 One of the ideas that I that you'll hear me say a lot in class is multiple perspectives and It's easy to smile and nod at someone when they say multiple perspectives But to actually embrace in someone's understanding of a work that is different than your own understanding of the work is different than saying Yes, I accept multiple perspectives And more so with podcasts than with with textbook readings. I find that students Interpret it differently, and I'm not sure why the interpretation differs more Perhaps because it's more of a dialogue than a than a traditional reading. I'm not really sure But how do I get them to then embrace that and discuss that and come out with Not a shared understanding But a mutual respect for an opinion that differs than my own and that and not just an opinion But an opinion that can be substantiated with evidence, right? and so they have to come with their opinion and be able to back it up and And and to respectfully hear someone else and to potentially Point out some flaws in logic because that's definitely acceptable in our class And in order for that person to strengthen their own opinion when they see a flaw in logic addressed But again, my goal is not for them to come to it to a shared understanding, but a mutual respect for one another's work Yeah, there's lots of Intentionality on my behalf to bridge theory to practice I'll often pause and say so what? That doesn't sound really academic, but it gets their attention. So what why does this matter? And if we don't engage in that practice I fear that students don't ever ask themselves that question The so what for them is what grade did I get and that's not the goal that I'm working towards And so you'll often hear me pause and just say so what and the students will look at each other and they'll go Okay Why does this matter how might this my how might I see this actually happening in my own daily conversations? and So by asking that I'm both asking my students to project what this might look like But also training them to be able to ask that question themselves when they become teachers because if you can't Answer the so what about what you're teaching your students won't be able to answer that either When my students are excited about a topic I'm always willing to put the time in but when my students are excited about the topic Then I feel like I owe it to them to do The absolute best job that I can and prepare them to the best of my ability And so seeing my students so actively engaged When we implemented this strategy has just encouraged me to spend more time trying to Create dynamite experiences for my students in the classroom and When I use the podcast as we talked about earlier, it doesn't present the information as maybe systematically or technically as as a textbook would how can I Lead the conversation to still include that those topics and those ideas and those and those those technical aspects and and And how can I do that without Lecturing at them but co-constructing this and so it's really created a space for me to be really reflective about my teaching And become better at my questioning strategies So that the students will come at that on their own and then I can just say It's a brilliant idea you have and the really important people over there They called it this instead of the word that you used And then bridging their own ideas to be to their own language to become more academic in nature um And I find that then they use it more than when I was using a textbook and there was a bold word and there was a definition They were supposed to memorize but rather when they come to the the idea and the importance of the idea And naming the idea after the fact has been a really strong teaching practice I think the dream for me would be to Capture the moments that are happening the strong moments that are happening in the classroom By asking students to create their own dialogues and record them Through podcasts and recognize that they are hitting some really deep and interesting topics that they can then Create a space for someone else to engage in the same dialogue And that it can be free and readily posted available online if they so choose to do that