Do reading logs create a culture of winners and losers? Do some students have an advantage with reading logs because they have support/supplies at home? Is my read aloud/shared reading balanced among genres? This podcast caused me to reflect about these ideas and more. Studies have shown that reading fosters empathy so how can my choices for classroom reading support this idea?

Using Google Gemini, this program can guide the student through all stages of writing and offer timely feedback and suggestions for improvement. I learned that teachers can review their progress at any point and see how long they spend on each step. Teachers can use a set list of topics or one of their own. Which writing guidance program is best depending upon grade level?

3 main mental extentions- Body (movement, fidgeting), physical (classroom environment) and social (the people around you when you are learning). These are a different way to think about how the brain learns. She commented on how Growth mindset is limited. I wonder if there might be a shift away from that to a more broader way of thinking? Are we paying too much attention to the brain itself and not the things that help the brain learn? I enjoyed getting some insight and ideas of things I can do to support not only my brain but that of my students.

Why Students Give you the Blank Stare

Blake Harvard

Blake had four explanations and solutions for why this might happen in a classroom setting. 1. The students are novice learners (can't make connections because their schema is not mature) Solution-help make the connections for them... KWL charts, discussion with classmates, relate it to something familiar.

2. They have a limited working memory. They can't store too much information and process it. Solution-Chunk the information

3. Teacher knowledge bias. The teacher expects kids to know it because they do. Solution-Patience, try to remember how it was to learn something new.

4. Single Modality teaching- Just a lecture won't help them learn. Add context..visual, text, illustrations etc. Use graphic organizers.

For his solutions, I wonder if adding something about student choice would also be a solution to help them retain the information?

He was a high school teacher but I can see it in my 2nd grade class as well. I also loved his spiderweb analogy for the schema.

Creativity is not an extra component of education; it is an essential part of meaningful learning that helps students develop problem-solving and critical-thinking skills.

The idea that classrooms should be places of "creativity and wonder" challenged me to think about how learning environments can inspire curiosity rather than simply focus on content delivery.

How can educators effectively foster creativity and student-centered learning while still meeting curriculum requirements and standardized assessment expectations?

Project-based and inquiry-driven learning help students develop real-world problem-solving skills, not just content knowledge.

The idea that classrooms can be designed more like creative studios or makerspaces, where students actively create rather than passively consume information.

How can teachers balance curriculum requirements and standardized testing pressures while still providing meaningful opportunities for creativity, choice, and deeper learning?

Podcast- "Practice Self Care: Tips for Teachers and Students"

This podcast explored how teachers can curb burnout in the classroom by making self-care a priority in their daily lives. Setting healthy boundaries between work and personal time, taking regular breaks, getting adequate sleep, and engaging in activities that promote relaxation and well-being can help educators manage stress more effectively. Additionally, seeking support from colleagues, practicing mindfulness, and maintaining a healthy work-life balance can improve resilience and job satisfaction. When teachers care for their own physical and mental health, they are better equipped to create positive learning environments, build meaningful relationships with students, and sustain their passion for teaching over the long term.

Podcast- "R" You Ready for some R and R?

This podcast taught me how vacation can provide teachers with a valuable opportunity to rejuvenate and recharge after the demands of the school year. By stepping away from lesson planning, grading, and daily classroom responsibilities, educators can focus on activities that bring them joy and relaxation, such as traveling, spending time with family and friends, pursuing hobbies, or simply resting. Taking time to prioritize physical and mental well-being helps reduce stress, restore energy, and improve overall health. When teachers return from vacation feeling refreshed and renewed, they are better prepared to engage students, maintain a positive classroom environment, and approach the new school year with enthusiasm and creativity.

