September 8, 2025 • 24 mins
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How do you react when faced with dramatic change? When podcast host Andrew unveiled his freshly-shaven face after six years with a beard, his co-hosts' contrasting reactions—shock versus casual acceptance—perfectly mirrored how educators respond to implementing the new Steels science standards.
This lighthearted moment opens a thoughtful exploration of educational transformation. Just as Andrew's children barely recognized him without his beard, teachers implementing STEELS standards may find their classrooms looking unfamiliar. The 3-Dimensional approach of Disciplinary Core Ideas, Science and Engineering Practices, and Cross-Cutting Concepts represents a fundamental shift in how science is taught and learned—not just another curriculum shuffle.
Yet beneath the apparent upheaval lies an encouraging truth: many excellent teachers discover they're already incorporating elements of the standards, just not intentionally. As one teacher shared after implementing changes: "This is exactly what I was doing before. I just added a few more pieces. I made sure every student spoke, reflected on questions, and put up a driving question board." The difference was intentionality, not complete reinvention.
Unlike many educational shifts that feel arbitrary, the STEELS standards represent research-based improvements designed to develop students who think deeply about science rather than merely memorizing facts. As you navigate this transition, remember that questions and skepticism are part of being a scientist—embrace the journey of discovery with your students.
Have you started implementing STEELS standards in your classroom? Share your experiences with us on Spotify and join our conversation about transforming science education one small change at a time.
Want to learn more about ChangED? Check out our website at: learn.mciu.org/changed
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome back to Change Ed.
A podcast on a mission.
Wait, we didn't say our things.
Speaker 2 (00:07):
You just kept plowing through this is not a democracy
, you guys.
It's something.
Speaker 1 (00:14):
We're a podcast on a mission to hear ourselves talk
Changed Gosh, I'm going to dropa bomb like that and then just
keep start.
Speaker 2 (00:31):
Okay, I'm good, let me start over welcome back.
No, it's kind of like he's notwrong.
Speaker 1 (00:33):
Changed, change it a podcast on a mission to hear
ourselves talk that's our newtagline so far we've been
successful with 125 plusepisodes.
Speaker 2 (00:45):
Wait, do we really have 125 now?
Speaker 1 (00:48):
Ish by the time, people listen to this.
Yes.
Speaker 2 (00:51):
Really.
Speaker 3 (00:52):
Thank goodness that we added Patrice, because it
would have been about fiveepisodes.
Speaker 2 (00:55):
Thanks, tony.
I think you're the only onethat feels that way among this
trio.
I think Coon's like what did Ido?
Speaker 1 (01:02):
Moving on.
What did I do?
Speaker 2 (01:06):
Moving on.
Okay, how long are we going tolive in the suspense of the mask
situation?
Because I can't with it.
You're fogging up Like I don't.
Speaker 1 (01:18):
So for our listeners, right now I'm wearing a mask
because Because he wants thishuge shock and awe Put my summer
do on my face, and I've had abeard for six plus years and
thought it was time to change myappearance.
Speaker 3 (01:39):
Interesting how he said that.
Speaker 1 (01:40):
Yeah, and now I hate it, so I'm wearing a mask.
Actually, patricia had theopportunity to see yesterday.
We were on a zoom call togetherand she saw it and I turned
nine shades of red and askedwhat did you do?
It's one of the few times thatshe's totally speechless, like
she said nothing, and I'm likebut we're podcasters, you're
(02:01):
supposed to talk, this is whereyou know literally, literally.
Speaker 2 (02:04):
I get on and he's like I'm gonna hit record and
I'm like hit record, like we'regetting, we're having a
conversation, like what'shappening?
He's like I did something andI'm like, uh, okay that could
mean so many things right, right.
He's like I want to show yousomething.
And I have two young boys andwhen they say I want to show you
something, it's usuallysomething really gross.
Speaker 3 (02:26):
Yeah.
Speaker 2 (02:27):
Right.
Speaker 3 (02:27):
Standard.
Speaker 2 (02:28):
So because I live with two teenage ish boys, I was
like I don't want to seewhatever he's going to show me.
So then he like pops on it.
But right before he popped iton I was like, oh God, he shaved
his face.
Get ready.
Speaker 3 (02:42):
Is that really why you're wearing the mask?
Speaker 2 (02:43):
Yeah, oh yeah, you just wait, because he doesn't
even look like him.
Speaker 1 (02:46):
Well, I mean shockingly, I do.
Does neither one of you eversee me without a mask before
it's?
Speaker 3 (02:52):
not going to be that big of a shock.
Speaker 1 (02:53):
Oh, ok, probably not, but you have to use your words,
ok, it is you have to be a bigboy and use your words.
Speaker 3 (02:59):
Can I that off?
I haven't been clean shavensince high school when the nuns
used to come around and go likethis.
And if they could hear yourname tag, if they could hear the
scratch you had to go in thebathroom did they really yeah.
So since I went to college I'vehad some kind of facial hair,
yeah, all right now I'm readyokay, here we go.
Speaker 2 (03:16):
Huh, it doesn't even look like him.
Speaker 3 (03:19):
I not that shocked are you kidding me?
Speaker 2 (03:22):
that's nice.
Speaker 1 (03:22):
He has no upper lip I should have started with tony
with it yeah, like it's gonnatake me five minutes yeah my
kids.
My kids still jump like if Icome around the corner like whoa
, and they say that I look likemy brother and I'm like is it
because you have facial hair?
Speaker 2 (03:38):
it's not that big of like a yeah, I think it is
because like it's not right.
No, I think I'm already used toit.
Speaker 3 (03:44):
What thank you, you are full of it.
No, I swear, I think it isBecause, like it's not right.
No, I think I'm already used toit.
What Thank you, tony, you arefull of it.
No, I swear, I think it isbecause I have facial hair that
it's not that big of a shock,because I picture myself without
.
Yeah.
Speaker 1 (03:53):
Yeah, look, we just got evaluated to co-host.
Speaker 2 (03:57):
Tony's always been co-host, but now he's.
Speaker 1 (03:58):
Coco, not in a cocoa.
Speaker 3 (04:01):
Anyway, I love that you wore a mask, because you
didn't like it, though that's myfavorite.
I thought you were like hadsome kind of terminal illness.
Speaker 2 (04:07):
I was very, very nervous for you Bringing in the
COVID Look at that.
Speaker 1 (04:10):
Look at that.
Covid's gone for a couple ofyears and now I have a terminal
illness.
Speaker 3 (04:16):
I mean not a laughing matter, but yeah.
Speaker 2 (04:19):
So no, it's just, his face is very different.
Speaker 3 (04:22):
I'm glad that I kind of like the unveiling.
That's very you yeah it is Ifyou just came in here, normal,
like my face is shaved.
Speaker 2 (04:29):
What's funny is I I feel like we have to have a
picture of it though.
Speaker 3 (04:32):
It should be everywhere.
The picture, yes.
Speaker 1 (04:34):
I stopped at our IU to pick up this equipment before
I went and I talked to a numberof people who said Did you see?
Speaker 3 (04:41):
DFG Nothing.
People who said you see nothing.
Nobody said anything.
People that we see every dayhow long have?
How long have you been cleanshaven?
