beyond the curriculum

"We all should know that diversity makes for a rich tapestry, and we must understand that all threads of the tapestry are equal in value no matter what their color."

- Maya Angelou

Jan Wilson is a Wellspring Associate Professor of Gender Studies and History at the University of Tulsa. She is the author of the book Becoming Disabled:  Forging a Disability View of the World and the articles “‘Who Has a Better Story Than Bran the Broken?’ Game of Thrones and the Power of Disability Narratives” and “Reimagining Disability and Inclusive Education Through Universal Design for Learning.” She is the recipient of The University of Tulsa Outstanding Teaching Award, 2013

In this episode, Jan will share how schools are innately ableist and how UDL can break down those barriers to create more inclusive spaces in education.

This is the final episode in our series on inclusion. Throughout this season, we have learned about how creating more inclusive environments provides spaces where all learners can thrive.

We have learned from teachers and advocates who have helped us gain a perspective on what inclusion means and how educators can be intentional as they create more inclusive environments.

We have discussed common barriers that prevent inclusion, some ways inclusion is done well, and how general education teachers can partner with both special education teachers and community members to take our learners… beyond the curriculum.

“When everyone is included, everyone wins.” 

— Jesse Jackson 

Karen Krejcha is the founder of Autism Empowerment--a nonprofit organization that advocates for the autistic community, host of the Autism Empowerment Podcast, and the editor and columnist of Spectrum Life Magazine. Besides this, she is the mother of two boys on the autism spectrum and an autist herself.

Karen’s vision of inclusion goes beyond the four walls of the school building. She sees inclusion through the lens of community and uses her position to create more inclusive environments in the neighborhoods surrounding the school.

In this season we are looking at inclusion and how creating more inclusive environments provides spaces where all learners can thrive.

We will be learning from teachers and advocates who will help us gain perspective on what inclusion means and how educators can be intentional as they create more inclusive environments.

We’ll find out about common barriers that prevent inclusion, some ways inclusion is done well, and how general education teachers can partner with both special education teachers and community members to take our learners… beyond the curriculum.

Amy Campbell is the 2020 Washington State Teacher of the Year and a special ed teacher at Helen Baller Elementary in Camas, WA.

As Washington State Teacher of the Year, Amy uses her title to promote more inclusion. She believes that schools are microcosms of our world and by promoting more inclusion in schools we build a more inclusive community. Each one of us has a gift to offer and creating spaces where all members of the community are embraced and included helps our community grow.

In this season we are looking at inclusion and how creating more inclusive environments provides spaces where all learners can thrive.

We will be learning from teachers and advocates who will help us gain perspective on what inclusion means and how educators can be intentional as they create more inclusive environments.

We’ll find out about common barriers that prevent inclusion, some ways inclusion is done well, and how general education teachers can partner with both special education teachers and community members to take our learners… beyond the curriculum.

Gary Chu is a high school mathematics teacher in a racially and culturally diverse suburb outside of Chicago. He is passionate about disrupting inequities. You can follow him on Twitter at @mrgarychu. Gary contributed a chapter to the book Ungrading: Why Rating Students Undermines Learn (and What to Do Instead) titled “The Pointless Classroom: A Math Teacher’s Ironic Choice Not in Not Calculating Grades”.

Throughout this series, I will be interviewing the contributors to this book to help gain a better understanding of what Ungrading is and how it can be applied.

In this episode, Gary will discuss how he engages his students in deeper learning, promotes relationships, and provides students feedback that helps students gain a better understanding of the ways mathematics can be used beyond the four walls of the school.

This the sixth episode and final episode of this series where you will hear from the chapter authors themselves who will help us dive deeper into their ideas about assessment and its impact on teaching and learning allowing us to go beyond the curriculum.

Clarissa Sorenesn-Unruh teaches chemistry and statistics full-time at Central New Mexico Community College. She is a Ph.D. student in learning sciences, a Councilor for the Division of Chemical Education in the American Chemical Society, and a panelist for a National Academies of Sciences, Engineering, and Medicine symposium. Clarissa contributed a chapter to the book Ungrading: Why Rating Students Undermines Learn (and What to Do Instead) titled “A STEM Ungrading Case Study: A Reflection on First-Time implementation in Organic Chemistry II.”

