PracticingPBL

Quick Question with Steve Woolf: Getting Practical About Building Relationships (PracticingPBL #24)

June 13, 2016

Ginger asks Steve Woolf, USD 101 Superintendent of schools at Erie-Galesburg Kansas about some practical advice for school leaders who want to help their teachers develop stronger relationships with students. As usual, Steve shares an inspirational story, while still delivering strong practical advice of what we can do. “It’s hard to have quality time unless you have quantity time!” Get your copy of Heart2Heart Teaching here: https://shop.essdack.org/prod ucts/all/Steve%20Woolf Steve is a passionate school leader and powerful Best-Keynote speaker. You can […]

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Educators: Get Beyond the Rules and Get Into Relationships (Practicing PBL #23)

May 16, 2016

Steve Woolf, Superintendent at USD 101, Erie-Galesburg Kansas, joins us in this episode to share his new book, Heart2Heart Teaching: building an enduring legacy in the lives of our kids. The book is an ardent reminder about the the vital importance of strong teacher/student relationships. The book is packed full of heartfelt stories about real kids and educators and how a simple relationship did or would have made all the difference. Get your copy of Heart2Heart Teaching here: https://shop.essdack.org/products/all/Steve%20Woolf Steve […]

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PBL Meets Math through Cognitively Guided Instruction

April 29, 2016

Renee Smith, Math Consultant and professional learning guru, is in the studio for this week’s episode of Practicing PBL. Renee shares her thoughts about how to shift the traditional approach to teaching math (“I do, we do, you do”) to a more inquiry, problem-solving approach, using the Cognitively Guided Instruction approach. Audio Player Renee’s website: http://by-thenumbers.org/ CGI Supports: http://by-thenumbers.org/about/cgi/ email Renee: reneesmith@essdack.org Want more PBL from Ginger? Go to LifePracticePBL.org or GingerLewman.org You can also connect with Ginger on Twitter […]

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Math Workstations: a bridge from traditional math to PBL (PracticingPBL #21)

March 21, 2016

about Renee Smith: Renee began teaching math in, of all places, a maximum security prison. “I was 21 years old and 99 lbs. soaking wet.”  Some of her students were convicted murderers and as scary as it sounds, it was incredibly sad. Many of those men had failed in the school system and then turned to crime. That early experience with public school dropouts cemented her resolve to help future students understand and succeed in the area of mathematics. To […]

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PBL Meets Math through Cognitively Guided Instruction

February 26, 2016

Renee Smith, Math Consultant and professional learning guru, is in the studio for this week’s episode of Practicing PBL. Renee shares her thoughts about how to shift the traditional approach to teaching math (“I do, we do, you do”) to a more inquiry, problem-solving approach, using the Cognitively Guided Instruction approach.   about Renee Smith: Renee began teaching math in, of all places, a maximum security prison. “I was 21 years old and 99 lbs. soaking wet.”  Some of her […]

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Quick Question: The Impact of Extreme Thinking Upon Self-Regulation (Practicing PBL #19)

February 9, 2016

Extreme Thinking gets a shoutout from Brad as one of the components of the cognitive skill sets. The idea of extreme thinking — “I’m useless, dumb, no good, etc” is a large hurdle that we can help students navigate, if only we would recognize it and then have the tools at our fingertips to help. Just saying, “It’ll get better” doesn’t exactly help. Brad Chapin Blog: http://psychchallenge.blogspot.com/ Website: www.selfregulationstation.com Facebook: Challenge Software & Self-regulation Training The Challenge Software Program at www.cpschallenge.com Want more PBL […]

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Developing Self-Regulation Skills through PBL Pt4: Cognitive Skills

December 21, 2015

Educators are daily challenged with wondering why students behave as they do. Join Ginger with her guest Brad Chapin as he highlights the 3rd of the Self-Regulation skill sets: Cognitive Skills. The conversation starts by reviewing the first two of the skill sets, then settles in to exploring the idea of how we can cognitively self-regulate our own actions. Motivations and how to understand what motivates a person is important. Brad Chapin Blog: http://psychchallenge.blogspot.com/ Website: www.selfregulationstation.com Facebook: Challenge Software & Self-regulation Training […]

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Leveraging UDL for Effective PBL (Practicing PBL # 17)

December 11, 2015

  Today’s podcast features 5th grade classroom teacher, extraordinaire, Lisa Parisi who walks us through how Universal Design for Learning (http://www.cast.org/our-work/about-udl.html) works in tandem with Project/Problem Based Learning. She outlines how she creates a classroom environment that not only allows, but encourages students to find their own learning styles and preferences and then lets them engage with the learning in that style. This is truly an inspiring podcast from a veteran “just a teacher” who is very obviously dedicated to […]

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Developing Self-Regulation Skills Through PBL – Pt 3: Emotional Skills (PracticingPBL #16)

November 19, 2015

Brad joins Ginger in-house again for Part Three of Developing Self-Regulation Skills. Brads work teaches PBL teachers how to help children and adults develop better self-regulatory skills for better lives on down the road. In PBL, students are intentionally put into situations and challenges that help them learn to take responsibility for their own actions and involvement in life. This intentionally causes some levels of stress, but done in a safe environment where they can learn to develop lifelong skills. […]

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Developing Self-Regulation Skills Through PBL-Pt 2: Physical skills continued (PracticingPBL #15)

November 9, 2015

Brad joins Ginger in-house again for Part Two of Developing Self-Regulation Skills. Brads work teaches PBL teachers how to help children and adults develop better self-regulatory skills for better lives on down the road. In PBL, students are intentionally put into situations and challenges that help them learn to manage information, time, task, and group work ambiguity. This intentionally causes some levels of stress, but done in a safe environment where they can learn to develop lifelong skills. However, are […]

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