Zach Diamond  0:16  
Hey, there listeners. This is Zach. I want to say a couple things at the top of this episode. This is a really special episode for me, because I finally got to interview some of my own students. It only took 258 episodes, but I finally got there. So a couple things, the theme song. You'll notice, if you're familiar with our regular theme song, which I composed this week, it's a little different. It's actually a remix of that theme song made by one of my students. His name is soul, and I just want to shout him out for the awesome remix that he made. He's not on this episode, but Ian, another one of my students who is on this episode. You'll get to meet him very soon. He also made a remix of the theme song, and I'll be using his version a little bit later, so you'll get to hear that one too, and I'll, of course, let you know and give him the credit that he is due. So shout out to both Sol and Ian for their awesome remixes of my MCP podcast theme song. The other thing I want to mention about this episode is that we talk about our school podcast, the lair, and we talk about some segments, and I was mistaken with the dates that podcast won't actually publish until later in the week of December 8. So it won't be out yet, but I am going to drop it in the show notes as soon as it is published. So if you're interested in hearing hansies alien invasion piece that he talks about, check back in the show notes soon. I'll link to the layer in general, but episode two won't publish until Wednesday of this week, so definitely, I strongly recommend checking it out. It's pretty hilarious. You'll hear a little bit more about it soon. But without further ado, let's go ahead and get into it with my students, Ian Hansi and Kennedy.

Zach Diamond  2:02  
hello and welcome to the modern classrooms project podcast. My name is Zach Diamond, and I'm a high school media production teacher in Washington, DC, and, of course, a modern classrooms implementer. And today, I have the immense pleasure of being joined by three of my own students at DC International School. I'm joined by Kennedy, Hansi and Ian, and it is such a pleasure to have the three of you on the podcast. Thank you all so much for coming on and joining me.

Hansi  2:33  
It's our pleasure. Thanks for inviting us.

Zach Diamond  2:36  
Yeah, thank you. Yeah. This I always say I'm excited. I feel like it's kind of becoming a meme on this podcast for me to say that I'm excited about our topic or I guess, but this one is really special to me, and I I just can't express how appreciative I am for the three of you giving up an evening to join me and do this with me. We've been looking forward to it, and I am just so excited to have this conversation and hear what the three of you have to say. So we're going to get into lots of stuff about, you know, my class and sort of how it's structured. But before we do, I'd love for the three of you each to sort of tell the listeners a little bit about yourselves. And you know, what kinds of things you like to do, what classes you like at school, and just let them hear your voice so they know who's talking when I say each one of your names.

Hansi  3:20  
Yeah, hi. I'm Hansi. I really like, I like Mr. Diamond's class a lot. I like audio production. I've had him for like, all four years of, well, I've had him. I had him for three years of middle school, and then I had him last year, and now I'm having him this year, and, like, 10th grade. So that's a pretty long time. It really is. I really liked his music class back in middle school, and I'm really into arts. So I also like, I'm doing pretty good in art class. I really like that class, and I like English a lot, but yeah, some of my hobbies are I like playing instruments and like and like and like drawing stuff like that. Pretty fun.

Zach Diamond  4:05  
Thanks, Hansi. And people can't see this, but your profile picture is this, like red picture of Tom York from Radiohead, which I just I love that Hansi and I connect over radio head. So thanks, Hansie, that's great. Very good band. Very good. Kennedy. How about you?

Kennedy  4:21  
Hi everyone. My name is Kennedy, and I've been in Mr. Diamond's class for maybe since, like, eighth grade. I'm a junior now, and his class has really helped me figuring out what I want to do in life regarding my career. So recently, I wanted to become a voice actor, and for another podcast that I'm working on, I spoke to Ezra wise. He's the voice director for a popular show called Marcus Ladybug, and without his class, I would not even be able to talk to him. And honestly, it was really a great experience. And honestly, with being in this class, it helps me practice my editing skills. Girls and I did a really great audition for a dub for an anime called K on I did it with a lot of my friends, and we had such a great time recording it, and the end result came out great. And I'm so happy I got that opportunity to be in Mr. Diamond's class. And as well as finishing that project and my podcast with Ezra wise will be done pretty soon

Zach Diamond  5:26  
that yeah, Kennedy, I was so impressed, because I didn't even know you were reaching out to him, and I didn't, I didn't know who Ezra wise was, but now I do, and the interview was so, so cool, and I'm really excited I will link this is for our school podcast, so that this episode that we're recording now is actually going to come out after you're finished with that assignment. So we're a little bit out of time right now, but I will link that in the show notes for this episode, so that our listeners, the modern classrooms project podcast, listeners, can hear that it's going to be really special. And then Ian, how about you?

