In Episode 254 of Class Dismissed, Social psychologist Camilla Griffiths from Stanford University discusses the common practice among educators of quickly correcting students' mistakes. She argues that this approach, while efficient, may deny students the opportunity to learn, grow, and demonstrate their ability to overcome challenges.  Griffiths and her colleagues studied middle- and high-school teachers' feedback, focusing on whether students were passive recipients or had agency in responding to comments. In other words, was the feedback agentic or directive? Agentic feedback and directive feedback represent contrasting approaches to how educators provide input to students. Let's break down the key differences between the two: Agentic Feedback: This approach empowers students to participate in learning actively. Instead of directly correcting errors or providing solutions, agentic feedback encourages students to revise their work independently. It aims to make students partners in the revision process, fostering a sense of control and freedom. Directive Feedback: In contrast, directive feedback involves correcting mistakes, prescribing solutions, or rewriting portions of a student's work. It tends to be more explicit and prescriptive, guiding students on what needs to be corrected or changed without involving them in decision-making. Griffiths provides examples comparing directive feedback (corrections) to agentic feedback (empowering students to improve): Directive: Correcting spelling errors. Agentic: Asking the student to revise an essay with multiple spelling errors. Directive: Rewriting a student's topic and transition sentences. Agentic: Leaving a note asking the student to rework a topic sentence. In this episode of Class Dismissed, Griffiths explains how students responded to the different types of feedback. She concludes that agentic feedback, though not revolutionary, utilizes existing skills like giving advice, asking questions, and providing guidance. The research highlights its effectiveness in fostering self-sufficiency and instilling belief in individuals' potential to learn, applicable in educational settings and workplaces. Listen to Episode 254 of Class Dismissed on Apple Podcasts or your favorite podcast app to hear our entire conversation with Griffiths. Other Show Links Milk Carton Shortage Jimmy Fallon Teacher Visit

Tween girls face unique challenges in a world where social media is an integral part of daily life. The impact of the digital age on their development can be both positive and negative, making it essential to understand and address these challenges. Our guest in Episode 253 of Class Dismissed created a program designed to teach that every girl has specific talents and gifts that make her unique and beautiful to the world. Katie Parker is the founder of Bloomfully and co-creator of I Believe in Me. I Believe In Me is a unique program for tweens that promotes self-confidence, self-esteem, and personal growth. The program empowers pre-adolescents with essential life skills and a positive mindset to navigate the challenges of their transitional years.  I Believe In Me uses interactive workshops, mentorship, and fun activities; tweens develop a strong sense of self-worth, resilience, and belief in their abilities.  Some of the challenges teens face are listed below. Body Image Pressures: One of the most prominent challenges tween girls face in social media is the constant pressure to conform to unrealistic beauty standards. Scrolling through filtered and carefully curated images can lead to self-esteem issues and body dissatisfaction. Reminding tweens that natural beauty comes in all shapes and sizes is crucial. Cyberbullying: Social media provides a platform for connectivity but can also be a breeding ground for cyberbullying. Tween girls may encounter hurtful comments, rumors, or exclusionary behavior online. It is crucial to teach them about responsible online behavior and reporting any incidents. Peer Validation: The need for peer validation has always been a part of adolescence, but social media amplifies it. Tweens might feel compelled to constantly seek likes, comments, and followers to measure their self-worth. Please encourage them to focus on authentic friendships and hobbies offline. Fear of Missing Out (FOMO): Social media is a never-ending stream of content, and the fear of missing out on what their peers are doing can cause anxiety. Help tween girls balance their online and offline lives, emphasizing the importance of real experiences and in-person connections. Time Management: Spending excessive hours on social media can lead to poor time management and affect schoolwork and other activities. Encourage tweens to set healthy limits on screen time and establish a tech-free zone during family meals and before bedtime. Comparison Trap: Constantly comparing themselves to others on social media can harm a tween's mental health. Teach them the value of self-acceptance and the idea that everyone has their own unique journey. As parents, guardians, or mentors, it's crucial to maintain open communication with tween girls about their online experiences. Educate them about digital literacy, responsible social media usage, and the importance of self-esteem grounded in reality. Provide a safe space for discussing their online encounters, addressing their concerns, and reinforcing their self-worth beyond the virtual world. Listen to Episode 253 of Class Dismissed on Apple Podcasts or your favorite podcast app to hear our entire conversation with Katie Parker from I Believe In Me.

