Moby, Diversity, and Professional Growth: Navigating BrainPOP with Dr. Barbara Hubert

Moby, Diversity, and Professional Growth: Navigating BrainPOP with Dr. Barbara Hubert

Episode 17

In this enlightening episode of Classroom Dynamics, join us as we delve into the dynamic world of educational technology with the renowned Dr. Barbara Hubert, the senior director of learning design at BrianPOP.  Dr. Hubert shares her expertise on the innovative features that make BrainPOP a transformative learning tool for students and educators alike.

Discover how BrainPOP designs its content to cater to a diversity of learners, ensuring that education is accessible and engaging for all. Dr. Hubert takes us on a journey through the thought process behind the creation of BrainPOP's beloved characters, including Tim and Moby, and explores the fascinating history behind these educational personas.

Get ready to gain a deeper understanding of how BrainPOP supports teachers through tailored professional development opportunities, empowering educators to harness the full potential of this educational platform. Dr. Barbara Hubert's insights provide a behind-the-scenes look at the meticulous craftsmanship that goes into making BrainPOP an indispensable resource in classrooms worldwide.

Don't miss this exciting episode that unveils the secrets of BrainPOP's success and its commitment to shaping the future of education. Join Classroom Dynamics for an engaging conversation that will leave you inspired and equipped to enhance the learning experience for students everywhere!

Links:

EQUITY IN LEARNING WITH BRAINPOP® : FOSTERING ACCESS AND IMPACT FOR ALL  (Dr. Barbara Hubert)

WEBSITE

HTTPS://WWW.BRAINPOP.COM/

SOCIAL MEDIA 

HTTPS://WWW.LINKEDIN.COM/COMPANY/BRAINPOP/

HTTPS://WWW.FACEBOOK.COM/BRAINPOPOFFICIAL/

HTTPS://WWW.INSTAGRAM.COM/BRAINPOP_OFFICIAL/

Transcript

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 I'm Adam Todd. Welcome to Classroom Dynamics, a teacher podcast. I believe that the best
 
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 way to engage students in a 21st century classroom is to immerse them with the transformative
 
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 tools that will empower each and every one of them to excel in the world that awaits.
 
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 My aim? To ignite the spark that propels you and your students into an advanced tomorrow,
 
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 and your journey into that future starts right now.
 
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 Classroom Dynamics is supported by Logitech. As education continues to evolve, so does Logitech
 
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 Education, your partner in content creation for the classroom. With Logitech's cutting-edge
 
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 technology, students not only learn but also become content creators. Whether it's in-person
 
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 or online, Logitech's tools are designed to inspire educators and learners alike. Capture
 
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 every educational moment in stunning detail and edit, produce, and share your creative journey
 
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 with ease. Logitech Education, inspiring the next generation of creators. For more, visit
 
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 Logitech.com/education, transforming classrooms, one innovation at a time.
 
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 Welcome to Classroom Dynamics, a teacher podcast. I'm your host, Adam Todd. Get ready to tap into
 
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 the power of motivation and innovative teaching strategies. Together, we'll ignite a love for learning
 
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 in your students, fostering an inclusive environment where every child can thrive. Join us on this
 
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 transformational adventure that empowers you to unlock your full potential as an educator.
 
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 This is Classroom Dynamics, where inspiration meets innovation.
 
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 Calling all educators are you ready to inspire creativity and engagement in your students?
 
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 Unlock their full potential with content creation. Imagine empowering that with cutting-edge
 
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 tools like the Blue Sono microphone from Logitech, which ensures crystal clear audio quality
 
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 for impactful projects. Logitech offers a full range of content creation solutions from audio
 
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 equipment and cameras to lighting and editing software. Plus, they have a suite of education
 
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 solutions tailored for classrooms, elevating the learning experience for students and educators alike.
 
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 Empower the next generation of creators by exploring the possibilities at Logitech.com/educationToday.
 
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 Welcome to Classroom Dynamics, the podcast where we get into the exciting world of technology and
 
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 education. Hi, everybody. I'm your host, Adam Todd, and today we have an exciting episode lined up
 
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 for you as we take a closer look at BrainPop. And if you're an educator, chances are you know BrainPop,
 
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 but there is plenty more you may not know about this iconic brand that continues to grow and evolve.
 
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 So let's uncover the history of BrainPop, the learning design behind it, and discover why it's
 
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 become such a beloved resource in classrooms around the world for nearly the last 25 years.
 
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 Founded in 1999, BrainPop is an educational platform that has been revolutionizing the way
 
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 students learn through engaging and impactful digital content. It all began with a vision by Dr.
 
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 Averm Kadar, a pediatrician and immunologist who sought to bring complex concepts to life
 
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 in an accessible way to demystify big ideas, capture kids' attention, and make learning enjoyable
 
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 and meaningful. With this goal in mind, BrainPop introduced its signature animated topics featuring
 
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 enduring characters including Tim and Moby who embark on educational adventures across a wide range
 
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 of subjects across the curriculum. BrainPop movies combine humor, visual storytelling, and expertly
 
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 crafted educational content to simplify complex topics for students, and creates kindergarten
 
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 through eight and even up. As BrainPop continue to expand its offerings beyond the movie in quiz,
 
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 it introduced additional learning activities such as games, moviemaking, concept mapping, and coding.
 
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 This holistic BrainPop experience builds students' background knowledge and vocabulary,
 
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 allowing students to apply and teachers to measure what they know and even deepens and extends
 
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 through learning experience. Fast forward to today, BrainPop has become a global leader in educational
 
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 technology trusted by millions of teachers, parents, and students worldwide. The company's commitment
 
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 to creating high-quality standards of line resources has earned numerous accolades and recognition
 
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 within the educational community. With a vast collection of learning experiences spanning science,
 
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 social studies, mathematics, English, and more, BrainPop continues to empower learners and promote
 
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 multi-dimensional skills in an engaging and accessible manner. Today, we're sitting down with Dr.
 
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 Barbara Hubert, the Senior Director of Learning Design at BrainPop, who develops and
 
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 scales learning experiences with a focus on literacy, access, equity, and inclusion. Dr. Hubert began
 
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 her career in education as an elementary school special education teacher, working for nine years
 
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 in both public and charter schools supporting both students and teachers. It's all just a click
 
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 and a pop away. We'll be right back.
 
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 Are you a dedicated educator searching for fresh and engaging resources to inspire your students?
 
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 Look no further than highly motivated on teachers pay teachers. Discover a treasure trove of
 
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 easy-to-use lesson plans, vibrant visuals, and interactive activities designed to captivate
 
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 young minds and ignite their love for learning. Unlock the potential within your classroom
 
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 with highly motivated from differentiated laptops to test prep passages on a multitude of topics.
 
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 Our wide range of materials catered to most elementary and middle school grade levels.
 
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 Join the community of passionate teachers who have already transformed their classrooms.
 
