TeachLab with Justin Reich

One of the best parts of doing research on education is talking with students. Not only do we learn a great deal about what is happenign in schools, it's often inspiring. Betsy Burris agrees. She is a retired teacher educator and a psychotherapist who hosts Teaching Through Emotions, a podcast that focuses on relationships within the learning core. Betsy interviewed Jesse Dukes about the Homework Machine, our seven part series on AI and K12 education, with a particular focus on how students were navigating the often mixed messages they receive about generative AI.

Teachers are aware that AI is present in schools and learning environments, whether we like it or not. And many feel pressure, internally and externally, to learn and teach some form of "AI literacy". Justin has cautioned that it's too early for us to really understand what AI literacy is, and that just guessing at what might constitute AI literacy might do harm.Teachers and schooleaders appreciate that warning, but many feel that we can't do nothing. It's essential for teachers to start getting some knowledge about how AI works, to start experimenting with AI powered practices, and think about implementing them into our instruction.In our research, the most eloquent proponent that teachers should gain, and perhaps teach, some kind of AI literacy is Maureen Russo Rodriguez. Maureen is a Spanish and English teacher at St. Mark’s School in Massachussets. She is a cofounder (with Nate Green) of a network of educators called CoLab, which started in 2024 and now includes over nine hundred educators from over three hundred schools. We talk with her about her path to leading a process by which teachers design their own AI literacy professional development process, and Justin and Maureen try to pin down where they are in agreement, and disagreement.This episode was produced by Jesse Dukes. You can learn more about Co-lab at https://www.educolab.org/.We got support for our interview with Maureen from RAISE at MIT: Responsible AI for Social Empowerment and Education. Thanks to Eric Klopfer and Cynthia Brezeal. RAISE also sponsors a series of professional development opportunities around AI for teachers, in a similar spirit to Co-Lab called Day of AI. We had editorial help this week from Steven Jackson, Alexandra Salomon, Adam Brock, Sara Falls, and Steve Oulette.Teach Lab is a production of the Teaching Systems lab at MIT Justin Reich Director

Over the last two years, teachers and schools have felt immense pressure to incorporate AI literacy into their curricula. In the fall of 2024, California became the first state to pass a law mandating AI literacy instruction in schools, and several others have since followed suit. In the summer of 2025, the Department of Education released the "AI Action Plan for Education," which stated in part: "The Action Plan encourages schools to teach AI literacy and supports the responsible integration of AI in classrooms. AI is seen as a key education tool to enhance individual student preparation for the real world and to bolster the United States as a leader in AI."Most major AI companies have pledged significant capital to train teachers or educate students in AI literacy. Google alone has committed over 40 million dollars toward these initiatives, while OpenAI, Microsoft, and NVIDIA have all launched similar donation programs.But do we actually know what "AI literacy" means? Sam Wineburg doesn't think so. Sam is a professor emeritus of education and history at Stanford and the co-founder of the Digital Inquiry Group. He previously led a landmark study for the Stanford History Education Group (SHEG) that exposed how standard school methods for teaching web literacy were failing K-12 students.In part one of this two-part miniseries, Wineburg shares his observations on how educators have gotten "literacy" wrong in the past. He suggests there are more responsible ways to adapt to transformative new technologies than to hastily stand up literacy guidelines that may repeat old mistakes.

We’re pleased to share powerful reporting from our friends at the show Click Here, from Recorded Future News and PRX. They tell true stories about the people making and breaking our digital world. Over the past year, they’ve been documenting the digital – and cultural – erasure of Uyghurs in China. As part of that series, they follow one man who set out to preserve his culture the old fashioned way: by opening kindergartens that celebrated the Uyghur language. And then, almost overnight, those doors were locked. And the school’s founder went from teacher… to enemy of the nation. Sean Powers reported the story and Dina Temple-Raston Dina, the host of the Click Here, brings it to us.It’s not too late to take our listener survey about the Homework Machine series. We will enter you in a drawing to receive one of two $25 gift cards.

The timing of the arrival of AI has been bad for many schools and teachers. In the Fall of 2022, schools were just emerging from the extraordinary challenges brought by the pandemic. Teacher morale and turnover are at historic lows. Some school districts are on a good footing, and have the resources and stability to adapt, and even experiment with using AI to support learning, but many teachers tell us generative AI has just been one more thing they have to deal with, often without the support they would like. At a moment when unprecedented sums are being invested in AI development — including many billions devoted to AI powered education technology — teachers wonder if our priorities are in the right place. This episode was produced by Steven Jackson and Jesse Dukes. We had editing from Ruxandra Guidi and Alexandra Salomon. Reporting and research from Holly McDede and Andrew Meriwether. Reporting and research for the series from Chris Bagg, Andrew Parsons, Natasha Esteves, and Marnette Federis. Sound design and music supervision by Steven Jackson.Production help from Yebu Ji. Data analysis from Manee Ngozi Nnamani and Manasa Kudumu. Administrative support from Jessica Rondon. Special thanks to Josh Sheldon and Eric Klopfer.Original music for this series was created by Steven Jackson, Andrew Meriwether and Jesse Dukes, as part of the music project Cue Shop. Thanks to Will Grueb, Andy Wilds, and the MIT Music Department for letting us use the MIT Harpsichord.The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT. We had support from Google’s Academic Research Awards program.Please take our Listener Survey for a chance to win a $25 gift card.

