARK!, SWEETHEART'S NIGHT!, LADY AND THE TRAMP!, SPAGHETTI!, UNIVERSAL!, VIP TOUR!, STUDIO SETS!, LINES!, BACK TO THE FUTURE!, HILL VALLEY!, LUIGI!, ARM BANDS!, BLOCKS!, MARIO KART!, ANTMAN!, QUANTUMANIA!, THE WASP!, MR TOAD'S WILD RIDE!, DARK RIDES!, KERMIT!, THE MUPPET MAN!, SUPER BOWL!, MAHOMES!, BEETLEJUICE!You can find the videos from this episode at our Discord RIGHT HERE!

Boilermaker backcourt Alums Dick Satterfield and Mike Steele break down Purdue's win over Penn State and look toward Saturday's showdown at Indiana. Satterfield and Steele played in the Fred Schaus Era and were key players in Purdue's 1974 NIT title team. The duo remains very close to coach Matt Painter and the Boilermaker program and offers a unique perspective. This is an audio portion of the segment the duo will have on Gold and Black LIVE on Friday, Feb. 3. 

Mike Steele, President, Secretary and Director of The Steele Family Foundation talks about the W.I.S.E. Scholarship Program.

Description: Joab was a tough, brave and skilful army commander, intensely loyal to his uncle David, ruthless towards his enemies, and jealous of his rivals to the point of murder. More than forty years of shared hardships and dangers forged bonds between Joab and David that the king was later unable to break, even when he had been given good cause to rid himself of Joab. The soldier knew the scriptures but did not live up to the meaning of his name. Some of our other services.. #1 Our Main site... https://cdvideo.org #2 Our podcast on android... https://cdvideo.org/podcast #3 Our podcast on Apple...https://cdvideo.org/podcast-apple #4 Our facebook...https://facebook.com/OpenBibles #5 Our Whats App... http://cdvideo.org/WhatsApp #6 Our Instagram... http://cdvideo.org/Instagram #7 Our twitter... http://cdvideo.org/twitter #8 Our YouTube Channel... http://cdvideo.org/youtube Watch / read / Listen to other thoughts for the day on our site here https://christadelphianvideo.org/tftd/ #Christadelphianvideo #christadelphianstalk #Christadelphians #openbible #cdvideo #bibleverse #thoughts #thoughtoftheday #meditate #think #christadelphian #God #truth #faith #hope #love #cdvideo #Gospeltruth #truebibleteaching #thegospelmessage #thegospeltruth #firstprinciples #bibletruth #bibleunderstanding #exploringthebible #thoughtfortheday --- Send in a voice message: https://anchor.fm/christadelphians-talk/message

On this episode, I speak to Mike Steele , founder of BBQ Champs Academy "the worlds first tell-all online BBQ cooking school".

A Christadelphian Video Production: CHRISTADELPHIANVIDEO.ORG, a worldwide collaboration by Christadelphians to help promote the understanding of God's Word to those who are seeking the Truth about the Human condition and God's plan and Purpose with the Earth and Mankind upon it. Christadelphianvideo.org is an online tool for establishing just how far removed today's mainstream Christianity is from the 'True Christian Teachings' of the 1st Century Apostles. You can follow us online at.. Some of our other services.. #1 Our Main site... https://cdvideo.org #2 Our podcast on android... https://cdvideo.org/podcast #3 Our podcast on Apple...https://cdvideo.org/podcast-apple #4 Our facebook...https://facebook.com/OpenBibles #5 Our Whats App... http://cdvideo.org/WhatsApp #6 Our Instagram... http://cdvideo.org/Instagram #7 Our twitter... http://cdvideo.org/twitter #8 Our YouTube Channel... http://cdvideo.org/youtube Watch / read / Listen to other thoughts for the day on our site here https://christadelphianvideo.org/tftd/ #Christadelphianvideo #christadelphianstalk #Christadelphians #openbible #cdvideo #bibleverse #thoughts #thoughtoftheday #meditate #think #christadelphian #God #truth #faith #hope #love #cdvideo #Gospeltruth #truebibleteaching #thegospelmessage #thegospeltruth #firstprinciples #bibletruth #bibleunderstanding #exploringthebible #thoughtfortheday --- Send in a voice message: https://anchor.fm/christadelphians-talk/message

A Christadelphian Video Production: CHRISTADELPHIANVIDEO.ORG, a worldwide collaboration by Christadelphians to help promote the understanding of God's Word to those who are seeking the Truth about the Human condition and God's plan and Purpose with the Earth and Mankind upon it. Christadelphianvideo.org is an online tool for establishing just how far removed today's mainstream Christianity is from the 'True Christian Teachings' of the 1st Century Apostles. You can follow us online at.. Some of our other services.. #1 Our Main site... https://cdvideo.org #2 Our podcast on android... https://cdvideo.org/podcast #3 Our podcast on Apple...https://cdvideo.org/podcast-apple #4 Our facebook...https://facebook.com/OpenBibles #5 Our Whats App... http://cdvideo.org/WhatsApp #6 Our Instagram... http://cdvideo.org/Instagram #7 Our twitter... http://cdvideo.org/twitter #8 Our YouTube Channel... http://cdvideo.org/youtube Watch / read / Listen to other thoughts for the day on our site here https://christadelphianvideo.org/tftd/ #Christadelphianvideo #christadelphianstalk #Christadelphians #openbible #cdvideo #bibleverse #thoughts #thoughtoftheday #meditate #think #christadelphian #God #truth #faith #hope #love #cdvideo #Gospeltruth #truebibleteaching #thegospelmessage #thegospeltruth #firstprinciples #bibletruth #bibleunderstanding #exploringthebible #thoughtfortheday --- Send in a voice message: https://anchor.fm/christadelphians-talk/message

Mike Steele joins Tommy to talk about emergency preparedness for hurricanes. 