Ian  5:59  
Hello, I'm Ian, and I'm a junior, I guess my favorite classes would be DP music, shout out to Mr. V and audio production. And I can relate a lot with Kennedy, because like this class in particular has helped me move up a lot, especially since I took music class with Mr. Diamond in sixth grade. And because of that, I started my music journey. I started producing music. And yeah, so this class has, like, inspired a journey, and possibly my future career.

Zach Diamond  6:34  
Wow, oh, that's incredibly well. I like, I kind of don't know what to say. That was just so nice of all of you, Ian, i i You are the you might be the student who I have taught, who is, like, the most driven to pursue exactly what I'm teaching. I had, I think you took my class in sixth grade on Zoom, and then again, in eighth grade, is that right? Yeah, that's right. And then you just, like, kept on doing Soundtrap. Yeah, I did. And that, that was so cool. I've just and I remember you would show me your songs, and I, you know, I don't think I've ever had any student who like just it stuck with them so much, and they kept pursuing it to the point that, I think I told you at the beginning of this year, maybe last year, like you've basically outgrown Soundtrap. You are ready for a more advanced.at this point. So I'm really happy to have you in audio production, where we're starting to work on more advanced software than just Soundtrap. But thank you to the three of you. I mean, that was so nice of you, and I'm really happy that this class is, well, all these classes, I guess, have had such an impact on all of you. I guess I'm curious, because we can start getting into this now. I guess the reason that I asked you to come on this podcast is not just to talk about the content of my classes, but actually more the structure of my classes. Because you may know this to some extent. We've talked about it a little bit gearing up for the podcast, and you definitely know, like the pieces of my class, which come from this model called the modern classrooms model. The modern classrooms Project is an organization that trains teachers in this model, right? And the model consists of using instructional videos, using a pacing tracker, which you know from my class for sure, the big yellow, blue and green thing that I think is kind of notorious at this point from my class. And then, you know, essentially checking your progress before you move on, checking for mastery that you really learned the lesson before you move on. And so I'm curious to hear from the three of you, since you have all essentially chosen to keep coming back to this class, what about it makes you want to keep coming back and keep taking this class, besides the content, if there is anything besides the content that makes you keep wanting to come back?

Ian  8:40  
Okay, well, I guess for me, I would say it's a pretty chill class. You know, the the work, like the overall workload, is solid. It's very doable, and it's like, not as stressful. And basically, for me, it would just mostly be the content, because music is, like, something I enjoy doing and making.

Kennedy  9:01  
So okay, so the reason why I choose to stay in this class is, honestly, because our teacher, Mr. Diamond, he's so nice, and he's one of the best professor professors I know, and honestly, I agree with Ian. The workload is really nice and it's subtle, so you have a lot of time to complete whatever it is. You don't finish in time, you won't get, like, get mad at us for that. And also, I did have food poisoning, like, maybe, like, about a month ago. And honestly, Mr. Diamond was really patient with me about, you know, completing the work that I had to do. And also, I did join his class bit late this year, just because I was taking another one, and I was just like, Oh my gosh. Since I've been taking auto production for a while now, I want to join back, because the class is just so much fun. And overall, my confidence in this class is like, through the roof, like I just have so much fun talking to people and working with people, and. And getting to, like, just meet new people, and getting to do podcasts with them, getting to interview them. And obviously, it's like, it's a great experience for me too, just, just to keep coming back to this class and just be happy with it every single time.

Hansi  10:14  
Yeah, honestly, I really like the I'm really I keep coming back to the class because I just, I just feel really comfortable in it. I like all the people that are in it. I like Mr. Diamond, great teacher. I just, I like the feeling of being able to, like, express myself, like creatively. I've had a lot of fun like doing all the projects. I just made this fun podcast about a fake alien invasion. It was, I'm pretty proud of it. And I just, I really, like, like, yeah, expressing myself creatively in the class. And I was, I touched on that last year, but I've been, really, been unable to, like, do a lot of it this year. And I'm really, I'm really proud of my work so far. And I I've just, I have a lot of fun in the class. I like all the people, all the kids are really nice. Mr. Diamond's nice. I really like talking to him, like, about just interesting stuff and music and stuff, because we have, like, a common interest in that. And, yeah, it's just, it's really fun. I really like, yeah, just being able to express myself, like, creatively and like, make things like, it's just, yeah, fun, yeah.