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We keep saying that most ed tech is invited into schools, but generative AI crashed the party. But the truth in, some teachers have invited AI into schools. Some think it’s been great, and others see opportunities as well as challenges. We visit four classrooms where students and teachers are using AI in ways they say are innovative, fulfilling, and effective: a student in Oregon who worked with her teacher to expand the scope of her assignments with AI; a Southern California instructor using AI to bypass busywork and focus on the creative aspects of filmmaking; a teacher in Illinois deploying AI to provide targeted feedback; and, finally, a former engineer whose students use AI coding tools to make circuitboards…play Rick Astley? And we ask the question: What are the human teachers doing to create conditions in which AI can support learning? This episode was produced by Jesse Dukes. We had editing from Alexandra Salomon and Ruxandra Guidi. Reporting and research from Chris Bagg, and Andrew Parsons. Additional reporting from Andrew Meriwether, Holly McDede, Natasha Esteves, and Marnette Federis. Sound design and music supervision by Steven Jackson. Thanks to Jerry Shaw for digging up some of those Arduino Uno songs. The “Uptown Funk” was a simulation, created in our studios. Production help from Yebu Ji. Data analysis from Manee Ngozi Nnamani and Manasa Kudumu. Administrative support from Jessica Rondon. Special thanks to Josh Sheldon and Eric Klopfer. Original music for this series was created by Steven Jackson, Andrew Meriwether and Jesse Dukes, as part of the music project Cue Shop. Thanks to Will Grueb, Andy Wilds, and the MIT Music Department for letting us use the MIT Harpsichord.The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT.We had support from Google’s Academic Research Awards program.

Education technology companies have been falling over themselves to provide AI powered tools for schools, and to convince schools to buy their product. The array of AI powered products is dizzying, and while some can likely be put to good use, it can be hard for school leaders to gauge which are worth adopting. One school system in Iowa, Winterset Community School District has gone all in on generative AI, piloting at least three AI powered products and encouraging faculty and students to experiment with AI. They kindly let us visit for a week, and we dive in to see what they’re excited about, and what has been challenging. This episode was produced by Andrew Meriwether and Jesse Dukes. We had editing from Ruxandra Guidi and Alexandra Salomon. Reporting and research for the Homework Machine from Natasha Esteves, Holly McDede, Andrew Parsons, Marnette Federis, and Chris Bagg. Sound design and music supervision by Steven Jackson. Production help from Yebu Ji. Data analysis from Manee Ngozi Nnamani and Manasa Kudumu. Special thanks to Josh Sheldon and Eric Klopfer. Administrative support from Jessica Rondon. Thanks to Chad Sussex and everybody at Winterset who spoke to Andrew Meriwether. We’re happy to share that AI Express: Leading the Future of Learning — written by Chad Sussex and Sandy Groom-Meeks, who guided the AI journey for Winterset — is now available. This book offers school leaders and educators a practical roadmap for safely and effectively implementing AI in schools. Find the book here: https://bit.ly/AIExpress_AmazonOriginal music for this series was created by Steven Jackson, Andrew Meriwether and Jesse Dukes, as part of the music project Cue Shop. Thanks to Will Grueb, Andy Wilds, and the MIT Music Department for letting us use the MIT Harpsichord. The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT. We had support from Google’s Academic Research Awards program.

We’re halfway through “The Homework Machine” series, and as our production team works to finish the final episodes, we check in with Teaching Systems Lab director Justin Reich, who is returning to the classroom after a full year of sabbatical. Justin has been nervous, since some of the assignments he’s relied on in the past are not “AI-proof”. He tells us how he plans to adapt, We want to share A Guide to AI in Schools: Perspectives for the Perplexed the guidebook authored by TSL, based on the interviews we conducted for “The Homework Machine”. Justin is a fan of these protocols for evaluating student work:

We’re about halfway through The Homework Machine min-series, and we have more episodes coming. We're taking a break this week, which gives us the opportunity to share an episode of one of our favorite education podcasts with you.Mindshift from KQED features in depth interviews and reports from classroom about education and educators. We particularly enjoy this episode about a shift to teach contemporary poets, alongside the classics.Hanif Abduraqqib. Sarah Kay. Elizabeth Acevedo. Clint Smith. Do any of these names sound familiar? How about Amanda Gorman? All of these writers are part of America’s thriving contemporary poetry scene. But you won’t find them in many text books, because high school poetry units tend to focus on dead poets, like Robert Frost, Walt Whitman and Edgar Allen Poe. North Carolina teacher Melissa Smith is working to change that. For the last seven years, she’s been diversifying the canon in her classroom, and encouraging other teachers to do the same with the hashtag #teachlivingpoets. The shift has inspired teachers across the country to get creative with how they teach students things like tone, rhythm and structure in poetry. And it’s inspired students to connect with and see reflections of themselves in the poets they study.We have more episodes of the Homework Machine coming in a little over a week. In the meantime, please take our listener survey. (We'll enter you in a drawing to win a $25 gift card).https://forms.gle/KwPGTeVYZh2mo6gF7

Students tell us that they know learning in schools is important. But sometimes, turning to ChatGPT to get their work done feels like the best option. AI might help with what they perceive as busy work, or they might be confused about what counts as a legitimate use, and what counts as cheating.And sometimes, students tell us, they know they’re crossing a line. When that happens, it’s usually because they’ve hit a wall in the learning process, and generative AI presents a quick and easy way through the blockage. For teachers, there is no single, off the shelf solution, that will ensure students make wise decisions, but understanding why students turn to AI can be a helpful starting point.This episode was produced by Andrew Meriwether Jesse Dukes. We had editing from Ruxandra Guidi and Alexandra Salomon. Reporting and research from Natasha Esteves, Holly McDede, Andrew Parsons, Marnette Federis, and Chris Bagg. Sound design and music supervision by Steven Jackson. Production help from Yebu Ji. Data analysis from Manee Ngozi Nnamani and Manasa Kudumu. Special thanks to Josh Sheldon and Eric Klopfer. Administrative support from Jessica Rondon.Featured guests include Miriam Reichenberg, Kaitleen Evangelista, as well as anonymous students. Thanks to InTandem for facilitating interviews.Thanks to Greer Murphy and Jessa Kirk, at UC Santa Cruz's Academic Integrity Office. Check out Greer Murphy's co-authored survey of academic integrity policies.Original music for this series was created by Steven Jackson, Andrew Meriwether and Jesse Dukes, as part of the music project Cue Shop. Thanks to Will Grueb, Andy Wilds, and the MIT Music Department for letting us use the MIT Harpsichord.The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT.We had support from Google’s Academic Research Awards program.