I just did on 48 hours youalready have like that's grown
back, yeah, yeah what is it?
Speaker 1 (04:54):
what is it?
You know?
Make my angry face you look atleast five years younger, yeah,
um yeah, I just think my, I justthink my kids are like all
right, son, when are you goingto high school next year?
Speaker 3 (05:09):
So it's a really big shock for you.
I don't like it.
I'll never shave now.
Good For your reaction.
Yeah, thank you.
Speaker 2 (05:15):
Well, I don't like change.
Speaker 3 (05:17):
Change, that's fair, change it.
Speaker 2 (05:19):
I mean, I do like change but like the way he did
it too was a little not nice.
Right, like I show up, I neededsome.
Speaker 3 (05:28):
Yeah, that's fair.
Speaker 2 (05:29):
Like he wanted he.
He got what he wanted.
He got the reaction of me thathe wanted, because I was like
this is not.
Speaker 3 (05:35):
What's what inspired?
The change?
Speaker 1 (05:37):
Ed, are we talking about the podcast, or are we
talking about my beard, yourbeard?
Speaker 3 (05:41):
Podcast is what it is .
Speaker 1 (05:43):
I went with my son to get our summer haircuts because
I look like Wolfman.
I mean I achieved that goal.
Speaker 2 (05:49):
Your hair was very puffy.
Speaker 3 (05:51):
Must be nice to grow hair.
Go ahead Continue.
Speaker 1 (05:54):
I checked that off the bucket list and I was
talking to him about it on theway.
Actually, what I wish I haddone is I originally had him
shave everything except for mymustache, and I was rocking the
Magnum PI and I was like, oh man, I look like him and he's like
you, look like you're from the80s, Dad.
And he was rolling on theground laughing.
So I shaved it off and I'm likenow I look like I just got my
(06:15):
driver's license.
Yeah, but it was just time forsomething different.
It had been long enough.
Why are the sideburns so longthen?
Speaker 2 (06:25):
that's because my barber was like you're the
coolest person I've ever met.
Is that normal sideburns?
Speaker 1 (06:28):
like he said, to do them on a slant because it's a
better style.
I don't know.
All right, there's lots ofthings I'm trying to work out
here, okay, but I I want to usethis as an analogy within our
conversation.
Of course you do.
Speaker 2 (06:39):
Is is with this shock value of you know, drastically
clearly, drastically Clearly notas much for Tony as it is for
me.
Speaker 1 (06:46):
Right, right.
Well, tony's wearing sunglassesso he can't see it all as well.
Speaker 3 (06:51):
I'm also very far away from him.
Speaker 1 (06:52):
Yeah, yeah.
Speaker 2 (06:52):
You want to get up in there?
Speaker 1 (06:54):
He's nearsighted, so he can't see it.
That's right, but he probablythinks I still have a beard
because I have this microphonein my face.
Speaker 3 (07:00):
That's great in front of my face.
Speaker 1 (07:01):
Could this be a comparison to what it's like for
a lot of our teachers who hadbeen teaching science one way
forever and then steals camealong?
Is that like that, the samekind of shock value where you're
like, what Wait, what you justtotally changed the way that
science looks.
They could feel like we got ridof a bunch of stuff, or maybe
that we added stuff.
So maybe it was, I was clean,shaven and then I added this
(07:21):
beard and you're like wait, Idon't even know what your face
looks like anymore.
Could that be the same kind ofshock and awe for our educators
in this change that we're makingmoving to NGSS and moving to
Steele's?
Speaker 2 (07:34):
I think if it's done right, yes.
If it's looked at just anotherchange in standards, then no.
I think if we're looking onlyat the DCIs, if we're only
looking at DCIs and notrecognizing the SEPs and the
cross-cutting, I don't think itwould be as much of a drastic
change.
Yeah, we're just not teachingthis in biology anymore, or
(07:54):
we're not teaching this inchemistry anymore, but the
addition of the science andengineering practices and the
cross-cutting concepts could bethat I think.
Speaker 3 (08:01):
I think our two reactions are exactly probably
how teachers feel.
There's some teachers that arelike, oh my gosh, I can't do
this.
This is insane.
Why are we changing again?
Because we change somethingevery five years when the state
decides to something, every fiveyears when the state decides to
, right.
But then there's probably someteachers that are like, all
right, well, let's just, let'sdo it.
Speaker 1 (08:15):
Do it Roll with it.
Yeah, and I'm also thinkingthat again, let's go from the
analogy is having a beautiful,luscious beard to trimming it
off and having a face thatterrifies some and doesn't
impact others.
Speaker 2 (08:26):
It didn't terrify me, it was just very different.
Speaker 1 (08:35):
Again, I want to use this analogy as, like there are
different ways that people thenabsorb these new standards right
.
So it could just be this newprocess, this new philosophy in
education, because if they'retaking it just as standards, or
maybe they're just going to trimtheir beard right, everything
else stays the same.
I just trimmed it a littlecloser, a little different than
I normally do, so kind ofappears a little different, but
my beard's still there.
No-transcript class next year,and over the summer you adopted
(09:26):
everything with Steeles.
Is this what it would feel liketo me to be like I've never
even been in this class, you'venever done this?
Is that how drastic it actuallyis, or is that just how it
feels on the surface?
When you're looking at it, itfeels like, oh my gosh, this is.
This is crazy.
Speaker 2 (09:41):
I feel like it depends on the teacher.
I think there were someteachers that were already
teaching using this mindset interms of like the way in which
they're approaching science.
But for some it's going to feel.
I think, like Tony said, it'shard to tell, hard to generalize
.
Speaker 3 (09:54):
Yeah, I think some people will just treat it like
getting a new textbook.
Here's something new.
I'm going to learn it, I'mgoing to teach it and others.
It's going to be a pain.
Speaker 1 (10:03):
Yeah.
So part of what I'm hearing islike there is a drastic
component to this, there issomething different and it
requires you to thinkdifferently, requires you to
think differently, and forothers as well.
Like, I look in the mirror nowand I'm like, oh my Lord, who is
this stranger?
And I said my kids are shockedwhen they see me.
Like it's been a couple of daysand it's still a like you know,
it's been six years of theirlives.
(10:23):
For three of them it's beenhalf or more than half of their
life that they've identifiedseeing me that way.
So when we think about teachingwith the steals mindset, for a
lot of these teachers it mighteven be half or more than or all
of their career that theytaught a certain way.
So this will feel like a verydrastic.
It might take them a while toget used to this.
(10:44):
Or every day you wake up andyou're like, oh my gosh, this is
how we're teaching now.
This is what I'm doing, youknow, like in questioning it and
wondering.
And I'm wondering, what do youthink in your experience would
help teachers alleviate themfrom that shock value where it
always feels like, oh, you knowsomething new, something
surprising, or is that wherewe're meant to be with this?
Is that really like?
We're learning?
They're learning, and that'swhat the rest of our careers
(11:06):
look like.
We're keeping it fresh.
We're keeping it new.
There's always something newcoming out.
Speaker 3 (11:10):
This doesn't really go with the beard analogy.
However, I think the moreteachers know, the easier it is.