Zach Diamond  11:23  
I mean, I definitely hear from the three of you, I hear some common themes. I hear that like, it's a chill, like, comfortable environment, which is something that I I've I very intentionally strive to do that. I guess I would say, like, before my class had that tracker, and before I used instructional videos, long before any of you were at DCI. I guess the last time I taught traditionally before using the modern classrooms model was in like the 2018, 2019, school year. It was very different, like, I think that it would have felt more like what you would imagine. I guess a traditional class is like where the teacher is standing up at the front of the room, basically running the class the whole time, and the model has allowed me to not do that. And I think I'm really glad to hear from the three of you that it's essentially working right, like you feel that sort of relaxed environment. It shouldn't be too stressful. I don't want to stress my students out, but I do want you to learn. You know, I want to push you to learn new things. And Canada, you also mentioned being out. I remember when you were out and yeah, like you had to catch up. And that, I guess, leads me into the sort of first of those three elements of a modern classroom, which is the videos. I also, of course, worked with you. It's a relatively small class that you're in, which is great. But I want to ask you all about you had my class for a long time now, and I guess Hansi and Kennedy, you're in the Advanced Audio class. So we don't really have as many videos, because it's just sort of a production environment. We're all just working on stuff the whole time. Ian, you still have the experience of learning from videos, but you probably all remember from it. From at least eighth grade, or, you know, last year audio one learning from videos. How did you all feel about the videos in my class? I think a lot of times students don't like to watch my videos, but I do put a lot of work in them to like, get the content to you that way, without having to stand at the front of the class and teach it, and I'm curious to hear your perspective on those videos.

Kennedy  13:25  
So at first in eighth grade, your videos were honestly making me mad, because honestly they were in Spanish, so I didn't really understand what you were saying at first, even though I've been taking Spanish for a really long time, it just would have been better in English for me. But for this year and last year, your videos, honestly have helped me a lot. So usually I won't have to call you over to me all the time when I could just watch your video and watch the gifts and the slides and the hard work that you put into the videos. And they're honestly just like a really step by step, easy tutorial for me to go off of when I'm doing a project, answering the slides, and doing all my classwork. So yeah, I really like the videos now, but back then, not so much, because they were in Spanish, and I just didn't really understand it as much, because my Spanish was really rusty back then. But now, since I'm getting better at Spanish, I'm able to understand it more. And honestly, yeah, I just think the videos have been helping me and definitely a bunch of other students who take your class, and I admire the hard work that you put into those videos, just to help us get started.

Zach Diamond  14:29  
It was music and Spanish. To be fair, audio production is in English, and it does definitely feel to me like I'm able to sort of focus more on the content now because it's in English. But yeah,

Hansi  14:42  
at first, like, during middle school and stuff, I I, I, like, kind of enjoyed. I didn't really like, I kind of strive to do, like, my own thing. So the videos were a nice guide, but I was, I was I kind of ignored the advice given in them, which. Maybe wasn't the best idea, but I enjoyed watching the videos, especially because there was this little thing, like, in like, like sixth grade and seventh grade, I think where, like, you would put questions, and they were, like, always have, like, like, at least one answer that was, like, kind of funny, and I would always choose that answer and ignore all the other questions and ignore all the other answers. So I think the videos for middle school, I thought they were like, a nice guide, but especially now, I think it's like last year, I think they were like, I'm more of like, I'm the type of guy to just, like, do things the right way and like, like, follow all the instructions and stuff. So that really helped, like, like, step by step instructions really helped me, like, get through those projects and stuff. But I also enjoy that we don't really have to watch videos now, and we can kind of, like, just figure it out on our own. Because that's also, that's also pretty nice. I feel like, yeah.

Zach Diamond  16:02  
I mean, I think especially using an advanced piece of software like Adobe Audition, right? It's kind of wild to think of standing at the front of the room trying to teach all the stuff all three of you are recording into audition right now. And you know, just to set up a new project. There's like, 50 button clicks you have to make, right? It's very complicated. And so I feel like having the videos, having I record now I record little, like 22nd GIFs that just show me doing one thing at a time. It really is, like step by step, and I feel like it's such a better way to teach that. So I'm glad to hear that, Hansi, that it's working out for you this year or, I mean, last year in audio one, Ian, how about you?

