Episodios

  • 400: #evolvingEDdesign: Giving Students Real Agency

    400: #evolvingEDdesign: Giving Students Real Agency
    Oct 29 2025

    Imagine you and I were about to make a dinner together. Now, I bring a love of baking to our project, and a decently strong roast chicken game. But I don't want to dominate the conversation too much. "Let's make roast chicken and vegetables," I say, "and cookies." Your face falls a little. "Oh, but you can choose which vegetables we roast, and what kind of cookies - I have M & Ms AND chocolate chips."

    Perhaps you love making bibimbap, tagine, paella, tacos, or BBQ pork. Maybe you've got three Ottolenghi cookbooks in your bag and you were about to suggest a middle eastern buffet followed up by your incredible raspberry jam donuts. Possibly, you spent a year in culinary school before I knew you, and your artisan pizza was legendary among your college friends.

    You put all those ideas aside and dutifully don an apron, trying to look OK with the choice between sweet potatoes and carrots, chocolate chips and M & Ms.

    But what if I had started the conversation by showing you everything I had in my kitchen, including my rainbow shelf of cookbooks, and asked you what you'd like to make? And how I could help? How would that feel?

    Agency is a key word when it comes to education, but it's easy to underestimate its power and think of a few small choices as agency. Today, in our continuing conversation about #evolvingEDdesign, I want to think bigger and wider.

    How can we give our students more agency in the classroom, empowering their creativity? Let's dig in.

    Throughout this podcast, and the ones to come in this series, I'll be showcasing graphics and displays from the #evolvingEDdesign Toolkit, a vast free resource I made for you.

    You can grab it here: https://sparkcreativity.kartra.com/page/evolvingEDdesign

    Please share your classroom design stories, questions, photos and ideas with the #evolvingEDdesign hashtag across platforms so we can continue the conversation off the pod!

    Go Further:

    Explore alllll the Episodes of The Spark Creativity Teacher Podcast.

    Snag three free weeks of community-building attendance question slides

    Join our community, Creative High School English, on Facebook.

    Come hang out on Instagram.

    Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the 'gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!

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    35 m
  • 399: #evolvingEDdesign: Crafting a Flexible Classroom

    399: #evolvingEDdesign: Crafting a Flexible Classroom
    Oct 22 2025

    My first classroom was a little blue trailer on the edge of the soccer field. Every morning, I got my shoes clogged with mud hiking across the field, but I loved my corner of campus, and I felt pretty free to design it to work best for my students.

    And it turned out that what really worked best was constant change. Our desks were attached to our chairs, so to move one was to move both. And move them I did, frequently working up a sweat between classes as I threw them around the room as quickly as I could, moving from circular discussion seating in one class to desks pushed against the walls for a visiting theater artist in another, station seating for book clubs in one back to circular discussion seating in another.

    I wanted the room to work for the task, not the task to conform to the room. And that meant staying flexible, even though I hadn't yet heard the phrase "flexible seating" and certainly didn't have any couches, yoga balls, or beanbags. I didn't even know I wanted those yet.

    These days, it's that word "flexible" that defines so much that is helpful in modern classroom design. Flexible seating, flexible displays, flexible resources. I want your students to be able to collaborate with you from day to day to create the environment that will help them shine.

    So what might that look like these days? Let's dig in.

    Throughout this podcast, and the ones to come in this series, I'll be showcasing graphics and displays from the #evolvingEDdesign Toolkit, a vast free resource I made for you.

    You can grab it here: https://sparkcreativity.kartra.com/page/evolvingEDdesign

    Please share your classroom design stories, questions, photos and ideas with the #evolvingEDdesign hashtag across platforms so we can continue the conversation off the pod!

    Go Further:

    Explore alllll the Episodes of The Spark Creativity Teacher Podcast.

    Grab the free Better Discussions toolkit

    Join our community, Creative High School English, on Facebook.

    Come hang out on Instagram.

    Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the 'gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!