When I had a really coolexperience that I was in a
fourth grade classroom, we kindof co-planned and then we were
going to co-teach but they kindof just ran with it, which was
awesome, and we debriefedafterwards and they're like this
is exactly what I was doingbefore.
I just added a few more pieces.
Like I just changed my delivery.
I made sure every student spoke, I made sure that we actually
(11:33):
stopped and reflected on thequestions that they had and put
up a driving question board, soeverything I was doing before.
But now I just kind of make it,I put on the wall.
Speaker 2 (11:40):
It's kind of how she put it, a little more
intentional yeah.
Speaker 3 (11:42):
Way more intentional.
So I think the more they know,the more they see it, the more
they do it.
It will become easier.
But like anything else, anyother type of change, it's going
to be difficult at first towrap your head around and
hopefully it's something thatsticks.
The more they know, I think,the easier it is were you
connecting with them, thestudent-centered learning piece?
Speaker 2 (11:56):
it sounds like it was like trying to do a little bit
of that, but not really.
No, I'm not.
Incidentally, incidentally yeah, that's kind of awesome.
I just added a student-centeredlearning one with eric and it's
interesting to see how much ofthat student-centered learning
can and should be implementedinto these classrooms to make
sure that the steel standardsare actually being implemented
(12:18):
in the way that they wereintended.
It's interesting to see theinterconnection and it's kind of
cool how the state is puttingout stuff not necessarily
simultaneously but kind of sortawith the student-centered
learning piece and the steelstandards like the connections
can be pretty strong.
Speaker 1 (12:31):
Tony, what you were just sharing made me think of an
analogy.
I know you're both shocked thatthat would happen, and what it
was is that I, two weeks ago,switched out my bathroom mirrors
.
They were, I don't know,original with the house, and so
they're 60 years old and it wastime for new ones.
And when we put up the new onesone of them we switched the
direction with which the dooropened, so it no longer opened
(12:53):
left to right and now openedright to left.
And when you were talking.
That's what made me think ofthat.
Maybe we're just changing thedirection with which we open the
door open the door to learning.
Instead of opening it right toleft, we're opening it left to
right, and every time we go andinstinctually, even now, it's
been two weeks and I go to theleft side and nothing happens.
(13:14):
Right oh?
Speaker 2 (13:16):
yeah.
Speaker 1 (13:16):
So I think, in a lot of ways for us as educators, we
got into that spot where itbecame muscle memory and now we
have to retrain our muscles andso it will feel like work.
It will feel like, oh, that'sright.
And then I open it and guesswhat?
It's not laid out, the same,it's.
(13:38):
Nothing is where it was.
So it's almost like alsoreorganizing your spice cabinet
and you're like, okay, well, Ialways go for this, but I moved
where that is now, that's right,I moved it, and you like, think
about it for a minute while yougrab it, and then you then you
go back and you're you kind ofget back into your regular
motion, you go and you do whatyou usually did.
I think a big part of Steeles isforcing us to think about it
different.
How are we opening up thelearning?
How are we getting them into it?
And that part needs to bedifferent.
A lot of the same ingredientsare there, a lot of the same
(13:59):
components are there, and we'reactually going to add in some
components so it makes it moreflavorful, so that we can pull
those flavors out more.
I don't cook, I just consume.
But, but, but in, in being aconsumer, I know there are
certain things that I can add towhatever this meal is to pull
out a different flavor or toheighten my my experiences or my
(14:19):
palate can taste themdifferently.
So I think that's a big part ofwhat we're doing as well is
that we're adding in thesethings.
We're adding in thesecomponents and we're planning
for them intentionally so thatour students can have a more
meaningful experience, but alsoone that is more longer lasting,
that they can then draw upon inthe future.
Speaker 3 (14:35):
Yeah, I think an important note too is that we're
trying to change for the better.
You're changing out your mirror, you're changing up your face,
you know for hopefully thebetter right.
But in like education, so manytimes we just changed because,
okay, our textbook, our contractran out, switched to something
new, just because we had toswitch to something new.
But this is, this is researchbased, right, like there's a
reason we're changing and we'retrying to change for the better.
(14:55):
We just have to give it time totake place.
Like we've said since thebeginning of this podcast, it's
definitely not a marathon ordefinitely not a sprint.
Yeah, cut that.
Speaker 2 (15:03):
Definitely not a sprint.
Speaker 1 (15:14):
It's a marathon.
So when we change like this andyou know it's going to take
time to be part of a journey aseducators across the country and
the nation and the worldbecause, guess what, We've had a
listen in every singlecontinent in the world Wow, At
least one lesson.
Speaker 2 (15:20):
I thought you created it so we could hang out with
Tony more.
Speaker 1 (15:23):
Yeah, that's when I had a beard.
Speaker 3 (15:24):
Now that's not the case but I kind of like being
the only bearded one, so Iappreciate you doing that.
Speaker 2 (15:28):
Now we can go into the beard.
Well, you know what Weren't youcalled the beard for a little
bit?
Yeah.
Speaker 3 (15:32):
Yeah, since I'm not talent or brains, yeah, that's
great I just got.
I just got growth on my face.
So rude.
However, if I did shave, Iwould have done it in stages.
I would have done Fu Manchu,for sure, and then the mustache.
Speaker 2 (15:47):
I kind of want to see that.
Speaker 3 (15:49):
Don't do it.
No, I won't do that, but Iwould do it in stages, for yeah,
yeah, anyway.
So to reduce the shock value, Ithink, just because I could
have it.
Speaker 2 (15:58):
Yeah, just to have it wait.
The fu manchu is what again?
Speaker 3 (15:59):
like the like the handlebar situation chin clean
oh, yeah, clean chin why wouldwe do?
That for like a day.
Okay, it's fun.
Speaker 2 (16:06):
You know, I really it's kind of crazy that you get
to do like I can't do.
I mean I guess I could try.
I can't grow a beard, I don'thave that I can't grow hair on
my head, so it's like it's kindof fun that you can legit like I
have to.
I want to change my appearance.
I have to dye my hair, which weall know.
I dye my hair a lot for someonewho doesn't have money.
But like I dye my hair a lot,but like you can legitimately
(16:27):
like change your entireappearance oh yeah in a day and
then take maybe like two orthree weeks to grow it back, to
go back to what you were.
That's crazy to me.
Speaker 3 (16:36):
My wife likes the beard more than I do, so that's
why I don't shave it.
Speaker 2 (16:38):
I mean, at this point I'm just good man, right there.
Speaker 1 (16:40):
Yeah, pot committed Something about.
She's terrified to see youractual face.
Speaker 3 (16:44):
Oh, without a doubt, I'm terrified.
Speaker 1 (16:45):
Yeah, she told me she loved when we were wearing
masks during COVID.
Speaker 2 (16:49):
That's when she was most attracted to me ever really
talked to his wife I don't evenknow what she looks like okay,
it's so rude I'm trying to lookup the continent thing.
That's pretty cool yeah, I feltlike I was starting a final
thought and then we got back onno I got extremely like it's
kind of cool like you canlegitimately change your entire
appearance in a day and thengrow back to like nothing
happened.
Speaker 3 (17:09):
It's nuts next time we record, he will probably have
a full beard again.
Yeah, what is your take on it?
Do you want growth back here?