Podcast "Mindfulness Goals for This Holiday Season"

This podcast taught me how teachers can use mindfulness to improve their practice by becoming more present, focused, and intentional in their interactions with students. Mindfulness techniques, such as deep breathing, meditation, or brief moments of reflection, can help educators manage stress, regulate emotions, and respond thoughtfully to classroom challenges. By practicing mindfulness, teachers may become more aware of their students' needs, improve their ability to listen actively, and create a calmer, more supportive learning environment. Additionally, mindfulness can enhance patience, empathy, and self-awareness, allowing teachers to make more effective instructional decisions and build stronger relationships with their students.

Podcast "Lessons Learned in 2020: Embracing Uncertainty"

This podcast explored shifts in educational practices as a result of Covid. It’s fair to say that no one expected 2020 to turn out like it did. Regardless, there are still lessons  that we can take with us into the new year. Teachers have grown so much this year in their use of, and comfort with, technology. Students have had to assume a greater level of independence.

Podcast- "Develop efficient and Effective Practices and Mindsets for Teaching Remotely"

This podcast taught me how teachers can be more effective when teaching remotely by creating clear expectations, maintaining consistent communication, and using engaging digital tools to support student learning. Providing organized lesson materials, establishing regular routines, and offering timely feedback can help students stay focused and motivated in a virtual environment. Incorporating interactive activities, such as discussions, polls, and collaborative projects, encourages participation and helps build a sense of community among learners. Additionally, being flexible and responsive to students' individual needs can improve accessibility and foster stronger connections, making remote learning more meaningful and successful for everyone involved.

Podcast "Foster a Growth Mindset for Teachers and Students"

This taught me how developing a growth mindset is equally applicable to teachers and students. This podcast explored what growth-mindset development can look like for me and my students, what it means for remote learning, and suggestions for how I can nurture and model a growth mindset for the benefit of your students.

.

Audrey Hepborn's quote of taking the word Impossible to "I'm Possible" hit me like a ton of bricks. Reflecting on students not having this mindset gave me some Ahh Ha moments. In the classroom, giving up control to the students unlocks the options of more freedom and a sense of "I'm Possible" in their education. One way to teach the idea of students taking more control of their learning is by modeling it. Show them your thought process. What do we say to ourselves? What do we say to others? How do we view challenges? Do we celebrate successes? Do we go deeper into our learning process. As a leader in the classroom, modeling that we do not need to be perfect and growth is possible from mistakes will teach the most.

One of the main points in this podcast is to show vulnerability to students. For example, really open up and read from our middle school diaries. Show them that they are not alone during this time of age. Creating a relationship that is on their level but also teaches growth from mistakes. Teens and Tweens naturally take risks everyday. I learn that this time of life in middle school, that tweens and teens need to take risks to benefit their life later on. They will fall many times but if they do not take risks they will not improve. As teachers our flexibility and willingness to be vulnerable will cushion these falls. In the end, if a student feels socially accepted in the classroom they will put forth more effort academically.

As a teacher librarian I give students tips in how to study, organize, or complete school assignments through my lessons and my newsletter. This podcast gave me many ideas of how to incorporate AI with the student being the thinker behind it. Destigmatize AI in education.

1. AI expands students prior knowledge by building connections from the student prompt of their thought process.

2. AI expands the students prior knowledge and information acquisition by suggesting questions that aide deeper learning.

3. AI detects any points of confusion from the notes that were taken by the student.

4. Compare thinking by using a summary of key points and ask if there is any additional explanations that were missed.

5. Cross-curricular connections by AI evaluating student thoughts between multiple subjects.

6. Defining relevance with AI. AI suggests some additional points to review that will deepening the understanding and personal connection.

7. Point out Weak Logic. AI analyzes the thinking of the student and points out the strengths and weaknesses.

Is it worth it to falsely accuse a student for cheating?

I did not love this podcast but it gave me a chance to decide is it worth pinpointing that a student is cheating on an assignment. On one hand, we as educators, do have a sense of responsibility to teach students ownership but on the other hand it becomes a she said he said scenario at times.

