Jeff Osborn

Josh Feinsilber

Your mini-lesson, should you choose to accept it, is to consider a new resource: Gimkit, a game show for the classroom. The resource specialists assigned to help you with this task are Josh Feinsilber and Jeff Osborn.   In our conversation we discuss: 1️⃣  The origins of Gimkit: Josh’s high school project! 2️⃣  The ways Gimkit Live differentiates itself from Kahoot or Quizlet  3️⃣  How cooperative modes, less time stress, and repetition make for impactful learning   Click here for links and resources mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible’s blog for modern languages/ELL teachers.

Your mini-lesson, should you choose to accept it, is to consider a new resource: <a href="https://www.gimkit.com/" rel="nofollow" target="_blank">Gimkit</a>, a game show for the classroom. The resource specialists assigned to help you with this task are Josh Feinsilber and Jeff Osborn. In our conversation we discuss: 1️⃣  The origins of Gimkit: Josh’s high school project! 2️⃣  The ways Gimkit Live differentiates itself from Kahoot or Quizlet  3️⃣  How cooperative modes, less time stress, and repetition make for impactful learning Click<a href="https://www.lessonimpossible.com/podcast#/meet-a-resource-josh-feinsilber-and-jeff-osborn-of-gimkit/" rel="nofollow" target="_blank"> here</a> for links and resources mentioned in the episode or more information about the podcast. Click <a href="https://www.lessonimpossible.com/blog/" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog for modern languages/ELL teachers.

MINI MEET A RESOURCE: Josh Feinsilber and Jeff Osborn of Gimkit

Tyler Rablin

Your lesson, should you choose to accept it, is to explore the possibilities of standards-based assessment to further student learning. The special agent assigned to help you with this task is Tyler Rablin, of Washington State.   In our conversation we discuss: 1️⃣ His journey towards proficiency-based assessment, learning progressions, &amp; grade conferencing 2️⃣ How to make the transition, &amp; what to do with students who are already proficient 3️⃣ The bonus of no grading to 3am, fewer retakes, &amp; allowing students to explore passions   Click here for links and resources mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible’s blog.

Your lesson, should you choose to accept it, is to explore the possibilities of standards-based assessment to further student learning. The special agent assigned to help you with this task is <a href="https://twitter.com/Mr_Rablin" rel="nofollow" target="_blank">Tyler Rablin</a>, of Washington State. In our conversation we discuss: 1️⃣ His journey towards proficiency-based assessment, learning progressions, &amp; grade conferencing 2️⃣ How to make the transition, &amp; what to do with students who are already proficient 3️⃣ The bonus of no grading to 3am, fewer retakes, &amp; allowing students to explore passions Click <a href="https://www.lessonimpossible.com/podcast#/agent-tyler-rablin-standardsbased-assessment/" rel="nofollow" target="_blank">here</a> for links and resources mentioned in the episode or more information about the podcast. Click <a href="https://www.lessonimpossible.com/blog/" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog.

Agent Tyler Rablin (Standards-Based Assessment)

Kailey Lefko

Your lesson, should you choose to accept it, is to consider a new resource: Educalme, a school-based mindfulness app available in English and French. The resource specialist assigned to help you with this task is Kailey Lefko, teacher and co-founder.   Click here for links and resources mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible’s blog for modern languages/ELL teachers. Lesson: Impossible is proud to be one of the many amazing School Rubric podcasts.

Your lesson, should you choose to accept it, is to consider a new resource: <a href="https://www.educalme.com/welcome/" rel="nofollow" target="_blank">Educalme</a>, a school-based mindfulness app available in English and French. The resource specialist assigned to help you with this task is Kailey Lefko, teacher and co-founder. Click<a href="https://www.lessonimpossible.com/podcast#/meet-a-resource-kailey-lefko-of-educalme/" rel="nofollow" target="_blank"> here</a> for links and resources mentioned in the episode or more information about the podcast. Click <a href="https://www.lessonimpossible.com/blog/" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog for modern languages/ELL teachers. Lesson: Impossible is proud to be one of the many amazing <a href="https://www.schoolrubric.com/category/podcasts/" rel="nofollow" target="_blank">School Rubric podcasts</a>.

MEET A RESOURCE: Kailey Lefko of Educalme

Robert Kaplinsky

Your lesson, should you choose to accept it, is to join the global #ObserveMe movement by requesting constructive feedback from your colleagues. The special agent assigned to help you with this task is Robert Kaplinsky   In our conversation we discuss: 1️⃣ The origins of the #ObserveMe movement 2️⃣ Why we need to rethink how we ask for feedback and why it matters 3️⃣ The role of the observer   Click here for links and resources mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible’s blog for modern languages/ELL teachers. Lesson: Impossible is proud to be one of the many amazing School Rubric podcasts.

Your lesson, should you choose to accept it, is to join the global #ObserveMe movement by requesting constructive feedback from your colleagues. The special agent assigned to help you with this task is <a href="https://robertkaplinsky.com/" rel="nofollow" target="_blank">Robert Kaplinsky</a> In our conversation we discuss: 1️⃣ The origins of the #ObserveMe movement 2️⃣ Why we need to rethink how we ask for feedback and why it matters 3️⃣ The role of the observer Click <a href="https://www.lessonimpossible.com/podcast#/agent-robert-kaplinsky-observeme/" rel="nofollow" target="_blank">here</a> for links and resources mentioned in the episode or more information about the podcast. Click <a href="https://www.lessonimpossible.com/blog/celebrating-neurodiversity" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog for modern languages/ELL teachers. Lesson: Impossible is proud to be one of the many amazing <a href="https://www.schoolrubric.com/category/podcasts/" rel="nofollow" target="_blank">School Rubric podcasts</a>.

Agent Robert Kaplinsky (#ObserveMe)

Stephanie Ferri

Your lesson, should you choose to accept it, is to teach PE and health with a focus on all students’ needs. The special agent assigned to help you with this task is Stephanie Ferri.   In our conversation we discuss: 1️⃣ Developing her student-centered, holistic, motivating, ungraded PE and wellness curriculum 2️⃣ The messy conversations that need to happen in health classes and her favorite fitness units 3️⃣ How this model could be applied outside of her private, single-sex school context   Click here for links and resources mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible’s blog.

Your lesson, should you choose to accept it, is to teach PE and health with a focus on all students’ needs. The special agent assigned to help you with this task is <a href="https://twitter.com/sferrifitness" rel="nofollow" target="_blank">Stephanie Ferri</a>. In our conversation we discuss: 1️⃣ Developing her student-centered, holistic, motivating, ungraded PE and wellness curriculum 2️⃣ The messy conversations that need to happen in health classes and her favorite fitness units 3️⃣ How this model could be applied outside of her private, single-sex school context Click <a href="https://www.lessonimpossible.com/podcast#/agent-stephanie-ferri-holistic-fitness-wellness/" rel="nofollow" target="_blank">here</a> for links and resources mentioned in the episode or more information about the podcast. Click <a href="https://www.lessonimpossible.com/blog/womens-history-month" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog.

Agent Stephanie Ferri (Holistic Fitness & Wellness)

Julia Spiegelman

Your lesson, should you choose to accept it, is to critically examine how language textbooks perpetuate colonialism. The special agent assigned to help you with this task is Julia Spiegelman, a PhD Candidate at UMass Boston.   In our conversation we discuss: 1️⃣ How language textbooks position students as traveling consumers 2️⃣ Confronting linguistic prescriptivism and the idea of the textbook as the objective truth 3️⃣ Using the textbook to subvert the colonial narrative   Click here for links and resources mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible’s blog.

Your lesson, should you choose to accept it, is to critically examine how language textbooks perpetuate colonialism. The special agent assigned to help you with this task is <a href="https://juliaspiegelman.wordpress.com/" rel="nofollow" target="_blank">Julia Spiegelman</a>, a PhD Candidate at UMass Boston. In our conversation we discuss: 1️⃣ How language textbooks position students as traveling consumers 2️⃣ Confronting linguistic prescriptivism and the idea of the textbook as the objective truth 3️⃣ Using the textbook to subvert the colonial narrative Click <a href="https://www.lessonimpossible.com/podcast#/agent-julia-spiegelman-challenging-language-textbooks/" rel="nofollow" target="_blank">here</a> for links and resources mentioned in the episode or more information about the podcast. Click <a href="https://www.lessonimpossible.com/blog/talk-strategy" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog.

Agent Julia Spiegelman (Challenging Language Textbooks)

Jessica Zeller

Your lesson, should you choose to accept it, is to ditch the red pen and begin ‘ungrading’. The special agent assigned to help you with this task is Jessica Zeller, a professor of dance.  In our conversation we discuss: 1️⃣ What ungrading looks like in her dance history and dance methodology classrooms 2️⃣ How ungrading creates an environment for engaged, risk-taking, and honest students 3️⃣ Getting students to do the thinking instead of teachers doing the thinking for them   Click here for links and resources mentioned in the episode or more information about Jessica and/or the podcast. Click here for Lesson: Impossible’s blog.   Lesson: Impossible is proud to be one of the many amazing School Rubric podcasts.

Your lesson, should you choose to accept it, is to ditch the red pen and begin ‘ungrading’. The special agent assigned to help you with this task is <a href="https://www.jessicazeller.net" rel="nofollow" target="_blank">Jessica Zeller</a>, a professor of dance. In our conversation we discuss: 1️⃣ What ungrading looks like in her dance history and dance methodology classrooms 2️⃣ How ungrading creates an environment for engaged, risk-taking, and honest students 3️⃣ Getting students to do the thinking instead of teachers doing the thinking for them Click <a href="https://www.lessonimpossible.com/podcast#/agent-jessica-zeller-ungrading-dance/" rel="nofollow" target="_blank">here</a> for links and resources mentioned in the episode or more information about Jessica and/or the podcast. Click <a href="https://www.lessonimpossible.com/blog/considering-ungrading" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog. Lesson: Impossible is proud to be one of the many amazing <a href="https://www.schoolrubric.org/podcasts/" rel="nofollow" target="_blank">School Rubric podcasts</a>.

Agent Jessica Zeller (Ungrading Dance)

Your lesson, should you choose to accept it, is to improve your teaching practice by being part of a Professional Learning Community, or PLC.  The special agent assigned to help you with this task is Chad Dumas.   In our conversation we discuss: 1️⃣ What is, and is not, a PLC? 2️⃣ How to start a PLC for the first time 3️⃣ How to improve an existing PLC with a focus on community   Click here for links and resources mentioned in the episode or more information about Chad and the podcast. Click here for Lesson: Impossible’s blog.   Lesson: Impossible is proud to be one of the many amazing School Rubric podcasts.

Your lesson, should you choose to accept it, is to improve your teaching practice by being part of a Professional Learning Community, or PLC.  The special agent assigned to help you with this task is <a href="https://www.nextlearningsolutions.com/about/" rel="nofollow" target="_blank">Chad Dumas.</a> In our conversation we discuss: 1️⃣ What is, and is not, a PLC? 2️⃣ How to start a PLC for the first time 3️⃣ How to improve an existing PLC with a focus on community Click <a href="https://www.lessonimpossible.com/podcast#/agent-chad-dumas-professional-learning-communities/" rel="nofollow" target="_blank">here</a> for links and resources mentioned in the episode or more information about Chad and the podcast. Click <a href="https://www.lessonimpossible.com/blog/talk-strategy" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s blog. Lesson: Impossible is proud to be one of the many amazing <a href="https://www.schoolrubric.com/category/podcasts/" rel="nofollow" target="_blank">School Rubric podcasts</a>.

