The EduGals Podcast

From The Archives: Summer Reading List For Teachers - E054

• Rachel Johnson, Katie Attwell

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In this episode, we are sharing our summer reading list for teachers. We'll go over what we are currently reading, recommendations for reading, as well as what we want to read ourselves this summer.

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Featured Content
**For detailed show notes, please visit our website at https://edugals.com/54**

Currently Reading:

  • Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy - Gholdy Muhammad
  • Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) - Edited by Susan D. Blum

Recommendations:

  • Unlocking English Learners' Potential: Strategies for Making Content Accessible - Diane Staehr Fenner & Sydney Snyder
  • Powerful Teaching: Unleash the Science of Learning - Pooja Agarwal & Patrice Bain
  • When Kids Can't Read: What Teachers Can Do: A Guide for Teachers, 6-12 - Kylene Beers
  • Flip Your Classroom: Reaching Every Student in Every Class Every Day - Jonathan Bergmann & Aaron Sams

Rachel's Summer Reading:

  • The Impact Cycle - Jim Knight
  • Culturally Responsive Teaching and the Brain - Zaretta Hammond
  • Fair Isn’t Always Equal - Rick Wormeli
  • The Power of Making Thinking Visible - Ron Ritchhart & Mark Church
  • The Design Thinking Playbook - Michael Lewrick, Patrick Link, & Larry Leifer

Katie's Summer Reading:

  • This Place: 150 Years Retold - Multiple Authors/Contributors
  • Culturally Responsive Teaching for Multilingual Learners - Sydney Snyder & Diane Staehr Fenner
  • Come On In: 15 Stories about Immigration and Finding Home - Adi Alsaid
  • 21 Things You May Now Know About The Indian Act - Bob Joseph

Other Recommendations - see our detailed show notes at edugals.com/54

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Rachel:

Welcome to the Edge U Gals podcast. We are your co-host Rachel Johnson

Katie:

and Katie Atwell. We are here to bring you tips and tricks to help you integrate technology into your classroom.

Rachel:

In this episode, Katie and I are going to be sharing our summer reading lists.

Katie:

We're going to share what we're currently reading, or in my case, just about to start, as well as some other books that we hope to accomplish over the summer. Let's

Rachel:

get started, and this week Katie and I are. We're, we're excited to be back after a little bit of a break, and so we're gonna talk a little bit about our summer reading lists. So we're gonna talk about some of the books we've read and we recommend that you read this summer, as well as the ones that we want to read ourselves this summer. Yes.

Katie:

I am so relieved that this school year is over. I was just telling Rachel last night, I went to bed at 7:30 PM and I got a whole 12 hours of sleep, and I feel like a brand new person this year has been so taxing and so I am relieved it's over, but also excited to get started on my own learning. This summer, there's still so much I want to do and so much I want to learn. Um, and so that's kind of what inspired this episode. We, uh, we know there's lots of resources out there, so we thought we'd just share a few of the ones that we're gonna be taking on. So

Rachel:

why don't we start with what we're currently reading. So what are you currently reading,

Katie:

Katie? Absolutely nothing. I haven't been able to take anything on. I was waiting for the end of the school year. I'm gonna be starting with, uh, cultivating genius. An equity framework for culturally and historically responsive literacy. So that will be the one that I am going to begin over the next few hours after we record. So right now where we work, they've, they've put in some policies about, you know, how we select texts and materials that we use in the classroom and how we can better represent the students in front of us so that they feel seen. And heard and reflected in the course, and this is so important. And so as a department head and leader, you know, I think it's my job to also continue that learning for myself as well as my students, but also so that I can help support other teachers. And so this is all about how we can be better at selecting texts, kind of rethinking how we approach things, and just trying to be a little more equitable. And careful about how we teach in the classroom.

Rachel:

I do kind of appreciate books that say framework because then it's, and this would be my hope for the book, is that it's actually going to give you some step-by-step instructions or like a way for you to evaluate different resources and determine whether they're going to be good for, uh, like a good fit for your school and your students. So that would be my hope with that book. Is anytime I see the word framework, like that's what I wanna see. Yeah. So

Katie:

like part one is called Drawing from History to Reimagine Literacy Education. Part two is teaching and learning with the four layered H R L framework. And part three is implementing historically responsive texts and lesson plans. So to me it sounds like they're gonna give me a little bit of, you know, the history behind it and the reason why. And then kind of build from there into implementation, which I think is, is really helpful. Yeah, that's that's great. Yeah. So that's what I'm starting with now. You're much better at staying on top of reading and continuing. So what are you currently reading?

