Podcast appearances and mentions of Nicole Garcia

« Il y a pire qu'être démasqué, c'est de ne pas être démasqué. »Victoire, Pascale, Jeanne, Hugo et Louis comparent le récit d'Emmanuel Carrère, L'Adversaire, à son adaptation en film réalisée par Nicole Garcia avec Daniel Auteuil, Géraldine Pailhas, François Cluzet et Emmanuelle Devos. Jean-Claude Romand est un mari attentionné, un père aimant, un médecin respecté : mais un matin de janvier 1993, il assassine sa femme, ses enfants et ses parents avant de tenter de mettre fin à ses jours. La police découvre alors qu'il n'a jamais été médecin, ni même terminé ses études de médecine... Fasciné par ce mensonge vertigineux qui a duré 18 ans, Emmanuel Carrère décide d'écrire à Romand afin de percer sa psychologie.Le film de Nicole Garcia est-il fidèle au livre dont il est tiré ? Réponse dans l'épisode !4 min 06 : On commence par parler du récit L'Adversaire d'Emmanuel Carrère, paru en 2000.58 min 32 : On enchaîne sur l'adaptation en film sortie en 2002 et réalisée par Nicole Garcia avec Daniel Auteuil, Géraldine Pailhas, François Cluzet et Emmanuelle Devos.1 h 40 min 55 : On termine sur nos recommandations autour des true crime et des histoires de mensonges.Avez-vous lu ou vu L'Adversaire ?Recommandations :Ne réveille pas les enfants, écrit par Ariane Chemin (2023)Les pistolets en plastique, réalisé par Jean-Christophe Meurisse (2023)Yellowface, écrit par R. F. Kuang (2022)The Imposter, réalisé par Bart Layton (2012)De sang froid, écrit par Truman Capote (2022)Xavier Dupont de Ligonnès - L'enquête culte de Society (2020)V13, écrit par Emmanuel Carrère (2022)L'écrivain et l'assassin, réalisé par Camille Juza (2024)Sambre, écrit par Alice Géraud (2023)Crédits :The Adversary - Angelo Badalamenti (tiré de la bande-originale L'Adversaire) - 2002

Au sommaire du Sous-Marin aujourd'hui : Nous recevons Francois Kwazigroch, coordinateur du jury étudiant de Premiers Plans à l'occasion du… The post Premiers Plans : Nicole Garcia, La Pampa, un jury étudiant first appeared on Radio Campus Angers.

Ciné passion:Avec l'équipe de "l'amour ouf" autour de Gilles Lellouche mais aussi Claude Lelouch, Nicole Garcia, Demi Moore, sandrine Kiberlain, Vincent Cassel et Louis Garrel, Michèle laroque, Michel Hazanavicius et on termine "en fanfare" avec le duo au piano de Pierre Lottin et Benjamin Lavernhe . Tous les soirs, du lundi au vendredi à 20h sur France 5, Anne-Elisabeth Lemoine et toute son équipe accueillent les personnalités et artistes qui font l'actualité.

durée : 00:53:47 - Le grand atelier - par : Vincent Josse, Virginie ROUZIC - Comment se fabriquent un roman, un tableau, un spectacle ? On ne se lasse pas d'explorer la manière dont naît l'inspiration. Alors, pour clore l'année, d'Anouk Grinberg à Lola Lafon en passant par Philippe Jaenada, voici des conversations qui tentent de mettre en lumière la démarche de création. - invités : Anouk Grinberg, Ernest Pignon-Ernest, Lola Lafon, Pénélope Bagieu, Philippe JAENADA, Nicole Garcia, Sylvain PRUDHOMME, Clara YSE, Georgia Scalliet, Emmanuelle BERCOT, Omar Youssef Souleimane - Anouk Grinberg : Actrice, Ernest Pignon-Ernest : Artiste, Lola Lafon : Ecrivaine, chanteuse, compositrice, Pénélope Bagieu : Illustratrice, dessinatrice et scénariste de bande-dessinée, JR : Artiste français, photographe, Philippe Jaenada : Écrivain français, Nicole Garcia : Comédienne et réalisatrice française, Sylvain Prudhomme : Ecrivain, Clara Ysé : Chanteuse et musicienne, Georgia Scalliet : Pensionnaire de la Comédie-Française, Emmanuelle Bercot : Réalisatrice et scénariste, Omar Youssef Souleimane : Poète, écrivain, journaliste syrien - réalisé par : Lucie Lemarchand

Des romans d'amitié: Avec des comédien-nes, des chanteur-euses qui se sont liés autour de créations: l'équipe de "l'amour ouf", Audrey Tautou et David Foenkinos, Dany Boon et Jérôme Commandeur, Nikos Aliagas et Jean Reno, JC Vandamme et Michaël Youn, Florence Foresti avec Laura Felpin, FX Demaison avec le chef Juan Arbelaez, Vanessa Paradis avec Jane B., M à propos de Françoise Hardy, un hommage à Michel Blanc par JP Lavoignat et Gérard Lanvin.Souvenirs, souvenirs: dans la seconde partie, anecdotes et souvenirs avec Ilyes Djadel et Jamel Debbouze, Nicole Garcia, Gérard Hernandez, Vanessa Paradis, François damiens, Marie-Anne Chazel et Michel Leeb, Hélène Ségara, Marie-Paule Belle, Camille Lellouch, Barbara Pravi, Christophe Barratier, Alice Belaïdi, coline Serreau, Dany Boon, Jean reno et Jérôme Commandeur.Quel casting! Bonne écoute!Tous les soirs, du lundi au vendredi à 20h sur France 5, Anne-Elisabeth Lemoine et toute son équipe accueillent les personnalités et artistes qui font l'actualité.

Comencem l'episodi d'avui amb l'últim article que ha escrit la Indicatiu sobre l'habitatge, un tema que, com diu ella, ens afecta a tots.Si us interessa el tema i voleu saber què en pensen altres articulistes també podeu recuperar Lloguers i democràcia de Joan Burdeus o Trump a la Barcelona del futur d'Arià Paco.“Només té vint-i-cinc anys i ja fa temps que dirigeix reconegudes orquestres d'arreu del món”, així comença l'entrevista que Neila Franch ha fet a la britànica Stephanie Childress, que ha debutat aquest cap de setmana com a principal directora convidada de l'Orquestra Simfònica de Barcelona i Nacional de Catalunya, l'OBC. Franch ens explica perquè s'ha convertit en el seu nou referent.Agus Izquierdo ha parlat amb l'actriu i cineasta francesa Nicole Garcia, que ha visitat Barcelona per presentar un cicle que ha acollit la Filmoteca de Catalunya on ha programat tres dels seus films. Des d'un lloc molt especial de Barcelona la directora ha compartit reflexions sobre la cultura i el cinema d'autor.Avui recomanem la crònica que Oriol Puig Taulé ha fet la crònica sobre tres espectacles que ha vist en una tarda al Temporada Alta.Joan Burdeus ha parlat amb Maria Garganté, una de les nostres grans expertes en el barroc català i també és la comissària de Dones de paraula del Museu Frederic Marès, una mostra que explora l'ús de la paraula des d'un univers femení, fent dialogar el passat amb el present. A l'episodi ens en fa cinc cèntims de la mostra.A més, aquesta setmana Santi Dommel ha publicat Una mostra plàstica de la «diferència» on parla de l'última exposició que podeu visitar al Disseny Hub Barcelona fins al 5 de gener. Ens ho explica al capítol.Dommel proposa llegir l'article que Roger Canadell ha escrit i que està inclòs en la sèrie de Núvol dedicada al teatre líric català, on fins ara també hem pogut llegir textos d'Albert Guinovart o Maria Moreno i Domènech. Canadell ha publicat El «remei» del teatre líric, escoltem ara per què cal reclamar que hi hagi teatre líric català.Destaquem una entrevista molt interessant que Rubén Nievas ha fet amb Marta Perxachs, qui ha publicat Allò que no t'expliquen a l'obligatori Màster de professorat (El Punt Volat).Finalment, us anunciem que el 15 de desembre publiquem la revista de Nadal de Núvol amb el diari Ara on podrem trobar l'oferta cultural de les festes, amb recomanaciones de museus, teatres, llibres i música. I d'aquí a uns dies els subscriptors rebreu l'anuari.

The Community Healthcare Scholarships Program announced the largest cohort of recipients in its 12-year history as it celebrated adding 15 Yavapai College Nursing and Radiology students to its roster. The fall 2024 recipients of the full-tuition scholarships, the result of the longstanding generosity of area healthcare organizations, community foundations, and individual philanthropists, are: YC Radiology students: Christopher Cox and Megan Leiss. YC Nursing students: Ryan Contreras, Paris Dera, Luke Gale, Nicole Garcia, Michael Gonzales, Daisy Hacker, Doreen Kiyaani, Sarah Lawrence, Leigh Ann Lopez, Pilar Lopez, Erika Moore, Raven Paccioni and Rebecca Marie Renti-Cruz. The partners in the Community Healthcare Scholarship... For the written story, read here >> https://www.signalsaz.com/articles/yavapai-college-nursing-and-radiology-students-awarded-scholarships/Check out the CAST11.com Website at: https://CAST11.com Follow the CAST11 Podcast Network on Facebook at: https://Facebook.com/CAST11AZFollow Cast11 Instagram at: https://www.instagram.com/cast11_podcast_network

durée : 00:55:15 - Le grand atelier - par : Vincent Josse - Il traque les coupures de journaux et les transforme en romans, elle a porté à l'écran l'un des plus grands faits divers du 20e siècle dans son film "L'Adversaire" : Philippe Jaenada présente son livre "La désinvolture est une bien belle chose" aux côtés de Nicole Garcia dans le Grand Atelier ! - invités : Philippe JAENADA, Nicole Garcia - Philippe Jaenada : Écrivain français, Nicole Garcia : Comédienne et réalisatrice française - réalisé par : Lucie Lemarchand

Surpresa! Durante as nossas férias quisemos fazer um episódio bónus só para matar saudades. Hoje a João conta à Paula tudo sobre o Dr. Romand, um prestigiado médico e homem de família que viveu uma mentira a vida inteira, e sobre o desfecho trágico que todos à sua volta tiveram. São mencionados neste episódio: livro "L' Adversaire" de Emmanuel CArrère filme "O Adversário" de Nicole Garcia (disponível no Netflix) filme "L' Emplois du Temps" de Laurent Cantet

durée : 00:58:17 - Les Fictions - Avignon - Star met en scène Guillaume, alter-ego de l'auteur dont il se démarque avec dérision, un apprenti comédien rêvant en vain de gloire. Il va néanmoins croiser dans sa carrière des figures du 7ème art dont Nicole Garcia qui joue ici son propre rôle.

durée : 00:58:17 - Les Fictions - Avignon - Star met en scène Guillaume, alter-ego de l'auteur dont il se démarque avec dérision, un apprenti comédien rêvant en vain de gloire. Il va néanmoins croiser dans sa carrière des figures du 7ème art dont Nicole Garcia qui joue ici son propre rôle.

durée : 00:58:17 - Les Fictions - Avignon - Star met en scène Guillaume, alter-ego de l'auteur dont il se démarque avec dérision, un apprenti comédien rêvant en vain de gloire. Il va néanmoins croiser dans sa carrière des figures du 7ème art dont Nicole Garcia qui joue ici son propre rôle.

