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This week on The Photo Detective podcast, Maureen Taylor, the Photo Detective, is joined by Trevor Mattea. Trevor shares how finding a photo in his home's attic helped inspire him to find who that photo belonged to – meaning the descendants of the people in the photo. This episode examines the intimate journey that can come from these so-called “orphan photos” and what a reunion looks like. Trevor reached out to Maureen for advice on what to do with the photo, and the two recount those steps and how to approach one of these ownerless photos to help find a descendant. Related Episodes:Bonus Episode: Lost History Discovered (in the Recycling) Episode 137: The Walls Can Talk: Finding History in a Hidden Room with David Whitcomb Links:Sign up for my newsletter.Watch my YouTube Channel.Like the Photo Detective Facebook Page so you get notified of my Facebook Live videos.Need help identifying family photos? Check out the Identifying Family Photographs Online Course.Have a photo you need help identifying? Sign up for photo consultation.About My Guest:Trevor Mattea has a range of professional experiences and interests grounded in conversation, knowledge-building, and creative expression. As an at-home parent to a young son, he focuses on genealogy, family traditions, homeschooling, and home renovation. He creates personalized gifts and party games through his Etsy store, BingoMe. He also hosted the New Books in Education podcast.He holds an M.A. in Education from Stanford University and an A.B. in Political Science from Washington University.About Maureen Taylor:Maureen Taylor, The Photo DetectiveÒhelps clients with photo-related genealogical problems. Her pioneering work in historic photo research has earned her the title “the nation's foremost historical photo detective” by The Wall Street Journal and appearances on The View, The Today Show, Pawn Stars, and others. Learn more at Maureentaylor.comDid you enjoy this episode? Please leave a review on Apple PodcastsI'm thrilled to be offering something new. Photo investigations. These collaborative one-on-one sessions. Look at your family photos then you and I meet to discuss your mystery images. And find out how each clue and hint might contribute to your family history. Find out more by going to maureentaylor.com and clicking on family photo investigations. Thank you for joining me for this week's episode of The Photo Detective podcast - I'm Maureen Taylor, The Photo Detective. Recently, I'm partnered with Audible to offer a free 30-day trial for my listeners. All you need to do is go to www.audibletrial.com/pd to sign up or click the link in the show notes. As this is a partnership, I do receive a small commission if you sign up. Support the show
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Matt Rafalow, about his book, Digital Divisions: How Schools Create Inequality in the Tech Era (University of Chicago Press, 2020). This book provides an ethnographic study of students and teachers at three Los Angeles schools utilizing instructional technology. We discuss the role of play in learning, how disciplinary dispositions are influenced by race and class, and how the prevalence ed tech can reinforce existing social heirarchies. His recommended books included the following: Teachers and Machines: Classroom Use of Technology Since 1920 by Larry Cuban (Teachers' College Press, 1986) Learning to Labor: How Working Class Kids Get Working Class Jobs by Paul Willis and Stanley Aronowitz (Columbia University Press, 1981) Keepin' It Real: School Success Beyond Black and White: Why School Success Has No Color by Prudence L. Carter (Oxford University Press, 2005) Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in America's Schools by Jonathan Kozol (Broadway Books, 2012) Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in America's Schools by Jonathan Kozol (Broadway Books, 2012) Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in America's Schools by Jonathan Kozol (Broadway Books, 2012) Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in America's Schools by Jonathan Kozol (Broadway Books, 2012) Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in America's Schools by Jonathan Kozol (Broadway Books, 2012) Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in America's Schools by Jonathan Kozol (Broadway Books, 2012) Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in America's Schools by Jonathan Kozol (Broadway Books, 2012) Federico R. Waitoller is an associate professor in the department of special education at the University of Illinois at Chicago. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English, 2017). This book highlights effective bilingual after-school programs and how their models can be applied to the traditional classroom contexts. We discuss the role of relationships and trust in fostering learning as well as emerging Latinx identities in the South. Alvarez recommends the following books for listeners interested in his work and our conversation: Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris Raciolinguistics: How Language Shapes Our Ideas About Race by H. Samy Alim The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English, 2017). This book highlights effective bilingual after-school programs and how their models can be applied to the traditional classroom contexts. We discuss the role of relationships and trust in fostering learning as well as emerging Latinx identities in the South. Alvarez recommends the following books for listeners interested in his work and our conversation: Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris Raciolinguistics: How Language Shapes Our Ideas About Race by H. Samy Alim The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English, 2017). This book highlights effective bilingual after-school programs and how their models can be applied to the traditional classroom contexts. We discuss the role of relationships and trust in fostering learning as well as emerging Latinx identities in the South. Alvarez recommends the following books for listeners interested in his work and our conversation: Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris Raciolinguistics: How Language Shapes Our Ideas About Race by H. Samy Alim The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English, 2017). This book highlights effective bilingual after-school programs and how their models can be applied to the traditional classroom contexts. We discuss the role of relationships and trust in fostering learning as well as emerging Latinx identities in the South. Alvarez recommends the following books for listeners interested in his work and our conversation: Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris Raciolinguistics: How Language Shapes Our Ideas About Race by H. Samy Alim The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English, 2017). This book highlights effective bilingual after-school programs and how their models can be applied to the traditional classroom contexts. We discuss the role of relationships and trust in fostering learning as well as emerging Latinx identities in the South. Alvarez recommends the following books for listeners interested in his work and our conversation: Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris Raciolinguistics: How Language Shapes Our Ideas About Race by H. Samy Alim The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Alvarez about his book, Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English, 2017). This book highlights effective bilingual after-school programs and how their models can be applied to the traditional classroom contexts. We discuss the role of relationships and trust in fostering learning as well as emerging Latinx identities in the South. Alvarez recommends the following books for listeners interested in his work and our conversation: Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris Raciolinguistics: How Language Shapes Our Ideas About Race by H. Samy Alim The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Laura McLaughlin Taddei and Stephanie Smith Budhai about their book, Nurturing Young Innovators: Cultivating Creativity in the Classroom, Home and Community (International Society for Technology in Education, 2017). This book offers a helpful guide for K-12 teachers in implementing makerspaces. We discuss makerspaces, their role in education, and the ways teachers and parents can collaborate to foster new skills. They recommend the following books for listeners interested in their work and our conversation: —Inside the Box: A Proven System of Creativity for Breakthrough Results by Drew Boyd —STEAM Makers: Fostering Creativity and Innovation in the Elementary Classroom by Jacie Maslyk —Digital Citizenship in Action: Empowering Students to Engage in Online Communities by Kristen Mattson —Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom by Kristin Souers and Pete Hall —Teaching the 4Cs with Technology: How Do I Use 21st-Century Tools to Teach 21st-Century Skills? by L. Taddei and S. Budhai —Worlds of Making: Best Practices for Establishing a Makerspace for Your School by Laura Fleming McLaughlin Taddei and Smith Budhai both join New Books in Education for the interview. To share your thoughts on the podcast, you can connect with McLaughlin Taddei on Twitter at @drlaurataddei. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Laura McLaughlin Taddei and Stephanie Smith Budhai about their book, Nurturing Young Innovators: Cultivating Creativity in the Classroom, Home and Community (International Society for Technology in Education, 2017). This book offers a helpful guide for K-12 teachers in implementing makerspaces. We discuss makerspaces, their role in education, and the ways teachers and parents can collaborate to foster new skills. They recommend the following books for listeners interested in their work and our conversation: —Inside the Box: A Proven System of Creativity for Breakthrough Results by Drew Boyd —STEAM Makers: Fostering Creativity and Innovation in the Elementary Classroom by Jacie Maslyk —Digital Citizenship in Action: Empowering Students to Engage in Online Communities by Kristen Mattson —Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom by Kristin Souers and Pete Hall —Teaching the 4Cs with Technology: How Do I Use 21st-Century Tools to Teach 21st-Century Skills? by L. Taddei and S. Budhai —Worlds of Making: Best Practices for Establishing a Makerspace for Your School by Laura Fleming McLaughlin Taddei and Smith Budhai both join New Books in Education for the interview. To share your thoughts on the podcast, you can connect with McLaughlin Taddei on Twitter at @drlaurataddei. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Tim Walker, the author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms (W. W. Norton & Company, 2017). This book stems from recent interest in Finland’s educational system resulting from its success on international assessments and explains how policy translates into classroom routines and structures as well as what American teachers can learn from their Finnish counterparts. We discuss how the two countries take different views on what makes good teachers and learning outcomes as well as ways teachers can promote well-being in any school context. He recommends the following books for listeners interested in his work and our conversation: Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? by Pasi Sahlberg The Smartest Kids in the World: And How They Got That Way by Amanda Ripley The Well-Balanced Teacher: How to Work Smarter and Stay Sane Inside the Classroom and Out by Mike Anderson Walker joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @timdwalk. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Tim Walker, the author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms (W. W. Norton & Company, 2017). This book stems from recent interest in Finland’s educational system resulting from its success on international assessments and explains how policy translates into classroom routines and structures as well as what American teachers can learn from their Finnish counterparts. We discuss how the two countries take different views on what makes good teachers and learning outcomes as well as ways teachers can promote well-being in any school context. He recommends the following books for listeners interested in his work and our conversation: Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? by Pasi Sahlberg The Smartest Kids in the World: And How They Got That Way by Amanda Ripley The Well-Balanced Teacher: How to Work Smarter and Stay Sane Inside the Classroom and Out by Mike Anderson Walker joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @timdwalk. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Tim Walker, the author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms (W. W. Norton & Company, 2017). This book stems from recent interest in Finland’s educational system resulting from its success on international assessments and explains how policy translates into classroom routines and structures as well as what American teachers can learn from their Finnish counterparts. We discuss how the two countries take different views on what makes good teachers and learning outcomes as well as ways teachers can promote well-being in any school context. He recommends the following books for listeners interested in his work and our conversation: Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? by Pasi Sahlberg The Smartest Kids in the World: And How They Got That Way by Amanda Ripley The Well-Balanced Teacher: How to Work Smarter and Stay Sane Inside the Classroom and Out by Mike Anderson Walker joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @timdwalk. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Tim Walker, the author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms (W. W. Norton & Company, 2017). This book stems from recent interest in Finland’s educational system resulting from its success on international assessments and explains how policy translates into classroom routines and structures as well as what American teachers can learn from their Finnish counterparts. We discuss how the two countries take different views on what makes good teachers and learning outcomes as well as ways teachers can promote well-being in any school context. He recommends the following books for listeners interested in his work and our conversation: Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? by Pasi Sahlberg The Smartest Kids in the World: And How They Got That Way by Amanda Ripley The Well-Balanced Teacher: How to Work Smarter and Stay Sane Inside the Classroom and Out by Mike Anderson Walker joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @timdwalk. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Pat Farenga about the new edition of John Holt’s Freedom and Beyond (HoltGWS LLC, 2017). This book offers a broad critique of traditional schooling and its capacity for solving social problems. We discuss John Holt’s transition from classroom teacher to public intellectual as well as the broader implications of schools prioritizing job training over citizenship and self-actualization. He recommends the following books for listeners interested in Holt’s work and our conversation: The Continuum Concept: In Search of Happiness Lost by Jean Liedloff Deschooling Society by Ivan Illich The Changing Nature of Man: Introduction to a Historical Psychology by Jean Hendrick Van Den Berg Man’s Search for Meaning by Viktor E. Frankl Farenga joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @patfarenga. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Pat Farenga about the new edition of John Holt’s Freedom and Beyond (HoltGWS LLC, 2017). This book offers a broad critique of traditional schooling and its capacity for solving social problems. We discuss John Holt’s transition from classroom teacher to public intellectual as well as the broader implications of schools prioritizing job training over citizenship and self-actualization. He recommends the following books for listeners interested in Holt’s work and our conversation: The Continuum Concept: In Search of Happiness Lost by Jean Liedloff Deschooling Society by Ivan Illich The Changing Nature of Man: Introduction to a Historical Psychology by Jean Hendrick Van Den Berg Man’s Search for Meaning by Viktor E. Frankl Farenga joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @patfarenga. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Pat Farenga about the new edition of John Holt’s Freedom and Beyond (HoltGWS LLC, 2017). This book offers a broad critique of traditional schooling and its capacity for solving social problems. We discuss John Holt’s transition from classroom teacher to public intellectual as well as the broader implications of schools prioritizing job training over citizenship and self-actualization. He recommends the following books for listeners interested in Holt’s work and our conversation: The Continuum Concept: In Search of Happiness Lost by Jean Liedloff Deschooling Society by Ivan Illich The Changing Nature of Man: Introduction to a Historical Psychology by Jean Hendrick Van Den Berg Man’s Search for Meaning by Viktor E. Frankl Farenga joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @patfarenga. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Ondine Gross, the author of Restore the Respect: How to Mediate School Conflicts and Keep Students Learning (Brookes, 2016). Her book outlines how teachers and administrators can implement mediation protocols in their schools. We discuss different approaches to school discipline and their consequences, the components of a successful mediation, and the skills required of effective mediators. She recommends the following books for listeners interested in her work and our conversation: Why Are All the Black Kids Sitting Together in the Cafeteria: And Other Conversations About Race by Beverly Daniel Tatum Black Males and Racism: Improving the Schooling and Life Chances of African Americans by Terence Fitzgerald How to Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Maslish Gross joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her on Twitter at @ondinetalks. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Ondine Gross, the author of Restore the Respect: How to Mediate School Conflicts and Keep Students Learning (Brookes, 2016). Her book outlines how teachers and administrators can implement mediation protocols in their schools. We discuss different approaches to school discipline and their consequences, the components of a successful mediation, and the skills required of effective mediators. She recommends the following books for listeners interested in her work and our conversation: Why Are All the Black Kids Sitting Together in the Cafeteria: And Other Conversations About Race by Beverly Daniel Tatum Black Males and Racism: Improving the Schooling and Life Chances of African Americans by Terence Fitzgerald How to Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Maslish Gross joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her on Twitter at @ondinetalks. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Lee Gutkind, the editor of What I Didn’t Know: True Stories of Becoming a Teacher (In Fact Books, 2016). His book shares more than twenty firsthand accounts of teachers working in different contexts. We discuss how personal narratives can contribute to our understanding a profession, the writing process, and the similarities and difference between these stories and those featured in his other work. He recommends the following books for listeners interested in his work and our conversation: I Wasn’t Strong Like This When I Started Out: True Stories of Becoming a Nurse by Lee Gutkind Frank Sinatra Has a Cold and Other Essays by Gay Talese You Can’t Make This Stuff Up: The Complete Guide to Writing Creative Nonfiction–from Memoir to Literary Journalism and Everything in Between by Lee Gutkind Gutkind joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @LeeGutkind. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Lee Gutkind, the editor of What I Didn’t Know: True Stories of Becoming a Teacher (In Fact Books, 2016). His book shares more than twenty firsthand accounts of teachers working in different contexts. We discuss how personal narratives can contribute to our understanding a profession, the writing process, and the similarities and difference between these stories and those featured in his other work. He recommends the following books for listeners interested in his work and our conversation: I Wasn’t Strong Like This When I Started Out: True Stories of Becoming a Nurse by Lee Gutkind Frank Sinatra Has a Cold and Other Essays by Gay Talese You Can’t Make This Stuff Up: The Complete Guide to Writing Creative Nonfiction–from Memoir to Literary Journalism and Everything in Between by Lee Gutkind Gutkind joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @LeeGutkind. