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skip to content about education podcast archive presentations video projects gymnastics this afternoon i gleefully shuttled my boys to their weekly gymnastics class. usually my wife, kate, handles this commitment, but today she was out of town. both of my five year old twin boys are very active learners. they love to be in motion. jumping, climbing, balancing — so, naturally, gymnastics is a perfect fit for their personalities. sitting on the sidelines casually watching this afternoon i noticed educator brilliance. one of my sons, finn, was having trouble sitting against the wall and listening to directions. he was still practicing — in his own way — the moves from the previous exercise. thankfully, his teacher didn’t yell at him to get in line. she didn’t draw any attention to him at all, initially. she let him be. at a distance, that seemed to make sense to me because finn wasn’t causing any distributive trouble. i can think of other learning experiences (swim lessons, for instance) when less skilled teachers gave him a time-out on the beach for five minutes because he wanted to play in the water and not wait in line. i remember talking with him on the beach after his lesson about his time-out — and what stuck out was his shame. “i’ll never be a good swimmer, dad,” he said. or more heartbreaking, “i’m don’t like learning new things.” back to gymnastics. after a few minutes, finn gets up from his spot against the wall and starts to practice summersaults. and again, instead of yelling at him, his teacher encourages him to come and sit close to her while she describes the next activity. engaged, he quickly joins her side. and this is when the brilliance happened. during her description of the next tumbling activity, finn started to act out (from a seated position) everything she was describing. pretty amazing — real-time — interpretation of her words. and it was so compelling that the other kids in his class started to mimic him! realizing this was going on, she completely embraced it and then took it one step further. she pulled finn onto her lap and used his arms and legs as a puppet to exaggeratedly act out the plan. he was laughing hysterically. they kids were rolling around on the floor. the plan was effectively delivered. i was blown away by her teaching instinct. when most teachers would try to redirect a “noncompliant” kid, she instead saw it as an opportunity to connect and go with what was already working. such a natural. it all happened in a matter of minutes, but it was fluid, loving, fun and completely in-tune with the students. as the kids got up from the circle and headed to the planned activity, finn lingered. when his teacher approached him from behind, he turned around and gave her a high-five and then ran off to join the group. well done, sansei. well done. thanks for listening to my kid. it matters. i took a summer break from the blog and podcast, but i am excited to be back. looking forward to sharing observations and whatever else comes to mind. once i sort out the hosting issues with libsyn, the adam jones education podcast will back online and producing content. in fact, i have a fantastic interview with jon martin from sandwich, nh — which i recorded last spring. sorry for the delay, jon! coming soon to a podcast curator near you! 2,869 comments october 10, 2016 october 10, 2016 adam jones 2869 comments ajed 020 : starr sackstein: hacking assessment: anatomy of a no-grades classroom in this episode of the adam jones education podcast , tom morgan (guest co-host) and i welcome starr sackstein back to the show. we talk about her recent book, hacking assessment , and what it takes to teach in a successful no-grades classroom. starr has been teaching for the last 9 years at world journalism preparatory school (6th-12th grade). she currently teaches ap literature and newspaper. she is also a coach/guide/mentor to many of her colleagues and teachers around the globe. she is the social media manager for the @ecet2natl brand. check out some of starr’s other amazing books on her amazon author page . world journalism preparatory school student newspaper (online) some questions from the episode: in addition to teaching, what are you currently work on/thinking about? with all your success, are you going to continue teaching in the day-to-day school environment? how many kids are you teaching in all your classes? what advice do you have to teachers new to project-based learning (pbl)? early steps to embrace the shift? as you’ve shifted into pbl — content/skills/assessment change. are these classes different than the types of classes you taught in the beginning of your career? do you receive pushback from others in your school? what do you say — how do you defend your choices? do you lay out the end-of-the-year assessment goals/objectives/outcomes with students at the start of the year? how can you be sure your plan is going to stay the same throughout the year? in your experience, are there a lot of new skills sets that show up that weren’t planning on and then have to assess? how much do you take into account the work of the individuals students (in a group), when you are assigning individual grades? in order to have a sbl classroom, what concrete things do you need to make it happen? what are some of the critical things you need to add to your teaching practice to do pbl well? how do you manage the incessant drive for the kids to always want to know their grades? and parents? how do you manage deadlines with students in a sbl classroom? beyond blogging, what are some of the places you’ve been able to get your students’ work published? what are a couple ideas for getting starting with a student-focused online newspaper? what are some beginner steps that people can take to get started with pbl and/or throwing grades out of their classrooms? guest co-host and proctor academy colleague, tom morgan 4,836 comments february 21, 2016 february 21, 2016 adam jones 4836 comments ajed 019 : adam bellow: white house presidential innovation fellow in this episode of the adam jones education podcast , i chat with adam bellow. founder of edutecher, educlipper and currently serving as a white house presidential innovation fellow. we talk about his career, his kids, trends in edtech and the value of communication when navigating all things technology! some questions from the episode: why does the education field still matter to you? are you happy working in education? what role does having your own kids play in your development as an educator? what is the presidential innovation fellow program? how did you get selected to be a part of the program? are you still working with educlipper given your 1-year appointment to the white house? your family lives in ny. you are living in dc. how are you managing business and family time? in your opinion, are we experiencing a faster evolution of education than we experienced in the last 25 years? what will schools look like in 10-15 years? how do schools transition and make that shift? what are the steps? how do you (personally) stay fresh and current in the edtech space? are we breeding (and adversely nurturing) a generation of anti-social kids? what future professional development are going to be participating in 2016? working on any long-term projects? how can people get in touch with you? how accessible are you? links: edutecher educlipper (312,000 users!) tickle app for drone flying alfie kohn james sanders – class badges – breakoutedu #edchat tom whitby steven anderson gary stager seesaw – digital portfolios remind.com kathy schrock richard bryne edcamp foundation ice conference 2016 : illinois (keynote) steve dembo tom murray jennie magiera rafranz davis dean shareski george couros david warlick places for to connect with adam bellow: @adambellow adambellow.com adam jones on vicki davis ‘ every classroom matters podcast episode 214: merging classrooms: how i shared my students with a class in egypt 2,925 com

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Domain Name: ADAMJONESED.COM
Registry Domain ID: 1879344134_DOMAIN_COM-VRSN
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