308 - PBL and the Coach! - with Scott Nunes

Project Based Learning - or PBL - is an exciting strategy to allow a project to drive the student learning in the classroom. However, despite how exciting this can be, it can be difficult to implement or get the idea truly running. That may be an excellent place for the coach to join in! In this episode, we’ll discuss ideas and strategies for the instructional coach to assist teachers in learning more about PBL and then utilizing the strategy with the students!

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Podcast Team
Hosts- Katie  Ritter & Justin Thomas
Editing Team- Michael Roush, Justin Thomas 
Social Media/ Promo Team- Annamarie Rinehart, Lisa Kuhn, Maggie Harris
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Transcript

Brooke Conklin: 0:00

Calling all instructional coaches join Forward Edge coaches camp in summer 2023. Coaches camp is packed with high quality professional development exclusively for you. Attendees will work with like minded coaches on creating strategies for building teacher relationships, executing coaching cycles and building a culture of coaching and tech integration within their district. There are two opportunities to attend coaches camp in the summer of 2023. You can join us virtually June 12 through 14th or come visit us in Cincinnati on July 27, and 28th please visit forward hyphen edge dotnet slash coach camp to reserve your spot today.

Katie Ritter: 0:41

Aloha, I'm Katie Ritter.

Justin Thomas: 0:43

And I'm Justin Thomas. And this is the restore recharge podcast a podcast by coaches for coaches, we're bringing the tips and tricks they'll be in your everyday work as an instructional coach or whatever they call you in your school. So hopefully

Katie Ritter: 0:54

you're gonna leave this episode with us today feeling just a little bit less on your own coaching Island.

Justin Thomas: 0:58

We have an exciting episode today because we're gonna talk about project based learning so project based learning or PBL is an exciting strategy to allow the project to drive the student learning in the classroom. However, despite how exciting it can be, it can also be difficult to implement Oregon ideas off and running. So that may be a great place for a structural coach to come and join in. So in this episode, we are going to discuss ideas and strategies for the instructional coach to assist teachers in learning more about PBL and then utilizing the strategy with students. So we have an exciting guest with us here today to talk more about PBL and that is Scott Nunez. So Scott is a dynamic ex teacher and instructional coach who now ignited schools as a district engagement advocate for Canva and is electrifying. 16 months at the company Scott has immersed himself in the world of comms in school, PR dishing out both cutting edge tips and crucial crisis prevention strategies. With over two decades of experience as a freelance graphic designer Scott bridges the gap between schools and their communities with effortless finesse. And when he's not shaking up the world of education with Canva you can catch him hosting his education today podcast or tweeting out valuable insights on Twitter at Mr. Nunez teach. So let's welcome in Scott and Scott. I gotta say, that's a very exciting intro that you gave me here.

Katie Ritter: 2:17

I was thinking the same thing. I'm like, these are the best adjectives in anyone's bio.

Scott Nunes: 2:22

Well, you know what, being a former ELA teacher, a bit of a wordsmith, and to be honest, I've worked and reworked that description over the last four years, so I've had plenty of time to kind of get it right.

Katie Ritter: 2:38

Wow, I love it. You're better than chat. GBT. Yeah,

Justin Thomas: 2:43

yeah. And you're being humble,

Katie Ritter: 2:45

I might send you my bio and see if you can judge it up a little bit.

Justin Thomas: 2:49

You're gonna start getting everyone's BIOS coming in to check things out there. But, Scott, let's go and just kick off the episode with a little clarification. What exactly is PBL? And where have you seen it throughout your different roles in education? So just in case, some people are like trying to wrap their head around project based learning? Can you give us a little bit of an idea of kind of what that is?

Scott Nunes: 3:08

Yeah. Well, in essence, It's project based learning. I didn't think of it as starting with an end in mind, kind of like tied to UDL PBL UDL, they kind of work hand in hand, throw in that dash of student inquiry, and college and career readiness, because in my eyes, it's all about making the content that you're supposed to be teaching accessible to the students. You can do that through Project Based Learning assignment, but also making it applicable to the real world. Like how are we going to really use this math item work? Why is studying Shakespeare important? Well, it becomes a little cooler when you mix in Beyonce and you know, Drake, or something like that and show how they're comparable or Snoop Dogg. That was my favorite show. And House Snoop Dogg is burn a poet.