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Levy, the author of Starting from Scratch: One Classroom Builds Its Own Curriculum (Heinemann, 1996). His book shares his reflections on the complexities of teaching by drawing upon his years spent implementing project-based learning in the elementary grades. We discuss his beginnings and influences, the roles of expertise and curiosity in teaching, and the qualities that make a good teacher. He recommends the following books for listeners interested in his work and our conversation: Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment by Ron Berger, Leah Rugen, and Libby Woodfin How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson Levy joins New Books in Education for the interview. You can watch a video of students reflecting on their experiences in his classroom on YouTube. To share your thoughts on the podcast, you can connect with him via email at slevy@elschools.org. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Steven Levy, the author of Starting from Scratch: One Classroom Builds Its Own Curriculum (Heinemann, 1996). His book shares his reflections on the complexities of teaching by drawing upon his years spent implementing project-based learning in the elementary grades. We discuss his beginnings and influences, the roles of expertise and curiosity in teaching, and the qualities that make a good teacher. He recommends the following books for listeners interested in his work and our conversation: Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment by Ron Berger, Leah Rugen, and Libby Woodfin How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson Levy joins New Books in Education for the interview. You can watch a video of students reflecting on their experiences in his classroom on YouTube. To share your thoughts on the podcast, you can connect with him via email at slevy@elschools.org. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Heather Dowd, the author of Classroom Management in the Digital Age: Effective Practices for Technology-Rich Learning Spaces (EdTechTeam, 2016). Her book offers a series of structures for teachers beginning to use technology in their classrooms, including procedures, expectations, strategies, and methods for parent communication. We discuss what classroom management looks like in different school contexts as well as the impact of technology on organization, engagement, and community. She recommends the following books for listeners interested in her work and our conversation: Kagan Cooperative Learning by Spencer Kagan Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina The HyperDoc Handbook: Digital Lesson Design Using Google Apps by Lisa Highfill, Kelly Hilton, and Sarah Landis Dowd joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her on Twitter at @heza. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Heather Dowd, the author of Classroom Management in the Digital Age: Effective Practices for Technology-Rich Learning Spaces (EdTechTeam, 2016). Her book offers a series of structures for teachers beginning to use technology in their classrooms, including procedures, expectations, strategies, and methods for parent communication. We discuss what classroom management looks like in different school contexts as well as the impact of technology on organization, engagement, and community. She recommends the following books for listeners interested in her work and our conversation: Kagan Cooperative Learning by Spencer Kagan Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina The HyperDoc Handbook: Digital Lesson Design Using Google Apps by Lisa Highfill, Kelly Hilton, and Sarah Landis Dowd joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her on Twitter at @heza. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Heather Dowd, the author of Classroom Management in the Digital Age: Effective Practices for Technology-Rich Learning Spaces (EdTechTeam, 2016). Her book offers a series of structures for teachers beginning to use technology in their classrooms, including procedures, expectations, strategies, and methods for parent communication. We discuss what classroom management looks like in different school contexts as well as the impact of technology on organization, engagement, and community. She recommends the following books for listeners interested in her work and our conversation: Kagan Cooperative Learning by Spencer Kagan Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina The HyperDoc Handbook: Digital Lesson Design Using Google Apps by Lisa Highfill, Kelly Hilton, and Sarah Landis Dowd joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her on Twitter at @heza. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It feels like schools are in the midst of unprecedented change — sometimes more in different places and sometimes more in different ways. Many people are thinking about education differently than they did a few years ago. Others still are learning and assessing in new ways, using different tools, and collaborating with different partners. But in what ways are schools changing the most? What happens when multiple changes occur simultaneously? How can people who have different relationships to schools prepare themselves and support change? In Education Nation: Six Leading Edges of Innovation in Our Schools (Jossey-Bass, 2012), Milton Chen draws upon his years of experience using television and the Internet to share educational material in order to explain what schools look like when separate school innovations begin to converge. Chen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @miltonchen2. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It feels like schools are in the midst of unprecedented change — sometimes more in different places and sometimes more in different ways. Many people are thinking about education differently than they did a few years ago. Others still are learning and assessing in new ways, using different tools, and collaborating with different partners. But in what ways are schools changing the most? What happens when multiple changes occur simultaneously? How can people who have different relationships to schools prepare themselves and support change? In Education Nation: Six Leading Edges of Innovation in Our Schools (Jossey-Bass, 2012), Milton Chen draws upon his years of experience using television and the Internet to share educational material in order to explain what schools look like when separate school innovations begin to converge. Chen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @miltonchen2. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It feels like schools are in the midst of unprecedented change — sometimes more in different places and sometimes more in different ways. Many people are thinking about education differently than they did a few years ago. Others still are learning and assessing in new ways, using different tools, and collaborating with different partners. But in what ways are schools changing the most? What happens when multiple changes occur simultaneously? How can people who have different relationships to schools prepare themselves and support change? In Education Nation: Six Leading Edges of Innovation in Our Schools (Jossey-Bass, 2012), Milton Chen draws upon his years of experience using television and the Internet to share educational material in order to explain what schools look like when separate school innovations begin to converge. Chen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @miltonchen2. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It feels like schools are in the midst of unprecedented change — sometimes more in different places and sometimes more in different ways. Many people are thinking about education differently than they did a few years ago. Others still are learning and assessing in new ways, using different tools, and collaborating with different partners. But in what ways are schools changing the most? What happens when multiple changes occur simultaneously? How can people who have different relationships to schools prepare themselves and support change? In Education Nation: Six Leading Edges of Innovation in Our Schools (Jossey-Bass, 2012), Milton Chen draws upon his years of experience using television and the Internet to share educational material in order to explain what schools look like when separate school innovations begin to converge. Chen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @miltonchen2. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It feels like schools are in the midst of unprecedented change — sometimes more in different places and sometimes more in different ways. Many people are thinking about education differently than they did a few years ago. Others still are learning and assessing in new ways, using different tools, and collaborating with different partners. But in what ways are schools changing the most? What happens when multiple changes occur simultaneously? How can people who have different relationships to schools prepare themselves and support change? In Education Nation: Six Leading Edges of Innovation in Our Schools (Jossey-Bass, 2012), Milton Chen draws upon his years of experience using television and the Internet to share educational material in order to explain what schools look like when separate school innovations begin to converge. Chen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @miltonchen2. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
One of the most commonly used words right now in education is “innovation.” It seems to be part of any response to our collective anxiety over the fact that the way we educate children does not seem to have changed as quickly as the ways we access information, communicate with each other, or travel from place to place. Of course, before innovation was an education buzzword, it was a buzzword in Silicon Valley. It is easy to list examples of companies that are innovative — Google, Apple, Uber, etc. — but it is much harder to define. This leaves us to wonder, is innovation in schools just integrating more apps and touchscreens? If not, what is it? And if we want innovation in schools, how do we get there? In The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity (Dave Burgess Consulting, 2015), George Couros, provides a framework evaluating whether school practices are truly innovative as well as a guide for leaders interested in fostering changes in their schools that are both original and positive. Couros joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @gcouros. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
One of the most commonly used words right now in education is “innovation.” It seems to be part of any response to our collective anxiety over the fact that the way we educate children does not seem to have changed as quickly as the ways we access information, communicate with each other, or travel from place to place. Of course, before innovation was an education buzzword, it was a buzzword in Silicon Valley. It is easy to list examples of companies that are innovative — Google, Apple, Uber, etc. — but it is much harder to define. This leaves us to wonder, is innovation in schools just integrating more apps and touchscreens? If not, what is it? And if we want innovation in schools, how do we get there? In The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity (Dave Burgess Consulting, 2015), George Couros, provides a framework evaluating whether school practices are truly innovative as well as a guide for leaders interested in fostering changes in their schools that are both original and positive. Couros joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @gcouros. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
