Teaching Made Simple

Bridget Spackman
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Bridging Academics presents, Teaching Made Simple, a podcast for upper elementary teachers who want to cut through the noise and focus on what really works. Get practical strategies and research-backed insights to simplify instruction, boost engagement, and support meaningful learning in every classroom.

  1. ٢٨ يناير

    022. Just-in-Time Learning is Taking Over Small Group Instruction

    Teaching Made Simple

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  2. ٢٠ يناير

    021. Meaningful Minimum Mindset

    Do Less. Teach Better. Focus on What Matters Most. Feeling overwhelmed by everything you’re supposed to be doing in your classroom? In this episode of Teaching Made Simple, we’re talking about the Meaningful Minimum Mindset—a way of approaching instruction that helps you cut through the noise and focus on the few practices that make the biggest impact for students. This isn’t about doing the bare minimum or lowering expectations. It’s about identifying the smallest set of intentional actions that lead to the greatest results—and protecting them. In this episode, you’ll learn: What the meaningful minimum actually means (and what it doesn’t) How the 80/20 rule applies to teaching and instruction Why doing less can lead to better student outcomes The three non-negotiables of upper elementary literacy instruction How simplifying your approach supports consistency, clarity, and sustainability The Meaningful Minimum for Upper Elementary Literacy: In this episode, I break down the core practices that deserve your time and energy every single day: Explicit instruction that clearly models and guides learning Writing about reading as a tool for deeper thinking and comprehension Active engagement so students are doing the cognitive work—not just listening These aren’t add-ons or trends. They’re the foundation. Why this matters: Teachers are exhausted—not because they don’t care, but because they’re trying to do everything. The meaningful minimum helps you: Reduce decision fatigue Protect your instructional energy Create more consistent learning experiences for students When you focus on what truly matters, instruction becomes clearer, more effective, and more sustainable. Takeaway: You don’t need more strategies.You need clarity around the right ones. Ready to take action? Subscribe to Teaching Made Simple so you never miss an episode Share this episode with a colleague who’s feeling overwhelmed Leave a review to help more teachers find practical, no-fluff support Your support helps this podcast reach more classrooms—and I’m so grateful you’re here.

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  3. ٦ يناير

    020. Fresh Start in 2026

    Aura Estelle B6 Daily Planner

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  4. 019. Intervention Characteristics Teachers Need to Know

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    019. Intervention Characteristics Teachers Need to Know

    In this episode, I’m breaking down what an intervention really is—and why so many teachers feel stressed or unsure about planning one. This lesson comes straight from the Interventions pillar inside the Bridging Literacy Community, where I teach the core components of designing interventions that actually move the needle. What You’ll Learn Why an intervention is always an intervention—no matter who delivers it. The difference between a broad area (like “comprehension”) and a true skill-based intervention. How focusing on a discrete, measurable skill keeps instruction targeted and effective. Why you can’t “intervene your way out” of system-level problems. 4 Characteristics of an Effective Intervention Prescribed Period of Time Interventions are short-term and intentional—not forever. Most run 6–8 weeks so you have enough data to make decisions.Prescribed Length Decide how many days per week and how many minutes per session you can consistently commit to. More days/minutes = more intensity, so start realistic. Prescribed Lesson Choose one discrete skill (like main idea or summarizing) based on student work. Teach it with repetition, evidence-based strategies, and multiple opportunities to respond.Progress Monitoring Track whether the intervention is working. When the data shifts, the instruction shifts. Key Reminder If half the class needs an intervention, that’s a core instruction problem—not a teacher problem. You can’t intervene your way out of a system issue. Links Bridging Literacy Community Subscribe If you’re enjoying the podcast, make sure to hit subscribe so you never miss an episode. And if today’s conversation helped you, I’d love it if you left a quick review—your feedback helps more teachers find this show!

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  5. 018. How Book Talks Can Build a Love of Reading

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    018. How Book Talks Can Build a Love of Reading

    In this episode, Bridget shares how she intentionally helped students who didn’t think they were readers fall in love with books through Book Talks. Book talks are short, engaging presentations, like a mini commercial for a book, that invite students to share what they’re reading, connect with peers, and spark curiosity across the classroom. What You’ll Learn: Why Book Talks Work: Expose students to new texts and genres Strengthen comprehension, summarizing, and speaking skills Build classroom community and conversation Foster a genuine love of reading How to Get Started: Model and practice with one mentor text (Bridget used Yarn!) Use simple materials like a signup chart and student organizer Offer flexible formats—movie trailer, slides, or quick share-outs Always pre-read, model often, and build the routine over time Key Takeaway: When students talk about what they love to read, reading becomes contagious. Book talks create a classroom community where every student—especially the reluctant ones—can see themselves as readers. Links: Join the Bridging Literacy Community BLC Members Grab the Book Talks Pack Vlog on Book Talks in the classroom Book: Extra Yarn Book: The Magicians Hat  Don’t forget to subscribe to the podcast and leave a review to help get my podcast out into the world! Thank you for your support.