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 Visit highly motivated on teachers pay teachers and get ready to inspire, motivate, and empower
 
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 your students like never before. Highly motivated on teachers pay teachers where knowledge meets inspiration.
 
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 She's the Senior Director of Learning Design at BrainPop. I like to welcome my very special
 
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 guest to classroom dynamics, Dr. Barbara Hubert, who is here to talk everything. BrainPop
 
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 welcome to the podcast. Thank you so much for having me. I am so excited to be here and chat with
 
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 you all things brainpop. I can't tell you how excited I am because I love BrainPop. I know, you know,
 
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 just being a big fan of it and is probably the case by so many educators like I said just all over
 
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 the world. Before we even get started, how would you describe BrainPop to someone who may not know
 
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 what it is, is never heard of it might be a new teacher or has previously heard about it and wants
 
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 to learn a little bit more? Yeah, absolutely. I'm going to start high level but take the journey with me.
 
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 For me when I think about BrainPop, I think about a learning platform that really is at the center
 
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 of where engagement meets rigor to drive those learning outcomes. And I know those terms have a lot
 
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 of different meanings. So I'm going to unpack what I mean a little bit. When I think about engagement,
 
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 I think about really mirroring that authentic student engagement piece, right? What is motivating me
 
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 to learn? Bring me into the the learning task, Greg Augustine because it's meaningful, personally relevant,
 
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 really purpose driven and it meets kids where they are alongside this the R word rigor, right?
 
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 But when I think about rigor, what I actually think about is challenging and productive struggle,
 
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 like learning activities that are designed to again meet kids where they are because that's a really
 
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 big piece of it, but engage them in those higher order thinking skills and complex concepts and
 
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 meaning making. And so what that means and looks like on BrainPop is as a platform, we tap into that
 
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 kids' natural curiosity to explore a topic deeper. And through that process really helped them practice
 
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 and strengthen transferable meaning making skills that they're going to use in BrainPop and beyond
 
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 BrainPop. And those meaning making skills are really those complex higher order thinking skills
 
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 through the movies as an entry point, but all of our learning activities in support of that topic
 
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 knowledge and those transferable skills because we really are, I like to think about it as leveling
 
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 the playing field with background knowledge as one of our like core core strengths. I have, I'll just say,
 
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 I have a, I come from a special education and literacy background. And so I'm, I'm constantly thinking
 
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 about both learn diversity, but also literacy, how to make strong readers and excited readers,
 
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 and we know that background knowledge plays a really, really critical role in becoming a fluent
 
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 strategic reader. So I also love to think of BrainPop as giving kids all kids' entries into building
 
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 that background. So we're kind of all on this level playing field of when we're engaging with the
 
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 text when we're coming up against new ideas, really all being able to be in conversation about it,
 
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 regardless of where learning paths have taken us to that point.
 
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 You know, you actually said a really interesting word that I think a lot of teachers,
 
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 I think they don't, not that they don't understand what the word means. I'm talking about rigor.
 
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 I think they get very, very nervous when they hear that word. Yeah.
 
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 They hear the word and they're like, wait a minute. Am I doing rigor? Am I planning appropriate lessons?
 
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 So there's rigor already embedded in it. So how does BrainPop then, like you mentioned,
 
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 rigor? So can you just explain to those teachers who might be a little bit afraid of that word?
 
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 So to speak, how would that make them feel a little bit more comfortable?
 
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 Yeah, I'm so glad you brought that up because I, as a, I'm just going to say former educator,
 
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 but once an educator, oh, is an educator in my heart, that word rigor is charged, right?
 
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 Because it's used a lot in a lot of different ways. It's one of those sort of slippery educational
 
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 buzzwords, but you really get down to like brass tax.
 
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 Rigger is holding a high standard for every student, but supporting them and meeting that high standard.
 
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 And that high standard is a high thinking standard. Yes, it's driven by standards.
 
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 What am I supposed to be doing or knowing in that grade level? But it's really about creating tasks
 
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 and lessons and just learning experiences that are at that right level of challenge, that, you know,
 
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 that zonal proximal development, I'm meeting you there and I know where to go next. So there is
 
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 their struggle. It's not frustrating. It's productive. It's exciting struggle. You're like, oh,
 
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 cool. I'm like, I'm kind of digging into this media idea. Like, where do I go next? And I think that
 
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 that's one of the superpowers of brain pop, right? Because you get to tackle complex ideas and topics
 
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 from like computational thinking to the American Revolution to plot and theme, right? Like all across
 
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 the spectrum of subjects. And there's a lot that goes into those topics, subjects ideas, but we don't
 
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 dilute that experience. We create an experience with our design of the movies and how they connect
 
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 with kids through humor, through that animation, really bringing those ideas to life in a way,
 
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 through like a narrative arc, right? So we know teaching through narratives is like such a great
 
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 way to make learning stick. And I think brain pop is just sort of like so well positioned to continue
 
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 to do that. And so I know I said rigor our word, but not but and for me, rigor is really around like
 
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 holding that complexity of thinking meeting kids where they are and just supporting and nurturing
 
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 them up to up to that place. So it's almost like differentiation on from your end on brain,
 
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 we're just talking about brain pop is using that as an example, differentiated on that end so that
 
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 whatever level that child is on, there's your rigor. Yep. And knowing the goal, right? Knowing where
 
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 you're going, knowing where everyone's sort of got to be, but also knowing that kids not only take in
 
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 not even kids humans, right? Take in information in different ways, process, information in different
 
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 ways and express and show what they know in different ways that really are more aligned to what they're
 
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 like just learner preference is. And so really that's a huge part of a rigor for me in thinking around
 
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 differentiation because it's really that that place of it's coming from universal design for learning,
 
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 which I could talk about in nauseam. But when we think about proactively designing for a diversity
 
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 of learners, then we invite more learners in from the beginning. And so holding that alongside
 
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 the kinds of questions we're asking in our pause points or the kinds of questions we're asking in our
 
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 quizzes and challenges or the kinds of learning artifacts that kids get to create with tools like
 
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 our makeup map, which is our concept mapping tool. It really gives kids like for me, I am a I will
 
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 concept map anything all day long. That is how my brain works. And so you give that to me and I can
 
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 show you that can show you my ideas in a much stronger, more concise way than I can in writing
 
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 any day. And I think brain pop holds that well being really intentional around making sure that those
 
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 questions that that are driving it are getting into the meat, the deep the deep thinking and the
 
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 the complex ideas in that topic. It's interesting. I do one of the units I do during the
 
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 core city is digital sketch noting. And just that whole visual aspect, you know, going along with
 
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 what you're saying with maps and things like that, the visual part of that almost you have to see,
 
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 you know, just the kids ideas come out so differently. And I think they feel like it's so much easier to
 
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 get the ideas out that way in that visual way that it actually their projects or whatever they're
 
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 working on becomes so much more embedded into what they're trying to learn and the memory of it
 
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 and the understanding of it and the higher order thinking portions of it. It really does come together
 
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 when you start to look at that. Totally. The mirror is their brain process, right? Your brains don't
 
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 aren't like linear and and and perfect and concise. They're they're connected. They're tangentially.
 