One of the most commonly used words right now in education is “innovation.” It seems to be part of any response to our collective anxiety over the fact that the way we educate children does not seem to have changed as quickly as the ways we access information, communicate with each other, or travel from place to place. Of course, before innovation was an education buzzword, it was a buzzword in Silicon Valley. It is easy to list examples of companies that are innovative — Google, Apple, Uber, etc. — but it is much harder to define. This leaves us to wonder, is innovation in schools just integrating more apps and touchscreens? If not, what is it? And if we want innovation in schools, how do we get there? In The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity (Dave Burgess Consulting, 2015), George Couros, provides a framework evaluating whether school practices are truly innovative as well as a guide for leaders interested in fostering changes in their schools that are both original and positive. Couros joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @gcouros. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
One of the most commonly used words right now in education is “innovation.” It seems to be part of any response to our collective anxiety over the fact that the way we educate children does not seem to have changed as quickly as the ways we access information, communicate with each other, or travel from place to place. Of course, before innovation was an education buzzword, it was a buzzword in Silicon Valley. It is easy to list examples of companies that are innovative — Google, Apple, Uber, etc. — but it is much harder to define. This leaves us to wonder, is innovation in schools just integrating more apps and touchscreens? If not, what is it? And if we want innovation in schools, how do we get there? In The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity (Dave Burgess Consulting, 2015), George Couros, provides a framework evaluating whether school practices are truly innovative as well as a guide for leaders interested in fostering changes in their schools that are both original and positive. Couros joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @gcouros. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
One of the most commonly used words right now in education is “innovation.” It seems to be part of any response to our collective anxiety over the fact that the way we educate children does not seem to have changed as quickly as the ways we access information, communicate with each other, or travel from place to place. Of course, before innovation was an education buzzword, it was a buzzword in Silicon Valley. It is easy to list examples of companies that are innovative — Google, Apple, Uber, etc. — but it is much harder to define. This leaves us to wonder, is innovation in schools just integrating more apps and touchscreens? If not, what is it? And if we want innovation in schools, how do we get there? In The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity (Dave Burgess Consulting, 2015), George Couros, provides a framework evaluating whether school practices are truly innovative as well as a guide for leaders interested in fostering changes in their schools that are both original and positive. Couros joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @gcouros. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It can be tempting to generalize certain attributes of schools as either being good or bad. Magnet and charter schools are often characterized as being inherently good. They usually offer special programs that ground all of their instruction. Having that choice is appealing to many families, and why not? Someone must have put a lot of thought into creating that special program, convincing stakeholders to open a school, and persuading teachers to build their curriculum around the program often times forgoing a higher salary at another school. With the neighborhood school, it seems like had to be there, and there is not anything special” about it that ties it together, except maybe geography. How is it supposed to compete with International Baccalaureate or STEM or performing arts? These things seem to give school a purpose. But what if the special program is something unexpected, perhaps something with a bit more baggage? How do geography, industry, and what our society expects from students influence the special programs made available to them? Are there any school lotteries you would think twice about before entering your child? In A Curriculum of Fear: Homeland Security in US Public Schools (University of Minnesota Press, 2016), Nicole Nguyen, provides an ethnography of a public high school that responded to calls for reform by adopting homeland security as its primary focus and lens for all other classes. She explores the history of militarization in schools, its impact on students, and the intersection of ethics and personal politics. Nguyen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her via email at nguyenn@uic.edu. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It can be tempting to generalize certain attributes of schools as either being good or bad. Magnet and charter schools are often characterized as being inherently good. They usually offer special programs that ground all of their instruction. Having that choice is appealing to many families, and why not? Someone must have put a lot of thought into creating that special program, convincing stakeholders to open a school, and persuading teachers to build their curriculum around the program often times forgoing a higher salary at another school. With the neighborhood school, it seems like had to be there, and there is not anything special” about it that ties it together, except maybe geography. How is it supposed to compete with International Baccalaureate or STEM or performing arts? These things seem to give school a purpose. But what if the special program is something unexpected, perhaps something with a bit more baggage? How do geography, industry, and what our society expects from students influence the special programs made available to them? Are there any school lotteries you would think twice about before entering your child? In A Curriculum of Fear: Homeland Security in US Public Schools (University of Minnesota Press, 2016), Nicole Nguyen, provides an ethnography of a public high school that responded to calls for reform by adopting homeland security as its primary focus and lens for all other classes. She explores the history of militarization in schools, its impact on students, and the intersection of ethics and personal politics. Nguyen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her via email at nguyenn@uic.edu. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It can be tempting to generalize certain attributes of schools as either being good or bad. Magnet and charter schools are often characterized as being inherently good. They usually offer special programs that ground all of their instruction. Having that choice is appealing to many families, and why not? Someone must have put a lot of thought into creating that special program, convincing stakeholders to open a school, and persuading teachers to build their curriculum around the program often times forgoing a higher salary at another school. With the neighborhood school, it seems like had to be there, and there is not anything special” about it that ties it together, except maybe geography. How is it supposed to compete with International Baccalaureate or STEM or performing arts? These things seem to give school a purpose. But what if the special program is something unexpected, perhaps something with a bit more baggage? How do geography, industry, and what our society expects from students influence the special programs made available to them? Are there any school lotteries you would think twice about before entering your child? In A Curriculum of Fear: Homeland Security in US Public Schools (University of Minnesota Press, 2016), Nicole Nguyen, provides an ethnography of a public high school that responded to calls for reform by adopting homeland security as its primary focus and lens for all other classes. She explores the history of militarization in schools, its impact on students, and the intersection of ethics and personal politics. Nguyen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her via email at nguyenn@uic.edu. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It can be tempting to generalize certain attributes of schools as either being good or bad. Magnet and charter schools are often characterized as being inherently good. They usually offer special programs that ground all of their instruction. Having that choice is appealing to many families, and why not? Someone must have put a lot of thought into creating that special program, convincing stakeholders to open a school, and persuading teachers to build their curriculum around the program often times forgoing a higher salary at another school. With the neighborhood school, it seems like had to be there, and there is not anything special” about it that ties it together, except maybe geography. How is it supposed to compete with International Baccalaureate or STEM or performing arts? These things seem to give school a purpose. But what if the special program is something unexpected, perhaps something with a bit more baggage? How do geography, industry, and what our society expects from students influence the special programs made available to them? Are there any school lotteries you would think twice about before entering your child? In A Curriculum of Fear: Homeland Security in US Public Schools (University of Minnesota Press, 2016), Nicole Nguyen, provides an ethnography of a public high school that responded to calls for reform by adopting homeland security as its primary focus and lens for all other classes. She explores the history of militarization in schools, its impact on students, and the intersection of ethics and personal politics. Nguyen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her via email at nguyenn@uic.edu. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It can be tempting to generalize certain attributes of schools as either being good or bad. Magnet and charter schools are often characterized as being inherently good. They usually offer special programs that ground all of their instruction. Having that choice is appealing to many families, and why not? Someone must have put a lot of thought into creating that special program, convincing stakeholders to open a school, and persuading teachers to build their curriculum around the program often times forgoing a higher salary at another school. With the neighborhood school, it seems like had to be there, and there is not anything special” about it that ties it together, except maybe geography. How is it supposed to compete with International Baccalaureate or STEM or performing arts? These things seem to give school a purpose. But what if the special program is something unexpected, perhaps something with a bit more baggage? How do geography, industry, and what our society expects from students influence the special programs made available to them? Are there any school lotteries you would think twice about before entering your child? In A Curriculum of Fear: Homeland Security in US Public Schools (University of Minnesota Press, 2016), Nicole Nguyen, provides an ethnography of a public high school that responded to calls for reform by adopting homeland security as its primary focus and lens for all other classes. She explores the history of militarization in schools, its impact on students, and the intersection of ethics and personal politics. Nguyen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her via email at nguyenn@uic.edu. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
It can be tempting to generalize certain attributes of schools as either being good or bad. Magnet and charter schools are often characterized as being inherently good. They usually offer special programs that ground all of their instruction. Having that choice is appealing to many families, and why not? Someone must have put a lot of thought into creating that special program, convincing stakeholders to open a school, and persuading teachers to build their curriculum around the program often times forgoing a higher salary at another school. With the neighborhood school, it seems like had to be there, and there is not anything special” about it that ties it together, except maybe geography. How is it supposed to compete with International Baccalaureate or STEM or performing arts? These things seem to give school a purpose. But what if the special program is something unexpected, perhaps something with a bit more baggage? How do geography, industry, and what our society expects from students influence the special programs made available to them? Are there any school lotteries you would think twice about before entering your child? In A Curriculum of Fear: Homeland Security in US Public Schools (University of Minnesota Press, 2016), Nicole Nguyen, provides an ethnography of a public high school that responded to calls for reform by adopting homeland security as its primary focus and lens for all other classes. She explores the history of militarization in schools, its impact on students, and the intersection of ethics and personal politics. Nguyen joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with her via email at nguyenn@uic.edu. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
Whatever your role — teacher, principal, or superintendent — when you work in a school system, you experience tensions between your reasons for going into education and how you actually spend your time in schools. You might be driven to support student-directed learning, coach new teachers, or initiate portfolio assessment, but you continually find yourself called away from those drivers. Instead, you have to assume some other responsibility that you may not see as essential but has gradually taken up more your time sometimes without explanation. How do we change institutions, like schools, to ensure that we are focused on our actual priorities? How do we jumpstart uncomfortable conversations? What can we learn from schools that were willing to totally rethink how they do things? In #EdJourney: A Roadmap to the Future of Education (Jossey-Bass, 2014), Grant Lichtman shares reflections following his three-month road trip across the country to visit schools and discuss innovation with stakeholders inside and outside the classroom. Lichtman joins New Books in Education for the interview. You can find more information about his work on his blog. To share your thoughts on the podcast, you can connect with him on Twitter at @GrantLichtman. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Whatever your role — teacher, principal, or superintendent — when you work in a school system, you experience tensions between your reasons for going into education and how you actually spend your time in schools. You might be driven to support student-directed learning, coach new teachers, or initiate portfolio assessment, but you continually find yourself called away from those drivers. Instead, you have to assume some other responsibility that you may not see as essential but has gradually taken up more your time sometimes without explanation. How do we change institutions, like schools, to ensure that we are focused on our actual priorities? How do we jumpstart uncomfortable conversations? What can we learn from schools that were willing to totally rethink how they do things? In #EdJourney: A Roadmap to the Future of Education (Jossey-Bass, 2014), Grant Lichtman shares reflections following his three-month road trip across the country to visit schools and discuss innovation with stakeholders inside and outside the classroom. Lichtman joins New Books in Education for the interview. You can find more information about his work on his blog. To share your thoughts on the podcast, you can connect with him on Twitter at @GrantLichtman. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Whatever your role — teacher, principal, or superintendent — when you work in a school system, you experience tensions between your reasons for going into education and how you actually spend your time in schools. You might be driven to support student-directed learning, coach new teachers, or initiate portfolio assessment, but you continually find yourself called away from those drivers. Instead, you have to assume some other responsibility that you may not see as essential but has gradually taken up more your time sometimes without explanation. How do we change institutions, like schools, to ensure that we are focused on our actual priorities? How do we jumpstart uncomfortable conversations? What can we learn from schools that were willing to totally rethink how they do things? In #EdJourney: A Roadmap to the Future of Education (Jossey-Bass, 2014), Grant Lichtman shares reflections following his three-month road trip across the country to visit schools and discuss innovation with stakeholders inside and outside the classroom. Lichtman joins New Books in Education for the interview. You can find more information about his work on his blog. To share your thoughts on the podcast, you can connect with him on Twitter at @GrantLichtman. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Whatever your role — teacher, principal, or superintendent — when you work in a school system, you experience tensions between your reasons for going into education and how you actually spend your time in schools. You might be driven to support student-directed learning, coach new teachers, or initiate portfolio assessment, but you continually find yourself called away from those drivers. Instead, you have to assume some other responsibility that you may not see as essential but has gradually taken up more your time sometimes without explanation. How do we change institutions, like schools, to ensure that we are focused on our actual priorities? How do we jumpstart uncomfortable conversations? What can we learn from schools that were willing to totally rethink how they do things? In #EdJourney: A Roadmap to the Future of Education (Jossey-Bass, 2014), Grant Lichtman shares reflections following his three-month road trip across the country to visit schools and discuss innovation with stakeholders inside and outside the classroom. Lichtman joins New Books in Education for the interview. You can find more information about his work on his blog. To share your thoughts on the podcast, you can connect with him on Twitter at @GrantLichtman. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Most of the time, school performance is not like performance in other arenas. In music, we want people to play something for us. In sports, we want people to show us our skills. Performance in school is filtered through test scores and letter grades. When we ask students how they are doing in reading, we do not expect them to actually read to us or share their thoughts on a recent books they have finished. We expect to learn them to tell us a reading level or point to wherever they are on a rubric. But what does that mean? Have we lost sight of the actual value of the things we are attempting to measure and quantify? What if we looked at school work the way we attend practices, games, and recitals? In Digital Student Portfolios: A Whole School Approach to Connected Learning and Continuous Assessment (Theory and Practice, 2014), Matt Renwick, outlines the rationale for portfolio work in the twenty first century, including how portfolios can motivate and empower students, provide evidence for report cards and school conferences, guide the instruction of teachers, and share school language with families. Renwick joins New Books in Education for the Interview. You can find more information about his work on his blog. To share your thoughts on the podcast, you can connect with him on Twitter at @ReadByExample. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
Most of the time, school performance is not like performance in other arenas. In music, we want people to play something for us. In sports, we want people to show us our skills. Performance in school is filtered through test scores and letter grades. When we ask students how they are doing in reading, we do not expect them to actually read to us or share their thoughts on a recent books they have finished. We expect to learn them to tell us a reading level or point to wherever they are on a rubric. But what does that mean? Have we lost sight of the actual value of the things we are attempting to measure and quantify? What if we looked at school work the way we attend practices, games, and recitals? In Digital Student Portfolios: A Whole School Approach to Connected Learning and Continuous Assessment (Theory and Practice, 2014), Matt Renwick, outlines the rationale for portfolio work in the twenty first century, including how portfolios can motivate and empower students, provide evidence for report cards and school conferences, guide the instruction of teachers, and share school language with families. Renwick joins New Books in Education for the Interview. You can find more information about his work on his blog. To share your thoughts on the podcast, you can connect with him on Twitter at @ReadByExample. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
