Transcripts can be found via our website, humanrestorationproject.org. In today's conversation, we are joined by Alex Venet. Alex teaches undergraduate students at the Community College of Vermont, graduate classes at Castleton Center for Schools and Antioch University New England, creates PD, is a community facilitator for Edutopia, co-organizes Edcamp Vermont and Trauma Informed Educators Network Conference, and is soon releasing her new book Equity-Centered, Trauma-Informed Education, releasing May 25th, 2021. A link is in the show notes. We received an advanced copy, and I cannot emphasize enough how much this book is needed, and how much it resonated with my own practice. Alex not only perfectly outlines trauma-informed education, but places reflections, challenges, and paramount questions for us to rethink systems in education toward including and advocating for all students. In this conversation, Alex and I talk about shifting the system toward fostering critical wellness and systemic change for equity. Enjoy this listen! <h3>GUESTS</h3>Alex Venet,&nbsp;educator at Community College of Vermont, teaches graduate classes at Castleton Center for Schools and Antioch University New England, creates PD, is a community facilitator for Edutopia, co-organizes Edcamp Vermont and Trauma Informed Educators Network Conference, and author of Equity-Centered, Trauma-Informed Education <h3>RESOURCES</h3><ul><li><a href="https://www.phoenixbooks.biz/book/9780393714739" rel="noopener noreferrer" target="_blank">Equity-Centered Trauma-Informed Education (Releasing May 2021); Phoenix Books</a></li><li><a href="In today's conversation, we are joined by Alex Venet. Alex teaches undergraduate students at the Community College of Vermont, graduate classes at Castleton Center for Schools and Antioch University New England, creates PD, is a community facilitator for Edutopia, co-organizes Edcamp Vermont and Trauma Informed Educators Network Conference, and is soon releasing her new book Equity-Centered, Trauma-Informed Education, releasing May 25th, 2021. A link is in the show notes. We received an advanced copy, and I cannot emphasize enough how much this book is needed, and how much it resonated with my own practice. Alex not only perfectly outlines trauma-informed education, but places reflections, challenges, and paramount questions for us to rethink systems in education toward including and advocating for all students. In this conversation, Alex and I talk about shifting the system toward fostering critical wellness and systemic change for equity. Enjoy this listen!" rel="noopener noreferrer" target="_blank">Unconditional Learning (Alex Venet's Website)</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://soundcloud.com/mathew-portell-93233744/episode-34-alex-shevrin-venet-trauma-informed-educators-network-podcast" rel="noopener noreferrer" target="_blank">Trauma Informed Educators Network Podcast: Episode 34: Alex Shevrin Venet</a></li></ul>

90: Equity-Centered, Trauma-Informed Teaching w/ Alex Venet

Transcripts can be found via our website, humanrestorationproject.org. In today's conversation, we are joined by Dr. Ilana Horn. Dr. Horn is a professor of mathematics education at Vanderbilt University's Peabody College, who focuses on serving disenfranchised youth through authentic mathematics. She leads the Teacher Learning Laboratory, which focuses on sense-making of schools, how teachers and students interact. Further, she is the author of Strength in Numbers: Collaborative Learning in Secondary Mathematics and Motivated: Designing Math Classrooms Where Students Want to Join In. In our conversation, Dr. Horn and I discuss how teachers can wrap up the 2020-2021 school year through reflection. How can we build a better system after seeing the inequities, problems, and challenges that this school year has highlighted? And, how do we build a classroom in spite of a system that often demotivates and disenfranchises educators? <h3>GUESTS</h3>Dr. Ilana Horn, professor of mathematics education at Vanderbilt University's Peabody College, director of Teacher Learning Laboratory, and author of Strength in Numbers: Collaborative Learning in Secondary Mathematics and Motivated: Designing Math Classrooms Where Students Want to Join In. <h3>RESOURCES</h3><ul><li><a href="https://teachingmathculture.wordpress.com/" rel="noopener noreferrer" target="_blank">Teacher Learning Laboratory</a></li><li><a href="https://www.nctm.org/Store/Products/Strength-in-Numbers--Collaborative-Learning-in-Secondary-Mathematics-(Download)/" rel="noopener noreferrer" target="_blank">Strength in Numbers: Collaborative Learning in Secondary Mathematics</a></li><li><a href="https://www.heinemann.com/products/e08981.aspx" rel="noopener noreferrer" target="_blank">Motivated: Designing Math Classrooms Where Students Want to Join In</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://teachlabpodcast.com/episodes/dr-ilana-horn-s1!e478d" rel="noopener noreferrer" target="_blank">TeachLab - Dr. Ilana Horn</a></li><li><a href="https://shows.acast.com/humrespro/episodes/build-a-new-future-teaching-action-and-coalition-building" rel="noopener noreferrer" target="_blank">82: Build a New Future: Teaching Action and Coalition Building w/ Dr. Kevin Gannon</a></li></ul>

