November 4, 2025 • 24 mins
What if “common sense” isn’t universal at all—but learned, personal, and shaped by context? Joel and Misty begin with their typical philosophical investigation of the national day. This time it's "Use Your Common Sense" Day.
That reframing sets the stage for a lively conversation with our colleagues Bri Ruiz and Adam Varnes as they launch Sum Shenanigans, a new CPM social series built to deliver practical math‑teaching strategies right where you already scroll.
We dig into the why behind the project: teachers don’t need more theory in abstract; they need clear, adaptable moves they can try tomorrow. Sum Shenanigans pairs long‑form YouTube conversations with quick Instagram reels, so you can choose depth or speed based on your day. The first topics hit two of the biggest challenges in student‑centered classrooms—pacing and collaborative learning. We unpack how to prioritize essential ideas, plan checkpoints, and protect thinking time, then shift to group routines, roles, and talk moves that lift more voices without losing mathematical focus.
From there, we preview upcoming episodes on supporting multilingual learners, working with students with exceptionalities, and sharpening core practices like formative assessment, circulating, and questioning. Bree and Adam keep the tone grounded and human—they’re not presenting as the final word, but as reflective practitioners sharing what’s worked, what hasn’t, and what they’re still testing. That openness is the point: we want to spark a wider conversation so teachers can add their own approaches, surface real‑world constraints, and co‑create better solutions.
Ready to jump in? Watch the long versions on YouTube, catch the bite‑size tips on Instagram, and tell us what you want next. Subscribe, share with a colleague, and drop a comment with your biggest classroom challenge—what should we tackle together?
To celebrate our launch, we have posted our first two episodes on YouTube, Supporting Study Teams and Pacing. Keep an eye out on Instagram for the Reels that will go up soon. We hope you enjoy the series as much as we have making it.
Send Joel and Misty a message!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
X: @cpmmath
Facebook: CPMEducationalProgram
Email: cpmpodcast@cpm.org
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
SPEAKER_01 (00:17):
You are listening to the More Math for More People
podcast, an outreach of CPMeducational program.
Boom.
SPEAKER_04 (00:31):
Hey Joel, it's November 4th.
Which I think in most of the USis also election day.
SPEAKER_02 (00:40):
Yeah, it's a Tuesday.
First Tuesday of uh of November.
SPEAKER_04 (00:44):
Exactly.
SPEAKER_02 (00:45):
Have you voted?
SPEAKER_04 (00:46):
I already did.
I sent mine in the other day.
We're 100% mail-in voting inOregon.
So I mailed my ballot in acouple weeks ago.
SPEAKER_02 (00:56):
Very cool.
SPEAKER_04 (00:57):
Do you do you do uh ranked voting or just pick a few
uh we have ranked voting for ourPortland city of Portland
offices now for like the councilpeople is ranked right?
We just did ranked choice votingfor the first time uh last year,
the year before.
Yeah, I guess it was last year.
For the people that came in thisyear.
SPEAKER_02 (01:19):
I think I think we're kind of on the same cycle
then because we're it's brandnew like last election or
whatever.
Trying to figure it all out.
SPEAKER_04 (01:28):
Yeah, indeed.
Indeed.
But we're here to talk aboutsome other national day, I
think.
SPEAKER_02 (01:32):
Yes.
SPEAKER_04 (01:33):
Oh, okay.
What's that?
SPEAKER_02 (01:36):
Today is use your common sense day, which is great
that it's on election day, Ithink.
But that's just a side note.
SPEAKER_04 (01:44):
Use Okay, that's interesting.
It's not use common sense, it'suse your common sense.
SPEAKER_02 (01:50):
Use your common sense day.
SPEAKER_04 (01:52):
Wow.
Hmm.
SPEAKER_02 (01:53):
Yeah.
It's an important It's importantfor living your life to use your
common sense.
SPEAKER_04 (01:59):
Yeah.
Common sense is one of it's oneof those uh things that I think
is very tricky.
As as a person who uh strugglessometimes to understand all the
things around social things witha slightly autistic brain, let's
say.
Common sense is not a thing thatjust because a person can't
(02:22):
figure a thing out doesn't makeit common sense.
I think there's a lot of there'sa lot of I feel like there's a
lot of like shaming actionaround common sense.
Oh my gosh, it's common senseperson, you know, like that kind
of reaction to things thatclearly uh it's this exception
expectation that we're supposedto know something, that we all
just know this thing.
SPEAKER_02 (02:42):
And we all think the same thing or something, and we
all know the same thing.
SPEAKER_04 (02:46):
Yeah, and I'm just gonna say that given on given
the evidence of my life, yeah,and many lives around me that I
have observed, that is not true.
unknown (02:55):
Yeah.
SPEAKER_02 (02:56):
Do you know who once remarked common sense ain't that
common?
SPEAKER_04 (03:01):
I I I'm gonna guess Mark Twain.
SPEAKER_02 (03:04):
It was Will Rogers.
SPEAKER_04 (03:05):
Oh, that would be my second guess.
And this day after WC Phelps.
SPEAKER_02 (03:09):
It is also commemorating his birth date.
SPEAKER_04 (03:12):
Oh, is that is that why it is on this day?
SPEAKER_02 (03:16):
Well, I think it's on this day because I don't know
why it's on this day.
I literally have no idea.
It's common sense.
SPEAKER_04 (03:25):
It's just on this day because I mean it's common
sense, man.
SPEAKER_02 (03:28):
Yeah.
SPEAKER_04 (03:30):
Exactly.
That's what I feel like peopleare like common sense, and I'm
like, no, that is not.
Yeah.
Also, people it I think that itcomes up a lot when you're
dealing with like young people,like whether they're like
younger people or teenagers ortweens or any of those things,
it's like that's sort of like,oh, it's just common sense.
(03:52):
I'm like, no, you're actuallytalking about something that you
experienced and learned thatthey haven't learned yet.
Right.
And and calling it common sense.
SPEAKER_02 (04:01):
I think my maybe some of it too is for for the
the reason that it's on thisdate is because there is way
back in 1776.
Whoa, it was it was a a clearblue day, light breeze from the
east.
Um In what wait, where and Isaid in 1776.
(04:23):
That's not that's not time.
That's not a place.
