『Rethinking Learning Podcast』のカバーアート

Rethinking Learning Podcast

Rethinking Learning Podcast

著者： Barbara Bray
無料で聴く

今ならプレミアムプランが3カ月 月額99円

2026年5月12日まで。4か月目以降は月額1,500円で自動更新します。

概要

 Define Your WHY Through Stories 社会科学
エピソード
  • Learning Experiences Worth Savoring with Kat Crawford (EP184)

    Learning Experiences Worth Savoring with Kat Crawford (EP184)
    2026/03/02
    Subscribe: Spotify | TuneIn | RSS Kat Crawford, an Instructional Designer and Justice and Accessibility Advocate, specializes in designing innovative digital solutions, facilitating professional learning, and supporting the transformation of school systems to enhance student engagement. Kat never really left the stage—she traded the bright lights of theatre class for designing learning experiences that students actually want to eat up as the Lunch Lady. She spent over a decade disrupting the technology divide inside secure schools, fueled by her core belief: every student deserves a seat at the table—and a learning experience worth savoring. Your WHY My work spans various roles, including directing and designing national curriculum initiatives, teaching graduate courses, and leading digital adoption for alternative and secure schools, all driven by my passion for student success and inclusion. All of my work is driven by my core belief that all students deserve a high-quality education. I run on stories. On second chances. On the sacred mess of being human. Background as an Educational Technology Leader As an educational technology leader with over 20 years of experience, I specialize in designing innovative digital solutions, facilitating professional learning, and supporting the transformation of school systems to enhance student engagement. With expertise in curriculum design, technology integration, and instructional coaching, I have worked with school districts in 47 states to promote educational equity and impactful learning experiences. Executive Director of Digital Innovation From 2020 to 2024, I was the Executive Director of Digital Innovation at the Schlechty Center. My responsibilities included: Managing school district clients nationwide from the classroom to the boardroom in designing work centered around engagement.Customizing district proposals to design innovative work in person and virtually through on-site workshops, meetings, and trainings.Driving adoption and implementation of technology in professional learning sessions using educational technology tools aimed at equity, accessibility, and collaboration for all students.Leveraging client relations from year to year to maintain proposal renewals and growth opportunities with new and existing districts.Working closely with cross-functional teams to support our work nationally. The Lunch Lady My alter ego, The Lunch Lady, is an apron-wearing, tray-slinging voice inside every educator, reminding us that meaningful learning isn’t prepackaged—it’s handcrafted, messy, and deliciously authentic. It’s lunchtime, and The Lunch Lady is cooking up something new for the classroom. The way this came about is when I was asked to dress up like a chef for an ISTE playground. Everyone looked like a chef, but that wasn’t me. I remember Chris Farley as the lunch lady, and that was it. https://lunchladyedu.com The Secret Recipe for Student Agency is now Breakfast in Banter Today’s special? A three-course meal filled with deeper learning, sprinkled with innovation, and stuffed with student agency – served piping hot! Your reservation is ready because every student deserves a seat at the table – and a learning experience worth savoring. Don’t start from scratch! It’s time to reveal the secret recipe for Mystery Meat: Learning experiences worth devouring. Step into the kitchen and start cooking meaningful learning – no more prepackaging or reheating. Let’s transform classrooms into cafeterias of curiosity, choice, and creativity. Come hungry – you’ll want seconds. Figma and how it is aligned with your WHY I am the Education Program Manager for Figma. We support K12 educators, schools, and districts in bringing collaboration and creativity to the classroom through FigJam and Figma. The current focus includes in-person training, community building, and scaling impact through virtual programming. Your Consulting Company: How Might We We empower school districts to push beyond traditional boundaries by fostering innovative solutions that address complex challenges. We specialize in designing transformative systems and initiatives for educational institutions, with a strong focus on alternative schools. Our services include individual and team coaching, customized professional development, and dynamic workshops. We don’t just respond to existing needs—we inspire new possibilities, helping schools discover what could be and build toward what will be. Kat Crawford’s Contact Information LinkedIn: https://www.linkedin.com/in/dramatickat/X: https://x.com/dramatickatLL (X): https://x.com/LunchLadyEDU Facebook: https://www.facebook.com/dramatickatInstagram: https://www.instagram.com/dramatickat/LL Instagram: https://www.instagram.com/lunchladyedu/Lunch Lady Headshots: The Lunch Lady Plain Background...
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    54 分
  • Unlock the Power of AI in School Counseling with Hanna Kemble-Mick (EP183)

