What if some of the most important things students learn in your classroom… aren't on your syllabus? In this episode of The What & Who of EDU, we're unpacking the hidden curriculum, the life skills students develop alongside your course content.

From learning how to actually listen and ask better questions, to navigating uncertainty, analyzing trade-offs, and staying in the discomfort of real learning, these are the skills that stick long after the final exam. Built from real educator insights, this episode gives you clear, practical ways to recognize, name, and reinforce the skills you're already teaching every day.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

[01:23] Listen for Meaning

[03:08] Stop Apologizing for Asking

[05:01] Explain It Like a Human

[6:19] Ask "How Do You Know?"

[8:32] Look Behind the Number

[11:15] Work Without the Answer Key

[13:52] Question the Answer

[17:36] Hold What You Know Loosely

[19:30] Resilience

[22:10] Don't Panic When It Gets Hard

[25:22] Don't Lose the Wonder

🎓Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners.

Jennifer McAllister Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Daniel Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's the author of Math Cats and has spent over 25 years trying to convince students that math is not only useful, but occasionally fun.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology and also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets, and public policy.

Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. She has over a decade of experience in STEM education, curriculum design, and research, and is passionate about creating engaging learning experiences that connect science to real-world applications.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus.

Dr. Dave Myers is one of the most widely read psychology authors in the world. He is known for helping students better understand the wonders of human behavior, memory, emotion, and thought.

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If this episode made you rethink how you grade or prompt, we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work.

What if high school prepared students not just for exams, but for real life? In this episode of The What and Who of EDU, host Marisa Bluestone talks with David Anderson, economics instructor and AP Business with Personal Finance author, about a new kind of course designed to help students build the skills they'll need after graduation.

From making decisions without clear answers to managing money, working with others, and learning how to fail productively, this conversation explores what "college readiness" and "career readiness" actually look like today. Designed for busy educators, this episode offers practical, classroom-ready insights on how to help students think critically, act confidently, and navigate the real world before they step into it.

Brought to you by Macmillan Learning & BFW Publishers
Business with Personal Finance for the AP® Course (High School)

What you'll learn:

• How to teach decision-making when there's no single right answer
• Practical ways to introduce personal finance before real consequences hit
• How case studies and projects build real-world thinking
• Strategies to keep learning authentic in the age of AI
• Why failure can be one of the most powerful teaching tools
  

Episode Breakdown + Timestamps

[00:00] What Students Actually Need After High School: Why readiness isn't one path, and why the same core skills matter for all students.

[01:36] Meet David Anderson + Why This New Course Exists: Accessibility, career relevance, and why this course is designed for all students.

[4:58] From Theory to Real Life: What Students Actually Do: Business canvas projects, financial advising simulations, and real-world application.

[11:45] Making Personal Finance Actually Engaging. How storytelling, case studies, and real-life dilemmas turn "boring" topics into something students actually want to learn.

[14:45] Teaching a New Course Without Starting From Scratch. How built-in resources, teacher communities, and AP support help instructors focus on teaching—not building everything from the ground up.

[18:00] Teaching in the Age of AI. Why shifting work into the classroom helps ensure students are doing the thinking, not the tools.

[21:30] Using AI Without Losing the Thinking. How AI can support learning—from generating practice questions to analyzing case studies,without replacing student reasoning.

[26:40] Failure, Iteration, and Learning Early. Why failing at a smaller scale is one of the most valuable lessons students can learn.

[29:15] What We Learned Today

About David Anderson:

David A. Anderson, Ph.D., is the Paul G. Blazer Professor of Business and Economics at Centre College and a longtime leader in AP® programs, including serving as a chief reader for AP® Economics. An award-winning instructor, he teaches business principles and entrepreneurship and has authored numerous books and articles on economics, business, and personal finance. He is the author of Business with Personal Finance for the AP® Course (High School)

If this episode made you rethink what students really need before they graduate, follow the show and leave a quick rating. It helps more educators find conversations like this.

Know someone still teaching "real life skills" the hard way? Send them this episode.

Have a story or strategy to share? Email us at TheWhatAndWhoOfEDU@macmillan.com, we'd love to hear from you.

What if your students already have the answer… but skipped all the thinking that got them there?

That's the problem ten instructors sat down to solve. In this episode, they share how they get students to show their work, not just turn in something correct. You'll hear how they grade reasoning, build reflection into assignments, use peer review as a mirror, and yes, navigate all of this in the age of AI.

Because ChatGPT or Claude can produce the right answer in four seconds. What it can't do is show your students' thinking. That part's still on them. Because "42" might be the answer to life, the universe, and everything… but if your students can't tell you how they got there, are they really learning?

🎙️ Episode Breakdown + Timestamps

[0:00] The "Right Answer" Trap

[1:29] Tip 1: Drop the Receipts, Not Just the Result

[4:02] Tip 2: Grade for Process, Not Perfection

[5:42] Tip 3: Use Reflection to Surface Struggle

[8:15] Tip 4: Ask Why… and Why Not?

[10:06] Tip 5: Compare Notes, Not Just Scores

[12:29] Tip 6: Peer Review or It Didn't Happen

[14:35] Tip 7: Turn Group Work Into a Game Show

[17:25] Tip 8: Match the Format to the Thinking

[20:14] Tip 9: Thinking in the Margins

[23:42] Tip 10: Give the First Step, Not the Answer

🎓 Featured Educators

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline.

Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. She is also a course designer, author, teaching mentor, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at math.

If this episode made you rethink how you grade, prompt, or even phrase "Show your work," we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work. And if you've got a colleague who's stuck in the "right answer loop," go ahead and text this to them. We won't tell.

We're always interested in your ideas: TheWhatAndWhoofEDU@Macmillan.com.