89: Rebuilding After 2020-2021 w/ Dr. Ilana Horn

Transcripts can be found via our website, humanrestorationproject.org. In today's conversation, we're joined by Trevor Aleo, an English teacher in Wilton, Connecticut, Kayla Duncan, a professional instruction coach from Cumming, Georgia, and Julie Stern, author of Tools for Teaching Conceptual Understanding and many more, and workshop leader of Making Sense of Learning Transfer. Together, along with Krista Ferraro, a history teacher from Braintree, Massachusetts, have written Learning That Transfers: Designing Curriculum for a Changing World, releasing in April, 2021. This work connects interdisciplinary learning, centers students in instructional design, and offers educators with tools to plan effectively. In our conversation together, we talk about what it means to transfer learning, how this differs from traditional "brain science" curriculum planning, and how we can push for social justice through interdisciplinary, aligned learning. <h3>GUESTS</h3>Trevor Aleo, middle school English teacher from Wilton, Connecticut who focuses on making students become sense-makers.Kayla Duncan, personalized instruction coach from Cumming, Georgia, who focuses on authentic experiences and increased ownership.Julie Stern, best-selling author of Tools for Teaching Conceptual Understanding and many more, and thought leader of the Making Sense of Learning Transfer workshop series. <h3>RESOURCES</h3><ul><li><a href="https://us.corwin.com/en-us/nam/learning-that-transfers/book275713" rel="noopener noreferrer" target="_blank">Learning That Transfers: Designing Curriculum for a Changing World (release April 2021)</a></li><li><a href="https://edtosavetheworld.com/" rel="noopener noreferrer" target="_blank">Education to Save the World</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://www.listennotes.com/podcasts/conceptually-speaking-julie-stern-trevor-aleo-VR9lfPtITQN/" rel="noopener noreferrer" target="_blank">Conceptually Speaking</a> (Julie Stern &amp; Trevor Aleo's podcast)</li></ul>

88: Connecting Through Transferable Learning w/ Trevor Aleo, Kayla Duncan, & Julie Stern

Transcripts can be found via our website, humanrestorationproject.org. Today's conversation is all about 100 Days of Conversations About School! 100 Days is a project by Human Restoration Project, REENVISIONED, Choice Filled Lives Network, and Cortico's Local Voices Network. Simply stated, 100 Days is catalyzing conversations about school in communities across the country. Featuring young people and adults, these conversations about the good life, the school experience, and equity in education are being compiled, shared, analyzed, and presented. We're taking the findings and presenting them to the new Secretary of Education and policymakers across the country. The process is designed to center the voices of young people and educators - both in the conversations themselves and in the policy and practice recommendations that emerge from the process. We're seeking educators, young people, and education non-profits who are interested in hosting a conversation in their community. The entire process takes about 2 hours, including the conversation itself. We supply all the materials, the recording space, and walk you through the conversation. Simply go to <a href="http://100DaysofConversations.org" rel="noopener noreferrer" target="_blank">100DaysofConversations.org</a>, sign up, gather 2-8 folks, 2 of whom are below the age of 24, choose a time, and host the conversation. We'll take everything from there! Afterwards, you'll not only get to participate in an important process but also receive a transcript and categorical analysis of what happened - which is so important in figuring out how to reimagine our educational system. It's one thing for us to belabor on the importance of changing ed - yet we must include young people as the most important voices in the conversation. <h3>GUESTS</h3>Dr. Erin Raab, chief strategy and impact officer for Choice Filled Lives Network and co-founder of REENVISIONED who focused her PhD on transforming schooling from competitions and tests to human flourishing and collective liberation <a href="https://www.humanrestorationproject.org/staff" rel="noopener noreferrer" target="_blank">The 100 Days Social Media Team</a> (Olivia Chiang, Summer Freed, Léa Henaux, which also includes Nontobeko Mdlalose) <h3>RESOURCES</h3><ul><li><a href="100daysofconversations.org" rel="noopener noreferrer" target="_blank">100 Days of Conversations Website and Sign Up</a></li><li><a href="https://www.100daysofconversations.org/facilitation-guide" rel="noopener noreferrer" target="_blank">100 Days Facilitation Guide</a></li><li><a href="https://www.100daysofconversations.org/analysis" rel="noopener noreferrer" target="_blank">100 Days Analysis Overview</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://shows.acast.com/humrespro/episodes/reimagine-the-system-w-reenvisioned" rel="noopener noreferrer" target="_blank">79: Reimagine the System w/ REENVISIONED (Dr. Erin Raab)</a></li></ul>