    Unlock the Power of AI in School Counseling with Hanna Kemble-Mick (EP183)
    2026/02/16
    Subscribe: Spotify | TuneIn | RSS Hanna Kemble-Mick, school counselor, dean of elementary school counseling, Indian Hills Elementary School, Topeka, Kansas. Hanna is a 2025 School Counselor of the Year® finalist, Therapy Dog mom, and Tech/AI enthusiast. I met Hanna through her mom, Jerri Kemble, when they were presenting with firefly wings. Then I had a one-to-one conversation with Hanna, and that was it… she had to be a guest on my show. Your WHY and What Brings You Joy My “why†is building schools where students are truly seen, where creativity is valued, and where opportunity is not reserved for a lucky few. I root for the underdog, the underserved, and students in rural communities who deserve the same expansive possibilities as anyone else. What brings me joy is connection, continuous learning, dogs, polka dots, and the everyday magic of my students growing into who they are meant to be. Your Background (what it was like in school, growing up, what you always wanted to be) I grew up in a rural community with a big heart, where everyone knew each other and helping others was simply part of everyday life. My parents, Kurt and Jerri Kemble, modeled what it meant to show up for others, and that spirit carried through our town. All of my grandparents lived nearby, so my childhood was filled with time around their kitchen tables, lending a hand to neighbors, and taking part in community service. When I was little, I dreamed of becoming a veterinarian because of my love for animals. I loved school and felt connected there until my senior year, when my mom became superintendent, and I transferred to the district where she worked. Suddenly, I felt out of place. In true teenage fashion, I joined the track team and filmed basketball games, volunteering for anything that would get me out of the building. Even then, I was learning how much belonging and environment shape a person’s experience. I am fortunate to have a loving family and live in Lawrence, Kansas, with my husband, Dalton, two dogs, and a cat. Becoming a School Counselor: Describe what it meant to you when you figured out your calling. I graduated from college with a degree in advertising and began a career I genuinely enjoyed. I loved my job and deeply respected my boss, but something within me kept whispering that the work was not fulfilling my soul. I knew I wanted to make a different impact, so I decided to return to school to become a counselor. My boss met that decision with incredible kindness, allowing me to continue working while attending graduate school full-time, a generosity I have never forgotten. When I first contacted the counseling program, the response felt uncertain and discouraging. There were questions about whether this path was truly right for me and how a background in marketing and advertising fit into the counseling world. While I understand their perspective now, at the time, it planted seeds of imposter syndrome and left me wondering if I truly belonged. Yet, as the program continued, so did my clarity of purpose. I discovered that the skills I brought with me, including communication, creativity, understanding people, and connecting messages to meaning, were not detours but strengths. Looking back, I would not change the path at all. It shaped my resilience, deepened my empathy, and affirmed that this calling was exactly where I was meant to be. Junior Coaches Program Junior Coaches began as a restorative program designed to support students who struggle with peer conflict and behavior by building problem-solving skills and confidence. The group included older students who practiced these skills together and then took them to recess, where they supported younger students in navigating conflicts and challenges. This felt more comfortable and natural for them than stepping into that role with their own classmates, and it gave them a meaningful way to lead. Paws and Claws grew alongside it as a project-based learning group where students design, create, and donate pet products to a local animal shelter. I love both of these groups because they move beyond simply talking about skills and instead create depth through authentic skill-building. Students are not just learning what to do. They are practicing empathy, responsibility, collaboration, and problem-solving in real and meaningful ways. School Counselor of the Year 2025 Finalist Being named a 2025 School Counselor of the Year Finalist has been a wild and humbling ride. I still catch myself looking at photos from Capitol Hill and thinking, Did that really happen? It has been one of the most meaningful experiences of my life. https://videos.schoolcounselor.org/hanna-kemble-mick For a moment, you feel fully seen, valued, and celebrated as an educator and as a school counselor, and I find myself wishing every person in education could experience that kind of affirmation. The connections, friendships, and shared purpose have ...
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    53 分
  • Building Future-Ready Schools and Families with Dr. Martha Umana (EP182)

