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

After a scoreboard update from Brendan King, Coach begins the final hour talking with Rob Blackman of Purdue radio as the #7 Boilers smoked Indiana 93-64 at Mackey Arena. We head back to HS basketball with HC Scott McClelland of Noblesville as his squad got a 10 point win over Avon. We then shift to Hauser basketball as HC Trent Moorhead and his team got a 76-48 win over Milan. We head over then to Michigan City vs Maryville where Tanner Camp of the regional radio sports network had the call of Michigan City’s 60-54 win. We head over to the undefeated Fishers Tigers as their Head Coach Garrett Winegar talks with coach about their 66-42 win over Zionsville. We take a moment back to West Lafayette where John Herrick talks Indiana’s loss to Purdue 64-93. We also hear from Steve Kolb of WAXL where Heritage Hills took down Tell City 68-41. We turn things over to Kip Wesner of the Hoosier Basketball Magazine who talks about the ongoings in the state. We also hear from Mt. Vernon HC Joe Bradburn and his squad taking down New Palestine 61-46. To round the show out, we head back to the collegiate level as we hear from the voice of the Cardinals in David Eha as Ball State fell 65-78 vs Akron. See omnystudio.com/listener for privacy information.

Shannon Spencer and I met when we were randomly paired to run a 5K together for Ainsley's Angels. In the short time we were together, I knew I needed to get to know her better.During this episode, sponsored by Amazfit, we talked about:How her husband is a fire fighter Meeting at the Hit the Bricks 5K in Zionsville through Ainsley's AngelsHow she's the running influencer in her CrossFit gym in Kokomo Running the Marine Corps Marathon and the Air Force Marathon with Ainsley's Angels Celebrating milestone birthdaysThe 4x4x48 she organizes every year to raise money for Ainsley's AngelsHow she first got into running in fifth gradeRunning marathons in 13 different states with one of her best friendsMore about her family - she's a mom and a grandma (Noni)How she became an average skydiver Her breast cancer diagnosis in 2009 shortly after she was divorced and when she didn't have healthcare The “race that got away” in Spencer, Indiana (get it…Shannon Spencer)Running with her kids and grandkidsHow she met her husband, JoshThe community she's found in CrossFit How she doesn't like to repeat races she's already doneOur shared love of saunasSponsor Details:Amazfit - Use ALLYB for 10% offGalentine's Day Run Registration Donate to Ainsley's Angels.This is a SandyBoy Productions podcast.

To kick off the 10 o’clock hour, Pat Boylan gives us the rundown on the Pacers disappointing effort in Detroit against the Pistons. Figuring out the positives in a game like Indiana had is a quagmire because of how much they lost by, but Pat breaks it all down. We switch back over to high school basketball with J.R. Howell of Zionsville. His team got a big win over Park Heritage Saturday evening and he talks about the challenges of playing smaller schools and needing to win those games. Head coach of IU-Kokomo, Erich Echelbarger, checks in to celebrate a win before Clint Swan of Crown Point does the same. An IST legend, Dr. Len Clark, dials up the show to tell the same old story for the Notre Dame men’s basketball team after their third straight loss today. Trent Moorehead of the Hauser Jets talks about his team’s homecoming win in the Hanger Saturday night. To round out the hour, Brian Sullivan of the Clark Floyd Sports Network had New Albany’s win over Scottsburg. See omnystudio.com/listener for privacy information.

Coach Bob Lovell begins the show after a scoreboard update from Landon Coons as the two talk about Indiana Football who is preparing for the National Championship on Monday versus Miami. Len Clark joins the show to talk about the Portage victory over Lake Central 80-63 to move to 13-0. We then hear from Brad Huber who had the call for Zionsville’s 42-32 defensive win over Noblesville. To close the hour out Coach and Landon Coons talk over some college hoops with IU taking on Iowa and Purdue trying to hit their stride in the back-half of the season. See omnystudio.com/listener for privacy information.

After a scoreboard update from Landon Coons, Coach begins the hour once again talking the Zionsville 10 point victory over Noblesville this time with the Zionsville HC J.R. Howell. He then moves over to Jeffersonville’s 49-48 win over Floyd Central as he talks with Clark Floyd Sports Network’s Brian Sullivan. We head to the girls side as Pendelton Heights Head Coach Nick Rogers talks his ladies 65-42 win ovr New Palestine. We flip things to the NBA level with Scott Agness of the Fieldhouse Files as they talk the Indiana Pacers 10th win of the season over the Pelicans 127-119 behind 29 Jay Huff points. We go to the college ball side with Ball State getting a win over the Ohio Bobcats as we hear from David Deaton with the Cardinals. We head back to HS Hoops with WKLO’s very own David Deaton who had the call of North Harrison’s 55-34 win over Eastern. The show closes out as Coach Bob Lovell talks with Tony Donohue who was on the call of Cathedral girls’ basketball win 65-58 over Chatard. See omnystudio.com/listener for privacy information.