AI checkers are not reliable. It will flag very high level writers, Autistic students who write very succinctly, and EL learners. So there is a large margin for era. I would say no, I probably will not go down the rabbit hole of seeing if their cheating but to approach it another way to assess their understanding.

Community-Very important for collaboration between schools and families.

How do we create community? Generally, we try a top down approach. Do this... or Don't do this...A checklist approach for families to navigate schools but the speaker, Nawal Qarooni, suggests to start by acknowledging what is being done in the homes already. Praise the read aloud or attending your public library. Then build upon what is already being done. Families will do more when they know they are on the right track.

Qarooni suggests 5 ideas to think and do when making authentic connections:

1. Accept our bias' of what we think we know of families.

2. Change our terminology. Use Caregivers over parents. Get to know the caregivers by doing a family tree assignment that allows the student to list chosen caregivers, such as neighbors, and not only blood relatives.

3. Explain Best practices to families. Invite families into the teaching space to experience a mini lesson and learn alongside their student.

4. Explain how to discuss work that comes home from school. Focus on the process over the grade.

5. Elevate the collective of the community. Each individual as something to give to the school.

6. Observational literacy is also literacy

7. Oral Conversations. How doe we talk to students? How do families talk and learn to each other? Have a reverence in how they learn at home.

8. Authentic literacy. Give more control to the student and their family by choice of how they learn.

What I learned the most from this podcast are their is a lot a student can learn in a silent discussion. Silent discussions focus on the writing and visual of the student learning process. It does not need to be only writing. Their is a variety of ways for this to be model in the classroom. The other facet of a silent discussion are introverts learn more because their is time to process without distraction. Many times in an extroverted classroom, i.e. oral discussions, share and pair, the introvert gets lost because they need the time for processing to create deeper connections. Tools to be used.

1. Graffiti board. 3 students to one pen on a sheet of paper. Their is more reading and thought process over talking because the 1 pen forces students to read what is written and wait for their turn.

2. Sticky Notes. A visual representation of topics that are organized by category.

3. Shared Concept Maps. Annotate. Create connections. Navigate the information by writing in a silent space.

Effective group work in my third grade classroom can be a challenge for me. I often resort to their desk partner work than group work to ensure students are working well. I was eager to listen to this podcast to see what small tweaks are suggested to improve group work. One suggestion was to start small. Start with a/b partners, explicitly teach roles (not just housekeeping roles, but cognitive roles too), and then offer examples of group work for students to rubric/reflect on. Another suggestion was to have students try out a role and then rotate to a different group to try a different role. The last tweak that I found interesting was having student read the directions themselves and then explain them to their partner, instead of the teacher reading them aloud. One thing I am still pondering about is: what are some age-appropriate cognitive roles (beyond summarizer and questioner) that work especially well for third graders during collaborative learning?

One thing I learned from the podcast was that student engagement can be tracked as a valuable form of assessment, not just traditional academic data. I also learned that monitoring group work by observing how many students are actively participating can provide insight into student understanding and collaboration. Additionally, I learned that simple, nonverbal feedback strategies, such as hand signals, can help teachers quickly identify students who need support and make immediate instructional adjustments.

Two strategies I would like to try in the fall are tracking participation during group work to ensure that more than one student is contributing to discussions and using hand signals, such as tapping a head or giving a thumbs up or thumbs down, to check for understanding in real time. I also appreciated the suggestion to start small by focusing on one subject area or time of day to identify when engagement begins to decline and then adjust instruction accordingly.

One question I still have is how I can effectively and consistently collect engagement data throughout the day and use it to inform instruction without making the process too time-consuming or difficult to manage.

This podcast shared several helpful ideas about bringing families into the conversation about AI. One thing I learned is that while schools have been focusing on how AI impacts teaching and learning, families may not have had the same opportunities to learn about it. I also learned that Common Sense Media and Day of AI have created a free AI Literacy Toolkit for Families that includes videos, activities, and discussion prompts. Another takeaway was that the goal of the toolkit is not just to teach families about AI, but to encourage ongoing conversations about how AI is being used in school and everyday life.