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 You come back to ideas. You connect to ideas. And so yeah, I love it. I love this. So you're saying
 
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 there's no one size fits all in edge of that. That is that is if I am if I go out with anything,
 
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 that is my my line. There is no one size fits all. Learner diversity is at the center of every
 
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 human, every classroom. Yeah. Yeah. I hope people who are listening that always feel like it's okay to
 
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 do one size fits all will understand that that it doesn't work that way. Yeah. And that's okay, right?
 
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 And it's a key that it doesn't work that way. That's okay. That's the norm that it doesn't work that way.
 
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 Yeah. I think it's I think it's better than it doesn't. 100% I like pouring in the kitchen.
 
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 Absolutely. So let's get some to some fun stuff too, right? So for those teachers who have
 
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 used Brainpop and they do know what it is and what it does. They're very familiar with some of the
 
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 characters like Moby, but for those teachers who aren't so familiar with who those characters are
 
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 and and all the rest of the brain pop cast of characters are in all the movies, you know, how would
 
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 you explain where that came from and who they are? Yeah. I'll start a little bit. I'll give you some
 
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 Brainpop lore, the origin story of Moby. Legend has it that Mike Watnabi are a chief creative officer
 
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 and first and foremost, a brain pop actually drew the first sketches of Moby on the back of his resume
 
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 when in conversation with Dr. Kudar, who is the founder of Brainpop. And it's sort of Moby was this
 
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 genesis of a robot is relatable because it's not a certain gender ethnicity ability, right? A robot is a
 
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 robot. And so having Moby, it started in having Moby in these short topics, starting a boy and a robot
 
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 Mike voiced the boy Tim and and Moby made beeps and what has sort of evolved in terms of Moby's purpose
 
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 is Moby is an every brain pop movie and he's almost standing for any questions that a kid might have
 
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 when Moby beeps, it's because he's asking a question or he's queuing up for there's an important idea
 
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 coming or a misconception that I need addressed. Moby doesn't say a word, Moby beeps, but those beeps are
 
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 really, really intentional in supporting kids thinking and sort of queuing them up to here's a point
 
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 that might be really great to dig into and so that has not stopped. Moby, Tim and Annie became sort of
 
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 the Annie is our character who leads brain pop junior. Tim and Moby were sort of our first explainers.
 
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 As popularity grew, we felt a growing need, not even a growing need, a growing responsibility.
 
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 for all the kids to be able to see themselves in our characters and we added Cassie and Rita and
 
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 Nat and Mateo, their characters from many different backgrounds and speaking with different
 
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 viewpoints and it was a service of a point that kids could see a little bit of themselves in those
 
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 characters and also see those characters sort of being the explainers, being the ones sort of
 
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 sharing that knowledge and bringing kids in and so giving kids that opportunity to see themselves
 
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 in that light was a has sort of been the journey of brain pop over the years.
 
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 That's a pretty cool historical insight because I don't think many people know that the
 
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 history of that that's pretty interesting. He actually drew it on the back of his resume. Yep.
 
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 And fun fact, if you go into brain pop, brain pop 101, which is a little bit of a like, hey teacher,
 
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 you can get an overview in our primary source activity, you can see those sketches from the resume.
 
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 See, so it pays to do something different on a resume sometimes, too, doesn't it? Yeah.
 
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 Talk about thinking outside the box and differentiation and you know, not doing the norm, right? That's
 
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 amazing. Yes. Mike Wattenabi is the testament to that in all the ways. There you go. You author to
 
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 paper titled Equity in Learning with Brain Pop Fostering Access and Impact for All. In the paper,
 
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 you mentioned Make a Movie and this totally got my attention because with Make a Movie and I'm
 
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 quoting here, students produce their own unique brain pop style movies, flexibly creating scenes with
 
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 animated clips, images, simple text and varying background colors using voiceover or computer narration,
 
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 students can explain a focus point or process. How cool is that? Because in a nutshell,
 
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 that's really content creation in the classroom, which has become such a huge thing lately. It's
 
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 exploding with TikTok and YouTube videos and Instagram and you name it. And from mostly because of,
 
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 you know, engagement purposes, creativity, differentiating purpose, all the things we were talking about
 
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 already with higher level thinking. So with that said, how else does brain pop engage students with
 
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 different learning styles and accommodate diverse needs in the classroom? Yeah. That's a great question.
 
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 And you know, it's interesting because I haven't ever heard of this frame to sort of content,
 
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 like content creators, but maybe we were early influencers in that content creation space.
 
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 You were a little ahead of your time. But no, that's a great example of, and I'll talk a little
 
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 bit about making a movie, but then sort of segue over to this sort of bigger, how do we support
 
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 diversity of learners and their learning experiences? And we've added a little bit about it, but
 
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 I think when you look at make a movie, for example, it's such a great example of complex thinking and
 
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 a complex task in a way that is accessible. And when I say accessible, for me, that means all learners
 
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 in the classroom have an entry point and that entry point is into a meaningful learning experience.
 
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 Quick aside, again, my background in special education was there for many, many, many years. And
 
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 my sort of other rallying cry is that like accessible meaningful instruction is a right,
 
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 not a privilege. And so when thinking about that frame and thinking about the learning activities
 
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 that are in brain pop, it's just that there is such a beautiful overlay because if you think about
 
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 something like make a movie, which a student has to plan what the sequence is, what they're communicating,
 
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 they have to look at the variety of tools to do that. How am I going to best communicate this point?
 
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 What is the point that I want to best communicate? How should I say it? Should I say it with a visual?
 
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 Should I say it with words? Should I pull in a little text box like that we have in the movies?
 
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 There's a bunch of ways to make that communication and kids are getting to make decisions moment by
 
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 a moment that you can't do or you can't show in other forms. And so, and as an aside, that's if that is your
 
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 preference. I have students in my life who would prefer to write a, I'm not one of these students,
 
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 but I have students in my life who would prefer to write a bioparigab essay to explain to me,
 
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 let's say the causes of the American Revolution. That is just the topic that's close to mine because
 
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 that's what I just recently was digging into. And that's great. And you can do that on BrainPop, you can
 
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 have a worksheet, you can have a graphic organizer, you can choose to have that as your mean of representation,
 
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 or you can make a movie, you can make a map. And so, one of the things that I often say about BrainPop
 
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 is we're driving learners to share learning goal. Whatever that learning goal is at the teacher has
 
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 named that BrainPop can support, but we're giving them the tools to really give kids the choice
 
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 about how they show their learning and how they process that learning. And so, if you are a student
 
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 who drives in taking sort of more like auto graded, like, let's, like, I want to get a quiz, right? I want to,
 
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 I want to know it, I want to feel right, I want to move on. Like, there, there's a space for you. If it's,
 
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 I need some time to process and I need some time to jot some notes and collect my thinking,
 
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 there's an activity for that. And same thing, with our creative tools, there's if, if making a concept
 
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 map is how you best show what you know, there's a tool for that. And that tool is designed
 
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 for supports and embedded. So, like, if we think about our make a map tool, which is our concept
 
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 mapping tool, it's not just kids pulling in nodes or circles and making connections. They can use
 
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 images from the movie. They can go back the movies embedded so they can go back to a point in the movie.
 