Ian  16:44  
Yeah, I mean, I would say the videos are pretty great for, like, I totally agree with Kennedy in middle school where, for, I mean, it was obviously music in Spanish, but like, since, personally, I'm a native speaker, it wasn't too bad, but I could see where some people would kind of struggle there. But overall, the videos are pretty helpful because they have, they provide, like, a guide that sort of tells you what steps you need to do. And so like, with that, Mr. Diamond wouldn't really have to, like, repeat himself as much every time. So you would just, like, watch like each video that is on the slide show, and then it'll tell you, step by step on what to do. And if you still have questions, and you can obviously come back to mystery diamond. But like I said, overall, the videos are pretty helpful, especially for me, since they kind of like, help you get started, if that makes sense. And after that, if you just have any questions, you could just, like, ask for help or whatever. But yeah, yeah.

Zach Diamond  17:45  
And I would say that the three of you are all sort of the type to, I guess now I would call it lock in around, like, you'll you'll stay at the computer and just work, and you'll go back to the videos to check what you're doing and make sure that it's right. And I can basically trust the three of you to just sit, sit at your spot for a full class, basically, and and lock in, right, and get the work done. And you all do that and do a great job. And then you come to me when you need help, and I feel like that is the ideal format of a class. I don't know. Do you all agree? Like, is that good for you? Or would you rather that I be more hands on?

Hansi  18:19  
I think I don't know. I like the way the class works. I, I, I agree that like, I like, I'm pretty I'm I'm pretty much just good working by myself, and when I need help, I can call for you. So, yeah, it's a pretty good, it's a pretty good like system. I feel like, yeah, I totally agree as well.

Kennedy  18:38  
Yeah, I agree. Honestly, I do like, working a lot by myself, and I love editing. So usually, when I do it by myself, it just helps me a lot more when I just ask for help when I need it. And yeah, I just lock in when I lock in. You know,

Zach Diamond  18:53  
yeah, you really do. Kennedy, I've seen you sit for like, an entire 85 minute class period, just like, headphones on, like, don't talk to me. I'm editing you. You really do lock in, and you do a lot of incredible edits that way. I do too. I mean, I get it like this, I edit this podcast, and I totally understand, like, so maybe that's why we get along. I totally feel all three of you in that sense. So let's talk about the self pacing aspect. And I guess the part of the class that you all most interact with, not so much now in audio two, Kennedy and Hansi, but all throughout middle school, and in audio one as well, we had this pacing tracker, right, the big spreadsheet that I put up on the board. And I guess, like, that's the part of the class, like I said, that you all actually interact with. But what it implies is that you can work ahead, or you can fall behind, or you know, you can spend more time than another student working on a particular lesson. And my thinking around that, especially in music, was always like some students are going to probably want to spend more time making a beat, while others are going to want to spend more time. I'm writing, you know, lyrics, some are going to want to do something else I don't know, right? And so I would call it self pacing, right? You work at your own pace. I just give you the final deadline. How do you all feel about that type of structure? Like, do you feel like it is it easier? Is it harder? Does it give you more time to work on things? Do you find it easier to get distracted? Tell me all about how you feel with that. All right.

Hansi  20:23  
Well, I really like the self pacing, like stuff I like throughout the years. I like the fact that I could just, like, honestly, I was the kind of kid to, like, spend a lot of time, like, focused on one thing and like, I kind of fell behind a few times. But I made sure I was, I made sure I was, like, finished by the end at least. So it was nice to like, at least, like, see my progress and like, know that I could still like, like, probably, like, finish everything, you know. And I also I just really like, like, being able to see where I'm supposed to be at, honestly, because, like, uh, it's a nice, like, reminder, you know, are you? Are you talking about the blue column in the tracker? Yeah, the blue column and stuff. 

Zach Diamond  21:14  
Oh, I'm so glad that you said that, because sometimes I don't know if my students actually pay attention to those colors, but I'm glad to hear that you do, yeah.

Ian  21:22  
Well, yeah, I totally agree with Hanzi. I mean it the pacing tracker is pretty useful. And, like, I agree with him where, like, in middle school I would fall behind some sometimes, but now I'm like, in my period, like my zone, where I just, like, locked in. And so when I do, like, work on a project, for example, like, I could see where I'm at. And I like, I also pay attention to the pasting tracker, because it like, tells you if I missed a lesson, or if I need to, like, go back, for example, or something like that. And it also, like shows like, what's next. So if I'm done with something which I pretty sure one of these units that we did, I was like, ahead for one point, yeah, then I could just, like, move on to the next lesson. And, yeah, yeah.