"Transforming an Assignment: Fostering a Love for Reading and Learning" Initially, Amanda Lacy was far from enthusiastic when her principal handed her the task of teaching a group of high school students grappling with reading difficulties. Her new students, consisting of juniors and seniors, had previously failed their state exams as tenth graders. Amanda candidly admitted, "I was hoping there had been a mistake. I even walked into the principal's office and jokingly said, 'You must have written the wrong thing down on this piece of paper.'" Teaching this particular course was undeniably challenging. The students felt self-conscious about being placed in a remedial reading class, and their lack of enthusiasm was palpable. When Amanda assumed responsibility for the course in Gainesville, Florida, it was still called "Read 180," which carried a negative stigma among the students. Amanda recounted, "They would make self-deprecating comments and tease each other relentlessly. I remember a student from my first period who would walk into the sixth period, shouting 'Read 180' as if it were some sort of joke." In response, Amanda adopted a strategy familiar to marketing professionals: she rebranded the course. "Read 180" was reborn as "Critical Thinking and Reading for College Readiness." But Amanda's efforts didn't stop at just changing the name. She wanted her students to feel genuinely engaged with their reading material. To achieve this, she surveyed them with questions like: 1. What topics interest you? 2. What are your passions? 3. List five areas where you excel. 4. Complete this sentence: After graduation, I aspire to... Through these surveys, Amanda discovered that some students were passionate about sports, while others were intrigued by military stories or food-related content. With this valuable insight, Amanda began tailoring her teaching materials to align with her students' interests. On Mondays, the students could use the computer lab to search for articles in publications like The Washington Post or The New York Times. Their assignments were directly related to the articles they selected, often focusing on current events that captivated the students' attention. Amanda also introduced "A Few Minutes of Me," a platform resembling an open mic night, where students could share slam poetry, read Bible passages, or even offer beauty tutorials. Amanda readily acknowledges that these transformations didn't happen overnight. However, as the students began to find joy in reading and learning, their academic performance also improved. Notably, a few years ago, every student in her class passed the reading exam. Reflecting on these changes, Amanda remarked, "It altered the entire atmosphere of the class. Success is incredibly motivating. When the students saw their peers achieving it and realized they could do it too, progress became more widespread." For a more in-depth conversation with Amanda Lacy, listen to Episode 252 of the Class Dismissed Podcast, available on iTunes and your preferred podcasting platform. Other Show Notes The ups and downs of Dallas’s pay-for-performance roller coaster All Rights Reserved. Class Dismissed Podcast 2017 – 2023.

Climate change is one of the most urgent challenges of our era, demanding that educators take an active role in educating students about this global issue. Yet, delving into such a multifaceted and occasionally contentious topic can appear daunting.  In a recent episode of Class Dismissed (Episode 251), we had the privilege of speaking with Mark Windschitl, a distinguished Professor of Science Teaching and Learning at the University of Washington, who also boasts a background as a former middle school science teacher. Windschitl, who has recently published a compelling book titled "Teaching Climate Change: Fostering Understanding, Resilience, and a Commitment to Justice," shared invaluable insights during our conversation. In particular, he discussed his strategies for addressing parental skepticism about climate change. To effectively navigate potential concerns from parents while teaching about climate change, educators can employ several proven strategies: 1. Open and Transparent Communication: At the outset of the school year, initiate a transparent dialogue with parents. Clearly outline your curriculum and educational goals, explicitly mentioning your intention to teach about climate change. Provide parents with an informative overview of the topics you plan to cover. 2. Align with Educational Standards: Emphasize that your approach to teaching climate change adheres to established educational standards and guidelines. Demonstrating this alignment can help parents understand the pedagogical value of the subject matter. 3. Emphasize Reliable Sources: Share with parents the trusted sources and materials you will utilize for teaching climate change. Stress the importance of relying on reputable scientific sources and evidence-based information in the curriculum. Reassure parents that your commitment lies in presenting an accurate and balanced view of the subject. 4. Proactive Engagement: Anticipate potential concerns or objections by considering the possibility of holding parent-teacher meetings or informative sessions dedicated to discussing the content and approach of your climate change curriculum. Furthermore, Windschitl provided a refreshing perspective on the methods we should employ when teaching students about climate change and how we can seamlessly integrate this critical subject into various academic disciplines. His expertise underscores the importance of informed and comprehensive climate change education in our schools today. To delve deeper into Windschitl’s insights and discover strategies for implementing similar approaches in your school, tune in to Episode 251 of the Class Dismissed Podcast, available on your preferred podcast platform or the Apple Podcasts App. Featured Image Photo Credit: https://www.ecolife.zone/ All Rights Reserved. Class Dismissed Podcast 2017-2023