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 If they want to revisit an idea, we have any label that's come up in the movie, you can click a
 
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 little play button, it jumps right back there. So it's just like this embedded support. So it's not only
 
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 just, I have different ways to show what I know or, or process. It's, it's also this low risk,
 
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 safe space to, to make meaning in deep and connections to ideas. Yeah.
 
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 I love it because it does bring out that's, that's like creativity 101, right? Like, that's,
 
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 that's self, self-directed learning 101. That's all the cool stuff and the good stuff that you would
 
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 want to see in a 21st century classroom, you would want to see in a classroom in general. I think it just,
 
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 I love how it just embeds it and kind of promotes it almost automatically, very naturally.
 
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 You don't have to really push any, any kids to, to do more or less, they kind of take it and make
 
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 it, you know, what they want it to be and how they want to kind of build it and, and, and,
 
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 scaffold it themselves. Yep, 100%. It's there. Use it. Don't, it's, it's really up to you and you get to be
 
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 the driver of, of your learning experience. I love that. Yeah, it's great. And also like, even like
 
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 establishing a strong groundwork is crucial in any aspect and acquiring new knowledge in any
 
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 scenario you can think of, especially in the classroom. In what instances does the use of
 
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 brain pops films and those interactive elements contribute to the development of foundational knowledge
 
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 and that essential literacy skill that you're trying to build? And why is it such an important
 
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 pivot point in learning? Yeah, that's a great question. And, and again, I think this comes back to
 
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 that sort of beginning high level. What is brain pop where I said it's, it's engagement and
 
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 it's rigor and that drives learning outcomes because I think we just nailed so, not all the ways,
 
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 but some of the ways that brain popping ages kids and brings them in. But there's also a real intentionality
 
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 behind the learning design of not just the movies, but all of the learning activities that are
 
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 connected to the movies in that topic. And so we know that again, a background knowledge is super
 
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 important for how you're going to engage in texts in the world. And I mean within a school context
 
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 and outside of a school context. So if I'm deep in, I'm going to use, causes of the American
 
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 revolution is top of my insoluble use that as an example. If I'm starting my American revolution
 
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 unit, I'm giving kids that entry point to build some background knowledge or I'm like, what,
 
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 what is the quality? Right? Like, what is a, what is a revolution? Right? Like, what are,
 
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 what are these sort of core ideas that I need to be like a very specific, a very specific,
 
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 just nugget? Yep. And as a, as a, not even just a reader, but a consumer of information,
 
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 I need to know that they're, I need to constantly be asking myself questions to help me make meaning
 
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 what I'm viewing, what I'm reading, what I'm engaging with. And that is something that
 
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 brain pop very intentionally builds into its learning activity. So the pause points, for example,
 
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 and for those who don't know what pause points are, they're one of our newer features and they are
 
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 grade leveled sets of questions embedded into the movie. So they're stopping points that are
 
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 specific for those grades and those questions that are asked are helping that grade level learner
 
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 sort of scaffold to that grade level understanding. But the questions are framed in a way that are almost
 
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 all of them that are cognitive. They're asking kids to not what, what is the main idea of this
 
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 portion of the movie? But it'll say something like, hey, and these causes of American Revolution
 
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 movie at this point, why Tim say XYZ or, or what do movies beat mean? And it's, again, it's a really
 
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 super low risk way for, for kids to almost see a questioning and think aloud model. Like if you're,
 
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 if you're watching that movie, teachers stop brain pop movies all the time and say, pause.
 
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 Let's have a conversation really quick. Why did Tim say that? Or, or what did you notice about that
 
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 image that was shown when when Moby beeped in Tim said XYZ? And so pause points help you, you know,
 
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 do the lifts so that teachers don't have to come with all the questions, but those questions are
 
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 really intentionally designed because they're getting at literacy skills, they're getting at
 
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 meaning making skills, they're getting at vocab skills. So it's, it's not, it's not even that lower
 
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 level recall anymore. Now you're really pushing those higher level, those, those depth of knowledge
 
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 push points where you are expanding the understanding of it and not only just building on the literacy
 
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 points of it. Yeah, absolutely. One of my favorite skills that we hit, I just love to talk about
 
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 this question and we're talking about American Revolution is around sort of unpacking the word choices
 
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 that are being used. And so there's a question in one of the pause point sets that stops and says,
 
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 it's about guerrilla warfare and it says guerrilla and Spanish means little war. What does that tell
 
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 you about guerrilla warfare? And so you're stopping at a really strategic point to make great level
 
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 meeting. You're having kids say, huh, like words and they're alternate meetings have these sort of
 
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 transform and you're sort of modeling a skill. And so it, I don't want to say it sneaks it in
 
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 there. It just eating, eating beds it into that learning process for kids. Yeah, no, and you know what's
 
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 great about that is that it's it's kind of like buying one, getting one for you, you know, in terms of
 
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 the lesson. So you're buying one, getting one free in terms of like a teaching point, you're buying
 
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 one, getting one free in terms of expanding knowledge or language or vocabulary, like you mentioned.
 
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 It's a great way to push the thinking of a child who may just be ready just to give you that recall.
 
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 But now there's multiple levels, multiple dimensions that you can actually then pivot off of
 
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 and get into. Absolutely. You know, it's interesting. I often hear subject matter teachers say,
 
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 gosh, I need to help my kids with their literacy skills, but I'm a social study teacher or a science
 
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 teacher or a technology teacher. Like, help, how do I do that? I can't do both, right? Yeah.
 
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 Like, I don't have time to teach those literacy skills and then there's another campus is, but we're
 
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 all literacy teachers and like brain pop really holds that. Eat those and says like, so we are, and we're
 
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 going to embed those literacy skills, which are just their meaning making comprehension,
 
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 folk have acquisition skills into different subjects and sort of help do a little bit of the lift
 
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 for you. Yeah. So our podcast is really dedicated to reaching a worldwide audience of teachers that
 
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 provides professional development. And I think you're doing a great job just if we have stopped right now,
 
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 if we stop right now, this has been really fantastic. And teachers do appreciate good professional
 
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 development. And more importantly, they really do know when they've received good professional
 
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 development. They know when it's been a waste of time, they know when it hasn't been worth it,
 
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 they know when they haven't learned anything new, they know when it's good and they really celebrate
 
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 that kind of stuff. What professional development resources does brain pop offer teachers to effectively
 
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 integrate it into their existing lessons and into their existing curriculum? Yeah. You make such a
 
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 great point about it. It really spans the spectrum of relevance. And I think one of the most
 
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 important tenets that sort of spirals through all professional learning at brain pop, whether it's
 
