Podcasts about new york times learning network

On today's podcast: Former New York Times Learning Network editor Katherine SchultenSchulten was editor-in-chief of the New York Times Learning Network, which publishes free teaching resources for middle and high school teachers and students. She's also the author of the recent book Coming of Age in 2020, a compilation of writing and artwork submitted by students that reflects how youth across the country coped during a tumultuous year.Topics 02:08 Explaining journalism basics in the digital age 07:00 JLI and journalistic learning 08:56 Approaching hot-button topics in the classroom 13:56 The future of journalism and AI chatbots 18:00 What's next for Katherine and the power of journaling

On today's podcast: Former New York Times Learning Network editor Katherine SchultenSchulten was editor-in-chief of the New York Times Learning Network, which publishes free teaching resources for middle and high school teachers and students. She's also the author of the recent book Coming of Age in 2020, a compilation of writing and artwork submitted by students that reflects how youth across the country coped during a tumultuous year.Topics: 03:00 Origins of Coming of Age in 2020 and elevating student voice 08:09 Understanding the engaged generation 11:00 “Pulling out the phone” and the challenges of talking face-to-face 16:12 How the Times reaches students everywhere

Join this inspiring and touching conversation with New York Times Learning Network editor, Katherine Schulten. Former high school English teacher and literacy consultant, she shares the process and creators of the NYT recently released book, Coming of Age in 2020: Teenagers on the Year That Changed Everything.   Resources: Connect to Inquiry Partners for their Inquiry Five School Bundle Connect to Katherine Schulten on LinkedIn Get the book! Coming of Age in 2020: Teenagers on the Year That Changed Everything    Documenting Your Life in Extraordinary Times New York Times Learning Network Curriculum Unit with links to all the things: a step-by-step guide, mentor texts, writing prompts, the original call-out, and the 2020 winners.   Additional Articles: A NYT piece about a school system that adapted the project and how it became a cool community endeavor: "The Found Project': How We Built Community With the Coming of Age Unit A NYT piece from Katherine about teaching with the book: How to Teach With Art and Artifacts in our New Book, 'Coming of Age in 2020'   STUDENT CREDITS:       Intro Music: Here's to 2021 -- Thomas Kaufman, Lance Algabre, & Andrew Garcia, page 70       Violin Underscoring: original composition Until Tomorrow -- Tienne Yu, pages 20-21       "Borscht Recipe" -- Daniel Rykunov, page 66       "Trending in 2020" -- Piper Chase, page 71       "okay" -- Suhaylah Sirajul-Islam, page 62       "Letter to My Teacher" -- Andrew Badhwa, page 110       "Long Gone" - Brandon Yeo, pages 110-111       "Ashes to Ashes" -- Kaltun Mohamed, page 146       "A Farmer's Quarantine" -- Jadon Flinton, page 128       "Working During a Pandemic" -- Penelope Cardenas, page 126       "The Five Stages of Grief: Quarantine Bangs Edition" -- Anushka Chakravarthi, page 72       Self Expression - Abram Loya, pages 168-169       "Wait, Did I Just Join My Sister's Friend Group?" -- Schuyler Schmitt, page 93       "2020" -- Lauren Sanchez, Page 10        Outro Music: Pandemic Boyfriend -- Amelia Ross, pages104-105   The New York Times  ran the contest again in 2021, and here were that year's winners.  This year's contest call-out: Coming of Age in 2022: Show Us What It's Like to Be a Teenager Now   EdCuration's Certified EdTrustees Micro Professional Learning ExPLorations EdCuration's Blog: Learning in Action EdCuration's upcoming Online Events 