Two ideas I would like to try are sharing some of these resources with families through newsletters or class communication platforms and using the conversation cards or family activities as a way to spark discussions at home. I especially liked the idea of the AI scavenger hunt and guessing game because they seem like fun and easy ways to help students and families learn together.

One question I still have is how schools can get more families involved, especially those who may feel overwhelmed by technology or unsure about AI.

Paul Beckermann suggests that we treat AI chatbots like a colleague. Since they are built on understanding language, they are good at communication. The key to getting good feedback from the chatbot is to be clear. He recommends the following "formula" when asking AI to create a prompt for your classroom: assign a role (for example, tell AI to be a third-grade teacher), describe a clear goal or outcome, set the intended audience, specify the final product, and finally, describe any relevant limiters or context. He also mentions that practice makes perfect.

I've been using AI to create rubrics for my students' writing. I've found that using certain key phrases has produced better results for me. As an example, "Common Core-aligned," "third-grade reading level," and "make it into an easy copy-and-paste table."

This podcast has been my favorite so far because it helped me learn something I don't know how to do—coding :-). I've had my students participate in the annual Hour of Code, but I am inclined to believe that there must be something better than the video game-type activities they have. In this podcast, I learned how I can use Canva AI and interact with the chatbot to help code a website or app. I wonder if this is something I can have my third-grade students attempt. I'd like to work on finding a task where my students research, create, and code something related to plant or animal adaptations.

This podcast talks about how new teachers are curriculum-ready through their credential program, but not emotionally ready. Being a classroom teacher is emotionally draining. I could relate to this podcast, as the author has been teaching the same number of years as me, and the fatigue is real! She wrote a book based on her years of seeing a therapist and shares what she learned to help her find teaching less emotionally draining.

She presents the 4 R's. Reality means that you are realistic about the expectations and limits on your schedule. Don't take more on if you can't. Reset, Recovery, and Recalibration are the other three. She says that while teaching is an emotional job, it always will be. So, to help ourselves when we are feeling overwhelmed, we should remember our why and ask if we are enjoying our students, and if they are enjoying being in our classroom. She suggests writing this on a Post-it note and putting it on your desk to remind ourselves to be proactive with challenges and kind to ourselves.

In the podcast, they share our 6 tips that will be helpful in having a more intentional summer. The three main tips that I found the most helpful to consider is actually defining what a great summer looks like, intentionally carving out time to prioritize what a great summer looks like and then having a gratitude routine to fall back on when things may can tough over summer. Two things that I found interesting is actually mapping out the time in your calendar because then you not only have plans but you are also helping in prioritizing what makes you have a great summer and setting some realistic expectations because not everything will go according to plan. A question/wonder I have is how many this process shift when things do not go according to plan and you have to make some major shifts based on what you prioritized because that happens more often then we like.

For this podcast, it was posted during covid post initial lockdown during the winter break season. They share some resources for some rest and relaxation but also rejuvenous in preparation for coming back to work after the holiday season. I picked this podcast because I was curious as to what they had to share to aid in lowering the potential for teacher burnout. The three that were shared that I learned were redesign, reflection, and relationships. In terms of redesign I thought it was interesting that they framed this question in a way as to think of redesign as shifting your mindset in a way to achieve your desired outcome from a professional and personal lens. To me that means grounding yourself in your desired outcome and finding specific paths / steps to actually achieve those desired outcomes. Personally for me that is allowing myself time to relax over this summer break but then to also set myself up for success in the upcoming school year - as in redesign some of the curriculum I had. A question I had from this podcast is when we mean relationships - it is kind of a challenge to reinvest in professional relationships over any break - because how can you do that if you also know that your professional relationships are also trying to take some time off to do the same thing you are trying to do. 