Justin Thomas: 4:07

Do double G.

Katie Ritter: 4:11

Oh, man, I wish I had you as my English teacher. Yeah, for real. Okay, well, and I like your little recipe there to throw in a dash, student agency and a little bit of this. Okay, so thinking of I know a lot of teachers get really hesitant when they hear about PBL. Right, because they're, it's not just this structured curriculum book that you have to follow through, right? A lot of times, I think, you know, like, take some twists and turns just by nature of it being applicable and kind of going, where you need to go and where the student interests are. So talk to us about like what's needed for a teacher to maybe begin to implement PBL and how the coach might play a role in assisting with that. I'm so glad

Scott Nunes: 4:59

you asked. Ask actually don't. Or when I was in the classroom or instructional coaching, I don't recommend folks just start with PBL. Start instead with voice and choice. So it gives you a simple example. If you're breaking down a small piece of literature, I'm going to speak to my strings here with ELA. So you're breaking down a small piece of literature, you could have a choice, do you record a video? Or do you write an essay? Make just that simple diversion of giving options and do that throughout the year of this or that and then start giving a menu of options. And then you can kind of throw in like some magic protocols Iron Chef, like, Okay, here's your entree. Here's your dessert. Here's your side dish, right? Give things fancy names, make it your own, make it exciting. Yeah. And then I kind of gamify it a little bit that way, you know, tie it in with something of interest to them. Jimsy right now we'll eat that up. because so few people are doing it. They're gonna meet you halfway when they see a trial. And even if you're floundering and doing horrible majority of the kiddos are going to meet you halfway and be like, Hey, he's trying to do something cool. We got to help this person out. Yeah.

Katie Ritter: 6:29

I feel like I'd have been that person. Well, I love how Yeah, yeah, we have. I love that though. Such good advice to just like, you don't even have to be saying PBL right, like throwing an acronym and you're immediately going to make teachers kind of think, oh, jeez, the next fad. The next craze, we're going to, you know, buzzword that we're going to be talking about. You don't even have to say it but you're kind of embedding the skills necessary to get to that end goal of Project Based Learning with your students. With the voice and tweets. I think that's awesome suggestion. So okay, we are going to take a quick break and then we're going to dive in a lot deeper from our quick break from our sponsors.

Justin Thomas: 7:14

As your badges the anytime anywhere badging program to learn edtech tools and strategies is now open for individuals to sign up. Whether you're an instructional coach looking for new ideas to share or teacher wanting to implement more technology in your classroom. Edu badges is the answer. Individuals can now sign up for both the free or premium account by visiting edu badges.com. And as a listener of the podcast, you can get $20 off your premium account by using promo code podcast. So visit Edu badges.com and begin earning your badges. Calling on instructional technology coaches Forward Edge has launched a new hub for coaches to find strategies and resources to use for their coaching. The EDU Coach Network provides a place for instructional coaches to come together for Coach specific professional development, building a community and finding mentorship moving through the school year, the network provides a place to casually seek resources for joining with book clubs, Twitter, chats, webinars and workshops, along with much more, join the EDU Coach Network by going to Ed edu Coach network.com and join the coach community today.

Katie Ritter: 8:16

And welcome back to the restart recharge Podcast. I'm Katie Ritter, we've got Justin Thomas to co host here. And then we are talking with Scott Nunez about PBL and how a coach can help support implementing PBL in the classroom to create better experiences for our students. Yeah, and

Justin Thomas: 8:35

Scott, we do like to call ourselves in the coaching role that of an ambassador because we are getting to work with administration, teachers and students. So how can we as the coach foster a larger building or district wide discussion for implementation of PBL for teachers that are interested? So we've kind of got our bases with how we can start to look at that through the classroom. But how would we take that to the next level to really get everyone across the building or district we're working in utilizing these strategies?