A Friday edition of Indiana Sports Talk gets underway with host coach Bob Lovell and Brendan King previewing what’s to come on the show and the college football bowl season. They start to preview the Rose Bowl for Indiana and how this time of year has changed. J.R. Howell, head coach of Zionsville kicks off the high school basketball scores by discussing his teams' win over Fort Wayne Caroll in the Homestead tournament. See omnystudio.com/listener for privacy information.

Other callers in this hour include Andrew Smith of New Pal Radio.com, J.R. Howell the head coach of Zionsville and David Deaton of WKLO. See omnystudio.com/listener for privacy information.

On a monumental Saturday in downtown Indianapolis, it’s another edition of Indiana Sports Talk! The show starts with coach Bob Lovell and Nathaniel Finch recapping Purdue’s defeat against Iowa State Saturday afternoon. Then, Lee Jackson of Indianapolis Metropolitan high school talks about his team’s 70-50 win. McCutchen girls basketball head coach Jeff Knoy calls in to touch on their win over Zionsville. See omnystudio.com/listener for privacy information.

In this episode of The WB Download, host Jeff Wieland sits down with Don Weiler of Bailey Weiler Design Build Renovate for an engaging conversation about business growth, community involvement, and family legacy.Don discusses Bailey Weiler Homes' expansion into Zionsville, Indiana, a move driven by economic opportunity and a growing demand for design-forward, luxury custom homes. He and Jeff explore the challenges of rising construction costs, regulatory hurdles, and maintaining excellence while scaling their business.Don reflects on the importance of strong client relationships, community connection, and giving back, highlighting their recent project with Susie's Place, a child advocacy center. He credits the Builder 20 group for shaping their business strategies and helping them stay adaptable in a changing industry.The conversation also takes a personal turn as Don shares heartfelt updates about his four children, each thriving in their own field, from farming and golf to environmental science and nursing. He and Jeff close by reflecting on resilience, partnership, and purpose, both in business and in life.Tune in for an inspiring episode full of lessons on leadership, community, and the human side of homebuilding.Email Jeff your comments, questions, and topic requests, or be a guest on The WB Download.Email: WBDOWNLOAD@wielandbuilders.comSee Wieland Builders custom home gallery  www.wielandbuilders.comReceive inspiration monthly in our monthly newsletter See podcast behind the scenes photosFollow us on Facebook, Instagram, YouTube, Houzz or PinterestBailey Wieler Design Build Renovate website- https://bailey-weiler.com/

Cedar Creek Candles & Gifts has opened a new location in Zionsville, Indiana, offering all-natural candles and candle-making workshops. The shop offers a variety of candles and workshops with approximately 85 different fragrances to choose from. Customers can mix and match up to three scents and bring their vessels back to make another candle. The owner, Sam Lairson, said that candle making is a great family-friendly activity.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What do sports media broadcasters and DJs have in common? A nonstop grind fueled by passion and a love of the game. That's the thread running through today's episode — and the crazy part is, this story starts in the same place. Tony East and I both grew up in Zionsville, walked the same high school halls, and chased completely different careers. He went all-in on sports media and became one of the go-to voices for the Pacers and Fever. I dove headfirst into music and built my path as a DJ and podcaster. Two different arenas, but the same mindset: hustle, resilience, and chasing the dream. And now, years later, we're linking up full circle — recording this conversation on a back porch in Zionsville, right where it all began. This is a very special episode that I'm sure you will enjoy!

Vote centers will not be coming to Hamilton County for upcoming elections. A crowd gathered in Zionsville Sunday night to honor the life of conservative activist Charlie Kirk, who was assassinated in Utah earlier this month. Governor Mike Braun says teachers could lose their license for making negative statements about conservative activist Charlie Kirk's death. After months of heated debate, the Indianapolis City-County Council will decide tonight whether Google can build a massive data center campus in Franklin Township. State funding to help turn the Miami Correctional Facility into a federal detention center was approved last week. Want to go deeper on the stories you hear on WFYI News Now? Visit wfyi.org/news and follow us on social media to get comprehensive analysis and local news daily. Subscribe to WFYI News Now wherever you get your podcasts. WFYI News Now is produced by Zach Bundy and Abriana Herron, with support from News Director Sarah Neal-Estes.