Oh, yeah, that's right.
Anyway, there is a pamphletcalled The Common Sense.
Oh that's Thomas Payne, right?
Yes.
SPEAKER_04 (04:31):
Okay.
SPEAKER_02 (04:32):
Interesting.
I wonder if that has been.
SPEAKER_04 (04:34):
Was it published on like November four fourth in
1770?
SPEAKER_02 (04:39):
It doesn't really say that, but sure.
SPEAKER_04 (04:42):
Well, it's in uh the the fact that there's a your in
there, like changes it slightlyto me because it's like use your
common sense.
Like it doesn't imply thateveryone has the same common
sense.
SPEAKER_02 (04:53):
Could you use some common sense?
SPEAKER_04 (04:55):
Use young use some common sense.
Again, that's sort of like comeon, use some common sense, man.
SPEAKER_02 (05:02):
Yeah, this is nice.
SPEAKER_04 (05:05):
So what is so what does your source say about what
what this day is encouraging orpromoting?
Well, anything useful to thisconversation?
SPEAKER_02 (05:15):
Maybe in in terms of how to celebrate, you could
spend some time in introspectionand kind of like recognizing
areas of maybe things you wantto avoid in the future, help
yourself make decisions in thefuture.
The second one is laugh, shrugit off, and carry on.
(05:39):
That's a way to celebrate.
So maybe you didn't use commonsense.
SPEAKER_04 (05:46):
So laugh about it.
SPEAKER_02 (05:47):
And that you're like put it away and and go make your
next decision.
SPEAKER_04 (05:52):
It's an act of introspection and
self-forgiveness day.
SPEAKER_02 (05:56):
Or this is my favorite, I think.
I'm not I'm probably not gonnasell I think I'll celebrate with
number two.
Number three is host a commonsense meme evening.
SPEAKER_04 (06:08):
What?
What does that even mean?
A common sense meme.
SPEAKER_02 (06:11):
It says have a blast laughing about silly things
people do.
So so clearly you're laughing atpeople not using common sense.
Right.
SPEAKER_04 (06:20):
Well, that's that's the whole that's the whole
fallacy of this whole idea.
I mean, I get it.
Okay.
I mean, I I think I get it.
Like the whole thing is thatlike using common sense is hard
and doesn't actually happen.
It's it's kind of a fallacy.
So like you can just use yourown and do well, not do
whatever, but you know what Imean?
Right.
Like it's more like common sensememe party.
(06:44):
I don't I mean, there's so manythings in that statement that I
give me pause.
Like, first of all, do peoplehold meme parties?
Are we that old, Joel?
That we're just like there'smeme parties and we're not
invited to them.
SPEAKER_02 (06:57):
I think I uh I'm that old that I never got
invited when they were likepopular.
SPEAKER_05 (07:03):
That's what I'm saying.
SPEAKER_02 (07:05):
I thought I thought you meant like we've passed the
meme party stage.
I'm I'm no no no no well.
SPEAKER_04 (07:11):
I think both of those things.
I mean, one, we're past the memeparty age, and two, we're not
invited because we're past thememe party age.
But is it such a thing even thatthere are meme parties?
That's what I'm wondering.
SPEAKER_02 (07:21):
Yeah, and wouldn't that be like a meme party?
Like it'd be silent, like peoplepretending they're trapped in
boxes and things like that.
Oh no, that's mine.
No, that's a mime party.
Yeah, I gotta go.
SPEAKER_04 (07:34):
The meme mime party would be even more interesting.
Yeah.
All right, well, okay.
So, how how are you going tocelebrate?
Use your common sense.
SPEAKER_02 (07:44):
I'm gonna laugh, I'm gonna shrug it off, and I'm
gonna carry on.
That's how I am definitelycelebrating this.
SPEAKER_04 (07:50):
I think I'm gonna make they have those like live,
laugh, love things, you know.
I'm gonna put that like, what doyou say?
Laugh, shrug it off, carry on.
That's what that's what that'swhat mine's gonna be.
Oh man.
All right, well, on that note,you should go out and enjoy
national use your common sense.
Your common sense day.
Enjoy, so we're here today withBree Ruiz and Adam Barnes, who
(08:32):
actually work for CPM.
They work for Rustral.
They're our coworkers.
SPEAKER_02 (08:35):
They work for us?
SPEAKER_04 (08:36):
They work well that's um this is.
All right, they work for CPM.
They work for CPM along with us.
They work with us at CPM.
They're also professionallearning specialists.
Yes.
And they're here with us todayto talk about the so I'm still
gonna mess this up.
It's a it's a it's a video,right?
(08:57):
They're doing videos, andthey're gonna tell us more about
this.
I know it's called someshenanigans, and I know it's on
YouTube and Instagram, andthat's pretty much all I know
about it, really.
So they're gonna tell us somemore about what it is and why
they're doing it and all thosethings.
So welcome to the podcast, Breeand Adam.
Thanks for having us.
SPEAKER_03 (09:17):
Absolutely.
And for the record, I wouldn'tmind working for either of you.
Um you don't know what kind ofbosses we are.
SPEAKER_02 (09:24):
Yeah, I know.
SPEAKER_03 (09:27):
I feel really, really lucky to be working with
all three of you.
Well, thank you.
SPEAKER_00 (09:32):
For my record, I would like to see a little bit
more uh before I quit.
SPEAKER_04 (09:38):
That's fair.
That's fair.
You don't know what kind of youdon't know what kind of leaders
we are yet.
So that's fair.
Oh awesome.
So so welcome and tell us somemore.
So some shenanigans.
It's it's a new this is a newthing for CPM.
We haven't this is a newfeature, a new support system.
What are we gonna have?
So tell us about what someshenanigans is and and yeah,
(10:01):
yeah, what's it all about?
SPEAKER_03 (10:03):
Adam ethos me starting us out.
SPEAKER_00 (10:06):
Go for it.
SPEAKER_03 (10:08):
Awesome.
So some shenanigans is a series,like you said, that's gonna be
on Instagram and YouTube.
And a little bit of background,Adam and I are not only on the
professional learning scene, butwe are also on social uh CPM's
social media team and over thelast couple months have been
working to sort of develop oursocial media platforms a little
(10:30):
more and kind of diversify thecontent that we've been putting
out.