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 our professional learning services or whether it's a brain pop 101 that's for your lesson planner
 
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 or certified brain pop educator course is that it has to be relevant to what you're teaching and who
 
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 you're teaching. And so that that ethos really drives everything. So for a professional learning
 
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 services team, they will go work with schools and say, what is your priority? What are the instructional
 
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 strategies that you're really focusing on this year? Tell me about your learners. And then they
 
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 will design an experience for that teacher, that school district, whoever that really links up and
 
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 says, and here's how brain pop fits. We have a curriculum alignment team that says show me your
 
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 state standards, show me the curriculum you're working with. I will show you how brain pop topics
 
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 learning activities fit that curriculum that grade level, like whatever your instructional goals are
 
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 because don't make me do the work. You know what I mean? Don't make me do the work of trying to have
 
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 to figure it out myself. I have enough going on in the day. Show me how it fits. And I think that
 
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 that is really a really powerful tenant for how brain pop approach is professional learning. We have
 
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 a sort of brain pop educator course, which is near and near to my heart. I used to work pretty closely
 
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 with it. And it's a it's a free course for anybody who has brain pop. But it's really a deep dive into
 
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 like what is the learning science behind each of these instructional activities in a brain pop
 
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 topic? And how does it fit into an instructional strategy alongside bringing together this community
 
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 of professionals from across the country to share ideas to be in that collaborative space? Because we
 
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 know that that is also how professional learning sort of indoors and like gets sticky for adults and
 
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 gets in there. It's when you're talking about your ideas and sharing, oh my gosh, I am this class. And
 
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 I tried this topic and I used the the quiz and the make a map. And this is what worked and this is
 
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 what didn't what about you and share, you know, really being in that conversation. So our certified
 
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 brain pop educator both course and then community that endures after that is really powerful. But they're,
 
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 you know, there's there's a ton. There's a ton. But that's that's really good though because, you know,
 
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 in terms of just relevance, right? You know, teachers who and like you even just said it yourself,
 
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 they, you know, there's so much going on throughout the course of the day. You know, forget about like
 
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 just the curriculum part. You also have social emotional like things to look at and think about and
 
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 kind of marry, you know, into what you're teaching that day and whether or not it's going to work or
 
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 not and and, you know, who's feeling well and who's not. And there's so many things, so many variables
 
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 in a classroom. It's nice that a teacher could get a very specific, very, you know, very relevant
 
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 professional development to kind of guide them and help them so that it does, I don't want to say
 
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 make their life easier, but the understanding becomes a lot easier so that it can be intertwined, so to speak
 
 339
 00:31:42,760 --> 00:31:47,000
 into that curriculum or into that lesson that they're doing that day. 100% and I, and I think you're
 
 340
 00:31:47,000 --> 00:31:52,680
 bringing up a really good point about the role of just educational technology in general
 
 341
 00:31:52,680 --> 00:31:58,760
 and teacher capacity, right? Like the role of that tech is to make learning better and make your
 
 342
 00:31:58,760 --> 00:32:04,120
 jobs easier because it's embedding good learning into the product. And I think that is,
 
 343
 00:32:04,120 --> 00:32:10,040
 that is a commitment that's sort of held across brain pop. It starts in the way we build new features,
 
 344
 00:32:10,040 --> 00:32:14,760
 we do it in collaboration with teachers, we do code design sessions with teachers to say,
 
 345
 00:32:14,760 --> 00:32:19,960
 what do you mean? Look, we have this idea, we've got, we've got a lot of data that this is important,
 
 346
 00:32:19,960 --> 00:32:23,640
 but like, what are they doing? Do you want to tell us and really doing that code design with teachers?
 
 347
 00:32:23,640 --> 00:32:29,320
 All the way to our learning design team who holds on to this is what learning science is,
 
 348
 00:32:29,320 --> 00:32:33,480
 is really good for learning and this is what we know about instructional strategies. So let us
 
 349
 00:32:33,480 --> 00:32:39,560
 build as much as we can in the most seamless way to make your job a little easier and have one less
 
 350
 00:32:39,560 --> 00:32:44,200
 thing for you to do because you're trusting and knowing that this is that, that this engaging and
 
 351
 00:32:44,200 --> 00:32:48,760
 rigorous learning is happening and, and driving those learning outcomes. That's big too because if you
 
 352
 00:32:48,760 --> 00:32:55,400
 really, you know, look at professional development, a lot of times a school district or a school itself,
 
 353
 00:32:55,400 --> 00:33:01,800
 an administrative team will say, this is what I want you to do today versus what I would like to do
 
 354
 00:33:01,800 --> 00:33:07,880
 today to, to make my job, you know, like you said, a little bit easier, but also so that it's relevant
 
 355
 00:33:07,880 --> 00:33:12,920
 and it's solid. I want to use this. I don't want to be told, you know, to use something that may not
 
 356
 00:33:12,920 --> 00:33:17,480
 really do me any good. I want to actually get something that's solid and concrete so that I could
 
 357
 00:33:17,480 --> 00:33:23,800
 then incorporate it in and I could marry it into everything that I do. So that, that, you know,
 
 358
 00:33:23,800 --> 00:33:28,360
 that, that such a fine line, you know, the tell, I have to, you know, tell me I have to do this yet,
 
 359
 00:33:28,360 --> 00:33:34,040
 I kind of really want to do that. Yeah. That's more important to me. I love that. Yeah. And teacher
 
 360
 00:33:34,040 --> 00:33:39,960
 agency, like teachers are smart, they make really good decisions and you empower them to make those
 
 361
 00:33:39,960 --> 00:33:44,760
 decisions, right? And I think that's a lot of what we see it, like partnering with BrainPop, it's like,
 
 362
 00:33:44,760 --> 00:33:48,600
 it's a good, I don't mean to be like, it's a good decision, but, you know, like, it's a good decision.
 
 363
 00:33:48,600 --> 00:33:55,880
 So this obviously a lot of thought and effort that goes into BrainPop, you're hearing it now,
 
 364
 00:33:55,880 --> 00:34:01,720
 right? Just from this conversation. And it with, especially with the topics, the wide range of topics,
 
 365
 00:34:01,720 --> 00:34:07,560
 curriculum areas, and I'm sure I know that teachers appreciate that. What factors does BrainPop
 
 366
 00:34:07,560 --> 00:34:13,320
 consider when creating just new content, new things that are happening, you know, at tech upgrades,
 
 367
 00:34:13,320 --> 00:34:18,120
 things that are happening historically? How does BrainPop ensure that it's, it's content remains
 
 368
 00:34:18,120 --> 00:34:23,400
 up to date, number one, and also aligned to all the curriculum standards that teachers are being
 
 369
 00:34:23,400 --> 00:34:31,160
 faced to incorporate and use? Yeah, 100%. I will say that just from a, from a genesis, the place,
 
 370
 00:34:31,160 --> 00:34:37,320
 standards drive, what concepts are tackled in the movie, right? We know that teachers are using
 
 371
 00:34:37,320 --> 00:34:43,320
 and kids are learning, and so it has to be connected to what the, their great level expectations are.
 