In this episode of the Braun Performance & Rehab Podcast, Dan is joined by Megan Mckay to discuss her current experiences and life in D1 ice hockey.Megan McKay is a senior at Clarkson University, where she competes at the NCAA Division I level in women's ice hockey. Originally from Zionsville, Indiana, Megan grew up in a family of four siblings and developed an early passion for sport, competition, and pushing her limits. On the ice, she's known for her physical, enforcer-style presence and relentless commitment to training, recovery, and skill development. Off the ice, Megan is just as driven, balancing her academic pursuits as an MBA student with her athletic career. She embraces a holistic approach to performance, focusing on nutrition, mobility, and mental skills as keys to sustaining excellence. With aspirations to compete in the Professional Women's Hockey League (PWHL), Megan represents the next generation of athletes shaping the future of women's hockey. She's passionate about personal growth, enjoying the process, and finding fun in the grind, all while inspiring others to listen to their bodies, embrace resilience, and stay true to who they are.For more on Megan be sure to follow @meganmmckay*SEASON 6 of the Braun Performance & Rehab Podcast is brought to you by Isophit. For more on Isophit, please check out isophit.com and @isophit -BE SURE to use coupon code BraunPR25% to save 25% on your Isophit order!**Season 6 of the Braun Performance & Rehab Podcast is also brought to you by Firefly Recovery, the official recovery provider for Braun Performance & Rehab. For more on Firefly, please check out https://www.recoveryfirefly.com/ or email jake@recoveryfirefly.com***This episode is also powered by Dr. Ray Gorman, founder of Engage Movement. Learn how to boost your income without relying on sessions. Get a free training on the blended practice model by following @raygormandpt on Instagram. DM my name “Dan” to @raygormandpt on Instagram and receive your free breakdown on the model.Episode Affiliates:MoboBoard: BRAWNBODY10 saves 10% at checkout!AliRx: DBraunRx = 20% off at checkout! https://alirx.health/MedBridge: https://www.medbridgeeducation.com/brawn-body-training or Coupon Code "BRAWN" for 40% off your annual subscription!CTM Band: https://ctm.band/collections/ctm-band coupon code "BRAWN10" = 10% off!Ice shaker affiliate link: https://www.iceshaker.com?sca_ref=1520881.zOJLysQzKeMake sure you SHARE this episode with a friend who could benefit from the information we shared!Check out everything Dan is up to by clicking here: https://linktr.ee/braun_prLiked this episode? Leave a 5-star review on your favorite podcast platform

Welcome to Off The Bricks, poets and poetry lovers! Today's guest is Karen Kovacik, Poet, Translator, and Professor Emerita at Indiana University Indianapolis. Kovacik's latest work Portable City is a layered exploration of her experience with nationality as a concept of self and a feature of travel. You can find her poetry for purchase at itascabooks.com Please join us next month, September 4th, for our next Poetry on Brick Street open mic night at the Sullivan Munce in Zionsville, Indiana!

Colin and Josh discuss teams who could contend for a podium finish this fall at the state meet: Westfield, Zionsville, Brebeuf, North Central, Penn and Chatard.Want early and exclusive content from Indiana Runner? Go to www.patreon.com/indianarunner

In this episode, Drew Hunter unpacks the reasons it is hard for men to develop close friendships and offers encouragement on how to overcome them. Drew Hunter is the teaching pastor at Zionsville Fellowship in Zionsville, Indiana. He is the author of 'Made for Friendship: The Relationship That Halves Our Sorrows and Doubles Our Joys' from Crossway. ⁠⁠⁠⁠⁠⁠⁠⁠⁠Read the full transcript of this episode.⁠⁠⁠⁠⁠⁠⁠⁠⁠ ❖ Listen to “Habits for Better Bible Reading” with Drew Hunter: ⁠⁠⁠⁠⁠⁠⁠⁠⁠Apple Podcasts⁠⁠⁠⁠⁠⁠⁠⁠⁠ | ⁠⁠⁠⁠⁠⁠⁠⁠⁠Spotify⁠⁠⁠⁠⁠⁠⁠⁠⁠ | ⁠⁠⁠⁠⁠⁠⁠⁠⁠YouTube⁠⁠⁠⁠⁠⁠⁠⁠⁠ If you enjoyed this episode, be sure to leave us a review, which helps us spread the word about the show.

Nancy Noel, a renowned impressionist artist from Indiana, is being celebrated posthumously through a documentary created by her son, Alex Kosene, who recently won an Emmy for his work.The documentary, which delves into Noel's life and artistic journey, highlights her struggles with dyslexia and her early career challenges. It also showcases her philanthropic efforts, including her support for the Indiana School for the Blind and a preschool in Kenya.Nancy Noel's art is known for its distinctive and spiritual qualities, attracting admirers worldwide, including celebrities like Oprah Winfrey and Robert Redford.Her home in Zionsville was a testament to her love for animals, housing a variety of creatures, including a llama named Degas.Noel's son, Alex Kosene, who produced the Emmy-winning documentary, shared insights into his mother's life, noting her early struggles with dyslexia and how she overcame societal expectations to marry well.The documentary also explores her innovative beginnings in the art world, from chalk portraits to poster prints.Screenings of the documentary are scheduled as part of the Zionsville Art Walk, providing the public with an opportunity to experience Noel's inspiring story.The event will take place at the COhatch Gravity Room, with showings at 5 and 7 p.m. on Friday.The Emmy-winning documentary not only honors Nancy Noel's artistic legacy but also sheds light on her personal journey and the profound impact of her work on audiences worldwide.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Inside INdiana Business Radio for the morning of June 24, 2025. Denmark-based Vikan is relocating its North American headquarters from Zionsville to Westfield in an $11.2 million move. UPS has shut down its distribution center in Bourbon as part of a network reconfiguration. Also: CareSource Indiana partners to promote health careers in rural schools, Purdue joins Reese Witherspoon's Sunny brand initiative, and two Indiana companies are honored by Fast Company. Get the latest business news from throughout the state at InsideINdianaBusiness.com.