Rachel:

So currently I am reading this book called UN Grading. Why rating students undermines learning and what to do instead, and it's actually a compilation of a bunch of different contributors. So every chapter is written by a different person in the field of un grading and sort of what their experience and how they've implemented ungraded practices within their classroom. And I think this is so cool. I actually, there's a free workshop by Jessie Stonewell who is like one of the kind of big names, I guess, in this field. And I watched that one hour webinar. It was a free webinar, so we'll include a link in her show notes and it was so good. It was kind of mind blowing in terms of like, oh my God, we're doing all this stuff with grading practices and look at all this bias and equity issues that pop up. Like, why aren't we doing something like this? And then I signed up for a four hour workshop with him, which just happened the other week and did like a really deep dive into it. And so I wanted to buy this book because it, again, it does a deep dive and it's also a bunch of different perspectives, which I

Katie:

really like. No, I like that. And I like that it's a bunch of different people contributing to kind of give their perspective. Yeah.

Rachel:

So I'm there are. Apparently different examples. Like I'm only on chapter two right now, so I haven't read a lot of it. Well see.

Katie:

So now I feel a little bit better here. I was thinking currently reading, oh my goodness, I'm not,

Rachel:

so, yeah, chapter one was written by Jesse Stonewell too. So yeah, I kind of haven't heard other different perspectives yet, so I'm really kind of excited to dive in. But. They have examples from humanities and social sciences, from people in the STEM field. Some are from higher ed, some are from K to 12. So I think it's gonna be a really kind of good overview of ungraded and, and help me get a handle on. Like, what does that actually look like in a classroom?

Katie:

Yeah. And, and like, how does that align with Ontario curriculum and objectives and, and kind of policies for grade? Like how does

Rachel:

that fit? Yeah, and I think. Honestly, we need to maybe dedicate a whole episode to this idea of un grading because it's really interesting to kind of go down that rabbit hole and think about what this is gonna look like. So we won't spend too, too much more time talking about it here today. But I was looking into some of the policies and stuff after I did that deep dive in the workshop the other day. And it's interesting because he advocates a lot for students, uh, doing self-reflections and you know, with conferencing with them, them deciding their own grades and justifying why. And there's a lot more that goes behind that. But then I looked at some of our policies and our board and they say, you know, specifically, like self-assessment should not be counted as a final grade. So how do you work within those boundaries?

Katie:

Yeah, that, I think that's the challenge and, and we should, because I've had so many other things pop up too around like mastery based and how we can, yeah. We'll have a whole episode because I have so many thoughts floating around in my head and so many ideas, but wondering how implementation,

Rachel:

yeah, definitely we're, we'll definitely do that deep dive and it'll help, I think it'll help us try and figure out some of those pieces for ourselves too, if we talk it out. All right. So why don't we jump into ones that we've already read and recommend, because these ones we know for sure are really, really great books. Okay. So,

Katie:

um, it's funny because we're an ed tech podcast, but the books that I wanna recommend aren't really ed tech related, but that's okay. And so, one of the ones that I'm going to recommend, if you teach any English language learners in your classroom, and doesn't have to be an ESL classroom, it could be a mainstream as well, unlocking English learners' potential. Strategies for making content accessible. And that was written by Diane Stair, Fenner and Sydney Snyder. And so they go over so many different strategies, um, on how you can really help students access curriculum and help them to be successful. And it's stuff that when you implement in your classroom, The best part, like it doesn't just benefit the English language learners, it really does benefit every single student that is sitting in front of you. So I strongly recommend that resource, um, you know, if you're new to teaching, new to kind of understanding English language learners and how they work, or you just wanna help support students in general, this is an amazing resource. Like, you should see all my stickies.

Rachel:

Katie's showing me her stickies right now on our Google Meet, and there's a lot of stickies in there. There are a

Katie:

lot of stickies. It's uh, it's one of my go-tos, especially if I'm supporting staff. It, it really is one of the best resources that I have been able to find so far.