65 -Evènementiel et culture du 24 juin au 1er juillet 2024 (détails dans podcast)Pour ouvrir tous les liens : appuyer sur Ctrl+ clic souris4° édition de « L'Offrande Musicale » du 29 juin au 14 juillet Programme 2024 - L'Offrande Musicale (loffrandemusicale.fr)- Le 29 juin, salle Padre Pio à Lourdes : 18H15 conférence de Corinne SCHNEIDER et à 20h concert avec Maxime VENGEROV ET Vag PAPIAN- Le 30 juin Château Montus : 18h15 conférence d'Alain BRUMONT et à 20h concert de Nathalie DESSAY- Le 1° juillet salle Padre Pio à Lourdes : 18h15 conférence de Jean-François SOULET et à 20h concert de Jakub Jozef Orlinski· « La culture au jardin » du 22 juin au 31 août 2024 au Jardin Massey : animations et spectacles gratuits La culture aux jardins 2024 - Site officiel de la Ville de Tarbes- Le 29 juin à 16h « Si le monde marchait à l'envers » Cie TYEFADA- Le 30 juin à 15h Tarbes Odos Jazz et à 16h danse avec Paseo Andalou· « Nuit des églises »- Randonnée culturelle d'Arreau à Jézeau le 28 juin à 20h30 au départ d'Arreau- Spectacle « La messe là-bas » le 28 juin à 18h, chapelle de Piétat – St Savin- « Offrandes poétiques »le 29 juin à 18h, Sanctuaire de Notre-Dame de Pouey-Laün, Arrens-Marsous· 11° édition « Quinzaine de l'image » du 29 juin au 3 août à Maubourguet et Madiran organisée par l'association Peleyre Accueil (peleyre.fr)· Festival CULTURISSIMO : lecture par Nicole GARCIA le 24 juin à 20h30 au Parvis – gratuit avec réservation· « Les Itinérantes d'Arcane 17 » du 5 juin au 20 juillet 2024 dans divers lieux du département- Le 27 juin à 19h apéritif-débat avec Roger MARTELLI, siège FSU, ancienne école Jules Ferry Tarbes- Le 28 juin à 18h30 rencontre-débat avec Jean PACHOLDER et Pierre MELENDEZ, médiathèque Gamarra à Andrest· Lecture autour de l'œuvre de Loïc PLOTEAU suivi d'une discussion autour du thème « Les écrivains et l'alcool le 27 juin à 19h15 à la médiathèque Simone Veil, Bagnères de Bigorre· « Partir en livre » fête du livre jeunesse du 27 au 29 juin, bibliothèque Nelson Mandela, ludothèque · Lecture de textes d'Anna GAVALDA par les Liseuses le 30 juin à 16h, résidence des Thermes, Bagnères de Bigorre· Balade contée à vélo le long de la Voie verte des Gaves le 26 juin à 14h, départ Château de Soum· Rando littéraire le 29 juin avec l'auteur Mickaël BRUN-ARNAUD, départ 14h30 mairie de Seich· Auberge-Philo sur le thème du Moi et de l'Identité le 28 juin à 18h, Espace de la Gare à Argelès-Gazost· « Fête du cinéma » du 30 juin au 3 juillet dans tous les cinémas, 5 €/place· « Montagne en scène » soirée autour de Kilian JORNET , avant-première de son dernier film au CGR Tarbes le 27 juin à 20h· « Fête des plantes et du solstice » le 29 juin a/c de 14h30, Camin du bois de SERP· Festival CARAPATTE du 28 au 30 juin, Maison de la Vallée et Forum, Luz St Sauveur· « La Nuit du Rondeau » le 29 juin à 19h, centre de loisirs de Bours· 9° édition des Tablées de Vic du 28 au 29 juin, place de la Halle, Vic-en Bigorre· 5° édition FEST'IN MARCAT les 28 et 29 juin à Rabastens de BigorreSPECTACLES intégralité des spectacles dans podcastThéâtre (détails dans podcast) Concerts (détails dans podcast) Cinéma (détails dans podcast) Expositions : (détails dans podcast)Nouvelles : Le Hang-Art à Esquièze-Sère, Cinéma l'Arixo à Loudenvielle,Thermes Luzéa à Luz St Sauveur, le Carmel Tarbes et toujours en coursHébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.

65 -Evènementiel et culture du 17 au 24 juin 2024 (détails dans podcast)Pour ouvrir tous les liens : appuyer sur Ctrl+ clic souris§ 26°édition des Journées du Patrimoine de Pays et des Moulins les 22 et 23 juin 2024 dans le département Carte | Journées du Patrimoine de Pays et des Moulins (patrimoinedepays-moulins.org)§ « La culture au jardin » du 22 juin au 31 août 2024 au Jardin Massey : animations et spectacles gratuits Sans titre - Tarbes Tourisme (tarbes-tourisme.fr)- Le 22 juin à 16h spectacle « street impro » - Cie des Improsteurs- Le 23 juin à 15h Les Musiciens du soir et à 16h danse avec Passion Country§ Festival CULTURISSIMO : lecture par Nicole GARCIA le 24 juin à 20h30 au Parvis – gratuit avec réservation§ « Les Itinérantes d'Arcane 17 » du 5 juin au 20 juillet 2024 dans divers lieux du département- Le 19 juin à 18h30 à l'Atelier 20, présentation et dédicace du nouveau roman de Jean PACHOLDER- Le 21 juin à 19h à l'Octav Vic en Bigorre « Balade en territoires rock et littéraires » avec Pierre DOMENGES§ Rencontre autour du thème de l'addiction à l'alcool le 18 juin à 18h15 à la médiathèque Simone Veil, Bagnères de Bigorre§ Conférences- « Lourdes, un lieu unique au monde de guérisons par la foi et la présence d'énergies exceptionnelles » le 17 juin à 15h Hôtel Arcadia Lourdes par M-Christine et François BEZARD- « Arreau, ville d'eaux » le 20 juin à 16h Château des Nestes Arreau par Cécile DELAUMONE- « L'ours, mythes et réalités » le 20 juin à 18h, Le Palais Lourdes par Jean-Jacques CAMARRA§ « Fête de la musique » le 21 juin dans le département (voir localement) Fête de la musique 2024 - Site officiel de la Ville de Tarbes Fête de la musique 2024 - Ville de Lourdes Fête de la Musique - Événements - Bagnères-de-Bigorre (ville-bagneresdebigorre.fr) § « Fêtes de Tarbes » du 20 au 23 juin Les fêtes de Tarbes - Tarbes Tourisme (tarbes-tourisme.fr)§ Médiathèque Louis Aragon Tarbes : le 19 juin Disco braderie et concert (détails podcast)§ Médiathèque Lourdes : le 22 juin Disco braderie et atelier « Chantons tous ensemble » avec Claire BENOITSPECTACLES intégralité des spectacles dans podcast§ Théâtre – (détails dans podcast)§ Concerts :Valéry ORLOV le 18 juin à 21h église Cauterets« Parenthèse musicale » avec Ely PINEDA le 19 juin à 18h15, médiathèque Simone Veil« L'Orphéon » le 19 juin à 20h30, église Barèges« NADAU » le 22 juin à 21h et le 23 juin à 16h30 à la Halle aux grains, Bagnères de Bigorre« Chœur de femmes de B de B et Chœur mixte St L de N » le 22 juin à 20h église d'AnèresConcert des Amis de l'orgue »le 22 juin à 11h, église St Vincent BagnèresChanteurs pyrénéens de Tarbes le 22 juin à 20h30 église des Templiers, Luz St SauveurConcert de chorales le 22 juin à 16 h, Monastère des Carmes, Trie/BaïseConcert « Sol N Sol » le 23 juin à 20h30, église St Saturnin ArgelèsConcert de Gospel et chansons françaises le 23 juin à 16h30, chapelle ND des Vignes, Ste Marie de BarousseConcert Société Philharmonique le 23 juin à 10h30, place marché Trie/BaïseEglise St Lary Soulan (à 21h): « Les Chanteurs de Soues » le 19 juin, « Chorale d'Aragnouet » le 20 juin, »Les Bérets bleus »le 21 juin, « Les copains d'abord »le 22 juinSoirée celtique le 22 juin dès 18h, salle des fêtes de Campan§ Cinéma- Ciné-débat « Paroles d‘exil » le 22 juin a/c 14h – Maison du Val d'Azun à Arrens-Marsous- Ciné- débat « Hit the road” le 17 juin à 20h30, cinéma le Palais Lourdes- Soirée Festival de Cabourg le 20 juin à 20h à la médiathèque de Rabastens de Bigorre- Concert Michel Sardou le 20juin à 20h et le 23 juin à 18h au Mega CGR§ Expositions : (détails dans podcast)Nouvelles : CAC Parvis, Musée Massey, OT Tarbes et toujours en cours

Phantome des Kinos und des Kolonialismus: Im neuesten Cannes-Podcast spricht Rüdiger Suchsland über erste Preisfavoriten, sowie über "Marcello Mio", den neuen Film von Christophe Honoré mit Chiara Mastroianni, Catherine Deneuve, Melvil Poupaud, Fabrice Luchini und Nicole Garcia. Und Miguel Gomes "Grand Tour" ein durchaus nostalgischer Trip in die schönen und weniger schönen Seiten des kolonialen Lebens im British Empire

Chiara è un'attrice, figlia di Marcello Mastroianni e Catherine Deneuve. Durante un'estate particolarmente tormentata, decide di far rivivere suo padre attraverso sé stessa: si veste come lui, parla come lui, respira come lui, con una tale forza che chi le sta intorno comincia a crederci e a chiamarla "Marcello".Nell'anno del centenario della nascita del grande Marcello Mastroianni, un omaggio per esplorare i momenti più importanti della sua carriera attraverso la figura di sua figlia Chiara, protagonista del film insieme alla madre Catherine Deneuve. Con loro Fabrice Luchini, Melvil Poupaud, Benjamin Biolay, Nicole Garcia e Stefania Sandrelli, che interpretano versioni in parte reali e in parte romanzate di sé stessi.