Scott Nunes: 9:02

Yeah, to two parts to that I like your label of Ambassador. Thank you. You know, my, my label was that of like, kinda like a Roman or you're like a Centurion right? You got this big old shield? You got this sword. Yeah, shielding students and teachers from admin. And then you're like, turn in and you're like, go into battle for teachers. And you're sometimes even shielding that the admin right? You're here and really, the Romans didn't have any armor in the back or not nearly as much because it was thought your fellow soldiers are going to get your back. And so you need people to get your back to properly do battle for those that you serve, and you serve all of these folks. So the best way to start doing that is is following the SIOP method, modeling it properly. So, I do, we do, you do. So you have to do a really good job at what you do patient endurance attained all things, if you're new, you're probably not going to do a good job that first year, maybe not even first 18 months, you're still just going to be learning. So do what you can do. But be very patient with yourself, give yourself a lot of breaks, you're gonna mess up, especially if this is your first time. Even if you have all of this amazing education, and supports, you're going to need to get support from the boots on the ground through all of those roles, some teachers support some admin support. And really what it takes to get those supports is bras and you have to give it to get it. Just like with our kiddos, think of when you were in the classroom, potentially, and had a challenging student that really required a lot of upfront effort to break through their thick skin. Teachers and admin naturally kind of have that we need to have that to kind of insulate us and shield us from things. And sometimes folks that we're serving will have such thick armor around that we really need things to quickly get into there. And one way we can do that is to really self sacrifice, and have a bit of humility and not be afraid to completely just be yourself and fall face forward in front of them and let and let them see veil and struggle. It's great to be polished. But it's also great to be real and raw, and you have to know who you can do that with and who you can't. Like I would not faceplant in front of an admin that really values somebody who's polished does it make a mistake and is going after people who make those mistakes, don't do that in front of that type of admin. But if there's a struggling I labeled them as like tech fragile teachers, I primarily leaned on tech as an instructional tech coach. Somebody who's hesitant to bring you on board or has some sensitivities, fail in front of those people, let them know you don't have it, try new tool with them. Ask them what they want to do, find out where they're weak, and assist them and earn their trust. See if you can model them, let them know you're not there to kind of come down on them. You're not there to report on them and create this long violence ended up. You know the ladder in the district and get rid of them? No, you're you're here to genuinely help them and to form a relationship based upon your expertise in something to that I have to temper. My co workers will tell you when I'm passionate about something. I used to think oh, hey, this is always a great thing showing passion. But sometimes it can turn people off like with this guy. I'm not that passionate. Audience Yeah. and soft. Listen, a lot. I've made that mistake plenty of times. And it takes a lot of time to fix that. So if you can come out the gate, not hard and fast, but slow and steady. With endurance in mind. You're going to seize the day, or maybe not that day. But the day whenever that breakthrough is I had a great moment with a third grade teacher at my former district, who hated Tech had no idea who had been helping her with her grades. She didn't even know how to turn on her laptop. So it was clear somebody was putting in her grades he were one to one for a while napping to do all these digital things. But she somehow caught me boozled into working for the virtual school I was leading had to quickly you know get her up to speed and there was a lot of hand holding a lot of trust and one of the ways we bonded was overheard telling me stories about her family. Her family landed in Plymouth Rock and were part of their original pilgrims and she was doing the recipes and we were talking about that. And then she was really into dogs and handsome Arundale terriers. And so it's always asking about the dogs and so just like we would find a way to connect with our students find a way to connect with the admin. You're serving find out what are their goals, ambitions, what are their kids now And, you know, what are they doing on the weekend? Who were they really, when they're not in this role, and tap into that that's a huge part. You need to meet them at the human level before you can meet them at the professional academic level. Yeah. So that in your coaching, just find it out and see about offering some praise where you can. And when you give that feedback, make sure it's formative. Meaning, it's not just a criticism like you did this wrong. But have you thought about doing it this way, I have a great co worker. Now he uses the Socratic method only answers things and other questions. And every great dancer, it's like, gonna empower you to find it out. And it's frustrating at first, but it does yield some really good results. Now, that's not my method. But that's one way. And it's really helped me I respond well to that, because it's a different kind of thinking. So have some different tools in your tool belt, to be able to switch to, there's definitely not a one size fits all, and you may come across somebody, you're like, Well, I've never come across somebody like this had no idea what to do. And you just kind of cycled through the tools. And you listen all along the way. And if you know somebody who's been successful with building rapport and a bond with this person, ask them Hey, what's Jim, really in tune? You might find out, hey, every day Jim goes fishing before work, gets up at four in the morning. He's fishing. And then he's racing to change and get on a suit. And then he's back there. So Jim's always thinking about fishing. And then even if you've never fished, you start researching fishing.

