Latest / The Academic Coaching Podcast / Can You Teach Study Skills in 5 Days? | Catherine Pacilio
Transcript
- 0:00Catherine Pacilio (she/her): If, the person they asked the question to got it correct, that person got to do a physical challenge to the quizzer or vice versa.
- 0:09Catherine Pacilio (she/her): If the quizzer, quizzed someone and they didn't, recall the information or retrieve the information correctly.
- 0:14Catherine Pacilio (she/her): So we had kids doing flying star jumps, pushups,
- 0:19Gretchen Wegner (she/her): burpees.
- 0:19Catherine Pacilio (she/her): jumping jacks.
- 0:21Catherine Pacilio (she/her): Like, it was hilarious and they were all in breakout rooms in pairs and I'm bopping around and they're like,"Ugh, what do you want me to do now?" And they're like,"Five wall pushups." And they're like,"Oh, you made me do five wall pushups," you know?
- 0:36Catherine Pacilio (she/her): Like, it was hilarious.
- 0:37Catherine Pacilio (she/her): And I did make sure that I demoed with a student, so I was like,"I'll do it with you guys.
- 0:43Catherine Pacilio (she/her): Like, it's fine." So they loved it.
- 0:46Gretchen Wegner (she/her): Welcome back to the Academic Coaching Podcast brought to you by The Anti-Boring Learning Lab and me, your host, Gretchen Wegner.
- 0:53Gretchen Wegner (she/her): This is the show where we dig into the craft of coaching students, the study skills, executive function strategies, and the occasional business tip for those of you in private practice.
- 1:05Gretchen Wegner (she/her): Today's episode has a little bit of all of that actually.
- 1:08Gretchen Wegner (she/her): Super fun.
- 1:09Gretchen Wegner (she/her): Our guest is an executive function coach for students who is also a member of the learning lab, and I heard she did something super cool this summer, and I wanted to talk to her about it.
- 1:20Gretchen Wegner (she/her): She tested a five-day study skills boot camp with middle school and high school students using the anti-boring toolkit as the foundation, and I want to talk about how'd it go?
- 1:32Gretchen Wegner (she/her): What went well?
- 1:33Gretchen Wegner (she/her): What would she change next time?
- 1:35Gretchen Wegner (she/her): And I'm hopeful that these kinds of conversations on the podcast are super useful for those of you tutors and coaches who are in private practice who might wanna do similar things with students.
- 1:46Gretchen Wegner (she/her): But also, for those of you in classrooms, learning specialists at schools who might want to build a similar study skills curriculum for your students.
- 1:56Gretchen Wegner (she/her): So without further ado, let's hear what Catherine Pacilio did this summer All righty.
- 2:03Gretchen Wegner (she/her): Well, Catherine, I am so thrilled that you were willing to join us today.
- 2:08Gretchen Wegner (she/her): And actually side note for all the listeners: I have this bad habit of asking Anti-Boring Learning Lab members to do super vulnerable things and I'm so that they often say yes.
- 2:22Gretchen Wegner (she/her): And Catherine here you are about to reflect about a program you just did and what worked and what didn't.
- 2:30Gretchen Wegner (she/her): And that...
- 2:31Gretchen Wegner (she/her): Are-- Is it feeling a little vulnerable to do that?
- 2:34Catherine Pacilio (she/her): Yes, but, that's why I'm in the lab, right?
- 2:37Catherine Pacilio (she/her): I mean, we're all lifelong learners.
- 2:40Catherine Pacilio (she/her): Come on, Gretchen.
- 2:41Gretchen Wegner (she/her): are.
- 2:42Gretchen Wegner (she/her): I know.
- 2:42Gretchen Wegner (she/her): I'm just so impressed that you were willing,'cause I wanted to have this conversation, and I was like,"Oh,
- 2:48Catherine Pacilio (she/her): Yeah.
- 2:49Gretchen Wegner (she/her): have
- 2:49Catherine Pacilio (she/her): And
- 2:50Gretchen Wegner (she/her): can hear it."
- 2:51Catherine Pacilio (she/her): also, I'm honing into the way I like to process things.
- 2:55Catherine Pacilio (she/her): I'm a verbal processor just like you, and why not process with a bunch of other people listening?
- 3:02Gretchen Wegner (she/her): Make sure people know what brought you into the lab.
- 3:04Gretchen Wegner (she/her): You've been with us for over a year now, maybe almost two years, but what prompted you to join and learn the toolkit?
- 3:13Catherine Pacilio (she/her): Well, I was, career shifting from being a very long time, special education teacher in public and independent schools to building my own business and becoming an academic and executive function coach.
- 3:26Catherine Pacilio (she/her): And, I needed a community.
- 3:29Catherine Pacilio (she/her): 'cause when I was a teacher, that's how I learned best, was from other people and thinking off of people.
- 3:34Catherine Pacilio (she/her): And I saw the lab, and I was like,"This seems to be the right fit for me."
- 3:40Gretchen Wegner (she/her): Well, I could tell
- 3:41Catherine Pacilio (she/her): Yeah.
- 3:41Catherine Pacilio (she/her): Yeah
- 3:42Gretchen Wegner (she/her): it was the right fit for you Yeah, and then fast-forward, well, you were telling me it took you about a, about a year to finish working through the toolkit, not'cause it necessarily takes that long, but you were juggling the beginning of your business, and do you wanna say any more about why it took that long for you?
- 3:58Catherine Pacilio (she/her): I just think I was trying to listen to what I needed through that first year.
- 4:04Catherine Pacilio (she/her): And I really, honored that and took my time, and instead of thinking about what I should be doing or needed to do, in a certain amount of time, I just kind of listened to what I had the capacity for and what did I nee- what did I need to do in each moment, each day, each week as I was learning to become a coach?
- 4:23Catherine Pacilio (she/her): so, it's something that I'm kind of sticking with, when it comes to my own development and growth as a coach where, I'm now taking Krista Hopt's executive function course, and I'm also kinda taking my time through that one too, and it just seems to work for me.
- 4:38Gretchen Wegner (she/her): well it's quite a thing to be an academic coach for students and then to coach ourselves through our own learning.
- 4:45Gretchen Wegner (she/her): It's like an- we- I think we do it differently than we did back in the day when we were learning in a school environment.
- 4:52Gretchen Wegner (she/her): Yes.
- 4:53Catherine Pacilio (she/her): Ja.
- 4:54Gretchen Wegner (she/her): fast-forward to early this summer or late spring, and I found out through the grapevine that you and another lab member Robin, who sadly couldn't be with us today, but that you had a little project you are collaborating with.
- 5:09Gretchen Wegner (she/her): And I do like to call us collaborators
- 5:13Catherine Pacilio (she/her): Oh yeah, and That was the f- the probably the best part of this experience, was the collab.
- 5:19Catherine Pacilio (she/her): so Robyn and I were both in a place in building our business where we felt like we needed to develop our summer work with students.
