00:00:00:12 - 00:00:29:25
Andrese Howard
The best part, though, was we did bring water to Flint and the students were able to meet residents. And as I never forget, this one older lady was so happy that they were there. She put her glasses off and she said, look at my eyes. Look what the water did to my eyes. And it was the most realest experience that they could have. I had the best test score that year, and I think that unit was one of my best ones that I did, that they really had a better understanding as to the purpose of school, the purpose of learning, and the value of it.
 
00:00:29:28 - 00:00:45:16
Molly Buckley-Marudas
Welcome to Chalk Talk with CLEteaching. We're coming to you live from Cleveland State University. I am Molly Buckley-Marudas, co-host of Chalk Talk and associate professor of adolescent and young adult literacy and the Levin College of Public Affairs and Education.
 
00:00:45:18 - 00:01:05:06
Shelley Rose
And I'm Shelley Rose, associate professor of History and Women's and Gender Studies in the College of Arts Sciences at Cleveland State University. Chalk Talk is a production of the Cleveland Teaching Collaborative. We founded the collaborative in May 2020, and it is now an award winning working group for research, reflection, and support for pre-kindergarten through higher education instructors in Northeast Ohio.
 
00:01:05:13 - 00:01:14:03
Molly Buckley-Marudas
In this episode, ÒStories are Powerful,Ó we sit down with two guests who will speak with us about their expertise around inclusive teaching.
 
00:01:14:05 - 00:01:28:28
Shelley Rose
Today's guests are John Dutton, high school computer science and engineering teacher at MC Squared Stem High School in the Cleveland Metropolitan School District, and Andrice Howard, English Language Arts teacher at Lincoln West School of Science and Health in the Cleveland Metropolitan School District.
 
00:01:29:00 - 00:01:33:26
Molly Buckley-Marudas
You're going to love this conversation.
 
00:01:33:28 - 00:01:48:17
Shelley Rose
Thanks so much for joining us today. We look forward to talking the chalk with you. We would love for each of you to share with us the time, or if there was a specific moment or experience that led you to think more about inclusive teaching and learning. Let's start with John.
 
00:01:48:19 - 00:06:25:21
John Dutton
Hi. Thanks so much for having me. When I saw this question, I thought, well, it happens all the time, right? And there are moments at every stage of my career where I've thought more and more about it. When I first came to Campus International High School, in 2017, that was a huge challenge because of the International Baccalaureate program and this idea that we were teaching IB for all. So, inclusive, being inclusive of all the students and being responsive to where all the students were coming from was incredibly important. And there was no way that we were going to be able to do that without considering where every single student was coming from, and being responsive to their needs on a day to day basis, which already, as a teacher, you sit there and you go, how could I possibly be responsive to where all of my students are every single day? And they surprise you with, sometimes in really good ways, with, with where they are. I think what's top of mind for me is coming to MC Squared, and now that I'm well, a lot of, a lot of folks say stem, right. MC Squared STEM school and they just say STEM. Coming to where I am today teaching computer science, I think about just how do I, I'm teaching all the students computer science, and all of them have to, have to be able to work through this curriculum, in, in their own way. And so how do I meet them where they are? Almost all of the students have taken a computer science class before, because that's how our school is structured, which is wonderful. It's, it's the only school that I know of in the area that has multiple computer science classes. It's great, but how do we, how do we meet students with this really rigorous curriculum and, and get them to be successful in a highly technical field when it's, it's mandatory and it is something that we've seen since COVID. Students really want everything to be hands on. There are there are ways to be hands on with computer science. Physical computing is one way, where you have all these devices that students program and they and, you know, people are familiar with robots and familiar with programing robots. And so we have some robots. But at the end of the day, students still need to understand the fundamental concepts that are abstract. So how do we bring it from the concrete to the abstract? And that's what I think about all the time, is, is providing all sorts of concrete examples and, and pushing the students to form those, those abstract ideas in their heads. And so I have students on a variety of different platforms in order to give them the most personalized experience that I can, because differentiation is a major part of both being culture responsive and inclusive pedagogy. So for me, that's, that's where it starts - is exactly what unit do I need you on? What, what platform? And then make sure that you're independent enough that I can work with every single student, one on one, for as long as possible. And really dive deep into where you are and where you have misconceptions, and make, create examples with you and go through examples where you're going to be able to have some sort of understanding, from your own life of what this is like this, this particular, this, this is a loop. Well, where do I see loops in, in my daily life? Oh, you know this. I have a job at Marc's. Well, wouldn't it be great if you could, you know, finish shelving, finish stacking automatically, right? How many stacks do you need to make? How many shelves are there? And so this, this notion of the more I know about you, the more of a rapport that I have with you as a student than the more responsive that I can be in how I'm taking these very heady concepts down to an approachable level.
 