Teachers have all sorts of opinions about AI. Some are optimistic, some are pessimistic. But the most common topic that came up in our interviews was cheating.While students have always taken shortcuts to complete their work, ChatGPT and other generative AI have a historically unique power to quickly, convincingly and comprehensively do a students’ assignment. This is proving a powerful temptation to students.So how do teachers help their students make good decisions? Teachers know that schools have historically struggled to manage discipline fairly but they also recognize that letting students get away with cheating isn’t doing them a favor. Teachers share how they’re navigating the Scylla and Charybdis of school discipline in the AI age.Listen to a bleeped version of this episode (Coming soon!).Transcript coming soon!This episode was produced by Jesse Dukes with Yebu Ji.Editing: Alexandra Salomon and Ruxandra GuidiReporting and research from Natasha Esteves, Andrew Meriwether, Holly McDede, Andrew Parsons, Marnette Federis, and Chris Bagg.Sound design and music supervision by Steven Jackson.Production assistance from Nathan Ray.Data analysis from Manee Ngozi Nnamani and Manasa Kudumu.Special thanks to Josh Sheldon, Camila Lee, Liz Hutner, and Eric Klopfer.Administrative support from Jessica Rondon.Thanks to the teachers who spoke to us including Joe O'Hara, Alec Jensen, Schuyler Hunt, Anna Rose Pandey, Ray Salazar, and Jessica Petit-Frere. And thanks to all the teachers and students who partipated in our research.Thanks to Greer Murphy and Jessa Kirk, at UC Santa Cruz's Office of Academic Integrity. Check out Greer Murphy's co-authored survey of academic integrity policies.The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT.We had support from Google’s Academic Research Awards program.The Homework Machine is a program of the MIT Teaching Systems Lab, Justin Reich, director.

ChatGPT is the most well known of the Large Language Models (LLMs) but what is an LLM? We go deep into how this remarkable new technology is built, and why their performance is inconsistent — or jagged — across similar tasks. We dive into the techniques AI engineers use to align these tools’ behavior with our values, and explain why they don’t always work, and sometimes we get hallucinations or biased output. This episode was produced by Steven Jackson and Jesse DukesEditing: Alexandra Salomon and Ruxandra Guidi Reporting and research from Holly McDede, Natasha Esteves, Andrew Parsons, Andrew Meriwether, Marnette Federis, and Chris Bagg.Sound design and music supervision by Steven Jackson. Production assistance from Yebu Ji and Nathan Ray. Data analysis from Manee Ngozi Nnamani and Manasa Kudumu. Special thanks to Josh Sheldon, Camila Lee, Liz Hutner, and Eric Klopfer. Administrative support from Jessica Rondon. The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT. We had support from Google’s Academic Research Awards program. The Homework Machine is a program of the MIT Teaching Systems Lab, Justin Reich, director.

In late November of 2022, ChatGPT was released to the public as a free research preview. Students quickly realized ChatGPT was pretty good at doing their homework for them. Schools scrambled to figure out what to do: Ban it? Embrace it? Teachers and students found themselves adapting to a new reality. Buckle Up, Here it Comes kicks off “The Homework Machine” a mini series in the Teachlab podcast. Hosts Jesse Dukes and Justin Reich share stories of teachers and students reacting to the arrival of an exciting, alarming, and strange new technology. Producer: Jesse DukesEditors: Ruxandra Guidi and Alexandra Salomon.Reporting and research: Holly McDede, Natasha Esteves, Andrew Meriwether, and Chris Bagg. Sound design and music supervision: Steven Jackson. Data analysis: Manee Ngozi Nnamani and Manasa Kudumu. Special thanks to Josh Sheldon, Camila Lee, Liz Hutner, and Eric Klopfer. Administrative support from Jessica Rondon. The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT. Additional support from Google’s Academic Research Awards program. InTandem facilitated some of our student interviews. Full episode transcript.

Generative AI is not like other education technologies, which schools often invite into the classroom. This one crashed the party. And then, it started re-arranging the furniture. We wanted to learn more, so in a little over a year, the Teaching Systems Lab has talked to over 90 teachers and 30 students about the impact of Generative AI. Some are excited about AI's potential to transform education for the better. Others are troubled by the temptations of a machine that can quickly and convincingly do many homework assignments. And some think AI is just a shiny object – a distraction from the much larger problems facing education.Over the next seven episodes, we'll try to answer the question: Is AI a game-changing tool, a threat to critical thinking, another ed tech fad? … or something else? Media requests can go to [email protected].

School leaders, education researchers, and others often point to a study conducted by Stanford researchers that suggested the arrival of generative AI in K-12 school has not meaningfully increased the percentage of students who acknowledge some kind of academic dishonesty. Sometimes, school leaders or experts suggest it means there’s “nothing to see here” when it comes to tools like ChatGPT and worries about students bypassing learning. Researcher + Journalist Jesse Dukes joins Justin to dive into the specifics of that study, and compare it with anecdotes from interviews with students and teachers. This episode was produced by Andrew Meriwether and Jesse Dukes. We had additional reporting from Holly McDede and research help from Natasha Esteves and Manassa Kudumu. Thanks to the Spencer Foundation and the Social and Ethical Responsibilities of Computing Initiative at MIT for funding our ongoing research into the arrival of generative AI in schools. And thanks to the Kapor Foundation for funding Jesse’s work in California with KALW public radio. Thanks to all of the teachers and administrators who have talked with us. If you want to take our survey, or learn more about our research into Generative AI and K12 education, head over to tsl.mit.edu/ai and if you want to volunteer for the sister study, in California, visit Jesse’s Linktree.