- 5:28Catherine Pacilio (she/her): We had both fine-tuned what things would look like during the school year.
- 5:33Catherine Pacilio (she/her): and then we wanted to figure out a program that fit for the summer for us, so we could also take a deep breath as coaches.
- 5:39Catherine Pacilio (she/her): We need that break too, just like teachers do.
- 5:42Catherine Pacilio (she/her): and then also figure out various ways to support students.
- 5:47Catherine Pacilio (she/her): And one thing I, like, hadn't really experimented with using much during the past year was actually using the student online course through The Anti-Boring Lab, The Anti-Boring Toolkit, and I felt like, I was, like, missing out on doing some backwards learning with students, using that resource to, supplement the work I was doing with students.
- 6:09Catherine Pacilio (she/her): and it also kind of tapped into, like, my past teacher self a little bit, and I was kind of excited about that.
- 6:15Gretchen Wegner (she/her): curriculum.
- 6:16Catherine Pacilio (she/her): both-- Yeah, we were, yeah, exactly.
- 6:19Catherine Pacilio (she/her): And so we were both kind of like, you know, we...
- 6:21Catherine Pacilio (she/her): Like honing back, like going straight back into the heart of The Anti-Boring Lab of, like, students are told constantly to study, but then they never have actually been taught, how to do it.
- 6:33Catherine Pacilio (she/her): Like,"Here are flashcards.
- 6:34Catherine Pacilio (she/her): Here's a study guide." But then they're expected to know what to do with it, and then, a lot of times the strategies they choose aren't the best.
- 6:42Catherine Pacilio (she/her): So, we decided we would create some sort of, like, short intensive course, summer course, where students could learn the basics of the science of learning and actually learn study strategies, and they could build a toolbox for the school year.
- 6:58Catherine Pacilio (she/her): we designed it together so it could be a curriculum for in person and online'cause I'm mostly online and Robyn's in person.
- 7:06Catherine Pacilio (she/her): So that was, like, really fun to kind of figure out how it could look for both of us, and Robyn eventually might also, do it online too, so she had some motivation for both as well.
- 7:17Catherine Pacilio (she/her): and so we thought about it as, like, a five day and study skills intensive, where students could just kind of get their feet wet in understanding how to study best.
- 7:31Catherine Pacilio (she/her): and e-especially if a student might not need, coaching, for a full year or for a trimester or semester, or they're unsure about coaching.
- 7:39Catherine Pacilio (she/her): So it's a course kinda with coach flavor, if you wanna put it that way.
- 7:46Catherine Pacilio (she/her): and so they get exposed to tools.
- 7:49Catherine Pacilio (she/her): we have conversations about what their experience might be with executive function coaching and academic coaching without that commitment of ongoing coaching.
- 7:58Gretchen Wegner (she/her): a great way to
- 7:59Catherine Pacilio (she/her): so yeah
- 8:01Gretchen Wegner (she/her): because in summer students don't have actual classes that you can do coaching around unless they're in summer school.
- 8:07Gretchen Wegner (she/her): And it's, it's a wonderful fit to be like,"Let's reflect about last year and also look
- 8:12Catherine Pacilio (she/her): Yeah.
- 8:13Gretchen Wegner (she/her): need next year."
- 8:15Catherine Pacilio (she/her): And I feel with my current clients, they didn't-- They needed to actually press pause most of them so they didn't need my support as much during the summer.
- 8:25Catherine Pacilio (she/her): So this was a way for me to reach a different group of students who might not need me full-time but just need a little check in on how to study, how to learn and then building new relationships like a few of the students that I worked with...Um,I will be working with this year."So that was pretty neat.And I tried to make it kind of like a summer camp..so It was a five day intensive..and it could be small groups o i taught it could be small group or it could be one-on-one...so ended up teaching one One-On-One session Uhmmm and one middle school Small Group and one high School Small Group....and I intentionally split up those Groups Separately becau---for developmental reasons.....uhhmm and sooo I Taught A Group Of Two Middle Schoolers AND A GROUP OF Four High SCHOOLERS AND ONE HIGH SCHOOL STUDENT SO I WAS ABLE TO LIKE REALLY dabble WITH VARIOUS STRUCTURES AND formats This Summer IT Was Li an ExperiMEntAL SUMMER IN Like JUST SEEING WHAT WOULD WORK
- 9:30Gretchen Wegner (she/her): we believe in experiments, right?
- 9:32Gretchen Wegner (she/her): Little teeny-tiny
- 9:33Catherine Pacilio (she/her): Ja.
- 9:34Gretchen Wegner (she/her): you and Robin did an experiment.
- 9:37Catherine Pacilio (she/her): Ja
- 9:37Gretchen Wegner (she/her): we get into more of the reflection about how all that worked, because we have some listeners who really don't know a lot about The Anti-Boring Learning Lab at all,
- 9:46Catherine Pacilio (she/her): Ja
- 9:46Gretchen Wegner (she/her): to say a little bit about the course that Catherine was using.
- 9:51Gretchen Wegner (she/her): So when you come in to be trained as an educator in the Anti-Boring Toolkit, every module-- There are nine modules, and every module starts with you taking the student course.
- 10:04Gretchen Wegner (she/her): So I, I suggest that you put your student hat on, and you see how I would talk directly to students.
- 10:10Gretchen Wegner (she/her): And the student course has much shorter videos.
- 10:12Gretchen Wegner (she/her): They're like five minutes long instead of 30 minutes long, the way they are for the educators.
- 10:17Gretchen Wegner (she/her): And then after you take the student course for that module, then I have you put your educator hat on, and then we reflect around the pedagogy about what I taught and how I taught it and how you can teach it students.
- 10:30Gretchen Wegner (she/her): And then anybody who chooses to get certified as an Anti-Boring coach, and then chooses to stay in the lab as a community resource, as Catherine has chosen to do, and Robin as well, gets access to the student course for all of their clients.
- 10:47Gretchen Wegner (she/her): So it's a nice little thing that you can have.
- 10:51Gretchen Wegner (she/her): Not everybody uses it, but it's sometimes nice to have, as you mentioned backwards planning before, so to be able to assign some videos for them to watch before they come in a session or, in your case, your camp
- 11:06Catherine Pacilio (she/her): Mm-hmm.
- 11:07Catherine Pacilio (she/her): Yeah, and my, I al- also always give access to my current clients whether we use it or not.
- 11:13Catherine Pacilio (she/her): I just want it to be an option, and then that gives me flexibility as a coach.
- 11:17Catherine Pacilio (she/her): And, I'm very clear with parents, like, that they could actually go in, and learn themselves too.
- 11:23Catherine Pacilio (she/her): It's not just for their kids.
- 11:25Catherine Pacilio (she/her): So if they're curious about what we're learning, they could watch the video on the three-step study cycle.