«Marcello Mio » est le nouveau film de Christophe Honoré. ll s'agit d'un hommage à un acteur mythique, Marcello Mastroianni. Le réalisateur s'intéresse à une relation mère-fille, incarnée par Catherine Deneuve et Chiara Mastroianni. On retrouve une pléiade d'acteurs de talent, de Benjamin Biolay à Melvil Poupaud, à Fabrice Luchini et Nicole Garcia. Chiara Mastroianni incarne les différentes facettes de son père, disparu en 1996. Elle apparaît grimée, avec une fine moustache, ressemblant plus que jamais à l'acteur. J'ai aimé ce jeu de miroirs. Et n'oubliez pas ce soir un rendez-vous à ne pas manquer à 20 heures à l'Alhambra A l'occasion de la Journée mondiale de la sclérose en plaques, participez à un show exceptionnel à Paris. Vos places à prix préférentiel par Vivre FM à acheter ici ; https://www.agendaspectacles.fr/spectacle/16 316-sep-arty Vous serez ainsi acteur d'une bonne cause tout en passant un moment agréable ! Copyright Les Films Pelleas

Le sport comme allié et le temps des confidences dans l'émission diffusée le mercredi 1er mai 2024 à 19h sur France 5. Au programme : À J-8 de l'arrivée de la flamme olympique à Marseille et alors que le sport est la grande cause nationale 2024, retour sur la place du sport dans la vie de nos invités : avec notamment Michel Cymes et le champion du monde, Bixente Lizarazu, qui nous a confié combien le sport avait changé sa vie. Mais aussi Kad Merad, Jacques Weber, Francis Perrin, Pierre Arditi, Nicole Garcia ou encore Stéphane Guillon et Jean-Pierre Darroussin, qui nous ont parlé du plaisir de partager une scène de théâtre. Tous les soirs, du lundi au vendredi à partir de 19h sur France 5, Anne-Elisabeth Lemoine et toute son équipe accueillent celles et ceux qui font l'actualité du jour.

durée : 00:13:09 - Le monde d'Elodie - par : Elodie SUIGO - Tous les jours, une personnalité s'invite dans le monde d'Élodie Suigo. Mardi 16 avril 2024 : L'actrice, scénariste et réalisatrice, Nicole Garcia. Du 17 au 28 avril, elle est seule en scène dans la pièce "Royan - La professeure de français", écrite pour elle par Marie NDiaye, au Théâtre de Paris.

Dans la deuxième heure de son émission consacrée à la culture, Thomas Isle reçoit chaque jour un invité.

Thomas Isle et sa bande vous font vivre toute l'actualité culturelle, entre invités et décryptages, le tout dénué d'à-priori, mais non de bienveillance.

Thomas Isle et sa bande vous font vivre toute l'actualité culturelle, entre invités et décryptages, le tout dénué d'à-priori, mais non de bienveillance.

Ecoutez Le Journal Inattendu du 06 avril 2024 avec Nathalie Renoux.

Join golfer Nicole Garcia and her caddy, Doug Pirie, on the newest episode of "That's the Tee" – they spill the tea on life on tour, caddy-player dynamics, and the real deal beyond the golf course – from married life to the adorable antics of Nicole's beloved cat.

durée : 00:58:18 - Affaires culturelles - par : Arnaud Laporte - Alors que la dernière création du Zerep se joue au théâtre de l'Athénée à Paris, nous recevons Stéphane Roger. Un comédien excentrique passé maître dans l'art de déborder du cadre, et qui s'illustre aussi bien au théâtre que dans les films de Christophe Honoré, Nicole Garcia et Mathieu Amalric. - invités : Stéphane Roger Comédien

Que faut-il regarder cet automne ? Dans cet épisode du podcast « L'Heure du Monde », Audrey Fournier et Thomas Sotinel, spécialistes des séries au Monde, présentent leurs trois recommandations du moment :"Polar Park". Un polar glacial mais jubilatoire qui prend place dans le Jura, dans le village réputé le plus froid de France, Mouthe, avec Jean-Paul Rouve et Guillaume Gouix. Plus de dix ans après la sortie du film Poupoupidou, Gérald Hustache-Mathieu reprend son intrigue et ses personnages pour les entraîner dans une nouvelle dimension, joliment réussie. Six épisodes à retrouver sur Arte.tv."Tout va bien". Une comédie dramatique pleine de finesse inspirée d'une histoire vraie, celle de la nièce de la créatrice de la série, Camille de Castelnau, atteinte de leucémie. Une maladie qui bouleverse tous les membres sa famille, incarnée par un casting de haute volée, avec notamment Sarah Giraudeau, Virgine Efira et Nicole Garcia. Disponible en six épisodes sur Disney+."Sambre". C'est l'histoire d'un violeur en série, inspirée du « violeur de la Sambre » qui a commis cinquante-quatre viols entre 1988 et 2018. Et c'est surtout l'histoire de trente ans d'errements policiers et de faillite de la justice dans la prise en charge des victimes de viols. Un hommage à ces victimes à regarder sur France Télévisions.Un épisode de Garance Muñoz. Réalisation : Quentin Tenaud. Présentation et rédaction en chef : Margaux Lannuzel.--- Retrouvez ici les critiques d'Audrey Fournier et de Thomas Sotinel Pour soutenir "L'Heure du Monde" et notre rédaction, abonnez-vous sur abopodcast.lemonde.fr