Speaker 2 (17:15):
do you want a fu manchu?
Speaker 3 (17:17):
I feel, like I think you look sharp with a bow tie
and a stash.
I think that would be theultimate, yeah I.
I really wish I kept this tomsellick like tom sellick style
or like a sin like no, not, thenI have a picture of it because
I if you're gonna do it, youmight as well do it, tom Selleck
, and I didn't.
I didn't.
Speaker 2 (17:33):
Wait, that's like thick right, that's super thick.
Speaker 3 (17:35):
I just golf with the guy with the mustache and like
his whole persona was like thestash.
It was perfect.
It's exactly what I would wanthim to act like the guy with the
mustache, yeah.
Yeah.
Speaker 2 (17:45):
I don't hate that.
Speaker 3 (17:46):
I don't mind that.
Speaker 2 (17:46):
I don't hate that at all, so I think that's what I'm
going to re-group.
Speaker 3 (17:48):
You look like a state trooper and I love that Super
trooper yes, I didn't want tosay super.
Speaker 2 (17:53):
Wait, show it again.
Speaker 3 (17:55):
I wanted to say state , state trooper, yeah, yeah,
yeah.
Speaker 1 (17:58):
Yeah.
So that's what I had and I waslike I don't know.
You should have.
I actually thought about the FuManchu as well.
Speaker 2 (18:07):
But could you do the mustache with like a little bit
of the stubbly stuff on this?
Speaker 3 (18:13):
Would that make it not great?
Can you curl the ends?
I would like to wrap up thispodcast no stop.
I need a picture with you fullydressed, please, please, dear
God, with a bow tie and thestache only, and then I need it
sent out, and that's a coverphoto of the next podcast
appreciate right now how youknow andrew so well that you had
to say fully dressed with thebow tie, because there would
(18:34):
1000 be an undershirt or yeah wedon't have to go we don't need
to go for a situation again.
Speaker 1 (18:39):
Yeah, yeah so, while you said this is easy to edit, I
am gonna wrap it up, because weboth know that I'm actually
gonna be the one editing it whyis that?
Speaker 2 (18:47):
no, no, no, I'm editing this one oh really,
there's.
There's a lot of great contenthere.
Speaker 1 (18:52):
I would like to hear from each of you.
Wait, are you?
Speaker 2 (18:53):
agreeing to edit podcasts.
Speaker 1 (18:55):
I've been editing podcasts.
Speaker 2 (18:57):
You know that.
Well, not as many.
Speaker 3 (18:58):
I'd also like to reiterate the fan mail piece on
Spotify Love that people arechiming in.
Speaker 2 (19:03):
I do too.
Yeah, it's so fun.
Speaker 3 (19:05):
Please continue to do that.
Tell us what you think.
We'll put out Andrew's pictureas well.
Speaker 1 (19:09):
Prepare for disappointment.
So, we've been talking aboutsteals.
We talked about the change andwhat that looks like and from
your perspectives.
What's something that wehaven't already shared about it
or something that you want toreiterate to teachers about the
impact of this change?
We started off talking aboutthe handsome host and his lack
(19:32):
of a beard.
We've talked about the shiftfrom one side of the cabin to
the other, how it opens.
We talked about the spice rackLike what is it you notice?
Speaker 2 (19:40):
he's only talking about things he mentioned.
Did you notice that?
Speaker 3 (19:43):
That's correct.
What Nothing's changed in thetwo years we've done this
podcast?
Speaker 1 (19:52):
What's something that you want to say to these
teachers about these changes?
Speaker 2 (19:55):
I think that I'm going to say what I usually
always say like you've got to beable to change a small amount
of your practice to make itsustainable.
You pick one thing you want tofocus on.
You focus on that, modify whatyou're doing to give it the most
impact, and then you becomeconsistent with that and then
you add on to it.
I think if you are approachingthe standards in the way that I
approached your face versus theway Tony approached your face,
(20:17):
it could feel monumental, right,like it could feel like there's
so much that I have to change,and maybe that's true.
But if you look at it from thelens of what one or two things
can I change so that I can startto ease into this?
That's what I would say.
Speaker 3 (20:32):
Similar to what Patrice just said.
Choose one strategy yeah.
Driving question board yeah.
Scientist circle yeah.
Modeling yeah.
Just choose one.
Don't get overwhelmed.
Work it in, see how it fits.
Talk to your colleagues, tellthem how it fit, how it didn't
fit, work together and justslowly, slowly, slowly roll this
out.
Speaker 2 (20:48):
Choose one and do it multiple times because it's not
going to work the first time.
Because we have to continue tohelp kids shift their way of
approaching learning as well,Because it's not just you doing
something different, it'shelping kids shift their
approach and how they'relearning.
Especially if they're not youngelementary.
They've got a lot of backgroundknowledge on how this has
(21:08):
always been done.
So you got to give it time theone thing and give it time to
actually work.
Speaker 1 (21:14):
The thing that's resonating with me.
We've heard this from youbefore, so it's not anything new
.
But know better, do better, andI think that's really important
for our teachers is now we knowbetter.
We've been hearing about how itcan be better, how it can be
different and specifically howwe're engaging students in
thinking like already, education, you know we have.
We have the knowing part, wehave the doing.
There's a lot of strategies.
(21:35):
A lot of strategies are beyondscience, about how to engage
students right, all of thosebased learning, so project-based
, problem-based, inquiry-based,whatever it is.
That's about the doing, but thethinking.
We're trying to create humanbeings that can think deeply and
meaningfully.
So that comes back to us.
That wasn't necessarily modeledfor us as educators, and now
(21:56):
we're looking to be pioneers inthis space and to create this
new frontier for learning.
But it all starts with knowingbetter.
And now that we know better, wehave to choose.
What does that mean?
What does that look like?
Am I going to go back to mymuscle memory, what I've always
known?
I'm going to keep opening upthe cabinet from the wrong side,
or am I going to shift In justone small shift?
(22:16):
I'm going to now open it upfrom the other side.
Maybe everything inside staysthe same, but I open it up
differently and then, as you'resaying, take that next step.
Now, how about I rearrange thetop rack.
That's it and just that partand then take your time to make
it meaningful and sustainable.
So sustainability is a very,very big part of this.
If you feel like you're being aphony in your own space, it's
(22:37):
not going to last and you'llfind all the reasons why you
shouldn't do it.
So being authentic and beinggenuine will allow you to find a
way to maintain this and findreasons why it's going to work.
So we choose how we react andit might take a little bit of
time.
Maybe you want to find somemore research, maybe you want to
look into it more.
Having questions is not bad.
(22:59):
Actually, that's what weencourage in science is that we
should ask lots and lots ofquestions.
So asking questions meansyou're being a scientist.
Being skeptical about somethingmeans that you're again, you're
being a scientist.
You have lots of questions tounderstand.
Not getting the answers youwant doesn't mean that it
doesn't work.
It just means that maybe thereare hard things to have
conversations about, or maybethere's a different reality or
we've shifted our focus.
(23:20):
Maybe you know, something ismore important than we've
allowed it to be for a long time.
We've been part of lots ofconversations about assessments
and the value of assessments andthe value that we put on
assessments.