Taught by Mike Steele, a swimming pool expert with 34 years of hands-on experience, Pool School Videos is excited to launch the world's first tell-all online how-to pool maintenance videos.

TATTOOS: Another tattoo update from Mike Steele! Brand new, hot off the needles, Jim & Them KNUCKLE TATTS!MAKE ME CRAZY: Airport lady geeking out over masks while we try to remember which Prodigy song is what and think back on HBO's EXTASY DAD.Palette Cleansers: From Twitch attempted sexual assault to little kids being freaky in the DMs, we got it all including Salt BAE.MAYHEW!, POTATO EATER!, SAUL!, BREAKING BAD!, BLINDING LIGHTS!, THE WEEKND!, GAMES WE PLAY!, RISING STARS!, DRUMPF ADDICTION!, JANE'S ADDICTION!, MYQ KAPLAN'S TWITTER JIM!, SHIRTALOONS!, TENNISY WILLIAMS!, HE'S HEATING UP!, CUTE JOKE ALERT!, TATTOOS!, JIM AND THEM HANG!, KNUCKLE TATTOOS!, PAIN!, TUG!, HURT!, MUCH LIKE SUFFOCATING!, AEROPLANE!, BUSH!, NUMBING CREAM!, BUDWEISER!, LOTION!, PUSSY LOSER!, MASK MANDATE!, TRAVEL!, RESTRICTIONS!, LIFTED!, PLANES!, MIAMI INTERNATIONAL!, CBS4!, JERONE PHILEATON!, GEEKING!, MAKE ME CRAZY!, GIVE ME PROBLEM!, AUTOTUNE THE NEWS!, BAD LOOK!, TAKE HER OUT!, PRODIGY!, FIRESTARTER!, SLAP MY BITCH UP!, EXTASY DAD!, CAT'S IN THE CRADLE!, HBO!, DOCUMENTARY!, DRUG DEALER!, BEYOND THE MAT!, JAKE ROBERTS!, RAPIST!, DARKSIDE OF THE RING!, CLEVELAND ZOO!, POLICE!, ACTING UP!, FOOLISH!, CAUSING A SCENE!, NOT ABOUT ME!, WIFE AND KIDS!, SYRINGE!, TASED!, FUCKED UP!, GOING TO JAIL!, NIRVANA!, I LOVE YOU!, COP!, INCHING INTO THE INTERSECTION!, REAR END!, HIT AND RUN!, TAKE OFF!, VIBE STREAMS!, NO PLAN!, HANG!, TWITCH!, ATTEMPTED RAPE!, INSECURE!, NOT VIBING ENOUGH!, SUPER CONFIDENT!, AFTER SCHOOL SPECIAL!, JIM HALPERT!, BEAT HIS ASS!, PALETTE CLEANSER!, FREAKY IN THE DMS!, SHAKING THAT ASS!, YOU WANT ME!, UNGAY!, I AM NOT A BABY MAN!, SALT BAE!, RESTAURANT!, NUSR-ET!, TOMAHAWK!You can find the videos from this episode at our Discord RIGHT HERE!

Our topic today is “Building a Value-Based Marketing Engine,” and our guests are Mike Steele and Jake Young, CEO and COO at Pupford. Pupford is a direct-to-consumer dog brand that provides training resources and nutrition products for pet parents. In this episode we do a deep dive on early-stage growth strategies and discuss the “top of funnel” marketing systems that have helped Pupford become an industry leader. Jake and Mike offer insights into how they activated different distribution channels, how they deliver value to parents of puppies, and how they build long term relationships with loyal customers. The portfolio companies identified and described herein do not represent all of the portfolio companies purchased, sold or recommended for funds advised by Peterson Partners. The reader should not assume that an investment in the portfolio companies identified was or will be profitable. Any opinions, projections, forecasts and estimates contained in this production are necessarily speculative in nature, are based upon certain assumptions, and subject to change without notice. It can be expected that some or all of such assumptions will not materialize or will vary significantly from actual results. This production is not an offer to buy or sell any investments. Past performance is not indicative of future results.

Today we sit with Roger Jeffrey @rjefferysurf at his home in Carlsbad.  Roger is a former pro who competed in the air shows in the 90s and early 2000s.  Roger started surfing in New Jersey and made his way to the west coast.   He explains his mindset regarding surfing now and how he and his son  Trevor enjoy surfing together.  Roger tells us about living with MS and that it didn't change him.  While flying thru Mex, did the plane's window really blow out mid-air??  Check out this episode to find out!!Buy me a Coffee!Patreonhttps://quiverbuilder.com/thequivercast/If you like the QuiverCast here are some ways to help us keep going!I always like Coffee!Buy me a Coffee!Become a Patreon for as little as a Buck a Month!PatreonFind Us:Website: https://quiverbuilder.com/thequivercast/Instagram: @quiver_castFacebook: The QuiverCastTwitter: @The_QuiverCastSound Editing by: The Steele CollectiveSupport the show

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Mike Steele joins Don to talk about the recovery from Hurricane Ida. 

Mike Steele of GOHSEP joins Don to give us an update on how Louisiana is recovering. 

It's budget time at the State Legislature, as lawmakers look to approve three state budgets: operating, capital, and transportation. This week we cover two of the three: we go into the details of the state operating budget with Senate budget leads Christine Rolfes and Lynda Wilson, and talk about the capital or construction budget with State Reps. Steve Tharinger and Mike Steele.