In this podcast, they share ways in which teachers would hinder students from cheating in an asynchronous way and how that technology has boomed post pandemic and continues to be used to this day. The main types of technology software types to monitor student testing are using a lockdown browser, virtual proctoring like Go Guardian, and using AI to monitor eye and mouse movement. One thing the podcast mentioned - specifically for the AI models of proctoring is the racial bias and ableism that is inherently built into the code which is something that I did not consider when using these programs for student monitoring. In addition to the racial bias and ableism, there is a general fear of student monitoring and data tracking that is needed in order to run some of the programs which makes students feel unsafe and very exposed. Finally the podcast mentioned that to curb the amount of cheating that students may engage with is to not to continue use of the software for virtual proctoring but designing assessments that will make it more challenging for students to cheat - such as an assessment where there are multiple right answers. The podcast mentioned that STEM teachers are the most reluctant to redesign assessments and I agree with that as a STEM teacher - some topics or subjects may be more challenging to design. For example I am a Chemistry teacher and there aren't many questions that have multiple correct answers and so that makes most if not all assessment be more project based but in my opinion that can be repetitive. So a question I am left to think about is how would a chemistry teacher structure assessments that are more project based while keeping the content the same? I feel like it would be repetitive to finish a unit and be like “Okay, pick a topic to write a brochure for” without students potentially taking the information I gave them in lecture or worksheet format and just copy and paste it… For AP their final project is to design an experiment and present their findings and the students genuinely enjoy these projects because they have student agency BUT it is a very exhausting project to manage when you have 10+ projects running simultaneously. I feel like this would cause a huge restructuring on how students learn the material and how teachers present the material to students. 

In this podcast, they share 17 tweaks that make a big difference in group work to make the best of the time that students spend in group work putting more work on the students then on the teachers. There are six categories that each tweak can fall under: grouping structures, giving directions, assigning roles, supporting learning, teacher’s primary role, and the learning task. The three main takeaways from listening to this podcast were some questioning strategies that puts the heavy cognitive load on the students and less on the teachers, starting the assigning of roles very small scale and on small tasks, and being purposeful on the grouping and the amount of students in a group based on the task. Two specific things that I want to try out are really intentional on the grouping and what is the group task goal to understand better if it is a practice communication skills task like practicing verbal use of the vocabulary or is the task so challenging that it may require more than two students and more intentional grouping. A question I have after listening to this podcast is really for me and how to grade if the task is primarily focused on feedback in working in groups - do I use a rubric? How do I track participation if I am the only one person in the space? In terms of implementation, I do want to start out small and find tasks I already do and be more intentional in my lesson planning on what requires roles and what types of roles and also try partner A and partner B for small partner tasks.

In this podcast, the Mindful Schools team explores the emotional and practical challenges of returning to school after the disruptions of the 2020–2021 school year. They discuss how educators, students, and families are navigating another major transition while still processing the stress, uncertainty, and loss brought on by the pandemic. The conversation emphasizes the importance of mindfulness, self-compassion, and creating supportive environments where emotions can be acknowledged rather than ignored. The hosts also share practical strategies for helping school communities build resilience, strengthen connections, and approach change with greater flexibility and care. Two things I learned from this podcast stems from mindfulness: being aware of your nervous system and acknowledging how uncertainty happens in our daily lives as teachers and how our own nervous system responds to the fixed and uncertain moments. One thing I am curious about is really how to have more mindfulness moments in a more authentic way for me as a teacher - because if I try something that is not coming from my authentic self, the students will easily pick up on that.