Agent Chad Dumas (Professional Learning Communities)

Drew Thompson

Your lesson, should you choose to accept it, is to use various planning and instructional strategies to support your neurodiverse students. The special agent assigned to help you with this task is Drew Thompson, of Organized Minds.   In our conversation we discuss: 1️⃣  Drew’s personal experiences as a neurodiverse learner and the supports he wished he had received 2️⃣  Scope creep, the dark side of graphic organizers, inductive versus deductive thinking, the value of chunking assignments, and making social interpretations clear 3️⃣  Why sometimes giving students a “wiggle and a snack”, no matter what age, can make a huge difference!   Click here for links mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible’s new language-learning blog.

Your lesson, should you choose to accept it, is to use various planning and instructional strategies to support your neurodiverse students. The special agent assigned to help you with this task is <a href="https://www.organizedminds.org/about-me-2" rel="nofollow" target="_blank">Drew Thompson</a>, of<a href="https://www.organizedminds.org/" rel="nofollow" target="_blank"> Organized Minds</a>. In our conversation we discuss: 1️⃣  Drew’s personal experiences as a neurodiverse learner and the supports he wished he had received 2️⃣  Scope creep, the dark side of graphic organizers, inductive versus deductive thinking, the value of chunking assignments, and making social interpretations clear 3️⃣  Why sometimes giving students a “wiggle and a snack”, no matter what age, can make a huge difference! Click <a href="https://www.lessonimpossible.com/#/agent-drew-thompson-neurodiversity/" rel="nofollow" target="_blank">here</a> for links mentioned in the episode or more information about the podcast. Click <a href="https://www.lessonimpossible.com/blog" rel="nofollow" target="_blank">here</a> for Lesson: Impossible’s new language-learning blog.

Agent Drew Thompson (Neurodiversity: sometimes you just need a wiggle and a snack)

Mike Kaechele

Your lesson, should you choose to accept it, is to incorporate Project Based Learning into your teaching to support, among many amazing things, the Social-Emotional Development of your students. The special agent assigned to help you with this task is Mike Kaechele.   In our conversation we discuss: 1️⃣ Responding to school and community needs, such as reacting to an ICE raid, or helping farmers choose their next potato crops 2️⃣ Giving students agency and hope for the future, such as a Chemistry, English, US History project looking at poverty in America or returning the rapids to Grand Rapids 3️⃣ Making it work by providing structure, connecting to standards, learning from mistakes, adapting year-to-year, and having the students ask rather than the adults   Click here for more details about our conversation, links mentioned in the episode, and more information about the podcast.

Your lesson, should you choose to accept it, is to incorporate Project Based Learning into your teaching to support, among many amazing things, the Social-Emotional Development of your students. The special agent assigned to help you with this task is <a href="http://www.michaelkaechele.com/" rel="nofollow" target="_blank">Mike Kaechele.</a> In our conversation we discuss: 1️⃣ Responding to school and community needs, such as reacting to an ICE raid, or helping farmers choose their next potato crops 2️⃣ Giving students agency and hope for the future, such as a Chemistry, English, US History project looking at poverty in America or returning the rapids to Grand Rapids 3️⃣ Making it work by providing structure, connecting to standards, learning from mistakes, adapting year-to-year, and having the students ask rather than the adults Click <a href="https://www.lessonimpossible.com/#/agent-mike-kaechele-sel-through-pbl/" rel="nofollow" target="_blank">here</a> for more details about our conversation, links mentioned in the episode, and more information about the podcast.

Agent Mike Kaechele (SEL through PBL)

Your lesson, should you choose to accept it, is to listen to interviews with educators who are on the forefront of innovative pedagogy, with your host Aviva Levin.  Check out www.lesssonimpossible.com for podcast info and blog.

Loved this podcast! It’s so encouraging to know there are amazing, caring teachers out there ☺️ Aviva is an enthusiastic, knowledgeable interviewer. Highly recommend for individual within the educational field or those just interested in learning about how teaches think.

Love it

Great podcast! I’ve learned a lot and love the mix of guests!

Great Podcast!

Your lesson, should you choose to accept it, is to listen to interviews with educators who are on the forefront of innovative pedagogy, with your host Aviva Levin. Check out <a href="http://www.lesssonimpossible.com" rel="nofollow" target="_blank">www.lesssonimpossible.com</a> for podcast info and blog.

Lesson: Impossible - An Exploration of Educational Innovation

Lewis Maday-Travis

Your lesson, should you chose to accept it, is to create relevant, body-centered, and inclusive lessons that give students opportunities to feel optimistic for the future. The Special Agent assigned to help you with this task is Lewis Maday-Travis, a middle school science teacher currently taking time off to write curriculum and provide professional training around inclusive classrooms, from Seattle, Washington. Links mentioned in the episode (chronological): More "Ambitious Science Teaching" information and Lewis' lessons The photo of the dalmatian (from blog post "Think like an expert: teaching kids to see the big picture, Part 1") Brave Conversation Skills Handout (from blog post "Holding brave conversations, in and outside the classroom") Note to educators: hope required when growing roses in concrete by Jeffrey M. R. Duncan-Andrade "How one transgender teacher came out to his students" (KUOW article) Inclusive sex ed language checklist (originally AIDS Community Care Montreal &amp; SextEd)  You can contact Lewis at fishyteaching@gmail.com and check out his blog at https://fishyteaching.com. 

Your lesson, should you chose to accept it, is to create relevant, body-centered, and inclusive lessons that give students opportunities to feel optimistic for the future. The Special Agent assigned to help you with this task is Lewis Maday-Travis, a middle school science teacher currently taking time off to write curriculum and provide professional training around inclusive classrooms, from Seattle, Washington. Links mentioned in the episode (chronological): <ul><li>More "<a href="https://ambitiousscienceteaching.org" rel="nofollow" target="_blank">Ambitious Science Teaching</a>" information and Lewis' <a href="https://fishyteaching.com/curriculum/" rel="nofollow" target="_blank">lessons</a></li> <li><a href="https://fishyteaching.com/2016/07/28/think-like-an-expert-teaching-kids-to-see-the-big-picture-part-1/" rel="nofollow" target="_blank">The photo of the dalmatian</a> (from blog post "Think like an expert: teaching kids to see the big picture, Part 1")</li> <li><a href="https://docs.google.com/document/d/1hIMhXFNsRKGKpDcwJNARokYrsYBPJwtdKqNL4uzVVeo/edit" rel="nofollow" target="_blank">Brave Conversation Skills Handout</a> (from blog post "<a href="https://fishyteaching.com/2018/11/30/holding-brave-conversations/" rel="nofollow" target="_blank">Holding brave conversations, in and outside the classroom</a>")</li> <li><a href="http://www.sjsu.edu/people/marcos.pizarro/courses/185/s1/DuncanAndradeHOPE.pdf" rel="nofollow" target="_blank">Note to educators: hope required when growing roses in concrete</a> by Jeffrey M. R. Duncan-Andrade</li> <li>"<a href="https://www.kuow.org/stories/how-one-transgender-teacher-came-out-his-students" rel="nofollow" target="_blank">How one transgender teacher came out to his students</a>" (KUOW article)</li> <li><a href="https://www.shorecentre.ca/wp-content/uploads/Adapting-Sex-Ed-Language-Guelph-Checklist.compressed.pdf" rel="nofollow" target="_blank">Inclusive sex ed language checklist</a> (originally AIDS Community Care Montreal &amp; SextEd)</li> </ul> You can contact Lewis at <a href="mailto:fishyteaching@gmail.com">fishyteaching@gmail.com</a> and check out his blog at <a href="https://fishyteaching.com" rel="nofollow" target="_blank">https://fishyteaching.com</a>.

Agent Lewis Maday-Travis (Inclusive Science)

Your bonus mission, should you choose to accept it, is to rethink how we teach sex education. The special agent assigned to help you with this task is middle school science teacher Lewis Maday-Travis, of Seattle, Washington, and last week’s guest.  Sources from the intro: https://www.cdc.gov/std/stats17/adolescents.htm http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx https://www.bbc.com/news/amp/world-us-canada-44812833   Lewis’ recommended links: Inclusive sex ed language checklist - originally AIDS Community Care Montreal &amp; SextEd Tips for talking with your kid about sex &amp; relationships - Planned Parenthood Scarleteen - Inclusive sex ed resources aimed at young adults  You can contact Lewis at fishyteaching@gmail.com and check out his blog at https://fishyteaching.com. You can hear last week's full episode with Lewis here.

Your bonus mission, should you choose to accept it, is to rethink how we teach sex education. The special agent assigned to help you with this task is middle school science teacher Lewis Maday-Travis, of Seattle, Washington, and last week’s guest.  Sources from the intro: <ul><li><a href="https://www.cdc.gov/std/stats17/adolescents.htm" rel="nofollow" target="_blank">https://www.cdc.gov/std/stats17/adolescents.htm</a></li> <li><a href="http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx" rel="nofollow" target="_blank">http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx</a></li> <li><a href="https://www.bbc.com/news/amp/world-us-canada-44812833" rel="nofollow" target="_blank">https://www.bbc.com/news/amp/world-us-canada-44812833</a></li> </ul>  Lewis’ recommended links: <ul><li><a href="https://www.shorecentre.ca/wp-content/uploads/Adapting-Sex-Ed-Language-Guelph-Checklist.compressed.pdf" rel="nofollow" target="_blank">Inclusive sex ed language checklist</a> - originally AIDS Community Care Montreal &amp; SextEd</li> <li><a href="https://www.plannedparenthood.org/learn/parents/tips-talking" rel="nofollow" target="_blank">Tips for talking with your kid about sex &amp; relationships</a> - Planned Parenthood</li> <li><a href="https://www.scarleteen.com/" rel="nofollow" target="_blank">Scarleteen</a> - Inclusive sex ed resources aimed at young adults</li> </ul> You can contact Lewis at <a href="mailto:fishyteaching@gmail.com">fishyteaching@gmail.com</a> and check out his blog at <a href="https://fishyteaching.com/" rel="nofollow" target="_blank">https://fishyteaching.com</a>. You can hear last week's full episode with Lewis <a href="https://lessonimpossible.podbean.com/e/agent-lewis-maday-travis-inclusive-science/" rel="nofollow" target="_blank">here</a>.

BONUS EPISODE: Agent Lewis Maday-Travis (Sex Ed)

Jillian Gordon

Your lesson, should you choose to accept it, is to use inquiry in your classroom so that students can be engaged, make meaning from their learning, and integrate important skills. The special agent assigned to help you with this task is Jillian Gordon, a grade 4/5 teacher and vice-principal in North Vancouver, British Columbia. Some further links about inquiry: https://www.teachingchannel.org/blog/2016/01/15/teaching-through-an-inquiry-stance  https://inquiry.galileo.org/ch5/an-inquiry-stance-on-practice/  http://nvsd44curriculumhub.ca  https://www.wabisabilearning.com/blog/teachers-parents-independent-thinking http://theconversation.com/why-your-child-will-benefit-from-inquiry-based-learning-97245  You can follow Jillian on twitter at @msgordonclass or visit her class website at msgordonclass.weebly.com  If you, or an educator that you know, would make a great Lesson: Impossible agent, please contact me at aviva.levin@gmail.com.  