Katie Ritter: 16:51

Suddenly, you're an expert. Yeah, catch him at the Orvis store.

Justin Thomas: 16:57

That's pretty impressive. You fishing every day for school? Hey, no,

Katie Ritter: 17:01

it's got so much there that I want to like, unpack and dig into. But I do have a couple of follow up questions for you. Kind of along this line of trying to scale PBL beyond just like the one teacher who gets it who's passionate, right, and trying to create this more like systemic experience for kids that is getting them to apply what they're learning in meaningful ways. And in a way that's actually like connected to things that they care about. Right. I think that's like what you said at the beginning, right? That's part of what makes it so powerful for our learners. And so I think about some of our coaches and some of my own experiences, when coaching, and kind of two scenarios, I want to ask you about how, how have you approached? Maybe teachers who say, yeah, they want to do PBL? And really, it's something that's done in like, one class period, or maybe like, one week, right? Like the scale isn't really necessarily like PBL? Right. So how have you kind of, I'll stop there. And then I have a second kind of follow up question. But how have you addressed that a little bit to help change the mindset? Yeah, so

Scott Nunes: 18:21

I think you clarify terms, you've let them know, honestly, you tell them the truth. That's, that's not PPO. But you praise the fact that they're on their way. And so you take that day, and then you do a series of days, how can we build on these, and then you do what we like, call it like a mini PBL. And then you show them the structure, hey, a PBL is really just a series of these mini PBLs that really build on one another. So you chunk is small, like Legos, and it's just put in the Legos there. And if PBL is too big of a piece right now, you show him how to put it together with all of those smaller pieces. Yeah,

Katie Ritter: 19:05

I like that approach of kind of acknowledging, because I think a lot of coaches maybe feel hesitant to, you know, again, back to like, we need to build the relationships, we need to listen. So I think a lot of coaches maybe feel hesitant to say, well, this isn't exactly PBL, right, for that fear of like now you've just like put them down, which not really but like the perception that they might have that you've put them down. But I just like the way that you phrase that, like you're on the right track. This is like a really great building block. You know, and how you describe kind of like the Legos and piecing them together. But I think that's, I think that's good. And I think it's okay, because, you know, part of what we're there to do is give feedback and to help, like stimulate reflective growth conversations. So finding like a kind and gentle way to say it to them, but I do think it's important to, like you said kind of clarify sort of the expectations and what PBL is and is not. So I like how you said that. Yeah, second follow up question kind of very similar along the same lines. But I know, I know, for instance, like we've had some coaches who have worked in buildings that like the building has this initiative to, you know, we're going to be PBL, we're going to be a PBL. School. Right? And so that in that case, like flipside of Justin's question, like it is coming from the top down, and not necessarily from teachers who are passionate about it. And teachers have been incredibly resistant to it. And in this mentality of, there's just not time, I don't have time with testing around the corner, and all the standards I have to get through. And I just don't have time to do this big, long project. So what's your response in your approach to to that type of a mentality?