In this episode, Clarissa will discuss her first experience with ungrading and pushing her students’ metacognition not only made an impact on her students but also herself as a teacher.

“We all need people who will give us feedback. That’s how we improve.”

— Bill Gates

Christopher Riesbeck is an associate professor of computer science at Northwestern University and co-director of the Center for Computer Science and Learning Sciences. He has been doing critique-driven learning since 1997. Dr. Riesbeck is now working on computer-assisted coaching to help struggling students create artifacts worth critiquing. Christopher contributed a chapter to the book Ungrading: Why Rating Students Undermines Learn (and What to Do Instead) titled “Critique Driven Learning and Assessment” which centers around learning as doing.

In this episode, Dr. Riesbeck will discuss how grades seemed to get in the way of what he was trying to do with his programming students and why ongoing critiques help move his students in a direction towards mastering the concepts needed to be a skilled programmer.

“Society is indeed a contract. ... It is a partnership in all science; a partnership in all art; a partnership in every virtue, and in all perfection.”

— Edmund Burke

“Wisdom is not a product of schooling but of the lifelong attempt to acquire it.”

— Albert Einstein

Dr. Laura Gibbs is a professor of humanities at the University of Oklahoma, teaching mythology and folklore online, challenging her students to develop higher-order Bloom Taxonomy along with 21st Century skills as they explore the content of her courses. Laura contributed a chapter to the book Ungrading: Why Rating Students Undermines Learn (and What to Do Instead) titled “Let’s talk about grading.”

In this episode, Dr. Gibbs will discuss how ungrading is a natural fit for teaching online and how she challenges her students to create and think critically in a virtual environment.

This the second episode of a six-part series where you will hear from the chapter authors who will help us dive deeper into their ideas around assessment.

Dr. Susan Blum is a professor of anthropology a the University of Notre Dame and the editor of the book Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).

In this episode, Susan discusses what led her to compile the book, what the book represents, and how it has been received.

This the first episode of a six-part series where you will hear from the chapter authors who will help us dive deeper into their ideas around assessment.

As you live, believe in Life! Always human beings will live and progress to greater, broader and fuller life. The only possible death is to lose belief in this truth simply because the great end comes slowly, because time is long

- W. E. B. Du Bois

Rodney Robinson is the Senior Advisor, Richmond Public Schools Male teacher of Color Initiative at the Virgie Binford Education Center in Richmond, Virginia, the 2019 National Teacher of the Year, #8 Root Magazine Top Influential African Americans in 2019, and the HBCU Alumnus of the Year.

In this episode, Rodney explains why school leaders need to be intentional to not only recruit Teachers of Color, but the important to support and retain them.

On July 10th, Rodney gave his keynote at the National Network of State Teachers of the Year’s Teacher Leadership Conference that was supposed to be titled, “Learner-Centered Instructional Practices.” However, Rodney felt compelled to shift gears and talk about the importance of promoting and retaining Teachers of Color.

This the fifth and final episode of a five-part series. You will hear from the speakers themselves who will help us dive deeper into their message.

Throughout this series, I have been joined by the 2018 Virginia State Teacher of the Year, Michelle Cottrell-Williams.

Michelle is going to help me unpack the takeaways of these educational leaders who’s message will take us beyond the curriculum.

Abdul Wright is a middle school Language Arts teacher and Literacy Coach, the 2016 Minnesota Teacher of the Year, and identified as a Minnesota, African American Heritage Award Honoree.

Abdul will discuss the impact teachers make on the journey of our young learners and how teachers need to remember it is our primary responsibility to invest in the lives of our students.

On July 9th, Abdul gave his keynote at the National Network of State Teachers of the Year’s Teacher Leadership Conference titled, “Equitable Solutions” where he shared a personal story about how he overcame multiple obstacles to become the teacher he is today. It is a powerful and compelling story that should remind educators about the impact they make in the lives of their students.

This the fourth episode of a five-part series. You will hear from the speakers themselves who will help us dive deeper into their message.

Throughout this series, I am joined by the 2018 Virginia State Teacher of the Year, Michelle Cottrell-Williams.