Rounding Up Season 2 | Episode 3 – Student Engagement Guest: Dr. Meghan Shaughnessy Mike Wallus: When we say students are engaged in a discussion or a task, what do we really mean? There are observable behaviors that we often code as engaged, but those are just the things that we can see or hear. What does engagement really mean, particularly for students who may not verbally participate on a regular basis? Today on the podcast, we're talking with Dr. Meghan Shaughnessy about the meaning of engagement and a set of strategies teachers can use to extend opportunities for participation to each and every student. Mike: Welcome to the podcast, Meghan. We are super excited to have you joining us. Meghan: I'm excited to be here. Mike: So, I want to start with a question that I think in the past I would've thought had an obvious answer. So, what does or what can participation look like? Meghan: So, I think in answering that question, I want to start with thinking about one of the ways that teachers get feedback on participation in their classroom is through administrator observation. And oftentimes those observations are focused on students making whole-group verbal contributions and discussions, particularly with a focus on students sharing their own ideas. Administrators are often looking at how quiet the space is and how engaged students appear to be, which is often determined by looking at students' body language and whether or not that language matches what is often seen as listening body language, such as having your head up, facing the speaker, et cetera. And as I say all of this, I would also say that defining participation in this way for discussions is both a limited and a problematic view of participation. I say limited in the sense that not all participation is going to be verbal, and it certainly won't always include sharing new ideas. Meghan: So, to give a concrete example, a student might participate by revoicing another student's strategy, which could be really important, providing other students a second chance to hear that strategy. A second example is that a student might create a representation of a strategy being shared verbally by a classmate. And this nonverbal move of creating a representation could be really useful for the class in developing collective understanding of the strategy. The traditional view is problematic, too, in the sense that it assumes that students are not participating when they don't display particular behaviors. To turn to a more equitable approach to conceptualizing and supporting participation, I and my colleagues would argue that this includes learning children's thinking body language, including a focus on written pair talk, and supporting contributions. In other words, moving beyond just having students share their own ideas, having students share what they learned from our classmate. Mike: Yeah. I want to dig into this a little bit more. Because this idea that my read on a child's behavior influences my understanding of what's happening, but also my practice, is really interesting to me. You've really had me thinking a lot about the way that a teacher's read on a student's engagement or participation, it has a lot to do with the cultural script for how adults and children are expected to interact, or at least what we've learned about that in our own lived experiences. I'm wondering if you could just talk a little bit about that.  Meghan: Yeah. One way to start answering that question might be to ask everyone to take a minute to think about how you participate in a discussion. Do you use the sort of listening behaviors that teachers are told matter? Are you always sharing new ideas when you participate in a discussion? You also might want to imagine sitting down with a group of your colleagues and asking them to think about when they engage in a discussion outside of class, what does it look and feel like? Are there lots of people talking at once or people talking one at a time? Is everyone that's participating in the discussion sharing new ideas, or are they participating in other sorts of ways? And further, you might imagine asking those colleagues about their discussions outside of class as a child. What did those discussions look and feel like? One of the challenges of being teachers is that we bring our own experiences and sometimes we don't reflect on what children are experiencing. Children's experiences don't necessarily match our own, and we need to be thinking about changing our expectations or explicitly teaching what it means to participate in particular sorts of ways. Yet another layer of challenge here is a tendency to make assumptions about how students from particular cultural groups engage in discussions. You only know what you know. And teachers need opportunities to learn from their students about how they engage in discussions inside and outside of math class, and to be able to think about the connections and disconnections and the opportunities to leverage. Mike: So, you really have me deconstructing some of the norms that were unspoken in my own childhood about being a learner, being a good student. And what you have me thinking is, some of those were voiced, some of those were unvoiced, but I'm really reflecting on how that showed up in the way that I read kids. So, I want to ask you to even go a little bit deeper. Can you share some examples of where our read on the meaning of behaviors might lead to an inaccurate understanding of students' cognitive engagement or the contributions that they might make to discourse? Meghan: Yeah. Some of it can be thinking about sort of traditional behavior reads in a traditional sense. Oftentimes, when children have their heads down or their eyes closed or they're not looking at the speaker, the child is seen as not engaging or participating. But if we think about it, people have lots of different thinking postures, and for some people having their heads down or closing their eyes is actually the way in which they're thinking deeply about the ideas that are being shared in the discussion. And so, engagement might look for them. They may be carefully tracking and thinking about the ideas, but the way that that gets expressed may not be the way that we traditionally think about what engagement should look like in classrooms. Mike: It feels like there's two pieces to this question about reading behavior and interpretation. One piece that you talked about there was just this idea that we need to have conversations with children. The other piece that I kept thinking about is, how might an educator interrogate their own cultural script around participation? Are there questions that educators could ask themselves or practices that they might engage in with colleagues that would help them take these things that are subconscious and unspoken and maybe raise them up? So, if you have an awareness of them, it's easy to recognize how that's influencing your read or your instructional moves. Meghan: Yeah, I think there are kind of two pieces to this. So, one goes back to the idea that I shared about the importance of recognizing our own experiences in school as a student and our experiences out of school, both as a child and as an adult in discussions and trying to think about what are we bringing to our work as a teacher that we might need to interrogate because it may be different than the experiences of children? And at the same time, we need to be having conversations with children about what it looks like to participate in discussions in different sorts of spaces so that we can learn more about what children's experiences are outside of school. The big idea is to recognize that children's experiences are often very different from our own, and we have to be careful at the same time not to make assumptions that all children from particular communities experience participation and discussion in the same way. This can be highly variable. Mike: I think what's really interesting about the work that you and your colleagues have done is, there's an element of it that's really about taking a step back and recognizing these ideas like cultural scripts that we have about participation and really trying to interrogate our own understandings that we've come to, and then how do we interact with kids. But on the other hand, you all have some really practical strategies and suggestions for educators on how they can use an expanded understanding of participation to create more opportunity for kids. So, I'm wondering if we can talk a little bit about some of those things. Meghan: Absolutely. So, I have a set of four different strategies that my colleagues and I have been working on over time. So, I'm going to start by talking about task selection. Sometimes students' cultural backgrounds and experiences in schools may be at odds, particularly around the work of critiquing the ideas of others. And this can in particular be a challenge when the critiquing is about critiquing the teacher's ideas. So, it leads to this question of, “How can we support students in learning to critique in ways that don't dismiss their own culture and experience?” So, our practical solution to working in this space is that we've used written critique tasks. So, when working with students, we'll show a fictitious person's response to a mathematics task and ask students to do three sorts of things. So, one is to describe the student's strategy in their own words. A second thing is to think about and write down the questions that they have about the student's strategy. And then the third piece is for students to think about and record what suggestions they have for the student and how they would convince the student to use those suggestions. Meghan: So, how does this support participation? Well, it can explicitly support the work of critiquing. It's written, and it allows students to think carefully rather than needing to think on the spot. And thirdly, the student is not a classmate, which can reduce the feeling of confrontation that some students feel when engaging in critique. So, one thing that I want to name with this particular strategy around task selection and using a written critique task, is that we've recognized that the way that critiquing is often worked on in mathematics classrooms may be at odds with some students' experiences with critique outside of school. And so, we're not trying to say that students shouldn't be supported in learning to critique mathematical ideas. That's an important part of mathematical work. But rather we're trying to design a structure that's going to not dismiss students' experiences outside of school, but at the same time give them experiences with the mathematical work of critiquing. Mike: Yeah, the questions themselves are powerful, but it seems like the choice to use a fictitious person is really critical to this task design. Meghan: Absolutely. And as a teacher, too, it really does give us a little bit more control in terms of what is the critique that's going to unfold in that particular classroom. Mike: It strikes me that they're able to engage in the task of critique without that feeling of conflict. Meghan: Absolutely. It really opens up space for students to engage in that critiquing work and takes a lot of that pressure off of them. Mike: Let's talk about the second idea. Meghan: Alright. So, the second strategy is to use a deliberate turn and talk. In discussions, some students are ready to share their ideas right away, but other students need a chance to practice verbalizing the ideas that they're about to share. Sometimes students' ideas are not completely formed, and they need to learn how others hear the ideas to refine their arguments. Further, in multilingual classrooms, sometimes students need opportunities to refine their thinking in their home language, and importantly, they also need opportunities to develop academic language in their home language. So, in a deliberate turn and talk, a teacher deliberately pairs students to share their thinking with a partner, and the partner asks clarifying questions. The pairs might be made based on knowledge of students' home language use, their mathematical understandings, or some other important thing the teacher is thinking about as they engage in that pairing. So how might using deliberately paired turn and talks broaden participation in a discussion? Meghan: Well, first, all students are being asked to participate and have the opportunity to refine their own mathematical argument and consider someone else's ideas. In a whole-class discussion, it's not the case that every student is likely to have that opportunity. So, turn and talks provide that opportunity. Second, turn and talks can support a broader range of students in feeling ready and willing to share their thinking in a whole group. Third, these pairs can also set up students who are not yet comfortable sharing their own ideas in whole group to be able to share someone else's idea. So, a way for them to still share ideas in whole group, even though it's not necessarily their own idea that's being shared. Mike: So, what I'm thinking about is, if you and I were engaged in a deliberate turn and talk, what might it look like if I'm a student, you're a student and we've engaged in the norms of the deliberate turn and talk as you described them? Let's just walk through that for a second. What would it look like? Meghan: So, in a pair turn and talk, it really has the structure of partner A, sharing their thinking, and then partner B being responsible for asking questions about the ideas that they just heard in order to further their own understanding of partner's ideas, but also to provide partner A with some feedback about the ways in which they've been expressing their ideas. So, that's pretty different than what often happens in classrooms where kids are invited to share in a discussion and they actually haven't tried verbalizing it yet, right? And they have no way of thinking about, or limited ways of thinking about, how other people might hear those ideas that they're about to share. Mike: I think the other thing that pops up to me is that another scenario that often occurs in turn and talk is it's really turn and tell. Because one person is essentially sharing their thinking and the norms aren't necessarily that they respond, it's just that they share in kind, right? So, this idea that you're actually engaging with someone's idea feels like an important piece of what it looks like to do a deliberate turn and talk versus some of the other iterations that we've just been describing. Meghan: Absolutely. Mike: Well, I'm excited to hear about the third strategy. Meghan: Alright. Our third strategy focuses on supporting participation through connection-making. So, when you think about a typical discussion in a classroom, opportunities for individual students to make explicit connections between ideas shared, are often pretty limited—or at least their opportunities to verbalize or to record in some other way. Often, only one or two students are able to share the connections. And so, a question for us has been how can we provide opportunities for students who are not yet ready to share those connections in whole group or might not have the opportunity? When you think about the fact that 28 students are not going to be able to share connections on a given day to be able to engage in the making of those connections. So, we have two different structures that we have been exploring. The first structure is really a pair share. Students are paired, if possible, with a student who used a different strategy, who has a different solution. Meghan: Each partner explains their strategy, and then together they look for connections between their thinking. So again, this moves beyond the traditional turn and talk because in addition to sharing your thinking, there's a task that the partners are doing about thinking about the connections between those two strategies. A second sort of structure is really using a stop and jot. In this instance, the teacher selects one strategy for students to be thinking about making a connection to, and then each student jots a connection between their strategy or solution and the strategy that the teacher has selected. And they do this in their notebook or in some other written form in the classroom. And so, these two different structures can support participation by having all students have an opportunity to share their own thinking, either verbally with a partner or by recording it in written form. And all students at the same time are having an opportunity to make connections in the classroom. Mike: I think what's interesting about that is to compare that one with the initial idea around critique. In this particular case, I'm going to make a guess that part of the reason that in this one you might actually use students from the classroom versus a fictitious student, is that connecting versus critiquing our two really different kind of social practices. Is that sensible? Meghan: That is sensible. And I would argue that if you're going to be engaging in critique work just to say it, that part of critiquing actually is recognizing, too, what is similar and different about strategies. Mike: Gotcha. Meghan: Right? So, there is that piece in addition to put that out there. Mike: Gotcha. Let's talk about the fourth one. Meghan: Alright. So, the fourth strategy really focuses on broadening participation in the conclusion of a discussion. So, as we all know in a discussion, students hear lots of different ideas, but they don't all get to share their thinking in a discussion, nor do they all get to share what they are thinking at the end of the discussion. But we also know that students need space to consolidate their own thinking and the questions that they have about the ideas that have been shared. At the same time, teachers need access to students' thinking to plan for the next day, particularly when a discussion is not finished at the end of a given math lesson. With all of this, the challenge is that time is often tight at the end of a discussion. So, one structure that we've used has been a note to self. And in a note to self, students write a note to themselves about how they are currently thinking about a particular sort of problem at the end of a discussion. And a note to self allows students to take stock of where they are with respect to particular ideas, similar to a stop and jot. It can create a record of thinking that can be accessed on a subsequent day by students. If those notes yourself are recorded in a notebook. Again, support students and tracking on their own questions and how their thinking is changing over time, and it can provide the teacher with a window into all students' thinking. Mike: Can you talk about the experience of watching the note to self and just seeing the impact that it had? Meghan: So, it was day one of our mathematics program, and we had done a discussion around an unequally partitioned rectangle task, and students were being asked to figure out what fraction of the hole was shaded. And there clearly wasn't enough time that day to really explore all the different sorts of ideas. And so, Darius Robinson, who was one of the co-teachers, invited students to share some of their initial ideas about the task. And the way that Darius then ended up deciding to conclude things that day was saying to students, “I think we're going to do this thing that I'm going to call a note to self.” And he invited the students to open up their notebooks and to record how they were thinking about the different ideas that had gotten shared thus far in the discussion. There was some modeling of what that might look like, something along the lines of, “I agree with … because,” but it really opened up that space then for students to begin to record how they were thinking about otherwise ideas in math class. So, how might using a note to self-broaden participation in a discussion? Well, first of all, students have the opportunity to participate. All students are being asked to write a note to themselves. It creates space for students to engage with others' ideas that doesn't necessarily require talk, right? So, this is an opportunity to privilege other ways of participating, and it also allows for thinking and processing time for all students. Mike: I think the other piece that jumps out for me is this idea that it's normal and to be expected that you're going to have some unfinished thinking or understanding at the end of a particular lesson or what have you, right? That partial understanding or growing understanding is a norm. That's the other thing that really jumps out about this practice is it allows kids to say, “This is where I am now,” with the understanding that they have room to grow or they have room to continue refining their thinking. I really love that about that. Meghan: I think it's so important, right? And oftentimes, we read curriculum materials, we read through a lesson for a particular day and get the sense that everything is going to be tied off with a bow at the end of the lesson, and that we're expecting everybody to have a particular sort of understanding at the end of Section 3.5. But as we all know, that's not the reality in classrooms, right? Sometimes discussions take longer because there are really rich ideas that are being shared, and it's just not feasible to get to a particular place of consensus on a particular day. So, it is for teachers to have access to where students are. But at the same time to feel empowered, to be able to say, “I'm going to pick this up the next day, and that doesn't need to be finished on Monday, but that these ideas that we're working on Monday can flow nicely into Tuesday. And as students, your responsibility is to think about, ‘How are you thinking about the task right now?' Jot some notes so when we come back to it tomorrow, we can pick that up together.” Mike: Well, I think that's the other lovely piece about it, too, is that they're engaging in that self-reflection, but they've got an artifact of sorts that they can come back to and say, “Oh yeah, that's where I was, or that's how I was thinking about it.” That allows for a smoother re-engagement with this or that idea. Meghan: Absolutely. And you can add on the pieces of notation that students might choose to do the next day as well, where they might choose to annotate their notes with notes that said, “Yesterday I was thinking this, but now I think this” as a way to further record the ideas that thinking changes over time. Mike: So, I think before we close this interview, I want to say to you that I watched you do your presentation in Los Angeles at NCTM, and it was really eye-opening for me, and I found myself stuck on this for some time. And I suspect that there are people who are going to listen to this podcast who are going to think the same thing. So, what I want to ask you is, if someone's a listener, and this is a new set of ideas for them, do you have any recommendations for where they might go to kind of deepen their understanding of these ideas we've been talking about? Meghan: Sure. I want to give three different sorts of suggestions. So, one suggestion is to look at the fabulous books that have been put together by Amy Lucenta and Grace Kelemanic, who are the authors of “Routines for Reasoning and Thinking for Teaching.” And I would argue that many of the routines that they have developed and that they share in those resources are ones that are really supportive of thinking about, “How do you broaden participation in mathematics discourse?” A second resource that someone might be interested in exploring is a research article that was written in 2017 by Cathy O'Connor, Sarah Michaels, Suzanne Chapin, and Alan (G.) Harbaugh that focuses on the silent and the vocal participation in learning in whole-class discussion, where they carefully looked at learning outcomes for students who were vocally expressing ideas and discussion as well as the silent participants in the discussion, and really found that there was no difference in the learning outcomes for those two groups of students. And so that's important, I think, for us to think about as teachers. At the same time, I want to be clear in acknowledging that all of what we do as teachers needs to be in relation to the learning goals that we have for students. So, sometimes our learning goals are that we want students to be able to share ideas and discussions. And if that's the case, then we actually do need to make sure that we build in opportunities for students to share their ideas verbally in addition to participating in other sorts of ways. Mike: I'm really glad you said that because what I hear you saying is, “This isn't a binary. We're not talking about … Meghan: Correct. Mike: … verbal participation and other forms of participation and saying you have to choose.” I think what I hear you saying is, “If you've only thought about participation from a verbal perspective, these are ways that you can broaden access and also access your students' thinking at the same time.” Meghan: Absolutely. The third thing to share, which has been a theme across this podcast, has really been the importance of learning from our students and talking with the children with whom we're working about their experiences, participating in discussions both in school and outside of school. Mike: Megan, thank you so much for joining us. It really was a pleasure. Meghan: Thank you, Mike, for the opportunity to really share all of these ideas that my colleagues and I have been working on. I want to acknowledge my colleagues, Nicole Garcia, Aileen Kennison, and Darius Robinson, who all played really important roles in developing the ideas that I shared with you today. Mike: Fabulous. Thank you so much. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability. © 2023 The Math Learning Center | www.mathlearningcenter.org