- 11:30Gretchen Wegner (she/her): could, you could-- I,
- 11:31Catherine Pacilio (she/her): Oh, yeah,
- 11:31Gretchen Wegner (she/her): it.
- 11:32Catherine Pacilio (she/her): you could.
- 11:32Catherine Pacilio (she/her): Yeah.
- 11:32Gretchen Wegner (she/her): and I, I teach it as if you're teaching it live to students, and I think every educator ought to know how to teach these things live.
- 11:39Gretchen Wegner (she/her): So in the moment,"Oh wait, what you need is the study cycle.
- 11:42Gretchen Wegner (she/her): Are you up for learning about it?
- 11:44Gretchen Wegner (she/her): It'll just take a few minutes." so it's
- 11:46Catherine Pacilio (she/her): Mhm.
- 11:47Gretchen Wegner (she/her): able to have the skills to do that, but there could be times I could imagine, like at the end of a session where it's like,"Oh shoot, I was hoping we'd get to the Study Senses.
- 11:55Gretchen Wegner (she/her): Will you just-- I'll send you the link in the course.
- 11:57Gretchen Wegner (she/her): Will you just go watch that video?" Or you can send it to the parents and say,"Hey, I just taught the Study Senses today, but if you would like to understand what your student just learned, here's the link.
- 12:07Gretchen Wegner (she/her): Go watch this
- 12:09Catherine Pacilio (she/her): Exactly.
- 12:09Catherine Pacilio (she/her): Yeah.
- 12:10Catherine Pacilio (she/her): And I do wanna say, like it-- when it comes to the lab and collaboration, Robin and I didn't just build this curriculum ourselves.
- 12:18Catherine Pacilio (she/her): We tapped into other folks in the lab to help, just start our brainstorming.
- 12:24Catherine Pacilio (she/her): So I do wanna give a shout-out to Susannah Cole,'cause sh-she had already developed an in-person summer program she's doing in Bermuda.
- 12:32Catherine Pacilio (she/her): And then, Rebecca Rauscher, I hope I said Rebecca's last name correctly, had been doing something similar with one-on-one with clients, and we reached out to her as well, and they both were so open and willing to share their experience.
- 12:46Catherine Pacilio (she/her): and then, I think a previous, Anti-Boring Lab member who Robin reached out to, I don't know as well, Dani.
- 12:52Catherine Pacilio (she/her): A few...
- 12:53Catherine Pacilio (she/her): That rings...
- 12:53Catherine Pacilio (she/her): Yeah.
- 12:54Catherine Pacilio (she/her): Dani.
- 12:55Catherine Pacilio (she/her): Yeah.
- 12:56Catherine Pacilio (she/her): so like we were just like that, like that's what the beauty of the lab is that like we collaborated, but then we networked within it as well.
- 13:05Catherine Pacilio (she/her): and so we kinda took, pulled parts of what other folks were doing, based on like what our vision was to give us at least some sort of foundation to start with.
- 13:14Gretchen Wegner (she/her): and you probably also used the document that I created for a potential summer package, right?
- 13:21Catherine Pacilio (she/her): Yeah.
- 13:21Catherine Pacilio (she/her): Yeah, we did.
- 13:22Catherine Pacilio (she/her): We used it all
- 13:24Gretchen Wegner (she/her): Shout out to me.
- 13:25Gretchen Wegner (she/her): I deserve some credit.
- 13:27Catherine Pacilio (she/her): But it just-- And like Robyn and I had a blast.
- 13:29Catherine Pacilio (she/her): Like w- like what the coolest part of this was like building a, like gaining another friend.
- 13:34Catherine Pacilio (she/her): and then like we both had like different strengths, and areas of like things that we were interested in building.
- 13:41Catherine Pacilio (she/her): where I was just really into the digital tools students could use to track their learning over the five days, while Robyn was so interested in some of the, icebreakers and interactive in-person activities that we could use, and she created those, and then I could, transfer them to online learning and experiment, with that.
- 14:01Catherine Pacilio (she/her): so we just had a lot of fun, and we both are big over planners so we had way too many activities, knowing that but like, but we also wanted to have a menu'cause we weren't sure how kids were gonna show up, right?
- 14:13Catherine Pacilio (she/her): so we wanted to be able to pull, from different activities.
- 14:17Catherine Pacilio (she/her): And we also knew when we did our middle school program versus our high school program, it was going to look different.
- 14:23Catherine Pacilio (she/her): and so, I'll, I'll just clarify that the high school program did that backwards learning before each session, and then we did a lot of reflection in doing and practicing and figuring out which tools they wanted to use during the school years.
- 14:37Catherine Pacilio (she/her): But the middle school program, we just did little brain teaser challenges between, and all-- we did all that mini lesson work was actually during the session along with the practice.
- 14:49Catherine Pacilio (she/her): Just trying to figure out the right balance for each group.
- 14:52Catherine Pacilio (she/her): yeah
- 14:52Gretchen Wegner (she/her): Great.
- 14:53Gretchen Wegner (she/her): Hey, I just remembered another resource that I didn't give you all, but that
- 14:57Catherine Pacilio (she/her): Yeah
- 14:58Gretchen Wegner (she/her): useful for Robin.
- 14:59Gretchen Wegner (she/her): That is an in-person workshop at a high school that a former school counselor turned the whole ABA curriculum into games to play in a gym.
- 15:10Gretchen Wegner (she/her): So
- 15:10Catherine Pacilio (she/her): gosh, that's me.
- 15:11Gretchen Wegner (she/her): that she gave me that I could share at some point
- 15:14Catherine Pacilio (she/her): Yeah.
- 15:15Catherine Pacilio (she/her): So, like we basically broke down, the whole Anti-Boring Lab across the five days, except for one of the modules which we felt, would be more useful during the school year, which is the module on, planning to study, planning for tests.
- 15:33Catherine Pacilio (she/her): And we're like, in the summer, or like in the summer that might not be quite as like interesting or ap- applicable.
- 15:41Catherine Pacilio (she/her): So I actually just emailed all my students today and said,"Hey, it's that time.
- 15:46Catherine Pacilio (she/her): It's first, first week of school.
- 15:48Catherine Pacilio (she/her): You're gonna wrap up your Anti-Boring Lab toolkit work this week." And I, and I encourage you all to do that module.
- 15:55Catherine Pacilio (she/her): and then one way of being able to follow up with families is I am going to be, doing, a one follow-up coaching session with each student to just see how things are going, knowing that there's only like a certain amount of things I can do over a five-day course with students, right?
- 16:16Catherine Pacilio (she/her): So
- 16:17Gretchen Wegner (she/her): Yeah, so
- 16:18Catherine Pacilio (she/her): yeah
- 16:18Gretchen Wegner (she/her): see how carefully you structured it so they could learn what there was to learn in as
- 16:24Catherine Pacilio (she/her): Угу
- 16:26Gretchen Wegner (she/her): as possible given it was condensed into five days.