00:06:25:23 - 00:06:53:13
Molly Buckley-Marudas
Yeah, I really like how you mentioned the, the role of rapport in that. And also then on a skill level and in the classroom, getting them independent enough that you can go deep with each individual student where they are. There's a lot there. I'm sure we'll come back to some of it, so thank you, John. Andrice, how about you? Can you tell us about how you started thinking more when you started thinking more specifically about inclusive teaching practices?
 
00:06:53:16 - 00:10:25:11
Andrese Howard
I can say that I started to think more when I thought about my students identities in the classroom, and a lot of students when they come to me because I'm in English, they don't like to read. And it's like, why? Well, we're going to read something that's boring. It's not engaging. I first have to look at myself as a learner. I enjoy reading and this is my passion. So I'm like, we have to find something that will make you enjoy the art of reading. We're not reading just for standardized testing or for data. Let's get the idea of you being a number out of your head, and let's look at the joy in the world and exploration that you can have in literature. So I started to look at my demographic of my classroom. Then, I looked at the scope and sequence and I said, well, they're not seen. And because you're not seen, you don't feel like it's valid or itÕs really relevant to your experience. So I started to share my personal library with my students. So I make it  my effort - I read like three different types of books a year. One for like fun- that's just for me, I love historical fiction, one for professional practices to increase what I know in my field, and a young adult novel so that I can recommend it to my students. Because if they, if I'm not invested in my content, they're not invested in the content. And so I started to look at those items and I said, okay, this is what we're going to do. And it kind of started off with literature circles, and the students took off, and we did a whole literature circle on diversity and equity in just in the world, not in a specific area of life, but just in the world where you see yourself for adolescents. They enjoyed it. They're walking down the halls and they're talking about it. And then, we started to have, under-I started to have a better understanding of my students with learning disabilities. And then after I unpacked some of their IEPs, I noticed, like a strand with like, mental health in like, things of, in the medical world. And I'm like, you know what? We really need to explore this and find out why we think the way we think and how we think the way that we think. Because I think that's very important as well. So we have our love for literature. We're going to find a great book, but most of the characters that we're dealing with in the dynamics are students are the characters are dealing with depression, they're dealing with anxiety, they're dealing with ADHD, they're dealing with different aspects, but how do we explore that? Because I still have to hit my standards. So we then will incorporate some real-world experience like we did one unit for Their Eyes Were Watching God. And we talked about men and the mental health of men in the world. And so we looked at Kevin Love where he talked about openly his depression. And, and the boys really gravitated toward that because they saw themselves and they had identity. And so when I started to think about my approach as a culturally responsive yes, I can have tons of authors that look like them. But culturally responsive also means seeing their shared experiences and I think that's the part where we miss is their shared experiences and what they're going through and that's what I had to infuse. And so it made learning fun, it made learning engaging. And it made them want to write and talk about it, which sharpens that skill. So I always tell students, ELA is not a content, we are a skill based. It's supposed to transfer to every single content. And I have to provide you with different and various topics and concepts in order for that to be a transferable skill. And thatÕs the approach that IÕve more so taken in my classroom for culturally responsive teaching.
 
00:10:25:14 - 00:10:43:26
Shelley Rose
Thank you Andrice. we'd now really love to hear more about what this looks like specifically in your classroom. John, can you think of a specific instructional unit or a project in your class and talk us through some of the practices you refine that reflect your commitment to inclusive teaching?
 