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    21 m
  • 398: A Simple Trick to Elevate Poetry Analysis: Poetry Blackout

    398: A Simple Trick to Elevate Poetry Analysis: Poetry Blackout
    Oct 15 2025
    The first time I had much use for poetry came in college, freshmen year. My professor assigned each of us to memorize a poem and recite it in class. Horrified, I chose ee cummings' "anyone lived in a pretty how town" and began the process of reading it a million times between tennis practices and snowball fights. Over and over and over I read it, trying to memorize how the words and lines zipped together without the usual literary wardrobe of grammar. I can still remember pieces, twenty five years later: "anyone lived in a pretty how town / with up so many floating bells down..." "no one loved him more by more..." As I read and read, I realized the poem featured two characters named "anyone" and "no one." I began to understand how the years passed quickly through the lines and stanzas, as cycles of time spun through small word choices. I saw its heartbreak. Reading by reading I began to find it utterly beautiful. By the time my friends and I went out to practice for our class presentation by reciting our poems in the middle of Pomona College's outdoor Greek theater late one night, I loved it. But I was still really nervous. As an educator, I've often wondered how to help students get as close up to a poem as I got to ee cummings' "anyone lived in a pretty how town." What makes it possible to step inside the story of a poem, try on its language, dream its dreams? Maybe without having to recite it though? This month I had a chance to explore some of Robert Scott Root-Bernstein and Michèle Root-Bernstein book, Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People. Inside, they discuss the risk of education staying on a kind of hypothetical parallel track to the realities of the world, each so close to each other and yet never quite touching. Imagination and experience, they suggest, have become disconnected. "This being the case," write the Root-Bernsteins, "the task for educators, self-learners, and parents is simply put: to reunite the two. And the world's most creative people tell us how in their own words and deeds, in their own explorations of their own minds at work. What they find as individuals, when taken as a whole, is a common set of thinking tools at the heart of creative understanding" (24-25). What are these tools, you might well ask, and what do they have to do with ee cummings, students, and the study of poetry? The tools are: observing, imaging, abstracting, recognizing patterns, forming patterns, analogizing, body thinking, empathizing, dimensional thinking, modeling, playing, transforming, and synthesizing. They're pretty fascinating to play around with when it comes to designing curriculum. How might we help students better understand a poem, using these tools? I decided to experiment with designing around patterns when it comes to ee cummings, a master of writing in rhythms and cycles. The nexus of patterns and poetry had me thinking of blackout poetry at first, but of course, I already had a poem. I didn't need a new one. So I decided to try a new spin on the blackout - blacking out for discovering meaning, instead of to create a new poem. Instead of a blackout poem, I would try a poem blackout, illuminating what patterns I could find by eliminating everything else. For me, the results were powerful. So today on the pod, let me walk you through how to do a poem blackout of your own in class, with any poem you might want to dig deeply into with students. If you love blackout poetry, I think you'll love this riff. As usual, I really encourage you to check out the show notes for the oh-so-necessary visuals to complement this episode. Sources Cited: Root-Bernstein, M. and Root-Bernstein R. Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People. Mariner Books. https://books.google.com/books?id=DARiLCJc0dEC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false. Accessed Oct. 14, 2025. Go Further: Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Grab the free Better Discussions toolkit Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the 'gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!
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    21 m
  • 397: The Humble Webquest Levels Up (How-To + Templates)