- 16:29Gretchen Wegner (she/her): So I'm very curious
- 16:30Catherine Pacilio (she/her): Угу
- 16:31Gretchen Wegner (she/her): about that and whether that was too much or not.
- 16:34Gretchen Wegner (she/her): But I als- th- just the other compliment is just so thoughtful about how to, transition with your students into the school year especially for those of, those who are not yet regular clients with you.
- 16:47Gretchen Wegner (she/her): But I bet more than two will become regular clients if you, if you continue to follow up
- 16:52Catherine Pacilio (she/her): Yeah.
- 16:53Catherine Pacilio (she/her): Well, my client, I'm, I'm at c- full capacity right now, Gretchen, so I have a wait list unfortunately
- 17:00Gretchen Wegner (she/her): to
- 17:00Catherine Pacilio (she/her): which is W-
- 17:01Gretchen Wegner (she/her): Anti-Boring Learning Lab members.
- 17:04Catherine Pacilio (she/her): yeah, and I am, and I'm collaborating with them.
- 17:06Catherine Pacilio (she/her): I'm actually, one of the clients I actually serviced over, the summer in one- in the intensive is working with a different Anti-Boring Lab coach I referred them to, and I'm really excited to reach back out to them to say,"Hey, I'm, I'm gonna do my follow-up coaching, session.
- 17:22Catherine Pacilio (she/her): What are you already working on?" This is something they were interested in, so we can collaborate, so I'm really excited about that.
- 17:29Catherine Pacilio (she/her): so I, like one of the big things as we-- I wanted to really make sure it was interactive.
- 17:33Catherine Pacilio (she/her): It wasn't me just talking at students.
- 17:35Catherine Pacilio (she/her): That didn't feel very luxury.
- 17:37Catherine Pacilio (she/her): and I also wanted to keep it at a length that was kid appropriate for the summer, so I kept it about like 75 minutes.
- 17:45Catherine Pacilio (she/her): and it was like full of short mini lessons, partner work.
- 17:49Gretchen Wegner (she/her): sessions that were an
- 17:51Catherine Pacilio (she/her): Yes, Monday through Friday, five sessions, one per day, and then it gave the high school students that time to do 30 to 60 minutes of that backwards learning between the sessions.
- 18:04Catherine Pacilio (she/her): and I encouraged them all to do it, either the night before or the morning of, so there was, some spacing, in their learning.
- 18:13Catherine Pacilio (she/her): they weren't doing it right before our session, and then I would also have a chance to be able to see the work they were doing in t- anti-boring toolkit.
- 18:21Catherine Pacilio (she/her): And one of the things that was hugely beneficial to me, and I think I even reached out to you during the coaching was I, I had students actually tag me in their reflections within the course so I could see their thinking, see what they were interested in, and see what they wanted to learn or practice.
- 18:39Catherine Pacilio (she/her): and that could help me figure out for each session, how to kind of tweak things, right, for each group, and, and what they wanted to learn.
- 18:47Catherine Pacilio (she/her): So that, that was incredibly helpful.
- 18:51Gretchen Wegner (she/her): And they did, they were
- 18:52Catherine Pacilio (she/her): and I
- 18:52Gretchen Wegner (she/her): it seriously.
- 18:54Gretchen Wegner (she/her): I could
- 18:55Catherine Pacilio (she/her): Yeah.
- 18:57Catherine Pacilio (she/her): Yeah, it was really neat to see like their Honit notes ahead of time And yeah, it just was...
- 19:03Catherine Pacilio (she/her): It was just a really- they were, they were in it.
- 19:05Catherine Pacilio (she/her): and so li-...
- 19:06Catherine Pacilio (she/her): And I, and going, going back to like the structure of the, the, the course itself, I didn't also want it to be all just like on the computer or typing.
- 19:16Catherine Pacilio (she/her): So I did send them a little package with a dry erase board, your favorite.
- 19:20Gretchen Wegner (she/her): and Susanna, who you just gave a shout-out to, she just taught an in-person workshop and she, for middle schoolers, and she gave them all whiteboards, and they were so excited
- 19:31Catherine Pacilio (she/her): I don't, like once a kid realizes how you can use a whiteboard it's transform- It's trans- transformative.
- 19:36Catherine Pacilio (she/her): Adults too.
- 19:37Catherine Pacilio (she/her): but I wanted them to have at least one tool they could walk away from and use during the school year.
- 19:42Catherine Pacilio (she/her): yeah, and I also of course sent a few visuals with it.
- 19:45Catherine Pacilio (she/her): showing the four study senses and the, the three-step study cycle.
- 19:50Catherine Pacilio (she/her): but yeah.
- 19:50Catherine Pacilio (she/her): So like we did dry erase board challenges, partner work, we had brain breaks.
- 19:56Catherine Pacilio (she/her): They would teach each other things, so we were doing a lot of encoding and retrieval practice.
- 20:02Catherine Pacilio (she/her): So all of the things that I, I was teaching them about the brain, I wanted to use those practices with the students while they were learning with me.
- 20:10Catherine Pacilio (she/her): and I guess I can go into kind of my findings.
- 20:14Catherine Pacilio (she/her): So
- 20:14Gretchen Wegner (she/her): Ja
- 20:15Catherine Pacilio (she/her): I had the students, complete a form at the, at the end of the five days, and I asked the parents to do that as well.
- 20:23Catherine Pacilio (she/her): I was able to get all but one of my students to fill out, the f- the survey, and about, like three fourths of the parents.
- 20:33Catherine Pacilio (she/her): a few I'm, I'm, I'm working with right now, so we-- they didn't really felt, feel the need feel the need to f- to fill it out.
- 20:42Catherine Pacilio (she/her): but really, like there are some really encouraging findings that I'm excited to share.
- 20:46Catherine Pacilio (she/her): so no student really identified any of my activities as boring which was like,"Yes! Anti-boring! Not boring!" And I think what seemed to work was like making sure there was variety over the five days, the instruction was short, and then we did immediate practice.
- 21:05Catherine Pacilio (she/her): there was movement in it whether it was on the board.
- 21:07Catherine Pacilio (she/her): I also We, we were studying, we were st- we were doing some movement challenges or we created movements to remember things.
- 21:16Catherine Pacilio (she/her): We did a lot of drawing
- 21:18Gretchen Wegner (she/her): an example of a movement challenge?
- 21:20Gretchen Wegner (she/her): Can I do one with you right now?
- 21:21Gretchen Wegner (she/her): Does one jump to mind?
- 21:23Gretchen Wegner (she/her): I'm so- it's vulnerable again
- 21:26Catherine Pacilio (she/her): well I had a lot of athletes.
- 21:28Catherine Pacilio (she/her): I'm not sure we wanna do this one right now in my high school group.