Justin Reich and researcher and producer Jesse Dukes argue that AI in requires a new theoretical framework. Generative AI, unlike many teaching technologies, is an "arrival" technology, meaning it will be present in school environments regardless of what choices school leaders make about whether to adopt it. Their new preprint Toward a New Theory of Arrival Technologies: The Case of ChatGPT and the Future of Education Technology after Adoption explores the idea of "arrival technologies"But rather than summarize it, hey, why not let the arrival technology do it? So we turn to Google's new tool, Notebook LM for a "Deep Dive Conversation" to summarize the article. Thanks to the Spencer Foundation and the Social and Ethical Responsibilities of Computing initiative at MIT for funding our ongoing research into the arrival of generative AI in schools. Thanks to all of the teachers and administrators who have talked with us. This episode was produced by Jesse Dukes. We had research help from Chris Bagg, Manasa Kudumu, Natasha Esteves, and Andrew Meriwether. If you want to take our survey, or learn more about our research into Generative AI and K12 education, head over to tsl.mit.edu and if you want to volunteer for the sister study, in California, visit Jesse’s Linktree.

Jesse Dukes reports from a two day training one school district offered its teachers, all to help them adapt to the arrival of generative AI in schools. That training proved helpful to teachers, but it’s not clear how much professional development most American teachers are getting, and it appears many are getting little or none. Episode produced by Jesse DukesResearch by Chris Bagg, Andrew Meriwether, and Natashas Esteves. Editorial support by Natasha Esteves. Additional research from Manasa Kudumu. Thanks for the school district that let us visit (you know who are!) Thanks to all the teachers who talked with us for our ongoing research into the arrival of generative AI in school environments. Learn more at tsl.mit.edu/AI.

We've just wrapped up a school year, so our team researching the arrival of generative AI in classrooms shares some fun and inspiring moments of teachers adapting to the new reality. We hear from teachers who role modeled the use of as a tool or resource for students, or to generate amusing and weird curricula. This episode was produced by Andrew Meriwether and Jesse Dukes, and features research by Natasha Esteves, Chris Bagg, Andrew Meriwether, and Jesse Dukes. Original song "The AI is a Hummin'" written by Jesse Dukes with help from Bing CoPilot, and performed by Jesse Dukes. To learn more about our ongoing research, take a survey, or volunteer to be interviewed, visit https://tsl.mit.edu/AI/.

The Arrival of AI powered tools like ChatGPT (now GPT4) in schools has generated concerns that students would use the tool to bypass cognition, or, “cheat” as we colloquially call it. And, it appears many students are doing just that. Early on in our research project about generative AI’s arrival in schools, it seems that English, ELL, and Social Studies at upper levels are particularly likely to encounter students using AI, without permission, to complete assignments. Justin talks to Jesse Dukes who shares a few examples of how teachers are managing this new challenge, and they discuss the wider implications for teaching, ethics, and student well being. This episode was produced by Jesse Dukes. We had research help from Natasha Esteves, Andrew Meriwether, and Chris Bagg. Thanks to the Spencer Foundation for funding our research, and to all the teachers and administrators who agreed to speak with us.

Justin spoke at the Connecticut Association of Boards of Education in November of 2023. You can see his graphics and outline.tsl.mit.edu/AI/ has more generative AI related resources, including our SURVEY for educators, school leaders, students, and parents. Jesse Dukes is leading our current project about the experiences of teachers and students with generative AI this school year.

Today we share another great episode from our friends at Upper MiddleBrow. As students, parents, and teachers happily (or wrenchingly) returned to school, Upper MiddleBrow invited TeachLab host Justin Reich to talk about stories with teachers. They identify many examples of bad teachers and bad teaching in fiction, and while film and TV often present sympathetic teacher protagonists, they wonder if the Great American Teacher novel is yet to be written. Resources and LinksCheck out Upper MiddleBrow, a podcast where hosts Jesse Dukes and Chris Bagg discuss high-craft works of popular cultureOrder Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsSee Upper MiddleBrow’s Teacher Protagonist’s graphicWatch our documentary film We Have to Do Something Different Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Civics 101 is a podcast refresher course on the basics of how the U.S. government works, born from the brain trust at New Hampshire Public Radio and hosted by Hannah McCarthy and Nick Capodice. This is the second part in their series about the state of civic education in the US. In this episode, TeachLab host Justin Reich joins the Civics 101 team to talk about how teachers choose what to teach, so-called "divisive concepts laws," and how we can approach disagreements without falling prey to "division actors."This episode features: Justin Reich, Director at MIT Teaching Systems Lab and host of the TeachLab podcastLouise Dube, Executive Director of iCivics and member of the Implementation Consortium at Educating for American DemocracyCherylAnne Amendola, Department Chair and teacher at Montclair Kimberly Academy and host of the podcast Teaching History Her Way Resources and LinksCheck out Civics 101: A Podcast, a production of New Hampshire Public RadioOrder Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsClick here to see a map of all the states that have passed legislation limiting what teachers can say regarding race, sex, gender, etc. Click here to see the Interactive Roadmap by Educating for American Democracy.Watch our documentary film We Have to Do Something Different Transcript https://sonix.ai/share/XBF9ue1HSi1uek4spV3fHohu Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Civics 101 is a podcast refresher course on the basics of how the U.S. government works, born from the brain trust at New Hampshire Public Radio and hosted by Hannah McCarthy and Nick Capodice. Today is the first part in their series about the state of civic education in the US. In this episode, the Civics 101 team gauges how we're doing civics-wise and then delve into the perpetually controversial history of history; have we ever agreed upon a narrative for our nation that we can teach students?Walking us through the past, present, and future of social studies and civic education are Danielle Allen, James Bryant Conant University Professor at Harvard University, and Adam Laats, Historian and Professor of Teaching, Learning and Educational Leadership at Binghamton University. Resources and LinksCheck out Civics 101: A Podcast, a production of New Hampshire Public RadioOrder Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In our final episode in our Iterate series, we are joined by one of our favorite collaborators here at the Teaching Systems Lab: artist, creative professional and graphic recorder, Haley McDevitt. Haley is a master of listening, synthesizing, and creating visuals that support big ideas. And, Haley is the illustrator of our host Justin Reich’s new book, Iterate: The Secret to Innovation in Schools.Justin and Haley go behind the scenes to share the creative process for the book’s illustrations. We also hear about Haley’s own experiences with iteration and growth mindset in her creative life, and learn about the amazing resources that she created to support educators who read Iterate. Resources and LinksOrder Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsTake a look at our free downloadable materials for Iterate, designed by Haley McDevittCheck out Haley McDevitt’s amazing graphic recording work Watch our documentary film We Have to Do Something DifferentExplore our course Youth In Front, with illustrations by Haley McDevitt Transcript https://teachlabpodcast.simplecast.com/episodes/iterate-haleymcdevitt/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