In this podcast, they discuss what classroom management looks like in a project based learning environment. The podcaster mentioned 4 different shifts in their classroom management style when students are engaging with project based learning in small groups. The two that I want to take away and try in my classroom are creating a set of norms and procedures specifically for when the students are engaging in project based learning and the other take away is changing the lesson plan design. Specifically with the changing of the lesson plan design, I like how they mention not only giving students individual time to process then share out their ideas, but to also give ALL the students the tools to help with the processing moments. For example, graphic organizers and anchor charts to jot down what comes up in the individual processing time and group discussion but also front loading vocabulary and using sentence starters/frames to help facilitate the group discussion. To specifically apply this to my classroom - my AP Chemistry students engage in a project in groups at the end of the school year (after the AP test). In preparation for that, I wonder if I can have the students do the developing of norms at the beginning of the school year and practice them with any group talk leading up to the project. I also think giving the students sentence frames to discuss analysis of data and front loading vocabulary that they should practice will make seeing those types of resources not feel foreign when they engage in the project at the end of the school year.

I always have kids working in pairs or groups of 4. This podcast made me think more purposefully on the size and members of the groups and most importantly my role as the teacher while they are working. The idea that my role is simply observing (and not spending the class period running from group to group to answer all of their questions about content and procedure) made me rethink everything. I also learned that I shouldn't go around and ask groups how they are doing and if they have any questions while I roam. I should be almost invisible so that students work on those social skills and cognitive thinking instead of me just constantly spoon-feeding them the answers. I also appreciated the suggestion not to give multiple oral directions but rather to post directions/procedures/etc on the LCD so that they don't keep asking what is next - or simply stop when done with one task. I thought the idea of assessing them formatively while I was walking around instead of assigning letter grades was interesting. The thing I found the most interesting (but didn't like :) was that when kids work in groups they should all individually have to show their learning (whether it be orally or written). The group work is not the end goal it is the means to get there. That means I can't just correct one sheet from a group of 4. UGGGH! My question is will they go for it? I don't want kids thinking (or going home saying) that I ignored their group and wouldn't help or answer questions. Hopefully I can explain it beforehand so that they understand and maybe even appreciate my effort.

implementation when school starts:

Since my department has SO many issues collaborating & meeting during department time, I thought this would be a good podcast for me. I loved that it started out stating, "If we go to meetings during our contractual time and we leave and we still need to do work independently that tells you that we are not having effective collaboration. We are supposed to do all of the heavy lifting together while we have the right people at the table." That is never the case when my team meets on Wednesday mornings. I want to work on an highly effective team (basically the engine that drives the work of our PLC). Ms. Baker-Busby's motto is LEARNING IS REQUIRED! That was repeated many times and she said that it didn't just refer to students but also to the teachers. I found it interesting that she said that many meetings are centered around "co-BLAB-oration" instead of collaboration. So true in my experience. In the 30 years that I've been at PHS, I have ever only really collaborated with one teacher and that was only for one semester. Because of this I don't know how to collaborate in the manner that they were speaking of. Reading that lesson plans should be done as a team - and not on my own time sounded like fiction but I am interested in trying. So much of the podcast seemed to be a bunch of educational mumbo jumbo, that left me questioning if I am really doing a good job with my students since I don't really know what the standards are for my levels - just the grammar and vocab I need them to learn.

implementation: since this podcast wasn't really about strategies or activities to do in my classroom, my implementation might be talking to my department about making our department meetings more efficient and data driven. I worry about this because it will become evident who is not really teaching - but hopefully we can all agree that LEARNING IS REQUIRED (not just being liked).