- 21:32Catherine Pacilio (she/her): So we talked a lot about, like how like we can add a little dopamine kick to our studying and so you can get that feel-good emotion by physically moving and, like, by doing fitness, right?
- 21:44Catherine Pacilio (she/her): there was multiple various athletes, so we...
- 21:48Catherine Pacilio (she/her): They were doing, dry erase.
- 21:49Catherine Pacilio (she/her): They had already done, practiced, Get Down notes and Hone It notes, and they turned their Hone It notes into a study tool.
- 21:58Catherine Pacilio (she/her): and so, I think we turned it into a T chart if I remember correctly.
- 22:02Catherine Pacilio (she/her): And so they could use it to quiz each other'cause they had all watched the same, wild crazy cat video, together, about the history of cats,
- 22:12Gretchen Wegner (she/her): on that was how they took notes.
- 22:13Catherine Pacilio (she/her): to take notes on.
- 22:14Catherine Pacilio (she/her): Oh yeah.
- 22:15Catherine Pacilio (she/her): it was really fun and that Sorry, just a side n- little tangent is that that video was work for middle and high school.
- 22:22Catherine Pacilio (she/her): It's just such a...
- 22:23Catherine Pacilio (she/her): It's a cool, it was a cool video.
- 22:25Catherine Pacilio (she/her): anyway, so as they were practicing like using their study senses, and auditorily quizzing each other and, writing down their answers on the board, so manipulating the information.
- 22:39Catherine Pacilio (she/her): They're also practicing reading, the study tool they were using.
- 22:43Catherine Pacilio (she/her): If, the person they asked the question to got it correct, that person got to do a physical challenge to the quizzer or vice versa.
- 22:53Catherine Pacilio (she/her): If the quizzer,
- 22:54Gretchen Wegner (she/her): I
- 22:54Catherine Pacilio (she/her): quizzed someone and they didn't, recall the information or retrieve the information correctly.
- 22:59Catherine Pacilio (she/her): So we had kids doing flying star jumps, pushups,
- 23:03Gretchen Wegner (she/her): burpees.
- 23:03Catherine Pacilio (she/her): jumping jacks.
- 23:05Catherine Pacilio (she/her): Like, It was hilarious and they were all in breakout rooms in pairs and I'm bopping around and they're like,"Ugh, what do you want me to do now?" And they're like,"Five wall pushups." And they're like,"Oh, you made me do five wall pushups," you know?
- 23:20Catherine Pacilio (she/her): Like, it was hilarious.
- 23:22Catherine Pacilio (she/her): And I did make sure that I demoed with a student, so I was like,"I'll do it with you guys.
- 23:28Catherine Pacilio (she/her): Like, it's fine." Like, so they r- they loved it.
- 23:31Catherine Pacilio (she/her): They just...
- 23:32Catherine Pacilio (she/her): That was really fun
- 23:33Gretchen Wegner (she/her): to do that right now.
- 23:34Gretchen Wegner (she/her): Jennifer
- 23:36Catherine Pacilio (she/her): we did do a fun metaphor challenge with the, the formula that all students need to know.
- 23:43Catherine Pacilio (she/her): So we, did, We took repetition, variation and spacing, the retrieval practice, and they had to create a metaphor, for the formula, whether it was using a s- a theme of that they were interested in like music or sports or something else.
- 24:01Catherine Pacilio (she/her): And we ended up coming up with a music metaphor, and then they, came up with some like actual physical movements that went with it
- 24:10Gretchen Wegner (she/her): Well, and s-side note now.
- 24:12Gretchen Wegner (she/her): Su-Susannah and I were just talking about doing this, and maybe if you were willing, you should join us, speaking of collaboration, is I think there may be a course in the future where anybody who wants to shares, like, the curriculum and actually teaches some of it to us so we can learn, as Anti-Boring Learning Lab members, we can learn some of this.
- 24:31Gretchen Wegner (she/her): So if you were willing to share some of it with lab members, that would be very exciting
- 24:36Catherine Pacilio (she/her): Sure, yeah.
- 24:37Catherine Pacilio (she/her): and it was interesting because, certain mini lessons from the lab, I felt like were too actually too long if...
- 24:45Gretchen Wegner (she/her): Interesting
- 24:46Catherine Pacilio (she/her): to f- Like so, doing, the, the metaphor lesson on, how our brain learns and our, our neural pathways are built, I wanted to even be faster with a middle school student.
- 24:57Catherine Pacilio (she/her): So we used a metaphor on, walking through a field of tall grass and the various ways you could, like continue to build the path, after you've walked through it the first time.
- 25:10Catherine Pacilio (she/her): So just making them a little bit just quicker because there w-- I wanted to get into the practice'cause what I could sense from that first day, then the first day was the, the trickiest day which makes sense, right?
- 25:21Catherine Pacilio (she/her): 'Cause I was getting to know the students and, and what their needs were, was I just need to ma- needed to make sure we did a lot of practice.
- 25:28Catherine Pacilio (she/her): That was what they loved.
- 25:29Gretchen Wegner (she/her): It's what
- 25:30Catherine Pacilio (she/her): so if we did reflection, it was a little bit...
- 25:32Gretchen Wegner (she/her): why we
- 25:33Catherine Pacilio (she/her): Yeah
- 25:33Gretchen Wegner (she/her): burger, so that we teach the least they need to know inside the burger.
- 25:37Catherine Pacilio (she/her): Угу
- 25:39Gretchen Wegner (she/her): we c- bring it back to practice
- 25:42Catherine Pacilio (she/her): Yeah.
- 25:43Catherine Pacilio (she/her): And some of the other things that, and I just wanna share with you'cause this is your curriculum, the, the things that the students said that they liked the best was the study cycle Quizzable Study Tools, powerful note-taking.
- 25:56Catherine Pacilio (she/her): oh, and this is the formula we made: replay, remix, pause.
- 26:01Catherine Pacilio (she/her): So they like that.
- 26:02Catherine Pacilio (she/her): And then, three le- one of my students I worked with one on one, we dove into the three levels of questions, and she really enjoyed that.
- 26:09Catherine Pacilio (she/her): so I just wanted to share that with you, like, those were really powerful, like, takeaways for students.
- 26:15Catherine Pacilio (she/her): and then I wanna say s- like online actually worked.
- 26:18Catherine Pacilio (she/her): I wasn't sure how it would go with the group.
- 26:21Catherine Pacilio (she/her): and I got some great feedback from the parents, that the intake process was easy and manageable.
- 26:28Catherine Pacilio (she/her): I actually, I did an intake meeting with parents, and this is just for the coaches out there.
- 26:33Catherine Pacilio (she/her): and then I did a follow-up meeting the week before, the session with parents and students to set up the online course, set expectations, make sure everything was ready on their computer and they knew how to sign in.
- 26:47Catherine Pacilio (she/her): so that, I think that two-step process really, the parents really enjoyed.