 372
 00:34:43,320 --> 00:34:48,520
 But when it comes to choosing a topic, there's a little bit more openness. It's sort of what the
 
 373
 00:34:48,520 --> 00:34:53,480
 standards require are there sort of gaps that we want to make sure we can address? We'll get teacher
 
 374
 00:34:53,480 --> 00:35:00,280
 write-ins, that's a, I would love a movie on trying to think of the most recent one we got. I would love
 
 375
 00:35:00,280 --> 00:35:06,280
 a movie on computational thinking. My kids are getting into coding. I need to back this up with,
 
 376
 00:35:06,280 --> 00:35:13,000
 with the what and the why. And so we'll get requests in and it's also thinking around and those requests
 
 377
 00:35:13,000 --> 00:35:20,920
 take different shapes. So we had a bunch of requests in that said more content on African history,
 
 378
 00:35:20,920 --> 00:35:27,080
 and that's sort of not all of African history, but from that perspective and where that took shape
 
 379
 00:35:27,080 --> 00:35:31,720
 from our, from our editorial team was actually sensing, ending up with our most recent Mansemusa
 
 380
 00:35:31,720 --> 00:35:37,640
 movie, because it was like, okay, there's, we have connected topics. What sort of a piece that's missing
 
 381
 00:35:37,640 --> 00:35:41,320
 that can connect a lot of them? And in this particular instance, it just happened to be that. So
 
 382
 00:35:41,960 --> 00:35:47,000
 there are lots of different ways that those topics get chosen, but we also know that events happen,
 
 383
 00:35:47,000 --> 00:35:53,480
 life changes, and there are lots of keeping up on what changes happen in events. We're in constant
 
 384
 00:35:53,480 --> 00:36:00,920
 dialogue with content experts around writing, like what, how are we referring to people of this
 
 385
 00:36:00,920 --> 00:36:06,280
 community and this instance and this context, and it's really, really nuanced. And those writing
 
 386
 00:36:06,280 --> 00:36:12,440
 guides, lines change over time because humans change over time when events happen like Queen Elizabeth
 
 387
 00:36:12,440 --> 00:36:18,600
 passing or Queen Elizabeth movie got updated in record time might I add it without like the next day.
 
 388
 00:36:18,600 --> 00:36:25,000
 Because we had folks on our script writer team and our editorial team who were, were, had the
 
 389
 00:36:25,000 --> 00:36:29,400
 fourth thought to be like, there's this event, change is coming, we're going to sort of hold, you know,
 
 390
 00:36:29,400 --> 00:36:35,720
 hold it. And so there's, there's a constant sort of pulse on events and changing and discourse
 
 391
 00:36:35,720 --> 00:36:40,760
 with subject matter experts that really anchor when and how movies are updated and what level and
 
 392
 00:36:40,760 --> 00:36:46,360
 grain size of those. But I will say as somebody who also our team on the learning design team not only
 
 393
 00:36:46,360 --> 00:36:51,800
 thinks about future learning, but the learning that is, and so we there, there is a, we do, we redo
 
 394
 00:36:51,800 --> 00:36:58,280
 and make updates to a lot of movies because there is this sort of like recursive expectation of
 
 395
 00:36:58,280 --> 00:37:04,120
 and responsibility. Yeah, I thought, well, you know, you even use a couple examples, these,
 
 396
 00:37:04,120 --> 00:37:09,160
 because think about it, standards do vary worldwide. It's that we don't have a standard for the standards,
 
 397
 00:37:09,160 --> 00:37:14,680
 you know, it isn't like a, again, that's not a one size fits all. And so to, you know, think about
 
 398
 00:37:14,680 --> 00:37:21,080
 a worldwide level and that worldwide stage, you know, that's, that's what it's about, you know,
 
 399
 00:37:21,080 --> 00:37:25,000
 and the fact that you could actually acknowledge that, that's pretty, that's pretty good, especially
 
 400
 00:37:25,000 --> 00:37:29,080
 because it is something that everyone anywhere can really, you know, connect to and access.
 
 401
 00:37:29,080 --> 00:37:34,760
 100% so can you share any, I don't know if you can't, but can you share any recent additions to
 
 402
 00:37:34,760 --> 00:37:39,880
 brain pop that are designed to enhance student experience and support teachers and even administrators,
 
 403
 00:37:39,880 --> 00:37:45,080
 or is brain pop launching anything down the line that you can kind of give us a sneak peek at?
 
 404
 00:37:45,080 --> 00:37:49,720
 Oh, man. Yeah, I'll give you, I'll tell you about it. I'm going to speak some launches and then I'll
 
 405
 00:37:49,720 --> 00:37:54,760
 leave you with a bit of a cliffhanger. So I had talked about them a little bit. Our newest feature
 
 406
 00:37:54,760 --> 00:38:01,240
 a lot on brain pop, our core product is pause points and and they're, as I mentioned, these
 
 407
 00:38:01,240 --> 00:38:06,760
 grade level sets of sort of scaffolding questions. You get to apply those literacy skills, but it
 
 408
 00:38:06,760 --> 00:38:13,480
 really helps you have that grade level entry point into the movie viewing experience. And when we're
 
 409
 00:38:13,480 --> 00:38:18,360
 thinking that we hold universal design for learning in their design as well, because sometimes they're
 
 410
 00:38:18,360 --> 00:38:23,480
 a, like a low risk multiple choice question, you've got two to pick one because it's not about
 
 411
 00:38:23,480 --> 00:38:28,920
 assessment. It's about giving you real time feedback as a student. Did I get it right? Nope. Okay,
 
 412
 00:38:28,920 --> 00:38:33,720
 here's my misconception. I need to move forward. There are also open ended questions. And because,
 
 413
 00:38:33,720 --> 00:38:38,520
 again, it's, it's, it's, it's low risk. It's really about meaning making. You can draw your response.
 