Inside INdiana Business Radio for the morning of June 9, 2025. Pacers Sports & Entertainment CEO Mel Raines talks about the impact of the Indiana Pacers' run to the NBA Finals. Plus, Zionsville tech company 120Water names a new CEO. Get the latest business news from throughout the state at InsideINdianaBusiness.com.

Live from Rahal's Performance Center in Zionsville! See omnystudio.com/listener for privacy information.

Inside INdiana Business Radio for the morning of April 22, 2025. A Zionsville mom launches a startup to help other parents. Plus, two top Indiana officials file a lawsuit against a federal agency. Get the latest business news from throughout the state at InsideINdianaBusiness.com.

See omnystudio.com/listener for privacy information.

In this episode of “In Jewish History,” Rabbi Ron Klotz discusses the significance of Jewish camps in shaping spiritual lives and fostering Jewish identity. He explores how these camps provide a unique environment for religious growth, cultural connection, and community building among Jewish youth.

In this episode of My DPC Story, Dr. Rachel Trupe, Dr. Adam Henry, and Dr. Luke Pittman from Valiant Primary Care share their journey into the world of Direct Primary Care (DPC). These three physicians, all trained at Indiana University School of Medicine, transitioned from three separate conventional healthcare system residencies to open their DPC practice in Zionsville, Indiana, seeking more autonomy and a better work-life balance. The episode highlights their motivations, including burnout from high patient volumes and scheduling challenges in traditional settings. By forming a partnership, they have successfully established a practice that prioritizes patient relationships and personalized care. The doctors discuss the misconceptions they initially had about DPC, the importance of understanding the financial model, and their strategies for rapid growth without significant marketing expenses. They also emphasize the value of having supportive partners and a shared vision, which has been crucial to their success. The episode serves as inspiration for physicians considering the DPC model, offering insights into the potential benefits for both doctors and patients, and reinforcing the supportive nature of the DPC community. Join the conversation to learn about the transformative power of DPC in redefining patient care.HINT: Learn about Hint's best-in-class billing, membership management software, all-in-one EMR, direct care ecosystem and free educational resources and tools at hint.com/startupFREE MARKET MEDICAL ASSOCIATION (FMMA) 4/9-11/25: Use code MYDPCSTORY for $800 off your FMMA Annual Conference registration! -> SPRUCE HEALTH: NEW USERS get 20% off your SPRUCE HEALTH paid plan with code: MARYAL20Support the showBe A My DPC Story PATREON MEMBER! SPONSOR THE PODMy DPC Story VOICEMAIL! DPC SWAG!FACEBOOK * INSTAGRAM * LinkedIn * TWITTER * TIKTOK * YouTube

Corbin and Coach kick off the show to give their superbowl thoughts and what they can contribute to the SB talks. He also talks about his thoughts on the Mike Woodson situation. Colin Ekeles joins in to talk about his big sectional game with Alexandria vs. Blackmon, 65-8. He talks about his plans tomorrow for college basketball as well. David Deaton calls in to talk about sectional action, he had the game of North Harrison vs. Coridon Central. The final score for that game was 64-47, Coridon Central. Chris Presly calls in for the HSE vs. Zionsville with a score of 59-40. They number 1 HSE takes down and moves on. See omnystudio.com/listener for privacy information.

*This episode is sponsored by Class Companion. To learn more and get started, Click Here! What's driving you (and your students) crazy in the world of edtech? In this fun and honest episode, I sit down with Katie Fielding and Stevie Frank to unpack our biggest edtech pet peeves. We discuss the amazing innovations happening in classrooms, but also the frustrating trends and missteps that make us cringe. From tech overload to pointless tools, we're sharing it all—plus tips on how to make edtech work for you, not against you! Buen provecho! Connect With Gabriel Carrillo EdTech Bites Website: https://edtechbites.com EdTech Bites On Bluesky: https://bsky.app/profile/edtechbites.bsky.social EdTech Bites Instagram: https://instagram.com/edtechbites EdTech Bites X: https://twitter.com/edtechbites EdTech Bites Facebook Page: https://facebook.com/edtechbites EdTech Bites On TikTok: https://www.tiktok.com/@edtechbites EdTech Bites YouTube Channel: https://www.youtube.com/@edtechbites About Katie Fielding Katie Fielding is an Accessibility Advocate, ISTE Certified Trainer, and the Educational Content Manager at Book Creator. She has 20 years of public school experience. She champions digital accessibility, creativity, and Universal Design for Learning (UDL) in classrooms. Specializing in technology and STEM integration, Katie creates interdisciplinary instructional experiences and shares her expertise through presentations and workshops. Recognized as VSTE Coach of the Year in 2018 and a featured voice at ISTELive 2024, she holds multiple certifications, including ISTE, Google Innovator, and Microsoft Innovative Educator Expert. Outside work, she enjoys cheese and exploring Scandinavia. Connect With Katie Fielding Katie's Website: https://www.katiefielding.com Katie On Instagram: https://www.instagram.com/katief/ Katie On Bluesky: https://bsky.app/profile/katiefielding.com Katie On TikTok: https://www.tiktok.com/@fieldingnotes About Stevie Frank Stevie Frank (she/her) is a Digital Learning Coach at her school in Zionsville, Indiana. Stevie has 15 years of education background and earned her master's degree in Literacy Education. She's a part of Ed Tech Magazine's top 30 K-12 Influencers to follow for 2023. When she's not learning to become an educator for ALL students, she's marking off travels with her family. Connect With Stevie Frank Stevie's Website: steviefrank.com Stevie On X: https://x.com/steviefrank23 Stevie On Bluesky: https://bsky.app/profile/steviefrank.bsky.social