So it's something that we canall reflect on and think about
and say what is most important.
What do we care most about?
What will change students'lives for the better?
And for us as educators, I cantell you what will change your
(23:41):
life for the better is-.
Speaker 2 (23:42):
More Change Ed.
Speaker 1 (23:44):
Always listening to Change Ed and sharing it with
everyone you know Well said.
Speaker 2 (23:47):
I'd zone down a little bit.
Shut up.
Nope, shut up.
You killed it you look so muchlike your mom now.
You have your mom now I can'tremember.
Speaker 1 (24:02):
No, but like just your profile that reminds me of
the one when Tony's like you gota birdie mouth.
You got a birdie mouth, Sorry.
Speaker 2 (24:09):
It was just the profile of it.
I was like, oh, wow.
Welcome back to Change Ed.
A podcast on a mission.
Wait, we didn't say our things.
Speaker 2 (00:07):
You just kept plowing through this is not a democracy
, you guys.
It's something.
Speaker 1 (00:14):
We're a podcast on a mission to hear ourselves talk
Changed Gosh, I'm going to dropa bomb like that and then just
keep start.
Speaker 2 (00:31):
Okay, I'm good, let me start over welcome back.
No, it's kind of like he's notwrong.
Speaker 1 (00:33):
Changed, change it a podcast on a mission to hear
ourselves talk that's our newtagline so far we've been
successful with 125 plusepisodes.
Speaker 2 (00:45):
Wait, do we really have 125 now?
Speaker 1 (00:48):
Ish by the time, people listen to this.
Yes.
Speaker 2 (00:51):
Really.
Speaker 3 (00:52):
Thank goodness that we added Patrice, because it
would have been about fiveepisodes.
Speaker 2 (00:55):
Thanks, tony.
I think you're the only onethat feels that way among this
trio.
I think Coon's like what did Ido?
Speaker 1 (01:02):
Moving on.
What did I do?
Speaker 2 (01:06):
Moving on.
Okay, how long are we going tolive in the suspense of the mask
situation?
Because I can't with it.
You're fogging up Like I don't.
Speaker 1 (01:18):
So for our listeners, right now I'm wearing a mask
because Because he wants thishuge shock and awe Put my summer
do on my face, and I've had abeard for six plus years and
thought it was time to change myappearance.
Speaker 3 (01:39):
Interesting how he said that.
Speaker 1 (01:40):
Yeah, and now I hate it, so I'm wearing a mask.
Actually, patricia had theopportunity to see yesterday.
We were on a zoom call togetherand she saw it and I turned
nine shades of red and askedwhat did you do?
It's one of the few times thatshe's totally speechless, like
she said nothing, and I'm likebut we're podcasters, you're
(02:01):
supposed to talk, this is whereyou know literally, literally.
Speaker 2 (02:04):
I get on and he's like I'm gonna hit record and
I'm like hit record, like we'regetting, we're having a
conversation, like what'shappening?
He's like I did something andI'm like, uh, okay that could
mean so many things right, right.
He's like I want to show yousomething.
And I have two young boys andwhen they say I want to show you
something, it's usuallysomething really gross.
Speaker 3 (02:26):
Yeah.
Speaker 2 (02:27):
Right.
Speaker 3 (02:27):
Standard.
Speaker 2 (02:28):
So because I live with two teenage ish boys, I was
like I don't want to seewhatever he's going to show me.
So then he like pops on it.
But right before he popped iton I was like, oh God, he shaved
his face.
Get ready.
Speaker 3 (02:42):
Is that really why you're wearing the mask?
Speaker 2 (02:43):
Yeah, oh yeah, you just wait, because he doesn't
even look like him.
Speaker 1 (02:46):
Well, I mean shockingly, I do.
Does neither one of you eversee me without a mask before
it's?
Speaker 3 (02:52):
not going to be that big of a shock.
Speaker 1 (02:53):
Oh, ok, probably not, but you have to use your words,
ok, it is you have to be a bigboy and use your words.
Speaker 3 (02:59):
Can I that off?
I haven't been clean shavensince high school when the nuns
used to come around and go likethis.
And if they could hear yourname tag, if they could hear the
scratch you had to go in thebathroom did they really yeah.
So since I went to college I'vehad some kind of facial hair,
yeah, all right now I'm readyokay, here we go.
Speaker 2 (03:16):
Huh, it doesn't even look like him.
Speaker 3 (03:19):
I not that shocked are you kidding me?
Speaker 2 (03:22):
that's nice.
Speaker 1 (03:22):
He has no upper lip I should have started with tony
with it yeah, like it's gonnatake me five minutes yeah my
kids.
My kids still jump like if Icome around the corner like whoa
, and they say that I look likemy brother and I'm like is it
because you have facial hair?
Speaker 2 (03:38):
it's not that big of like a yeah, I think it is
because like it's not right.
No, I think I'm already used toit.
Speaker 3 (03:44):
What thank you, you are full of it.
No, I swear, I think it isBecause, like it's not right.
No, I think I'm already used toit.
What Thank you, tony, you arefull of it.
No, I swear, I think it isbecause I have facial hair that
it's not that big of a shock,because I picture myself without
.
Yeah.
Speaker 1 (03:53):
Yeah, look, we just got evaluated to co-host.
Speaker 2 (03:57):
Tony's always been co-host, but now he's.
Speaker 1 (03:58):
Coco, not in a cocoa.
Speaker 3 (04:01):
Anyway, I love that you wore a mask, because you
didn't like it, though that's myfavorite.
I thought you were like hadsome kind of terminal illness.
Speaker 2 (04:07):
I was very, very nervous for you Bringing in the
COVID Look at that.
Speaker 1 (04:10):
Look at that.
Covid's gone for a couple ofyears and now I have a terminal
illness.
Speaker 3 (04:16):
I mean not a laughing matter, but yeah.
Speaker 2 (04:19):
So no, it's just, his face is very different.
Speaker 3 (04:22):
I'm glad that I kind of like the unveiling.
That's very you yeah it is Ifyou just came in here, normal,
like my face is shaved.
Speaker 2 (04:29):
What's funny is I I feel like we have to have a
picture of it though.
Speaker 3 (04:32):
It should be everywhere.
The picture, yes.
Speaker 1 (04:34):
I stopped at our IU to pick up this equipment before
I went and I talked to a numberof people who said Did you see?
Speaker 3 (04:41):
DFG Nothing.
People who said you see nothing.
Nobody said anything.
People that we see every dayhow long have?
How long have you been cleanshaven?
I just did on 48 hours youalready have like that's grown
back, yeah, yeah what is it?
Speaker 1 (04:54):
what is it?
You know?
Make my angry face you look atleast five years younger, yeah,
um yeah, I just think my, I justthink my kids are like all
right, son, when are you goingto high school next year?
Speaker 3 (05:09):
So it's a really big shock for you.
I don't like it.
I'll never shave now.
Good For your reaction.
Yeah, thank you.
Speaker 2 (05:15):
Well, I don't like change.
Speaker 3 (05:17):
Change, that's fair, change it.
Speaker 2 (05:19):
I mean, I do like change but like the way he did
it too was a little not nice.
Right, like I show up, I neededsome.
Speaker 3 (05:28):
Yeah, that's fair.