Scott Nunes: 20:57

Yeah, you have to listen for a little bit. And this is a skill I had to quickly get good at. But you also have to know when to pivot from that conversation. You don't want to get into a negative loop, you want to listen, always start with listening. But quickly, jump in and find out what's what's at the core of the trepidation work to help them solve them, let them know, be an ally, hey, I'll help you through this. But also, you're still going to have to do some things like this isn't going away. That reality? If it's been if it's a top down initiative, and it's coming no matter what, whether you like it or not, we're doing this, and I'm happy to help you do it. Here are some great starting points, always offering things or, you know, show me what you have already. So taking an existing unit, and then working with your content knowledge of that, or pulling in some people that have content knowledge of that, and seeing how that can really turn into a PBL. And it is different for everyone. I went a little experimental with my PV cells, maybe you go back to administration and let them know, Hey, here's what we're doing is this okay? You kind of run it by them. You know, this person's a little trepidatious. If we kind of connected to this thing could this work, or at least first start letting them know to have realistic expectations to write while still maintaining a continue sort of dedication? I think oftentimes when things get messy, and we're not getting those desired outcomes, like with this amazing community outreach in this great project, you know, where some kid becomes a YouTube star overnight. PBL those things happen, but not initially in not always, it could be something really subtle, like I had a student do a really great thing with PBL actually involved in Canva. So I taught her Canva and this is when I became really passionate about Canva. So brings me into my Canva journey, taught her how to use Canva. At the last five minutes of class, she played with it for an hour at home, worked on the logo reworked it, put it on hoodies, and T shirts, and sold 60 hoodies 40 T shirts raised over two and a half$1,000 for Ronald McDonald House and like organizations, I thought, that's awesome, right? That's one of those awesome, awesome out. And she met all the ELA standards, we had all these checklists to go through there were peer reviews in there. We had already gone through a series of lessons where it had incorporated some of the technical writing pieces that we needed, she had a little script to go to friends and family members with she had to do a bunch of market research do creative brief and guide like her, her her branding like on your your logo there with the blue and the gold and the white and decide what am I going to do hers was white and purple. And so it symbolized I think purple is that color of childhood leukemia. So her nephew had had that and so there's this like whole story with that too, that she was able to tell. And then she kept a log a running log of what she did each day when we're in class. Oh, I researched this market strategy or researched this piece. I refined my script and there's this this growth and this piece of student inquiry work. You know, I'm just there as a facilitator and As a coach, and as a coach to the teacher to get them to that point, I'm letting them know and sharing wins from other teachers, whether it be online or in person, if you can get somebody in the district, it's even better. So yourself, and somebody local is a little better. But if you need to, you can pull something from online. Because sometimes what they'll say about half of them will say, ah, that's, that's on Twitter that's on Facebook, or on that tick tock. I'm not on that tick tock.

Katie Ritter: 25:32

Yeah, oh, and I love you said, Show me what you already have, at the kind of the beginning. And I love that I think that's a really good stem to kind of acknowledge you're already doing good things. Let's just continue to build on it. So I like that little sentence stem that you just I don't want it to slip under the radar. For I want to pull that out for our listeners. So that was good. Okay, well, you've already kind of started on it. But what are maybe some other that that girl sounds just incredible. Yeah. And I was thinking about as you were describing, like, they all may not become these YouTube stars, or these like big, amazing projects that get written up in an Edutopia article. But that's okay. There's still like, such great learning. And even if you're just helping the learning connect better, right? But I feel like also, you know, these PBL opportunities set kids up, like for their passion, right? And like, what, where they go for next in their life and in their journey. And I feel I was just, I was thinking of that as you were describing that young lady in her Ronald McDonald project. But what are maybe some other really cool or unique projects that you've seen or been a part of, with PBL. And I love how you tie it in, like how the how you, as the coach, in that instance, help support it as well?

Scott Nunes: 26:50

Yeah. Oh, my mind is racing, there's actually a lot of good ones that are coming to mind. I've seen some people do some really cool things with breakouts. There was a local teacher back in Modesto. She taught at Johansson, high school, Amber young man, and she actually taught me how to PBL she coached me she wasn't a coach at the time, but would make an amazing coach, she loves the classroom a little too much to venture out into coaching. She tried it, she could have had the job. And she turned it down. And that's how I actually got my coaching job. She was really great and mentored me, we would get together for tea and things and shout out the interest. And there's the interest there. And she would do things with little like lock boxes. So she would do like a whole horror series, she was really into horror, like a whole detective series, like, Oh, let's see about unlocking these things. So you'd read a passage and get some clues. And you have to unlock the clue to the next clue. And they build and then it's the next piece of reading and it just keeps going from there. And then at the end, there's some summative project where you're you're forming your group and you're you're building your poster now walk in your classroom. This art is like really good and asked her out. As you get them to do this art apps getting her you know, lesser thing, she's likely yet to kind of model it take student examples from before, highlight those be really clear on your expectations, give them the tools and then have some supports for those who aren't maybe naturally gifted in the art of this that makes you give them some framework. So tying it in to myself, I had this Hunger Games unit where we acted out all of the Hunger Games through different activities. And actually Amber gave me a lot of stuff. I made it my own. But we played games like we had broader knowledge pieces in there, but quick memorization things. So we played a Jenga that Amber had given me where students would compete in Jenga, they pull out a question, somebody else reads it. If they get it right, they get so many points. And then along the way, if Jenga falls like you lose everything, so there's like this non academic element, which was really fun for some of the weaker students, right? They're really trying to just they were going up against the top student who knew all the answers, and they were, they were going for different strategy in that game. And so gamifying PBL can be kind of fun, too. It's not necessary, but it's something that can keep the interest going with this alternative learning style. But the key there is that everything built and there's some differentiation, and then you're inviting the students in to be part of that building. So if you're a second Every teacher like I was, you'll notice a difference in the PBLs, even if you're giving the same instructions from one period to the next, because you're having a different group of students, and then you can even have like PBL versus PBL between the periods, and that's kind of cool. So I'd post up when we would do posters, post those up on the wall, and they could see or in The Hunger Games, like have the different districts within each period, and the kiddos would kind of like die off it. It wasn't completely morbid. We did a really good job wasn't violent, violent books that was very gentle, and they could post the way. Like if they lost in the main competition, they could post like, how, you know, they passed away and it would be allegorical to, you know, something in the book related.