This week on TeachLab, we continue our series of conversations with innovative educators with Mel Cheng, a lifelong educator and learner. Mel is the Director of Engagement at What School Could Be, and before that worked as a classroom teacher, technology facilitator and coach, and administrator at Hawaiʻi’s first public charter school for 23 years. A maker enthusiast, Mel believes that intentionally designing environments in which learners are free to tinker builds stronger communities and richer connections.We talk to Mel about her experiences with the Cycle of Experiment and Peer Learning, and the idea that people who can really change the teaching and the learning in schools are the classroom teachers.“Intuitively we know that teachers are the driving force of change and administrators need to create the conditions for this to happen but rarely is that articulated, much less given a road map” Mel Ching’s review of Iterate:The Secret to Innovation in Schools Resources and LinksVisit the What School Could Be platform to find resources for educators and join the community.Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/iterate-melching/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

This month on TeachLab, we’re releasing a series of conversations with innovative educators to celebrate the release of our host Justin Reich’s new book, Iterate: The Secret to Innovation in Schools.This week we’re lucky to be joined by Ronni Moore, an educator who is passionate about re-envisioning what school can be. Ronni is the director of high schools for Crystal House Indianapolis, and was part of the founding team of Purdue Polytechnic High School North, a design thinking high school in Indianapolis, Indiana. We talk to Ronni about the power of relationships, achieving big change through small steps and leading throughout the pandemic. Resources and LinksLearn more about the innovative schools from Ronni’s interview, Christel House Indianapolis & Purdue Polytechnic High SchoolOrder Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/iterate-ronnimoore/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett Beazley Follow TeachLab on Twitter and YouTube

This week, our host Justin Reich released his new book, Iterate: The Secret to Innovation in Schools. To celebrate the launch and dig into the themes of the book, we’re releasing a series of conversations with innovative educators. In this episode, we’re joined by Erik Burmeister, an award-winning teacher, principal, and superintendent who worked as a highly impactful educator in California for over 20 years before launching his strategic consulting firm, Solutionary Advisors. We talk with Erik about his experiences leading change using design and innovation principles. Resources and LinksPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsLearn more about Erik Burmeister’s work at Solutionary AdvisorsWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/iterate-erikburmeister/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In the eighth and final episode of our series on Teacher Speech and the New Divide, we talk with Katie Rinderle, a 10 year veteran educator from Cobb County, Georgia. Katie is the first teacher in Georgia to be terminated for violating the state's divisive concept laws. What did Katie do? She went to a school book fair, sponsored by her school, and bought the best selling picture book, My Shadow is Purple, which touches on gender identity. Her 5th grade students selected the book for a read aloud, and Katie read the book and invited her students to do a reflection poem. Then, a parent complained, and Katie was fired. Katie's case has garnered national attention as a test of what public school teachers can and can't teach in the classroom. We’re joined in our conversation with Katie by her attorney, Michael Tafalski, from Southern Poverty Law Center. Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksGeorgia Teacher Fired for Reading Children’s Book About Acceptance - SPLC ArticleKatie Rindele’s Opinion piece on MSNBCSouthern Poverty Law Center’s latest Press Release on Katie’s CaseLearn more about My Shadow Is Purple and Author Scott StuartPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/teacher-speech-e8/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In the seventh episode of Teacher Speech and the New Divide, we dive back into our exploration of book bans and challenges throughout the United States. We sit down with Jen Varney and Barb Fecteau of the Massachusetts School Library Association, to hear about how the current climate is impacting the lives of school librarians, and their strategies for navigating these times. And, we talk to Sabrina Baêta, Program Consultant from the Freedom to Read Program at PEN America to better understand the current state of book bans, how they’re increasing throughout the United States, and what concerned citizens can do. Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksLearn more about PEN America’s important work on Book BansFind great resources from the Massachusetts School Library Association Take our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/teacher-speech-e7/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In the sixth episode of Teacher Speech and the New Divide, we turn our attention to Guilford, Connecticut. Guilford is a small town with a big commitment to equity for their students, and serves as a microcosm for the debates surrounding schools in the US. Our host Justin Reich sits down with Amity Goss, Assistant Superintendent of Guilford Public Schools, to learn more about what’s happening in Guilford, how it impacts teachers, and the steps that the district is taking to support educators. And, Professor Meira Levinson, Founder of EdEthics, joins us to introduce educational ethics as a powerful tool and resource for having difficult conversations. Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksLearn more about EdEthicsTake our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Transcript Pending CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In the fifth episode of our new series, Teacher Speech and the New Divide, we’re taking a look at book bans in schools. We head off to Florida, the epicenter of this conflict, to find out more about what books are being removed, how this affects students, teachers, and the community, and the actions that educators are taking in the face of these controversial transformations in school libraries and classrooms. Our host Justin Reich is joined by former teacher and educational researcher Natasha Esteves, and accompanied by an interview with Brevard County teacher and founder of Foundation 451, Adam Tritt.Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksLearn more about Foundation 451Take our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/teacher-speech-e5/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTube

This week, we’re giving the floor to our friends Jesse Dukes and Chris Bagg at UpperMiddleBrow to share one of their summer reading episodes. You’ll listen to teachers offer their summer reading recommendations for teens, and a great conversation about teaching literature. Heads Up: UpperMiddleBrow is a little salty, so there might be a curse word here or there. If you like what you hear, be sure to jump over to UpperMiddleBrow and subscribe to hear more episodes. Upper Middlebrow Notes:We’re joined by two veteran high school English teachers, each with a summer reading recommendation for a teenager. We talk about about how speculative fiction (including sci-fi, fantasy, horror, alt. history) engages teenagers in different ways, and why magic gets a bad rap among “literary” readers. Book recommendations: Never Let Me Go Kazuo IshiguroA Wizard of Earthsea Ursula K. LeGuinAs promised in the episode, we also have Lindsay’s self-syllabus for this summer of reading, both in image format and in a Notion template for your enjoyment!Notion Template: https://confirmed-gray-ae7.notion.site/d101bfaaec8f40848e8a6d3ae2faffd7?v=be5c29b11ad744a599e467cc39365ada&pvs=4 More Resources and LinksCheck out the Upper Middlebrow Podcast for more episodes!Take our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our film We Have to Do Something DifferentPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in Schools Produced by Upper Middlebrow Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In the fourth episode of our new series, Teacher Speech and the New Divide, we’re taking a look at autonomy. How much autonomy do K-12 teachers really have, how is teacher autonomy being reduced… and what’s being lost as a consequence? We share a profile of David Graf, a veteran educator from Woodland Park, Colorado. And, our host Justin Reich is joined by law professor Derek Black and education professor Sarah Kaka. Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksTake our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in SchoolsWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/teacher-speech-e4/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In the third episode of our new series, Teacher Speech and the New Divide, we take a look at a few of the recent court cases that impact teacher’s freedom of speech, like Kennedy v. Bremerton and Kluge vs. Brownsberg.Our host Justin Reich talks with Derek Black, Professor of Law at the University of South Carolina School of Law, Brock Boone, senior staff attorney at the Southern Poverty Law Center, and Sara O'Brien, researcher at Harvard Graduate School of Education. Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksTake our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in Schools at www.iteratebook.comWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/teacher-speech-e3/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In the second episode of our new series, Teacher Speech and the New Divide, Justin takes a look at the history of teacher’s first amendment rights, with the help of experts Brock Boone, senior staff attorney at the Southern Poverty Law Center and Sara O'Brien, researcher at Harvard Graduate School of Education. And, we follow up with educator Dakota Morrison to hear about what happened next as he took on the history of gay rights in high school social studies class in Findlay, Ohio. Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksTake our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in Schools at www.iteratebook.comWatch our documentary film We Have to Do Something Different Transcripthttps://teachlabpodcast.simplecast.com/episodes/teacher-speech-e2/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Our host Justin Reich kicks off our new series, Teacher Speech and the New Divide. To get a sense of the current landscape of divisive content laws, we talk to Brock Boone, senior staff attorney at the Southern Poverty Law Center. Then, we’re joined by Sarah Kaka, Associate Professor and Writer/Researcher at Ohio Wesleyan University, who helps us understand how divisive laws are impacting teachers every day. And, Dakota Morrison shares his student teaching experience as a high school social studies teacher designing a civil rights unit in Ohio.Special thanks to our friends at Learning for Justice, and the Justice in Schools team at the Harvard Graduate School of Education for their collaboration on this work. Resources and LinksTake our course on supporting youth activism at www.youthinfront.orgPre-Order Justin Reich’s new book Iterate: The Secret to Innovation in Schools at www.iteratebook.comWatch our documentary film We Have to Do Something Different Transcript https://teachlabpodcast.simplecast.com/episodes/e1-teacher-speech/transcript CreditsHost Justin ReichProduced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett BeazleyFollow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