Um and one of the things thatwe've been sort of thinking
about is how do we sort of shareour professional learning with
not just CPM teachers, but justall map teachers.
If anyone who knows CPM knowsthat we value ongoing
(10:54):
professional learning.
And you know, we even quote theelements, we say curriculum is
important and we think we havean awesome curriculum, but or
how you use that curriculum isum super, super important.
So when teachers go through thefoundation series, we follow up
with these teacher tipsthroughout the years that serve
as reminders or little nuggetsto encourage folks to try
(11:16):
something new or really likesupport challenges that many
teachers, not just CPM teachers,but many teachers and all
student-centered classroomsface.
So Adam and I thought, well, wehave this great bank of tips
that I know like we sometimeseven just pass these on to
teachers that were umsupporting.
(11:37):
And we thought, what um betterplace to start in terms of
getting our professionallearning out there than to sort
of package these tips up and umshare them as reels and as
YouTube videos.
And that's how some shenaniganssort of started.
So they're gonna be these yeah,sorry, that's a bit of a lot,
(11:59):
but um that's cool.
Yeah, we're really excited toshare like these timely, like
relevant and practical tips thatteachers um were hoping could
listen to and then even likeimplement in their classroom on
the next day.
So that's sort of the essenceabout what shenanigans or what
some shenanigans is.
SPEAKER_00 (12:21):
That sounds great.
SPEAKER_03 (12:23):
Yeah.
unknown (12:25):
Yeah.
SPEAKER_00 (12:25):
I think it also kind of I mean, it comes down to our
slogan, right?
CPM slogan, more math for morepeople.
Right.
And so when Brie and I werereally brainstorming about some
social media ideas, it reallycame down to how can we support
not just CPM teachers, how canwe support all math teachers?
And so that's kind of where thisidea uh came from.
(12:46):
And, you know, quite honestly,working for CPM can feel like
just professional developmentthat you're receiving with not
very many opportunities foroutput, right?
We can share with teachers, wecan coach and things like that,
but we learn all these greatthings going to the different
conferences, going in and out ofclassrooms from our own
resources that we are alwayscontinually fine-tuning and
(13:09):
learning from.
And so Bree and I thought that,you know, this some shenanigans
series would also be a greatopportunity for us to have an
outlet and to share ourexperiences with the teachers,
you know, not just along thetips that we have, but any other
uh topics that teachers might beinterested in hearing about or
want suggestions on.
And like Brie said, the goal isthat, you know, if we listen to
an episode, that you can go andimmediately start applying
(13:32):
things in your classroom.
SPEAKER_01 (13:34):
Nice.
Nice.
Cool.
SPEAKER_02 (13:36):
So what so what's uh what's available right now that
somebody can go see?
SPEAKER_00 (13:43):
So at the time uh that this podcast will be
published, uh, we should havetwo episodes out.
The first one will be on pacing.
And so I guess is a good time tokind of touch on, you know, the
kind of the format.
So we will Brie and I do longform conversations where it just
gives us more opportunity tokind of you know really get dive
(14:04):
deeper into a topic.
Like I said, the first one ispacing.
So Bree and I dive deep into,you know, uh, what is pacing and
then what are some strategiesfor that?
Again, not just for CPMteachers, but but any math
teacher.
So we do a longer form videothat will go on YouTube.
And then uh we do a shorterreel.
It's kind of like the TLDR,right?
Of I don't have time for a fullvideo, what you got?
(14:25):
You know, how teach me somethingin two minutes, right?
Make it quick.
So yeah, each episode will kindof have those formats, a longer
form version on YouTube and thena shorter form that'll go on
Instagram.
So all of that to say, at thetime of this uh podcast
publishing, we should have uhtwo episodes.
So pacing and Brie, what's thenext one after pacing?
SPEAKER_03 (14:45):
I think they had one on collaborative learning, no?
SPEAKER_00 (14:47):
Collaborative learning.
Yeah.
SPEAKER_03 (14:50):
Yeah.
So that might be the first one.
We'll see.
We're still working out thecalendar, the frequency, that
kind of thing.
I think, Adam, we kind of landedon every two weeks a new
episode-ish.
SPEAKER_00 (15:03):
Yeah, that'll be our goal.
But you know, we are moreinterested in the quality of it.
So we want to make sure thatwe're getting you know high
quality.
And uh, I guess you'll just haveto go check out our YouTube page
to see what episodes areactually out.
Absolutely, absolutely.
SPEAKER_04 (15:16):
Yeah, it's a mystery you'll have to solve yourself.
SPEAKER_02 (15:18):
And I think pacing and collaborative learning are
hot topics right now.
I know when I'm in the classroomthat that's kind of what we're
talking about.
SPEAKER_04 (15:26):
So teachers will be able to do that.
SPEAKER_02 (15:28):
Absolutely.
SPEAKER_04 (15:29):
Yeah.
For sure, for sure.
So, so when I if I how so we'llput some links in the by in our
description of right of how tofind it, but it's on our CPM
YouTube and our CPM Instagram.
What other kinds of topics areyou planning to investigate
throughout the year or to orhave conversations around?
SPEAKER_03 (15:52):
Yeah, so um one of the topics that we just recorded
was how to support multilinguallearners in a student-centered
classroom, which is you knowalso a question that comes up a
lot.
Supporting students withexceptionalities is another
episode that we're recordingthis week that I'm really
excited.
I know we're both really excitedto dive into.
(16:13):
And then just some other topics.
I know formative assessment,circulating around your
classroom, questioning, thoseare um some topics that we'll be
talking about throughout thisfull year.
SPEAKER_00 (16:26):
So but there's always opportunities for more
topics.
So, you know, of course, afteryou've headed on over to our
YouTube channel and you've seenwhat those first two episodes
are, you know, drop a commentbelow.
Let us know what else you wantto, what else you want to uh
hear hear about.
Absolutely.
For sure.
SPEAKER_03 (16:44):
Absolutely.
We're hoping for some engagementfor some tea, we're hoping for
some engagement where teachersmight share some of the things
that they use in their classroomto support whatever you know
we're talking about.
And we're hoping that they mightshare episodes with our teacher
friends as well.