Katie Ritter: 30:58

I'm not even big competitive person. I feel like I'm motivated. Yeah, I'm like that. Oh, sounds like a lot of fun learning. Learning. Yeah, the fun.

Justin Thomas: 31:06

Exactly. Awesome. Scott. Well, we like to finish our show on our top three tips. But I'm going to take this little social studies turn. So hopefully, I don't lose everyone here. But you were talking about being a Roman Centurion. So we're going to promote you to magistrate so you can give us your top All right, top three decrees for our listeners here on how you can best work with teachers in PBL.

Scott Nunes: 31:31

Number one, be patient. Number two, decree be highly relational, and accessible. So they have to feel comfortable with you, and they have to be able to reach you. And then lastly, have fun with it. Be yourself and don't be afraid to fail. Because you're going to fail at some point. So don't worry about failing, just do it. The humility that comes from it is going to make you better. And like, I constantly need to take that advice. Like I'm always looking to be the best do my best work the hardest, right and have these amazing outcomes. And sometimes I try my hardest and somebody who's doing a little less comes in and shows me up like mumbling. Learn from that person. What, what are they do? Yeah, whoa, okay, that will happen to you. That's okay.

Katie Ritter: 32:33

I love the way you just said that. I don't know. It just made me think like, how could you know? And back to some other things you've said too, and that we just know, with instruction with modeling, I just wonder, like, how could a coach genuinely model or embed PBL? Like in our own PD, right? I'm thinking like, beyond like, a student example of like, walking teachers through what the process would be like, I just wonder, what would PBL look like for coaches, with their own PD? You know, to maybe like, you know, I'm thinking of the tech coaches, since that's what we do here, but apply whatever you coach, you know, maybe you like teach them these these new tech tools or these new strategies, and then how could they maybe like, work on some sort of like a building project using those skills to apply? I don't know, we don't, we don't have as much time as the teachers do with with the teachers, right. So we don't have them every day. So it would definitely be a little bit different. I just wonder, what would that look like to be like, see, you just participated in PBL? You didn't even know it?

Justin Thomas: 33:39

And it was fun, right?

Scott Nunes: 33:42

No, I think that would be a great way, if there are regular meetings that you could join to a PBL series and into your point, you could do it in a way where they don't even realize especially those that don't know up ppl is then you could say all these things we've been doing for the last few months or weeks have been PBL. Yeah, look how look how accessible that was. And that comes to that modeling piece in the SIOP method, right that I do. What can you do? Yeah, to show I think that's a great way to do it. Or if you have any funds at your disposal, I've seen a lot of cool things where people have really tapped into others love languages. I was just had a good intimate conference recently in Oregon, and this came up in my small group. And really it came down to choice in there as well I think choices at at the core of PBL having some choice because that's where the individual part of you can really get injected into the work and that's so important that that interest. And so if you tap into some odd option some maybe like rewards for doing the PBL that tap into their love language like, hey, I'll take over for half of your class or I don't whatever is available, but get creative. They're like, I can do this. Like the one that's tricky professionally is like the touch part. Maybe get a massage gun, right? Like go to the Sports Clips and the little massage gun, so they're not touching you. But

Katie Ritter: 35:25

yeah, we say, fives and fist bumps to avoid an HR.