Rachel:

I have that one on my bookshelf, but I have not read it yet, and it is, On my list to read. I don't know if I'm gonna get around to it because just looking at our kind of outline for this episode, I've, I have a lot of books on here I wanna read, so yes you do.

Katie:

So what is one that you have read and recommend? So,

Rachel:

I've talked about this book a couple times before and past episodes. I can't remember which ones it was. I think some of our earlier ones, but it's a book called Powerful Teaching Unleash the Science of Learning. And so this book is by Puja Agrawal and Patrice Bain, and it speaks to my science nerdiness. And kind of does a bit of basically, um, the background of cognitive science research and how that applies to learning in the classroom. And there are so many useful kinds of strategies. So they go over retrieval practice and how to integrate that in easy ways in your classroom. They go over spaced intervals and how to kind of maximize that based on the research. And then a bunch of other stuff. But what I really like about this and this pairing is Puja is a cognitive scientist, so she does a lot of the, like she does all the research side, and then Patrice Bain is a middle school teacher, so. It's a nice kind of bridge between research and practice, which you don't see very often. And so that's why I really, really like this book and I highly, highly recommend

Katie:

it. And so you say science should like the science nerd in you, is that because you teach science or do they have a science focus? Well, they talk

Rachel:

about the brain and the science of learning. So it doesn't like get into the science. Too much in terms of it being too technical to read. It's not like that at all, but it does talk about some of the connections to the brain and how we learn, and so I really, really like that. I like anything that's kind of. Focused on strong research and then how to apply that in practice. And this book does it really, really well.

Katie:

So the next book I'm going to share is by the author Kyleen Beers. I recently took a reading a Cue or additional qualification course, and as a secondary teacher, learning about how to teach reading is, Not something we typically are exposed to. So I think I was the only secondary teacher in this AQ course. But, um, at the same time it was super helpful cause it helped me kind of better understand, you know, ways that I can approach it for my English language learners and those who are struggling with literacy development. But the book that actually my administrator, my vice principal shared with me is called When Kids Can't Read What Teachers Can Do. And so I used that to kind of help guide my learning and whenever we had to do any sort of assignments and reading through it, I really enjoyed it. So it kind of broke it down and it does give more of an adolescent focus because this one is particularly towards kids who can't read and so later on, so it, it was great for secondary and that's kind of the focus that I was going from. But yeah, so different strategies and how you can incorporate lessons and really target those skills to help them build it and gain more confidence

Rachel:

in reading. That sounds really cool. And I'm sort of thinking, I'm thinking back, I took my junior AQ and I think I had sort of a similar experience with you taking that reading. Part one is that, I don't ever plan to teach elementary, but it's good to have like a really good understanding of where the kids are coming from. So our junior AQ is, uh, teaching grades four to six and it's actually really helpful cuz my, my son is just finished grade four. He'll be going into grade five. And it's interesting to kind of have a, a bigger sort of perspective now on how. An elementary classroom would run and how they learn and where they're coming from when they come to us in secondary.

Katie:

And often we don't even think about the process of learning how to read when we talk high school. No. Like that's not something that we're taught about in teacher's college. It's not really something we have to encounter. And so like all of my learning on guided reading, it, it, it's been like I've had to search out resources and people to kind of help me. So it was a really neat course in that it kind of shifted. My mindset a little bit to kind of hear about, you know, early literacy, so emergent literacy and, and how educators attack it and, and how they support students and, and kind of that growth and development throughout the year. So, As crazy as it sounds, if you teach English or you teach English language learners or you know, whatever the case may be. Like the reading AQ is actually a pretty powerful one in terms of shifting your mindset a bit and, and starting to really think about, wait. That behavioral student that I have in my class, whenever we have to read. Could it be perhaps a struggle with reading? You know, is it something different? Yeah, that's really interesting. So yeah, so that's another recommendation