Um, again, we want these to bebite-sized, like where I'm
picturing, you know, that acouple minutes after you're
(17:05):
decompressing after a long dayof teaching and you might scroll
for a couple minutes.
And if you come across ourvideo, we want it to be direct
um and digestible and somethingthat might, you know, yeah, you
can just take a nugget from andlike Adam said, apply the next
day, hopefully.
SPEAKER_04 (17:24):
And I think that you've had some uh some guests
on your or you're letting youhave some guests on your on your
shows as well.
SPEAKER_00 (17:33):
Yes, we were very fortunate to have another
coworker of ours um who workswith us, uh Danielle Boggs.
No, not for us, with us.
Uh Danielle Boggs joined us forthe multilingual learners
episode.
So that will get that will getposted here pretty soon.
And then yeah, we do have plansto have others on the show with
us and you know, again, givesome perspective on on the all
(17:56):
the different topics that Briementioned earlier.
SPEAKER_01 (18:00):
Nice.
SPEAKER_02 (18:00):
I I really like uh how we're expanding this project
of all of us, right?
Like so there's a a way thatwe're trying to connect and net
network teachers together and beable to interact.
So I love what you said aboutplease leave comments, please
(18:21):
add to the conversation allthose things.
So I really appreciate thisidea.
SPEAKER_03 (18:26):
Yeah.
Um yeah, we're I know excited.
Oh sorry, missing that.
No, go ahead.
I was just gonna say we'reexcited to kind of, as I
mentioned earlier, develop oursocial media platforms a little
more and just um get moreteachers in the conversation.
We know that's where we, youknow, all quote unquote hang out
these days.
And so, you know, just to getthat that knowledge uh in one
(18:51):
space and get people talking,we're we're excited to sort of
support that opportunity.
SPEAKER_04 (18:57):
Yeah, yeah.
That's that's the long lines ofwhat I was gonna say.
Like, I love that we're reallylooking at what are the what are
different ways, what are all thedifferent ways that we can reach
out to teachers, help supportthem in their classrooms, and
and and create a network and anengagement so that people have
those support systems of eachother as well as the as the
(19:18):
content and the and the variousthings that we're talking about.
So yeah, it's great, reallycomplimentary.
SPEAKER_00 (19:24):
And I also think it's important that, you know,
Brie and I point out like, Idon't think either one of us
feels like we are the absoluteexperts in any of these topics,
right?
And so we really made aconscious effort to not have the
episodes feel like that.
We wanted it to be moreconversational and as if you
were just listening to twoteachers, you know, sharing
(19:44):
ideas and going back and forthon a topic.
So we we hope that teacherslisten.
And if they find somethingthat's directly um tangible for
you to go back into theclassroom with, great.
Otherwise, you know, maybe itmay spark a different idea that
also works in your classroom.
But again, the the the pointthat Brie and I were trying to
make with this series is we justwant to start the conversation.
(20:05):
And we feel like, you know, wedon't have to continue or carry
it ourselves, it'll get carriedalong.
But that was kind of the maingoal.
SPEAKER_04 (20:12):
Yeah, for sure.
SPEAKER_02 (20:13):
With the with the title of some shenanigans, and
to me, shenanigans means kind ofgetting into trouble, causing a
ruckus.
What shenanigans are youactually gonna get into?
SPEAKER_00 (20:29):
So I might be the guilty one for the title because
of the the the dad jokeiness ofit.
We did one, but you know, wewhen we were coming up with a
title, we wanted something thatwas that kind of communicated
what it was about, but also waskind of playful, right?
It's again, it's it's meant tostart conversations, it's not
(20:49):
meant to be, you know, superheavy or things like that.
It's just you're just listeningto a couple of teachers, a
couple educators talk.
So that was kind of kind of howthe name came about.
SPEAKER_03 (21:00):
Yes.
I I agree.
I think we want it to beapproachable, silly.
Like Adam said, we're not theexperts in these topics.
We just know what we've tried.
We know what challenges wefaced.
And I know we learn from eachother as we have these
discussions, and we want othersto join in on the conversation
and feel comfortable listeningand contributing.
(21:22):
And I'll also add that we'redefinitely developing our social
media skills as soon as we workon this project.
So um join in now to see thatjourney and how things evolve.
And yeah, it's it's it's beenreally great, and we're excited
to launch it.
SPEAKER_04 (21:39):
You can join in now so that you can be the one on
the I saw them when nice, nice.
Absolutely.
Is there anything else thatpeople should know about some
shenanigans other than it'sspelled S-U-M?
So that's in case it wasn't thatclear.
Shenanigans.
Anything else that people shouldknow, or just go take a look at
(22:00):
it from the link?
SPEAKER_00 (22:02):
Yeah, I would just encourage everyone to check out
our YouTube, check out the reelson Instagram.
Again, leave comments, feel youknow, feedback, share your
ideas, share your thoughts, uh,share uh what you'd like us to
talk about, and uh maybe evensome guests that we can start
reaching out to and bring otherbring other educators on to have
these conversations.
SPEAKER_04 (22:21):
Awesome.
Awesome.
SPEAKER_00 (22:23):
Very cool.
SPEAKER_04 (22:24):
Well, thank you so much for coming on the podcast
and talking with us about thisnew CPM uh outreach with some
sharing.
We really appreciate it.
SPEAKER_00 (22:31):
Yeah.
It was great talking about it.
It was great talking with you.
Not for you.
SPEAKER_03 (22:43):
Thanks for having us.
We're excited.
Follow us at CPM Math onInstagram.
And Adam, you're gonna help helpme out with the YouTube.
SPEAKER_00 (22:52):
Uh on YouTube, you can just search uh CPM
educational program and weshould show up.
SPEAKER_04 (22:58):
Awesome.
So that is all we have time foron this episode of the More Math
for More People podcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description.
And the music for the podcastwas created by Julius H.
(23:19):
It can be found on pixabay.com.
So thank you very much, Julius.
Join us in two weeks for thenext episode of More Math for
More People.
What day will that be, Joel?
SPEAKER_02 (23:31):
It'll be November 18th.
Latvia Independence Day.
And I'm pretty excited aboutthis because a great co-worker
of ours, Rita, is veryknowledgeable about Latvia.