Your lesson, should you choose to accept it, is to use inquiry in your classroom so that students can be engaged, make meaning from their learning, and integrate important skills. The special agent assigned to help you with this task is Jillian Gordon, a grade 4/5 teacher and vice-principal in North Vancouver, British Columbia. Some further links about inquiry: <ul><li><a href="https://www.teachingchannel.org/blog/2016/01/15/teaching-through-an-inquiry-stance" rel="nofollow" target="_blank">https://www.teachingchannel.org/blog/2016/01/15/teaching-through-an-inquiry-stance</a> </li> <li><a href="https://inquiry.galileo.org/ch5/an-inquiry-stance-on-practice/" rel="nofollow" target="_blank">https://inquiry.galileo.org/ch5/an-inquiry-stance-on-practice/</a> </li> <li><a href="http://nvsd44curriculumhub.ca/" rel="nofollow" target="_blank">http://nvsd44curriculumhub.ca</a> </li> <li><a href="https://www.wabisabilearning.com/blog/teachers-parents-independent-thinking" rel="nofollow" target="_blank">https://www.wabisabilearning.com/blog/teachers-parents-independent-thinking</a></li> <li><a href="http://theconversation.com/why-your-child-will-benefit-from-inquiry-based-learning-97245" rel="nofollow" target="_blank">http://theconversation.com/why-your-child-will-benefit-from-inquiry-based-learning-97245</a></li> </ul> You can follow Jillian on twitter at @msgordonclass or visit her class website at <a href="https://t.co/NO0Fz1z5ns?amp=1" rel="nofollow" target="_blank">msgordonclass.weebly.com</a> If you, or an educator that you know, would make a great Lesson: Impossible agent, please contact me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>.

Agent Jillian Gordon (Inquiry)

Your lesson, should you choose to accept it, is to consider ways to support teachers as they begin their careers. The agent assigned to help you with this task is last week's guest, Lauren Connaughton, in a special bonus episode. For more information on teacher attrition, I recommend this article: https://tinyurl.com/y4ykgtgf 

Your lesson, should you choose to accept it, is to consider ways to support teachers as they begin their careers. The agent assigned to help you with this task is last week's guest, Lauren Connaughton, in a special bonus episode. For more information on teacher attrition, I recommend this article: <a href="https://tinyurl.com/y4ykgtgf" rel="nofollow" target="_blank">https://tinyurl.com/y4ykgtgf</a>

BONUS EPISODE: Agent Connaughton (New Teachers)

Christine Primomo

Your lesson, should you choose to accept it, is to examine how science curriculum for female-identifying students can go beyond clichéd ideas in order to facilitate an informed exploration of their world. The Special Agent assigned to help you with this task is Christine Primomo from Lake Washington Girls’ Middle School in Seattle, Washington.  Episode links: For more about the Lake Washington Girls’ Middle School: http://www.lwgms.org For more about Islandwood on Bainbridge: https://islandwood.org/school-overnight-program/ For more about the IBM Hack a Hair Dryer Campaign: https://www.bbc.com/news/blogs-trending-35027902 For the teaching guide for “Salmon vs. Dams: The Dam Removal Debate on the Elwha River”: https://www.k12.wa.us/sites/default/files/public/indianed/tribalsovereignty/elementary/uselementary/uselementary-unit3/unit3materials/lesson7/americanfieldguide.pdf  For more on how women are othered in science research and elsewhere: Invisible Women: Data Bias in a World Designed for Men by Caroline Criado Perez For more on Henrietta Lacks, including teaching resources: http://rebeccaskloot.com/the-immortal-life/  For more on the Tuskegee Syphilis Experiment: https://www.history.com/news/the-infamous-40-year-tuskegee-study  For more on teacher self-care: Onward: Cultivating Emotional Resilience in Educators by Elena Aguilar For more on Christine’s frequent collaborator, and former Lesson: Impossible guest, Lewis Mayday-Travis: https://www.lessonimpossible.com/#/episodesix/ 

Your lesson, should you choose to accept it, is to examine how science curriculum for female-identifying students can go beyond clichéd ideas in order to facilitate an informed exploration of their world. The Special Agent assigned to help you with this task is Christine Primomo from Lake Washington Girls’ Middle School in Seattle, Washington.  Episode links: <ul><li>For more about the Lake Washington Girls’ Middle School: <a href="http://www.lwgms.org" rel="nofollow" target="_blank">http://www.lwgms.org</a></li> <li>For more about Islandwood on Bainbridge: <a href="https://islandwood.org/school-overnight-program/" rel="nofollow" target="_blank">https://islandwood.org/school-overnight-program/</a></li> <li>For more about the IBM Hack a Hair Dryer Campaign: <a href="https://www.bbc.com/news/blogs-trending-35027902" rel="nofollow" target="_blank">https://www.bbc.com/news/blogs-trending-35027902</a></li> <li>For the teaching guide for “Salmon vs. Dams: The Dam Removal Debate on the Elwha River”: <a href="https://www.k12.wa.us/sites/default/files/public/indianed/tribalsovereignty/elementary/uselementary/uselementary-unit3/unit3materials/lesson7/americanfieldguide.pdf" rel="nofollow" target="_blank">https://www.k12.wa.us/sites/default/files/public/indianed/tribalsovereignty/elementary/uselementary/uselementary-unit3/unit3materials/lesson7/americanfieldguide.pdf</a> </li> <li>For more on how women are othered in science research and elsewhere: Invisible Women: Data Bias in a World Designed for Men by <a href="https://www.amazon.com/Caroline-Criado-Perez/e/B07PBYWXR6/ref=dp_byline_cont_ebooks_1" rel="nofollow" target="_blank">Caroline Criado Perez</a></li> <li>For more on Henrietta Lacks, including teaching resources: <a href="http://rebeccaskloot.com/the-immortal-life/" rel="nofollow" target="_blank">http://rebeccaskloot.com/the-immortal-life/</a> </li> <li>For more on the Tuskegee Syphilis Experiment: <a href="https://www.history.com/news/the-infamous-40-year-tuskegee-study" rel="nofollow" target="_blank">https://www.history.com/news/the-infamous-40-year-tuskegee-study</a> </li> <li>For more on teacher self-care: Onward: Cultivating Emotional Resilience in Educators by <a href="https://www.amazon.com/Onward-Cultivating-Emotional-Resilience-Educators/dp/1119364892" rel="nofollow" target="_blank">Elena Aguilar</a></li> <li>For more on Christine’s frequent collaborator, and former Lesson: Impossible guest, Lewis Mayday-Travis: <a href="https://www.lessonimpossible.com/#/episodesix/" rel="nofollow" target="_blank">https://www.lessonimpossible.com/#/episodesix/</a> </li></ul>

Agent Christine Primomo (Science for Girls?)

Rebeca Rubio

Your bonus lesson, should you choose to accept it, is to consider whether a problematic book still deserves space in a school library, and whether the same rules apply in the classroom. The special agent assigned to help you with this task is Rebeca Rubio, coordinator for libraries and information services in the Richmond School District. Don’t forget to mark your calendars in 2020 for Canadian Freedom to Read Week (www.freedomtoread.ca) from February 23 – 29 or the American Banned Books Week (https://bannedbooksweek.org) September 27 - October 3. Mentioned in the episode was the Educational Resource Acquisition Consortium (ERAC) that provides guidance to teachers as a new, incorporated not-for profit society called Focused Education Resources, and can be found at https://bcerac.ca I personally recommend this article when considering beloved books that, as the author tactfully puts it, “haven’t aged well”: www.tor.com/2018/08/27/problematic-classics-four-questions-to-ask-when-beloved-books-havent-aged-well/  You can follow Rebeca on Twitter @rebecarubi0 and check out our longer conversation about the changing role of the school librarian; how to thoughtfully purchase and integrate technology; why libraries are, at their core, democratic spaces; why ‘weeding’ a collection is a good thing; how to integrate Indigenous content in authentic ways; and why the future of libraries are ‘learning commons’ at https://lessonimpossible.podbean.com/e/agent-rebeca-rubio-school-libraries/ or on your preferred podcasting platform.

Your bonus lesson, should you choose to accept it, is to consider whether a problematic book still deserves space in a school library, and whether the same rules apply in the classroom. The special agent assigned to help you with this task is Rebeca Rubio, coordinator for libraries and information services in the Richmond School District. Don’t forget to mark your calendars in 2020 for Canadian Freedom to Read Week (<a href="http://www.freedomtoread.ca" rel="nofollow" target="_blank">www.freedomtoread.ca</a>) from February 23 – 29 or the American Banned Books Week (<a href="https://bannedbooksweek.org" rel="nofollow" target="_blank">https://bannedbooksweek.org</a>) September 27 - October 3. Mentioned in the episode was the Educational Resource Acquisition Consortium (ERAC) that provides guidance to teachers as a new, incorporated not-for profit society called Focused Education Resources, and can be found at <a href="https://bcerac.ca" rel="nofollow" target="_blank">https://bcerac.ca</a> I personally recommend this article when considering beloved books that, as the author tactfully puts it, “haven’t aged well”: <a href="http://www.tor.com/2018/08/27/problematic-classics-four-questions-to-ask-when-beloved-books-havent-aged-well/" rel="nofollow" target="_blank">www.tor.com/2018/08/27/problematic-classics-four-questions-to-ask-when-beloved-books-havent-aged-well/</a> You can follow Rebeca on Twitter @rebecarubi0 and check out our longer conversation about the changing role of the school librarian; how to thoughtfully purchase and integrate technology; why libraries are, at their core, democratic spaces; why ‘weeding’ a collection is a good thing; how to integrate Indigenous content in authentic ways; and why the future of libraries are ‘learning commons’ at <a href="https://lessonimpossible.podbean.com/e/agent-rebeca-rubio-school-libraries/" rel="nofollow" target="_blank">https://lessonimpossible.podbean.com/e/agent-rebeca-rubio-school-libraries/</a> or on your preferred podcasting platform.

BONUS EPISODE: Agent Rebeca Rubio (Censorship)

Your lesson, should you choose to accept it, is to create busy, multi-modal, and democratic libraries where students see themselves represented and feel welcome. The special agent assigned to help you with this task is Rebeca Rubio, coordinator for libraries and information services in the Richmond School District. In this interview we discuss: the changing role of the school librarian; how to thoughtfully purchase and integrate technology; why libraries are, at their core, democratic spaces; why ‘weeding’ a collection is a good thing; how to integrate Indigenous content in authentic ways; and why the future of libraries is the ‘learning commons’. For more inspiring library ideas: Follow Rebeca on Twitter @rebecarubi0 Check out an example of a book list, like the one Rebeca built her SOGI book bundle from: https://teach-educ.sites.olt.ubc.ca/files/2018/01/SOGI-Top-Books-List-2018.pdf  Watch this inspiring video about the exciting things Rebeca and SD38 are doing in their libraries: https://www.youtube.com/watch?v=5sadWGKFs4k#action=share  For more information about the podcast, check out www.lessonimpossible.com  If you, or an educator that you know, would make a great Lesson: Impossible agent, please contact me at aviva.levin@gmail.com.  