We invest much time, energy, and resources in getting elementary students to read, but that effort often wanes as we approach middle school and high school. Join us as we zero in on the challenges of inspiring teens and tweens to continue to love reading and how school librarians can help. Follow on Twitter: @Amele77 @ISTE @mrhooker @jonHarper70bd @bamradionetwork @shellthief @hyphenatic @ISTEMLN Get the Book: Liven Up Your Library #ISTE20 #ISTEturns40 #edchat #edtech #edtechchat Valerie Tagoe is a high school librarian in Texas. She's a winner of the S. Janice Kee Award from Texas Woman's University, and a past president of the Dallas Association of School Librarians. Valerie has 20 years of experience in education and libraries. She holds a bachelor's in French, with a minor in History, from the University of Oklahoma; a Master's of Bilingual Education from Southern Methodist University; and an MLS from Texas Woman's University. Valerie is also involved in the American Library Association and the Texas Library Association. I am excited to learn more about Data Science through the LEADING Fellowship and plan to apply what I learn to my work as a school librarian. I also plan to share Data Science concepts from the LEADING Fellowship with colleagues through professional development sessions, and with students via instruction in Advanced Placement program classes such as AP Seminar and AP Research. Julia E. Torres is a veteran language arts teacher and librarian in Denver Public schools. As a teacher/activist committed to education as a practice of freedom, her practice is grounded in the work of empowering students to use language arts to fuel resistance and positive social transformation. Julia was awarded the 2020 National Council of Teachers of English (NCTE) Teacher of Excellence award and currently serves teachers as part of the Assembly on Literature for Adolescents of NCTE board of directors. Julia facilitates workshops and professional conversations about anti-bias/anti-racist education, social justice, and culturally sustaining pedagogies in language arts, as well as digital literacy and librarianship. Her work has been featured in several publications, including NCTE's Council Chronicle, NPR, Al Jazeera's The Stream, PBS Education, KQED's MindShift, New York Times Learning Network, the Chicago Tribune, Association for Supervision and Curriculum Development's Education Update, Rethinking Schools, School Library Journal, and many more.

If this is your first year in the classroom, congratulations and welcome. In this episode, we bring together two veteran teachers and a newly minted teacher to talk about what matters most as you set priorities for the first few weeks of the new school year. Share this episode with all new teachers in your school. They will thank you. Follow on Twitter: @bethpando @sgthomas1973 @bamradionetwork @jonHarper70bd Nivene Hutchins is a recent graduate of The Ohio State University and has become licensed to teach preschool through fifth grade here in Ohio. She is a brand new third-grade teacher! She has a true passion for grades 3-5 and has been loving every minute she has spent at school this year. She lives for those lightbulb moments students have when they figure out something they have been struggling with. Beth Pandolpho is an author and educator who is presently an instructional coach for grades 6-12 in a New Jersey public school district. She has a Master's of Science in reading, and has taught English at the high school and college level for over 20 years. She is the author of the book, I'm Listening: How Teacher-Student Relationships Improve Reading, Writing, Speaking, and Listening, and is co-authoring a second book scheduled to be released in 2023. She has written for Education Week, Educational Leadership, The New York Times Learning Network, and Edutopia. Learn more about her work at www.bethpandolpho.com

This week on TTELT, Jennifer Gonzales is talking to us about Visual Thinking Strategies (VTS). Join us to learn how to use VTS with your students. Don't forget to create your one minute video about how TTELT has helped you become a more independent teacher: https://flipgrid.com/c05e6d14 These are the links Jen talked about in the episode: Visual Think Strategies (VTS) Find out more about Visual Thinking Strategies (VTS) VTShome.org New York Times Learning Network posts a weekly VTS Picture. https://www.nytimes.com/column/learning-whats-going-on-in-this-picture Visual Thinking Strategies The Three Simple Questions https://emprobstvts.weebly.com/vts-the-three-simple-questions.html To register for Jen's workshop and all TTELT events go to: https://www.ttelt.org/p/events/ To contact Jen go to: email: pcvjgonzales@gmail.com Linkedin: www.linkedin.com/in/jennifer-gonzales-75049316 To donate to the Rhoades Education Foundation, go to https://www.ttelt.org/support/ --- Send in a voice message: https://anchor.fm/ttelt/message Support this podcast: https://anchor.fm/ttelt/support

Celebrate powerful student argument writing in this NWP Radio CoLab featuring contest-winning student arguments. Katherine Schulten—a former a high school English teacher, New York City Writing Project teacher-leader, and the editor of the New York Times Learning Network— collected one hundred essays that were winners or runners up in the New York Times Learning Network’s argument writing contest. They are published in Student Voice. Katherine talks with Tom Fox about her work at the New York Times Learning Network, the origins of the essays, and how they were selected for the book. Best of all, she reads selections that show students’ passion, reason, and style. This CoLab is the first of a two-part series. The second CoLab features Katherine talking with four NWP teachers.