After a scoreboard update from Brendan King, Coach continues his conversation with Greg Rakestraw as they resume their talk of the Cathedral win over Carmel. We head back to the HS basketball front as Coach talks with Plainfield Head Coach Andy Weaver as they defeated Zionsville 77-68. We then move to college football as coach talks with Len Clark of Irish 101 as they discuss the Fighting Irish’s win over Georgia in the playoffs and their MBB team’s heartbreaking loss at home to North Carolina. The Head Coach over at Park Heritage, Rich Schelsky, calls in to talk about their victory over Sheridan 66-58. Coach then moves over to Kris Norton of WITZ as they had two games today for Jasper; the boys losing 49-58 vs Princeton and the girls getting the win 58-20 over Pike Central. Coach continues the HS basketball talk with David Deaton of WKLO as they had 2 games as well; a girls game where Trinity Lutheran defeated North Harrison 60-52 and a boys game where Corydon Central won 51-30 over Southwestern-Hanover. We also get to hear from Rob Brown of the ISC Sports Network who had the call of Lawrence North’s 70-64 win over Jeffersonville. See omnystudio.com/listener for privacy information.

After a scoreboard update from Brendan King, Coach talks with Brendan King about the Pacers win over the Phoenix Suns and the Colts tomorrow. Coach then talks with Gary McGinnis of indianahsports.com who was at the Plainfield win over Zionsville. Brendan King once again talks with coach as they discuss the Colts injuries and preview the matchup with Jacksonville tomorrow along with the future of the Colts. Coach then talks with Kip Wesner of the Hoosier Basketball Magazine and what he’s putting out on hoosierbasketballmagazine.com. Coach closes the show out with the Head Coach of North Daviess, Brent Dalrymple to discuss their 44-19 win over Evansville Christian. See omnystudio.com/listener for privacy information.

Coach Bob Lovell starts the show after a Brendan King scoreboard update talking to Warsaw boys basketball head coach Matt Moore. The Tigers beat Ft. Wayne Carroll 51-43 tonight. Next, the ISC Sports Network’s Greg Rakestraw calls to talk about Zionsville’s 55-33 win over Harrison. After that, Ray Simmons joins to talk about USI’s 77-46 home loss against UT Martin. See omnystudio.com/listener for privacy information.

After a scoreboard update from Corbin Lingenfelter, coach continues his conversation with Greg Rakestraw about the FORUM classic before moving to Head Coach of Heritage Hills, Nate Hawkins to talk their victory over Floyd Central. Head Coach of Bishop Luers, Seth Coffing, calls in to talk his team’s win over Portage. We then move to Andrew Smith of New Palestine radio, as they downed Zionsville tonight. David Deaton of WKLO calls in to report to coach about Corydon Central’s 56-30 victory over Austin. A huge win for Heritage Hills, Steve Kolb from WAXL talks about their win with Coach. To close the show out Coach talks with the voice of the Butler Bulldogs, Mark Minner, as Butler fell 74-83 to nationally ranked Wisconsin and with Kip Wesner of the Hoosier Basketball Magazine. See omnystudio.com/listener for privacy information.

In the second hour of the show, Rich Schelsky of Parke Heritage joins the show to talk about the Banks of the Wabash Tournament. Parke Heritage defeated South Vermillion 87-49. J.R. Howell of Zionsville joins the show to talk about their win over Westfield. The final score for that game was 60-57. Howell talks to Coach about how close the game was, and the sectional-like environment of the game. Kurt Gutsgell, voice of Southridge joins the show to talk about their 48-39 win over Washington. Ryan Osborne of Carmel joins the show to talk about their 69-39 win over Lawrence Central. Aaron Garrett of Batesville joins the show to talk about their 63-51 win over Greensburg, a big rivalry win for the Bulldogs. Pat Boylan of the Indiana Pacers joins the show to talk about the Pacers 132-123 win over the Chicago Bulls. The win is only their third road win of the season. Andy Weaver of Plainfield joins Coach to talk about their first big conference game of the season, beating Whiteland 60-51. See omnystudio.com/listener for privacy information.