Your lesson, should you choose to accept it, is to create busy, multi-modal, and democratic libraries where students see themselves represented and feel welcome. The special agent assigned to help you with this task is Rebeca Rubio, coordinator for libraries and information services in the Richmond School District. In this interview we discuss: the changing role of the school librarian; how to thoughtfully purchase and integrate technology; why libraries are, at their core, democratic spaces; why ‘weeding’ a collection is a good thing; how to integrate Indigenous content in authentic ways; and why the future of libraries is the ‘learning commons’. For more inspiring library ideas: <ul><li>Follow Rebeca on Twitter <a href="https://twitter.com/rebecarubi0?lang=en" rel="nofollow" target="_blank">@rebecarubi0</a></li> <li>Check out an example of a book list, like the one Rebeca built her SOGI book bundle from: <a href="https://teach-educ.sites.olt.ubc.ca/files/2018/01/SOGI-Top-Books-List-2018.pdf" rel="nofollow" target="_blank">https://teach-educ.sites.olt.ubc.ca/files/2018/01/SOGI-Top-Books-List-2018.pdf</a> </li> <li>Watch this inspiring video about the exciting things Rebeca and SD38 are doing in their libraries: <a href="https://www.youtube.com/watch?v=5sadWGKFs4k#action=share" rel="nofollow" target="_blank">https://www.youtube.com/watch?v=5sadWGKFs4k#action=share</a></li> </ul> For more information about the podcast, check out <a href="http://www.lessonimpossible.com" rel="nofollow" target="_blank">www.lessonimpossible.com</a>  If you, or an educator that you know, would make a great Lesson: Impossible agent, please contact me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>.

Agent Rebeca Rubio (School Libraries)

LaTezeon Humphrey Balentine

Your mission, should you choose to accept it, is to examine what your students need, whether it be representative books, positive attention or hygiene products, and try to find ways to meet those needs. The special agent assigned to help you with this task is LaTezeon Humphrey Balentine of Natchez, Mississippi. LaTezeon is an incredibly inspiring teacher with one of the most open and giving hearts. I found her on Twitter where she always has motivating words, and many many books to give away to teachers and students. LaTezeon recently left classroom teaching to be an educational consultant at Education Galaxy, which provides online assessment, practice and instruction for students. She also has a children’s book, called “Fur Friends” coming out on April 24, 2020, with a percentage of her sales going to an animal shelter. This interview involved a lot of firsts for me: the first interview with someone outside of Washington or British Columbia, the first online recording I’ve done, and the first time I’ve cried with my interviewee at the end of the interview.  Ms. Humphrey-Balentine’s goal is to provide two $200 book scholarships to students this coming June. Lesson: Impossible is happy to give $100, and will match up to another $100 that listeners are willing to give. So, if you donate through https://venmo.com/LaTezeon-Balentine and email me at aviva.levin@gmail.com or DM me at @avivalevin with how much you gave, I will add that to the total I will donate. Latezeon has given so much of her own money and time constantly, let’s help take a little of the burden off of her shoulders! LINKS: Donate to LaTezeon’s book scholarship: https://venmo.com/LaTezeon-Balentine LaTezeon’s Website - www.lhbwithlove.com LaTezeon’s Twitter - https://twitter.com/LHBLovesEDU LaTezeon’s is an Educational Consultant for Education Galaxy: https://educationgalaxy.com   Books mentioned: Piecing Me Together by Renée Watson What Momma Left Me by Renée Watson The Skin I'm In by Sharon Flake and Jason Reynolds   Lesson: Impossible’s Website: www.lessonimpossible.com Lesson: Impossible’s Twitter: https://twitter.com/avivalevin If you have suggestions for a teacher that would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your mission, should you choose to accept it, is to examine what your students need, whether it be representative books, positive attention or hygiene products, and try to find ways to meet those needs. The special agent assigned to help you with this task is LaTezeon Humphrey Balentine of Natchez, Mississippi. LaTezeon is an incredibly inspiring teacher with one of the most open and giving hearts. I found her on Twitter where she always has motivating words, and many many books to give away to teachers and students. LaTezeon recently left classroom teaching to be an educational consultant at Education Galaxy, which provides online assessment, practice and instruction for students. She also has a children’s book, called “Fur Friends” coming out on April 24, 2020, with a percentage of her sales going to an animal shelter. This interview involved a lot of firsts for me: the first interview with someone outside of Washington or British Columbia, the first online recording I’ve done, and the first time I’ve cried with my interviewee at the end of the interview.  Ms. Humphrey-Balentine’s goal is to provide two $200 book scholarships to students this coming June. Lesson: Impossible is happy to give $100, and will match up to another $100 that listeners are willing to give. So, if you donate through <a href="https://venmo.com/LaTezeon-Balentine" rel="nofollow" target="_blank">https://venmo.com/LaTezeon-Balentine</a> and email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a> or DM me at @avivalevin with how much you gave, I will add that to the total I will donate. Latezeon has given so much of her own money and time constantly, let’s help take a little of the burden off of her shoulders! LINKS: Donate to LaTezeon’s book scholarship: <a href="https://venmo.com/LaTezeon-Balentine" rel="nofollow" target="_blank">https://venmo.com/LaTezeon-Balentine</a> LaTezeon’s Website - <a href="http://www.lhbwithlove.com" rel="nofollow" target="_blank">www.lhbwithlove.com</a> LaTezeon’s Twitter - <a href="https://twitter.com/LHBLovesEDU" rel="nofollow" target="_blank">https://twitter.com/LHBLovesEDU</a> LaTezeon’s is an Educational Consultant for Education Galaxy: <a href="https://educationgalaxy.com" rel="nofollow" target="_blank">https://educationgalaxy.com</a> Books mentioned: <a href="https://www.amazon.com/dp/B01NGUHJSI/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1" rel="nofollow" target="_blank">Piecing Me Together</a> by Renée Watson <a href="https://www.amazon.com/What-Momma-Left-Ren%C3%A9e-Watson-ebook/dp/B003Y3BBI0/ref=sr_1_1?crid=VOEEKYY1B2EI&amp;keywords=what+mama+left+me&amp;qid=1583111077&amp;s=digital-text&amp;sprefix=what+mama+%2Cdigital-text%2C296&amp;sr=1-1" rel="nofollow" target="_blank">What Momma Left Me</a> by Renée Watson <a href="https://www.amazon.com/Skin-Im-Sharon-Flake-ebook/dp/B005BTF3SY/ref=sr_1_1?crid=2FYRYK1C5TT6D&amp;keywords=the+skin+i%27m+in&amp;qid=1583111108&amp;s=digital-text&amp;sprefix=the+skin+i%27%2Cdigital-text%2C211&amp;sr=1-1" rel="nofollow" target="_blank">The Skin I'm In</a> by Sharon Flake and Jason Reynolds Lesson: Impossible’s Website: <a href="http://www.lessonimpossible.com" rel="nofollow" target="_blank">www.lessonimpossible.com</a> Lesson: Impossible’s Twitter: <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">https://twitter.com/avivalevin</a> If you have suggestions for a teacher that would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent LaTezeon Humphrey Balentine (Giving)

Eugene Harrison

Your lesson, should you choose to accept it, is to make the Special Education classroom a welcoming and intellectually creative space for students of all levels.  The special agent assigned to help you with this task is Eugene Harrison, of Richmond Secondary School, in British Columbia, Canada. You can find out more about what Eugene is doing by taking a look at "The Inclusion Project":  https://portal.sd38.bc.ca/class/6v8igit/Pages/default.aspx?ID=2#/= Update: According to Eugene, "Biennale went really great! The tough kids actually wrote really meaningful and thoughtful reflections."

Your lesson, should you choose to accept it, is to make the Special Education classroom a welcoming and intellectually creative space for students of all levels.  The special agent assigned to help you with this task is Eugene Harrison, of Richmond Secondary School, in British Columbia, Canada. You can find out more about what Eugene is doing by taking a look at "The Inclusion Project":  <a href="https://portal.sd38.bc.ca/class/6v8igit/Pages/default.aspx?ID=2#/=" rel="nofollow" target="_blank">https://portal.sd38.bc.ca/class/6v8igit/Pages/default.aspx?ID=2#/=</a> Update: According to Eugene, "Biennale went really great! The tough kids actually wrote really meaningful and thoughtful reflections."

Agent Eugene Harrison (Special Education)

James Fester

MEET A RESOURCE:  The Park Based Learning Project creates free lessons and resources using project based learning, and game based design, principles. They provide ready-to-use lessons and differentiated assessments, as well as opportunities to collaborate on specific local, state, or national park-based projects. The founder and leader of the Park Based Learning Project is James Fester who is also a teacher, consultant, author, and state and national park volunteer interpreter currently living in Minnesota.   A transcript is available for this episode. Links: Parks Based Learning Website &amp; Twitter Visit a National Park (virtually)  Projects Gallery Structure of Parks Based Learning Experiences Hopewell Earthworks Project &amp; Bears Ears Project Landmark Learning Project Handbook Article: “Engaging New and Diverse Audiences in the National Parks”    For more on what innovative educators are doing around the world, check out www.lessonimpossible.com, where you can also reach out with recommendations for new guests.

MEET A RESOURCE:  The Park Based Learning Project creates free lessons and resources using project based learning, and game based design, principles. They provide ready-to-use lessons and differentiated assessments, as well as opportunities to collaborate on specific local, state, or national park-based projects. The founder and leader of the Park Based Learning Project is <a href="https://www.festeredu.com/about" rel="nofollow" target="_blank">James Fester</a> who is also a teacher, consultant, author, and state and national park volunteer interpreter currently living in Minnesota.   A <a href="https://www.lessonimpossible.com/james-fester-transcript" rel="nofollow" target="_blank">transcript</a> is available for this episode. Links: <ul><li>Parks Based Learning <a href="https://www.festeredu.com/pblabout" rel="nofollow" target="_blank">Website</a> &amp; <a href="https://twitter.com/parkbasedlearn" rel="nofollow" target="_blank">Twitter</a></li> <li><a href="https://www.nationalparks.org/connect/blog/take-virtual-visit-national-park?gclid=CjwKCAjwte71BRBCEiwAU_V9h2_ShDG1XExAn1LbJbmKTjZaEnesdHRKG0NGS2dpiQJjOL_gh1dT2xoC-3kQAvD_BwE" rel="nofollow" target="_blank">Visit a National Park (virtually)</a> </li> <li><a href="https://www.festeredu.com/pblprojects" rel="nofollow" target="_blank">Projects Gallery</a></li> <li><a href="https://drive.google.com/file/d/1D5LzXpQuT7hvZ57zT2p55tLNMvflvGqC/view" rel="nofollow" target="_blank">Structure of Parks Based Learning Experiences</a></li> <li><a href="https://www.festeredu.com/downloads" rel="nofollow" target="_blank">Hopewell Earthworks Project &amp; Bears Ears Project</a></li> <li><a href="https://drive.google.com/file/d/120syyUKWwLMhR_PPS452i8Yb0pOpmV8m/view?usp=sharing" rel="nofollow" target="_blank">Landmark Learning Project Handbook</a></li> <li>Article: <a href="http://www.georgewright.org/292stanfield_mccown.pdf" rel="nofollow" target="_blank">“Engaging New and Diverse Audiences in the National Parks”</a></li> </ul> For more on what innovative educators are doing around the world, check out <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a>, where you can also reach out with recommendations for new guests.

MEET A RESOURCE: James Fester of Park Based Learning

Marquita Blades

Your lesson, should you choose to accept it, is to examine the factors contributing to, and find strategies to prevent or recover from, teacher burnout. The special agent assigned to help you with this task is Dr. Marquita Blades of Atlanta, Georgia.   In this episode we discuss: Marquita’s many educational projects Her path to becoming a teacher Her personal story of burning out How she defines ‘teacher burnout’ The Mediocre Teacher Project How mental health impacts physical health The false narrative of teacher self-sacrifice Strategies to recover from a burn out How she thinks distance education will affect burn out How administrators can prevent burn out in their teachers How colleagues can help each other The Write Like a Gyrlfriend Scholarship Ways to contact Dr. Marquita Blades: her website, her Facebook, her Twitter, her Instagram  A transcript is available for this episode.   NOTE: Former guest/special agent, Charles Williams, has started his own education podcast! It’s called the Counter Narrative Podcast and its goal is “to challenge the dominant narrative surrounding our marginalized populations by highlighting the amazing work being done around the world by educators, students, and communities as they face daunting odds.” Dr. Marquita Blades also has a new podcast, Powarrful Teaching Strategies, where she recently interviewed another former guest of mine, Kwame Sarfo-Mensah, which just goes to show what a small world education can be!     If you want to find out more about what innovative educators are doing around the world, check out www.lessonimpossible.com. And if you like the podcast, please consider rating, reviewing and subscribing or forwarding it to a colleague. You can also follow Lesson: Impossible on Twitter, Facebook and Instagram.