And has shared many things aboutthat community and where she's
from, and our history is goneand continues to go support
(23:54):
Latvia.
So I'm excited to talk itthrough and hear what we all
have to say about Latvia.
You are listening to the More Math for More People
podcast, an outreach of CPMeducational program.
Boom.
SPEAKER_04 (00:31):
Hey Joel, it's November 4th.
Which I think in most of the USis also election day.
SPEAKER_02 (00:40):
Yeah, it's a Tuesday.
First Tuesday of uh of November.
SPEAKER_04 (00:44):
Exactly.
SPEAKER_02 (00:45):
Have you voted?
SPEAKER_04 (00:46):
I already did.
I sent mine in the other day.
We're 100% mail-in voting inOregon.
So I mailed my ballot in acouple weeks ago.
SPEAKER_02 (00:56):
Very cool.
SPEAKER_04 (00:57):
Do you do you do uh ranked voting or just pick a few
uh we have ranked voting for ourPortland city of Portland
offices now for like the councilpeople is ranked right?
We just did ranked choice votingfor the first time uh last year,
the year before.
Yeah, I guess it was last year.
For the people that came in thisyear.
SPEAKER_02 (01:19):
I think I think we're kind of on the same cycle
then because we're it's brandnew like last election or
whatever.
Trying to figure it all out.
SPEAKER_04 (01:28):
Yeah, indeed.
Indeed.
But we're here to talk aboutsome other national day, I
think.
SPEAKER_02 (01:32):
Yes.
SPEAKER_04 (01:33):
Oh, okay.
What's that?
SPEAKER_02 (01:36):
Today is use your common sense day, which is great
that it's on election day, Ithink.
But that's just a side note.
SPEAKER_04 (01:44):
Use Okay, that's interesting.
It's not use common sense, it'suse your common sense.
SPEAKER_02 (01:50):
Use your common sense day.
SPEAKER_04 (01:52):
Wow.
Hmm.
SPEAKER_02 (01:53):
Yeah.
It's an important It's importantfor living your life to use your
common sense.
SPEAKER_04 (01:59):
Yeah.
Common sense is one of it's oneof those uh things that I think
is very tricky.
As as a person who uh strugglessometimes to understand all the
things around social things witha slightly autistic brain, let's
say.
Common sense is not a thing thatjust because a person can't
(02:22):
figure a thing out doesn't makeit common sense.
I think there's a lot of there'sa lot of I feel like there's a
lot of like shaming actionaround common sense.
Oh my gosh, it's common senseperson, you know, like that kind
of reaction to things thatclearly uh it's this exception
expectation that we're supposedto know something, that we all
just know this thing.
SPEAKER_02 (02:42):
And we all think the same thing or something, and we
all know the same thing.
SPEAKER_04 (02:46):
Yeah, and I'm just gonna say that given on given
the evidence of my life, yeah,and many lives around me that I
have observed, that is not true.
unknown (02:55):
Yeah.
SPEAKER_02 (02:56):
Do you know who once remarked common sense ain't that
common?
SPEAKER_04 (03:01):
I I I'm gonna guess Mark Twain.
SPEAKER_02 (03:04):
It was Will Rogers.
SPEAKER_04 (03:05):
Oh, that would be my second guess.
And this day after WC Phelps.
SPEAKER_02 (03:09):
It is also commemorating his birth date.
SPEAKER_04 (03:12):
Oh, is that is that why it is on this day?
SPEAKER_02 (03:16):
Well, I think it's on this day because I don't know
why it's on this day.
I literally have no idea.
It's common sense.
SPEAKER_04 (03:25):
It's just on this day because I mean it's common
sense, man.
SPEAKER_02 (03:28):
Yeah.
SPEAKER_04 (03:30):
Exactly.
That's what I feel like peopleare like common sense, and I'm
like, no, that is not.
Yeah.
Also, people it I think that itcomes up a lot when you're
dealing with like young people,like whether they're like
younger people or teenagers ortweens or any of those things,
it's like that's sort of like,oh, it's just common sense.
(03:52):
I'm like, no, you're actuallytalking about something that you
experienced and learned thatthey haven't learned yet.
Right.
And and calling it common sense.
SPEAKER_02 (04:01):
I think my maybe some of it too is for for the
the reason that it's on thisdate is because there is way
back in 1776.
Whoa, it was it was a a clearblue day, light breeze from the
east.
Um In what wait, where and Isaid in 1776.
(04:23):
That's not that's not time.
That's not a place.
Oh, yeah, that's right.
Anyway, there is a pamphletcalled The Common Sense.
Oh that's Thomas Payne, right?
Yes.
SPEAKER_04 (04:31):
Okay.
SPEAKER_02 (04:32):
Interesting.
I wonder if that has been.
SPEAKER_04 (04:34):
Was it published on like November four fourth in
1770?
SPEAKER_02 (04:39):
It doesn't really say that, but sure.
SPEAKER_04 (04:42):
Well, it's in uh the the fact that there's a your in
there, like changes it slightlyto me because it's like use your
common sense.
Like it doesn't imply thateveryone has the same common
sense.
SPEAKER_02 (04:53):
Could you use some common sense?
SPEAKER_04 (04:55):
Use young use some common sense.
Again, that's sort of like comeon, use some common sense, man.
SPEAKER_02 (05:02):
Yeah, this is nice.
SPEAKER_04 (05:05):
So what is so what does your source say about what
what this day is encouraging orpromoting?
Well, anything useful to thisconversation?
SPEAKER_02 (05:15):
Maybe in in terms of how to celebrate, you could
spend some time in introspectionand kind of like recognizing
areas of maybe things you wantto avoid in the future, help
yourself make decisions in thefuture.
The second one is laugh, shrugit off, and carry on.
(05:39):
That's a way to celebrate.
So maybe you didn't use commonsense.
SPEAKER_04 (05:46):
So laugh about it.
SPEAKER_02 (05:47):
And that you're like put it away and and go make your
next decision.
SPEAKER_04 (05:52):
It's an act of introspection and
self-forgiveness day.
SPEAKER_02 (05:56):
Or this is my favorite, I think.
I'm not I'm probably not gonnasell I think I'll celebrate with
number two.
Number three is host a commonsense meme evening.