Scott Nunes: 35:30

Maybe you have a signature. I like we may be older than our students. But I still think we were cool. I was really cool in high school, you know? To teacher handshake.

Katie Ritter: 35:46

Yeah, I love it. I love it. Sorry, I took a turn. And we did not end on the top three tips. But

Justin Thomas: 35:52

that's okay. They were decrees anyway.

Katie Ritter: 35:54

Top three degrees, I just felt like you would have some good ideas to roll with that.

Justin Thomas: 35:59

Yeah, I like that. Well, Scott, we appreciate you coming on to join us here today and talk a little bit more about PBL. You're a very active person and always at conferences. So for our listeners out there, if you're at a conference, more than likely Scott's gonna be there. Go say hi to him. And one of the places that because you're always bouncing around at conferences, too. So yeah,

Scott Nunes: 36:20

definitely make me stop for a little bit. Take a breather.

Katie Ritter: 36:24

Yeah. Where will you be coming up over the next few months?

Scott Nunes: 36:28

Oh, I've decided to really step back. Okay. This this year, because I've been so go, go go.

Katie Ritter: 36:39

I can speak from experience. It's exhausting

Scott Nunes: 36:42

until it is exhausting. I'm not doing anything until July so okay. My crew will be at SDA. I won't be joining them more than likely, like, I'm always open to it. But more than likely not that I'll be at INSPRA, which is the National School PR Association Conference. It's going to be in St. Louis. I've never been, oh, they have quite the conference plan. So I know that's not for coaches, but get to know your school PR people. They're pretty cool. I had no idea what they did before they could be a great ally, because they know talk about wordsmithing. Yeah, they've influenced that because it's all about being on message on brand. That's a key piece in terms of finding me though. Follow me on social media. I'll put the smaller conferences I'll be at up on there at Mr. Nunes, teach on Twitter, Twitch, YouTube and Facebook.

Justin Thomas: 37:43

Great. Awesome.

Katie Ritter: 37:46

Well, excellent. Well, thank you so much for being with us, Scott, we have absolutely loved talking to you. Yeah,

Scott Nunes: 37:51

likewise,

Justin Thomas: 37:52

we do have a another episode coming up. And this one's gonna be a fun one because we're gonna actually roll out a two part series here to provide some ideas for coaches to work with elementary teachers to get our littles rolling with Ed Tech, because let's be honest, they know how to use tech, they probably actually can figure out some things that we haven't once thought about and using tech. So we're gonna have a little two part series here, which will talk to a couple guests on how they're utilizing an educational technology tools and tips and ideas in the elementary setting.

Katie Ritter: 38:22

Yeah, super excited, so be sure to subscribe to restart recharge, wherever you listen to podcasts so you don't miss an episode. And you can follow us on all the social media at our coach Cass

Justin Thomas: 38:33

and feel free to reach out and connect with us on the social media as well if there's any topics you want us to discuss. So press the restart button, recharge your coaching batteries and leave feeling equipped and inspired to coach fearlessly with the restart recharge podcast

Katie Ritter: 38:47

attack coach collective. Listen, passion breeds passion. We're passionate people here so we're not we're not. We're not offended by your

Scott Nunes: 39:02

feedback from my team. I'm a little too passionate. So I'm working on it. No,

Katie Ritter: 39:08

this is a safe place. safe space for passion right here. Right here yeah, this is a safe space for passion.

Scott Nunes: 39:19

Oh one thing yeah, let me grab some water. Oh, absolutely awesome. Here one moment.

Katie Ritter: 39:26

And Tyler's not here to drink it for you. I know I should have filled mine up a little bit more because I just remained my coffee. And I can't drink the coffee in this darn cup for like 30 plus minutes.

Justin Thomas: 39:43

It keeps it too hot. Yeah.

Katie Ritter: 39:44

I can't ever drink coffee. But then these cups they keep it so hot.

Justin Thomas: 39:48

For too good of a cup.

Katie Ritter: 39:51

It just burns the heck out of me. I'm trying to have some taste buds for the rest. Right? Yeah. Oh, Scott's back. Sorry. yeah oh sorry okay we ready