    397: The Humble Webquest Levels Up (How-To + Templates)
    Oct 8 2025
    I've got more and more respect, these days, for the humble webquest. Slash hyperdoc. Slash game board. Slash immersive digital multimedia experience. Slash clickable infographic. Slash playlist. Slash choice board. When it comes to sharing information and contemporary texts with your students, there is SO MUCH available online right now. Students can see actors practicing behind the scenes at the Royal Shakespeare Company. Read John Green's thoughts on drafting. Hear Jason Reynolds' read his children's book, There was a Party for Langston, while the illustrations wash across the screen. Students can learn MLA with Purdue, watch Joy Harjo read her own poetry, listen to our country's top researchers and academics and start-up founders on podcasts and Ted stages. So cool, right? With so many immersive, multimodal resources waiting for our students, building their roadmaps to what's available becomes an important (and fun) job. We want to present them with great options, and help them feel positive and excited about the experience of exploring. We want to give them possibilities across modes and from many perspectives, so students can use their agency to learn in ways that feel good to them, and connect to at least some aspects of what they discover. We want to provide options in terms of how they synthesize the information they take in so they can use it later. As I see it, here are some of the benefits to building quality webquests for students: students have choice in what to explore, starting with what seems most interesting to them and continuing to make choices until they're out of timeplugging in to the kinds of contemporary connections available online (like listening to author interviews, visiting settings, seeing adaptations, and viewing connected social media) can often make learning feel more relevant for studentsyou can build in resources across genres and modes, letting students listen, watch, read, explore, view, and zoom in according to their preferencesit's easier to provide more viewpoints, voices, and perspectives, helping you to diversify your curriculumsharing a webquest is less stressful than giving a lecture, and more likely to keep students engagedyou'll save a tree, since photocopying a packet of information won't be necessaryyou can take advantage of the incredible wealth of informational resources available online Today on the pod, let's talk through some examples. Be sure to grab the free templates that complement the episode! These are meant to make this whole process quick and easy for you as you get started, and then you can go on to develop your own. Get the Free Templates Here: https://sparkcreativity.kartra.com/page/webquesttemplates Sources Considered and Cited: Beers, Kylene and Robert Probst. Disrupting Thinking: Why How We Read Matters. Scholastic, 2017. This book features a helpful look at why relevance is key to engagement. Read more in this blog post. Chavez, Felicia Rose. The Anti-Racist Writing Workshop. Haymarket Books, 2021. Felicia Rose Chavez talks about letting students have a voice in the texts that form the curriculum, and "completing the canon" (97) to go well beyond the white Eurocentric voices so often enshrined there. Clapp, Edward. "5+3 = 8: The Eight Barriers to Access and Equity in the Creative Classroom." Participatory Creativity: Introducing Access and Equity to the Creative Classroom. MSU Article Retrieval Service. Accessed October 2025. The chapter from Edward Clapp discusses sharing models of creativity that don't just reflect individual creatives working in isolation, but also collective and collaborative creativity. Rodriguez-Mojica, Claudia and Allison Briceño. Conscious Classrooms. PD Essentials, 2022. (+ Related Podcast Interview). Claudia and Rodriguez-Mojica and Allison Briceño showcase the increase in student performance when they can see themselves in the texts they read. Muhammad, Gholdy. Cultivating Genius. Scholastic Teaching Resources, 2020. Gholdy Muhammad's Cultivating Genius calls for us to layer contemporary multimodal texts into our curriculum, something that reinforced my own long-term interest in this possibility. Ivcevic, Zorana. The Creativity Choice. Public Affairs, 2025. "Research-Based Practices to Ignite Creativity, with Dr. Zorana Ivcevic Pringle." The Spark Creativity Teacher Podcast. Episode 393. September, 2025. Ivcevic suggests that teachers use models and mentors of creative thought that allow students to see themselves, both in terms of their identity and in terms of the level of creativity. Stockman, Angela. Creating Inclusive Writing Environments in the K-12 Classroom. Eye on Education, 2020. Angela's work on multimodal texts, makerspace freedom, and creating more inclusive curriculum is helpful in this conversation.
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    23 m
  • 396: Try these Inviting Alternatives to the Research Paper