durée : 00:29:08 - À voix nue - par : Caroline Broué - Trois thèmes dominent ce deuxième temps : ses souvenirs de la guerre, son départ pour la France, son rapport complexe à l'Algérie. - invités : Nicole Garcia Actrice, réalisatrice, scénariste

durée : 00:28:59 - À voix nue - par : Caroline Broué - Au cours de ce premier épisode, Nicole Garcia raconte son enfance en Algérie française, parle de ses parents, de son éducation et de sa sœur, la grande absente de la famille. - invités : Nicole Garcia Actrice, réalisatrice, scénariste

durée : 00:29:39 - À voix nue - par : Caroline Broué - Le désir de théâtre remonte à l'adolescence pour Nicole Garcia. De ses débuts à Nanterre au monologue de Royan écrit par Marie Ndiaye pour elle, elle raconte son amour de la scène. - invités : Nicole Garcia Actrice, réalisatrice, scénariste

durée : 00:29:00 - À voix nue - par : Caroline Broué - Après le rapport à la scène et aux metteurs en scène, les projecteurs du cinéma. Nicole Garcia revient sur les réalisateurs qui ont compté pour elle et sur le fait d'être « dans la lumière » - invités : Nicole Garcia Actrice, réalisatrice, scénariste

durée : 00:29:18 - À voix nue - par : Caroline Broué - Et puis, un jour, Nicole Garcia est passée derrière la caméra… - invités : Nicole Garcia Actrice, réalisatrice, scénariste

A winning captain on two occasions, Nicole Garcia knows what it takes to secure the team trophy as the LET returns to Centurion Club for the Aramco Team Series presented by PIF – London.On this week's episode Nicole discusses how she used to play squash before transitioning to golf in her later teenage years, her journey to the LET including going to Q-School and her early years on Tour.The South African reflects on her hip surgery and how she's found more consistency in her game since coming back, her two victories in the Aramco Team Series in London and Jeddah, as well as her love for reading and cats. Hosted on Acast. See acast.com/privacy for more information.

C'est l'été et 4 Quarts d'Heure (et le 5ème quart d'heure) continue pendant toute la saison ! On débute la « Summer Edition » du podcast avec nos meilleures recommandations culturelles pour chiller sur la serviette ou décéder de chaleur dans sa chambre de 9m2, c'est selon.Pour écouter le 5ème quart d'heure, abonnez-vous à Acast+ comme ceci :Téléchargez une application de podcasts (Apple Podcasts, Podcast Addict, Castbox...) : elles sont toutes gratuites ! (L'abonnement ne fonctionne pas sur les applications de streaming : Spotify, Deezer, Amazon Music). Cliquez sur le lien suivant : https://plus.acast.com/s/4-quarts-dheureAttention, les formules d'abonnement proposées sont hors TVA.Toute la culture de cet épisode :La reco de Camille : la série « En Place » sur NetflixLa reco d'Alix : le livre « Star » de Guillaume PoixLa reco de Louise : le podcast « La Chamade » de Samia Miskina et le livre « La maison au milieu la mer céruléenne » de TJ KluneLa reco de Kalindi : le livre « Si tout n'a pas péri avec mon innocence » d'Emmanuelle Bayamack-TamDans cet épisode, on parle de ça :La série « Jusqu'ici tout va bien » de Nawel MadaniLes ateliers d'écriture de Guillaume PoixNicole GarciaLa pièce de théâtre « Miss None » de Guillaume PoixLa saison 4 de « Never Have I Ever » / « Mes Premières Fois »Le livre « Arcadie » d'Emmanuelle Bayamack-TamLe livre « La treizème heure » d'Emmanuelle Bayamack-TamLe livre « Les garçons de l'été » de Rebecca Lighieri (pseudo de EBT)Le film « Beau Is Afraid » de Ari AsterLe livre « La Conjuration des Imbéciles » de John Kennedy TooleLe livre « Karoo » de Steve TesichLes livres « American Psycho » et « Glamorama » de Bret Eston EllisLa série « Succession »Abonnez-vous à 4 Quarts d'Heure sur :Apple PodcastsSpotifyDeezerPodcast AddictSuivez-nous sur Instagram :Louise : @petrouchka_Alix : @alixmrtnKalindi : @kalramphulCamille : @camille.lorente Abonnez-vous au 5ème Quart d'heure ici : https://plus.acast.com/s/4-quarts-dheure. Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

This week, I chat with Nicole Garcia, the Jet Empress. Nicole is one of the worlds top private jet brokers and is an expert on all things private aviation. Nicole is a friend of ours as well as a client of Deep Social Brands! She works for Jet Luxe, a Dubai based jet company and is also building her own platform, EmpressJets. In this episode, we dive into the private jet industry and how she got into it as well as some really cool inside insights on the space as a whole. This podcast is sponsored by Deep Social Brands, a digital marketing agency I co-founded which focuses on personal branding for pro athletes, businesses and influencers. Deep Social Brands leverages organic growth on apps like TikTok and Instagram leaving our clients with millions of views that translate into business value. Head over to DeepSocialBrands.com to learn more. This podcast is also sponsored by Deep Drip Coffee. This is a personal passion project of mine as I have always wanted to have a physical product that can help me connect with other creators and outstanding people - and what better product to do than coffee, where so many incredible conversations begin? Deep Drip is some of the best coffee you'll ever try and I'm not just saying that: try it for yourself @ www.deepdrip.co and use code word DEEP10 for 10% off any bag! Here are 2 ways you can help the podcast grow! Leave a Rating and review HERE Share it on social media and tag me @deepaksharma.co Enjoy this episode and just remember, It's Not That Deep

durée : 00:05:16 - Classic & Co - par : Anna Sigalevitch - Rendez-vous avec Anna Sigalevitch, et le dernier volet de sa série "La vie serait moins belle sans"... Aujourd'hui, l'actrice et réalisatrice Nicole Garcia, pour elle "la vie serait moins belle sans" ... Le triple concerto de Beethoven.

