Today we are joined by Carla Marschall and Elizabeth Crawford to cover their upcoming book, Worldwise Learning: A Teacher's Guide to Shaping a Just, Sustainable Future. I was fortunate to receive an advance copy, and Worldwise Learning is all about inquiry and experiential education: shaping global citizens by tackling real world issues in projects. The book walks teachers through the "inquiry cycle", which helps students "connect, understand, and act." It's filled with activities, diagrams, and charts, to co-create with students in planning a serious, in-depth project. We talk about:<ul><li>What makes "Worldwise Learning" different than something more generalized, like experiential education?</li><li>How do we balance, or do we balance, between student interest and introducing what could be deemed as "controversial" topics?</li><li>How do we allow space for co-created projects when there's limited perceived time and structure in most/many schools?</li></ul> <h3>GUESTS</h3>Carla Marschall, an experienced educator who has worked in various international schools from Germany to Hong Kong to Switzerland to Singapore. She is now the Director of Teaching &amp; Learning at UWC South East Asia, and previously co-wrote Concept-Based Inquiry in Action Elizabeth Crawford, an Associate Professor of Elementary Education at the University of North Carolina Wilmington. She specializes in global education and works with teacher educators and organizations to advance the Sustainable Development Goals, tackling interconnected global challenges in the classroom <h3>RESOURCES</h3><ul><li><a href="https://us.corwin.com/en-us/nam/worldwise-learning/book276011" rel="noopener noreferrer" target="_blank">Worldwide Learning: A Teacher's Guide to Shaping a Just, Sustainable World</a> (available Sept 2021)</li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://shows.acast.com/humrespro/episodes/66-humane-education-w-zoe-weil" rel="noopener noreferrer" target="_blank">66: Humane Education w/ Zoe Weil</a></li><li><a href="https://shows.acast.com/humrespro/episodes/60-implementing-the-sustainable-development-goals" rel="noopener noreferrer" target="_blank">60: Implementing the Sustainable Development Goals to the Classroom with Dr. Jennifer Williams, Julia Fliss, and Nick Covington</a></li><li><a href="https://shows.acast.com/humrespro/episodes/45-building-a-global-equitable-community" rel="noopener noreferrer" target="_blank">45: Building a Global Equitable Community feat. Ara Aman, Tania Mansfield, Lisa Liss, Colleen Mascenik, and Evin Schwartz</a></li></ul>

93: Worldwise Learning w/ Carla Marschall & Elizabeth Crawford

On today's podcast we are joined by Zoe Bee. Zoe is an English professor, poet, and content creator who produces content for YouTube and streams on Twitch. Some of her work includes "A Professor Explains", where Zoe dives into why Grammarly is a poor product or what makes a poem a "good" poem; or full overview of the themes of H.P. Lovecraft. Zoe is a successful content creator despite being active for less than a year. We specifically learned about her after seeing her wildly successful video, "Grading is a Scam (and Motivation is a Myth)", which is nearing 500,000 views within 3 weeks. Her takedowns of PragerU, support of progressive education, and overall extensive, fact-checked videos show a growing interest, especially by younger viewers, in educational pedagogy and politics.In this podcast, we sat down with Zoe to talk about her growth, practices as an educator, and content creation. To start off, here's a short segment from Grading is a Scam: <h3>GUESTS</h3>Zoe Bee,&nbsp;YouTuber, streamer, professor, and investigator of educational pedagogy, poetry, and English <h3>RESOURCES</h3><ul><li><a href="https://www.youtube.com/channel/UCecF2icZlEIJ__9XS6woPGw" rel="noopener noreferrer" target="_blank">Zoe Bee's YouTube</a></li><li><a href="twitch.tv/zoebeeyt" rel="noopener noreferrer" target="_blank">Zoe Bee's Twitch</a></li><li><a href="https://www.patreon.com/zoe_bee" rel="noopener noreferrer" target="_blank">Zoe Bee's Patreon</a></li><li><a href="https://www.youtube.com/watch?v=fe-SZ_FPZew" rel="noopener noreferrer" target="_blank">Grading is a Scam (and Motivation is a Myth) | A Professor Explains</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://shows.acast.com/humrespro/episodes/why-rating-students-undermines-learning-w-dr-susan-blum" rel="noopener noreferrer" target="_blank">83: Why Rating Students Undermines Learning w/ Dr. Susan Blum</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/liberatory-pedagogy-sj-miller" rel="noopener noreferrer" target="_blank">69: Social Justice, Gender Identity, and Liberatory Pedagogy w/ sj Miller</a></li></ul>