TeachLab is doing a crossover episode with the book podcast Upper Middlebrow hosted by Jesse Dukes and Chris Bagg. Justin Reich was invited on as their guest and are graciously letting us repost the episode under TeachLab. Upper Middlebrow Notes:We hit pause on recapping, and talk the intersection of education and technology with a genuine educational technologist, Professor Justin Reich (and the man who introduced Dukes + Bagg). Justin considers Stephenson’s take on the ancient debate about whether education resembles “filling a pail” or “kindling a flame” and notes his preoccupation with the probabilistic nature of education tech. Justin is an associate professor of digital media in the Comparative Media Studies/Writing department at MIT and the director of the Teaching Systems Lab. He is the author of Failure to Disrupt: Why Technology Alone Can’t Transform Education, and the host of the TeachLab Podcast. Resources and LinksCheck out the Upper Middlebrow Podcast for more episodes!Watch our film We Have to Do Something DifferentExplore our Covid 19 Reports and ResourcesGet your copy of Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/upper-middlebrow/transcript Produced by Upper Middlebrow TeachLab edit by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Our host Justin Reich wraps up our series on Subtraction in Action with his reflections, along with highlights from conversations about the act of subtraction with education thought leaders from around the country. “We're just not that good as human beings at thinking about subtractive solutions. We've thought about stuff that we could add, but have we really taken the time to think about things that we could subtract?” We hear highlights from conversations with:Nat Vaughn, Principal of the Blake Middle School in Medfield, MassachusettsTyler Thigpen, Co-Founder of The Forest School in Atlanta, Georgia & the Institute for Self Directed LearningBeth Rabbitt, CEO of the Learning AcceleratorNicole Allard, Executive Director of Educational Excellence and Innovation in the Vista Unified School District in California Resources and LinksWatch our film We Have to Do Something DifferentExplore our Covid 19 Reports and ResourcesGet your copy of Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform EducationCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolLearn more about the untapped potential of subtraction in Leidy Klotz’s book Subtract: The Untapped Science of Less Transcripthttps://teachlabpodcast.simplecast.com/episodes/subtraction-wrapup/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In our latest episode of Subtraction in Action, our host Justin Reich is joined by Researcher and Professor Matt Kraft to discuss his latest paper “Instructional Time in U.S. Public Schools: Wide Variation, Causal Effects, and Lost Hours”. Subtraction in action is all about getting the stuff that we don't need out of schools so we can focus on the most important things, and Matt’s research offers some promising targets. Matthew Kraft is an Associate Professor of Education and Economics at Brown University. His research and teaching interests include the economics of education, education policy analysis, and applied quantitative methods for causal inference. His primary work focuses on efforts to improve educator and organizational effectiveness in K–12 urban public schools. His scholarship has informed efforts to improve teacher hiring, professional development, evaluation, and working conditions; changed how scholars interpret effect sizes in education research; and shaped ongoing investments in school-based tutoring and mentoring programs in the wake of the COVID-19 pandemic. Resources and LinksRead Matt Kraft’s latest paper: Instructional Time in U.S. Public Schools: Wide Variation, Causal Effects, and Lost HoursYou can learn more about Matt’s work at matthewakraft.com.Follow Matt Kraft on TwitterWatch our film We Have to Do Something DifferentExplore our Covid 19 Reports and ResourcesGet your copy of Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform EducationCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolSubscribe to Jal’s podcast Free Range Humans Transcripthttps://teachlabpodcast.simplecast.com/episodes/matt-kraft/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Justin sits down with the wonderful and prolific Larry Ferlazzo, an English and Social Studies teacher, author and education blogger. How might subtracting field trip permission slips help address chronic absenteeism? Tune in to find out. Resources and LinksVisit Larry Ferlzzo’s Website https://larryferlazzo.edublogs.org/Follow Larry on Twitter @LarryferlazzoWatch our film We Have to Do Something DifferentExplore our Covid 19 Reports and ResourcesGet your copy of Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform EducationCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolSubscribe to Jal’s podcast Free Range Humans Transcripthttps://teachlabpodcast.simplecast.com/episodes/larry-ferlazzo/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and Mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Teach Lab’s Subtraction in Action series continues as our host Justin Reich explores subtraction in curriculum. Justin reflects, “One of the things that happened during the pandemic is that educators had to reduce. There has just not been a way in the last few years to teach everything that we typically teach in a year, or at least if we choose to do that, we're choosing to leave students behind in a way that I think most teachers are unwilling to do. So educators have had to go back and re-look at their curriculum. They've had to go back and say, "What's the most important thing here? What are the most marginal things here?" Justin is joined by educators around the country who share their experiences in cutting content and reducing standards. Our conversation includes:Beth Rabbitt, CEO of the Learning AcceleratorNicole Allard, Executive Director of Educational Excellence and Innovation in the Vista Unified School District in CaliforniaTyler Thigpen, Co-Founder of The Forest School in Atlanta, Georgia & the Institute for Self Directed Learning Resources and LinksWatch our film We Have to Do Something DifferentExplore our Covid 19 Reports and ResourcesGet your copy of Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform EducationCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolSubscribe to Jal’s podcast Free Range Humans Transcripthttps://teachlabpodcast.simplecast.com/episodes/curriculum/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In today’s episode, host Justin Reich continues our series on Subtraction in Action in conversation with education leaders around the country. We reflect on the ways that administrators relate to subtraction, and hear stories from the field. Justin is joined by:Beth Rabbitt, CEO of the Learning AcceleratorNicole Allard, Executive Director of Educational Excellence and Innovation in the Vista Unified School District in CaliforniaTyler Thigpen, Co-Founder of The Forest School in Atlanta, Georgia & the Institute for Self Directed Learning Resources and LinksWatch our film We Have to Do Something DifferentExplore our Covid 19 Reports and ResourcesGet your copy of Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform EducationCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolSubscribe to Jal’s podcast Free Range Humans Transcripthttps://teachlabpodcast.simplecast.com/episodes/admin/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In today’s episode, host Justin Reich continues our Subtraction in Action series with Nat Vaughn, Principal of the Blake Middle School in Medfield, Massachusetts. Together they discuss how Blake Middle School managed the pandemic by reflecting on the purpose of school, identifying what really matters for student’s education, and how to work through hard decisions about subtraction. Resources and LinksCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolSubscribe to Jal’s podcast Free Range HumansWatch our film We Have to Do Something DifferentCheck out Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/nat-vaughn/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Host Justin Reich and Jal Mehta from the Harvard Graduate School of Education continue our Subtraction in Action series with Leidy Klotz, Professor of Engineering at the University of Virginia, and the author of Subtract: The Untapped Science of Less. Together they discuss Leidy’s book, his research and inspirations, as well as how these ideas can better serve education. Resources and LinksLearn more about the untapped potential of subtraction in Leidy Klotz’s book Subtract: The Untapped Science of LessCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolSubscribe to Jal’s podcast Free Range HumansWatch our film We Have to Do Something DifferentCheck out Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/leidy-klotz/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

