Summer Series: UDL

https://www.podbean.com/media/share/pb-24z2u-1063434

The 2021 Summer Series opens with a roundtable discussion on Universal Design for Learning. Joining Tom for this discussion are Fatima Sammy, Jackie Duncan, & Alisha Poling.

 

Fatima Sammy (M.Ed, MPH) is the 8th-grade science teacher and teacher leader at the Putnam Avenue Upper School in Cambridge, MA. Her teaching focuses on instructional practices and routines that enable students to develop into independent learners. She leads a Professional Learning Community (PLC) that fosters collaboration, values student’s voice, and places an emphasis on the importance of learner visibility in the classroom. Fatima also serves as an education consultant for the Diversity, Education and Outreach Office of the Broad Institute of MIT and Harvard. In this role, she trains scientists to engage with students and collaborates on an out-of-school-time interactive bio-coding curriculum.

 

Jackie Duncan (M.A.) is the UDL district coordinator, is a high school English teacher within Shelby City Schools in Shelby, OH. Jackie has a non-traditional path into education that started with a tour in the United States Marine Corps, law enforcement, and a few other endeavors before she finally set her sights on earning her teaching degree. She has been teaching for the better part of the past decade and was introduced to UDL practices fairly early on in her practice. UDL’s focus on breaking traditional norms within education and creating multiple pathways to learning was the perfect pairing to her own philosophy of education. She has recently completed her graduate certificate from the University of Pennsylvania Literacy Network in UDL.

 

Alisha Poling (B.S., M.Ed., M.A.S.E) is a Special Education Teacher and 504 Monitor at Mark Twain Elementary in Kirkland, WA. Alisha has taught in both self-contained and resource room programs and was introduced to UDL by education consultant, Dr. Cassie Martin who is affiliated with the University of WA Haring Center. Prior to teaching in WA, she taught art for 5 years and special education for 1 year in TN. She has worked in several districts and schools and believes that leadership is the key to making systemic changes in education. However, she believes that teachers who are trained in UDL can make THE difference in kids’ lives when the paradigm shift occurs. Currently, the school that Alisha works at (Mark Twain Elementary) is collaborating with the University of WA Haring Center and the TIES center as a model school for inclusionary practices. 

 

Tom Schimmer Podcast:

Association isn’t Causation | Ken O’Connor | Teaching to the Test

https://www.podbean.com/media/share/pb-cm4jf-104fe16

In Don’t @ Me (3:34), Tom discusses a few highlights from the book, “Calling Bullshit” and how they remind him of some important principles in education. Then, Tom is joined by Ken O’Connor (16:00) to discuss his journey from Melbourne to Toronto, to talk assessment & grading (of course), and to learn about his illustrious Field Hockey umpiring career!. Finally, in Assessment Corner (1:11:21), Tom focuses on the idea of teaching to the test and what we can do to try to mitigate the fact that sometimes people’s behavior changes when they know they are being tested.

 

 

 

Lessons from Songland | Mandy Stalets | Enough Evidence?

https://www.podbean.com/media/share/pb-ini52-1044f47

In Don’t @ Me (1:56), Tom explores the lessons about creativity he learned from the television show, Songland. Then, Tom is joined by Mandy Stalets (15:20) to discuss teaching during the pandemic, math instruction & assessment, as well as her forthcoming book. Finally, in Assessment Corner (1:04:48), Tom focuses on a critical end-of-year question that so many teachers face and how to refocus ourselves on what truly matters; do I have enough evidence of learning?

 

 

 

Public Humility | Jennifer Abrams | Constructed-Response

https://www.podbean.com/media/share/pb-qyt4c-103bd61

In Don’t @ Me (2:11), Tom discusses why public proclamations of humility are really an attempt to cover up a hidden superiority complex. Then, Tom is joined by Jennifer Abrams (13:15) to discuss how we prepare for (and follow through on) difficult conversations. Finally, in Assessment Corner (1:04:48), Tom explores the research on quality constructed-response items and offers some suggestions specific to extended written responses.

 

 

 

With Age Comes… | Yvette Jackson | Non-Verbal Cues

https://www.podbean.com/media/share/pb-55bti-1031776

In Don’t @ Me (1:18), Tom explores the societal contradiction that emerges when we finish the expression, “With Ages Comes Wisdom.” Then, Tom is joined by Dr. Yvette Jackson (13:55), author of Pedagogy of Confidence to discuss the equity issue surrounding Special Education and Gifted programs. Finally, in Assessment Corner (1:32:14), Tom discusses the formative role of non-verbal cues in making instructional decisions.

 

  • Yvette Jackson does not have an active social media presence.
  • Email Yvette Jackson: DRJNUA@aol.com
  • National Urban Alliance: www.nuatc.org

 

 

Teacher Appreciation | Natalie Vardabasso | Assessment Purpose

https://www.podbean.com/media/share/pb-gpkd7-1025f24

In Don’t @ Me (1:58), Tom expresses his appreciation to all teachers who have, over the past 12-14 months, done heroic work in supporting learners through these unprecedented times. Then, Tom is joined by Natalie Vardabasso (12:57), Assessment Instructional Design Lead at Calgary Academy and host of the EduCrush Podcast. Finally, in Assessment Corner (58:35), Tom discusses the importance of knowing your assessment purpose and why it sets up everything else throughout the assessment cycle.

 

 

 

False Dichotomies | Catlin Tucker | More than Verbs

https://www.podbean.com/media/share/pb-asyg9-101d0b7

In Don’t @ Me (2:06), Tom addresses the current obsession with false dichotomies and asserts that one in education has to stop. Then, Tom is joined by Catlin Tucker (17:05), author, speaker, leader, and expert in Blended Learning to discuss the ways teachers can efficiently and effectively implement a variety of models. Finally, in Assessment Corner (1:05:45), Tom highlights why examining standards is more than just identifying the verb; that the depth of thinking must also be considered if assessment tasks are going to rise to the promise of the standards.

 

 

 

 

False Dichotomies | Catlin Tucker | More than Verbs

https://www.podbean.com/media/share/pb-xgf5x-101ce8c

In Don’t @ Me (2:06), Tom addresses the current obsession with false dichotomies and asserts that one in education has to stop. Then, Tom is joined by Catlin Tucker (17:05), author, speaker, leader, and expert in Blended Learning to discuss the ways teachers can efficiently and effectively implement a variety of models. Finally, in Assessment Corner (1:05:45), Tom highlights why examining standards is more than just identifying the verb; that the depth of thinking must also be considered if assessment tasks are going to rise to the promise of the standards.

 

 

 

 

Father Phil | LaVonna Roth | Homework (2)

https://www.podbean.com/media/share/pb-ptvzj-10112db

In Don’t @ Me (2:01), Tom tells the story of Father Phil and why he was responsible for Tom choosing education as a career. Then, Tom is joined by LaVonna Roth (16:26), Founder and Lead Presenter at IGNITE your S.H.I.N.E.™ for a discussion about student strengths, SEL, and neuroscience. Finally, in Assessment Corner (1:08:36), Tom, in part 2, explores homework and suggests six important questions every teacher should ask about their homework routines.

 

 

 

 

Debating Both Sides | Muhammad Khalifa | Homework

https://www.podbean.com/media/share/pb-bx8hk-10062b8

In Don’t @ Me (1:50), Tom discusses how, by taking a balanced approach to issues or topics, people end up debating the extreme positions on both sides. Then, Tom is joined by Dr. Muhammad Khalifa (18:07) to discuss his book “Culturally Responsive School Leadership” and racial equity, in general. Finally, in Assessment Corner (1:21:48), Tom begins the first of two parts on the topic of homework.