What More Can I Say‪?‬ Maria-Elena Velasquez

Interview with Eric Partridge, a former classroom teacher and current PhD student studying Math Education. In this episode, Eric answers the following questions:


Why is strong Math instruction so important?
Why aren't Americans understanding Math?
Why isn't Math a bigger priority in the education system?

Eric also discusses the future of Math Education based on the current trends in data and research. Finally, we discuss how Math can be used as a tool for equity.

When the lockdown began in 2020, there were global concerns that students would fall behind due to lost instructional time. There were also doubts about the quality and depth of instruction that students received online. This discussion highlights two teachers' experiences in education during and after the lockdown. Together we explore the following questions: Is "Learning Loss" real? What should we do about it? Who's responsible for supporting students and families that were most negatively impacted by remote learning?
Special Guest: Alicia McKean

M-E discusses the news in Ed: 


There has been finger-pointing and lying as investigations in the Uvalde massacre continue. What lies are being uncovered and who is responsible?
A man was selected as Teacher of the Year in Gwinnett County but resigned anyway. What are the implications for teacher retention? 
Several Special Education students were left out of a San Leandro HS graduation ceremony. How can newer inclusion models prevent this in the future?

Suzie and Maria-Elena list the top books that inform their instructional practices. This includes books that can be used for coaching, planning, teaching, and community-building. 

We're back! In this shortened episode we discuss the "Don't Say Gay" bill, and we examine Florida's decision to ban Math curriculum with social emotional components. Later, we analyze a local district that received praised for adopting "drill and kill" curriculum. We ask: Is it more equitable to drill students on the basics, or should we include conceptual work too? 

Interview with Mark and Thomas to reflect on: When and where does systemization begin? What supports are needed for re-integration so that students don’t get stuck in the pipeline? What role does White Supremacy play in the School to Prison Pipeline? How has COVID impacted the School to Prison Pipeline? What action steps can we take to interrupt the process?