 414
 00:38:38,520 --> 00:38:44,840
 You can write your response. You can record your response. If I am intimidated by writing and I
 
 415
 00:38:44,840 --> 00:38:49,320
 sometimes shut down, that's okay. Record your response, right? You're still doing the thinking and
 
 416
 00:38:49,320 --> 00:38:57,960
 just doing more. There's your content creation again, by the way. And we also just launched
 
 417
 00:38:57,960 --> 00:39:05,720
 admin reports and teacher reports, which are super exciting. So our teacher reports were developed
 
 418
 00:39:05,720 --> 00:39:13,000
 and co-designed with teachers. And we wanted to make sure that it fit within the ecosystem of assessment,
 
 419
 00:39:13,000 --> 00:39:17,640
 kids are assessed in many different ways. But it was varying degrees, right? There's, there's
 
 420
 00:39:17,640 --> 00:39:23,640
 benchmarks on there's practice tests. And, frame pop really takes an approach to assessment,
 
 421
 00:39:23,640 --> 00:39:29,720
 that's assessment for learning. So keeping a really formative assessment approach to gathering info
 
 422
 00:39:29,720 --> 00:39:34,680
 on kids and making it usable and actionable for teachers to use the next day, the day after. I
 
 423
 00:39:34,680 --> 00:39:39,320
 don't have to wait a month for test results or I don't have to, you know, if this is really so,
 
 424
 00:39:39,320 --> 00:39:44,200
 our teacher reports give that, that real time feedback. So the teacher can make instructional
 
 425
 00:39:44,200 --> 00:39:49,880
 decisions tomorrow with what kids do on brain pop today. And it has so many fun functionalities that
 
 426
 00:39:49,880 --> 00:39:53,240
 I'm going to talk about really quickly because I love them so much and I wish I had them as a teacher,
 
 427
 00:39:53,240 --> 00:39:59,400
 which is I can see my whole class at a glance, but then they can like sort with most kids got this
 
 428
 00:39:59,400 --> 00:40:04,120
 question wrong. So I'm going to group them and give them a different assignment to sort of support
 
 429
 00:40:04,120 --> 00:40:09,800
 that misunderstanding. This group got kids rights, so I can group them in this interactive table
 
 430
 00:40:09,800 --> 00:40:13,800
 and give them an extension activity. So there's just a lot of opportunity in their report
 
 431
 00:40:13,800 --> 00:40:20,120
 to really give not even just actionable feedback, dynamic interface, but you can be inspired to do
 
 432
 00:40:20,120 --> 00:40:24,680
 your next level of supporter push with brain pop too. That's awesome. That is really cool that you can
 
 433
 00:40:24,680 --> 00:40:30,440
 go either way and really tap into the needs. Yeah, specifically right then and there. That's pretty
 
 434
 00:40:30,440 --> 00:40:34,520
 cool. Yep. So this has really been a lot of fun. We only have a couple minutes left. I want to play
 
 435
 00:40:34,520 --> 00:40:39,240
 a game called input output where I'm just going to ask you some questions and just give me the
 
 436
 00:40:39,240 --> 00:40:47,640
 first thing that comes to your mind. Don't be nervous. You're ready. What's one app on your phone
 
 437
 00:40:47,640 --> 00:40:52,680
 that you just can't live without? Spotify. Good one, especially because you can listen to classroom
 
 438
 00:40:52,680 --> 00:41:04,600
 dynamics on Spotify. Best piece of advice anyone has ever given you. I will speak to as an educator.
 
 439
 00:41:04,600 --> 00:41:10,680
 I had a professor who my first semester said I'm going to tell you guys three letters that's
 
 440
 00:41:10,680 --> 00:41:18,040
 going to get you through teaching when we're like, okay, this is great. And it was a WSV and win small
 
 441
 00:41:18,040 --> 00:41:24,520
 victories because in the classroom day to day, there are these moments that feel big, that feel
 
 442
 00:41:24,520 --> 00:41:28,680
 sometimes in terms of I have so much there's there's less planning and there's PD and there's this
 
 443
 00:41:28,680 --> 00:41:33,560
 and I have to talk to Johnny's mom and it's hard to say but like I worked with Barbara today
 
 444
 00:41:33,560 --> 00:41:39,800
 and she could do two steps more than she could do the day before and that is a win. Hold that win
 
 445
 00:41:39,800 --> 00:41:44,840
 honor that win and then meet Barbara and Maro and see where she can go then but that idea of like
 
 446
 00:41:44,840 --> 00:41:51,240
 winning the small victory is I take it with me in life now beyond the beyond the classroom.
 
 447
 00:41:51,240 --> 00:41:56,840
 That's that's great advice for a brand new teacher. That's great advice for a veteran teacher.
 
 448
 00:41:56,840 --> 00:42:03,320
 That's great advice for everyone in between. I think that's really good. Besides the
 
 449
 00:42:03,320 --> 00:42:09,320
 videos, what's one favorite part of brain pop that you still feel every teacher should use no matter
 
 450
 00:42:09,320 --> 00:42:14,120
 what? Besides the pause points because they're part of the movie, I will say make a map. Make a map is
 
 451
 00:42:14,120 --> 00:42:19,400
 my like, again, I don't know if I'm biased because I'm, you know, this is kind of my thinking but it is
 
 452
 00:42:19,400 --> 00:42:27,080
 like the most accessible way to let kids show it. They know and support them and I will nerd out over
 
 453
 00:42:27,080 --> 00:42:32,360
 over scaffolds and support and differentiation all day long. So my make a map is my sort of
 
 454
 00:42:32,360 --> 00:42:38,840
 holy grail. Oh my gosh, please use that. If you could go back in time and give yourself one piece
 
 455
 00:42:38,840 --> 00:42:44,440
 of technology from today, what would it be? Tell you what it wouldn't be. It wouldn't be social media
 
 456
 00:42:44,440 --> 00:42:52,360
 because I am old, now I am a little mad. That wasn't now. It would be, oh this is a great question,
 
 457
 00:42:52,360 --> 00:43:01,640
 one piece of technology of Apple tags. I am a notorious loser of things. They are my godsend now
 
 458
 00:43:01,640 --> 00:43:07,400
 with like, where are my keys? Where's my kid? No, I'm kidding. Yeah, totally. So you have all the
 
 459
 00:43:07,400 --> 00:43:12,520
 air tags are on everything. Yes, that's great. And uncomfortable about places. So when you pick,
 
 460
 00:43:12,520 --> 00:43:19,080
 when you open up your Find My app, you have to like keep scrolling to find all, they're like, they're
 
 461
 00:43:19,080 --> 00:43:23,240
 all here somewhere. Great. That's it. That's good. Hey, listen, you could always, you know,
 
 462
 00:43:23,240 --> 00:43:29,320
 signal it to tell you where it is, you know, so that's my go, yeah, that is my go to. Finally,
 
 463
 00:43:29,320 --> 00:43:36,840
 if you could create a new educational mandate or law, what would it be and why? Oh, oh, this is so great.
 
 464
 00:43:36,840 --> 00:43:43,320
 I, I would really love for every teacher to get the opportunity, whether it's in pre-service
 
 465
 00:43:43,320 --> 00:43:52,280
 and service, to dive deeply into learning and the brain of learner diversity. Their Todd Rose is
 
 466
 00:43:52,280 --> 00:43:57,960
 a fantastic man. Look up his, his TED talk on YouTube and he just talks about this idea of
 
 467
 00:43:58,840 --> 00:44:05,400
 jagged learner profiles and how no one has is either good in everything bad and everything.
 
 468
 00:44:05,400 --> 00:44:10,920
 It's just we all have this slightly different jagged learner profile and holding how to design
 
 469
 00:44:10,920 --> 00:44:16,120
 for that and supporting how to, how to build proactively into our classroom and have, have the
 
 470
 00:44:16,120 --> 00:44:22,120
 resources and time and money to do it. Yeah, yeah. That's really, that's, that's what it is. It's,
 
 471
 00:44:22,120 --> 00:44:28,040
 it's having the resources and time and money to really do what, what centering learning diversity.
 