- 26:53Gretchen Wegner (she/her): great
- 26:54Catherine Pacilio (she/her): and the students needed just, like, little or no daily help to get online.
- 26:59Catherine Pacilio (she/her): Like, I, like that was awesome feedback.
- 27:02Catherine Pacilio (she/her): I, so I think that previewing and pre-learning as a family team was super helpful.
- 27:08Catherine Pacilio (she/her): And the, the coursework, the parents felt was manageable, during the course and, the brain challenges and the backwards learning.
- 27:16Catherine Pacilio (she/her): And then in asking the students, they actually-- The middle school students said the brain challenges were doable.
- 27:22Catherine Pacilio (she/her): And, the high school students said the self-study was mostly to very doable, which is huge.
- 27:29Catherine Pacilio (she/her): Like, great.
- 27:30Catherine Pacilio (she/her): Awesome.
- 27:31Catherine Pacilio (she/her): W- you're, you're doing it.
- 27:32Catherine Pacilio (she/her): You're...
- 27:32Catherine Pacilio (she/her): It worked.
- 27:33Catherine Pacilio (she/her): so yeah, like that was great to hear.
- 27:36Catherine Pacilio (she/her): one thing I did discover with like when it came to the group versus the one-on-one is that the one-on-one actually felt especially successful for me as a coach, and I was actually surprised by that.
- 27:51Catherine Pacilio (she/her): I think just really...
- 27:53Catherine Pacilio (she/her): I was surprised by that in the fact that, I was excited to kind of be a little mini teacher again,
- 27:59Gretchen Wegner (she/her): okay.
- 28:00Gretchen Wegner (she/her): So
- 28:00Catherine Pacilio (she/her): the b- with,
- 28:01Gretchen Wegner (she/her): I've- I'm
- 28:01Catherine Pacilio (she/her): a group.
- 28:02Gretchen Wegner (she/her): g- full-on coach now that I liked the, the ability to like pivot and really listen and be with the one student." Yeah.
- 28:08Gretchen Wegner (she/her): Okay
- 28:09Catherine Pacilio (she/her): Yeah, it just means that like that is really becoming my identity now.
- 28:13Catherine Pacilio (she/her): And that was really nice to feel that.
- 28:15Catherine Pacilio (she/her): and I just think I was able to follow through on the student's interests more, adjust to the pacing, skip stuff if they didn't need something.
- 28:22Catherine Pacilio (she/her): I could go deeper where they wanted to, stuff like that.
- 28:26Catherine Pacilio (she/her): like I was able to go into some of those little mini lessons that are in the coaching educator curriculum of The Anti-Boring Lab that's not in the student one with that student a little bit more but with the bigger group It was because I needed to make sure I found like the two or three things that all three or four kids needed.
- 28:48Catherine Pacilio (she/her): I had to kind of pull ahead of time a little bit more what we were gonna be doing and it felt more like teaching But on the flip side with the group there was collaboration different perspectives Like there was normalization of struggle Of like what was challenging during the school year this past year with students.
- 29:09Catherine Pacilio (she/her): and students were learning from each other They got to practice together with another student Uhm...And it was cool--the high school group especially Was really fun group vibes By the end We were really silly and having a good time together
- 29:23Gretchen Wegner (she/her): Which is what you want when it comes to study skills and executive function strategy.
- 29:28Catherine Pacilio (she/her): Yes Yeah yeah Let's see what else?I did notice that there was A difference between What the high school group Needed and the middle School group needed So the timing of seventy five minutes Just right for the High schoolBut I did haveA student In the Middle school Who was enteringMiddle school Alittle Bit youngerUmand sheOhyeahCheers
- 29:54Gretchen Wegner (she/her): up my teapot, sorry.
- 29:56Gretchen Wegner (she/her): For those of you who are not on the video, I have this gorgeous teapot of my grandmother's and I'm refilling my tea and we're cheers-ing each other.
- 30:06Catherine Pacilio (she/her): Cheers.
- 30:08Catherine Pacilio (she/her): And I have a mug, of my favorite place in the world, Otter Lake.
- 30:11Catherine Pacilio (she/her): It's where my family has a lake house in the Adirondacks.
- 30:16Catherine Pacilio (she/her): Yeah.
- 30:17Catherine Pacilio (she/her): It's so fancy
- 30:19Gretchen Wegner (she/her): yellow with d- white daisies on it, and it makes me happy every time I hold it
- 30:25Catherine Pacilio (she/her): Aw.
- 30:26Gretchen Wegner (she/her): Okay, back to our normal programming.
- 30:28Catherine Pacilio (she/her): So basically my little, my little upcoming or uprising sixth grader was like,"75 minutes was too long for me." I think I could've...
- 30:37Catherine Pacilio (she/her): Sh- and she was very specific.
- 30:39Catherine Pacilio (she/her): She's like,"I needed 70, not 75.
- 30:41Catherine Pacilio (she/her): I was done." Like
- 30:44Gretchen Wegner (she/her): Oh my God
- 30:44Catherine Pacilio (she/her): and the parent was like,"Yeah, it was a l- like slightly too long." So it's something for me to consider for the middle school group is maybe shortening it to 60 to 70 minutes.
- 30:55Catherine Pacilio (she/her): or, I also noticed, that, even within the middle school group, an eighth grader versus a sixth grader with just pacing and learning online, technology experience, it's-- they're, they're at different places.
- 31:08Catherine Pacilio (she/her): So, I'm now considering maybe doing three groups next year, instead, where it's rising sixth graders, middle schoolers, high schoolers.
- 31:17Catherine Pacilio (she/her): and the middle schoolers told me that the five days right in a row, they're like,"Great,""Let's do it that way." Yeah, I actually asked them if they would prefer, like, learning over a few weeks, gave them a few other options or ways, structures that they could learn it, and they liked doing it back to back to back.
- 31:36Catherine Pacilio (she/her): and the high schoolers were split on that.
- 31:40Catherine Pacilio (she/her): They were like s- a half liked the five days, and the other half wanted to sprend it spread it out over a few weeks.
- 31:47Gretchen Wegner (she/her): Interesting
- 31:48Catherine Pacilio (she/her): all the parents loved the five days So, I think that families like when it came to just scheduling over the summer.
- 31:58Gretchen Wegner (she/her): easier to schedule, totally
- 32:00Catherine Pacilio (she/her): Yeah, and that's what I wanted.
- 32:01Catherine Pacilio (she/her): and so they could schedule it around vacations and camps and stuff.
- 32:06Catherine Pacilio (she/her): so those were some like really important takeaways for me.
- 32:10Catherine Pacilio (she/her): so really what I was-- The-- And I would say the other helpful thing I gained from the students was, a few of my high school students, wanted us little bit of t- like a little bit more challenge, where, the interactive, activities were great, but they re-like really liked it when, we did, some challenging scenarios like where I was like,"Hey, you've got this going on.
- 32:37Catherine Pacilio (she/her): How could you apply the four study senses to this or the study cycle?