She is the author of the book, I Didn't Sign Up For This! and it talks about how teaching is more than curriculum and lesson plans; it is deeply emotional work. She talked about disruptions in the classroom (misbehaving students, an admin observation that didn't go well, something I said to a student that I wish I could take back, wondering why certain students don't like me, an angry email from a parent) and the emotional impact those things can have on us at the moment and too often after our workday . In addition some of the emotional things we take home with us, are the stories that our students have to carry. We can't fix their problems but we can be safe spaces for them. I felt like kindred spirits when she commented that she brings the best of herself to school/her students and how emotionally draining days often don't allow her to give her own family her best as well. That realization is emotional in a whole other level. Making sure to speak with colleagues or therapist is essential. We need to confront triggers and fatigue. We shouldn't keep these emotions bottled up. It is important to acknowledge it and learn how to adjust. We need to find joy everyday - it doesn't reduce the things that we will face each day but it shines a larger spotlight, so that we're no so hyper-focused on those things that are fatiguing us. She talked about her 4 R's (reality, reset, recovery, and recalibration) as a framework to guide teachers through periods of burnout and overwork. An interesting mantra she spoke of was, Better the Ball, which means that every day and every class period, we can try to better the ball and leave things just alittle bit better than we found them - one small action at a time. My question is, why don't student teaching programs (and PD days) really focus on how emotionally draining this profession is so that new teachers know how to handle it and don't leave the profession?

Implementation: I am going to try and focus on my mental health for my remaining 4 years and will purposefully implement some of her strategies.

Definitely made me think but not feeling like I am ready to make some of the changes offered. As a kid, I was graded on the 100% system and I have continued as a teacher. This podcast made me think about the negatives to this. The biggest 'hmm' moment was (1) a student gets and 100% on a quiz and then 0 on the next one. An A and a F should average to a C but it doesn't. It ends up as a 50%/F. (2) Most of us grade participation, HW, etc - that don't represent learning but rather points. (3) An F is not motivating to many and they just give up- even when there are still 10 weeks left to raise their learning/grade. I don't like extra credit assignments and I liked how they explained that extra credit does not raise their learning just their grade. Instead of extra credit many teachers offer retakes. I don't normally do this but I think I am going to start doing them again. I am left wondering if I can find ways to grade kids on what they learned - which might be different than what Synergy says. Teachers can grade however they want so I don't need to worry about admin or other students. Fair is not always equal.

I've never really been a fan of exit tickets (and I don't think I am after listening to this podcast either) but I have gotten some interesting suggestions. I never thought of bell ringers as a way to improve classroom management, focus on a lesson, and support students who thrive with the stability of structure/routines - to me it was just something I did once in awhile. I just bought a TPT bundle with Spanish bell ringers and will try to do them most days. I am excited to have students doing this mostly independent work while I get time to take attn, get things organized and pass out papers. My question now is will I be able to get all of my stuff done with these bell ringers and exit tickets when used?

implementation:

215: Seventeen Tweaks That Make a Big Difference in Group Work from the Cult of Pedagogy Podcast.

The 3 things that I learned are having students read the directions on their own and then repeat to a partner; teaching and modeling collaboration roles will help students be more effective when they take on these roles; and assigning partner roles such as A/B, peanut butter/jelly, etc. These are all things that have been in my wheelhouse throughout my teaching career, but I have lost sight of them. The 2 things I found interesting are individual assessment is still necessary after group work and avoiding interrupting groups and just listen from a distance. My main takeaway is that it is important to revisit pedagogy even as a veteran teacher, since many of us fall into habits that seem to work for us. I will be shifting to using these suggestions.

The 3 things that I learned are that teachers need to be clear and communicate when AI is allowed, limited, or prohibited; avoid using AI detectors as evidence of cheating (false positives/false flagging may occur); and teach students to use AI as a learning partner rather than a shortcut.

The 2 things I found interesting are when using AI, carefully choose the best AI tool and not always defer to the same one; and use the acronym RAFT when using AI (role of chatbot; who is the audience; what is the type of format; what is the tone). The biggest takeaway for me is that I need to be clear on my expectations and then clearly disseminate that to my students.