Speaker 2 (05:29):
Like he wanted he.
He got what he wanted.
He got the reaction of me thathe wanted, because I was like
this is not.
Speaker 3 (05:35):
What's what inspired?
The change?
Speaker 1 (05:37):
Ed, are we talking about the podcast, or are we
talking about my beard, yourbeard?
Speaker 3 (05:41):
Podcast is what it is .
Speaker 1 (05:43):
I went with my son to get our summer haircuts because
I look like Wolfman.
I mean I achieved that goal.
Speaker 2 (05:49):
Your hair was very puffy.
Speaker 3 (05:51):
Must be nice to grow hair.
Go ahead Continue.
Speaker 1 (05:54):
I checked that off the bucket list and I was
talking to him about it on theway.
Actually, what I wish I haddone is I originally had him
shave everything except for mymustache, and I was rocking the
Magnum PI and I was like, oh man, I look like him and he's like
you, look like you're from the80s, Dad.
And he was rolling on theground laughing.
So I shaved it off and I'm likenow I look like I just got my
(06:15):
driver's license.
Yeah, but it was just time forsomething different.
It had been long enough.
Why are the sideburns so longthen?
Speaker 2 (06:25):
that's because my barber was like you're the
coolest person I've ever met.
Is that normal sideburns?
Speaker 1 (06:28):
like he said, to do them on a slant because it's a
better style.
I don't know.
All right, there's lots ofthings I'm trying to work out
here, okay, but I I want to usethis as an analogy within our
conversation.
Of course you do.
Speaker 2 (06:39):
Is is with this shock value of you know, drastically
clearly, drastically Clearly notas much for Tony as it is for
me.
Speaker 1 (06:46):
Right, right.
Well, tony's wearing sunglassesso he can't see it all as well.
Speaker 3 (06:51):
I'm also very far away from him.
Speaker 1 (06:52):
Yeah, yeah.
Speaker 2 (06:52):
You want to get up in there?
Speaker 1 (06:54):
He's nearsighted, so he can't see it.
That's right, but he probablythinks I still have a beard
because I have this microphonein my face.
Speaker 3 (07:00):
That's great in front of my face.
Speaker 1 (07:01):
Could this be a comparison to what it's like for
a lot of our teachers who hadbeen teaching science one way
forever and then steals camealong?
Is that like that, the samekind of shock value where you're
like, what Wait, what you justtotally changed the way that
science looks.
They could feel like we got ridof a bunch of stuff, or maybe
that we added stuff.
So maybe it was, I was clean,shaven and then I added this
(07:21):
beard and you're like wait, Idon't even know what your face
looks like anymore.
Could that be the same kind ofshock and awe for our educators
in this change that we're makingmoving to NGSS and moving to
Steele's?
Speaker 2 (07:34):
I think if it's done right, yes.
If it's looked at just anotherchange in standards, then no.
I think if we're looking onlyat the DCIs, if we're only
looking at DCIs and notrecognizing the SEPs and the
cross-cutting, I don't think itwould be as much of a drastic
change.
Yeah, we're just not teachingthis in biology anymore, or
(07:54):
we're not teaching this inchemistry anymore, but the
addition of the science andengineering practices and the
cross-cutting concepts could bethat I think.
Speaker 3 (08:01):
I think our two reactions are exactly probably
how teachers feel.
There's some teachers that arelike, oh my gosh, I can't do
this.
This is insane.
Why are we changing again?
Because we change somethingevery five years when the state
decides to something, every fiveyears when the state decides to
, right.
But then there's probably someteachers that are like, all
right, well, let's just, let'sdo it.
Speaker 1 (08:15):
Do it Roll with it.
Yeah, and I'm also thinkingthat again, let's go from the
analogy is having a beautiful,luscious beard to trimming it
off and having a face thatterrifies some and doesn't
impact others.
Speaker 2 (08:26):
It didn't terrify me, it was just very different.
Speaker 1 (08:35):
Again, I want to use this analogy as, like there are
different ways that people thenabsorb these new standards right
.
So it could just be this newprocess, this new philosophy in
education, because if they'retaking it just as standards, or
maybe they're just going to trimtheir beard right, everything
else stays the same.
I just trimmed it a littlecloser, a little different than
I normally do, so kind ofappears a little different, but
my beard's still there.
No-transcript class next year,and over the summer you adopted
(09:26):
everything with Steeles.
Is this what it would feel liketo me to be like I've never
even been in this class, you'venever done this?
Is that how drastic it actuallyis, or is that just how it
feels on the surface?
When you're looking at it, itfeels like, oh my gosh, this is.
This is crazy.
Speaker 2 (09:41):
I feel like it depends on the teacher.
I think there were someteachers that were already
teaching using this mindset interms of like the way in which
they're approaching science.
But for some it's going to feel.
I think, like Tony said, it'shard to tell, hard to generalize
.
Speaker 3 (09:54):
Yeah, I think some people will just treat it like
getting a new textbook.
Here's something new.
I'm going to learn it, I'mgoing to teach it and others.
It's going to be a pain.
Speaker 1 (10:03):
Yeah.
So part of what I'm hearing islike there is a drastic
component to this, there issomething different and it
requires you to thinkdifferently, requires you to
think differently, and forothers as well.
Like, I look in the mirror nowand I'm like, oh my Lord, who is
this stranger?
And I said my kids are shockedwhen they see me.
Like it's been a couple of daysand it's still a like you know,
it's been six years of theirlives.
(10:23):
For three of them it's beenhalf or more than half of their
life that they've identifiedseeing me that way.
So when we think about teachingwith the steals mindset, for a
lot of these teachers it mighteven be half or more than or all
of their career that theytaught a certain way.
So this will feel like a verydrastic.
It might take them a while toget used to this.
(10:44):
Or every day you wake up andyou're like, oh my gosh, this is
how we're teaching now.
This is what I'm doing, youknow, like in questioning it and
wondering.
And I'm wondering, what do youthink in your experience would
help teachers alleviate themfrom that shock value where it
always feels like, oh, you knowsomething new, something
surprising, or is that wherewe're meant to be with this?
Is that really like?
We're learning?
They're learning, and that'swhat the rest of our careers
(11:06):
look like.
We're keeping it fresh.
We're keeping it new.
There's always something newcoming out.
Speaker 3 (11:10):
This doesn't really go with the beard analogy.
However, I think the moreteachers know, the easier it is.
When I had a really coolexperience that I was in a
fourth grade classroom, we kindof co-planned and then we were
going to co-teach but they kindof just ran with it, which was
awesome, and we debriefedafterwards and they're like this
is exactly what I was doingbefore.
I just added a few more pieces.
Like I just changed my delivery.
I made sure every student spoke, I made sure that we actually
(11:33):
stopped and reflected on thequestions that they had and put
up a driving question board, soeverything I was doing before.
But now I just kind of make it,I put on the wall.
Speaker 2 (11:40):
It's kind of how she put it, a little more
intentional yeah.
Speaker 3 (11:42):
Way more intentional.
So I think the more they know,the more they see it, the more
they do it.
It will become easier.
But like anything else, anyother type of change, it's going
to be difficult at first towrap your head around and
hopefully it's something thatsticks.