00:10:43:28 - 00:10:51:20
John Dutton
So something that I started actually in MUST...
 
00:10:51:22 - 00:10:53:04
Molly Buckley-Marudas
Bring it back to Cleveland State.
 
00:10:53:11 - 00:12:42:03
John Dutton
Yeah. Yeah. so that was, that was in the before times, 2006. That's when I got my, my master and then I was, at Shaw High School for ten years. And so one of the, one of the things that I was doing at the time was storytelling in the science classroom. and I think it started because I had to find a topic. Right? And I don't want to dive too deep into the story, but basically it was just let me come up with something Ð sure. I, I like, I like this idea, this, this idea of combining literacy with, with science. Not that there isn't literacy embedded in science, but just there's got to be some way to engage, to hook, science learners more. And it was something that I discovered worked when I was teaching overseas. And I thought, right, does it translate? And, and I found out that little by little, yes, it translates. And, having this idea that that these stories connect these, these fictional stories can connect students and connect their experiences and engross them in the story while I sneakily throw the science in there. And then, they, they have this better understanding of the science because of, of course, they're connecting it in much more meaningful ways. And so, so that was the - that was where I started with the study and, and, and I continued it for a long time at Campus.
 
00:12:42:03 - 00:12:53:15
Molly Buckley-Marudas
I mean, you might have to say, or some of the characters names. yeah, if you can, I can't remember. An example, because even the titles, even their names are examples, I think.
 
00:12:53:20 - 00:14:37:19
John Dutton
It's been a while since I've, I've had my hands on them, but, there were Cyentiss that was not all that creative. That was just when the kids finally saw it, they went, ughh. But, I had an interview with a ribosome. And so it was this, fantastic voyage style of shrinking down and having somebody actually, having having the ribosome actually show everyone around the cell, so, so this, that, this, this notion, like, I mean, the kids were like, oh, it's so corny, but you read it, right. And so that's the point, and they were engaged by it. And, and so that, that was, that was a way in. And then asking the students to write their own stories. And so I got these fantastic stories about like, I think, I think one of the students named their character Kobe James right at the time. So mishmash of, you know, Kobe Bryant, LeBron and so, and so, it was this, this basketball player who was discovering all these things about physics. And it was like I was in love with it, it was it was great. So, so it was reciprocal as well. Where the students where we're creating these works and by creating the works, of course, we're developing a deeper understanding, of the of the concepts that I was trying to get across to them. So I haven't and I think I'm thinking this out loud more than anything else. I haven't attempted to translate that to computer science as much, but there is this fantastic, resource, for artificial intelligence. I won't shout it out unless you want me to. Okay, we can.
 
00:14:37:19 - 00:14:38:14
Molly Buckley-Marudas
Go for it. Yeah.
 
00:14:38:17 - 00:16:23:22
John Dutton
All right. so AIEdu is, It's been actually accepted by, the state of Ohio. They are using it as part of their, their roll out for all things artificial intelligence. And it's meant for English, math, science, social studies and computer science. It's not just computer science focused. In fact, most of it is not computer science focused. And so AIEdu is bringing a lot of those, those notions of we can combine literacy with AI and really have students have this, have these rich experiences. and so I've been playing around with a lot of their, their materials. We just got finished with an urban upgrading unit. So it's actually combining urban planning with some AI tools in order to have students think about how they can reshape their communities. And so that the computer science is sneaky. You know, it's just throwing it in there with the AI part, having them understand that this is the power of AI in their daily lives, that that it can be used for good, that it is not all scary, and it's not all Will Smith eating spaghetti. And so students really they, they every time I bring up another AI question, there's this great dialog and, and they're really interested in it. And they want to know how to use it and, and they are able to use it. I don't want to mention exactly how because I, I think CMC is going to shut us off if we say it publicly. It's not illegal. I'm not, it's not like but, but right now they're, they have an entry point. Okay.
 