    Building Future-Ready Schools and Families with Dr. Martha Umana (EP182)
    2026/02/09
    Subscribe: Spotify | TuneIn | RSS Dr. Martha Umana, Founder of AIA (AI4Educator), author, and bilingual educator, is known as The Bridge. She helps parents and teachers thrive in the AI era by prioritizing human skills for future-ready kids. For over two decades, Dr. Umama has worked at the intersection of school and home, guiding families and educators in raising children who are emotionally intelligent, cognitively strong, and future-ready. Your Why My WHY is the child and the adults around the child. I kept seeing students who could produce impressive work, but they could not explain it, verify it, or revise it. When the process is missing, the child is not protected: teachers cannot assess fairly, and parents cannot mentor confidently at home. I do this work to keep learning honest across school and family life, and to build the human skills that remain stable. no matter what AI becomes: judgment, self-regulation, empathy, and truth seeking. Your Background I was born and raised in Latin America. Because I have lived and worked across countries and languages, I am careful about what transfers and what does not. What I focus on is universal: children learn when adults stay connected, expectations are clear, and revision is safe. Growing up, learning was a deeply social experience. Adults helped you improve without shaming you. That balance, accountability, and connection became central to how I work with teachers and families. I do not romanticize any system. I simply pay attention to what protects children: high expectations paired with dignity, and correction paired with care. Early in my career, I held leadership roles in higher education, including Academic Affairs Director and University Professor. Later, I moved to the United States as an adult, built a business, and eventually returned to education in public schools. Looking back, that shift mattered because it gave me the three lenses I needed: system, workplace, and relationship. AI Changed the Conditions of Learning, and Why This is Urgent AI did not just add a tool. It changed the conditions of learning for children and for the adults guiding them. AI accelerates output, but it does not build the internal capacities a child needs to live well. It can generate language, answers, and even persuasive arguments, but it cannot build a child’s self-regulation, empathy, moral judgment, or ability to verify what is true. Those skills are formed through guided practice and accountability. If we do not prioritize them now, we will confuse productivity with competence. We will raise students who can perform, but cannot explain, check, or revise under pressure. That is why I say that human skills are the stable line of support when the future is hard to predict. From school safety to AI governance: why emotional and identity harms appear first. The Role Shift for Teachers and Parents Teachers are no longer competing as holders of information. Information is everywhere. What is scarce now is judgment, verification, and authorship. So the teacher’s role shifts. Teachers become accountable architects of thinking: they design what students must know and show independently, what can be supported, and what must be verified, so learning is not replaced by polished output. Parents face a role shift, too. Parents have a new factor shaping childhood: algorithmic influence. It shapes what children see, what they repeat, what they normalize, what they desire, and sometimes what they fear. Parenting shifts from policing screens to mentoring attention, values, safety, and truth seeking. The child is the only person who lives in both worlds every day. That is why home and school must be coherent: shared expectations for explanation, verification, and revision keep the child protected. Coherence before capacity: Protecting teacher thinking in the age of AI Coherence Before Capacity, and What I Built My organizing principle is Coherence Before Capacity. It means we align roles, boundaries, and evidence of learning first, before we scale tools, training, or adoption. Capacity without coherence just scales confusion. Coherence is what protects meaning, protects dignity, and protects the child as an author of their own learning. I founded AI4Educator to help teachers use AI in a way that protects teacher authority, student authorship, and feasibility. That is why I built two practical supports. Question: When AI saturates STEM ecosystems, what protects the learning process? For teachers, I developed an Epistemic Principle: a simple way to decide what must be independent, what may be supported but verified, and what artifacts make thinking visible. I built the agent to operationalize that in teacher planning, so those protections show up in lessons without adding workload. For parents, I created The Bridge: a shared language that brings home and school together in the same direction through explanation, verification, and revision. ...
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    42 分
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