SPEAKER_04 (06:08):
What?
What does that even mean?
A common sense meme.
SPEAKER_02 (06:11):
It says have a blast laughing about silly things
people do.
So so clearly you're laughing atpeople not using common sense.
Right.
SPEAKER_04 (06:20):
Well, that's that's the whole that's the whole
fallacy of this whole idea.
I mean, I get it.
Okay.
I mean, I I think I get it.
Like the whole thing is thatlike using common sense is hard
and doesn't actually happen.
It's it's kind of a fallacy.
So like you can just use yourown and do well, not do
whatever, but you know what Imean?
Right.
Like it's more like common sensememe party.
(06:44):
I don't I mean, there's so manythings in that statement that I
give me pause.
Like, first of all, do peoplehold meme parties?
Are we that old, Joel?
That we're just like there'smeme parties and we're not
invited to them.
SPEAKER_02 (06:57):
I think I uh I'm that old that I never got
invited when they were likepopular.
SPEAKER_05 (07:03):
That's what I'm saying.
SPEAKER_02 (07:05):
I thought I thought you meant like we've passed the
meme party stage.
I'm I'm no no no no well.
SPEAKER_04 (07:11):
I think both of those things.
I mean, one, we're past the memeparty age, and two, we're not
invited because we're past thememe party age.
But is it such a thing even thatthere are meme parties?
That's what I'm wondering.
SPEAKER_02 (07:21):
Yeah, and wouldn't that be like a meme party?
Like it'd be silent, like peoplepretending they're trapped in
boxes and things like that.
Oh no, that's mine.
No, that's a mime party.
Yeah, I gotta go.
SPEAKER_04 (07:34):
The meme mime party would be even more interesting.
Yeah.
All right, well, okay.
So, how how are you going tocelebrate?
Use your common sense.
SPEAKER_02 (07:44):
I'm gonna laugh, I'm gonna shrug it off, and I'm
gonna carry on.
That's how I am definitelycelebrating this.
SPEAKER_04 (07:50):
I think I'm gonna make they have those like live,
laugh, love things, you know.
I'm gonna put that like, what doyou say?
Laugh, shrug it off, carry on.
That's what that's what that'swhat mine's gonna be.
Oh man.
All right, well, on that note,you should go out and enjoy
national use your common sense.
Your common sense day.
Enjoy, so we're here today withBree Ruiz and Adam Barnes, who
(08:32):
actually work for CPM.
They work for Rustral.
They're our coworkers.
SPEAKER_02 (08:35):
They work for us?
SPEAKER_04 (08:36):
They work well that's um this is.
All right, they work for CPM.
They work for CPM along with us.
They work with us at CPM.
They're also professionallearning specialists.
Yes.
And they're here with us todayto talk about the so I'm still
gonna mess this up.
It's a it's a it's a video,right?
(08:57):
They're doing videos, andthey're gonna tell us more about
this.
I know it's called someshenanigans, and I know it's on
YouTube and Instagram, andthat's pretty much all I know
about it, really.
So they're gonna tell us somemore about what it is and why
they're doing it and all thosethings.
So welcome to the podcast, Breeand Adam.
Thanks for having us.
SPEAKER_03 (09:17):
Absolutely.
And for the record, I wouldn'tmind working for either of you.
Um you don't know what kind ofbosses we are.
SPEAKER_02 (09:24):
Yeah, I know.
SPEAKER_03 (09:27):
I feel really, really lucky to be working with
all three of you.
Well, thank you.
SPEAKER_00 (09:32):
For my record, I would like to see a little bit
more uh before I quit.
SPEAKER_04 (09:38):
That's fair.
That's fair.
You don't know what kind of youdon't know what kind of leaders
we are yet.
So that's fair.
Oh awesome.
So so welcome and tell us somemore.
So some shenanigans.
It's it's a new this is a newthing for CPM.
We haven't this is a newfeature, a new support system.
What are we gonna have?
So tell us about what someshenanigans is and and yeah,
(10:01):
yeah, what's it all about?
SPEAKER_03 (10:03):
Adam ethos me starting us out.
SPEAKER_00 (10:06):
Go for it.
SPEAKER_03 (10:08):
Awesome.
So some shenanigans is a series,like you said, that's gonna be
on Instagram and YouTube.
And a little bit of background,Adam and I are not only on the
professional learning scene, butwe are also on social uh CPM's
social media team and over thelast couple months have been
working to sort of develop oursocial media platforms a little
(10:30):
more and kind of diversify thecontent that we've been putting
out.
Um and one of the things thatwe've been sort of thinking
about is how do we sort of shareour professional learning with
not just CPM teachers, but justall map teachers.
If anyone who knows CPM knowsthat we value ongoing
(10:54):
professional learning.
And you know, we even quote theelements, we say curriculum is
important and we think we havean awesome curriculum, but or
how you use that curriculum isum super, super important.
So when teachers go through thefoundation series, we follow up
with these teacher tipsthroughout the years that serve
as reminders or little nuggetsto encourage folks to try
(11:16):
something new or really likesupport challenges that many
teachers, not just CPM teachers,but many teachers and all
student-centered classroomsface.
So Adam and I thought, well, wehave this great bank of tips
that I know like we sometimeseven just pass these on to
teachers that were umsupporting.
(11:37):
And we thought, what um betterplace to start in terms of
getting our professionallearning out there than to sort
of package these tips up and umshare them as reels and as
YouTube videos.
And that's how some shenaniganssort of started.
So they're gonna be these yeah,sorry, that's a bit of a lot,
(11:59):
but um that's cool.
Yeah, we're really excited toshare like these timely, like
relevant and practical tips thatteachers um were hoping could
listen to and then even likeimplement in their classroom on
the next day.
So that's sort of the essenceabout what shenanigans or what
some shenanigans is.
SPEAKER_00 (12:21):
That sounds great.
SPEAKER_03 (12:23):
Yeah.
unknown (12:25):
Yeah.
SPEAKER_00 (12:25):
I think it also kind of I mean, it comes down to our
slogan, right?
CPM slogan, more math for morepeople.
Right.
And so when Brie and I werereally brainstorming about some
social media ideas, it reallycame down to how can we support
not just CPM teachers, how canwe support all math teachers?