 472
 00:44:28,600 --> 00:44:34,360
 And access to meaningful learning. That's, and that's, that's the bottom line, I think, right? Yeah.
 
 473
 00:44:34,360 --> 00:44:38,840
 That's the bottom line. So this has been awesome. We've had such a great conversation. You know,
 
 474
 00:44:38,840 --> 00:44:42,920
 I think you gave a lot of awesome information to, like I said, even a teacher who's, who might be
 
 475
 00:44:42,920 --> 00:44:48,120
 starting off at the first time this year or a teacher who's been doing it for 25 years, I think you,
 
 476
 00:44:48,120 --> 00:44:52,360
 you really have, have given them some really great talking points that they can talk to with
 
 477
 00:44:52,360 --> 00:44:56,520
 their colleagues and even some information that they could use with brain pop. But before we go,
 
 478
 00:44:56,520 --> 00:45:02,760
 just tell teachers where they can go to get started with brain pop and what you even suggest teachers
 
 479
 00:45:02,760 --> 00:45:07,320
 use for the first time if they're just getting started with it. If you want to learn more about
 
 480
 00:45:07,320 --> 00:45:14,680
 brain pop, you can go to brainpop.com/forthslashclastroom-solutions week. We'll put the, I will share that link
 
 481
 00:45:14,680 --> 00:45:20,440
 with you and you can put in this once you're in brain pop as a teacher, dive into brain pop 101.
 
 482
 00:45:20,440 --> 00:45:25,400
 It will walk you through all the, the great amazing features, but it does it in this sort of,
 
 483
 00:45:25,400 --> 00:45:32,360
 like, really fun and a cognitive way. So visit their brain pop 101 or just dive into a topic and
 
 484
 00:45:32,360 --> 00:45:38,200
 tap that natural curiosity. That doesn't just live in kids, right? It lives in like all of us as
 
 485
 00:45:38,200 --> 00:45:42,920
 a learner and like take the deep dive. That's awesome. Well, for those of you who have been listening
 
 486
 00:45:42,920 --> 00:45:47,560
 today, thank you for tuning in and make sure that you've shared what you've learned or any takeaways or
 
 487
 00:45:47,560 --> 00:45:53,400
 reflections that you've had and tag us on Twitter at class dynamics or Instagram at classroom dynamics
 
 488
 00:45:53,400 --> 00:45:58,360
 podcast. We always love to hear your thoughts on our episodes, ensuring waves in which you're using
 
 489
 00:45:58,360 --> 00:46:02,680
 what you've learned, especially with brain pop today. You can also help support classroom dynamics
 
 490
 00:46:02,680 --> 00:46:09,720
 with as little as $3 a month at classroom dynamics podcast.buzzsprout.com. Once again, I'd like to thank
 
 491
 00:46:09,720 --> 00:46:15,240
 Dr. Barbara Hubert from Brain Pop for being with us today and also being such a huge inspiration in
 
 492
 00:46:15,240 --> 00:46:19,560
 the world of not just education, but ed tech education because I think that's, you know, we mentioned
 
 493
 00:46:19,560 --> 00:46:24,440
 that before too. I think that's important, especially with a 21st century classroom. Adam, thank you so
 
 494
 00:46:24,440 --> 00:46:30,040
 much. This was a joy and the best way to sort of wrap up a Friday. Thank you so much for this
 
 495
 00:46:30,040 --> 00:46:33,000
 great conversation. Thank you. We're definitely going to have you back. Happy to.
 
 496
 00:46:33,000 --> 00:46:41,080
 For more on brain pop, visit brainpop.com on social media on LinkedIn at brain pop, Facebook,
 
 497
 00:46:41,080 --> 00:46:48,440
 brain pop official, Instagram, brain pop underscore official and on Twitter at brain pop. Also,
 
 498
 00:46:48,440 --> 00:46:55,400
 find more information at the blog at blog.brainpop.com and you can also check out the story of
 
 499
 00:46:55,400 --> 00:47:01,640
 brain pop on YouTube by searching a brain pop style movie. And for white papers authored by Dr.
 
 500
 00:47:01,640 --> 00:47:06,440
 Barbara Hubert, search how to maximize a knowledge building approach to literacy skills with
 
 501
 00:47:06,440 --> 00:47:16,760
 brain pop and equity in learning with brain pop, fostering access and impact for all.
 
 502
 00:47:16,760 --> 00:47:22,520
 And that brings us to the end of this episode of classroom dynamics where knowledge and inspiration
 
 503
 00:47:22,520 --> 00:47:28,360
 meets innovation. I hope you've enjoyed today's discussion and founded both insightful and uplifting.
 
 504
 00:47:28,360 --> 00:47:34,120
 As always, my goal is to provide you with practical strategies, engaging stories, and powerful insights
 
 505
 00:47:34,120 --> 00:47:39,400
 that can fuel your motivation as an educator. I believe that when knowledge and inspiration do come
 
 506
 00:47:39,400 --> 00:47:44,600
 together, incredible things can happen in your classroom. And for all of you who may feel that it's
 
 507
 00:47:44,600 --> 00:47:49,960
 too late to strengthen your craft, I challenge you to make it your mission to do so. You've worked hard
 
 508
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 to get to where you are today and it's never too late to infuse new life into your work. So why not
 
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 make today that day to do so? I'm Adam Todd and you've been listening to classroom dynamics, a teacher
 
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 podcast. You can follow classroom dynamics on X at Class Dynamics or on Instagram at Classroom Dynamics
 
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 Podcast. If you haven't already, go to Apple Podcast and subscribe, rate, and review this podcast.
 
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 And if you know a teacher who may benefit from today's show, please share it with them. We'll be back
 
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 soon with more captivating conversations, inspiring stories and strategies that you can implement
 
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 into your everyday routines. Until then, keep igniting that spark in your classroom and never stop
 
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 believing in the incredible impact you have as an educator. You're more powerful and inspirational
 
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 than you think. If you love this episode, you'll enjoy my conversation with educational leader and
 
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 author of Disruptive Thinking, Eric Shenninger. Join us as we sit down with the visionary educator
 
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 and true trailblazer in the field of educational leadership and technology integration.
 
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 Eric shares his unparalleled insights on transforming schools into dynamic hubs of innovation.
 
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 From digital learning strategies to fostering a culture of continuous improvement,
 
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 our conversation with Eric offers invaluable wisdom for educators, administrators, and anyone
 
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 passionate about the future of education and disruptive thinking. And you know, what I always
 
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 you know really think about is you know, two things. How are learning, how are students using
 
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 technology to learn in ways they couldn't without it? And number two, if you're an adult,
 
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 how does your use of technology represent a fundamental improvement over what you did in the past
 
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 without it? And if you can't answer those questions, it's okay not to use technology.