Your lesson, should you choose to accept it, is to examine the factors contributing to, and find strategies to prevent or recover from, teacher burnout. The special agent assigned to help you with this task is Dr. Marquita Blades of Atlanta, Georgia. In this episode we discuss: <ul><li>Marquita’s many educational projects</li> <li>Her path to becoming a teacher</li> <li>Her personal story of burning out</li> <li>How she defines ‘teacher burnout’</li> <li><a href="https://drmarquitablades.com/mediocre-teacher-project" rel="nofollow" target="_blank">The Mediocre Teacher Project</a></li> <li>How mental health impacts physical health</li> <li>The false narrative of teacher self-sacrifice</li> <li>Strategies to recover from a burn out</li> <li>How she thinks distance education will affect burn out</li> <li>How administrators can prevent burn out in their teachers</li> <li>How colleagues can help each other</li> <li>The <a href="https://www.gyrlfriendcollective.com" rel="nofollow" target="_blank">Write Like a Gyrlfriend</a> Scholarship</li> <li>Ways to contact Dr. Marquita Blades: her <a href="https://drmarquitablades.com/" rel="nofollow" target="_blank">website</a>, her <a href="https://www.facebook.com/POWARRfulTeaching/" rel="nofollow" target="_blank">Facebook</a>, her <a href="https://twitter.com/DrMBlades" rel="nofollow" target="_blank">Twitter</a>, her <a href="https://www.instagram.com/powarrfulteaching/" rel="nofollow" target="_blank">Instagram</a></li> </ul> A <a href="https://www.lessonimpossible.com/dr-marquita-blades-transcript" rel="nofollow" target="_blank">transcript</a> is available for this episode. NOTE: Former guest/special agent, <a href="https://www.lessonimpossible.com/#/agent-charles-williams-planning-for-a-postcovid-world/" rel="nofollow" target="_blank">Charles Williams</a>, has started his own education podcast! It’s called the <a href="https://anchor.fm/thecounternarrative" rel="nofollow" target="_blank">Counter Narrative Podcast</a> and its goal is “to challenge the dominant narrative surrounding our marginalized populations by highlighting the amazing work being done around the world by educators, students, and communities as they face daunting odds.” Dr. Marquita Blades also has a new podcast, <a href="https://anchor.fm/dr-marquita-s-blades" rel="nofollow" target="_blank">Powarrful Teaching Strategies</a>, where she recently interviewed another former guest of mine, <a href="https://www.lessonimpossible.com/#/agent-kwame-sarfomensah-teacher-identity/" rel="nofollow" target="_blank">Kwame Sarfo-Mensah</a>, which just goes to show what a small world education can be!   If you want to find out more about what innovative educators are doing around the world, check out <a href="http://www.lessonimpossible.com" rel="nofollow" target="_blank">www.lessonimpossible.com</a>. And if you like the podcast, please consider <a href="https://podcasts.apple.com/us/podcast/lesson-impossible/id1479348715" rel="nofollow" target="_blank">rating, reviewing and subscribing</a> or forwarding it to a colleague. You can also follow Lesson: Impossible on <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">Twitter</a>, <a href="https://www.facebook.com/lessonimpossible/" rel="nofollow" target="_blank">Facebook</a> and <a href="https://www.instagram.com/lessonimpossible/" rel="nofollow" target="_blank">Instagram</a>.

Agent Dr. Marquita Blades (Teacher Burnout)

Evo Hannan

Your lesson, should you choose to accept it, is to transform your passions for innovation and design into relevant assignments and global professional projects.   The special agent assigned to help you with this task is Evo Hannan of Dwight School Dubai in the United Arab Emirates.   In this interview we discuss: His path to teaching design in Dubai How he stays relevant in his field What teaching design looks like Examples of student projects How he gets big companies involved in his projects Modeling being a designer and innovator for his students Making his projects and efforts transparent His live YouTube Ed Talks (next show is May 9 at 11am EST, 4pm GMT, 7pm GST) The Agency Project to promote student choice How Evo is able to stay passionate about teaching and avoid burnout His advice to new (and all) teachers His ideal school… that he’s currently developing in real life! Ways to get in contact: his website, Twitter, Instagram, YouTube    If you want to find out more about what innovative educators are doing around the world, check out www.lessonimpossible.com. And if you like the podcast, please consider rating, reviewing and subscribing or forwarding it to a colleague. You can also follow Lesson: Impossible on Twitter, Facebook and Instagram.

Your lesson, should you choose to accept it, is to transform your passions for innovation and design into relevant assignments and global professional projects.   The special agent assigned to help you with this task is Evo Hannan of <a href="https://www.dwightschooldubai.ae/index.php/" rel="nofollow" target="_blank">Dwight School Dubai</a> in the United Arab Emirates. In this interview we discuss: <ul><li>His path to teaching design in Dubai</li> <li>How he stays relevant in his field</li> <li>What teaching design looks like</li> <li>Examples of student projects</li> <li>How he gets big companies involved in his projects</li> <li>Modeling being a designer and innovator for his students</li> <li>Making his projects and efforts transparent</li> <li>His live YouTube <a href="https://www.evohannan.com/edtalkslive" rel="nofollow" target="_blank">Ed Talks</a> (next show is May 9 at 11am EST, 4pm GMT, 7pm GST)</li> <li><a href="https://www.evohannan.com/theagency" rel="nofollow" target="_blank">The Agency Project</a> to promote student choice</li> <li>How Evo is able to stay passionate about teaching and avoid burnout</li> <li>His advice to new (and all) teachers</li> <li>His ideal school… that he’s currently developing in real life!</li> <li>Ways to get in contact: his <a href="https://www.evohannan.com" rel="nofollow" target="_blank">website</a>, <a href="https://twitter.com/Evo_Hannan" rel="nofollow" target="_blank">Twitter</a>, <a href="https://www.instagram.com/project.decade/" rel="nofollow" target="_blank">Instagram</a>, <a href="https://www.youtube.com/channel/UCFeAWaCCGVl0ZUs9pE_Gpuw" rel="nofollow" target="_blank">YouTube</a></li> </ul> If you want to find out more about what innovative educators are doing around the world, check out <a href="http://www.lessonimpossible.com" rel="nofollow" target="_blank">www.lessonimpossible.com</a>. And if you like the podcast, please consider <a href="https://podcasts.apple.com/us/podcast/lesson-impossible/id1479348715" rel="nofollow" target="_blank">rating, reviewing and subscribing</a> or forwarding it to a colleague. You can also follow Lesson: Impossible on <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">Twitter</a>, <a href="https://www.facebook.com/lessonimpossible/" rel="nofollow" target="_blank">Facebook</a> and <a href="https://www.instagram.com/lessonimpossible/" rel="nofollow" target="_blank">Instagram</a>.

Agent Evo Hannan (Design & Innovation)

Kwame Sarfo-Mensah

Your lesson, should you choose to accept it, is to examine how your various personal identities intersect and influence how you interact with students and colleagues. The special agent assigned to help you with this task is Kwame Sarfo-Mensah, owner and founder of Identity Talk Consulting. Kwame Safro-Mensah has over 14 years of experience in the classroom, teaching middle school math and science in Philadelphia, and then Boston, public schools. In addition to this, he has written two books and various articles, offers tutoring for students and online classes for first year teachers, and has his own internet talk show, “Identity Talk 4 Educators LIVE”, where he interviews guests about their personal stories and the specific elements that shape who they are as educators. Kwame was also named the 2019 Member of the Year by Black Educators Rock, Inc. and the 2019 Massachusetts Celebrity Educator of the Year!  I talked to Kwame in early April, a little over a week after he and his family had come back to Boston, after spending a year in Addis Ababa, Ethiopia where his wife was working as a director for the Peace Corp. Kwame is obviously an incredibly busy person, however his family was in quarantine after returning to the States, which was unfortunate for them, but a great opportunity for the podcast, and I was able to speak to him over Zencastr. Links: Kwame’s website His books:From "Inaction" to "In Action": Creating a New Normal for Urban Educators Shaping the Teacher Identity: 8 Lessons That Will Help Define the Teacher in You   Articles:“Bringing a Culturally Responsive Lens to Math Class” “3 Fun Activities for Strengthening Numeracy Skills”      If you want to find out more about what innovative educators are doing around the world, check out www.lessonimpossible.com. And if you like the podcast, please consider rating, reviewing and subscribing or forwarding it to a colleague. You can also follow Lesson: Impossible on Twitter, Facebook and Instagram.

Your lesson, should you choose to accept it, is to examine how your various personal identities intersect and influence how you interact with students and colleagues. The special agent assigned to help you with this task is <a href="https://twitter.com/identityshaper" rel="nofollow" target="_blank">Kwame Sarfo-Mensah</a>, owner and founder of <a href="http://www.identitytalk4educators.com" rel="nofollow" target="_blank">Identity Talk Consulting</a>. Kwame Safro-Mensah has over 14 years of experience in the classroom, teaching middle school math and science in Philadelphia, and then Boston, public schools. In addition to this, he has <a href="https://www.amazon.com/s?k=kwame+sarfo-mensah&amp;ref=nb_sb_noss" rel="nofollow" target="_blank">written two books</a> and <a href="https://www.edutopia.org/article/bringing-culturally-responsive-lens-math-class" rel="nofollow" target="_blank">various</a> <a href="https://www.edutopia.org/article/3-fun-activities-strengthening-numeracy-skills" rel="nofollow" target="_blank">articles</a>, offers <a href="https://www.identitytalk4educators.com/about" rel="nofollow" target="_blank">tutoring for students and online classes</a> for first year teachers, and has his own internet talk show, “<a href="https://www.youtube.com/channel/UC8mP1u2wPVb4UAuct9cM_Yw" rel="nofollow" target="_blank">Identity Talk 4 Educators LIVE</a>”, where he interviews guests about their personal stories and the specific elements that shape who they are as educators. Kwame was also named the 2019 Member of the Year by Black Educators Rock, Inc. and the 2019 Massachusetts Celebrity Educator of the Year!  I talked to Kwame in early April, a little over a week after he and his family had come back to Boston, after spending a year in Addis Ababa, Ethiopia where his wife was working as a director for the Peace Corp. Kwame is obviously an incredibly busy person, however his family was in quarantine after returning to the States, which was unfortunate for them, but a great opportunity for the podcast, and I was able to speak to him over Zencastr. Links: <ul><li>Kwame’s <a href="http://www.identitytalk4educators.com" rel="nofollow" target="_blank">website</a></li> <li>His books: <ul><li><a href="https://www.amazon.com/Inaction-Action-Creating-Normal-Educators-ebook/dp/B084LRKY7N/ref=sr_1_2?dchild=1&amp;keywords=kwame+sarfo-mensah&amp;qid=1587999685&amp;sr=8-2" rel="nofollow" target="_blank">From "Inaction" to "In Action": Creating a New Normal for Urban Educators</a></li> <li><a href="https://www.amazon.com/Shaping-Teacher-Identity-Lessons-Define-ebook/dp/B07L7X2BJC/ref=sr_1_1?dchild=1&amp;keywords=kwame+sarfo-mensah&amp;qid=1587999685&amp;sr=8-1" rel="nofollow" target="_blank">Shaping the Teacher Identity: 8 Lessons That Will Help Define the Teacher in You</a></li> </ul> </li> <li>Articles: <ul><li><a href="https://www.edutopia.org/article/bringing-culturally-responsive-lens-math-class" rel="nofollow" target="_blank">“Bringing a Culturally Responsive Lens to Math Class”</a></li> <li><a href="https://www.edutopia.org/article/3-fun-activities-strengthening-numeracy-skills" rel="nofollow" target="_blank">“3 Fun Activities for Strengthening Numeracy Skills”</a></li> </ul> </li> </ul> If you want to find out more about what innovative educators are doing around the world, check out <a href="http://www.lessonimpossible.com" rel="nofollow" target="_blank">www.lessonimpossible.com</a>. And if you like the podcast, please consider <a href="https://podcasts.apple.com/us/podcast/lesson-impossible/id1479348715" rel="nofollow" target="_blank">rating, reviewing and subscribing</a> or forwarding it to a colleague. You can also follow Lesson: Impossible on <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">Twitter</a>, <a href="https://www.facebook.com/lessonimpossible/" rel="nofollow" target="_blank">Facebook</a> and <a href="https://www.instagram.com/lessonimpossible/" rel="nofollow" target="_blank">Instagram</a>.