Una and Marq chat with Reverend Nicole Garcia about her journey in ministry as well as her pride in her identity and how it is reflected in her work.Support the show

Join Rev. Emily E. Ewing (they) and Rev. Kay Rohloff (she) and special guest Rabbi Becky Silverstein (he) to explore new and nerdy connections to the scripture for the Easter Vigil, which falls on April 8th (or 9th) this year, including our deep dive into Midrash!  The scripture we refer to for this episode can be found here.  Make sure you check out the Trans Halakha Project that Becky mentioned from SVARA.  To learn more about Judaism, check out Sefaria for a variety of Jewish texts and My Jewish Learning for a variety of topics.  For more on Passover, check out last year's Maundy Thursday episode with Rabbi Maurice Appelbaum.  For a great retelling of Jonah, Becky recommends The Soul of the Stranger by Joy Ladin. If you want to return to our Lenten bookend with more Trans brilliance, revisit our TRANSfiguration episode from this year with Rev. Nicole Garcia, Rev. Emerson Remy Remmers, and Rev. Mack Patrick! To support Nerds At Church, you can become a Patreon Supporter at any tier for extra perks and bonus content including uncut guest episodes, Live Q&As, merch, and more.  If becoming a paying supporter isn't possible right now, please leave us a review instead — it helps sustain the show and spread the word!  Check us out on Facebook & Twitter at @NerdsAtChurch to connect! --- Send in a voice message: https://podcasters.spotify.com/pod/show/nerdsatchurch/message

Next time on State of Belief Radio, standing with Transgender Americans as a matter of faith and family. I'll talk with the Rev. Nicole Garcia, Faith Work Director at the National LGBTQ Task Force, and Maharat Rori Picker Neiss, Executive Director of the Jewish Community Relations Council of St Louis. She's a Rabbi, and the mother of an 11-year-old son whose rights and opportunities are under grave threat from Missouri lawmakers pandering to the political religious right. Also, Sarah Levin, Founder and Principal of Secular Strategies, and Co-Chair on the Democratic National Committee's Interfaith Council. We'll talk about the kind of coalition-building this moment calls for in confronting the threat of Christian nationalism and defending pluralistic democracy.

Entrepreneur and Reiki Practitioner Nicole Garcia joins the podcast to discuss healing and self regulation. She shares her story about when she was called to sit down and GO INWARD ..to strip away from what she thought she knew about herself, re-learn the deeper truth of who she is, the benefits of Reiki energy cleansing, and more! Stay Connected: @withnicolegarcia I https://www.herownlane.com/ @jasminknox_ A New Earth by Eckhart Tolle: https://amzn.to/3Y8EZEm

Join Rev. Emily E. Ewing (they) and Rev. Kay Rohloff (she) and special guests, Rev. Nicole Garcia (she) of The National LGBTQ Task Force, Rev. Emerson Remy Remmers (they), and Rev. Mack Patrick (he) to explore new and nerdy connections to the scripture for Transfiguration Sunday, also known as the last Sunday after Epiphany, which falls on February 19th this year, including our deep dive into trans experiences! The scripture we refer to for this episode can be found here. For a great TRANSfiguration worship service, check out this one from the diakonia.faith collective last year. PFLAG is a great resource, especially for folks who want to be allies or are just finding out about a loved one's identity. CN: we talk about trans suicide when discussing the deep dive. To support Nerds At Church, you can become a Patreon Supporter at any tier for extra perks and bonus content including uncut guest episodes, Live Q&As, merch, and more. If becoming a paying supporter isn't possible right now, please leave us a review instead — it helps sustain the show and spread the word! Check us out on Facebook & Twitter at @NerdsAtChurch to connect! --- Send in a voice message: https://anchor.fm/nerdsatchurch/message

Next time on State of Belief Radio: this past week, faith leaders descend on Washington, DC, demanding that Congress pass the Respect for Marriage Act. I spoke with the Rev. Nicole Garcia, Faith Works Director at the National LGBTQ Task Force, in advance of the Senate Vote on protecting the rights of all Americans to marry the person they love. Also, urgent lobbying for HR 662 is underway on the Hill. This bill recognizes the tragic loss of life to Muslims and perceived Muslims in this country in the immediate aftermath of 9/11 – and the enduring harm to both individuals and entire communities when identity-driven bigotry instills fear and dread. We'll hear from Mohammad Ali, Director of Policy and Government Relations at the Muslim Public Affairs Council, will be here with the details.

Nicole Garcia was brave enough to contact me and share her story for all of you to dive into. This is a case with extremely limited information online, so Nicole gives us exclusive insight into this case. At only 5 years old Nicole witnessed her father murder her mother and her mother's roomate. Natalie Rupe & Deborah Robbins had their lives taken that night by Paul Rupe. There are many victims in this tragic case of domestic violence.  FAN CLUB LINK: https://www.patreon.com/truecrimeexposed?utm_campaign=creatorshare_creator Sources: My personal Interview with Nicole Garcia https://apnews.com/article/a905aa3dc87ab08ad820d30866adaa1e https://law.justia.com/cases/federal/appellate-courts/F2/996/1227/182008/ https://www.latimes.com/archives/la-xpm-1985-08-27-mn-25274-story.html Social: Instagram @truecrimeexpod Tiktok @truecrimeexposedpodcast Twitter @truecrimexposed www.truecrimeexposedpodcast.com Organization: http://www.shepherddoor.org/

durée : 00:02:51 - Le héros du jour - par : Daniel Morin - Aujourd'hui Daniel remet son titre de héros du jour à un concept qu'il a redécouvert en regardant "Un beau matin" avec Léa Seydoux et Nicole Garcia, les invitées de La Bande Originale...