Kennedy  22:11  
Honestly, for me personally, I love the tracker, because on as a person who usually has a lot of missing work, I get to just look up at the board and see what I'm missing or what I just need to complete if I'm falling behind, or something I could already get a head start on. So honestly, I just think it's a really helpful tool for all of our students, like my classmates, to have just as a reminder to make sure to finish some work, you know, just to get stuff done and just not be stressed about the workload. So it's a good strategy and a tool, and I really like it a lot.

Zach Diamond  22:47  
That's really glad I'm really that's really great, is what I was gonna say. And I'm really glad to hear that. I want to ask, like, did it ever make you feel nervous or anxious to, like, have your progress publicly displayed on the board and to be able to see everybody's progress, or did that not bother you?

Hansi  23:05  
Not really for me. I mean, I don't really like, I don't I don't think many people, like, paid attention to, like, how good my progress was I could I mean, I was only really paying attention to what my progress was. So I can only assume, like, people were just paying attention to what their progress was. So, yeah, not really, yeah.

Speaker 3  23:25  
I also agree it didn't really bother me that much. Maybe in middle school, I was like, you know, a little something about it, but now it's just there for me. And like, like Hans, he said nobody else really pays attention to other people's progress. They only pay attention to their progress for the most part. So it's not bad.

Hansi  23:48  
Actually, I have one more thing to add. Like I liked. I kind of liked, for the Progress Tracker. I kind of liked, like being able to look at like, how my peers were doing. Actually, I didn't really focus on anyone in particular, but like, being able to see, like, like, how everybody, like, where everybody else was, and to know, like, if everybody was, like, stuck on the same part I was, or something like that, like, that was really, that was really nice and, and, like, comfortable, you know,

Zach Diamond  24:17  
yeah, yeah. And obviously that's really valuable for me, right? Like, if I'm moving the blue column along and no one is moving along, and everyone's stuck on lesson like, four or whatever, and I'm on Lesson Six, I can see there's a problem, right? And I guess it would make it never even occurred to me to think about it that way. Hans z, but you're right. Like, if everyone's stuck on the same lesson you are, it's like, Oh, good, it's Mr. Diamond's fault, right? Like, it's not me, yeah, which is a kind of comfort that I actually had never even thought about Kennedy. What about you?

Kennedy  24:46  
For me, sometimes I can get a little stressed out because, like, there's probably, like, this one person in the class who has like, four, like X's ahead of me, and I'm like, Oh my God, they're like, so consistent with their work. Maybe I could be like that too. So it'll strive me. To just do better when I have work. Like, that's that I don't have to do right now, but I should get done, you know, just so I don't be stressed. Like, that little push, yeah, that little push that I need. So honestly, it thinks about one person in the class that has, like, 4x ahead, honestly, thank you.

Zach Diamond  25:17  
That's really funny. I mean, that's, I'm really, really happy to hear that. I think that some teachers who are interested in this model and using a tracker are concerned that their students would feel like anxious about having their progress put up on the board. And I, I do it. I, you know, I've chosen to do it. Obviously, you know this from my class, I don't like put your grades up there, right? That would be, I feel like that would be different. And I think another thing that happens too, is like, if you look at the board and see that someone has already finished something, it helps me to look at the board and be like, oh, you know, Hans, he's already finished lesson four. Kennedy, if you need help with this, Hansi can help you, right? Or, yeah, whoever it is. I'm not sure how much you all notice me doing that, but I definitely do it.

Hansi  25:59  
Yeah, I remember, like, I like to help people sometimes, when I was, like, done with like, like activities and stuff, it was, it was nice to, like, help people that were behind or something like that, like, back in middle school,

Zach Diamond  26:14  
yeah, and Ian, that was definitely you this year. It's been, it's been you a lot this year in audio one, yeah, because, like, you said, you were way ahead on that first unit, and I knew you knew Soundtrap really well, and it was great for me to basically be like, Okay, three people want my help right now, but I know that one of them is struggling with something that's actually totally Ian's wheels wheelhouse, right? I can just if he's not, if he's not busy right now. I could ask Ian to help whoever this person is that needs help. So, yeah, I'm really into the self pacing, and no one really touched on this, but it's really important to me also to give you all the time that you need and not move on to the next lesson the next day, just because it's the next day. Sometimes people take different amounts of time to do things right, and like you all said, sometimes you fell behind, sometimes you worked ahead. And I don't know, it's just really important to me that, like, you have that freedom, as long as, like Hansi was saying, you get it done by the final, final deadline, you know. So let's talk about getting x's on the tracker. And I've linked my tracker in the show notes for the podcast, for lesson notes to see, and I've linked it before too, so people are kind of familiar with it. I've shared it a lot, but it's not with your names. I have, like, an anonymized version of it, but what I do is I put an X by your name in the column for each lesson that you complete, right? But in order to get that x, what would you describe? Like? How would you describe the process of getting an x from me on the tracker? Not so much now Kennedy and Hansie and audio too, because we're not really using the tracker in the production type of class. But just thinking back to your experience in middle school, in ninth grade or in 10th grade, how would you say describe the progress of getting an x from me? What do you have to do? 