00:16:23:26 - 00:16:25:05
Molly Buckley-Marudas
We want to keep the podcast going.
 
00:16:25:10 - 00:17:17:21
John Dutton
Exactly. Yeah. Well and I don't want it to be shut off, but, in any case. So students are able to - they're, they're getting into prompt engineering and they're, they're understanding how to actually leverage some of these AI tools. And, and I think it's meeting them where they are - and that's the bottom line. And not only that, but we're it's being it's becoming a part of the curriculum. And it's becoming a part of the curriculum for every single subject. Right. I, I'm sure I'm sure Andrice you struggle with what do I do with AI? Yeah, yeah. How can a student, use it in a in a positive way? So they're not just saying write me a five paragraph essay, so. Yeah.
 
00:17:17:23 - 00:17:46:23
Andrese Howard
I, I definitely agree it's been a struggle. However, learning that you have to, like you said, you have to teach them how to effectively use it because it's never going to go away. So how do you use it for your growth instead of just typing who you are and your, development and your education? So we're working through that in ELA. It's a... it is a big struggle because I'm putting a lot of things to the feeder to find out what was authentic and what was not.
 
00:17:46:25 - 00:17:49:20
Molly Buckley-Marudas
We may want to have you back for, I know, an AI series.
 
00:17:49:20 - 00:18:26:12
Shelley Rose
one of the interesting things that I'm hearing from both of you in this conversation about AI is that you mentioned shared experiences as being kind of a grounding point for both inclusive and culturally responsive teaching. And I noticed in my class here at CSU, with future social studies teachers, we talked about AI and worked on a lesson that was actually designed by one of our AI champions, Melanie Gagich. And, and they're creating a shared experience with AI right now. Right? Like, this is one of those experiences. And how we approach it with them is going to make a lot of difference in how, you know, our classrooms look.
 
00:18:26:14 - 00:19:18:14
Molly Buckley-Marudas
Yeah. Well, thank you, for sharing a little more insight. John and I loved hearing about the storytelling, in science, which is there are examples out there that John has published and shared. So check it out. it is definitely, I really enjoyed watching that. That unit and watching the students engage with it. So thanks for sharing that with us. And Andrice, I know you have your example already is such a great about how you have drawn on your own personal, reading library and the ways you use lit circles was an excellent example of your commitment to culturally responsive teaching. So you're welcome to share a little more about that with us. But if there's another example of how culturally responsive teaching shows up in your classroom or a certain unit that you think reflects this commitment really well, we'd love to hear more about that.
 
00:19:18:16 - 00:23:11:29
Andrese Howard
Right now there is one one that my students had the best fun with, and I always share this one is because we went to Flint, Michigan and it was based off the lead testing. So again, English, I don't think that it is a content, we are a skill. So I had a personal issue where my son had lead poisoning, at a very young age. And then again going through my students experiences. like a lot of them are suffering from, long term lead poisoning. And how do you manage that? That is a question, right? Like how do you handle yourself in professional settings even in a school setting, when you have a certain imbalance going on within yourself that you really can't articulate nor know how to manage? So we did like a really deep dive. We, we had like a really great novel that was related to lead paint, because lead paint in Cleveland actually mirrors that of, Detroit. Yes. The Cleveland lead paint crisis is very, very similar to the Flint water crisis. However, we don't really talk about that because the, we know it's not a blatant thing as like you're water coming out and it's tainted. So we use that as our resource. And I taught the students how to look at a leasing agreement. So that's a transferable skills. So we could bring your leasing agreements. Let's look at some resources in some research in our community. And also what are the long term effects. So the students learned that lead poisoning leads a school to prison pipeline lead poisoning. It helps it affects your cognitive and it also, has long effects in ADHD. And each child was able to be able to be like, oh my Lord, this is like really relatable to me. They were going up to the principal and saying, this has particles, and they were using science terms and they're like, this is an issue we need to figure out how because, well, we need to do because remember, all the schools have to get lead testing inthe water. Yeah. And it was like a really big deal. And so I was like, you know what? We should just go to Michigan. I was like, yes. So we got we got funding, fortunately, from our network, in our schools. And I took the kids to Flint, Michigan, and they met with the Chief Investigator of the ACLU who did the, he did the documentary we watched in class, and they were asking thousands of questions. The best part, though, was we did bring water to Flint, and the students were able to meet residents. And I never forget this one older lady was so happy that they were there. She pulled her glasses off and she said, look at my eyes...look what the water did to my eyes. And it was the most realistic experience that they could have. And I always remember in teaching and part of my philosophy is authentic experiences. Again, you are not a number your day to day as it they would transfer. They had the best test scores that year because they had real local experiences where they could think critically. They can. They looked at questions differently. Their perspective was just...it was shaped from their own lived experiences. and that's my favorite project. We had so much fun in that class. We, we...they, they went beyond what I could have thought. And it took that project and they were really like ownership of it. So right now when they go out into the real world, they can have the ability to say, look, this is not in my leasing agreement, these are the politics that go behind it, this is the laws, this is not appropriate. So they can have even an overall better quality of life because they have that better understanding. And so when I think about my teaching philosophy and my principles, I'm like, how can you feed, clothe, shelter yourself, right? How are you able to have a really great quality of life, which should be afforded to you in education? It's not just about money either- - it's about just your health, your overall self in being. How do I help you get there? And I think that unit was one of my best ones that I did, that they really had a better understanding as to the purpose of school, the purpose of learning, and the value of it.
 