Jennifer Serravallo, a renowned best-selling author in the education world, has left a profound mark with her previous works, "The Writing Strategies Book" and "The Reading Strategies Book," which have provided invaluable guidance to countless educators seeking compelling reading and writing strategies. In Episode 250 of Class Dismissed, Serravallo discusses another of her great works, "Understanding Texts & Readers," aimed at helping teachers unravel the mysteries of reading comprehension. In this book, Serravallo equips educators with the tools to assess a student's grasp of a book, even if the educator is unfamiliar with the specific text the student is immersed in. The Question of "Getting It" Serravallo's mission is to demystify the often perplexing concept of comprehension. The world of comprehension is vast, with various theories, such as the Rosenblatt Reader Response Theory and Proficient Reader Research, perplexing some educators. She poses the critical questions educators grapple with: What am I looking for? What does comprehension indeed entail? What are the telltale signs that a child has truly grasped the essence of a text? With an engaging blend of stories, illuminating charts, and practical examples, "Understanding Texts & Readers" swiftly guides educators in assessing whether their students are truly "getting it." Within the pages of this book, Serravallo introduces remarkable qualities of the response mechanism. This mechanism empowers teachers to examine students' responses and discern if the student requires additional support. For instance, if a "level R" text is known to contain a flashback, teachers can employ this insight when assessing comprehension. Serravallo explains, "If a child reading a 'level R' text is asked to retell the story but narrates events solely in sequence, it may indicate they are missing crucial elements within the text." Ultimately, the goal is to infuse joy into reading and cultivate lifelong readers. Serravallo eloquently sums it up: "If comprehension is lacking, then where is the delight in reading? I believe that a significant portion of disengagement with reading stems from a lack of understanding." To delve deeper into Serravallo's insights and discover strategies for implementing similar approaches in your school, tune in to Episode 250 of the Class Dismissed Podcast, available on your preferred podcast platform or the Apple Podcasts App. All Rights Reserved. Class Dismissed Podcast 2017-2023

Teachers face burnout due to classroom demands, but can prevent it by maintaining work-life balance, building a supportive community, trying new teaching methods, and practicing self-care. The podcast discusses challenges of early school start times, strategies to navigate burnout, and the importance of positive teaching strategies and self-care practices.

Dr. Tim Dasey, AI expert, discusses the crucial role of AI in education, emphasizing the need to balance AI tools with effective teaching principles. He highlights the importance of educators adapting to the AI wave, understanding AI capabilities, and fostering critical thinking in students. Dasey also explores the impact of AI on job skills, society, and the evolving demands of the workforce.