- 32:41Catherine Pacilio (she/her): Or h- or like how could you take what you've learned throughout the last four days and use it for this scenario?" They really like that, and so I'm like, okay, I'll like add a little bit more of that in.
- 32:54Gretchen Wegner (she/her): wanted, they wanted to go higher up on the levels of questions.
- 32:58Gretchen Wegner (she/her): like,"Let's get
- 32:59Catherine Pacilio (she/her): Día
- 32:59Gretchen Wegner (she/her): I like the playful, now let's get rigorous."
- 33:03Catherine Pacilio (she/her): Yeah, and I would say too, I think every kid left with a solid toolkit.
- 33:10Catherine Pacilio (she/her): on that last day we just condensed all of like what they gathered about themselves and the tools that they wanted to use in what I called a quick tip stock.
- 33:21Catherine Pacilio (she/her): we had about five to six pages of stuff.
- 33:24Catherine Pacilio (she/her): We honed it.
- 33:25Catherine Pacilio (she/her): We literally practiced honing and they got it down to one, two or three pages so it's something that they could easily look back at, over the school year.
- 33:35Catherine Pacilio (she/her): and I think, what I learned is like I need to really make sure families understand that this-- because I'm an executive function coach, this is mostly about the studying and the science of studying.
- 33:51Catherine Pacilio (she/her): I'm not honing into task initiation, thinking flexibly, attention control and some of those other things that I do during coaching but that this is really about like those surface level study skills that all kids need.
- 34:07Catherine Pacilio (she/her): and really just making sure I'm clear about that and that like I'm gonna give them that tool kit.
- 34:12Catherine Pacilio (she/her): That doesn't mean that they're going to be able to maybe follow through on all those things during the school year, and that's where coaching comes in or tutoring comes in or parents step up or whatever teachers step in.
- 34:28Gretchen Wegner (she/her): you think you need to do a better job of explaining that, you are saying?
- 34:31Gretchen Wegner (she/her): Or you did do a good job of explaining that?
- 34:35Catherine Pacilio (she/her): I'm not sure.
- 34:36Catherine Pacilio (she/her): I'm f- I'm f- like I'm still like,
- 34:38Gretchen Wegner (she/her): Ja.
- 34:39Catherine Pacilio (she/her): trying to figure that part out.
- 34:41Catherine Pacilio (she/her): I feel like I could've...
- 34:44Catherine Pacilio (she/her): It felt like most families got that, but I st- wasn't clear with some and I, and I don't want that.
- 34:50Catherine Pacilio (she/her): I, I want, I want to be clear with all fans.
- 34:52Gretchen Wegner (she/her): Can I,
- 34:52Catherine Pacilio (she/her): So,
- 34:53Gretchen Wegner (she/her): a suggestion related to that?
- 34:55Catherine Pacilio (she/her): Yeah, of course
- 34:56Gretchen Wegner (she/her): just often find it useful to share the slide that I've been using that I can provide or you can make your own version of it.
- 35:03Gretchen Wegner (she/her): But of the, the You know, we've got our three buckets of tools: the learn tools, the do tools,
- 35:08Catherine Pacilio (she/her): Oh yeah
- 35:08Gretchen Wegner (she/her): feel tools, and at this summer we're focusing on the learn tool.
- 35:11Gretchen Wegner (she/her): So that's the first one, and just be really clear and give a visual about that.
- 35:15Gretchen Wegner (she/her): But then the second part is probably maybe make your own video for the parents where you teach them the study cycle, and then you do a little meta-processing for them where you say,"Just like the students use the study cycle for learning in school, we're using-- We have to use the study cycle right now." And, and really we're just on the encoding part.
- 35:37Gretchen Wegner (she/her): We, we're doing a little retrieval together as we're practicing, but really we're just in stage one encoding.
- 35:44Gretchen Wegner (she/her): We haven't gotten to stage two
- 35:46Catherine Pacilio (she/her): Ja
- 35:46Gretchen Wegner (she/her): stage three yet, and that's gonna happen during the school year.
- 35:49Gretchen Wegner (she/her): So we're filling, you know, their brains with all kinds of ideas, but it's gonna take practice either with me or another coach or with you helping them reflect so that they
- 35:59Catherine Pacilio (she/her): That makes total sense
- 36:01Gretchen Wegner (she/her): and retrieve during the school year
- 36:04Catherine Pacilio (she/her): Yeah, I was actually thinking about that.
- 36:06Catherine Pacilio (she/her): 'cause I was-- A-actually one other thing I did notice when I was working with students, being able to come up with some of their o-own strategies,
- 36:17Gretchen Wegner (she/her): Mm-hmm.
- 36:18Catherine Pacilio (she/her): was a little bit challenging.
- 36:19Catherine Pacilio (she/her): And I realized,"Katherine, this is probably the second time they're encoding this with you,"'cause they just backwards learned it." So, it was something where I was like,"Okay, I just need to let them give them the practice, give them the practice", and then also have some, like checklists, and, suggested examples for them at this point.
- 36:41Catherine Pacilio (she/her): and I, I did want them to try to like generate a little bit on their own,'cause that is important to, to do that metacognitive learning.
- 36:48Catherine Pacilio (she/her): but, I realize, I'm like, okay, I'm gonna give them more of a menu of like w-what...
- 36:54Catherine Pacilio (she/her): Like, at least in like the things that we're trying.
- 36:57Catherine Pacilio (she/her): It's like what could you wanna do it this way, this way, or this way?
- 37:00Catherine Pacilio (she/her): so yeah, that makes a lot of sense.
- 37:01Catherine Pacilio (she/her): And I think in the follow-up it'll be really interesting to collect that data, like of, now that they're in it and they're actually having to retrieve the information that they learned over the summer, what's working?
- 37:18Catherine Pacilio (she/her): Like, yeah, like this idea of learning it and now they're-- and they tried it a little bit, but now they're really trying and troubleshooting it.
- 37:26Gretchen Wegner (she/her): we're in the true cycle of it.
- 37:28Catherine Pacilio (she/her): Yes.
- 37:29Catherine Pacilio (she/her): Yes.
- 37:30Catherine Pacilio (she/her): and so I just am really curious.
- 37:33Catherine Pacilio (she/her): I definitely want to, reach out to families again after the coaching session to see if opinions have shift- changed, just to get feedback on how that follow-up coaching session felt paired with the,
- 37:47Gretchen Wegner (she/her): Great.
- 37:47Catherine Pacilio (she/her): summer learning.
- 37:48Gretchen Wegner (she/her): to hear.
- 37:49Catherine Pacilio (she/her): Yeah.
- 37:49Gretchen Wegner (she/her): I'm gonna let you look over that lovely list of things and see if there's anything more you wanted to share that you didn't share.