And so that's kind of where thisidea uh came from.
(12:46):
And, you know, quite honestly,working for CPM can feel like
just professional developmentthat you're receiving with not
very many opportunities foroutput, right?
We can share with teachers, wecan coach and things like that,
but we learn all these greatthings going to the different
conferences, going in and out ofclassrooms from our own
resources that we are alwayscontinually fine-tuning and
(13:09):
learning from.
And so Bree and I thought that,you know, this some shenanigans
series would also be a greatopportunity for us to have an
outlet and to share ourexperiences with the teachers,
you know, not just along thetips that we have, but any other
uh topics that teachers might beinterested in hearing about or
want suggestions on.
And like Brie said, the goal isthat, you know, if we listen to
an episode, that you can go andimmediately start applying
(13:32):
things in your classroom.
SPEAKER_01 (13:34):
Nice.
Nice.
Cool.
SPEAKER_02 (13:36):
So what so what's uh what's available right now that
somebody can go see?
SPEAKER_00 (13:43):
So at the time uh that this podcast will be
published, uh, we should havetwo episodes out.
The first one will be on pacing.
And so I guess is a good time tokind of touch on, you know, the
kind of the format.
So we will Brie and I do longform conversations where it just
gives us more opportunity tokind of you know really get dive
(14:04):
deeper into a topic.
Like I said, the first one ispacing.
So Bree and I dive deep into,you know, uh, what is pacing and
then what are some strategiesfor that?
Again, not just for CPMteachers, but but any math
teacher.
So we do a longer form videothat will go on YouTube.
And then uh we do a shorterreel.
It's kind of like the TLDR,right?
Of I don't have time for a fullvideo, what you got?
(14:25):
You know, how teach me somethingin two minutes, right?
Make it quick.
So yeah, each episode will kindof have those formats, a longer
form version on YouTube and thena shorter form that'll go on
Instagram.
So all of that to say, at thetime of this uh podcast
publishing, we should have uhtwo episodes.
So pacing and Brie, what's thenext one after pacing?
SPEAKER_03 (14:45):
I think they had one on collaborative learning, no?
SPEAKER_00 (14:47):
Collaborative learning.
Yeah.
SPEAKER_03 (14:50):
Yeah.
So that might be the first one.
We'll see.
We're still working out thecalendar, the frequency, that
kind of thing.
I think, Adam, we kind of landedon every two weeks a new
episode-ish.
SPEAKER_00 (15:03):
Yeah, that'll be our goal.
But you know, we are moreinterested in the quality of it.
So we want to make sure thatwe're getting you know high
quality.
And uh, I guess you'll just haveto go check out our YouTube page
to see what episodes areactually out.
Absolutely, absolutely.
SPEAKER_04 (15:16):
Yeah, it's a mystery you'll have to solve yourself.
SPEAKER_02 (15:18):
And I think pacing and collaborative learning are
hot topics right now.
I know when I'm in the classroomthat that's kind of what we're
talking about.
SPEAKER_04 (15:26):
So teachers will be able to do that.
SPEAKER_02 (15:28):
Absolutely.
SPEAKER_04 (15:29):
Yeah.
For sure, for sure.
So, so when I if I how so we'llput some links in the by in our
description of right of how tofind it, but it's on our CPM
YouTube and our CPM Instagram.
What other kinds of topics areyou planning to investigate
throughout the year or to orhave conversations around?
SPEAKER_03 (15:52):
Yeah, so um one of the topics that we just recorded
was how to support multilinguallearners in a student-centered
classroom, which is you knowalso a question that comes up a
lot.
Supporting students withexceptionalities is another
episode that we're recordingthis week that I'm really
excited.
I know we're both really excitedto dive into.
(16:13):
And then just some other topics.
I know formative assessment,circulating around your
classroom, questioning, thoseare um some topics that we'll be
talking about throughout thisfull year.
SPEAKER_00 (16:26):
So but there's always opportunities for more
topics.
So, you know, of course, afteryou've headed on over to our
YouTube channel and you've seenwhat those first two episodes
are, you know, drop a commentbelow.
Let us know what else you wantto, what else you want to uh
hear hear about.
Absolutely.
For sure.
SPEAKER_03 (16:44):
Absolutely.
We're hoping for some engagementfor some tea, we're hoping for
some engagement where teachersmight share some of the things
that they use in their classroomto support whatever you know
we're talking about.
And we're hoping that they mightshare episodes with our teacher
friends as well.
Um, again, we want these to bebite-sized, like where I'm
picturing, you know, that acouple minutes after you're
(17:05):
decompressing after a long dayof teaching and you might scroll
for a couple minutes.
And if you come across ourvideo, we want it to be direct
um and digestible and somethingthat might, you know, yeah, you
can just take a nugget from andlike Adam said, apply the next
day, hopefully.
SPEAKER_04 (17:24):
And I think that you've had some uh some guests
on your or you're letting youhave some guests on your on your
shows as well.
SPEAKER_00 (17:33):
Yes, we were very fortunate to have another
coworker of ours um who workswith us, uh Danielle Boggs.
No, not for us, with us.
Uh Danielle Boggs joined us forthe multilingual learners
episode.
So that will get that will getposted here pretty soon.
And then yeah, we do have plansto have others on the show with
us and you know, again, givesome perspective on on the all
(17:56):
the different topics that Briementioned earlier.
SPEAKER_01 (18:00):
Nice.
SPEAKER_02 (18:00):
I I really like uh how we're expanding this project
of all of us, right?
Like so there's a a way thatwe're trying to connect and net
network teachers together and beable to interact.
So I love what you said aboutplease leave comments, please
(18:21):
add to the conversation allthose things.
So I really appreciate thisidea.
SPEAKER_03 (18:26):
Yeah.
Um yeah, we're I know excited.
Oh sorry, missing that.
No, go ahead.
I was just gonna say we'reexcited to kind of, as I
mentioned earlier, develop oursocial media platforms a little
more and just um get moreteachers in the conversation.
We know that's where we, youknow, all quote unquote hang out
these days.
And so, you know, just to getthat that knowledge uh in one
(18:51):
space and get people talking,we're we're excited to sort of
support that opportunity.
SPEAKER_04 (18:57):
Yeah, yeah.