Rounding Up Season 1 | Episode 3 – Recording Student Thinking During a Mathematics Discussion Guest: Dr. Nicole Garcia Mike Wallus: If you're anything like me, learning to record students' mathematical thinking might best be described as on-the-job training, which meant trial and error, and a lot of practice. Our guest on today's podcast is Nicole Garcia, the co-author of an article, published in Mathematics Teacher, that explores the practice of recording student thinking, and offers insights and some principles for making them as productive as possible. Welcome to the podcast, Nicole. Nicole Garcia: Thank you for having me. Mike: So you and your co-authors start the article by acknowledging that representing and recording student thinking—when you're in the moment, in a public space, with students—it's challenging, even for veteran teachers. And I suspect that most teachers would agree and appreciate the recognition that this is a skill that takes time and it takes practice. What makes this work challenging and why is it worth investing time to get better at it? Nicole: Well, so I think you said a lot in your question that points to why this is really difficult work, right? First of all, it's in the moment. We can't predict what students are going to say. We can do some anticipatory work. We might have guesses. And as we move along in our careers, we might have gathered some really good guesses about what students might have to say, but you never can tell in the moment. So unexpected things come up. Students' phrasing can be really different from time to time, even if we're familiar with an idea. And we're also standing in front of a room full of children, and we're trying to manage a lot in the moment—while we're listening, while we're interpreting those ideas. And then we're trying to figure out: What do we even write down from this mass of ideas that was shared with us? So that's a lot to coordinate, to manage, to think about in the moment. But it's really critical work because part of our goal as mathematics teachers is to build collective knowledge, to support children in being able to listen to, make sense of, interpret one another's ideas, to learn from each other, and to build on one another. And so if we want to make that happen, we need to support making students' ideas accessible to everyone in the room. Mike: Hmm. Nicole: And listening is only one part of that, right? If you think about what it takes to make sense of ideas, it takes multiple representations—those are things that we're working on in math. So we need the kids in classrooms to have access to the words that children are speaking. We need them to have access to visual representations of the ideas that are being shared. We need them to have access to the ways that we typically record those things in mathematics—the symbolic notation that we typically use. And we need that to happen all at once if we want kids to be able to unpack, make sense of, and work with others' ideas. So it's really important work. And I think it's worth investing the time in to get better at this because of the power of having children learn from one another and feel the value of their mathematical ideas. Mike: You know, as you were speaking, part of what I was doing is making a mental checklist from principles to actions. And I felt like, check one: asking purposeful questions. Check two: connecting mathematical representations. I mean, as you describe this, so much of what we see as really productive practice is wrapped up in this event that takes place when teachers get together and listen to students and try to capture those ideas.  Nicole: And that capturing is really important if we want those ideas to stay with us, right? Like, I think about the number of times that I've been in a discussion with a group of people—it may have been in a class, it may have been in another space—and the whole thing happens. And when I leave, sometimes I wonder, ‘What just happened? What did we think about together? What ideas did we engage in?' And I can't hold onto them. And recording on the board in the public space offers an opportunity for those ideas to stay with us, for us to hold onto them, for us to revisit and come back to them. So it's critical for continued learning and mathematical growth.  Mike: Absolutely. So this particular part of the article that you wrote—as I was reading it, and you were describing the challenge of recording student thinking during a discussion—this particular statement really struck me, and I'm just going to read it as it was in the article. ‘The thinking being recorded is not the teacher's own, requiring the teacher to set aside their own strategies and interpretations of the math work, to focus on representing student thinking.' I would love if you could talk about why you felt like it was so important to explicitly call this out in the article.  Nicole: Yeah. So I think that there are a couple of things here that are important. One is that, as a teacher, you're thinking always about the trajectory of your lesson, the trajectory of student learning, where you want to be and steer. And so a lot of times, when we're listening, we're listening for something in particular, right? We have a plan in mind, we have an idea, we know where we want go, and we're listening really carefully for a catchphrase, a vocabulary word—something that we recognize, that we can pick up and pull into the discussion and move forward, right?…and march on, and accomplish our lesson. And a lot of times that kind of natural way of listening is not aligned with what students are actually trying to communicate, because the ways that children express themselves—in particular around mathematics—are really different than the ways that adults, who know math well, express their ideas about mathematics. So there's a lot to hear in the language that they're using, in the trajectory of their talk, that's both difficult to follow and difficult to figure out what the big idea is that they're communicating. And when we're listening for our own understanding, our own ways of working, our own strategies, we often miss what children are actually bringing to the discussion, to the conversation. We miss their thinking.  I think about the number of times where I've been a student in class and I've said something and the teacher rephrases it in the way that they really wish that I would have said the thing.  Mike: Yes.  Nicole: And it's not, like, it's not even my idea anymore, but you kind of nod and you go along with it. And so I think, you know, as a teacher, you get those cues that, yes, you did just rephrase what the kid said. They just said, ‘OK.' And you record that thing and you move on. And so I think reflection—checking back in with children about whether or not you heard their idea, whether or not the representation that you're putting on the board actually matches what they were thinking about—is really, really critical. Because it isn't your thinking. It's the child's thinking and we want to make sure that that's what we're representing. Mike: Yeah. I read this and I will confess that a part of me thought back to the points in time when I was teaching kindergarten and first grade. And I suspect anyone who's taught and tried to record students' thinking has been in a spot where you have kind of a pathway that you're thinking the learning will follow. You have an idea of how the big ideas might roll themselves out.  Nicole: Um-hm.  Mike: And I think what I found myself thinking is, there are certainly many, many times where I felt like I was true to student's ideas, but I was really conscious that there were definitely points where, what I heard and what I represented differed, probably because I was thinking to myself, ‘Gosh, I really want this model to kind of come forward.' And the truth was, the kids weren't taking me there and I was trying to force it. I guess what I'm saying is, it really caused me to think back on my own practice and really kind of reconsider—even when I'm doing professional learning with other adults and children—the need to listen, as opposed to kind of have the path sketched out in my own mind.  Nicole: Well, it's really difficult to do, because sometimes as a teacher, you really do need the lesson to go in a particular direction. There are all kinds of constraints around teaching. And I think what's important is knowing that you've made that decision. ( laughs ) Right? Because sometimes you might. You might…  Mike: Yes!  Nicole: …rephrase it a particular way because that's the move that you need to make in that moment. And I think that sometimes that can be OK. We need to give ourselves permission as teachers to make the best choices for our whole class and the students whose ideas are being shared in the moment. But I think knowing that that's what you're doing is really important,  Mike: Right. Like, it's a conscious decision to say, ‘I've heard that. I'm going to take this in a different direction.' Rather than just imagining, ‘I've heard that. I'm going to represent it.' And not kind of questioning whether what's being represented is the student's thinking or your own thinking.  Nicole: Right. Or even better, making the decision that, ‘I heard, what that child said. And I'm going to say back to them,' for example, ‘so I think what I heard you say is…bop, bop, bop. Can I try an idea out?', and actually sharing the idea that you have on tap. Or saying something like, ‘You know, I've heard some of my students in the past say something really similar. Can I share that idea with you? And let's see what's similar or different.' So thinking about how can you get that idea out there, that you really wanted to record, that the student didn't say, in a way that isn't totally disingenuous—pretending you heard something that you didn't hear.  Mike: Right. You're kind of acknowledging that they said something and you're…. It's powerful; the language you used is really subtle. But it's essentially saying, ‘I've got something that I'd like to contribute that your idea made me think about,' or…  Nicole: Um-hm.  Mike: …that you want to also put out there. And I think that subtlety is important. Because as you were describing that feeling of, ‘I said something. Teacher revoiced it in a way that was totally different,' and kind of the bad aftertaste that that left. Nicole: Yeah.  Mike: You know, that subtle ask—of the child—for permission, really kind of shifts that dynamic.  Nicole: It's saying, ‘I value your idea and let's consider this other idea.' It's OK for teachers to put ideas out in the space.  Mike: Um-hm.  Nicole: But acknowledging that that isn't what you heard and you're going to record this other thing, or maybe you record both of them…  Mike: Right!  Nicole: …and talk about the similarities and differences.  Mike: So I'd love to shift just a little bit and talk about the role that recording can play in developing students' mathematical vocabulary. And I'm wondering if you could talk about the ways that recording can help students make connections between their informal language and the more formal mathematical vocabulary that we want them to start to be able to use. Can you talk a little bit about what that might look like?  Nicole: Yeah. So I think that there are a couple of ideas to be thinking about. One is that we actually know a lot about how children develop vocabulary. We know that that's a progression and that students need opportunities to play around with ideas, to have something to hang that vocabulary word on.  Mike: Um-hm.  Nicole: Once they have the kind of core idea and they have some informal language—some way to describe that idea—that's the prime place to be able to introduce the formal mathematical vocabulary. They're able to make connections to that big picture, that core idea that they've come up with. They have some informal language to go around with it. And now they have a real name for it—the formal mathematical name for it. We also know that one of the ways that students remember and are able to recall—and use appropriately—vocabulary is by having a visual representation that goes along with that mathematical vocabulary.  Mike: Hmm.  Nicole: So one way that representations and recordings can support students in learning that vocabulary is first, by having them build some representations that go with that vocabulary word, but then also having those labels on the representations that make their way onto our boards.  Mike: Ah, yep.  Nicole: In addition, you know, when we do things like dual labeling, um, where maybe in our classroom space, we've named something with someone's name, right? As we're beginning to talk about an idea, we might call it Diego's idea, Diego's strategy. Then when it makes our way onto the board, we can label it with ‘Diego's strategy' and the formal mathematical name for it so students are able to connect the of things. But even if it's not a student's name as the name of the strategy, there's lots of informal language that students bring to mathematical ideas. They have to have a way to talk about things. And so we can dual label those ideas on our board to help students make that connection and to let them walk between using their informal language and using that formal mathematical language, and being OK with that.  Mike: So just to go back… Describe dual labeling again, because I think I've got an idea of it, but I want to make sure in my own mind I've captured that correctly. How does that work?  Nicole: Let's imagine that we have a strategy—a student has shared a subtraction strategy in our discussion, and I've represented that strategy on the board, say, using a number line.  Mike: Okay.  Nicole: And, say, the kids are calling it scooting—they're scooting the numbers to make this subtraction problem. So I might actually write on my board, like, on the left hand side of the strategy ‘scooting,'…  Mike: Um-hm.  Nicole: …and then on the right hand side, label it ‘shifting the numbers' or whatever our formal mathematical language is going to be for our classroom. So we have both of those things labeled on top of the strategy. And I might even draw a double sided arrow between the two to help…  Mike: Oh! OK. Nicole: …[undecipherable] that the strategy that's there has these two names and I can use those names interchangeably. But over time, we get to a place where we're calling it by its formal name. And kids also have the idea that, ‘oh, that's the one that's the scooting strategy.' They have their own name that they gave that idea. Mike: That is really helpful. And I think the example you shared really kind of shows how dual labeling kind of progresses and there's almost kind of a fade out at a certain point. Not that you're purposely not permitting kids to use ‘scooting,' but that a certain point you're kind of fading and you're starting to use the more formal name. They can use it,…  Nicole: Um-hm.  Mike: …but that you're really kind of trying to help them make a transition to the formal vocabulary.  Nicole: Um-hm. And if you think about, you know, kids are really used to using multiple names for things.  Mike: Um-hm.  Nicole: They have nicknames that they use at home,…  Mike: Yep.  Nicole: …they have their home name, they have their school name, they have their friend name. There are lots of different labels on the same kind of thing. So that's a natural progression of language for them. And it doesn't cause complications to have, like, these multiple names for this idea. And we can shift toward using the formal language once everybody has that tied up.  Mike: Yep. So as I was preparing for this interview, and even as I was reading the article, I found myself thinking about my life as an elementary school teacher. And I think what I found myself thinking was, is that I learned how to facilitate and record math discussions—like a lot of folks—trial and error and a heck of a lot of practice. And I think what I really appreciated about what you and your co-authors put together is that you actually laid out some principles for recording that support mathematical understanding. And I'm wondering if you could just unpack some of the principles that you think are important, Nicole.  Nicole: Yeah. So as we… as we were working on these principles, we were trying to think about, like, what are the big ideas of what gets recorded, right?, and how we record in a classroom. What are the big things that we want to make sure get attention in that work? And so we kind of organized under three big umbrellas of principles, one being around advancing mathematical ideas. Because the goal of discussion in mathematics is to build ideas together and to move the mathematics forward using student ideas. So when we think about what gets recorded, we want to record in ways that are helping us build those mathematical ideas together. So in that area, we'd really be thinking about recording the core ideas, deciding, like: What's important enough to get on the board? What do I want to make sure gets up there that's going to help push people's thinking forward? And then at the same time, thinking about: What's the right level of detail?  Mike: Um-hm.  Nicole: Sometimes you look at a board recording… If you walked out of the room and you came back in and you looked at it, you would have no idea what happened…  Mike: ( laughs )  Nicole: …what had gone on, right?  Mike: Yes!  Nicole: Like, there's not enough there to really, like, get a sense of what happened. But sometimes there's so much there that it's a jumble and you can't discern, like: What's important here? So that ‘just right' space of managing the detail—so there's enough that you can make sense of it when you come back the next day, you get what happened; it's enough to prompt your memory, but it's not overwhelming—um, is really important because we want kids to be building on those ideas over time. So we want those recordings to be in that kind of level of detail.  And then thinking about that arrangement. Where am I going to put things so that I can help students make connections between the ideas that have been shared? Right? Do I want kids' strategies to be next to each other? Are there particular strategies that, if I stack them on top of each other, kids are going to be able to see different kinds of connections,…  Mike: Um-hm. Nicole: …similarities, or differences? Like, where they are in relation to each other, if you think about how we make sense of space, matters.  Mike: Yes.  Nicole: So that was… that's one kind of bucket. A second bucket is really respecting students as sense makers. And this comes back to what we were talking about earlier, with really paying attention to: What were students trying to communicate? So, ‘Did I actually record what the student said it or did I write down what I wish they had said?' But trying to stay true to: What was the core of that student's idea? And am I representing that correctly? But then also adding enough detail so that the other students in the class can figure out what that student's idea was about. And we can do that through questioning, but part of that has to come out in the recording as well, because we want that record to be like the full representation of the ideas that students are communicating. And then labeling those ideas so that we're able to talk about them easier, right?…  Mike: Um-hm.  Nicole: …that we're not just like pointing to a general space, but we have some language, we have some vocabulary, we have some kind of label to be able to talk easily across those ideas.  Mike: I had a follow up that I wanted to ask you. So, again, I'm paraphrasing, but one of the things that really stood out for me in the way that you unpacked the principles was: Our recording should show the thinking behind the idea rather than the steps in the solution alone. I would love for you to expand on that a bit.  Nicole: Yeah. So the thing that we're trying to get out when students are sharing strategies in class, when they're sharing the ideas in class, is in some ways the generalizability—to use my big math vocabulary. We want to get to what is the core of the idea that they're sharing that can be used across multiple kinds of problems in lots of different ways. And so recording just the steps that get followed, may show—or it may not—the steps that somebody followed for that particular problem, but doesn't show the thinking that could be used to solve other similar or different kinds of problems. Right? So we will want to be able to record in a way that gets to the heart of the thinking. So if you think about a student, for example, using counting up to solve a subtraction problem,…  Mike: Um-hm.  Nicole: …then I might think about what's important are the steps that a student is taking to count up. So they're either thinking about it on a number line and they're hopping along the number line to count from one number to another. And so on the board, I would actually want to record those hops because that's the underlying idea—is that we're looking at the repeated unit distance between those two numbers.  Mike: Um-hm.  Nicole: OK? If a student is counting up using their fingers,…  Mike: Um-hm. Nicole: …then I might want to actually record a hand on the board and the count that the student is doing, so that other students in the class are able to try out that strategy, use that strategy, and think about when it's useful. But if all I've recorded on the board, are the words ‘counting up' and then the problem that they solved, that doesn't necessarily support other people in being able to try out that strategy or that idea, or even think about when would it be useful or not.  Mike: That's super helpful. I love the idea of generalizability. If I've done recording well, allows other kids to have access to the strategy that's being highlighted, rather than simply putting together the steps that showed how a person came to this individual answer, at this particular task, at this particular time. That's a really helpful clarification, I think—in my mind.  Nicole: If you even think about things like annotation and the power that annotation on a recording can have. And we think about the U.S. standard algorithm for addition,…  Mike: Um-hm.  Nicole: …where students are… they're adding and when they get a number that's greater than nine, they're making groups and carrying that group, right?, to the next place value. If we're actually annotating that process with what each of the numbers means as we're doing that work together, that can really support students in continuing to make meaning. I think that one of the things that often happens is, we make meaning when we're introducing the algorithm, we do some work together. Students are really in a place where they're understanding place value, they're understanding making groups, they get what that recording means. And then we kind of say, ‘Great, then we're just going to record this way from now moving forward.' And we continue to do that recording without the kind of reinforcement about, again, what are… what are we saying these numbers mean? What are we actually doing here? And so we move from meaning toward this recording without meaning?  Mike: Sure. That absolutely makes sense.  Nicole: Very quickly for children. And then, you know, too… I know that, for example, my fifth grade teachers would say that oftentimes their kids come to them and… and can't explain what's happening when kids do that addition. They do the work—they know how to do the work—but they can't say what it is that they're doing. Right? And so annotation can really support that, that remembering of what have we…? What kind of collective understanding have we come to?  Mike: Sure. That totally makes sense. So I wanted to ask you a bit about guidance that you'd offer to teachers. I suspect there's a fair number of people who are listening, who are really thinking about their own practice and are wondering: What steps might I take as a teacher—or maybe within the team of folks that I work with—to really try to attend to the principals and the practices that we've talked about? What's your sense of how teachers can support one another in, kind of, practicing the principles that that we've unpacked today?  Nicole: So I think there are lots of options for what it might look like to focus on and practice this work together in a teaching community. I think one way that we talked about in the article—and it's not the only way—is using video. There are lots of videos that are available on YouTube, on TeacherTube, etc., of classrooms where people are leading discussions, are recording student thinking. There are lots of videos of student thinking out there where—in a pretty short amount of time—I could, with my peers, watch this video and practice recording—either on a board, on a chart paper, on paper in front of me—recording what I'm hearing from students. And then afterwards comparing our recordings together and talking across them. What are the features that each of us has picked up on? In what ways were we in line with what the student was sharing? Where are there differences in how we interpreted what a student was sharing? And that's a pretty quick activity. I can find a five minute video. We can do that work together, talk about it in, like, tops 20 minutes, really, to do that kind of activity together. We can also do work where we're visiting each other's classrooms.  Mike: That's what you had me thinking, Nicole.  Nicole: Yeah  Mike: Yeah, absolutely!  Nicole: I can go to somebody's classroom. I can—on my lap—have my piece of paper where I'm trying to record as students are talking. And after that lesson, debrief with a teacher that I'm observing, about, ‘What was it that you decided to record? How did you make that decision? Here's what I had.' And really talk across those ideas because it's small changes in practice over time. This is an overwhelming set of work, this recording work. And it's going to get better by increments, but it's going to take practice, talking with colleagues, and really coming back to these principles and thinking about: Am I adhering to these things? Where is it that I really want to work and I improve my practice? Because I would encourage people to pick one—to start with—that you really want to get better at and focus on that one.  Mike: Yeah. I think what's powerful about this too, is that I would imagine you could certainly do some of the things that you described if you were the only teacher at a grade level.  Nicole: Yeah.  Mike: But gosh, when you put other people together and think about the ability to help one another raise your consciousness about why you made a particular decision or why you chose to go in a certain direction with a representation… That's kind of that intricacy where teachers can really help one another. I mean, we are keen observers of behavior. That's… ( laughs ) that's kind of the bread and butter of a lot of what we're doing when we're talking about differentiation. It's really powerful to think that teachers could help one another build their craft around this.  Nicole: Um-hm. Well, and it's… it's a really interesting practice, I think, in that there isn't one right way. ( laughs ) Right? There isn't a right way to represent a particular idea. Um, there are lots of really good features of different kinds of recordings, and so there's lots to discuss and… and a lot to learn from each other. And your… your comment about the being alone had me thinking about the work that you can do just by studying student work…  Mike: Um-hm.  Nicole: …and thinking about: How are students inclined to represent their particular ideas and how might I translate that into how I represent things for the class on the board? Because students do a lot of their own translation of their thinking into representations on their homework. We can pull student work sets. You know, if we look at Inside Mathematics, there are lots of student work site, sets up there on that site that you can pull and study and look at how children are inclined to show their thinking.  Mike: So I'm going to back up and just ask if you can identify and source that resource that you just shared about Inside Mathematics. Would you… would you mind—for people who might not be familiar—just unpacking what that is and where folks can find it?  Nicole: Yeah. So, Inside Mathematics is a really great resource for teachers. It came out of a project funded by the Noyce Foundation. The website is insidemathematics.org, and it's currently housed at the Dana Center at The University of Texas at Austin.  Mike: Gotcha.  Nicole: Great resources for teachers. There are videos of lessons. There are problems. There are assessments. There are lots of resources up there, but one of my favorite resources is that, with each of the problems, they have student work samples. And so you can really see a lot of student thinking inside of those.  Mike: That's fantastic. You really answered my last question, which was going to be: For folks who, again, are listening to this conversation and thinking about steps, they might take… resources that you would recommend to someone who's really wanting to think more deeply about representation and the practice of representing student thinking.  Nicole: So I think the big three are ones that we've covered and that would be visiting your colleagues classrooms—  Mike: Um-hm.  Nicole: …whether in person or via video—depending on what the setup of your school is; visiting sites of video, right?, so going to YouTube, TeacherTube—seeing how people are representing that work and then comparing how you might choose to represent that work; and really digging into student representations of their own thinking.  Mike: That's fantastic. Nicole, thank you so much for joining us today. It has absolutely been a pleasure to talk to you.  Nicole: Thank you so much for having me. It's been really fun.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability.  © 2022 The Math Learning Center | www.mathlearningcenter.org

