This podcast will have a loose focus on all things language and culture. Anything from best practices, instructional styles, equity, white priviledge and urban education, school policy, intersectionality, Heritage learners, ASL, etc. I will attempt to tackle anything that surrounds language and culture in this podcast.
All content for What in the World? Language Podcast is the property of jahdai and is served directly from their servers
with no modification, redirects, or rehosting. The podcast is not affiliated with or endorsed by Podjoint in any way.
This podcast will have a loose focus on all things language and culture. Anything from best practices, instructional styles, equity, white priviledge and urban education, school policy, intersectionality, Heritage learners, ASL, etc. I will attempt to tackle anything that surrounds language and culture in this podcast.
When thinking about equity and best practices for our students do you ever think about how your lessons are structured? Are your students present in your planning? Are your lessons and your LMS system clear and easy to navigate? Do you even think about how equitable your organizational practices are?
In this podcast, I sit down with Meredith White and discuss organizational equity, and how we can begin to reduce the "noise" in our lessons. Meredith discusses how teachers can organize their lesson plans and unit outlines that move us toward thoughtful planning with the goal of reducing anxiety and adding to, student trauma. Join us for a thoughtful, and engaging conversation.
Links:
Find Meredith White on Twitter @PRHSspanish
Website: Link
Resource Article on Trauma. Leveraging the Neuroscience of Now.
What in the World? Language Podcast
This podcast will have a loose focus on all things language and culture. Anything from best practices, instructional styles, equity, white priviledge and urban education, school policy, intersectionality, Heritage learners, ASL, etc. I will attempt to tackle anything that surrounds language and culture in this podcast.