87: 100 Days of Conversations About School

Transcripts can be found via our website, humanrestorationproject.org. In today's conversation we're joined by Tesha Fritzgerald,. Tesha is an urban education expert who currently serves as a district level leader in an urban school district in Ohio. She is a Martha Holding Jennings Foundation Scholar who has a passion for UDL and culturally responsive teaching, which has led her to publishing her recent book, Antiracism and Universal Design for Learning: Building Expressways to Success. I invited Tesha on to talk about pairing UDL and antiracist teaching, with a specific focus on:<ul><li>Demanding excellence in progressive, human-centered classrooms.</li><li>Clarifying what UDL actually is.</li><li>Clarifying how UDL and antiracism can coexist, when UDL has been critiqued for upholding a traditionalist lens.</li><li>And actions we can take to build anti-racist, UDL-driven classrooms.</li></ul> <h3>GUESTS</h3>Tesha Fritzgerald, an urban education expert who focuses on UDL, culturally responsive teaching, anti-racist teaching, and author of Antiracism and Universal Design for Learning: Building Expressways to Success <h3>RESOURCES</h3><ul><li><a href="http://castpublishing.org/books-media/antiracism-universal-design-learning/" rel="noopener noreferrer" target="_blank">Antiracism and Universal Design for Learning: Building Expressways to Success</a> by Tesha Fritzgerald</li><li><a href="https://www.buildingblocksofbrilliance.com/" rel="noopener noreferrer" target="_blank">Building Blocks of Brilliance</a> (Tesha Fritzgerald's website)</li><li><a href="https://twitter.com/FritzTesha" rel="noopener noreferrer" target="_blank">Follow Tesha on Twitter</a>!</li><li><a href="https://longviewoneducation.org/making-room-for-asset-pedagogies/" rel="noopener noreferrer" target="_blank">Article: Making Room for Asset Pedagogies</a> by Benjamin Doxtdator</li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://www.bradshreffler.com/podcast/teshafritzgerald/" rel="noopener noreferrer" target="_blank">Planning Period Podcast - Episode 147: Tesha Fritzgerald</a></li><li><a href="https://shows.acast.com/humrespro/episodes/school-and-the-carceral-network" rel="noopener noreferrer" target="_blank">73: School and the Carceral Network w/ Dr. Connie Wun</a></li></ul>

86: Developing Anti Racist UDL w/ Tesha Fritzgerald

<h4>Transcripts can be found via our website, humanrestorationproject.org.</h4> Today we're joined by Dr. Tanu Biswas and Dr. John Wall. Dr. Biswas is a doctorate of pedagogy who focuses her research on children's civil disobedience for climate justice, and showcasing the richness that children and childhood have to offer adults. Dr. Wall is a theoretical ethicist who focuses on the idea of a moral life centered on language, power, culture, and childhood. His upcoming book, Give Children the Vote: How to Democratize Democracy argues for voting rights regardless of age. Our conversation centers on combatting adultism, or the power adults have over children and the discrimination of young people, which is more than present in society but in my opinion, amplified in the classroom. We talk about what adultism and childism mean, how to promote democracy, and the importance of civil disobedience. <h3>GUESTS</h3>Dr. Tanu Biswas, doctorate of pedagogy and researcher focused on civil disobedience, children, and the intersection of climate justiceDr. John Wall, theoretical ethicist centered on language, power, culture, and childhood <h3>RESOURCES</h3><ul><li><a href="https://childism.camden.rutgers.edu/" rel="noopener noreferrer" target="_blank">The Childism Institute (Rutgers)</a></li><li><a href="https://www.childrenvoting.org/" rel="noopener noreferrer" target="_blank">Children's Voting Colloquium</a></li><li><a href="https://www.facebook.com/events/397368708048652/" rel="noopener noreferrer" target="_blank">Upcoming Event!: Exploring Children Across Disciplines</a> by (Jan 22, 2021 @ 8AM ET)</li><li><a href="https://www.theccysc.com/post/children-s-civil-disobedience-in-the-minority-world-and-its-potential-for-re-imagining-the-education" rel="noopener noreferrer" target="_blank">Children’s Civil Disobedience in the Minority World &amp; its Potential for Re-imagining the Educational by Tanu Biswas</a></li><li><a href="https://johnwall.camden.rutgers.edu/files/Wall-Right-to-Vote-CYE-2014.pdf" rel="noopener noreferrer" target="_blank">Why Children Should Have the Right to Vote: An Argument for Proxy-Claim Suffrage by John Wall</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://shows.acast.com/humrespro/episodes/34-restoring-humanity-to-education-critical-pedagogy" rel="noopener noreferrer" target="_blank">34: Restoring Humanity to Education (Critical Pedagogy)</a></li></ul>