Hansi  28:01  
Well, I mostly, I think it was just like turning the thing in and like finishing all the work, like submitting the actual like documents and stuff is what really like, got those x's and, yeah, just like being on that, like part of the assignment and stuff is what really like, got me, got me there. Probably Did you ever get ours? Oh, yeah, the R's, I remember the R's, yeah.

Zach Diamond  28:29  
It just means to revise something. It means that something that you submitted was either incorrect or you I thought you could have done it better, or you missed something revise.

Hansi  28:38  
Yeah, I remember those. I remember, like, yeah, like, sometimes when I didn't finish stuff, I would get, like, ours and stuff, or like other kids would get ours. I think I got just mostly x's, but yeah, sometimes I got ours.

Kennedy  28:52  
So for me, like, when I need to get an X on your like, assignments I do, like to keep my D, like, my answers really detailed. Like, what I need to do. Like, oh, what are you doing for your podcast? Or, like, how would like, why does this matter to you? How would it make others feel? I just like to my answer is, I like to go in depth with them so I can get, like, a better grade, to make sure I barely get any R's on my assignments, on the work I need to do. I think I've only gotten like, maybe, like, 1r in your class throughout all the years, I think so. Yeah, honestly, I like to keep my answers detailed. Like, for example, the one where we were listening to, like a lion king thing and there were like, different types of music in the background and like, you had to describe how like, like, what does it make you feel like, Does it suit the scene that like that's being portrayed right now? And my answers are really detailed for that, and I like that one a lot. So yeah, that's what it means for me to get an x in this class.

Zach Diamond  29:52  
What about, you know? I'll, you know, I know you're up next, and I'm not gonna interrupt you too much. But what about the screenshots? Do y'all remember doing the screenshots of soundtrack?

Hansi  30:00  
Oh yeah, oh yeah, yep. And you would have to, like, name the certain sections or whatever, right? Or like, certain things you

Zach Diamond  30:09  
were doing. Sometimes you would have to, like, write on this, on the slides, to say, like, this is the playhead or whatever, yeah, show me like, this is the vocal, yeah? Because I was looking to see, like, Did you record the vocal? And so I would ask you to put a screenshot in this or whatever the particular task was, right? Not necessarily a vocal but a screenshot showing your Soundtrap. Yeah, Ian, what were you gonna say? I didn't mean to jump in ahead of you.

Ian  30:31  
Oh, good. Actually, that that actually brought me to my next point, or to my point. I guess in order to, like, get that x in middle school especially, you would have to, like, complete every single slide, and so, like, basically, with the the screenshots, or, like, you have to fill out everything. But now in audio one because, like, I'm more, I'm more in a more advanced situation, all I really have to do is just get the final product done. Then I'll just get the x, yeah.

Zach Diamond  31:02  
I mean, in because, especially now that we're using, I guess I have to describe this so that people understand what we're talking about, the four of us, obviously, I'll get it because we're in class together. But, you know, we use, I have a set of classroom Mac books, and we use professional software, Adobe Audition. And not all the students are even logged in to their, you know, school accounts on there, and so I don't ask for the screenshots anymore from you all, because I can just walk over and look, right? And that's honestly like, that's better for me, because if I see something that you need to revise, I just tell you, you know, the screenshots were great for especially when students were absent or I was absent, right? And I had to, like, see what everyone was working on when I was absent. But now that everyone's working on these Macs, and we're at a sort of more advanced level, I can actually just walk over and be like, Okay, I know what I'm looking for. Did you did you do that thing? Do you need help doing that thing? Did you do it in a way that wasn't correct. Do you all feel like, when I do come over to look at your work, to give you that X, do you all feel like you know what I'm looking for? Like, you know what to try and show me? Is that clear to you all?