Agent Kwame Sarfo-Mensah (Teacher Identity)

Your lesson, should you choose to accept it, is to find strategies, resources and school models that support gifted learners. The special agent assigned to help you with this task is Megan Schutt, of Blaine Middle School, in Blaine, Washington. According to the National Association for Gifted Children, the definition for giftedness is “Students with gifts and talents who perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more domains.” Whereas many see giftedness as truly a gift, one of my education professors once described being gifted as being “cursed with an adult brain in a child’s body”. While I can see both the benefits and the challenges for gifted individuals, the more I learn about giftedness, the more I see the many roadblocks to success embedded in a traditional school system. Fortunately there are educators like Megan Schutt who are searching out ways to best support their gifted students.    We discussed: Why she feels like a Jedi teaching online How she has taught all core Middle School subjects Why the struggle of teaching online has given her insights on how students feel working on collaborative projects How she was stymied by gifted students at the beginning of her career How Sir Ken Robinson inspired her through his TED talk How having her own children gave Megan her first tool to help gifted students: engaging authentically How the WAETAG (Washington Association of Educators of the Talented and Gifted) conference blew her mind Her five favorite resources:SENGifted (Supporting the Emotional Needs of the Gifted) Inquiry Partners Kimberly Mitchell’s “Experience Inquiry” PBLworks (Project Based Learning Works) Gifted Guru (Lisa Van Gemert)   Why gifted kids are not the stereotypical ‘high flyers’ Why it’s beneficial for both students and teachers to use the cluster model Why the school system has an obligation to educate and challenge all students, including gifted students Her favorite Science unit: using hyperdocs Her favorite Social Studies unit: project based learning in the community (inspired by Ted Dintersmith’s “What Schools Could Be”) Why all students should have access to the same opportunities that are given to gifted students    For more on what innovative educators are doing around the world, check out www.lessonimpossible.com.  If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your lesson, should you choose to accept it, is to find strategies, resources and school models that support gifted learners. The special agent assigned to help you with this task is <a href="https://twitter.com/MeganSchutt" rel="nofollow" target="_blank">Megan Schutt</a>, of Blaine Middle School, in Blaine, Washington. According to the <a href="https://www.nagc.org/resources-publications/resources/what-giftedness" rel="nofollow" target="_blank">National Association for Gifted Children</a>, the definition for giftedness is “Students with gifts and talents who perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more domains.” Whereas many see giftedness as truly a gift, one of my education professors once described being gifted as being “cursed with an adult brain in a child’s body”. While I can see both the benefits and the challenges for gifted individuals, the more I learn about giftedness, the more I see the many roadblocks to success embedded in a traditional school system. Fortunately there are educators like Megan Schutt who are searching out ways to best support their gifted students.  We discussed: <ul><li>Why she feels like a Jedi teaching online</li> <li>How she has taught all core Middle School subjects</li> <li>Why the struggle of teaching online has given her insights on how students feel working on collaborative projects</li> <li>How she was stymied by gifted students at the beginning of her career</li> <li>How <a href="https://www.ted.com/talks/sir_ken_robinson_changing_education_paradigms" rel="nofollow" target="_blank">Sir Ken Robinson</a> inspired her through his TED talk</li> <li>How having her own children gave Megan her first tool to help gifted students: engaging authentically</li> <li>How the <a href="https://www.waetag.com" rel="nofollow" target="_blank">WAETAG</a> (Washington Association of Educators of the Talented and Gifted) conference blew her mind</li> <li>Her five favorite resources: <ul><li><a href="https://www.sengifted.org" rel="nofollow" target="_blank">SENGifted</a> (Supporting the Emotional Needs of the Gifted)</li> <li><a href="https://www.inquirypartners.com" rel="nofollow" target="_blank">Inquiry Partners</a></li> <li><a href="https://us.corwin.com/en-us/nam/experience-inquiry/book259906" rel="nofollow" target="_blank">Kimberly Mitchell’s “Experience Inquiry”</a></li> <li><a href="https://www.pblworks.org/" rel="nofollow" target="_blank">PBLworks</a> (Project Based Learning Works)</li> <li><a href="https://www.giftedguru.com/" rel="nofollow" target="_blank">Gifted Guru</a> (<a href="https://twitter.com/gifted_guru" rel="nofollow" target="_blank">Lisa Van Gemert</a>)</li> </ul> </li> <li>Why gifted kids are not the stereotypical ‘high flyers’</li> <li>Why it’s beneficial for both students and teachers to use the cluster model</li> <li>Why the school system has an obligation to educate and challenge all students, including gifted students</li> <li>Her favorite Science unit: using <a href="https://hyperdocs.co" rel="nofollow" target="_blank">hyperdocs</a></li> <li>Her favorite Social Studies unit: project based learning in the community (inspired by <a href="https://teddintersmith.com/what-school-could-be/" rel="nofollow" target="_blank">Ted Dintersmith’s “What Schools Could Be”</a>)</li> <li>Why all students should have access to the same opportunities that are given to gifted students</li> </ul> For more on what innovative educators are doing around the world, check out <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a>.  If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent Megan Schutt (Gifted Education)

Rebecca Blouwolff

Your lesson, should you choose to accept it, is to teach students how to use a foreign language using authentic resources and relevant units, with the goal of making proficient speakers. The special agent assigned to help you with this task is Rebecca Blouwolff of Wellesley Middle School in Wellesley, Massachusetts.   Rebecca and I share a similar background: we both started our careers intending to teach Social Studies, and we both found ourselves teaching French instead! To make a long story short: in my second year of teaching I was given a contract that included teaching French because I was the most qualified of the unqualified, and then I fell in love with it. (If you’re interested in the much longer version of this story, I spoke about my journey to becoming a language teacher on Kris Broholm’s Actual Fluency podcast.) Along with going back to school to become qualified for real, I was able to become better by finding role models online who represented the kind of language teacher that I aspired to be, and Rebecca Blouwolff is definitely one of them. And I’m not the only one who thinks she is amazing; the American Council on the Teaching of Foreign Languages (or ACTFL) named her the 2020 National Language Teacher of the Year!   In this episode we discuss: Rebecca’s transformation to a proficiency based teaching model Why she chooses to use authentic resources How she’s still learning how to let go of accuracy in favor of proficiency How to help parents understand new ways of language learning Her favourite unit: “Un Meilleur moi” (“A Better me”) Why she’s so generous with her resources Her experience (so far) with distance learning What she looks forward to for when she’s back in the classroom Advice for beginning teachers Areas she’d like to improve in Rebecca’s inspirations: Lisa Shepard, Amy Lenord, Natalia DeLatt, Creative Language Class, We Teach Languages, ACTFL books, Paul Sandrock, Leslie Grahn How listeners can contact Rebecca through Twitter or her Blog     Lesson: Impossible’s Website: www.lessonimpossible.com Lesson: Impossible’s Twitter: https://twitter.com/avivalevin If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your lesson, should you choose to accept it, is to teach students how to use a foreign language using authentic resources and relevant units, with the goal of making proficient speakers. The special agent assigned to help you with this task is Rebecca Blouwolff of Wellesley Middle School in Wellesley, Massachusetts. Rebecca and I share a similar background: we both started our careers intending to teach Social Studies, and we both found ourselves teaching French instead! To make a long story short: in my second year of teaching I was given a contract that included teaching French because I was the most qualified of the unqualified, and then I fell in love with it. (If you’re interested in the much longer version of this story, I spoke about my journey to becoming a language teacher on Kris Broholm’s <a href="https://actualfluency.com/143-aviva-levin-french-teacher-canada/" rel="nofollow" target="_blank">Actual Fluency podcast</a>.) Along with going back to school to become qualified for real, I was able to become better by finding role models online who represented the kind of language teacher that I aspired to be, and Rebecca Blouwolff is definitely one of them. And I’m not the only one who thinks she is amazing; the American Council on the Teaching of Foreign Languages (or ACTFL) named her the <a href="https://www.actfl.org/news/press-releases/actfl-names-2020-national-language-teacher-the-year" rel="nofollow" target="_blank">2020 National Language Teacher of the Year</a>! In this episode we discuss: <ul><li>Rebecca’s transformation to a proficiency based teaching model</li> <li>Why she chooses to use authentic resources</li> <li>How she’s still learning how to let go of accuracy in favor of proficiency</li> <li>How to help parents understand new ways of language learning</li> <li>Her favourite unit: <a href="https://mmeblouwolff.weebly.com/thematic-units/pbl-un-meilleur-moi-intermediate-low" rel="nofollow" target="_blank">“Un Meilleur moi” (“A Better me”)</a></li> <li>Why she’s so generous with her resources</li> <li>Her experience (so far) with distance learning</li> <li>What she looks forward to for when she’s back in the classroom</li> <li>Advice for beginning teachers</li> <li>Areas she’d like to improve in</li> <li>Rebecca’s inspirations: <a href="https://twitter.com/mmeshep" rel="nofollow" target="_blank">Lisa Shepard</a>, <a href="https://twitter.com/alenord" rel="nofollow" target="_blank">Amy Lenord</a>, <a href="https://twitter.com/natadel76" rel="nofollow" target="_blank">Natalia DeLatt</a>, <a href="http://www.creativelanguageclass.com/" rel="nofollow" target="_blank">Creative Language Class</a>, <a href="https://twitter.com/weteachlang" rel="nofollow" target="_blank">We Teach Languages</a>, <a href="https://www.actfl.org/publications/books" rel="nofollow" target="_blank">ACTFL books</a>, <a href="https://www.actfl.org/publications/books-and-brochures/the-keys-assessing-language-performance" rel="nofollow" target="_blank">Paul Sandrock</a>, <a href="https://twitter.com/grahnforlang" rel="nofollow" target="_blank">Leslie Grahn</a></li> <li>How listeners can contact Rebecca through <a href="https://twitter.com/MmeBlouwolff" rel="nofollow" target="_blank">Twitter</a> or her <a href="https://mmeblouwolff.weebly.com/" rel="nofollow" target="_blank">Blog</a> </li> </ul> Lesson: Impossible’s Website: <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a> Lesson: Impossible’s Twitter: <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">https://twitter.com/avivalevin</a> If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent Rebecca Blouwolff (Teaching Language Authentically)