Michelle is going to help me unpack the takeaways of these educational leaders who’s message will take us beyond the curriculum.

— Nelson Mandela

Michael Soskil is a fourth-grade science teacher, Vice-President of the Pennsylvania Teachers Advisory Committee, 2016 Global Teacher Prize Top-10 Finalist, and the editor of the book “Flip the System: How Teachers Can Transform Education and Save Democracy.”

On July 8th, Michael gave his keynote at the National Network of State Teachers of the Year’s Teacher Leadership Conference titled, “Flip the System” where Michael challenged educators to be political in their role without being partisan.

This the second episode of a five-part series. You will hear from the speakers themselves who will help us dive deeper into their message.

Throughout this series, I am joined by the 2018 Virginia State Teacher of the Year, Michelle Cottrell-Williams.

Michelle is going to help me unpack the takeaways of these educational leaders who’s messages will take us beyond the curriculum.

"Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education."

     Franklin D. Roosevelt

Though  Ted Dintersmith made his fortune in venture capitalism, he’s made his greatest impact on education.

His books Most Likely to Succeed and What School Could Be and his film Most Likely to Succeed are gaining momentum and challenging policymakers, educators, and community members to reimagine the role of the school as it prepares our children for the future.

On July 9th, Ted gave his keynote at the National Network of State Teachers of the Year’s Teacher Leadership Conference titled, “Education’s Indispensable Role As the Foundation of Our Democracy” where Ted challenged educators to consider their role as the defenders of democracy in an environment where democracy is under fire.

This the first episode of a five-part series. You will hear from the speakers themselves who will help us dive deeper into their message.

Throughout this series, I will be joined by the 2018 Virginia State Teacher of the Year, Michelle Cottrell-Williams. Michelle is going to help me unpack the takeaways of these educational leaders who’s message will challenge us to go beyond the curriculum.

“Being a teacher leader means that you can understand and realize the impact you have is really limitless.”

— Bob Williams - Acting CEO NNSTOY

On July 8-10, the National Network of State Teachers of the Year (NNSTOY) hosted its Teacher Leadership Conference virtually. The title of the conference? Revolutionizing Education.

With the permission of NNSTOY, I decided to share the event with listeners. Over the next five episodes, you will hear from the event’s keynote speakers. Each episode will contain highlight of presentations and we will hear from the speakers themselves who will help us dive deeper into their message.

Throughout this series, I will be joined by the 2018 Virginia State Teacher of the Year, Michelle Cottrell-Williams. Michelle is going to help me unpack the takeaways of these educational leaders.

In this episode, we will hear from Bob Williams, the Acting CEO of NNSTOY, about the conference and what it means to be a teacher leader.

"Tell me and I forget, teach me and I may remember, involve me and I learn."

- Benjamin Franklin

Teachers are charged with preparing the next generation who will be tasked with being stewards of the world. Teachers can lecture about the skills that are necessary for adulthood, they can drill, and test them on these skills, or they can engage them in learning that makes a significant contribution to their community and the world in which they live.

Abe Moore is a year 6/7 teacher at Hallett Cove South Primary school in Adelaide, South Australia. Abe has been awarded the “Innovation in Education Award” at the 2019 Educators State Awards. He engages his young learners in P-Based Learning which includes: Project Based, Problem Based, Purpose Based, and Passion-Based Learning that challenges them to make a difference in their school and community. You can follow him on Twitter at @arbay38, @projreimaginate, and @projectology.

In this episode, Abe shares how he challenges his students to imagine, design, and build the school they want to attend and impact future children who walk through those doors.

Christine Miller is a retired high school Arts teacher from Plano, Texas. She believes deep, authentic learning comes from the learner posing the questions. Therefore, she used student inquiry to place her students in the center of her class.

Christine is the 2008-2009, Teacher of the Year, School for the Talented and Gifted, Dallas ISD, Williams High School, Plano ISD, Teacher of the Year, 2013-2014, Recipient of the Plano ISD Award of Excellence in Teaching Secondary Division, May 2014, Texas Art Education Association Outstanding Secondary Teacher of the Year, Nov. 2014, and National Art Education Association Western Region Secondary Art Educator of the Year, 2016. You can follow her on Twitter at @tagartteacher.