00:23:12:02 - 00:23:13:20
Molly Buckley-Marudas
Thank you for sharing that.
 
00:23:13:20 - 00:23:40:05
Shelley Rose
Yeah. What an amazing impact beyond the classroom. So one of our goals with Chalk Talk is to connect to educators. So we'd love it if both of you could let us know how your work and commitment to inclusive teaching has impacted you professionally, or how it has, in your opinion, impacted student learning, which we've heard about so much. Yeah, but I want to hear more. So please, whoever wants to start.
00:23:40:08 - 00:27:51:21
John Dutton
I'll, I'll say a couple things. I guess I started thinking about, how I could be...how I could spice up my computer science classroom. So one of the things that I started putting together are, definitely quote unquote, escape rooms. They're more like combination scavenger hunts than escape rooms. And so the idea being that there's a variety of different, you know, locks and combinations that they need to discover through coding and through clues. And so I theme every single one, according to the season or month. So we just got done with a Black History Month scavenger hunt where, one of the clues involves they have to find out where these, which HBCUs these alumni came from. And they have to find out the birth month of particular, historical figures and, and put that all together and they come up with numbers and that gets them to the next. So, so I think when you have that focus of what are my students really going to enjoy - not what do I need to do, based on what my administrator is telling me or based on what the state is telling me, but what are my students really going to enjoy? And then you shoehorn in all of the things that we as teachers have to do. We have to, we have to comply with the standards. I mean, and it's good because the standards are there for a reason. But, but, let's, let's do that second, let's come up with the idea first, right. And I think that part has opened a lot of doors for me because, then, you know, people invite me to come to conferences and talk about those sorts of things, and then I get all sorts of other really fantastic ideas from other people. and so you have to share - I think that's what I'm trying to say, is that unless you share these really great things that you're doing, which can be a difficult bridge to cross, because a lot of us as teachers, we're just like, yeah, maybe I did..maybe it was a good day...maybe I did something well today. But at the end of the day, you're like, I failed about 100 times - maybe I had two successes. And so you don't, you don't dwell on the successes, right? But, but you have to in order to keep yourself going you really need to. And I think I think there is a, there is a purity test a lot of times for inclusive pedagogy or culturally responsive teaching that sometimes we put on ourselves. If I'm not doing it all the time, then I'm not doing it at all. And I think we have to be kind to ourselves and understand that, that that does not exist, that that you, that not every lesson is necessarily centered on the kids. We just had SAT testing yesterday. That was not a lesson centered on the students. That was colleges in the state and everyone else saying, here's what you need to do, and that's okay because you come back. You come back with that renewed energy and you and you say, all right, here's, here's how I didn't include you in, in my framing of this lesson. And here's where we're going to go today, and here's how I'm going to, to make this student centered. And so, so I think having that, having that grace for myself and for others when having these conversations, it leads to deeper professional relationships and then so many more ideas. Because when you can, when you can say, no, I, I sucked yesterday and someone else goes, but I look up to you and like that's, that's really nice that you look up to me. I, I am not knocking out of the park every day. Let's be clear. So yeah, I think, I think having, having that perspective is very helpful as an educator.
 