    396: Try these Inviting Alternatives to the Research Paper
    Oct 1 2025
    Recently I had to learn APA citation. Oof. It was a heavy lift, after a few decades with MLA. It gave me a refreshed sense of how overwhelming students likely find MLA. I found myself thinking, why can't I just link my sources in parentheses? Why can't I just reference the authors who informed my thinking inside my sentences? Why on earth does it matter if I use a comma or a semicolon, put the page first or put the page second? Why does APA even exist? Yeah, all the things our students probably think when we roll out our 26 page MLA redux, which doesn't even cover it all. And that's only the beginning of student frustration when it comes time for a research paper. Now, I struggle a little bit in recommending these alternatives to the research paper today, partly because my husband regularly references the research paper he wrote in high school as a landmark in his academic life. He loved it. He was so proud of his work. It set him on a path that eventually led all the way to a PHD program at UPenn. The other night, though, when we were debating the relative merits of 5 paragraph essays and research papers, he did mention that the rest of the class did not exactly excel on that research paper assignment, if the comments his teacher made as she passed back the papers were any sign. John Warner, in his book, Why They Can't Write, posits a possible reason for that lack of excelling. "The writing-related tasks we frequently visit upon students would prove difficult for even highly experienced writers. Writing on subjects with which we're newly familiar, in forms that are foreign, and addressed to audiences that are either undefined or unknown (other than 'for the teacher') bears little resemblance to the way we write for the world" (27). In other words, we often ask students to try and make themselves an expert on something they're not that interested in for a research paper, use a citation format that is next thing to a foreign language for them, tie themselves in knots trying to figure out how to convey what they've learned in an orderly way that generally leaves little room for their own voice or opinions, and do it all just to show their teacher, for a grade. Of course, that is how it has seemingly always been done. And after all, we survived. I remember learning MLA format in 7th grade, and creating my first research notecards. I dutifully scrawled quotation after quotation on those notecards, putting all the source information on the back. I can't remember what I wrote about though, for that 7th grade research paper. Literally nothing comes to mind. The first research assignment that I do remember came in 11th grade, when I participated in Minnesota's National History Day, making it to the State Finals with my project "The Column: Supporting Architecture through the Ages." I remember my architectural timeline, supported on a bridge of heavy white dominos across the front of my display board. I remember learning about Ionic, Corinthian, and Doric columns, and I've seen them all over the world in my travels since. I remember my virtual explorations of Athens, as I searched through various texts trying to figure out how the column worked, why it was so special, and what it looked like in buildings all over ancient Greece. I remember presenting my project in Duluth, sensing that I barely made it through with so many other great projects on hand, learning from the quality around me, and improving it before heading for Minneapolis. I remember going to Valley Fair, the amusement park I had had my eye on for years, after the state competition, with my Dad. It. Was. Awesome. My National History Day Project let me choose any topic of interest to me that fit whatever the general theme was that year. It let me use my love of design, color, lettering, and layout in addition to my research skills. It gave me an authentic audience to consider. I think I still had to use MLA citation format, but I was so busy with everything else that I wasn't about to let cracking that code stop me. I had a competition to win. (Not that I did, but I sure had fun trying). When I look back on my academic and professional life so far, research in service of real purpose, in an arena that truly interested me, with the ability to include modes that I enjoy working in, for an audience I truly hoped to impact, made all the difference in igniting my best work. So what if we warm our students up to research with activities, projects, and shorter writing pieces that focus more on elements like these, and less on notecards? What if, instead of jumping into huge MLA research papers with only one person - us - as the intended audience, we cast a wider net around the area of research and explore ways to give students more agency over topic, mode, and audience? This introduction is getting out of hand. Thirteen paragraphs in and we haven't played the music yet. It's lucky I'm not writing a five paragraph essay. So without further ado, ...
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    24 m
  • 395: The American Dream: A Multimedia Introduction Lesson for ELA

    395: The American Dream: A Multimedia Introduction Lesson for ELA
    Sep 17 2025

    If you teach American literature, chances are you're touching on the theme of the American Dream somehow, through book clubs, a poetry unit, a look at Gatsby, or an essential question that binds together a variety of genres and perspectives. So when I received this request for our Plan my Lesson series, "How about a fun way to introduce the American Dream unit for juniors, about 36 of them," I was ready. In today's episode, we're going to talk about how you might introduce the concept of The American Dream through a series of multimedia activities, first letting students choose which ones to explore, then letting them respond with multimedia of their own, creating a collage of dream experiences for the class to view.

    American Dream Text Possibilities (Starter List):

    • Death of a Salesman Trailer (Royal Shakespeare Company)
    • American Gothic Painting (Painting at The Art Institute of Chicago)
    • Reyna Grande: A Migrant's Story (Video on Youtube)
    • The Sun is Also a Star (Movie Trailer)
    • "American Dream" (Video from the Beltway Poetry Slam on Youtube)
    • "Let America be America Again" (Poem by Langston Hughes at Poets.org)
    • "Immigrant Photos by Augustus Sherman" (Photos from Ellis Island at the National Park Service)
    • "An American Sunrise" (Poem by Joy Harjo at Poets.org)
    • "American Dreamers Mural" (Mural by Shepard Fairey and Vils, Photo at Obey Giant) - you'd want to pull the photo out of the blog post
    • "Lincoln, Nebraska 1977" (Photo by Keith Jacobshagen at the Spencer Museum of Art)
    • American Dream Exhibit (Punto Urban Art Museum)
    • "Gold Mountain Dreams" (PBS: Bill Moyer's Becoming American: The Chinese Experience")
    • "This Hill we Climb" (Amanda Gorman on PBS Youtube)
    • "I hear America Singing" (Poem by Walt Whitman at The Poetry Foundation)
    • Start-up Story: "Jerry Yang" (The Immigrant Learning Center)

    Multimedia collage response example (one illustration, one quotation, and an interpretive 6 word memoir):

    Go Further:

    Explore alllll the Episodes of The Spark Creativity Teacher Podcast.