Rachel:

that I have. It's kind of hard for me to pick one more. I actually have a few jotted down here. I. But kind of thinking about going forward and what the next school year is going to look like. One of the big ones that I would recommend is flip your classroom. Reach every student in every class every day, and that's by Jonathan Bergman and Aaron Sams, who are pioneers in the field of flipping your classroom. And I read this book a long, long time ago. It was probably a good eight years or so ago, but it's what sort of started me on that journey of creating instructional videos and flipping my classroom and playing around with that. And if I hadn't have read that and I didn't have that experience, I wouldn't now be ready to move on to mastery based grading and self-pacing structures in that. Cuz you kind of need the videos before you can do all that other stuff. So if you're wanting to kind of get into that sort of set up for your classroom, I would highly, highly recommend that book for sure. So, Kind of goes into the basics of flipping your classroom, how to do it. And then they also do talk about flipped mastery classrooms and how you could get started with that. And also the in-class flip, they talk about the in-class flip a little bit. So you're not necessarily making students watch the videos at home anymore and how it can become like more of a self-paced structure. So I think that learning along with. Taking a look at the Modern Classrooms Project is, you know, kind of, kind of the way I see things going in the future and. Kind of the future of education. So that one I would highly recommend, and I'm glad

Katie:

they mentioned an in-class flip because that's probably more my style. If anything, I've learned throughout this pandemic that my students have a lot of responsibilities outside of school and, and so I've always been very hesitant with flip because. I don't give homework ever. So, um, the flip has always been like, do I really wanna start that and make it like, so that they pretty much have to do homework? I don't know. So I'm glad they, they offer this structure of an in-class flip. Yeah. So I That's interesting. I like that.

Rachel:

Yeah. That was kind of my biggest struggle at the beginning and it's so eyeopening, is you're assigning these videos. For kids to watch for homework instead of doing their traditional homework, and then the next day you're planning activities so that you can go deeper with material. And it's just astounding how many kids don't actually watch the video before they come to class. So then they are trying to catch up on the video and not participating in the activities and stuff like that. So my classroom quickly sort of went from, you know, you, you gotta watch this video for homework to more of a self-pacing kind of structure, just naturally and organically.

Katie:

Yeah. And I feel like that would be what would happen. And it, when I was in high school, you know, I was working. Four to five evenings a week. So I would've been probably one of those students who would show up and start watching the video. But it's not a bad thing to have more of a self pace. It just, I don't know. It's just different. I like it. Yeah. Okay, so now maybe we get into ones that we want to read this summer. My list

Rachel:

is gonna be

Katie:

huge. I know. I know. I have so many novels that I read as like a precursor for my students as to what I want to introduce. But then there's like the, the actual like learning for me books. And so it's a very large list. What is the first one that you want to read?

Rachel:

Oh, I have to put them in order. Oh,

Katie:

no, not at all. Oh, okay.

Rachel:

I. I did start reading the Impact Cycle by Jim Knight, which is a book all about coaching cycles. And I've gotten, I don't know how far I've gotten with that one yet. Uh, let's see, my kin Kindle says 26%, so I've read about a quarter of the book and then I stopped reading it. Because I got the young grading book and that one took over my attention. So I do wanna go back to that one and, and finish that one off. It's all about coaching cycles and how to structure the different sort of pieces of a coaching cycle. So it's really definitely something that's going to help me in my coaching role for next year. Nice. And Jim Knight has a ton of coaching books, so this is probably not the only one by Jim Knight. I'm gonna read, I he's got. A ton of them. It's just, that's the one that I've got right now.

Katie:

So my first one is called this place 150 years Retold, and it's multiple authors and all indigenous authors and indigenous illustrators. And so it is telling this story of Canada through. An indigenous lens. And so there's 10 different, uh, specific stories or people who are covered in a graphic style and at the beginning of each of these events or these people, they have like a timeline to help you understand what's happening in Canada at the time. And I really like how they kind of preset. That time in history. So, so that when you're approaching it, you have a better understanding of perhaps how it was perceived by the indigenous people. And then it goes in to tell a story. And this was, um, it's actually a neat resource and I'm really hoping to use this with my history class next year. Cause I'll be teaching history. And they also have a podcast that just started, I think June 22nd. So there's 10 different events in the book and it's a series of 10 podcasts as well. Nice. So, and that's the podcast is CBC and I believe that it was CBC who helped publish this

Rachel:

book as well. Another one that I wanna read that's been on my list for a really, really long time, I just haven't gotten around to it, is culturally responsive teaching and the brain. By Zaretta Hammond. And so this again speaks to my science nerdiness because it's gonna be talking hopefully about the neuroscience and how that connects to culturally responsive pedagogy. I have a lot of hope for this book, so I hope it's good. I've heard it's good. Have you read it, Katie?