00:27:51:23 - 00:28:14:03
Molly Buckley-Marudas
It's so amazing because so much is parallel, right? Like so much of every example that both of you have shared is caring for students. But you also need to care for yourself too, as the teacher and not forgetting that in the face of doing all that work to care for your students and showing up. So showing up for yourself, too. I mean, I think that language heads in both directions.
 
00:28:14:06 - 00:29:57:15
Andrese Howard
I can say for myself is, to be a consistent learner. And also my professional learning community is really big for me. I've learned to join, some of the larger organizations like in NCTE. I'm in love with the English Journal in English Education. I find, some of the best articles written by teachers who are in my space, who have understanding, who are facing the same battles daily. I thoroughly like, really enjoy that. So that has helped me grow professionally. And then I did and find different resources and different practices, especially for culturally responsive teaching that I can incorporate in my classroom. And then I also want to, you know, make it my business to help other teachers as well through curriculum design. How can you infuse all of these ideas, these major concepts, these enduring understandings and essential questions? How can you create a space for you and your students to have fun? Because school is fun, like learning is supposed to be a joy. They're supposed to get up. And what can you imagine going somewhere eight hours a day and you don't like it? Like I could not imagine getting up and I am forced to come somewhere or I am unhappy and that doesn't that teach them about the real world Because you are your owner of your happiness. And so to embrace that and to make it fun. So I make it my business to learn my content and still enjoy my content and share it with my students, because that's going to make both of us happy for eight hours out of the day. And it is going to create lifelong learners where they're like, I had a really great time in ELA, and ELA is really not that fun.
00:29:57:18 - 00:30:01:00
John Dutton
Yet you can edit that out, right? 
00:30:01:02 - 00:30:06:13
Shelley Rose
It's fun if you make it fun, you make it fun. 
Andrese Howard
But they just shruggle...I gotta write a paper. Yes, you have to write a paper.

Molly Buckley-Marudas
00:30:06:13 - 00:30:09:22
(laughs) You have to have to come to my class each day.

00:30:09:24 - 00:30:31:00
Andrese Howard
And it really can be fun and not mundane. Like it can be something that they bring a smile to their face because  because they get to create in their space. And that is like the biggest thing. So as long as I am at the top of the top of where all the new things are coming out and growing myself professionally, then I'm going to always be a better teacher for them.
 
00:30:32:18 - 00:30:33:13
Molly Buckley-Marudas
Very well said.
 
00:30:33:18 - 00:31:16:19
Shelley Rose
Yeah, yeah. I think it's so great that you both emphasized the foregrounding of inviting the students in. I mean we did this faculty group with who read Viji Sathy and Kelly Hogan's inclusive teaching book last spring and that's one of the things that they say is one of the foundations of inclusive teaching. Right? Make sure everyone's invited in and make it fun. Right? But no one's kind of left behind, and then you go to the standards, right? And then you make sure you have all the, the i's dotted and t's crossed. Very cool. So thank you so much for sharing your experiences and expertise with us. We're now going to transition to a rapid question and answer segment. We're calling Chalk and Roll. So are we ready to Chalk and Roll?
 
00:31:16:21 - 00:31:18:09
Molly Buckley-Marudas
Absolutely yes.
 
00:31:18:11 - 00:31:26:18
Shelley Rose
All right we'll switch it up and start with Andrice. Here we go. Question one what's your favorite spot in Cleveland or Northeast Ohio.
 