Most of the time, school performance is not like performance in other arenas. In music, we want people to play something for us. In sports, we want people to show us our skills. Performance in school is filtered through test scores and letter grades. When we ask students how they are doing in reading, we do not expect them to actually read to us or share their thoughts on a recent books they have finished. We expect to learn them to tell us a reading level or point to wherever they are on a rubric. But what does that mean? Have we lost sight of the actual value of the things we are attempting to measure and quantify? What if we looked at school work the way we attend practices, games, and recitals? In Digital Student Portfolios: A Whole School Approach to Connected Learning and Continuous Assessment (Theory and Practice, 2014), Matt Renwick, outlines the rationale for portfolio work in the twenty first century, including how portfolios can motivate and empower students, provide evidence for report cards and school conferences, guide the instruction of teachers, and share school language with families. Renwick joins New Books in Education for the Interview. You can find more information about his work on his blog. To share your thoughts on the podcast, you can connect with him on Twitter at @ReadByExample. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
The school structures we present to teachers can sometimes resemble two extremes. In the first set of circumstances, teachers have enormous autonomy over what they teach, when they teach it, and how they teach it. In the second, they have almost no choices whatsoever. The texts are all provided, along with the objectives, the script, and the pacing guide. I am not sure that either of these working conditions are sustainable longterm. Obviously, no one enjoys being told exactly what to do. It conveys a lack of trust and respect. But it is an awesome responsibility to be told that everything is up to you. When we live in a culture that continually reinforces the idea that the longterm success of every student is tied to a single teacher’s priorities, words, and actions, this is a recipe for burnout. Are there practices that provide room for creativity without placing an unreasonable burden on individual teachers? How might teachers’ aims inform their choices? How can all teachers facilitate deeper learning in a sustainable way? In Learning That Lasts: Challenging, Engaging, and Empowering Students with Deeper Instruction (Jossey-Bass, 2016) Ron Berger and co-authors, Libby Woodfin and Anne Vilen, outline instructional moves, lesson structures, and discussion protocols that ask more from students and work in a variety of teaching contexts. Woodfin joins New Books in Education for the interview. You can find more information about her work with Expeditionary Learning on its website. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
The school structures we present to teachers can sometimes resemble two extremes. In the first set of circumstances, teachers have enormous autonomy over what they teach, when they teach it, and how they teach it. In the second, they have almost no choices whatsoever. The texts are all provided, along with the objectives, the script, and the pacing guide. I am not sure that either of these working conditions are sustainable longterm. Obviously, no one enjoys being told exactly what to do. It conveys a lack of trust and respect. But it is an awesome responsibility to be told that everything is up to you. When we live in a culture that continually reinforces the idea that the longterm success of every student is tied to a single teacher’s priorities, words, and actions, this is a recipe for burnout. Are there practices that provide room for creativity without placing an unreasonable burden on individual teachers? How might teachers’ aims inform their choices? How can all teachers facilitate deeper learning in a sustainable way? In Learning That Lasts: Challenging, Engaging, and Empowering Students with Deeper Instruction (Jossey-Bass, 2016) Ron Berger and co-authors, Libby Woodfin and Anne Vilen, outline instructional moves, lesson structures, and discussion protocols that ask more from students and work in a variety of teaching contexts. Woodfin joins New Books in Education for the interview. You can find more information about her work with Expeditionary Learning on its website. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
The school structures we present to teachers can sometimes resemble two extremes. In the first set of circumstances, teachers have enormous autonomy over what they teach, when they teach it, and how they teach it. In the second, they have almost no choices whatsoever. The texts are all provided, along with the objectives, the script, and the pacing guide. I am not sure that either of these working conditions are sustainable longterm. Obviously, no one enjoys being told exactly what to do. It conveys a lack of trust and respect. But it is an awesome responsibility to be told that everything is up to you. When we live in a culture that continually reinforces the idea that the longterm success of every student is tied to a single teacher’s priorities, words, and actions, this is a recipe for burnout. Are there practices that provide room for creativity without placing an unreasonable burden on individual teachers? How might teachers’ aims inform their choices? How can all teachers facilitate deeper learning in a sustainable way? In Learning That Lasts: Challenging, Engaging, and Empowering Students with Deeper Instruction (Jossey-Bass, 2016) Ron Berger and co-authors, Libby Woodfin and Anne Vilen, outline instructional moves, lesson structures, and discussion protocols that ask more from students and work in a variety of teaching contexts. Woodfin joins New Books in Education for the interview. You can find more information about her work with Expeditionary Learning on its website. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices
Many of us are familiar with the court-mandated bussing programs created in an effort to achieve school desegregation in the 1960s and 1970s. Far fewer of us realize there were also voluntary transfer programs that were crafted in out-of-court settlements in the decades that followed. For example, as part of the Canford Program, wealthy districts like those in Arbor Town accept between 6-60 students from nearby South Bay City, where resources are more scarce. These children who win the lottery have access to all of the same teachers, facilities, and curricular materials as the students living in the surrounding neighborhoods. Still, their experiences are far from the same. Canford students ride the bus each morning. Their trips are long and chaotic, and as a result, they often arrive late, hungry, or unsettled. These students must quickly transition into routines that fail to take this reality into account, and issues of equity quickly arise. Do the benefits of such a program exceed its costs? How might such a program be redesigned? To what extent is the bus (or recess) part of school anyway? In The Bus Kids: Children’s Experiences with Voluntary Desegregation (Yale University Press, 2009), Ira Lit, recounts the experiences of small children participating in an inter-district transfer program designed to allow students living in a low-income community to attend better-resourced schools in other nearby towns. Lit joins New Books in Education for the interview. You can find more information about his work with the Stanford Teacher Education Program on its website.To share your thoughts on the podcast, you can connect with him via email at iralit@stanford.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Many of us are familiar with the court-mandated bussing programs created in an effort to achieve school desegregation in the 1960s and 1970s. Far fewer of us realize there were also voluntary transfer programs that were crafted in out-of-court settlements in the decades that followed. For example, as part of the Canford Program, wealthy districts like those in Arbor Town accept between 6-60 students from nearby South Bay City, where resources are more scarce. These children who win the lottery have access to all of the same teachers, facilities, and curricular materials as the students living in the surrounding neighborhoods. Still, their experiences are far from the same. Canford students ride the bus each morning. Their trips are long and chaotic, and as a result, they often arrive late, hungry, or unsettled. These students must quickly transition into routines that fail to take this reality into account, and issues of equity quickly arise. Do the benefits of such a program exceed its costs? How might such a program be redesigned? To what extent is the bus (or recess) part of school anyway? In The Bus Kids: Children’s Experiences with Voluntary Desegregation (Yale University Press, 2009), Ira Lit, recounts the experiences of small children participating in an inter-district transfer program designed to allow students living in a low-income community to attend better-resourced schools in other nearby towns. Lit joins New Books in Education for the interview. You can find more information about his work with the Stanford Teacher Education Program on its website.To share your thoughts on the podcast, you can connect with him via email at iralit@stanford.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
All of us experience trauma at various points throughout our lives. On one end of the spectrum, we have negative experiences from which we tend to think we can recover quickly. This might include a fight with a friend or an hurtful comment made in passing. On the other end of the spectrum, we have those experiences that induce so much anger, sadness, fear, or disgust that we readily acknowledge our difficulty moving forward. These are everything from the death of loved one to the diagnosis of a disease to an instance of sexual abuse. How might creative expression help with the healing process? What can we learn and teach others from the writing and artwork that emerge from these traumas? How might we come to value personal writing as worthy of increased scholarship? In Facing the Sky: Composing Through Trauma in Word and Image (Parlor, 2015), Roy Fox, shares his reflections based on years spent developing a graduate course that asks students to come to terms with the most difficult moments in their lives. Fox joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him via email at foxr@missouri.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