Genderqueer Joseph and his iconic coat help us explore how it feels to be ostracized for being our true selves - colorful, FABULOUS, and authentic. Dive into Joseph's story with us and see how it relates to being non-binary today. This episode's prayer comes from Rev. Nicole Garcia, a religious, social and political activist. In other words, a transgender Latina with an opinion, and she's not afraid to share it. Westview Church Instagram Yass, Jesus! is hosted by Danny Franzese and Azariah Southworth. Our producers are Ross Murray and Meredith Paulley. Sound, music, and post-production by Chris Heckman. Don't forget to drink your vegetables with Athletic Greens using code athleticgreens.com/EMERGING. Get to know us better, or Buy Us a Coffee: Daniel Franzese https://whatsupdanny.com/ Twitter Instagram Facebook Azariah Southworth https://azariahspeaks.com/ Instagram Facebook Ross Murray The Naming Project GLAAD Twitter --- Send in a voice message: https://anchor.fm/yassjesus/message Support this podcast: https://anchor.fm/yassjesus/support

durée : 01:59:04 - Les Matins du samedi - par : Caroline Broué - Hommage au comédien Jean-Louis Trintignant, décédé à l'âge de 91 ans / La philosophie peut-elle nous aider en ces temps agités ? Avec la philosophe Laurence Devillairs qui publie une régénérante "Petite philosophie de la mer" (éditions La Martinière). - invités : Costa-Gavras Cinéaste; Laurence Devillairs; Serge Toubiana Président d'Unifrance; Nicole Garcia actrice, réalisatrice, scénariste

Un día en un juego del Miami Heat Nicole Garcia le pidió una foto a Bad Bunny y ella nos cuenta toda la historia. También nos cuenta las historias paranormales que ha vivido. --- Support this podcast: https://anchor.fm/99porciento/support

How do you experience the benefits of discipline without the burden of control? Entrepreneur and Reiki Master, Nicole Garcia, unpacks creating discipline in her own life, and how it frees her to embrace her abundant gifts. CREDITSProduced by Paige Polk InternationalShow art is by Elizabeth OlguinMusic is by LDERINTERNETSBook your Mindfulness Coaching session with Paige at notyetseries.com Follow Not Yet on IG at @NotYetSeriesFollow Paige on IG @PaigePolkFollow Paige on TikTok @paige.polkFollow Nicole on IG @withnicolegarciaFollow Nicole on TikTok @withnicolegarciaFollow Nicole on Twitter @withnicoleg

Our very FIRST guest on the creating meaningful work is Reverened Nicole Garcia. She is the first queer transgender Latina ordained as a Minister of Word and Sacrament in the Evangelical Lutheran Church in America as well as a working therapist. I first found out about Reverened Nicole from the Netfliex docuseries Coming Out Colton. Yes, there's a lot of controversy surrounding Colton as an ex NFL player cis genered white man getting a Netflix series, while most are cast aside. Reverened Nicole shows up in an episode about faith. Reverened Nicole shoots him straight. Telling him to own up to the pain he caused his ex girlfriend and figureout who he is. Her straightforward yet loving approach had me screaming at my TV... curious about this amazing woman and how I could talk with her. I found out she was the first queer transgender Latina ordained as a Minister of Word and Sacrament in the Evangelical Lutheran Church in America as well as a working therapist. I gained so much insight from this conversation with Nicole. Her story of radically accepting herself is something we can all learn from, no matter what our experience. It's never too late to own who you are. It's never too late to step into your true, authentic self. When we do, that is where our most genuine, creative and impactful work comes from and Rev Nicole embodies that to her core. PS: If you have kiddos around, there is an F-bomb or two dropped in this one! Find out more about Reverened Nicole on her website here.Follow, subscribe and leave us a review! Find out more about Yellow Co.'s community of women creaeting meaningful work: yellowco.co | @yellowco.co • Connect with Joanna at joannawaterfall.com and on IG @joannawaterfall :) Music Written by Jonny Pickett (check out his music on spotify) Thanks for listening!