Hansi  32:16  
Yeah, to me, I think it's, it's pretty clear. Like, it's pretty clear what I like need to finish, like, from, like, the instructions on the slides and stuff and like, what to show you and stuff, like, what I'm done with. For me, it's pretty clear,

Ian  32:29  
yeah, as it's also pretty clear to me. I mean, like, the like the slide shows and your previous instructions are pretty straightforward. So with that, I could just basically get it done. And if I need, like, help with whatever, then I could just ask for help. But it's pretty much straightforward.

Kennedy  32:49  
Yeah, I agree. Usually you would like, walk up to the board and just start explaining to us what we have to do. Sometimes need to be like, Oh, to get this grid, you have to explain blah, blah, blah. So honestly, your lessons and like the way how you talk, it's really straightforward to me, and I hope to everybody else. So yeah,

Zach Diamond  33:07  
I hope so too. I mean, one of the things that I I've mentioned this before, but I really like about teaching in the CP, the career program in our school, is that the rubrics are very simple. They're very they're very much like checklists. Did you do this? Did you do this? Did you do this? And you get the grade for all the checks that you that you got. And so if you just read the rubric, you know, all the things you have to do. And then, yeah, I try and do that Kennedy on the lesson level, right? Like, I try and make it as clear as possible, especially when I was asking for screenshots, I would put in the slide, like, screenshot showing your Soundtrap with a vocal recording in it. So, like, if you know, if you didn't put a vocal recording in it, I'm gonna give you an R, right, but yeah. So I want to ask you all, and we've sort of touched on this a little bit, but I want to ask you all, like, Is it challenging? How does it compare to your other classes, too. Like, is it challenging to be in a self paced type of class where you have to basically hold yourself accountable? I mean, I obviously, I'm there, and I will, if you're following a couple lessons behind, I'm going to come over and bother you about it, right? But there is a little bit more accountability that I give over to you all than I than I used to when I was teaching traditionally, to stay on pace yourself, right? And like I said, I trust the three of you very much to do that, but I'm curious to hear your experience having that accountability over yourselves,

Hansi  34:33  
staying on pace. Honestly, staying on pace for me is actually a lot like, it takes a lot of like, the load off and like, it's a lot more like, I don't know, for me, it's a lot easier to like, first of all, know where I'm at, and second of all, feel comfortable with where I'm at. Because some classes are like, for me, like, are just, like, really hard. Like, sometimes it's just like, too. Fast pace for me, I can't like, I don't know, like, like, I need to get too much work done and too little amount of time. And it's just like, really rushing stuff and stuff like that, or like, sometimes like, things like, like, in other classes, things are like, dragged on for too long, and I kind of get like, bored or distracted, and maybe I won't learn as much. But like, being able to like, know where I'm at, and being able to like, like, remember and feel comfortable with where I'm at is a lot nicer for me, honestly, and I really, I really like being self paced because it's like, it just makes me like, it just gives me a lot more like relief to like, like, know exactly where I'm at, where I or like, where I want to be and see, like, where maybe where I'm supposed to be, and just like, strive to like, know, know how to get there. Is just really, like, just really, really nice for me,

Zach Diamond  35:54  
that's great. I mean, Hansi, do you feel like you're able to apply those skills in other parts of your life, like, besides my class, or is it just because I have the tracker?

Hansi  36:03  
Yeah, I think, honestly, from like, in like middle school, I think I learned a lot about, like, staying on track and stuff, and like setting like I would said, like documents for like, what I was supposed to do in your class, and like, like scripting stuff and stuff. I remember I did like, an, like, a little ad thing. And I remember I like, put a document for, like, all the stuff I wanted to do, and, like, put, like, notes down and stuff. And I feel like I actually, after that, I like, started doing that for a lot more classes too. And like, like, it's just, it's helped me a lot, honestly, like setting like different documents for like classes and like, like, putting them in, like a like, there's this little thing, there's this little folder at like, the top of our Chromebooks that we can put them in, like, little, like documents and stuff and on it. After, like, after doing like, those things in music. I actually started doing those things in, like, different other classes and stuff. And it was, it helped me, like, remind myself to, like, do work and like, get work done on time and stuff.

Zach Diamond  37:13  
I mean, that's, that's great. That's, that's another part of my sort of, my goal here for you all is to not just learn my content, right, but like to hopefully learn some time management skills and and accountability, right, responsibility for your work as well. Kennedy, how about you? How do you feel about having more accountability over your own progress?