This episode is a conversation with Zionsville grad, Angelina Ellis. Support the Podcast

In this episode of The Annuity Show, Paul Tyler, Ramsey Smith, and Tisa Rabun-Marshall interview Justin Wee and Jayant Walia from Gainbridge Insurance, A Group 1001 Company. They discuss the innovative approach of Gainbridge, a financial collective of companies focused on insurance products. Gainbridge aims to reach underserved markets, particularly tech-savvy and younger individuals, by providing accessible and transparent annuity products. They emphasize the importance of education and trust-building in the annuity market, as well as the need for a multi-channel approach to reach different demographics. The conversation also touches on the role of human interaction in the digital customer journey and the future model for selling annuities. The conversation explores the role of technology and APIs in the direct-to-consumer (D2C) annuity market. The guests discuss the current model of agent-stalled policies and the potential for technology to provide direct access to consumers. They highlight the importance of technology in providing tools for individuals to research and make financial decisions. The guests also discuss the evolving D2C model and the challenges of designing user-friendly products and experiences. They emphasize the benefits of APIs in reducing friction, cost, and security risks in the annuity application and servicing processes. Listen to learn more: Annuities issued by Gainbridge Life Insurance Company, Zionsville, Indiana. Products and/or features may not be available in all states. All guarantees based on the financial strength and claims paying ability of the issuing insurance company.  The views expressed by [Narrators] do not necessarily reflect the views of Gainbridge®. Each entity is responsible for their own content.  This communication is for informational purposes only. It is not intended to provide, and should not be interpreted as individualized investment, legal or tax advice. To obtain such advice, please consult with an appropriate professional.   

Tonight, on a Wednesday night edition of Trackside with Kevin Lee and Curt Cavin, they talk about this past weekend's championship finale at the Nashville Superspeedway, with Alex Palou winning his third title in the past four years, while only in his fifth season in the series. After starting ninth, Colton Herta led 24 laps enroute to his first oval victory of his career and his ninth career win, taking the Big Machine Music City Grand Prix. They also talk about the success of the race from Scott Borchetta, avoiding the threat of rain from Hurricane Francine, and the possibility of doing the oval and street course race sometime in the future. They also talk about this season's oval “revival” and Will Power having an issue with his belts, ultimately taking him out early of championship contention.   Later in the first hour of the show, Kevin talks to Curt to preview the upcoming IMSA race and BC39 at the Indianapolis Motor Speedway, and answer questions from Twitter. They also talk about the recent pictures swarming around social media of Logan Sargeant and Hailie Deegan out and about in Nashville Superspeedway, possibly for their respective futures.   To wrap up the first hour of the program, Kevin briefly talks about the upcoming second hour with the latest silly season news and the newest team on the grid for next season signing their first driver.  To start the second hour of the show, Kevin and Curt talk more about the silly season with Callum Ilott signing with Prema Racing for 2025, while rumor is that F2 driver and Ferrari prodigy Robert Shwartzman could be the lead candidate for the second seat, along with Alexander Rossi. They talk about the possibility of a package deal that would send Rossi and Sting Ray Robb to Rahal Letterman Lanigan Racing, and the potential of Hy-Vee possibly going to A.J. Foyt Enterprises. They also talk about Jamie Chadwick running a potential “6-8 races” for next season and how the rotation of Dale Coyne Racing drivers of Jack Harvey, Hunter McElrea, and Toby Sowery could fit and where the new Indy NXT Champion, Louis Foster could land.   Later in the second hour program, Kevin and Curt answer more questions on Twitter with more silly season rumors in the paddock and in the TV booth for next year.  Then to wrap up another addition of the show, Kevin talks briefly about the recent FBI investigation at Rahal Letterman Lanigan Racing shop in Zionsville. See omnystudio.com/listener for privacy information.

My guest on this episode is Annabelle Pancake from Zionsville, Indiana.   She is the 2024 Champion of the Sea Island Women's Amateur, the first tournament of the Women's Elite Amateur Golf Series.  After setting records at Clemson, she has remained amateur this summer while deciding her next move in the game of golf.  Turn Pro?  Make a final push to make the U.S. Curtis Cup team?  Only time will tell..... Annabelle Pancake wins the Sea Island Women's AmateurThe Back of the Range - All Access The Back of the Range Collection at Imperial SportsCOUPON CODE: BOTR15 for 15% your entire purchase!Subscribe to The Back of the Range Subscribe in Apple Podcasts and SPOTIFY!Also Subscribe in YouTube,   Google Play , Overcast, Stitcher  Follow on Social Media! Email us:   ben@thebackoftherange.comWebsite: www.thebackoftherange.com  Voice Work by Mitch Phillips

"He came back with cuts and bruises?!?!?!" See omnystudio.com/listener for privacy information.

He's bullish on Indiana's future, but Bret Swanson says the state needs to think big to create the workforce and economy it wants. The president of Zionsville-based Entropy Economics talks AI disruption, a manufacturing renaissance and why he believes entrepreneurship can be Indiana's ticket to success.