Katie:

I have not. There are so many resources out there right now and, and it's wonderful to see, but it's like, how do you choose.

Rachel:

So it says, this book includes information on how one's culture programs the brain to process data and affect learning relationships. Like that's cool. 10 key moves to build students' learner operating systems and prepare them to become independent learners. So that's gonna be really, really useful for some of the self-pacing, mastery based classroom stuff that I'm really into. And then prompts for action and valuable self-reflection like. I can see how all of this connects to those self-paced mastery based classrooms with un grading, with culturally responsive pedagogy, and how you could bring it all together to like make a really great learning experience for your students. So I'm pretty excited about that one. Well,

Katie:

since we're on the culturally responsive kind of train right now, the one I'm going to be reading is culturally responsive teaching for Multilingual Learners, and this one is by Sydney Snyder and Diane Stair fenner. As you can tell, I like those authors. Um, but yeah, so they offer like different practical, researched based tools on how you can implement. This type of teaching in whatever context you happen to be teaching in. So it is cross-curricular, which is kind of nice. And they also have different case studies and different exercises as well to kind of get you thinking about your implicit bias and, and who you are and how you're approaching your classroom as an educator and what you're bringing in. I've heard really good things about it. Uh, I've kind of followed a little bit of a book study on Twitter about it just to kind of help see if it was something I wanted to read for sure. And, uh, It actually sounds pretty amazing and obviously ESL lens, I'm a little bit, yeah, so it's something that is really important to my students and so it's a big part of who I am as an

Rachel:

educator. Now, before you said book study and you were talking about it, I'm like, wow, that would be a great book for a book study because it's, if it's got case studies in it and Artie prompts to get you thinking, how great would it be to bring together a set of. Other teachers to talk about ways that this could be

Katie:

done. That's going to be something that I think I offer at my school. We'll see. I don't know how many will be ready to do a book study or not. Especially I, who knows what the new school year is going to bring, but yeah.

Rachel:

Play it by ear a bit. Mm-hmm. It's funny, I think you can tell what Katie and i's preference for reading is right now and where we're kind of going down some rabbit holes. Yes. Because the next one that I wanna talk about is also about grading. It's called Fair Isn't Always Equal, and it's by Rick M. I think I'm saying that right. I don't know if I'm saying that right. I apologize if I'm not. So it's about more about standards based grading than it is about mastery based grading or un grading or any of those kind of practices. But it is, I think there's some examples in there and just kind of talking about having a real sort of, Overall type of vision for assessment and grading practices within your school, and I have heard so many great things about it. I just haven't had a chance to read it yet. It's been on my reading list for a while, so I definitely wanna get to that one. Okay,

Katie:

so one that wasn't on my radar until yesterday when I went to the school and somebody sent me this book to the school with my name. I don't know who it was from, but I looked at it and I was like, oh, they know me so well. Uh, this one's called Come On in 15 Stories about Immigration and Finding Home. And so it is 15 different people sharing their story of immigrating to North America and the experiences that they had. And racism, uh, that they experienced in that process. And so it's people from all around the world who are kind of sharing their lived experiences. And this could be one that I use like short stories with my students, which could then also prompt them to share their story of finding home here in Canada. So whoever sent this to me is fabulous, and they know me well. But yeah, so that's definitely. Going to be one that I read. I was gonna

Rachel:

say thank you. Anonymous donor. Yes.

Katie:

Thank you. Anonymous gifter. I appreciate it.