Our host Justin Reich is joined by Jal Mehta from the Harvard Graduate School of Education to kick off Subtraction in Action, our new series about the positive impact that subtraction can have on school communities. Justin and Jal have been talking to teachers, school leaders, and design experts from around the country about what we can take away from schools to free people up to focus on the essential. Justin and Jal share their ideas about subtraction, along with highlights from some conversations they’ve had throughout the series. In this episode, Justin is joined by Jal Mehta, Professor of Education at the Harvard Graduate School of Education, co-author of In Search of Deeper Learning: The Quest to Remake the American High School, and co-host of the Free Range Humans podcast.We also hear highlights from conversations with:Leidy Klotz, Professor of Engineering at the University of Virginia, and the author of Subtract: The Untapped Science of Less.Beth Rabbitt, CEO of the Learning AcceleratorTyler Thigpen, Co-Founder of The Forest School in Atlanta, Georgia & the Institute for Self Directed LearningNicole Allard, Executive Director of Educational Excellence and Innovation in the Vista Unified School District in CaliforniaNat Vaughn, Principal of the Blake Middle School in Medfield, Massachusetts Resources and LinksCheck out Jal Mehta’s Book In Search of Deeper Learning: The Quest to Remake the American High SchoolSubscribe to Jal’s podcast Free Range HumansLearn more about the untapped potential of subtraction in Leidy Klotz’s book Subtract: The Untapped Science of LessWatch our film We Have to Do Something DifferentCheck out Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/subtraction-in-action/transcript Produced by Aimee Corrigan and Garrett Beazley Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

In this episode of TeachLab, we present a selection from our host Justin Reich’s recent appearance on What School Could Be’s Game Changer Series. In the interview, Justin is joined by the filmmaker Aimee Corrigan and educator Angela Daniel, to discuss the making of the Teaching Systems Lab’s new documentary film We Have to Do Something Different.The conversation is hosted by WSCB’s Susannah Johnson and Tony Wagner. Some highlights a discussion about the ways that teachers can use asset framing to build strong relationships with their students, the power of using rigorous and engaging curriculum to support diverse groups of students, and the importance of centering student and community context. This fall, you can screen We Have to Do Something Different and get a peek into Angela’s classroom yourself. Attend a local screening or sign up to host your own. Learn more about screening opportunities and check out the screening guide at somethingdifferentfilm.com. Resources and LinksLean about our film We Have to Do Something DifferentCheck out Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/game-changers/transcript Produced by Aimee Corrigan and Garrett Beazley. Mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

TeachLab is excited to introduce Subtraction in Action, a new series about the positive impact that subtraction can have on school communities. How do we make school simpler? How do we give teachers and students some room to breathe? Can we clear out the marginal to focus on the most important things?For this new series of episodes, we’ve been talking to teachers, school leaders, and design experts from around the country about what we can take away from schools - to free up people to focus on the essential.

In this episode of TeachLab, our host Justin Reich goes behind the scenes of the Teaching Systems Lab’s new documentary film We Have to Do Something Different: Teachers on the Journey to Create More Equitable Schools. The 35-minute film provokes important conversations about the big challenges facing schools by taking a detailed look at the small steps teachers around the country are taking every day to help their students succeed. These dedicated teachers provide hope that, while the systemic inequities in our schools won’t disappear overnight, educators can make a positive impact, starting now. In this episode, Justin explains the film’s origins in TSL’s online course Becoming a More Equitable Educator. He then shares key clips from the film that show the teaching practices that help teachers build relationships with their students and engage students in challenging but important conversations about representation and equity. The episode ends with Justin interviewing Neema Avashia, social studies teacher in Boston Public Schools and one of the stars of the film. They discuss the current challenges facing public schools and the need to bring joy back into the classroom.This fall, you can screen We Have to Do Something Different and get a peek into Neema’s classroom yourself. Attend a local screening or sign up to host your own. Learn more about screening opportunities and check out the screening guide at somethingdifferentfilm.com. Resources and LinksLean about our film We Have to Do Something DifferentCheck out Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/WHTDSD/transcriptProduced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

This week on TeachLab, our host Justin Reich joins a panel of education leaders with Superintendent Dr. Baron Davis from Richland School District Two in Columbia, SC, Superintendent Dr. Rhoda Mhiripiri-Reed of Hopkins Public Schools in Minneapolis, MN, and Dr. Beth Rabbitt, CEO of The Learning Accelerator, hosted by the US Department of Education's Office of EdTech. In the conversation, panelists share recent experiences in districts, schools and classrooms throughout the pandemic. In the face of challenges, new strategies and innovations have emerged. Panelists reflect on how educators can take these insights and move towards more equitable learning experiences for all students. The conversation was moderated by Chris Rush, Sr. Advisor for Innovation & Director of Educational Technology, Office of the Secretary at U.S. Department of Education, and Kristina Ishmael, Deputy Director, U.S. Department of Education, as a part of the Office of Education Technology’s “Planning for Changing Scenarios: Navigating the Road Ahead”, a webinar and blog series to help districts and schools share challenges and strategies.“It's really important for us to take some time and reflect on what we have learned in the past 20 months, recognizing the uniqueness of everyone's journeys… then also look ahead and strip away the things that we don't necessarily need, and continue with things that have worked for our learners.” - Kristina Ishmael, Deputy Director, Office of Educational Technology, U.S. Department of Education In this episode we hear about:The future of learning in the context of a post-pandemic worldThe importance of listening to the needs of teachers, students, and familiesStaying mission focused to make hard decisionsStrategies for creating more meaningful learning experiences for students, and letting go of the things that aren’t contributing to that missionThe importance of centering health and wellnessCulturally responsive organizational values, culturally affirming curriculum, and culturally respectful instructional practicesStories of new learning models that unlocked brand new opportunities, including new technologies, learning spaces, community connections and partnerships.How the practice of including students, teachers, and families in a co-design process will be critical to creating the most meaningful, relevant, and beneficial experiences for students.Centering equity across discussions, decision-making, and codesign processes. Resources and LinksVisit The Office of Ed Tech’s Webinar Replay — Planning for Changing Scenarios: Emerging Stronger Post-Pandemic to reflect more on this episode’s conversationDon’t miss our online course Becoming a More Equitable Educator: Mindsets and PracticesLearn more about MIT Teaching Systems Lab’s Imagining September and The Teachers Have Something to Say ReportsCheck out Justin Reich’s book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/emerging-stronger/transcriptProduced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:Host Justin ReichTwitterYouTube