85: Combatting Adultism to Create a Flourishing Democracy w/ Dr. Tanu Biswas & Dr. John Wall

<h4>Transcripts can be found via our website, humanrestorationproject.org.</h4> Today we are joined by Dr. Jennifer Berkshire and Dr. Jack Schneider. Dr. Berkshire is a journalist and educator who focuses on podcasting and labor organizing at Boston College and Umass Amherst respectively, and Dr. Schneider is an education historian focused on reform and school accountability. Jennifer and Jack co-host the wonderful Have You Heard Podcast, which is focused on hot button issues in educational policy and current events, and both Chris and I highly recommend checking it out if you aren’t listening already.&nbsp; Our discussion today is going to cover a lot of ground but center on education reform, innovation, labor rights, unions, and change. There’s an odd dichotomy between progressive education and the assault on public education: a cognitive dissonance between the necessity for systemic reform while ensuring a free and accessible public education for the future and recognizing the need for organized labor as a path to a strong working class, that teacher unions are among the largest and most powerful in the country. Yet, there is a narrative - real or not - that unions are resistant to the change that many progressive educators want, and more recently, the notion that they have become the major roadblock to school reopenings in 2020. <h3>GUESTS</h3>Dr. Jennifer Berkshire, journalist and educator focused on podcasting and labor organizing at Boston College &amp; UMass AmherstDr. Jack Schneider, education historian centered on reform and school accountability <h3>RESOURCES</h3><ul><li><a href="https://thenewpress.com/books/wolf-schoolhouse-door" rel="noopener noreferrer" target="_blank">A Wolf at the Schoolhouse Door</a> by Dr. Berkshire &amp; Dr. Schneider</li><li><a href="https://writing.humanrestorationproject.org/a-wolf-at-the-schoolhouse-door-the-unmaking-of-public-education/" rel="noopener noreferrer" target="_blank">Review: A Wolf at the Schoolhouse Door</a> by Nick Covington</li><li><a href="https://haveyouheardblog.com/" rel="noopener noreferrer" target="_blank">Have You Heard Blog/Podcast</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://shows.acast.com/humrespro/episodes/pandemic-pods-school-choice-and-combating-inequity" rel="noopener noreferrer" target="_blank">80: Pandemic Pods, School Choice, and Combating Inequity w/ Dr. Jon Hale</a></li><li><a href="https://podcasts.google.com/feed/aHR0cHM6Ly93d3cub21ueWNvbnRlbnQuY29tL2QvcGxheWxpc3QvYWFlYTRlNjktYWY1MS00OTVlLWFmYzktYTk3NjAxNDY5MjJiLzkzZTI3MWJmLTU3ZGEtNDUyNi05MzdhLWFiMDQwMDI0MzczMi8xNWI2OWRhMS0yMDAwLTRmMzUtYTNlYy1hYjA0MDAyNDM3NGYvcG9kY2FzdC5yc3M/episode/YzAyOGEyOGUtNDRiNS00NTdmLTk2ZmUtYWJhNTAxMzQ0YjJk?hl=en&amp;ved=2ahUKEwjg6_bJmurtAhUrwlkKHeJ1Ay0QjrkEegQICRAF&amp;ep=6" rel="noopener noreferrer" target="_blank">This Podcast Will Kill You: COVID-19 Chapter 10: Schools</a></li><li><a href="https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zb3VuZGNsb3VkLmNvbS91c2Vycy9zb3VuZGNsb3VkOnVzZXJzOjcwNjA3MjEyL3NvdW5kcy5yc3M/episode/dGFnOnNvdW5kY2xvdWQsMjAxMDp0cmFja3MvOTMxNjYyNTU5?hl=en&amp;ved=2ahUKEwjg6_bJmurtAhUrwlkKHeJ1Ay0QjrkEegQICRAI&amp;ep=6" rel="noopener noreferrer" target="_blank">This is Hell!: 1263: The end of public school / Jack Schneider + Jennifer Berkshire</a></li></ul>

84: In Defense of Public Education w/ Dr. Jennifer Berkshire & Dr. Jack Schneider

