Time for Teachership

Today you'll get to hear from Darcy Fernandes, an educator, leader, superintendent, and advocate for at-risk students. If you've thought about the fact that schools with wealthier students/families get more money than schools with low income families it means the system's working how it was intended. There is a lot of inequity within schools, ranging from the way that certain students are barred from taking the classes they want to the lack of inclusivity in the textbooks and assignments during class. Darcy is here to say that we need to give all stakeholders in a school a voice. That's what ensures real, sustainable change. Liked this episode? Rate, review, and share! Episode Links: Influence 100 Contact information for Darcy can be found on: The Athol-Royalston District website Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/creating-structures-for-all-stakeholder-voices-with-darcy-fernandes

In the final installment of the Curriculum Series, Laura Cruz and I go over student memoirs and why each student has a story worth telling. She decided to try this project because she wanted her students who came from different backgrounds and races to have opportunities that white wealthy students traditionally had. This type of writing allows us to process all the inner dialogue and changes that high schoolers go through. You'll get to hear about an autobiography class that influenced Laura's ideas, how identity is developed from writing, and more. Learn more about this in Episode 42 of the Time For Teachership Podcast. Don't forget to check out my Blog post too! Liked this episode? Rate, review, and share! Episode Links: Cult of Pedagogy AJ Juliana's podcast A previous episode with Afrika Afeni Mills The Read Pantsuit Politics What Should I Read Next? Laura can be found on: Instagram Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-6-who-tells-your-story-with-laura-cruz

We're getting into unit arcs in #5 of my Curriculum Development Mini-Series. Unit arcs are ⁠considered the backbone of units that are student-centered and grounded in justice. In order to make it work, you need 3 to 5 purposeful protocols. What kind of protocols you ask? Click play to find out more! Liked this episode? Rate, review, and share! Links: Lindsay can be found on: LinkedIn: @lindsaybethlyons Instagram: @lindsaybethlyons Facebook: @lindsaybethlyons Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-5-establishing-a-reusable-unit-arc

Today, I am discussing an element of project-based learning that is often overlooked - how to craft a compelling driving question.⁠ ⁠ I break down the differences between essential and driving questions, I give examples of each, and a checklist or the standard of what is needed. When you are creating a driving question, I recommend a minimum of 5 iterations to encompass the criteria for that driving question.⁠ ⁠ The criteria for a compelling driving question:⁠ ⁠ - It's engaging to students⁠ - Allows for open ended responses⁠ - Opens a range of responses⁠ - Rooted in a specific context-can't be too broad⁠ - Clear language & phrasing for the students⁠ - Centers justice⁠ - Aligned to learning goals⁠ ⁠ I hope you will learn some interesting things from this discussion. Liked this episode? Rate, review, and share! Want more? Follow me on: LinkedIn: @lindsaybethlyons Instagram: @lindsaybethlyons Facebook Group: Time for Teachership Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-4-crafting-a-compelling-driving-question

In Podcast Episode 39 of the podcast, I am talking with Matthew Pimental. Matthew has 15 years experience in education. He is the Supervisor of gifted education, professional development and project-based learning at the Cheltenham School District. In this episode we are discussing progressive education, project-based learning, and the actions that need to be taken to incorporate project-based learning.⁠ ⁠ Project based learning isn't just about getting rid of everything that we have been teaching over the years, it's more about evaluating what we should keep and what needs to be adjusted. ⁠ ⁠ Matt discusses his own experience in two very different school systems and how it has shaped his teaching methods today. ⁠ ⁠ I hope you find this episode helpful and inspiring. Remember to check out my blogpost-Link in Bio!⁠ Liked this episode? Rate, review, and share! Episode Links: Matt's info can be found on Cheltenham's Website Ninth Graders' Book Projects (2018 and 2020) Unboxed Podcast Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-3-project-based-learning-in-action-with-matthew-pimental

It's important to allow students practice skills repeatedly throughout the school year and from grade to grade; Having the same rubric for each project, unit, classroom and grade, creates an understanding to the student that this is how projects will be assessed without having to re-instruct how they will be graded each time.⁠ ⁠ This is a preview of what I'm sharing in the second episode of my Curriculum Development Mini-Series. Learn more about rubric design and how I break down what a mastery-based rubric looks like by following along. Don't forget to check out my Blog post too!⁠ Liked this episode? Rate, review, and share! Want more? Follow me on: LinkedIn: @lindsaybethlyons Instagram: @lindsaybethlyons Facebook Group: Time for Teachership Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-2-developing-a-course-long-rubric

This is Episode #1 of my Curriculum Development Mini-Series. I am discussing the research and rationale behind why we create units, what the research says, and how we create a step-by-step process. ⁠ ⁠ Research shows that student centered dialogue increases:⁠ ⁠ - the students' sense of belonging⁠ - confidence⁠ - increased academic performance⁠ - improves teach-student and student-student relationships⁠ - develop coping skills, and more⁠ Tune in to hear more! Liked this episode? Rate, review, and share! Want more? Follow me on: LinkedIn: @lindsaybethlyons Instagram: @lindsaybethlyons Facebook Group: Time for Teachership Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/curriculum-series-1-the-research-on-teaching-for-justice

Join me today as I talk with Emma Siesfeld. Emma has 10+ years experience in public education as a teacher, coach, and administrator designing and implementing skill growth and independence support for students with disabilities. We go over her big dreams for the field of education, mindset shifts, and some strategies for those who are ready to experiment and have fun with alternative teaching models. Emma can be found on: LinkedIn Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/strategies-to-support-all-students-with-emma-siesfeld

Get ready because today I am discussing theory and practical steps for teaching for justice while being able to differentiate between questions of fact and questions of policy. We start off with dividing issues into two categories Empirical questions- those that have a clear answer-teaching the history Policy questions- what to do with the facts and how to respond Then taking a perspective consciousness approach bringing our own identities and experiences to the conversation, but also helping to see and gain a new perspective from other peoples' identity and experience. Liked this episode? Rate, review, and share! Want more? Follow me on: LinkedIn: @lindsaybethlyons Instagram: @lindsaybethlyons Facebook Group: Time for Teachership Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/how-to-teach-for-justice-when-facts-dont-seem-to-matter

In this episode we are discussing how to take away the rules for creative writing. So many kids may not like writing because we put writing in a box, follow these rules, these prompts, etc. There is no celebration of life or emotions which makes it hard for them to connect to the writing. In John's experience, he advocates for making mindset shifts to experience emotion in pure form and transmit those emotions to activism. John also reads some of his own poetry and experiences the emotions in his own writing. Such a powerful episode! I hope you find it helpful and inspiring and remember to check out my blogpost-Link in Bio! Get Your Episode Freebie & Other Resources On My Website: https://www.lindsaybethlyons.com/blog/teaching-poetry-take-away-the-rules-with-dr-john-littlewolf Guest Links: Social Justice Poetry Database John Trudell's poetry As We Have Always Done: Indigenous Freedom through Radical Resistance Dr. Littlewolf can be found on: LinkedIn