Rachel:

That sounds awesome. I might actually talk about a couple together now because the other sort of path of learning that. I've been going down this year and I wanna continue is all around design thinking and developing critical thinking skills and students and bringing that into classrooms. So there's a couple of books that are on my list that are related to this. The first one is called The Power of Making Thinking Visible Practices to Engage and Empower All Learners. And that's by Ron Richard. And Mark Church. And so it's a follow up to another book called Making Thinking Visible. And so it's a lot of thinking routines, research case studies, all on based on Harvard's Project Zero. If you haven't checked out that website, we'll link it in the show notes and you can go take a look. But I think that one's gonna be really kind of useful for thinking about. Thinking about some of those thinking routines that we can use with students. I'm not even gonna change my words. No. So, yeah, that one looks really cool in terms of just having some really, really practical tips for the classroom. And then the other one that kind of goes along with that is one that I've, I've started and I've really struggled to get through. I think because the font in the book is so tiny, and I'm pretty sure I need reading glasses now, so I haven't continued to read it, at least not regularly, but it's called the Design Thinking Playbook. And its subtitle says, mindful Digital Transformation of teams, products, services, businesses, and Ecosystems. And it's by a few different authors, but this book is actually, I think, used in the Google Innovator Program. Oh, I think they give this to all of their Google innovators. And it's not written for education whatsoever. It's. Very sort of general and even kind of business oriented, but it goes through all the main stages of design thinking and gives you expert tips. It gives you examples, it gives you templates you could use for those different stages and just different things that you can consider as you're going through a design thinking process. So it looks really cool. It's just, I've ha, like I said, I've struggled to read it because the font in the actual book, like the actual book itself is beautiful in terms of illustrations, but it's so hard for me to read. I actually ended up buying the Kindle version too, just so I could expand it out. So I could read the tiny, tiny font. That's hilarious.

Katie:

Yeah, and I think the last one I'll share is 21 Things You May Not Know About The Indian Act by Bob Joseph. So this one, I've had a couple of people tell me about it and share a little bit and some PD that I did this year. But I think that this one is important as you know. We really reflect on what indigenous history we are aware of and how systemic racism was really built into the very laws that we use to govern this country. So that is going to be some of my new learning and also something that I'll be incorporating into my history course because I think it's important that we talk about these things.

Rachel:

Yeah, and to kind of go along with that, there's a. Course on indigenous history through which university is it? Oh, do you know which one I'm talking about? Katie? Yes, I do. University of Alberta, I believe. Yes. And is it one through Coursera? Yes it is. Yeah, so I actually, it's, it's a mooc, so it's. One of those courses I think that you can just join and go through the modules. Very kind of self-paced, but that's one that I wanna go through because I've heard great, great things about it. I know it's not a book, but it does kind of go along with your book as well. I took a course

Katie:

through Facing History in ourselves called Stolen Lives, and it was all about indigenous history and it. Was an extremely powerful course and learning. So any sort of offering that you can find that's going to start to kind of expose you and really help you dive into that history and the lived experience of indigenous people here in Canada, strongly recommend it. Yeah, for sure.

Rachel:

But yeah, so those are our books. Yeah. And I think we've got a few others that we are not gonna talk about today, but we'll include them in our show notes so that you can go and take a look at them and see if there's something that you wanna read as well. Yeah, and I'll

Katie:

also, I'll also share, uh, the novels that I've purchased that, um, Offer a whole variety of narratives and voices and and cultures being represented that I'm planning to read and hopefully integrate into my classroom. So I'll share those as well for those who might be interested. So you can

Rachel:

access our show notes on our website@edugs.com slash 54. That's EDU G A L s.com/

Katie:

54. And if you like what you've heard today, then be sure to share this with a colleague or a friend and make sure that you subscribe on your favorite podcast app so that you don't miss out on any future content. So

Rachel:

before we also fully wrap up today, we just wanna remind you that we are gonna take a little bit more of a break this summer in terms of our publishing. Frequency. So our next episode's gonna be out in two weeks from today, not next week. So that's July the 20th. And so we just wanted to let you know that if you have

Katie:

any books or summer reading lists that you'd like to share with us, we'd love to hear what you're planning to read this summer. Go onto our Flipgrid and leave a, leave us a message to let us know what's on your summer reading list. And you can access our flipgrid at edu gs.com/flipgrid. Or you can leave a message on our website to let us know there. Thanks for

Rachel:

listening, and we'll see you in two weeks.

Katie:

Thanks for listening to this episode of our Edgy Gals podcast. Show notes for this episode are available@edgygs.com. That's E D U. G A l s.com. We'd also love to hear your feedback, so leave us a message on our website,

Rachel:

and if you enjoyed what you heard, please subscribe and consider leaving a rating or review on your favorite podcast app. Until next time, keep being awesome and try something new.