00:31:26:24 - 00:31:39:02
Andrese Howard
My favorite spot is Edgewater. I absolutely love it. I'm the mom of a eight year old in a soon to be newborn, and it is the best place to not spend money, to sit out there, to let your kids play all day. I love it.
 
00:31:39:05 - 00:31:43:28
Shelley Rose
That's awesome. All right, what's one book or podcast that you're loving right now?
 
00:31:43:28 - 00:31:54:06
Andrese Howard
I am reading Remember Us by Jacqueline Woodson is a young adult novel. I got it at the NCTE conference. It is great. I love Jacqueline Woodson is so great right now. I'm really enjoying it.
 
00:31:54:12 - 00:32:01:19
Shelley Rose
That's awesome. And what's a resource on inclusive teaching or culturally responsive teaching that should not be missed?
 
00:32:01:21 - 00:32:16:24
Andrese Howard
So I recently found The Black Teacher Project is an organization that focuses on the liberatory teaching practice, which is healing through literature and finding healing spaces for students through literacy. So I strongly suggest people to go check that out.
 
00:32:16:26 - 00:32:18:14
Shelley Rose
Awesome. Thank you.
 
00:32:18:17 - 00:32:26:01
Molly Buckley-Marudas
That's great. Thank you. Okay, John, let's chalk and roll. What is your favorite spot in Cleveland or Northeast Ohio?
 
00:32:26:08 - 00:32:28:14
John Dutton
Okay so I have three spots ready? All right.
 
00:32:28:15 - 00:32:29:10
Molly Buckley-Marudas
Ready.
 
00:32:29:13 - 00:32:56:13
John Dutton
The Australia House in the Cleveland Metroparks Zoo. It's been closed for too long. I am very sad about this. I have not been able to visit, but we take our 22-month-old great nephew there when we can. The Cultural Gardens Greenhouse in the middle of winter is fantastic. And then in summer, the Dark Park in Geauga County,
 
00:32:56:16 - 00:33:01:05
Molly Buckley-Marudas
Thank you. And what is one book or podcast you're loving right now?
 
00:33:01:07 - 00:33:07:05
John Dutton
I've loved Pod Save America for a long time. That's, that's my go to.
 
00:33:07:08 - 00:33:15:23
Molly Buckley-Marudas
Great. Thank you. And question three, what is a resource on inclusive teaching or culturally responsive teaching that should not be missed?
 
00:33:15:26 - 00:34:17:22
John Dutton
So I have to shout out, my Computer Science Teachers Association folks, because they introduced me to computer science in K-12 by Shuchi Grover. Which is this A to Z compendium of all sorts of inclusive pedagogy in computer science ideas, concepts, resources, you name it. And so CS education is growing by leaps and bounds and, and, this is also recommended to me by some folks in ECEP. ECEP stands for Expanding Computing Education Pathways, and it is focused on, a concept called BPC - Broadening Participation in Computing. And so it is, it is fantastic - not only all the resources that that ESEP has, but also this book is really good reference.
 
00:34:17:24 - 00:34:43:08
Molly Buckley-Marudas
And thank you for breaking down all acronyms for our listeners. We really appreciate that. I know I think of Mike McIntyre, who's always, what is it called? Acronym Buster. He's always on the case. So very appreciative. Well, thank you so much to our guests, John Dutton and Andrice Howard for joining us today. A special thanks also goes out to the Martha Holden Jennings Foundation for their support.
 
00:34:43:10 - 00:34:51:26
Shelley Rose
And thank you, Chalk Talkers, for tuning in. For links related to this episode and guest bios, visit the how notes at podcast.cle.teaching.org.
 
00:34:52:03 - 00:34:56:12
Molly Buckley-Marudas
We hope you will join us for episode six, ÒStation Hope.Ó
 
00:34:56:14 - 00:35:07:10
Shelley Rose
The Chalk Talk Podcast is made possible by a grant funded by the Martha Holden Jennings Foundation. If you want to learn more about the Jennings Foundation or about the Cleveland Teaching Collaborative, please visit cle.teaching.org.

Chalk Talk Podcast Season 1, Episode 5
Stories are Powerful