If you've lived in central Indiana for more than a few years, you're probably at least familiar with John Stehr, a lead news anchor for WTHR-TV Channel 13 for 23 years before retiring in 2018. He since has gone from reporting the news to becoming the news. At the age of 65, he is now the mayor of Zionsville, the fast-growing town just northwest of Indianapolis with one of the state's highest median incomes. He ran on a platform that included reforming the culture and financial transparency of Zionsville government and taking better advantage of economic development opportunities while preserving the essential character of the town. He jumped into the job in January with a big-picture plan for addressing perhaps the most contentious issue in Zionsville over the last decade: how to develop the land just south of Zionsville's gingerbread-like downtown business district. In the last decade, there have been at least three proposals for projects of various sizes with various uses for that area. None of them panned out. The typical result is that residents argue the proposals are too dense, would create too much traffic and would undermine downtown's identity and power as a draw for visitors. Stehr has proposed a master plan for the South Village area that could bring $250 million in investment over 160 acres, including new homes and apartments, office space and retail development, and road upgrades, while devoting nearly half of the area to greenspace. In this week's edition of the podcast, Stehr makes his case for South Village and how he can win over opponents in coming weeks. He also discusses progress on several of his other campaign promises, including lowering the temperature of Zionsville politics. It became heated during clashes between former Mayor Emily Styron and the town council over personnel issues, spending decisions and reviewing the town's finances. Here's our conversation. The IBJ Podcast is brought to you by Taft.

This is a contest and it's not rigged.  I legally have to say that.See omnystudio.com/listener for privacy information.

It's a Grand Rapids Reunion! On this week's “Leaders and Legends” podcast new Zionsville Mayor and Indiana broadcast Hall of Famer John Stehr joins his fellow Hall of Famer and former Michigan media teammate Jim Shella and me for fun conversation about Indiana, the media, favorite stories, and John's take on the Five Questions.Sponsors•       Veteran Strategies•       NFP - A leading insurance broker and consultant•       Garmong Construction•       Crowne Plaza Downtown Indianapolis Historic Union StationAbout Veteran Strategies‘Leaders and Legends' is brought to you by Veteran Strategies—your local veteran business enterprise specializing in media relations, crisis communications, public outreach, and digital photography. Learn more at www.veteranstrategies.com. Get full access to Indiana Podcasts - Hoosier Leaders, Legends and Nonprofits at www.indianapodcasts.com/subscribe

another big battle broadcasting live from an Irish Pub downtown for St Patrick's Day! See omnystudio.com/listener for privacy information.

It's a Grand Rapids Reunion! On this week's “Leaders and Legends” podcast new Zionsville Mayor and Indiana broadcast Hall of Famer John Stehr joins his fellow Hall of Famer and former Michigan media teammate Jim Shella and me for fun conversation about Indiana, the media, favorite stories, and John's take on the Five Questions.Sponsors• Veteran Strategies• NFP - A leading insurance broker and consultant• Garmong Construction• Crowne Plaza Downtown Indianapolis Historic Union StationAbout Veteran Strategies ‘Leaders and Legends' is brought to you by Veteran Strategies—your local veteran business enterprise specializing in media relations, crisis communications, public outreach, and digital photography. Learn more at www.veteranstrategies.com.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

The Zionsville Presbyterian Church Food Pantry has partnered with the Zionsville Community Schools and K-12 Food Rescue since 2015, rescuing an estimated 315,000 pounds of food from 9 schools that is distributed 2 days a week to children and families in need in the community. Angie Campbell, Stephanie Mbathi, and Austin Ide have volunteered faithfully for many years, and in this episode, they share the many ways the K-12 Food Rescue has impacted the community, even beyond the hunger relief provided. For more information, you can learn more about the ZPC Food Pantry at the link below. https://www.zpc.org/event/1753814-2022-11-03-zionsville-food-pantry/

223 Journey and Learnings as Former Second Lady of the United States with Karen Pence   Jonah 2:8 "Those who cling to worthless idols forfeit the grace that could be theirs."   Questions and Topics We Cover: Will you tell us about meeting your (now) husband for the first time and share a bit of your love story? What unique joys and sorrows did your family experience as you raised children in a political family in Washington DC? Will you tell us more about your experience with the Secret Service, both for you and for them?   Karen Pence is a former congressional spouse, first lady of Indiana, and second lady of the United States. She worked as a schoolteacher for more than thirty years and started her own watercolor business. She is also the mother of three married children and a grandmother. She lives with her family in Zionsville, Indiana.   Connect with Karen Pence on X or Instagram   When It's Your Turn to Serve by Karen Pence   Connect with The Savvy Sauce through our Website   Please help us out by sharing this episode with a friend, leaving a 5-star rating and review, and subscribing to this podcast!   Thank You to Our Sponsor:  Sam Leman Eureka   Gospel Scripture: (all NIV)   Romans 3:23 “for all have sinned and fall short of the glory of God,”   Romans 3:24 “and are justified freely by his grace through the redemption that came by Christ Jesus.”   Romans 3:25 (a) “God presented him as a sacrifice of atonement, through faith in his blood.”    Hebrews 9:22 (b) “without the shedding of blood there is no forgiveness.”    Romans 5:8 “But God demonstrates his own love for us in this: While we were still sinners, Christ died for us.”    Romans 5:11 “Not only is this so, but we also rejoice in God through our Lord Jesus Christ, through whom we have now received reconciliation.”    John 3:16 “For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.”   Romans 10:9 “That if you confess with your mouth, “Jesus is Lord,” and believe in your heart that God raised him from the dead, you will be saved.”    Luke 15:10 says “In the same way, I tell you, there is rejoicing in the presence of the angels of God over one sinner who repents.”   Romans 8:1 “Therefore, there is now no condemnation for those who are in Christ Jesus”   Ephesians 1:13–14 “And you also were included in Christ when you heard the word of truth, the gospel of your salvation. Having believed, you were marked in him with a seal, the promised Holy Spirit, who is a deposit guaranteeing our inheritance until the redemption of those who are God's possession- to the praise of his glory.”   Ephesians 1:15–23 “For this reason, ever since I heard about your faith in the Lord Jesus and your love for all the saints, I have not stopped giving thanks for you, remembering you in my prayers. I keep asking that the God of our Lord Jesus Christ, the glorious Father, may give you the spirit of wisdom and revelation, so that you may know him better. I pray also that the eyes of your heart may be enlightened in order that you may know the hope to which he has called you, the riches of his glorious inheritance in the saints, and his incomparably great power for us who believe. That power is like the working of his mighty strength, which he exerted in Christ when he raised him from the dead and seated him at his right hand in the heavenly realms, far above all rule and authority, power and dominion, and every title that can be given, not only in the present age but also in the one to come. And God placed all things under his feet and appointed him to be head over everything for the church, which is his body, the fullness of him who fills everything in every way.”   Ephesians 2:8–10 “For it is by grace you have been saved, through faith – and this not from yourselves, it is the gift of God – not by works, so that no one can boast. For we are God‘s workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do.“   Ephesians 2:13 “But now in Christ Jesus you who once were far away have been brought near through the blood of Christ.“   Philippians 1:6 “being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus.”    