Andre Daughty

Your lesson, should you chose to accept it, is to use social media to create connections with, and educate, your teaching colleagues. The special agent assigned to help you with this task is Andre Daughty, educational speaker and content creator, of Oklahoma City, OK   Andre Daughty has one of the most prolific online presences of any educator that I’ve seen: he’s on Twitter, Intagram, Facebook, has his own blog, multiple YouTube series, as well as an online office! Of course, he manages this all while facilitating workshops for schools and organizations. I wanted to talk to him about what being an educator that shares his life online is like, and give some perspective for others who may be considering doing something similar.     In this episode, we discuss: Andre’s path to teaching, that started verrrrrrry early Why Andre wants kids to have their first Black, male, teacher in elementary school Why using his own kids in his workshops makes them powerful How teaching is 90% performing, 10% planning Bringing laughter into the lives of teachers (“Laugh a Lil”) How we can build community digitally without ever meeting a friend in person Why he prefers video communications to blogging Using movies to bring forth teachable moments (“Reel Moments”) Finding the lessons in life that help inform his teaching (“Chew on This”) Why he’s willing to share his life online Combatting racism in education Tips for starting a YouTube account Getting positive and negative feedback from his audience His willingness to engage in difficult conversations Why he doesn’t block anyone on his Facebook page The many ways to engage with Andre online    How to connect with Andre: Facebook: https://www.facebook.com/TheAndreDaughty/ Instagram: https://www.instagram.com/andredaughty/ Twitter: https://twitter.com/andredaughty YouTube: https://www.youtube.com/user/ardaughty/videos Website/blog: https://andredaughty.org/    NOTE: Lesson: Impossible listeners: I want to thank you all so much for your ratings and reviews on iTunes, as it helps others find the podcast, as well as those who contact me with suggestions for guest special agents! Due to the responses I’m getting, and the fact that my schedule is a lot freer under Washington’s stay at home order, I’m going to try to release Lesson:Impossible episodes more often, so that is why you’re getting this episode on a Wednesday instead of the usual Sunday.   Lesson: Impossible’s Website: www.lessonimpossible.com Lesson: Impossible’s Twitter: https://twitter.com/avivalevin If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your lesson, should you chose to accept it, is to use social media to create connections with, and educate, your teaching colleagues. The special agent assigned to help you with this task is Andre Daughty, educational speaker and content creator, of Oklahoma City, OK Andre Daughty has one of the most prolific online presences of any educator that I’ve seen: he’s on Twitter, Intagram, Facebook, has his own blog, multiple YouTube series, as well as an online office! Of course, he manages this all while facilitating workshops for schools and organizations. I wanted to talk to him about what being an educator that shares his life online is like, and give some perspective for others who may be considering doing something similar.   In this episode, we discuss: <ul><li>Andre’s path to teaching, that started verrrrrrry early</li> <li>Why Andre wants kids to have their first Black, male, teacher in elementary school</li> <li>Why using his own kids in his workshops makes them powerful</li> <li>How teaching is 90% performing, 10% planning</li> <li>Bringing <a href="https://www.youtube.com/watch?v=Cgf3CdZ0Lgs&amp;list=PLZSyRRe-R4vqJcRWjsTXAyYgZ1kKfW_nw&amp;index=31&amp;t=0s" rel="nofollow" target="_blank">laughter</a> into the lives of teachers (“Laugh a Lil”)</li> <li>How we can build community digitally without ever meeting a friend in person</li> <li>Why he prefers video communications to blogging</li> <li>Using movies to bring forth <a href="https://www.youtube.com/watch?v=mF5L3Fyf7GQ&amp;list=PLZSyRRe-R4voRrKZUsrQJBXeZzyUFpgsi&amp;index=11&amp;t=0s" rel="nofollow" target="_blank">teachable moments</a> (“Reel Moments”)</li> <li>Finding the lessons in life that <a href="https://www.youtube.com/watch?v=1NznJ_JmV2I&amp;list=PLZSyRRe-R4vrZYfYMgyivMA1V_81ePTDo&amp;index=9&amp;t=0s" rel="nofollow" target="_blank">help inform his teaching</a> (“Chew on This”)</li> <li>Why he’s willing to share his life online</li> <li>Combatting racism in education</li> <li>Tips for starting a YouTube account</li> <li>Getting positive and negative feedback from his audience</li> <li>His willingness to engage in difficult conversations</li> <li>Why he doesn’t block anyone on his <a href="https://www.facebook.com/TheAndreDaughty/" rel="nofollow" target="_blank">Facebook</a> page</li> <li>The many ways to engage with Andre online</li> </ul> How to connect with Andre: <ul><li>Facebook: <a href="https://www.facebook.com/TheAndreDaughty/" rel="nofollow" target="_blank">https://www.facebook.com/TheAndreDaughty/</a></li> <li>Instagram: <a href="https://www.instagram.com/andredaughty/" rel="nofollow" target="_blank">https://www.instagram.com/andredaughty/</a></li> <li>Twitter: <a href="https://twitter.com/andredaughty" rel="nofollow" target="_blank">https://twitter.com/andredaughty</a></li> <li>YouTube: <a href="https://www.youtube.com/user/ardaughty/videos" rel="nofollow" target="_blank">https://www.youtube.com/user/ardaughty/videos</a></li> <li>Website/blog: <a href="https://andredaughty.org/" rel="nofollow" target="_blank">https://andredaughty.org/</a></li> </ul> NOTE: Lesson: Impossible listeners: I want to thank you all so much for your ratings and reviews on iTunes, as it helps others find the podcast, as well as those who contact me with suggestions for guest special agents! Due to the responses I’m getting, and the fact that my schedule is a lot freer under Washington’s stay at home order, I’m going to try to release Lesson:Impossible episodes more often, so that is why you’re getting this episode on a Wednesday instead of the usual Sunday. Lesson: Impossible’s Website: <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a> Lesson: Impossible’s Twitter: <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">https://twitter.com/avivalevin</a> If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent Andre Daughty (Social Media Connections)

Hedreich Nichols

Your lesson, should you choose to accept it, is to help your students, and fellow teachers, use technology in a mindful and transformative way in the classroom. The special agent assigned to help you with this task is Hedreich Nichols, middle school technology teacher in Arlington, Texas.   In this episode we discuss: Being a teacher lead and mentoring other teachers around technology Why she wants to help teachers find and vet apps What to say to those who reject technology in classes Her favorite unit: students using social media to effect real world change Teaching students about building personal brands Educating other teachers about diversity Being "crotchety" (modeling good and bad moods; making family time explicit to students) Her dream school: multi-grade project-based learning focusing on interests and strengths    How to find Hedreich online: Website: https://hedreich.com/ Twitter: @Hedreich and @MsNicholsTech Instagram: @HedreichNichols TikTok (NEW!):  @MsNicholsTech And for fun, check out her amazing voice on Spotify. You can also listen to her being interviewed on the 'Cult of Pedagogy' Podcast, where she discusses nine ways to create a more inclusive classroom    Lesson: Impossible’s Website: www.lessonimpossible.com Lesson: Impossible’s Twitter: https://twitter.com/avivalevin If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your lesson, should you choose to accept it, is to help your students, and fellow teachers, use technology in a mindful and transformative way in the classroom. The special agent assigned to help you with this task is Hedreich Nichols, middle school technology teacher in Arlington, Texas. In this episode we discuss: <ul><li>Being a teacher lead and mentoring other teachers around technology</li> <li>Why she wants to help teachers find and vet apps</li> <li>What to say to those who reject technology in classes</li> <li>Her favorite unit: students using social media to effect real world change</li> <li>Teaching students about building personal brands</li> <li>Educating other teachers about diversity</li> <li>Being "crotchety" (modeling good and bad moods; making family time explicit to students)</li> <li>Her dream school: multi-grade project-based learning focusing on interests and strengths</li> </ul> How to find Hedreich online: <ul><li>Website: <a href="https://hedreich.com/" rel="nofollow" target="_blank">https://hedreich.com/</a></li> <li>Twitter: @Hedreich and @MsNicholsTech</li> <li>Instagram: @HedreichNichols</li> <li>TikTok (NEW!):  @MsNicholsTech</li> <li>And for fun, check out her amazing voice on <a href="https://open.spotify.com/artist/76xLrMvDz6Tfgzg3FSNqCa" rel="nofollow" target="_blank">Spotify</a>.</li> <li>You can also listen to her being interviewed on the 'Cult of Pedagogy' Podcast, where she discusses <a href="https://www.cultofpedagogy.com/diversity-strategies/" rel="nofollow" target="_blank">nine ways to create a more inclusive classroom</a></li> </ul> Lesson: Impossible’s Website: <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a> Lesson: Impossible’s Twitter: <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">https://twitter.com/avivalevin</a> If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent Hedreich Nichols (Teaching Technology)

Charles Williams

Your lesson, should you choose to accept it, is to explore the many ways COVID-19 can create positive changes to our educational systems. The special agent assigned to help you with this task is Charles Williams, principal of Plato Learning Academy, in Chicago, Illinois.   Charles Williams and I spoke at the end of March, as many schools were figuring out what education was going to look like in the coming days, weeks, and months. His perspective comes from being a principal in one of the many Chicago Public Schools, or as he refers to it, CPS. My perspective comes from being an educational podcaster as well as being a person who has a special aptitude for worrying about the future.   Like many of my interviews during this pandemic, it did not follow the orderly set of questions that I had gotten used to asking educators about their practice. Instead, it became a conversation about how Charles and I hope educational institutions can be transformed. Before we began recording, we had been joking about the various methods of communication we had each been trying out, and that topic quickly launched into talks of possible positive change.   In this episode we discuss how COVID-19 has the potential to positively transform educational systems, specifically allowing us to: Reconsider how we’re using assessments Utilize assessment in a vastly different way Examine what the school day looks like Explore how content is delivered Incorporate trauma-informed teaching Move beyond hashtags to real change Facilitate transparent communication Be aware of the terminology that we use Figure out what is essential and non-essential Highlight the value placed on educators Heighten collegial collaboration Increase parental involvement    Find out more about Charles Williams: Plato Learning Academy: http://www.platolearningacademy.org CWS Consulting: https://www.cwconsultingservice.com Charles’ Twitter: https://twitter.com/_cwconsulting The ‘Parking Lot Thoughts’ Videos: https://www.youtube.com/channel/UCUmY7pzvEaJfXDVXgSq_YXA    UPDATE FROM EPISODE 12: I wanted to say that we met our goal, and $200 has been sent to LaTezeon Humphrey Balentine. Although graduation is not going to look like what we expected when we recorded, I know LaTezeon will find a way to make sure the kids who need it get the money. So thank you to everyone who was willing to match my donation, or even just to share LaTezeon’s beautiful message of giving.   Lesson: Impossible’s Website: www.lessonimpossible.com Lesson: Impossible’s Twitter: https://twitter.com/avivalevin If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your lesson, should you choose to accept it, is to explore the many ways COVID-19 can create positive changes to our educational systems. The special agent assigned to help you with this task is Charles Williams, principal of Plato Learning Academy, in Chicago, Illinois. Charles Williams and I spoke at the end of March, as many schools were figuring out what education was going to look like in the coming days, weeks, and months. His perspective comes from being a principal in one of the many Chicago Public Schools, or as he refers to it, CPS. My perspective comes from being an educational podcaster as well as being a person who has a special aptitude for worrying about the future. Like many of my interviews during this pandemic, it did not follow the orderly set of questions that I had gotten used to asking educators about their practice. Instead, it became a conversation about how Charles and I hope educational institutions can be transformed. Before we began recording, we had been joking about the various methods of communication we had each been trying out, and that topic quickly launched into talks of possible positive change. In this episode we discuss how COVID-19 has the potential to positively transform educational systems, specifically allowing us to: <ul><li>Reconsider how we’re using assessments</li> <li>Utilize assessment in a vastly different way</li> <li>Examine what the school day looks like</li> <li>Explore how content is delivered</li> <li>Incorporate trauma-informed teaching</li> <li>Move beyond hashtags to real change</li> <li>Facilitate transparent communication</li> <li>Be aware of the terminology that we use</li> <li>Figure out what is essential and non-essential</li> <li>Highlight the value placed on educators</li> <li>Heighten collegial collaboration</li> <li>Increase parental involvement</li> </ul> Find out more about Charles Williams: <ul><li>Plato Learning Academy: <a href="http://www.platolearningacademy.org" rel="nofollow" target="_blank">http://www.platolearningacademy.org</a></li> <li>CWS Consulting: <a href="https://www.cwconsultingservice.com" rel="nofollow" target="_blank">https://www.cwconsultingservice.com</a></li> <li>Charles’ Twitter: <a href="https://twitter.com/_cwconsulting" rel="nofollow" target="_blank">https://twitter.com/_cwconsulting</a></li> <li>The ‘Parking Lot Thoughts’ Videos: <a href="https://www.youtube.com/channel/UCUmY7pzvEaJfXDVXgSq_YXA" rel="nofollow" target="_blank">https://www.youtube.com/channel/UCUmY7pzvEaJfXDVXgSq_YXA</a></li> </ul> <a href="https://lessonimpossible.podbean.com/e/agent-latezeon-humphrey-balentine-giving/" rel="nofollow" target="_blank">UPDATE FROM EPISODE 12</a>: I wanted to say that we met our goal, and $200 has been sent to LaTezeon Humphrey Balentine. Although graduation is not going to look like what we expected when we recorded, I know LaTezeon will find a way to make sure the kids who need it get the money. So thank you to everyone who was willing to match my donation, or even just to share LaTezeon’s beautiful message of giving. Lesson: Impossible’s Website: <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a> Lesson: Impossible’s Twitter: <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">https://twitter.com/avivalevin</a> If you have suggestions for a teacher who would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent Charles Williams (Planning for a Post-Covid World)