That's that's the long lines ofwhat I was gonna say.
Like, I love that we're reallylooking at what are the what are
different ways, what are all thedifferent ways that we can reach
out to teachers, help supportthem in their classrooms, and
and and create a network and anengagement so that people have
those support systems of eachother as well as the as the
(19:18):
content and the and the variousthings that we're talking about.
So yeah, it's great, reallycomplimentary.
SPEAKER_00 (19:24):
And I also think it's important that, you know,
Brie and I point out like, Idon't think either one of us
feels like we are the absoluteexperts in any of these topics,
right?
And so we really made aconscious effort to not have the
episodes feel like that.
We wanted it to be moreconversational and as if you
were just listening to twoteachers, you know, sharing
(19:44):
ideas and going back and forthon a topic.
So we we hope that teacherslisten.
And if they find somethingthat's directly um tangible for
you to go back into theclassroom with, great.
Otherwise, you know, maybe itmay spark a different idea that
also works in your classroom.
But again, the the the pointthat Brie and I were trying to
make with this series is we justwant to start the conversation.
(20:05):
And we feel like, you know, wedon't have to continue or carry
it ourselves, it'll get carriedalong.
But that was kind of the maingoal.
SPEAKER_04 (20:12):
Yeah, for sure.
SPEAKER_02 (20:13):
With the with the title of some shenanigans, and
to me, shenanigans means kind ofgetting into trouble, causing a
ruckus.
What shenanigans are youactually gonna get into?
SPEAKER_00 (20:29):
So I might be the guilty one for the title because
of the the the dad jokeiness ofit.
We did one, but you know, wewhen we were coming up with a
title, we wanted something thatwas that kind of communicated
what it was about, but also waskind of playful, right?
It's again, it's it's meant tostart conversations, it's not
(20:49):
meant to be, you know, superheavy or things like that.
It's just you're just listeningto a couple of teachers, a
couple educators talk.
So that was kind of kind of howthe name came about.
SPEAKER_03 (21:00):
Yes.
I I agree.
I think we want it to beapproachable, silly.
Like Adam said, we're not theexperts in these topics.
We just know what we've tried.
We know what challenges wefaced.
And I know we learn from eachother as we have these
discussions, and we want othersto join in on the conversation
and feel comfortable listeningand contributing.
(21:22):
And I'll also add that we'redefinitely developing our social
media skills as soon as we workon this project.
So um join in now to see thatjourney and how things evolve.
And yeah, it's it's it's beenreally great, and we're excited
to launch it.
SPEAKER_04 (21:39):
You can join in now so that you can be the one on
the I saw them when nice, nice.
Absolutely.
Is there anything else thatpeople should know about some
shenanigans other than it'sspelled S-U-M?
So that's in case it wasn't thatclear.
Shenanigans.
Anything else that people shouldknow, or just go take a look at
(22:00):
it from the link?
SPEAKER_00 (22:02):
Yeah, I would just encourage everyone to check out
our YouTube, check out the reelson Instagram.
Again, leave comments, feel youknow, feedback, share your
ideas, share your thoughts, uh,share uh what you'd like us to
talk about, and uh maybe evensome guests that we can start
reaching out to and bring otherbring other educators on to have
these conversations.
SPEAKER_04 (22:21):
Awesome.
Awesome.
SPEAKER_00 (22:23):
Very cool.
SPEAKER_04 (22:24):
Well, thank you so much for coming on the podcast
and talking with us about thisnew CPM uh outreach with some
sharing.
We really appreciate it.
SPEAKER_00 (22:31):
Yeah.
It was great talking about it.
It was great talking with you.
Not for you.
SPEAKER_03 (22:43):
Thanks for having us.
We're excited.
Follow us at CPM Math onInstagram.
And Adam, you're gonna help helpme out with the YouTube.
SPEAKER_00 (22:52):
Uh on YouTube, you can just search uh CPM
educational program and weshould show up.
SPEAKER_04 (22:58):
Awesome.
So that is all we have time foron this episode of the More Math
for More People podcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description.
And the music for the podcastwas created by Julius H.
(23:19):
It can be found on pixabay.com.
So thank you very much, Julius.
Join us in two weeks for thenext episode of More Math for
More People.
What day will that be, Joel?
SPEAKER_02 (23:31):
It'll be November 18th.
Latvia Independence Day.
And I'm pretty excited aboutthis because a great co-worker
of ours, Rita, is veryknowledgeable about Latvia.
And has shared many things aboutthat community and where she's
from, and our history is goneand continues to go support
(23:54):
Latvia.
So I'm excited to talk itthrough and hear what we all
have to say about Latvia.
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If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Ruthie's Table 4
For more than 30 years The River Cafe in London, has been the home-from-home of artists, architects, designers, actors, collectors, writers, activists, and politicians. Michael Caine, Glenn Close, JJ Abrams, Steve McQueen, Victoria and David Beckham, and Lily Allen, are just some of the people who love to call The River Cafe home. On River Cafe Table 4, Rogers sits down with her customers—who have become friends—to talk about food memories. Table 4 explores how food impacts every aspect of our lives. “Foods is politics, food is cultural, food is how you express love, food is about your heritage, it defines who you and who you want to be,” says Rogers. Each week, Rogers invites her guest to reminisce about family suppers and first dates, what they cook, how they eat when performing, the restaurants they choose, and what food they seek when they need comfort. And to punctuate each episode of Table 4, guests such as Ralph Fiennes, Emily Blunt, and Alfonso Cuarón, read their favourite recipe from one of the best-selling River Cafe cookbooks. Table 4 itself, is situated near The River Cafe’s open kitchen, close to the bright pink wood-fired oven and next to the glossy yellow pass, where Ruthie oversees the restaurant. You are invited to take a seat at this intimate table and join the conversation. For more information, recipes, and ingredients, go to https://shoptherivercafe.co.uk/ Web: https://rivercafe.co.uk/ Instagram: www.instagram.com/therivercafelondon/ Facebook: https://en-gb.facebook.com/therivercafelondon/ For more podcasts from iHeartRadio, visit the iheartradio app, apple podcasts, or wherever you listen to your favorite shows. Learn more about your ad-choices at https://www.iheartpodcastnetwork.com
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com