Caroline Forbes-Pozen is an elementary special education teacher based in Denver, Colorado. She recalls the privilege of getting involved with Best Buddies in high school at Zionsville and what motivated her to pursue this career path. She describes her previous experience as a teacher on St. Thomas Island in the US Virgin Islands. Both Jimmy & Caroline are also forever grateful for their protective mothers & caring teachers early on in school. Finally, Caroline reveals to Jimmy she is 15 weeks pregnant and what she is most looking forward to as an expecting mom! Full show is anywhere you get podcasts! Rate, review, subscribe & donate! https://linktr.ee/jbkonair --- Support this podcast: https://podcasters.spotify.com/pod/show/jbkonair/support

Brownsburg superintendent Snapp has retired. Hylton can work on a schoolboard and be in the union at the same time? Vivek now campaigning with Trump. What DeSantis should be saying. Most perfect Dick Morris story ever. Newsmax Interview Gets Weird As Some Guy In His Underwear Wanders In. Hunter Biden had cocaine residue on the pouch of his gun. Hunter Biden is a bad guy and should go to jail. Tony gets fundraiser flyer from Nikki Haley that has his name on it. Measles at the airport. China wants you to believe that everything's great. It's China, they lie, they lie about everything. Popcorn moment: Joy Reid being racist at the Iowa Caucus. Jimmy Kimmel says Iowa Republican caucus is the opposite of MLK day. The progressives are the ones straying away from MLK.  Jim Irsay found unresponsive in his home in December TMZ reports. Leader Phil GiaQuinta and Rep Joanna King not responding to requests to go on the air with Tony. Why are representatives scared to talk to us on WIBC? It's easier to get Elon Musk on the phone then our local representatives. SCOTUS will not hear case about protecting boys from being in their restrooms in Indiana. Mayor Stehr talks about his vision for Zionsville. Fill up on the News. Biden proposes to cap overdraft fees. Climate “Czar” John Kerry keeps “falling up”. Claims that Joe Biden has kept us from war. Vivek heads to New Hampshire to endorse Donald Trump. Donald was effusive for admiration of Vivek. Haley won't debate DeSantis in New Hampshire.  See omnystudio.com/listener for privacy information.

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“I really thought, what can I do to help my town?” Veteran broadcast journalist John Stehr has always been up for a challenge, from his collegiate days playing soccer to an award-winning broadcast news career. In episode 146, he  talks about his next challenge as mayor of Zionsville, why he's doing it and what he wants to accomplish.

TW – Child sexual abuse/assault, Disordered Eating/ Weight Loss Timestamps: (4:47) Kaitlin Armstrong Update (10:27) Jared Fogle Jared Fogle became famous after he lost 245lbs in a year by following a diet mainly consisting of Subway sandwiches.  After he appeared in more than 300 ads for the company, he became known as the ‘Subway Guy'. Jared's downfall began in July 2015, when his home in Zionsville, Indiana was raided by the FBI and Indiana State Police.  Jared was arrested on distribution and receipt of child pornography charges.  In this episode of the True Crime Society Podcast, we discuss the downfall of Jared the ‘Subway Guy'. Jared was eventually found guilty on the charges and he was sentenced to 15 years and 8 months in prison.  During his incarceration, he has been beaten by another inmate.  He also tried to file an appeal based on apparently being a ‘sovereign citizen'.  Jared's earliest possible release date is March 24, 2029. Read our blog for this case We are now on Patreon! Thank you for your support This episode is sponsored by: Skylight Frames – A Skylight Frame is the perfect gift for spouses, parents, new parents, grandparents and your children.  Get $15 off your purchase of a Skylight Frame at SkylightFrame.com/SOCIETY