    Launch your choice reading program with all my favorite tools and recs, and grab the free toolkit.

    Join our community, Creative High School English, on Facebook.

    Come hang out on Instagram.

    Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the 'gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!

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    14 m
  • 394: Quick Win: Build your Reading Culture with this Fun Fall ELA Display

    394: Quick Win: Build your Reading Culture with this Fun Fall ELA Display
    Sep 10 2025

    I worked at the cutest little bookstore coffee shop last week. In that small space, the collection had to be heavily curated, with just one or two books by popular authors and launching points for popular series books for kids. But the shop still held one full bookshelf for staff recommendations, covers out. Each employee had their shelf: "Sarah recommends....," "Tia recommends...., "William recommends...," etc.

    And while I had plenty of my own ideas about what authors I might like to read, I found myself spending a good chunk of my browsing time finding out what Sarah, Tia, William, and the rest of the crew recommended. After all, if someone took the time to share their top favorites of all time, I knew they must be worth MY time.

    It's this bees-to-honey concept that makes me return, time and again, to the importance of the classroom library and the way you display it. While it's easy to brush off the aesthetics of the library, I repeatedly find that they matter a lot. Fresh displays, careful displays, displays that center books that students love the most... these things support your reading program from the outside in. Students can't become readers without the right books, and the physical space of the library is our chance to show off those books.

    So this week I've got a fun fall display for you (make your copy here) and I want to walk you through how to put it up, in hopes that this can be a big win for your readers heading into this season of reading. Soon you can add a banned books display, and a Hispanic Heritage Month Display, but for now, we're focusing on putting student favorites at the center.

    Let's dive in.

    Remember to grab your copy of the display (and see all the visuals from today's walkthrough) over in the full blog post for today's show at nowsparkcreativity.com.

    Go Further:

    Explore alllll the Episodes of The Spark Creativity Teacher Podcast.

    Launch your choice reading program with all my favorite tools and recs, and grab the free toolkit.

    Join our community, Creative High School English, on Facebook.

    Come hang out on Instagram.

    Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the 'gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!

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    10 m
  • 393: Research-Based Practices to Ignite Creativity, with Dr. Zorana Ivcevic Pringle

    393: Research-Based Practices to Ignite Creativity, with Dr. Zorana Ivcevic Pringle
    Sep 3 2025

    We know employers want creative thinkers. We know creative thinking is necessary to solve the problems we see everywhere in our world. We know we want our students to learn to be more creative.

    But what does that mean exactly? Where does the science of creativity meet the cultural definition we all build for ourselves just by swimming in the 21st century stream?

    My guest today is Dr. Zorana Ivcevic Pringle. Let me share her bio with you: "With more than 25 years as a scientist studying creativity, Zorana brings insights into the nature of the creative process, from the first decision to engage with new ideas to its culmination in creative performances and products. She is a scientist at Yale University, author, and speaker. Zorana's work has been featured in the Harvard Business Review, ArtNet, US News, Education Week, Science Daily, El Pais, and others, and she is a regular contributor to Psychology Today and Creativity Post."

    Today, we're talking about how science defines creativity, and how research shows us we can guide our students - and ourselves - to develop more creative confidence. You'll learn what's important in designing your space, launching and building creative units, speaking with students about the hurdles that get in their path, and assessing creative work in a way that's meaningful for student development along the way, not just at the end.

    Honestly, I started Zorana's book, The Creativity Choice, searching for everything I could find to help me understand classroom creativity better. But I finished with fresh ideas not only for constructing curriculum and classroom spaces, but also for how I tackle projects, run my company, and talk to my own children about their ideas.

    Explore Zorana's Website: https://www.zorana-ivcevic-pringle.com/

    Zorana's Substack: https://creativitydecision.substack.com/
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    1 h y 3 m