- 37:56Gretchen Wegner (she/her): And while you're doing that, I wanna say to the folks who've been listening, if you don't know The Anti-Boring Toolkit and you're not one of our Learning Lab members, there might have been terms that you'd be like,"Wait, what are they talking about?" Like Quizzable Study Tools, It Notes.
- 38:09Gretchen Wegner (she/her): And so I just wanna invite you to head on over to the website.
- 38:15Gretchen Wegner (she/her): There's a link there that I think says free stuff or freebies, and there, there's an opportunity for you s- to sign up for our, our free library where we have some of the resources that I offer for free that might help you understand some of this.
- 38:32Gretchen Wegner (she/her): It will also put you on my newsletter, and I do have free trainings from time to time, and so that way you'll get a heads-up as soon as we have one and you can come learn more.
- 38:42Gretchen Wegner (she/her): Or if you're inspired and you're just like,"This sounds like a community I want to be a part of, and I want Catherine to be one of my peers," just come join us.
- 38:53Gretchen Wegner (she/her): And there's information at antiboringlearninglab.com about how to join us as well.
- 38:59Gretchen Wegner (she/her): that was my little commercial.
- 39:01Gretchen Wegner (she/her): Is there anything else as you looked over your list that you're like,"Oh yes, I do need to share this"?
- 39:06Catherine Pacilio (she/her): No, I mean really ultimately it proved to feel successful and I'm definitely going to do it again next year.
- 39:12Catherine Pacilio (she/her): and I'm glad that I now have this foundation.
- 39:16Catherine Pacilio (she/her): one thing Robin and I both wanna do next year, is market a little earlier for the coaches out there.
- 39:21Catherine Pacilio (she/her): We were so having so much fun in creating the curriculum that we wanted to really understand what we were doing first before we marketed it the first time, so we waited until it was too late.
- 39:35Catherine Pacilio (she/her): And with the way families have to plan ahead for the summer these days, I'm going to be looking to reach out to my Pasilio Coaching community a little bit earlier, this year more like February and, that time, time of year as they're preparing
- 39:53Gretchen Wegner (she/her): late January actually, to start thinking about summer programming and maybe in, in the Rock Your Biz program that we have inside the Learning Lab, we'll start
- 40:02Catherine Pacilio (she/her): Yeah
- 40:03Gretchen Wegner (she/her): then as well.
- 40:03Gretchen Wegner (she/her): So thank you for that
- 40:05Catherine Pacilio (she/her): Mm-hmm.
- 40:05Gretchen Wegner (she/her): tip
- 40:06Catherine Pacilio (she/her): Yeah, and ne- and next summer, Robin's gonna try it out in person so that we'll be able to give you some more data on the in-person experience versus the online experience, which I'm excited to find out from her about.
- 40:18Gretchen Wegner (she/her): back, a year later and do a reflection again about what, what
- 40:22Catherine Pacilio (she/her): Yeah
- 40:23Gretchen Wegner (she/her): to learn.
- 40:24Gretchen Wegner (she/her): I am curious, to those of you listening, was this helpful?
- 40:28Gretchen Wegner (she/her): I don't know if it was too much inside language to be interesting to you, but in the Academic Coaching Podcast, my vision is that this is a space where we as a professional community have the conversations that we need about supporting students.
- 40:43Gretchen Wegner (she/her): And, I was just so thrilled.
- 40:46Gretchen Wegner (she/her): I t- I mean, I just personally wanted to catch up with, with Catherine about what it was like, and I thought let's just create it for the internet.
- 40:53Gretchen Wegner (she/her): So if you like this sort of thing and you want more of it, please let me know and you can let me know either...
- 40:58Gretchen Wegner (she/her): I realize we don't have, Apple Podcasts reviews yet over at...And, and let me know when the review's there or send me an email at gretchen@antiboringlearninglab.com And if they wanna find out more about you or there are families listening who are like,"Ooh, I might want my kid to be a part of the summer experience next summer," how can people find you and get on your list?
- 41:21Catherine Pacilio (she/her): I have a website, paciliocoaching.com, and so they can check me out there, and see my coaching philosophy and sign up for a free consult, and that's the best way to reach me.
- 41:33Catherine Pacilio (she/her): I also do, a parent, newsletter that goes out about three times a month with some quick tips in supporting your kiddos, whether they're, neurotypical or neurodivergent, doesn't matter.
- 41:44Catherine Pacilio (she/her): All parents can use s-some help in supporting their kids with executive function skills,'cause they're all growing them right now.
- 41:52Catherine Pacilio (she/her): So, that's also a way that I connect with families is through that newsletter too.
- 41:56Gretchen Wegner (she/her): That's great.
- 41:57Catherine Pacilio (she/her): Yeah
- 41:57Gretchen Wegner (she/her): Well, I just wanna thank you for bringing your whole heart and your creativity and your clear pedagogical smarts to this project.
- 42:06Gretchen Wegner (she/her): I hope you're feeling really proud of yourself.
- 42:10Catherine Pacilio (she/her): I am, and it's kind of like all I can think about right now, Gretchen.
- 42:16Catherine Pacilio (she/her): I sh- I should be thinking a little bit more about the beginning of the school year, but the neat thing about being in my second full year of coaching, really two and a half years, but, I have s- so many, repeat clients that this-- the start of the school year feels good.
- 42:31Catherine Pacilio (she/her): It feels easy as a coach, and I wanna just send that vibe and message out to other coaches out there who are starting their business.
- 42:38Catherine Pacilio (she/her): because I had the mental capacity to start this new project because I had already built what coaching looked like during the school year.
- 42:46Catherine Pacilio (she/her): So, yeah, I am riding high on it, and, now my brain is already starting to think about what October will look like when I reconnect with these students.
- 42:53Gretchen Wegner (she/her): Oh, because October is when you're having your follow-up sessions with them.
- 42:57Catherine Pacilio (she/her): Yes.
- 42:57Gretchen Wegner (she/her): okay
- 42:59Catherine Pacilio (she/her): Yes.
- 42:59Catherine Pacilio (she/her): Yeah, I wanted,'cause, I'm based out of the Pacific Northwest.
- 42:59Catherine Pacilio (she/her): I do work with students across the country, online, but, that's like our school timeline is, they'll be in their s- their second month, and I feel like that's when it will really be helpful to them.
- 43:09Gretchen Wegner (she/her): Great.
- 43:10Gretchen Wegner (she/her): Well, I don't know.
- 43:11Gretchen Wegner (she/her): You might have to come back on the podcast or at least let me know what you discover after those conversations.
- 43:17Catherine Pacilio (she/her): Yeah, I'd be happy to.
- 43:19Gretchen Wegner (she/her): right.
- 43:19Gretchen Wegner (she/her): Thank you, Catherine, and take care,
- 43:21Catherine Pacilio (she/her): Thanks.
- 43:23Catherine Pacilio (she/her): Thank you, Gretchen.
- 43:23Catherine Pacilio (she/her): Thanks for having me