In the second of two NWP CoLabs with Katherine Schulten of the New York Times Learning Network, four fabulous National Writing Project teachers discuss how their students responded to the editorial contest-winning argument essays. The arguments are from Student Voice, a new collection of student writing published by Norton and edited by Schulten. This show is a treasure chest of compelling and relevant student writing and discussion from inspiring teachers.

Celebrate powerful student argument writing in this NWP Radio CoLab featuring contest-winning student arguments. Katherine Schulten—a former a high school English teacher, New York City Writing Project teacher-leader, and the editor of the New York Times Learning Network— collected one hundred essays that were winners or runners up in the New York Times Learning Network’s argument writing contest. They are published in Student Voice. Katherine talks with Tom Fox about her work at the New York Times Learning Network, the origins of the essays, and how they were selected for the book. Best of all, she reads selections that show students’ passion, reason, and style.This CoLab is the first of a two-part series. The second CoLab features Katherine talking with four NWP teachers.

In the second of two NWP CoLabs with Katherine Schulten of the New York Times Learning Network, four fabulous National Writing Project teachers discuss how their students responded to the editorial contest-winning argument essays. The arguments are from Student Voice, a new collection of student writing published by Norton and edited by Schulten. This show is a treasure chest of compelling and relevant student writing and discussion from inspiring teachers. Guests Katherine Schulten TaSharra Hilson, Red Mountain Writing Project Shawni McBride, Northern California Writing Project Dylan Williams, South Mississippi Writing Project Dawn Viles, Louisville Writing Project

Writing just for a grade and achieving excellent grammar and context may not be the only benefit to writing for our classrooms. In this episode, we’ll find new ways that students can truly benefit from writing for an audience beyond the classroom. @KSchulten @mrskellylove @tmce0419 @larryferlazzo @bamradionetwork Katherine Schulten was editor-in-chief of The New York Times Learning Network from 2006-2018. (She is still a contributing editor there part-time, but is also working on a book based on student writing from the site.) Before coming to The Times, Katherine was a high school English teacher in Brooklyn for 10 years, then spent another nine years as a literacy consultant in public schools all over New York City. Born and raised Miami girl, who is passionate about world cultures, tasty food and inspiring others, Titiana Esteban is a lifelong learner (currently weighing options for a doctoral degree) and has been teaching for 15 years. In 2007 earned a BS Ed in Elementary Education K-6 with an endorsement in ESOL from Florida International University and in 2010 completed a MS Ed from Nova Southeastern University in Curriculum and Instruction. Kelly Love came to teaching as a second career, and has taught middle school for 13 years, and is moving to an alternative high school for her 14th year. She is an artist, writer, and teacher. Usually all three at the same time. She and her thoughts on education can be found at https://blog0rama.com/, where she is a curious curator of creative content.

Sharon Hessney is a veteran K-12 math teacher and writer, moderator, and coordinator of What's Going On With this Graph? WGOWTG is a free, weekly online feature, is a partnership of the New York Times Learning Network and the American Statistical Association.

What’s Going on in This Graph? Presented by: Sharon Hessney “What’s Going On In This Graph?” (WGOITGraph?) is what we math-types automatically ask ourselves when we see a graph of interest. But, do our students have this curiosity? Probably not. WGOITGraph?, a weekly, free online feature of the New York Times Learning Network, asks students […]

To celebrate the National Day on Writing, the National Writing Project aired a live radio show to celebrate the National Day on Writing with interviews with New York Times education reporter Fernanda Santos, New York Times Learning Network editor Katherine Schulten, Figment founder and New Yorker staff writer Dana Goodyear, Figment teen writers, and NWP teacher and author Ashley Hope Pérez.

September 11, 2011, marks the 10th anniversary of the devastating attack on the World Trade Center. How is this subject being surfaced, taught, and talked about in classrooms? What critical literacy practices support students in finding a voice as they navigate the complexities of challenging topics, such as 9/11? This episode features an array of perspectives from NWP teachers and colleagues such as Holly Epstein Ojalvo, editor of the New York Times Learning Network, and Jennifer Lemberg of the Holocaust Educators Network.