A home visit from a teacher before the start of the school year can be incredibly beneficial for both the students and the teacher. Here are some ways in which it can help: Building rapport: A home visit allows the teacher to establish a personal connection with the student and their family in a comfortable and familiar environment. This rapport can build a positive teacher-student relationship throughout the school year. Understanding the student's experience: Visiting their home provides insight into their living conditions, family dynamics, and cultural background. This understanding can help the teacher tailor their approach to teaching and create a more inclusive and supportive classroom environment. Identifying individual needs: During the home visit, the teacher can observe the student's learning space, study habits, and any specific challenges they may face. This information can help the teacher identify individual learning needs and develop strategies to support the student's academic progress. Addressing concerns early: If there are any concerns about the student's academic or emotional well-being, a home visit provides an opportunity to address them proactively. Early intervention can prevent potential issues from escalating and ensure the student starts the school year on the right foot. Discussing academic goals and expectations: The teacher can use the home visit to discuss educational goals and set expectations with the student and their family. This clarity can motivate students to perform well and instill a sense of responsibility for their education. Encouraging parental involvement: Home visits can encourage parents or guardians to participate in their child's education actively. It opens up lines of communication between the teacher and the family, fostering a supportive and collaborative learning environment. Reducing anxiety and easing transitions: For younger students or those entering a new school, a home visit can ease the anxiety associated with unfamiliar settings and new people. Meeting the teacher in a familiar environment can help them feel more at ease when school starts. Personalizing learning experiences: Knowing more about the student's interests and hobbies through a home visit allows the teacher to incorporate relevant and engaging learning materials into their lessons, making the educational experience more enjoyable and effective. Supporting students with special needs: For students with special needs or learning disabilities, a home visit can be especially beneficial. It allows the teacher to understand the student's specific challenges and create an individualized education plan tailored to their requirements. Our guest in Episode 247 is Valerie Lovato. She teaches elementary school at Eagleton Elementary in Denver, Colorado.  In her school district, it’s encouraged to conduct home visits with upcoming students’ families right around the start of the school year. Lavato knows it’s one of those things that a teacher can procrastinate on, but she says, “Once you start, you don’t want to stop.” She’s been doing home visits for several years but admits it’s complicated. It’s one thing for educators to talk about doing home visits; it’s another to accomplish the ambitious task. Lavato says that the most challenging part is just getting started each year. “That very first phone call, and telling families, I want to come to your house and visit you at your home, in your space. Making that first phone call, I always get butterflies, even now,” says Lavato. Overall, a home visit from a teacher before the start of the school year helps foster a strong teacher-student relationship, encourages parental involvement, and enables a more personalized and supportive learning experience for the students. It is a valuable practice that positively affects a student's educational journey. Listen to Episode 247 of the Class Dismissed Podcast on your favorite p...

Exploring the differences between school equality and equity in education, the podcast highlights the importance of providing individualized support to address diverse student needs. With insights from expert guest Jeff Duncan-Andrade, the episode delves into the challenges of achieving fairness and inclusion in education systems, emphasizing the value of promoting equity to level the playing field for all students.

When we think of science education, the first things that come to mind are textbooks, equations, and experiments. However, there is an often overlooked tool that can captivate students' imaginations and enhance their understanding of scientific concepts: stories. Storytelling has been an integral part of human culture for centuries, and harnessing its power can revolutionize science education. In Episode 245 of Class Dismissed, we will explore how using stories as a teaching tool can engage students, foster curiosity, and unlock a deeper understanding of science. For advice on how to do this, we catch up with the Physicist and host of the popular YouTube channel Kathy Loves Physics, Kathy Joseph. She is also a former Bay Area science teacher who spent 12 years teaching high school physics. Kathy knows what it takes to keep your students intrigued and involved. She also spent decades researching over 400 years of scientific history in her new book, The Lightning Tamers. Educators can foster engagement, simplify complex concepts, stimulate curiosity, enhance retention, and promote critical thinking by integrating narratives into science education. Whether through historical accounts, futuristic adventures, or personal anecdotes, stories bring science to life, making it relevant, relatable, and memorable for students.  To learn more about this, listen to Episode 245 of Class Dismissed. You can listen to the latest Episode of Class Dismissed on your favorite podcasting app or iTunes. Show Notes https://youtu.be/lN3oHY3ekSI All Rights Reserved. Class Dismissed Podcast 2017-2023