<h4>Transcripts can be found via our website, humanrestorationproject.org.</h4> Today we are joined by Dr. Susan Blum, Dr. Blum is a professor of anthropology at the University of Notre Dame, and the author of many works and articles, including her recently released: Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), which features fifteen different educators, such as Arthur Chiaravalli, Jesse Stommel, Aflie Kohn, and Laura Gibbs, speaking on their ideas and implementation of the practice. And as an interesting side note, more than half of the educators in the book have appeared on our podcast! In this conversation we'll be talking about ungrading, framed on the ideas found in the book - the “how” of the practice, and particularly how ungrading fits within COVID-19 and promoting equity as a whole. <h3>GUESTS</h3>Dr. Susan Blum, professor of anthropology at the University of Notre Dame and active author, with a recent focus on ungrading. <h3>RESOURCES</h3><ul><li><a href="https://ungrading.weebly.com/" rel="noopener noreferrer" target="_blank">Ungrading Book Club</a> (assembled by David Buck)</li><li><a href="https://wvupressonline.com/node/844" rel="noopener noreferrer" target="_blank">West Virginia University Press: Ungrading</a>, edited by Dr. Susan Blum</li><li><a href="https://www.humanrestorationproject.org/materials" rel="noopener noreferrer" target="_blank">Human Restoration Project Ungrading Handbook</a></li><li><a href="restorehumanity.school" rel="noopener noreferrer" target="_blank">Human Restoration Project Ungrading Course</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://shows.acast.com/humrespro/episodes/a-way-to-ungrade-floop" rel="noopener noreferrer" target="_blank">78: A Way to Ungrade, Floop w/ Christine Witcher</a></li><li><a href="https://shows.acast.com/humrespro/episodes/the-research-on-assessment" rel="noopener noreferrer" target="_blank">74: The Research on Assessment w/ Dr. Astrid Poorthuis</a></li><li><a href="https://shows.acast.com/humrespro/episodes/54-making-the-switch-to-ungrading" rel="noopener noreferrer" target="_blank">54: Making the Switch to Ungrading feat. Abigail French, Dr. Susan Blum, and Dr. Laura Gibbs</a></li><li><a href="https://shows.acast.com/humrespro/episodes/47-redefining-assessment-by-implementing-gradeless-learning" rel="noopener noreferrer" target="_blank">47: Redefining Assessment by Implementing Gradeless Learning feat. Jeffery Frieden, Aaron Blackwelder, &amp; Nick Covington</a></li></ul>

83: Why Rating Students Undermines Learning w/ Dr. Susan Blum

<h4>Transcripts can be found via our website, humanrestorationproject.org.</h4> Our conversation today will center on teaching organization and collective activism. Essentially, we find ourselves at an important crossroads, as the administration shifts to new policies - teachers will be at the whim of new federal (and likely, state) policies that will have massive ramifications on classrooms, especially during COVID-19. And I hope out of this conversation, we’ll be able to address - what should I be concerned about? What problems may exist? And then, okay...what can I do to actually mitigate these problems and demand an equitable education system? <h3>GUESTS</h3>Dr. Kevin Gannon, the Director of the Center for Excellence in Teaching and Learning and a Professor of History at Grand View University in Des Moines, Iowa, and author of Radical Hope: A Teaching Manifesto. Further, Gannon actively writes and teaches on the science of learning, racism and race in education, and building inclusivity online and offline. You can learn more on his website, TheTattooedProf.com and on Twitter @TheTattooedProf. <h3>RESOURCES</h3><ul><li><a href="https://thenewpress.com/books/wolf-schoolhouse-door" rel="noopener noreferrer" target="_blank">The Wolf at the Schoolhouse Door by Jack Schneider and Jennifer Berkshire</a></li><li><a href="https://www.bloomsbury.com/uk/pedagogy-of-hope-9781472533401/" rel="noopener noreferrer" target="_blank">Pedagogy of Hope by Paulo Freire</a></li><li><a href="https://wvupressonline.com/node/823" rel="noopener noreferrer" target="_blank">Radical Hope by Kevin Gannon</a></li><li><a href="https://writing.humanrestorationproject.org/june-can-2020-be-the-year-of-radical-hope/" rel="noopener noreferrer" target="_blank">HRP Book Review: Radical Hope</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://podcasts.apple.com/us/podcast/radical-hope-for-online-teaching-with-kevin-gannon/id1445933224?i=1000479353211" rel="noopener noreferrer" target="_blank">ThinkUDL with Kevin Gannon: Radical Hope for Online Teaching</a></li></ul>

82: Build a New Future: Teaching Action and Coalition Building w/ Dr. Kevin Gannon

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