From Earning to Learning David Frangiosa

From Earning to Learning is the podcast where Dave Frangiosa shares research backed philosophies, thoughts on student engagement and classroom tested techniques that can help move students towards learning.

In this episode, I discuss the difference between control and structure. This was inspired by a thread from Naomi Fisher (@naomicfisher), a clinical psychologist and author. Here is the thread that was referenced in the episode. You can find more information on her website.

Twitter: @DavidFrangiosa

Website: www.reimaginedschools.com

From Earning to Learning is the podcast where Dave Frangiosa shares research backed philosophies, thoughts on student engagement and classroom tested techniques that can help move students towards learning.

Understanding what we value as educators is crucial to our approach to teaching and learning. In this episode, I share what I believe about education and request that you share your beliefs as well.

Twitter: @DavidFrangiosa

Website: www.reimaginedschools.com

From Earning to Learning is the podcast where Dave Frangiosa shares research backed philosophies, thoughts on student engagement and classroom tested techniques that can help move students towards learning.

As educators looking to move to more progressive approaches, the onus is on us to bridge the gap between our vision for the future of education and current systems. That includes being able to translate all of our evidence into traditional letter grades. A recent shift we made in our practice has made this process more effective. You can find other details and visuals in Elise's blog, The Easiest Grade Translation for a Gradeless Classroom.

Twitter: @DavidFrangiosa

Website: www.reimaginedschools.com

Dr. Kelsie Reed and Dr. Byron McClure discuss their book and strategies to shift towards strengths-based educational approaches. (website: hackingdeficitthinking.com)   

Bios: Dr. Byron McClure Dr. Byron McClure, D.Ed., is a nationally certified school psychologist and the Founder of Lessons For SEL, where he uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of children front and center. He formerly served as the Assistant Director of School Redesign at a high school in Southeast, D.C., where he was responsible for leading and reimagining what Social Emotional Learning looked like within an inner-city community. His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education. Dr. McClure has extensive knowledge and expertise in mental health, social emotional learning, and behavior. He has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African-American boys. He has designed and implemented school-wide initiatives such as SEL, restorative practices, MTSS, and trauma responsive practices. As a result of this work led by Dr. McClure, his school recently won the 2019-2020 Whole Child Award. Dr. McClure has presented across the country as a panelist, featured speaker, and keynote speaker. He believes in maximizing everyone’s limitless potential. Follow Dr. McClure on Instagram @bmcclure6 and on Twitter @schoolpsychlife   

Dr. Kelsie Reed Dr. Kelsie Reed is a nationally certified school psychologist who works at the elementary school level in Maryland. She graduated from Loyola University Chicago with her PhD in 2020 and was the recipient of two university awards for her dissertation titled, “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.” Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AREA). Dr. Reed is passionate about advancing educational equity for minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline practices and disparities and has published in various journal articles, book chapters, and community journals on topics such as restorative practices, school-based consultation practices, juvenile justice youth re-entry into schools, and school discipline reform. Follow Dr. Reed on Instagram  @dr.kelsiereed and @sassy4socialjustice and on Twitter  @drkelsiereed

From Earning to Learning is the podcast where Dave Frangiosa shares research backed philosophies, thoughts on student engagement and classroom tested techniques that can help move students towards learning.

All teachers are trying to do what they think is in the best interest of their students. With that comes debate over the "best" way to support our students, and this sometimes gets contentious. Cognitive Load Theory (CLT) can be one of these contentious topics in education. Just like any approach to teaching and learning, there are positive aspects as well as drawbacks to this approach. It has long been my position that using any singular approach to engage with students will limit our effectiveness and reach. In this episode, I highlight where I find CLT to be of most value to me.

Twitter: @DavidFrangiosa

Website: www.reimaginedschools.com

From Earning to Learning is the podcast where Dave Frangiosa shares research backed philosophies, thoughts on student engagement and classroom tested techniques that can help move students towards learning.

Educational supports have always been driven by IEPs and 504s. Based on my personal experience, I think we need to rethink that model.

Twitter: @DavidFrangiosa

Website: www.reimaginedschools.com

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