In this episode, Christine shares how inquiry is central to developing beautiful works of art and takes learners beyond the curriculum.

"The education of even a small child, therefore, does not aim at preparing him for school, but for life."

  - Maria Montessori

If teachers are preparing their learners for life then they need to engage them with life and the world in which they live. Our children will grow up and they will become the stewards of the earth. How we engage them today will determine the future.

Julia Fliss is a 6th grade English Language Arts teacher at Evergreen Middle School in Evergreen, Colorado. She believes in challenging her students to look out the window of her classroom and see themselves as global citizens who are aware of the world in which they live and their obligation to it by integrating the Sustainable Development Goals (SDG’s) as a framework for her classroom. Julia is a 2019-2020 TeachSDG Ambassador and she actively engages on Twitter. You can follow her at @juliafliss.

In this episode I learn how Julia challenges her students to find their passions, discover a purpose, and make a difference in the world by taking them beyond the curriculum.

"I can remember the frustration of not being able to talk. I knew what I wanted to say, but I could not get the words out..."

- Temple Grandin

The teacher’s primary job is to help students find their own voices. Because when we do, we help them become people who can engage with the world and, ultimately, make it a better place. Language, socio-economics, and physical and neurological diversity should not justify students sitting silently in the back. But how can educators help all students find their voices?

Kristine Napper, is an English Language Development teacher at Whitford Middle School in Beaverton, Oregon, and author of the book A Kids Book About Disabilities. Kristine challenges her students to use technology as a tool to find their voices in order for them to build autonomy and the confidence to engage in the world. She is a TEDx presenter and you can follow her blog at www.kristinenapper.com

In this episode of I have the pleasure to learn how Kristine uses techquity as an opportunity for students to engage in complex learning that takes them beyond the curriculum.

It is fairly common for students to ask, “When will I ever use this?” This is not a meant to disparage the curriculum, but rather it is a challenge for teacher to make the content meaningful and worthwhile.

Michelle Cottrell-Williams, is an instructional coach at Gunston Middle School in
Arlington, VA, the 2018 Virginia State Teacher of the Year, and a member of the National Network of State Teachers of the Year.

Michelle sees herself as a disruptor who challenges her students to not only question the status-quo, but also to engage as citizens who are responsible for the future of their community.

In this episode of I have the pleasure to learn how Michelle uses inquiry to challenge her students to think about their role in society and taking them beyond the curriculum.

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When teachers create structures that "drop fear" and draw their students to them and to one another they create spaces where students can reach for the stars, and education is about discovering the limitless potential.

Jessica Zeller, PhD, is an associate professor of Dance at Texas Christian University and author of Shapes of American Ballet and has contributed to several anthologies of dance and blogs at jessicazeller.net.

Jessica places a strong emphasis on building relationships with her students and is apparent through her Twitter handle @jessicazeller.

In this episode of Beyond the Curriculum I have the pleasure to learn more about how Jessica develops relationships to impact learning.

It is the joy of reading that teachers want to inspire within their learners. However, somewhere along the way we lose sight of this and feel the pressure to assess reading with tests, essays, and presentations. The result: the joy of reading wanes, not only for students but for teachers. And thus, it drives teachers to begin to look for ways to catch students NOT reading which further perpetuates this problem.

Marisa Thompson is a high school English teacher and Professional Development Instructor at the University of San Diego. She is an Innovation Support Coach and speaker. In 2019 Marisa was named San Diego Innovative Educator of the Year. She is author of the blog Unlimited Teacher and has been featured on the Cult of Pedagogy Podcast.

Marisa developed an approach to reading known as Thoughts, Questions, and Epiphanies (also known as TQE) which is embraced by teachers and students around the world because of its student-centered, authentic approach to reading.

In this episode of Beyond the Curriculum, I have the pleasure to learn more about Marisa’s approach to reading.

If the purpose of writing is to do something bold and creative, does formal writing instruction typically used in schools help learners achieve this? Well, actually, the purpose of formulaic writing is to help students pass mandated state writing assessments and I, for one, have never been inspired by any five-paragraph essay.

So, how do we help students become writers with guts and imagination?