Rita Wirtz

Your lesson, should you choose to accept it, is to critically examine what we are expecting of teachers, students, administrators and parents as schools are being shut down around the world. The special agent assigned to help you with this task is Rita Wirtz of Eugene, Oregon.   Rita Wirtz is the educational equivalent of Madeline Albright or Henry Kissinger: she’s seen it all, done it all, and weathered all the buzzwords and initiatives that have come and gone. I was honoured when she responded to an interview request made prior to COVID19, saying that she had an urgent message for teachers and administrators during this unprecedented time and it needed to be heard sooner rather than later. What follows is not a usual Lesson: Impossible episode, but an impassioned plea to do right by teachers and students in this trying time.   Find out more about Rita: Twitter: @RitaWirtz FB: Rita’s Facebook Website: RitaWirtz.com Instagram: @ritamwirtz Books: Stories From a Teacher’s Heart, Reading Champs BAM blog:  https://www.bamradionetwork.com/user/ritawirtz/ Specific blog post referenced in the episode: https://www.bamradionetwork.com/moments-reflections-leaving-footprints-on-your-reading-hearts/     Lesson: Impossible’s Website: www.lessonimpossible.com Lesson: Impossible’s Twitter: https://twitter.com/avivalevin If you have suggestions for a teacher that would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your lesson, should you choose to accept it, is to critically examine what we are expecting of teachers, students, administrators and parents as schools are being shut down around the world. The special agent assigned to help you with this task is Rita Wirtz of Eugene, Oregon. Rita Wirtz is the educational equivalent of Madeline Albright or Henry Kissinger: she’s seen it all, done it all, and weathered all the buzzwords and initiatives that have come and gone. I was honoured when she responded to an interview request made prior to COVID19, saying that she had an urgent message for teachers and administrators during this unprecedented time and it needed to be heard sooner rather than later. What follows is not a usual Lesson: Impossible episode, but an impassioned plea to do right by teachers and students in this trying time. Find out more about Rita: <ul><li>Twitter: <a href="https://twitter.com/RitaWirtz" rel="nofollow" target="_blank">@RitaWirtz</a></li> <li>FB: <a href="https://www.facebook.com/ReadingChamps/?ref=aymt_homepage_panel&amp;eid=ARD9HtHmdfEr8ZnF-pfiNqiZhNGszV7K4JPafuHyhYR0ehY1FlaaBiL9OGwftCXPNcgX8Srzt876_E7u" rel="nofollow" target="_blank">Rita’s Facebook</a></li> <li>Website: <a href="https://www.ritawirtz.com/" rel="nofollow" target="_blank">RitaWirtz.com</a></li> <li>Instagram: <a href="https://www.instagram.com/ritamwirtz/" rel="nofollow" target="_blank">@ritamwirtz</a></li> <li>Books: <a href="https://www.amazon.com/Stories-Teacher%C2%92s-Heart-Memories-Family/dp/1489721622" rel="nofollow" target="_blank">Stories From a Teacher’s Heart,</a> <a href="https://www.amazon.com/Reading-Champs-Teaching-Wirtz-2014-06-24/dp/B01FKUT21C/ref=sr_1_1?keywords=reading+champs+rita+wirtz&amp;qid=1576431837&amp;s=books&amp;sr=1-1" rel="nofollow" target="_blank">Reading Champs</a></li> <li>BAM blog:  <a href="https://www.bamradionetwork.com/user/ritawirtz/" rel="nofollow" target="_blank">https://www.bamradionetwork.com/user/ritawirtz/</a></li> <li>Specific blog post referenced in the episode: <a href="https://www.bamradionetwork.com/moments-reflections-leaving-footprints-on-your-reading-hearts/" rel="nofollow" target="_blank">https://www.bamradionetwork.com/moments-reflections-leaving-footprints-on-your-reading-hearts/</a> </li> </ul> Lesson: Impossible’s Website: <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a> Lesson: Impossible’s Twitter: <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">https://twitter.com/avivalevin</a> If you have suggestions for a teacher that would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent Rita Wirtz (Facing COVID-19) SPECIAL BONUS EPISODE

Kate Ames

Your lesson, should you choose to accept it, is to explore the diversity of engaging online learning experiences. The special agent assigned to help you with this task is Professor Kate Ames, director of learning design and education, at CQUniversity Australia in Brisbane.   When I first started reading Kate Ames’ blog, and contacted her about a possible interview, distance education was a fairly niche topic. Since then, as the world has been attempting to slow the tide of COVID19, this has become a more pressing issue. My hope is that listeners who are currently facing the reality of distance and online education being thrust upon them will feel more confident as they move forward, and that those who are listening in the future where everything has hopefully gone back to normal can be equally intrigued by Kate Ames’ thoughtful practice.      In this episode Kate Ames discusses how: being a life-long student informs her teaching practice distance teaching means being a facilitator and curator of resources to get away from the in-class mindset to reimagine learning time when students aren’t in class not to overwhelm students student-centered learning engages reluctant learners teachers can deal with criticism in student forums online learning promotes diversity to monitor and get energy from your class to keep expectations clear for students and teachers connecting with students is not only possible, but enriching     Links: Kate's blog: https://onlineedreflections.wordpress.com/ Kate's twitter: https://twitter.com/Kate_Ames Kate's research: http://cqu.academia.edu/KateAmes Kate's book on time management: “Time Management for Academic Impact: Controlling Teaching Treadmills and Tornadoes”    Thank you to everyone who has rated and reviewed Lesson: Impossible on iTunes! The podcast made it onto the US charts for the first time, which means more people have the possibility of discovering it and being inspired by my amazing guests. So if you were one of those who rated and reviewed, thank you very much, and if you haven’t already, please consider doing so!   A quick note: I had some technical difficulties at the beginning with our voices, but it soon smooths out to normal.   Lesson: Impossible’s Website: www.lessonimpossible.com Lesson: Impossible’s Twitter: https://twitter.com/avivalevin If you have suggestions for a teacher that would make an inspiring Lesson: Impossible guest, please email me at aviva.levin@gmail.com

Your lesson, should you choose to accept it, is to explore the diversity of engaging online learning experiences. The special agent assigned to help you with this task is Professor Kate Ames, director of learning design and education, at CQUniversity Australia in Brisbane. When I first started reading Kate Ames’ <a href="https://onlineedreflections.wordpress.com/" rel="nofollow" target="_blank">blog</a>, and <a href="https://twitter.com/Kate_Ames" rel="nofollow" target="_blank">contacted her</a> about a possible interview, distance education was a fairly niche topic. Since then, as the world has been attempting to slow the tide of COVID19, this has become a more pressing issue. My hope is that listeners who are currently facing the reality of distance and online education being thrust upon them will feel more confident as they move forward, and that those who are listening in the future where everything has hopefully gone back to normal can be equally intrigued by Kate Ames’ thoughtful practice.  In this episode Kate Ames discusses how: <ul><li>being a life-long student informs her teaching practice</li> <li>distance teaching means being a facilitator and curator of resources</li> <li>to get away from the in-class mindset</li> <li>to reimagine learning time when students aren’t in class</li> <li>not to overwhelm students</li> <li>student-centered learning engages reluctant learners</li> <li>teachers can deal with criticism in student forums</li> <li>online learning promotes diversity</li> <li>to monitor and get energy from your class</li> <li>to keep expectations clear for students and teachers</li> <li>connecting with students is not only possible, but enriching </li> </ul> Links: <ul><li>Kate's blog: <a href="https://onlineedreflections.wordpress.com/" rel="nofollow" target="_blank">https://onlineedreflections.wordpress.com/</a></li> <li>Kate's twitter: <a href="https://twitter.com/Kate_Ames" rel="nofollow" target="_blank">https://twitter.com/Kate_Ames</a></li> <li>Kate's research: <a href="http://cqu.academia.edu/KateAmes" rel="nofollow" target="_blank">http://cqu.academia.edu/KateAmes</a></li> <li>Kate's book on time management: “<a href="https://www.amazon.com.au/Time-Management-Academic-Impact-Controlling-ebook/dp/B07V6BPT7Z" rel="nofollow" target="_blank">Time Management for Academic Impact: Controlling Teaching Treadmills and Tornadoes</a>”</li> </ul> Thank you to everyone who has rated and reviewed Lesson: Impossible on iTunes! The podcast made it onto the US charts for the first time, which means more people have the possibility of discovering it and being inspired by my amazing guests. So if you were one of those who rated and reviewed, thank you very much, and if you haven’t already, please consider doing so! A quick note: I had some technical difficulties at the beginning with our voices, but it soon smooths out to normal. Lesson: Impossible’s Website: <a href="http://www.lessonimpossible.com/" rel="nofollow" target="_blank">www.lessonimpossible.com</a> Lesson: Impossible’s Twitter: <a href="https://twitter.com/avivalevin" rel="nofollow" target="_blank">https://twitter.com/avivalevin</a> If you have suggestions for a teacher that would make an inspiring Lesson: Impossible guest, please email me at <a href="mailto:aviva.levin@gmail.com">aviva.levin@gmail.com</a>

Agent Kate Ames (Online Education)

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