The Interactions Podcast: Recent Episodes
Michael Lim and Adam Paskowitz
What are the benefits of teaching Interactions?
This podcast is created to support all Interaction Teachers by clarifying inquiries, boosting morale, and connecting an academically-informed community.
In each episode, you'll find testimonials and brief interviews with Interaction teachers, writers and other leaders in public school education.
Are you ready to interact?
The following interview covers the following questions: 1. How did you feel bringing Interactions to LAUSD 2. What does education mean to you? 3. Why is Interactions taught differently than other curricula? 4. How did Interactions start for you? 5. What determined the breadth of Interactions? 6. What major revisions did Interactions undergo when it was being written? 7. What driving questions would you leave with students at the end of the school year?
1) What is Kristin teaching now? 2) What is Kristin's definition of teaching? 3) What 3 diving questions would Kristin leave with her students? 4) How did Kristin see human beings?
1) How vulnerable are our students? 2) How does Kristin know the impacts of her teaching? 3) How does Kristin feel about the former standards? 4) What does Kristin say about having a teaching community?
1) What should pressured teachers do? 2) How can curiosity and achievement be made paramount?
1) What is education? 2) How could we promote the classroom culture for Interactions? 3) When did education become less about fostering curiosity and more about getting good grades?
1) What did Mike and Adam experience with the protocol? 2) How is the protocol used in Interactions?
1) How did Kristin feel bringing Interactions to LAUSD? 2) How did Michigan teachers transition into Interactions? 3) What was so transformative in Seattle?
1) What are the rewards of teaching Interactions? 2) What should teachers do when phenomena doesn't work?
1) How does Kristin Mayer (writer and teacher of Interactions) suggest teachers transition into NGSS curriculum? 2) How could teachers use evidence and data in their classrooms?