I am a big fan of Stations but hate when it takes too long to prep. I learned that you can have 10 groups of 3 kiddos but only come up with 5 stations - double up on the stations. I had never grouped my students, instead I just put them in groups based on their seating chart (and not on their needs). I appreciated the suggestion/tips of 1) station rotation practice where we model reading directions and where they go afterwards. They suggested that I do a quick round of fun/quick games at each station and then the timer goes off and they all go to the next station. I could do this beforehand or even the day before. 2) have a projected timer on the LCD. 3) It gave me tons of ideas for types of stations (a mixture of those online, offline, and with me). Stations are excellent for differentiation if students are grouped by needs. I am most looking forward to the teacher station where their individual needs are what I focus on. I will put effort into this and am left wondering if they will as well.

implementation:

The 3 things I learned from this podcast are that there needs to be relationships built between the teacher and students to foster trust, instead of assuming students are dishonest; the assessment design matters: critical thinking and application of knowledge are necessary vs. remote recall of facts; and teachers need to use assessments to provide feedback and support learning.

The 2 things I found interesting are that even having sophisticated monitoring technology can raise concerns about privacy and accessibility, and that these issues can cause stress and interfere with students mental health. The biggest takeaway is that academic integrity should not be assumed but instilled in the culture of the classroom.

The 3 things I learned are that it is important to break lessons into smaller chunks, as students most likely lack prior knowledge; students need time and practice to retrieve information and strengthen learning; and most students need processing time before answering questions.

The 2 things I found interesting are that there is a "curse of knowledge" that teachers experience and therefore assume students will understand after one explanation, and that blank stares from students can be from a cognitive overload as opposed to a lack of motivation. The biggest takeaway for me is to remember to give students more wait time and encourage them to write their answers down and/or pair-share before I call on them for answers.

• Novice learners lack schema: When students give a "blank stare," it often means they don't have enough background knowledge to make connections. Building connections for them using KWL charts, peer discussions, and familiar analogies helps bridge this gap.

• Working memory has limits: Overloading students with too much information at once causes cognitive overload. Breaking content into smaller, manageable chunks allows students to process and retain it more effectively.

• Single-modality teaching falls short: Relying solely on lectures or a single presentation format makes learning harder to access. Incorporating visual aids, graphic organizers, text, and illustrations engages multiple learning pathways.

Going "low-tech" isn't about throwing away technology entirely; it’s about finding the right balance—using tech when it enhances learning and scaling back when it causes distraction or passive consumption.

The goal of teaching isn't "doing PBL"—it's helping students master content deeply while building meaningful skills. Projects are a vehicle for learning, not the destination, and knowing when not to use PBL is just as vital as knowing when to use it.

PBL shouldn't be used when students lack necessary background knowledge or core precursor skills. Without the essential building blocks, open-ended projects lead to shallow guesswork, frustration, or reinforced misconceptions.

Innovation doesn't require expensive technology or dedicated indoor lab space. Nature itself is the ultimate low-tech makerspace, offering infinite materials and complex design challenges right outside the classroom door.

Outdoor spaces offer unstructured, organic materials (wood, stone, soil, water) that naturally invite open-ended inquiry, experimentation, and biomimicry in ways static classroom supplies cannot.

mbracing outdoor spaces teaches students to work with unpredictable physical constraints—such as weather, uneven terrain, or limited materials—which builds adaptability and creative resilience.

The 3 things I learned from this are that AI can't replace empathy and divergent thinking; AI could be used as a feedback tool for students; and AI can be used to generate new ideas if students are stuck.

The 2 things I found interesting are the analogy of AI and ice cream. It can produce vanilla, chocolate, or strawberry, but it can't produce salted caramel fudge. Also, it was suggested to have students use AI to quiz them.

The biggest takeaway for me is knowing when to allow (or not allow) students to use AI.

The 3 things I learned are that there is outward inquiry (investigating) and inward inquiry (reflecting); that the inquiry learning needs to be a carefully guided process; and that curiosity drives deeper thinking for students.

The 2 things I found interesting are that inquiry isn't just letting students figure things out on their own, and that necessary skills are developed through the inquiry investigations.

The biggest takeaway is that a lesson doesn't need to be full inquiry, and that it could have direct instruction included.