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  6. 017. 7 Simple Strategies for Building Background Knowledge

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    017. 7 Simple Strategies for Building Background Knowledge

    As a presenter, one thing I always like to acknowledge before starting any session is that teachers bring a wide range of experience and knowledge to the table. It’s nearly impossible to create a session where everything feels brand new for everyone. That’s why I tell teachers that my goal is always to do one or more of the following: ✅ Affirm what you already know and do well ✅ Remind you of something you may have forgotten ✅ Expand your understanding just a little further And that’s exactly what this episode will do for you! In Episode 016, we dug into what background knowledge is, why it’s important, and some key dos and don’ts when it comes to building it. In this episode, we’re going one step further with 7 simple strategies you can use to help your students build background knowledge—no matter the lesson or content area. 🧠 In This Episode, You’ll Learn: How to use vocabulary intentionally to connect language and comprehension Ways to create meaningful anticipation guides that spark curiosity and challenge assumptions How to leverage images and gallery walks to get students moving, talking, and thinking critically The power of multimedia—videos, sound clips, and sensory experiences—to engage students’ senses Why read-alouds and poetry shouldn’t just be saved for April Simple engagement activities that build oral language and deepen understanding How virtual field trips and inquiry tasks can make abstract concepts more tangible ✨ Key Takeaways: Building background knowledge doesn’t have to be complicated—it just needs to be intentional. When we engage students’ senses and language, we create stronger connections to new learning. Background knowledge activities are not just pre-teaching; they are opportunities for engagement, curiosity, and connection. 🏁 Try This: Choose an upcoming lesson that may be challenging for your students. ➡️ Implement one strategy from today’s episode. ➡️ Reflect on how it changed your students’ level of engagement or comprehension. Or… take a step back and reflect on how often you’re intentionally planning background knowledge into your lessons. 🔗 Resources Mentioned: The Westing Game Novel Study – Explore here 016. The Dos and Don’ts of Background Knowledge 015. Stop the Vocab Struggle: Easy Ways to Build Word Knowledge in Grades 3–6 004. Active Student Engagement: The Secret to Getting Every Student Involved

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  7. ١٦‏/٠٩‏/٢٠٢٥

    016. The Dos and Don’ts of Background Knowledge

    Have you ever been in a situation where everyone around you seemed to know something you didn’t? That was me in a leadership team meeting when I was asked to pick my favorite Muppet character. I only knew two: Kermit and Miss Piggy. My lack of background knowledge totally changed how I approached the task—and it reminded me how often our students are in the same position with reading. In this episode of Teaching Made Simple, we’re diving into why background knowledge matters so much for comprehension, what it actually is, and the do’s and don’ts that make it work in the classroom. Here’s what you’ll learn: What background knowledge really is—and why it’s more than just a quick pre-reading activity. How it shows up on Scarborough’s Reading Rope and why it’s essential for long-term memory and comprehension. The key do’s of building background knowledge, from focusing on student diversity to building knowledge before, during, and after reading. The biggest don’ts—like piling on more passages, making it feel like another assignment, or confusing “fun” with actual learning. Simple, practical ways to assess background knowledge without extra work. By the end of this episode, you’ll see that background knowledge isn’t about giving students more to do—it’s about giving them the tools they need to actually make sense of what they read. 🎧 Listen in, reflect on your own classroom practices, and let’s simplify how we approach background knowledge together. 0:00 Intro 10:36 Do #1 16:00 Do #2 18:24 Do #3 22:06 Don't #1 24:02 Don’t #2

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  8. ٢٦‏/٠٨‏/٢٠٢٥

    015. Stop the Vocab Struggle: Easy Ways to Build Word Knowledge in Grades 3–6

    Episode 15 | Stop the Vocab Struggle: Easy Ways to Build Word Knowledge in Grades 3–6 If you’ve ever wrapped up a read-aloud or small group lesson only to hear your students describe characters as “nice,” “mean,” or “kind,” you’re not alone. It’s not that they don’t understand the character—it’s that they don’t have the vocabulary to express it. In today’s episode of Teaching Made Simple, I’m breaking down the power of vocabulary instruction and why it’s the missing link to deeper comprehension and stronger communication skills. You’ll learn: Why vocabulary is directly tied to comprehension and content mastery across subjects. How many words students need to learn each year—and the realistic number you should explicitly teach. A simple, evidence-based approach for introducing and practicing new words (without overwhelming you or your students). Fun, low-prep activities to keep word learning engaging and memorable. Whether you’ve felt stuck between word lists and fast mapping or just want a clear framework to guide your instruction, this episode will give you practical strategies you can start using right away. ✨ Free Resource: Grab my [Vocabulary Planning Page] (link here) to help you streamline word selection and make planning easier. Because when students have the right words, they’re not just answering questions—they’re making meaning.

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Bridging Academics presents, Teaching Made Simple, a podcast for upper elementary teachers who want to cut through the noise and focus on what really works. Get practical strategies and research-backed insights to simplify instruction, boost engagement, and support meaningful learning in every classroom.

المعلومات

  • صناع العمل
    Bridget Spackman
  • سنوات النشاط
    ٢٠٢٥ - ٢٠٢٦
  • الحلقات
    ٢٢
  • التقييم
    ملائم
  • موقع البرنامج على الويب
    Teaching Made Simple