All of us experience trauma at various points throughout our lives. On one end of the spectrum, we have negative experiences from which we tend to think we can recover quickly. This might include a fight with a friend or an hurtful comment made in passing. On the other end of the spectrum, we have those experiences that induce so much anger, sadness, fear, or disgust that we readily acknowledge our difficulty moving forward. These are everything from the death of loved one to the diagnosis of a disease to an instance of sexual abuse. How might creative expression help with the healing process? What can we learn and teach others from the writing and artwork that emerge from these traumas? How might we come to value personal writing as worthy of increased scholarship? In Facing the Sky: Composing Through Trauma in Word and Image (Parlor, 2015), Roy Fox, shares his reflections based on years spent developing a graduate course that asks students to come to terms with the most difficult moments in their lives. Fox joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him via email at foxr@missouri.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology
Many of us are familiar with the court-mandated bussing programs created in an effort to achieve school desegregation in the 1960s and 1970s. Far fewer of us realize there were also voluntary transfer programs that were crafted in out-of-court settlements in the decades that followed. For example, as part of the Canford Program, wealthy districts like those in Arbor Town accept between 6-60 students from nearby South Bay City, where resources are more scarce. These children who win the lottery have access to all of the same teachers, facilities, and curricular materials as the students living in the surrounding neighborhoods. Still, their experiences are far from the same. Canford students ride the bus each morning. Their trips are long and chaotic, and as a result, they often arrive late, hungry, or unsettled. These students must quickly transition into routines that fail to take this reality into account, and issues of equity quickly arise. Do the benefits of such a program exceed its costs? How might such a program be redesigned? To what extent is the bus (or recess) part of school anyway? In The Bus Kids: Children’s Experiences with Voluntary Desegregation (Yale University Press, 2009), Ira Lit, recounts the experiences of small children participating in an inter-district transfer program designed to allow students living in a low-income community to attend better-resourced schools in other nearby towns. Lit joins New Books in Education for the interview. You can find more information about his work with the Stanford Teacher Education Program on its website.To share your thoughts on the podcast, you can connect with him via email at iralit@stanford.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
All of us experience trauma at various points throughout our lives. On one end of the spectrum, we have negative experiences from which we tend to think we can recover quickly. This might include a fight with a friend or an hurtful comment made in passing. On the other end of the spectrum, we have those experiences that induce so much anger, sadness, fear, or disgust that we readily acknowledge our difficulty moving forward. These are everything from the death of loved one to the diagnosis of a disease to an instance of sexual abuse. How might creative expression help with the healing process? What can we learn and teach others from the writing and artwork that emerge from these traumas? How might we come to value personal writing as worthy of increased scholarship? In Facing the Sky: Composing Through Trauma in Word and Image (Parlor, 2015), Roy Fox, shares his reflections based on years spent developing a graduate course that asks students to come to terms with the most difficult moments in their lives. Fox joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him via email at foxr@missouri.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Many of us are familiar with the court-mandated bussing programs created in an effort to achieve school desegregation in the 1960s and 1970s. Far fewer of us realize there were also voluntary transfer programs that were crafted in out-of-court settlements in the decades that followed. For example, as part of the Canford Program, wealthy districts like those in Arbor Town accept between 6-60 students from nearby South Bay City, where resources are more scarce. These children who win the lottery have access to all of the same teachers, facilities, and curricular materials as the students living in the surrounding neighborhoods. Still, their experiences are far from the same. Canford students ride the bus each morning. Their trips are long and chaotic, and as a result, they often arrive late, hungry, or unsettled. These students must quickly transition into routines that fail to take this reality into account, and issues of equity quickly arise. Do the benefits of such a program exceed its costs? How might such a program be redesigned? To what extent is the bus (or recess) part of school anyway? In The Bus Kids: Children’s Experiences with Voluntary Desegregation (Yale University Press, 2009), Ira Lit, recounts the experiences of small children participating in an inter-district transfer program designed to allow students living in a low-income community to attend better-resourced schools in other nearby towns. Lit joins New Books in Education for the interview. You can find more information about his work with the Stanford Teacher Education Program on its website.To share your thoughts on the podcast, you can connect with him via email at iralit@stanford.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
All of us experience trauma at various points throughout our lives. On one end of the spectrum, we have negative experiences from which we tend to think we can recover quickly. This might include a fight with a friend or an hurtful comment made in passing. On the other end of the spectrum, we have those experiences that induce so much anger, sadness, fear, or disgust that we readily acknowledge our difficulty moving forward. These are everything from the death of loved one to the diagnosis of a disease to an instance of sexual abuse. How might creative expression help with the healing process? What can we learn and teach others from the writing and artwork that emerge from these traumas? How might we come to value personal writing as worthy of increased scholarship? In Facing the Sky: Composing Through Trauma in Word and Image (Parlor, 2015), Roy Fox, shares his reflections based on years spent developing a graduate course that asks students to come to terms with the most difficult moments in their lives. Fox joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him via email at foxr@missouri.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Many of us are familiar with the court-mandated bussing programs created in an effort to achieve school desegregation in the 1960s and 1970s. Far fewer of us realize there were also voluntary transfer programs that were crafted in out-of-court settlements in the decades that followed. For example, as part of the Canford Program, wealthy districts like those in Arbor Town accept between 6-60 students from nearby South Bay City, where resources are more scarce. These children who win the lottery have access to all of the same teachers, facilities, and curricular materials as the students living in the surrounding neighborhoods. Still, their experiences are far from the same. Canford students ride the bus each morning. Their trips are long and chaotic, and as a result, they often arrive late, hungry, or unsettled. These students must quickly transition into routines that fail to take this reality into account, and issues of equity quickly arise. Do the benefits of such a program exceed its costs? How might such a program be redesigned? To what extent is the bus (or recess) part of school anyway? In The Bus Kids: Children’s Experiences with Voluntary Desegregation (Yale University Press, 2009), Ira Lit, recounts the experiences of small children participating in an inter-district transfer program designed to allow students living in a low-income community to attend better-resourced schools in other nearby towns. Lit joins New Books in Education for the interview. You can find more information about his work with the Stanford Teacher Education Program on its website.To share your thoughts on the podcast, you can connect with him via email at iralit@stanford.edu. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
All of us are familiar with multiple-choice tests. They may be the one thing that you can find in kindergarten classrooms, college courses, and workplace training programs. But why are they so common? Multiple-choice tests may be the simplest and easiest way to see if someone knows something — or at least that someone probably knows something. No one would contend that this form of assessment moves beyond the lowest levels of Bloom’s Taxonomy — remembering and understanding. Of course, we want students — and employees — who can do more than that. What kinds of assessments can measure whether someone can apply, analyze, evaluate, or create something? How would teachers prepare students for those evaluations? How would schools promote those practices? In Transforming Schools: Using Project-Based Learning, Performance Assessment, and Common Core Standards (Jossey-Bass, 2015), Bob Lenz and co-authors Justin Wells and Sally Kingston outline a series of practices designed to promote higher levels of cognition as well as the means to implement them school wide. Wells joins New Books in Education for the interview. You can find more information about his work with Envision Schools on its website. To share your thoughts on the podcast, you can connect with him on Twitter at @jusowells. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