The more they know, I think,the easier it is were you
connecting with them, thestudent-centered learning piece?
Speaker 2 (11:56):
it sounds like it was like trying to do a little bit
of that, but not really.
No, I'm not.
Incidentally, incidentally yeah, that's kind of awesome.
I just added a student-centeredlearning one with eric and it's
interesting to see how much ofthat student-centered learning
can and should be implementedinto these classrooms to make
sure that the steel standardsare actually being implemented
(12:18):
in the way that they wereintended.
It's interesting to see theinterconnection and it's kind of
cool how the state is puttingout stuff not necessarily
simultaneously but kind of sortawith the student-centered
learning piece and the steelstandards like the connections
can be pretty strong.
Speaker 1 (12:31):
Tony, what you were just sharing made me think of an
analogy.
I know you're both shocked thatthat would happen, and what it
was is that I, two weeks ago,switched out my bathroom mirrors
.
They were, I don't know,original with the house, and so
they're 60 years old and it wastime for new ones.
And when we put up the new onesone of them we switched the
direction with which the dooropened, so it no longer opened
(12:53):
left to right and now openedright to left.
And when you were talking.
That's what made me think ofthat.
Maybe we're just changing thedirection with which we open the
door open the door to learning.
Instead of opening it right toleft, we're opening it left to
right, and every time we go andinstinctually, even now, it's
been two weeks and I go to theleft side and nothing happens.
(13:14):
Right oh?
Speaker 2 (13:16):
yeah.
Speaker 1 (13:16):
So I think, in a lot of ways for us as educators, we
got into that spot where itbecame muscle memory and now we
have to retrain our muscles andso it will feel like work.
It will feel like, oh, that'sright.
And then I open it and guesswhat?
It's not laid out, the same,it's.
(13:38):
Nothing is where it was.
So it's almost like alsoreorganizing your spice cabinet
and you're like, okay, well, Ialways go for this, but I moved
where that is now, that's right,I moved it, and you like, think
about it for a minute while yougrab it, and then you then you
go back and you're you kind ofget back into your regular
motion, you go and you do whatyou usually did.
I think a big part of Steeles isforcing us to think about it
different.
How are we opening up thelearning?
How are we getting them into it?
And that part needs to bedifferent.
A lot of the same ingredientsare there, a lot of the same
(13:59):
components are there, and we'reactually going to add in some
components so it makes it moreflavorful, so that we can pull
those flavors out more.
I don't cook, I just consume.
But, but, but in, in being aconsumer, I know there are
certain things that I can add towhatever this meal is to pull
out a different flavor or toheighten my my experiences or my
(14:19):
palate can taste themdifferently.
So I think that's a big part ofwhat we're doing as well is
that we're adding in thesethings.
We're adding in thesecomponents and we're planning
for them intentionally so thatour students can have a more
meaningful experience, but alsoone that is more longer lasting,
that they can then draw upon inthe future.
Speaker 3 (14:35):
Yeah, I think an important note too is that we're
trying to change for the better.
You're changing out your mirror, you're changing up your face,
you know for hopefully thebetter right.
But in like education, so manytimes we just changed because,
okay, our textbook, our contractran out, switched to something
new, just because we had toswitch to something new.
But this is, this is researchbased, right, like there's a
reason we're changing and we'retrying to change for the better.
(14:55):
We just have to give it time totake place.
Like we've said since thebeginning of this podcast, it's
definitely not a marathon ordefinitely not a sprint.
Yeah, cut that.
Speaker 2 (15:03):
Definitely not a sprint.
Speaker 1 (15:14):
It's a marathon.
So when we change like this andyou know it's going to take
time to be part of a journey aseducators across the country and
the nation and the worldbecause, guess what, We've had a
listen in every singlecontinent in the world Wow, At
least one lesson.
Speaker 2 (15:20):
I thought you created it so we could hang out with
Tony more.
Speaker 1 (15:23):
Yeah, that's when I had a beard.
Speaker 3 (15:24):
Now that's not the case but I kind of like being
the only bearded one, so Iappreciate you doing that.
Speaker 2 (15:28):
Now we can go into the beard.
Well, you know what Weren't youcalled the beard for a little
bit?
Yeah.
Speaker 3 (15:32):
Yeah, since I'm not talent or brains, yeah, that's
great I just got.
I just got growth on my face.
So rude.
However, if I did shave, Iwould have done it in stages.
I would have done Fu Manchu,for sure, and then the mustache.
Speaker 2 (15:47):
I kind of want to see that.
Speaker 3 (15:49):
Don't do it.
No, I won't do that, but Iwould do it in stages, for yeah,
yeah, anyway.
So to reduce the shock value, Ithink, just because I could
have it.
Speaker 2 (15:58):
Yeah, just to have it wait.
The fu manchu is what again?
Speaker 3 (15:59):
like the like the handlebar situation chin clean
oh, yeah, clean chin why wouldwe do?
That for like a day.
Okay, it's fun.
Speaker 2 (16:06):
You know, I really it's kind of crazy that you get
to do like I can't do.
I mean I guess I could try.
I can't grow a beard, I don'thave that I can't grow hair on
my head, so it's like it's kindof fun that you can legit like I
have to.
I want to change my appearance.
I have to dye my hair, which weall know.
I dye my hair a lot for someonewho doesn't have money.
But like I dye my hair a lot,but like you can legitimately
(16:27):
like change your entireappearance oh yeah in a day and
then take maybe like two orthree weeks to grow it back, to
go back to what you were.
That's crazy to me.
Speaker 3 (16:36):
My wife likes the beard more than I do, so that's
why I don't shave it.
Speaker 2 (16:38):
I mean, at this point I'm just good man, right there.
Speaker 1 (16:40):
Yeah, pot committed Something about.
She's terrified to see youractual face.
Speaker 3 (16:44):
Oh, without a doubt, I'm terrified.
Speaker 1 (16:45):
Yeah, she told me she loved when we were wearing
masks during COVID.
Speaker 2 (16:49):
That's when she was most attracted to me ever really
talked to his wife I don't evenknow what she looks like okay,
it's so rude I'm trying to lookup the continent thing.
That's pretty cool yeah, I feltlike I was starting a final
thought and then we got back onno I got extremely like it's
kind of cool like you canlegitimately change your entire
appearance in a day and thengrow back to like nothing
happened.
Speaker 3 (17:09):
It's nuts next time we record, he will probably have
a full beard again.
Yeah, what is your take on it?
Do you want growth back here?
Speaker 2 (17:15):
do you want a fu manchu?
Speaker 3 (17:17):
I feel, like I think you look sharp with a bow tie
and a stash.
I think that would be theultimate, yeah I.
I really wish I kept this tomsellick like tom sellick style
or like a sin like no, not, thenI have a picture of it because
I if you're gonna do it, youmight as well do it, tom Selleck
, and I didn't.
I didn't.
Speaker 2 (17:33):
Wait, that's like thick right, that's super thick.
Speaker 3 (17:35):
I just golf with the guy with the mustache and like
his whole persona was like thestash.
It was perfect.
It's exactly what I would wanthim to act like the guy with the
mustache, yeah.
Yeah.
Speaker 2 (17:45):
I don't hate that.