94: Catalyzing the Ungrading Movement w/ Zoe Bee

Today we’re doing something a bit different. I was checking my email a few months ago, and I have Google Scholar set up to send me articles about progressive education, and this name showed up I had never heard of before: Paul Geheeb. Geheeb was a German school leader who led a progressive school at the advent of the Nazi seizure of power. The story is wildly interesting in terms of historical significance as well as progressive pedagogy, as Geheeb led a self-directed school centered on learning by doing. We’ve gathered information about the relatively unknown life of Paul Geheeb, and we wanted to present this to you. Enjoy. *Not stated in the episode, but relevant information due to Odenwaldschule's recent closure. "Odenwaldschule" is a separate entity from the Odenwaldschule Gaheeb opened in 1910. It was then reopened under the same name in the 1930s by the Nazi party, which continued to operate until a series of sexual abuse scandals in the 2010s. <h3>CITATIONS</h3><ul><li><a href="https://www.jstor.org/stable/23767852?seq=1" rel="noopener noreferrer" target="_blank">With Paul Geheeb from the "Odenwaldschule" to the "Ecole d'Humanité" by Edward Diller, 1983</a></li><li><a href="https://www.researchgate.net/publication/336219203_Paul_Geheeb_and_Nazi_Germany_Progressive_Education_in_the_Age_of_Fascism" rel="noopener noreferrer" target="_blank">Paul Geheeb and Nazi Germany: Progressive Education in the Age of Fascism in Historians on Leadership and Strategy by Ashley Curtis, 2020</a></li><li><a href="https://www.tandfonline.com/doi/abs/10.2753/EUE1056-4934290134" rel="noopener noreferrer" target="_blank">Paul Geheeb and the école d'Humanité in Switzerland by Hans-Ulrich Grunder, 2014</a></li><li><a href="https://www.oecd.org/finland/Better-Life-Initiative-country-note-Finland.pdf" rel="noopener noreferrer" target="_blank">OECD Country Notes, Finland</a>; <a href="https://www.oecd.org/statistics/Better-Life-Initiative-country-note-United-States.pdf" rel="noopener noreferrer" target="_blank">OECD Country Notes, USA</a></li><li><a href="https://en.wikipedia.org/wiki/Ecole_d%27Humanit%C3%A9" rel="noopener noreferrer" target="_blank">Ecole d'Humanité - Wikipedia</a></li><li><a href="https://en.wikipedia.org/wiki/World_Happiness_Report" rel="noopener noreferrer" target="_blank">World Happiness Report - Wikipedia</a></li></ul>

92: Paul Geheeb and the School of Humanity

Today we're speaking with Emi Takemura. Emi is the co-founder and representative director of FutureEdu Tokyo, which seeks to reimagine education in Japan based on project based learning and experiential education inspired by High Tech High. She is also the representative director of Learn by Creation, which provides professional development, conferencing, and networking for inspiring hands-on learning in Japan. Emi is a veteran entrepreneur who co-founded Peatix, a mobile event platform, and engages in many events on social entrepreneurship and start-up funding. She's worked at a senior level in various financial firms, and has been an advocate for female leadership, ethical investing, and reimagining education in Japan. Our conversation dives into what it means to develop a hands-on learning curriculum, how Japan and the US relate and differ, and how all of this should or shouldn't relate to the job market. <h3>GUESTS</h3>Emi Takemura,&nbsp;co-founder and representative director of FutureEdu Tokyo, representative director of Learn by Creation, co-founder of Peatix, and veteran entrepreneur <h3>RESOURCES</h3><ul><li><a href="http://www.futureedu.tokyo/" rel="noopener noreferrer" target="_blank">FutureEdu Tokyo (Japan)</a></li></ul> <h3>FURTHER LISTENING</h3><ul><li><a href="https://shows.acast.com/humrespro/episodes/15-what-school-could-be-w-ted-dintersmith" rel="noopener noreferrer" target="_blank">15: What School Could Be w/ Ted Dintersmith</a></li></ul>

91: Expanding on Experiential Learning w/ Emi Takemura

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

Restoring humanity to education.

Listen, discuss, and share progressive thought on education.