All of us are familiar with multiple-choice tests. They may be the one thing that you can find in kindergarten classrooms, college courses, and workplace training programs. But why are they so common? Multiple-choice tests may be the simplest and easiest way to see if someone knows something — or at least that someone probably knows something. No one would contend that this form of assessment moves beyond the lowest levels of Bloom’s Taxonomy — remembering and understanding. Of course, we want students — and employees — who can do more than that. What kinds of assessments can measure whether someone can apply, analyze, evaluate, or create something? How would teachers prepare students for those evaluations? How would schools promote those practices? In Transforming Schools: Using Project-Based Learning, Performance Assessment, and Common Core Standards (Jossey-Bass, 2015), Bob Lenz and co-authors Justin Wells and Sally Kingston outline a series of practices designed to promote higher levels of cognition as well as the means to implement them school wide. Wells joins New Books in Education for the interview. You can find more information about his work with Envision Schools on its website. To share your thoughts on the podcast, you can connect with him on Twitter at @jusowells. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
All of us are familiar with multiple-choice tests. They may be the one thing that you can find in kindergarten classrooms, college courses, and workplace training programs. But why are they so common? Multiple-choice tests may be the simplest and easiest way to see if someone knows something — or at least that someone probably knows something. No one would contend that this form of assessment moves beyond the lowest levels of Bloom’s Taxonomy — remembering and understanding. Of course, we want students — and employees — who can do more than that. What kinds of assessments can measure whether someone can apply, analyze, evaluate, or create something? How would teachers prepare students for those evaluations? How would schools promote those practices? In Transforming Schools: Using Project-Based Learning, Performance Assessment, and Common Core Standards (Jossey-Bass, 2015), Bob Lenz and co-authors Justin Wells and Sally Kingston outline a series of practices designed to promote higher levels of cognition as well as the means to implement them school wide. Wells joins New Books in Education for the interview. You can find more information about his work with Envision Schools on its website. To share your thoughts on the podcast, you can connect with him on Twitter at @jusowells. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Everyone hates being underestimated. We want to feel included without others showing us condescension. At the same time, no one wants to be overestimated. We want to feel challenged without others overwhelming us. We recognize that children can be frustrated or disengaged, but we often fail to see that their feelings and behaviors are caused by the same things that stir up these feelings in adults — flawed assumptions about their abilities and interests. What if kids are more capable cognitively than we think? What if we demand too much of them pragmatically? Nowadays, we simultaneously adultify children and infantalize them, depending on the situation. But what if we have those situations backwards? In The Importance of Being Little: What Preschoolers Really Need from Grownups (Viking, 2016), Erika Christakis shares her insights gleaned from years working with young children as a parent, preschool teacher, and preschool director. Christakis joins New Books in Education for the interview. You can find more information about her work on her website. To share your thoughts on the podcast, you can connect with her on Twitter at @ErikaChristakis. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Everyone hates being underestimated. We want to feel included without others showing us condescension. At the same time, no one wants to be overestimated. We want to feel challenged without others overwhelming us. We recognize that children can be frustrated or disengaged, but we often fail to see that their feelings and behaviors are caused by the same things that stir up these feelings in adults — flawed assumptions about their abilities and interests. What if kids are more capable cognitively than we think? What if we demand too much of them pragmatically? Nowadays, we simultaneously adultify children and infantalize them, depending on the situation. But what if we have those situations backwards? In The Importance of Being Little: What Preschoolers Really Need from Grownups (Viking, 2016), Erika Christakis shares her insights gleaned from years working with young children as a parent, preschool teacher, and preschool director. Christakis joins New Books in Education for the interview. You can find more information about her work on her website. To share your thoughts on the podcast, you can connect with her on Twitter at @ErikaChristakis. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
Everyone hates being underestimated. We want to feel included without others showing us condescension. At the same time, no one wants to be overestimated. We want to feel challenged without others overwhelming us. We recognize that children can be frustrated or disengaged, but we often fail to see that their feelings and behaviors are caused by the same things that stir up these feelings in adults — flawed assumptions about their abilities and interests. What if kids are more capable cognitively than we think? What if we demand too much of them pragmatically? Nowadays, we simultaneously adultify children and infantalize them, depending on the situation. But what if we have those situations backwards? In The Importance of Being Little: What Preschoolers Really Need from Grownups (Viking, 2016), Erika Christakis shares her insights gleaned from years working with young children as a parent, preschool teacher, and preschool director. Christakis joins New Books in Education for the interview. You can find more information about her work on her website. To share your thoughts on the podcast, you can connect with her on Twitter at @ErikaChristakis. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
When adults today look back on their time as children, many of their memories may come from moments when they were engaged in free play with kids in their neighborhood — exploring creeks, riding bikes, and playing pick-up sports. Moments like these, occurring outside of adult-imposed structures, put children in a position to make decisions, take risks, and navigate social relationships. Now parents are much more likely to organize playdates on behalf of their children or push them into organized sports and summer camps. But do these interactions provide the same kinds of learning experiences? If parents value free play, what choice do they have? In Playborhood: Turn Your Neighborhood into a Place for Play (Free Play Press, 2012), Mike Lanza describes how individual families can establish hangout spaces for kids in order to foster self-reliance and joy for their children and build community with their neighbors. Lanza joins New Books in Education for the interview. You can find more information about his work on his website. To share your thoughts on the podcast, you can connect with him on Twitter at @playborhood. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
When adults today look back on their time as children, many of their memories may come from moments when they were engaged in free play with kids in their neighborhood — exploring creeks, riding bikes, and playing pick-up sports. Moments like these, occurring outside of adult-imposed structures, put children in a position to make decisions, take risks, and navigate social relationships. Now parents are much more likely to organize playdates on behalf of their children or push them into organized sports and summer camps. But do these interactions provide the same kinds of learning experiences? If parents value free play, what choice do they have? In Playborhood: Turn Your Neighborhood into a Place for Play (Free Play Press, 2012), Mike Lanza describes how individual families can establish hangout spaces for kids in order to foster self-reliance and joy for their children and build community with their neighbors. Lanza joins New Books in Education for the interview. You can find more information about his work on his website. To share your thoughts on the podcast, you can connect with him on Twitter at @playborhood. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
When adults today look back on their time as children, many of their memories may come from moments when they were engaged in free play with kids in their neighborhood — exploring creeks, riding bikes, and playing pick-up sports. Moments like these, occurring outside of adult-imposed structures, put children in a position to make decisions, take risks, and navigate social relationships. Now parents are much more likely to organize playdates on behalf of their children or push them into organized sports and summer camps. But do these interactions provide the same kinds of learning experiences? If parents value free play, what choice do they have? In Playborhood: Turn Your Neighborhood into a Place for Play (Free Play Press, 2012), Mike Lanza describes how individual families can establish hangout spaces for kids in order to foster self-reliance and joy for their children and build community with their neighbors. Lanza joins New Books in Education for the interview. You can find more information about his work on his website. To share your thoughts on the podcast, you can connect with him on Twitter at @playborhood. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices
When adults today look back on their time as children, many of their memories may come from moments when they were engaged in free play with kids in their neighborhood — exploring creeks, riding bikes, and playing pick-up sports. Moments like these, occurring outside of adult-imposed structures, put children in a position to make decisions, take risks, and navigate social relationships. Now parents are much more likely to organize playdates on behalf of their children or push them into organized sports and summer camps. But do these interactions provide the same kinds of learning experiences? If parents value free play, what choice do they have? In Playborhood: Turn Your Neighborhood into a Place for Play (Free Play Press, 2012), Mike Lanza describes how individual families can establish hangout spaces for kids in order to foster self-reliance and joy for their children and build community with their neighbors. Lanza joins New Books in Education for the interview. You can find more information about his work on his website. To share your thoughts on the podcast, you can connect with him on Twitter at @playborhood. You can reach the host on Twitter at @tsmattea. Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached at info@trevormattea.com. Learn more about your ad choices. Visit megaphone.fm/adchoices