Speaker 3 (17:46):
I don't mind that.
Speaker 2 (17:46):
I don't hate that at all, so I think that's what I'm
going to re-group.
Speaker 3 (17:48):
You look like a state trooper and I love that Super
trooper yes, I didn't want tosay super.
Speaker 2 (17:53):
Wait, show it again.
Speaker 3 (17:55):
I wanted to say state , state trooper, yeah, yeah,
yeah.
Speaker 1 (17:58):
Yeah.
So that's what I had and I waslike I don't know.
You should have.
I actually thought about the FuManchu as well.
Speaker 2 (18:07):
But could you do the mustache with like a little bit
of the stubbly stuff on this?
Speaker 3 (18:13):
Would that make it not great?
Can you curl the ends?
I would like to wrap up thispodcast no stop.
I need a picture with you fullydressed, please, please, dear
God, with a bow tie and thestache only, and then I need it
sent out, and that's a coverphoto of the next podcast
appreciate right now how youknow andrew so well that you had
to say fully dressed with thebow tie, because there would
(18:34):
1000 be an undershirt or yeah wedon't have to go we don't need
to go for a situation again.
Speaker 1 (18:39):
Yeah, yeah so, while you said this is easy to edit, I
am gonna wrap it up, because weboth know that I'm actually
gonna be the one editing it whyis that?
Speaker 2 (18:47):
no, no, no, I'm editing this one oh really,
there's.
There's a lot of great contenthere.
Speaker 1 (18:52):
I would like to hear from each of you.
Wait, are you?
Speaker 2 (18:53):
agreeing to edit podcasts.
Speaker 1 (18:55):
I've been editing podcasts.
Speaker 2 (18:57):
You know that.
Well, not as many.
Speaker 3 (18:58):
I'd also like to reiterate the fan mail piece on
Spotify Love that people arechiming in.
Speaker 2 (19:03):
I do too.
Yeah, it's so fun.
Speaker 3 (19:05):
Please continue to do that.
Tell us what you think.
We'll put out Andrew's pictureas well.
Speaker 1 (19:09):
Prepare for disappointment.
So, we've been talking aboutsteals.
We talked about the change andwhat that looks like and from
your perspectives.
What's something that wehaven't already shared about it
or something that you want toreiterate to teachers about the
impact of this change?
We started off talking aboutthe handsome host and his lack
(19:32):
of a beard.
We've talked about the shiftfrom one side of the cabin to
the other, how it opens.
We talked about the spice rackLike what is it you notice?
Speaker 2 (19:40):
he's only talking about things he mentioned.
Did you notice that?
Speaker 3 (19:43):
That's correct.
What Nothing's changed in thetwo years we've done this
podcast?
Speaker 1 (19:52):
What's something that you want to say to these
teachers about these changes?
Speaker 2 (19:55):
I think that I'm going to say what I usually
always say like you've got to beable to change a small amount
of your practice to make itsustainable.
You pick one thing you want tofocus on.
You focus on that, modify whatyou're doing to give it the most
impact, and then you becomeconsistent with that and then
you add on to it.
I think if you are approachingthe standards in the way that I
approached your face versus theway Tony approached your face,
(20:17):
it could feel monumental, right,like it could feel like there's
so much that I have to change,and maybe that's true.
But if you look at it from thelens of what one or two things
can I change so that I can startto ease into this?
That's what I would say.
Speaker 3 (20:32):
Similar to what Patrice just said.
Choose one strategy yeah.
Driving question board yeah.
Scientist circle yeah.
Modeling yeah.
Just choose one.
Don't get overwhelmed.
Work it in, see how it fits.
Talk to your colleagues, tellthem how it fit, how it didn't
fit, work together and justslowly, slowly, slowly roll this
out.
Speaker 2 (20:48):
Choose one and do it multiple times because it's not
going to work the first time.
Because we have to continue tohelp kids shift their way of
approaching learning as well,Because it's not just you doing
something different, it'shelping kids shift their
approach and how they'relearning.
Especially if they're not youngelementary.
They've got a lot of backgroundknowledge on how this has
(21:08):
always been done.
So you got to give it time theone thing and give it time to
actually work.
Speaker 1 (21:14):
The thing that's resonating with me.
We've heard this from youbefore, so it's not anything new
.
But know better, do better, andI think that's really important
for our teachers is now we knowbetter.
We've been hearing about how itcan be better, how it can be
different and specifically howwe're engaging students in
thinking like already, education, you know we have.
We have the knowing part, wehave the doing.
There's a lot of strategies.
(21:35):
A lot of strategies are beyondscience, about how to engage
students right, all of thosebased learning, so project-based
, problem-based, inquiry-based,whatever it is.
That's about the doing, but thethinking.
We're trying to create humanbeings that can think deeply and
meaningfully.
So that comes back to us.
That wasn't necessarily modeledfor us as educators, and now
(21:56):
we're looking to be pioneers inthis space and to create this
new frontier for learning.
But it all starts with knowingbetter.
And now that we know better, wehave to choose.
What does that mean?
What does that look like?
Am I going to go back to mymuscle memory, what I've always
known?
I'm going to keep opening upthe cabinet from the wrong side,
or am I going to shift In justone small shift?
(22:16):
I'm going to now open it upfrom the other side.
Maybe everything inside staysthe same, but I open it up
differently and then, as you'resaying, take that next step.
Now, how about I rearrange thetop rack.
That's it and just that partand then take your time to make
it meaningful and sustainable.
So sustainability is a very,very big part of this.
If you feel like you're being aphony in your own space, it's
(22:37):
not going to last and you'llfind all the reasons why you
shouldn't do it.
So being authentic and beinggenuine will allow you to find a
way to maintain this and findreasons why it's going to work.
So we choose how we react andit might take a little bit of
time.
Maybe you want to find somemore research, maybe you want to
look into it more.
Having questions is not bad.
(22:59):
Actually, that's what weencourage in science is that we
should ask lots and lots ofquestions.
So asking questions meansyou're being a scientist.
Being skeptical about somethingmeans that you're again, you're
being a scientist.
You have lots of questions tounderstand.
Not getting the answers youwant doesn't mean that it
doesn't work.
It just means that maybe thereare hard things to have
conversations about, or maybethere's a different reality or
we've shifted our focus.
(23:20):
Maybe you know, something ismore important than we've
allowed it to be for a long time.
We've been part of lots ofconversations about assessments
and the value of assessments andthe value that we put on
assessments.
So it's something that we canall reflect on and think about
and say what is most important.
What do we care most about?
What will change students'lives for the better?
And for us as educators, I cantell you what will change your
(23:41):
life for the better is-.
Speaker 2 (23:42):
More Change Ed.
Speaker 1 (23:44):
Always listening to Change Ed and sharing it with
everyone you know Well said.
Speaker 2 (23:47):
I'd zone down a little bit.
Shut up.
Nope, shut up.
You killed it you look so muchlike your mom now.
You have your mom now I can'tremember.
Speaker 1 (24:02):
No, but like just your profile that reminds me of
the one when Tony's like you gota birdie mouth.
You got a birdie mouth, Sorry.
Speaker 2 (24:09):
It was just the profile of it.
I was like, oh, wow.
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