Kennedy  37:34  
Um, would be for me like it's pretty easy for me to take accountability just because I'm easily distracted with a lot of my other classes, and I try to get myself back on track to where I usually was. So honestly, in your class, it's easier for me to, like, just stay on track because of the tracker. So, um, usually I'm pretty, like, so slow paced, because I'm always doing something in your class, it could be recording or editing, like, because I'm a bit of a perfectionist, so usually I just want to make sure that it's good enough, like it's to my liking. So, um, yeah, honestly, I just think, like, it's easier for me to take accountability when I know when I'm slowing down, like when I'm falling behind a bit, so I just got to try to catch up. So yeah, I think it's pretty simple.

Zach Diamond  38:27  
That's great. You get how about you?

Ian  38:29  
Yeah, I also agree, but I would say that it depends on the person, because for me, I really like the like the subject, but for another person, they might not be as interested in audio production or music or whatever, and so it really depends on the person. But I say, I would say I would also, like, stay on pace pretty well. And like, for example, that tracker really helps you, really helps me, like, stay focused, because, like, I know what I need to do. And, you know, I could just go from there and do work.

Zach Diamond  39:06  
That's awesome, man. I feel so happy to hear that feedback from you all, because I, like, I said to Hansi before, like, sometimes I wonder I'm putting this thing up on the board, do people are people using it the way that I hope that they're using it? And just really, really happy to hear that. It seems like the answer is yes. I guess. What would you all say has been a challenge of my class? Then, like, it is a slightly different structure than I think most classes are, at least, it's certainly very different from how I used to teach. Have there been any challenges relating to the structure of my class, putting aside the content, right? Not, not. I don't mean like difficult concepts to learn, but have you ever felt like there was something difficult about staying on pace or something difficult about getting the x or whatever the case may be in my class?

Hansi  39:53  
Well, for me, I feel like just like, sometimes like it. The sense it's self paced. Sometimes I, like, I can get like, distracted sometimes, and like, maybe lose myself. And like, like, lose where I'm supposed to be and and just like, fall behind a little bit maybe. And like, it can be kind of hard to, like, catch up and stuff after, like, having that sort of situation going on. But usually when that happens, I just try to like, try to like, finish as much as I can as soon as possible. But yeah, sometimes the self pace aspect can, like, cause me to like, kind of self destruct and like, like, lose focus when I shouldn't be, you know, and like, it can be, it can be kind of hard after that happens. So that's definitely a difficulty.

Zach Diamond  40:50  
Do you think there's something that I can do better to support you when that happens?

Hansi  40:56  
I mean, I think like, like, extensions and stuff could help. But I think just in general, like, maybe like, reminding the class, like, Hey, this is where you're supposed to be, like, every day, or something like that. Like, instead of just like having the tracker up on the board, like, physically, say, like, you need to be here. Like, especially if it's like, if it's like, soon, like, sometimes you do do that, but I feel like doing that more often maybe could help, like, when, like, maybe it's like, really close to a deadline or something, or like, nearing like, even like, maybe like a week before, or something like nearing a deadline to an assignment, I think could help a lot with that sort of problem.

Zach Diamond  41:45  
Sure that makes sense. That's really good feedback. I will take that into account, and I guess I'll do it more, especially in audio too, where there's actually less structure, right? I probably do need to do that more hunts here, right? Kennedy, how about you? Can you think of a challenge that you face in my class and any of my classes, not just, not just audio, too.

Kennedy  42:04  
Oh yeah, I just want to stick to audio. So I only have two major conflicts that I face in your class. Probably the first one would be the drives. When I have to share a drive in your class, I share a drive with like, maybe, like, one or two people. Like those two people are, like, in a group. So usually they like, oh, like, do you have rocket? Like, can I use rocket? But, you know, like, I'm also working on a project, and we're both working on a project on the same tribe. So Thompson, sometimes it can slow me down a lot when I have to get something done and I just can't, because I need my drive to get my work done totally.

Zach Diamond  42:41  
And that's a logistical challenge. I mean, for listeners who don't understand what Kennedy is talking about, we have, you know, seven computers and students work on external hard drives, so they need to have their hard drive that's rocket. Kennedy's is rocket. Hansi yours is science, and Ian yours is nostalgia, nostalgia. There we go. They have names. They're very cute, but so yeah, like, it's, you know, we have seven computers and drives, but there's 13 kids in that class, so it's, it can be hard sometimes to manage the equipment. And that's totally fair. Kennedy, I should probably just see if I can get more, because that would solve that problem. You had another one. What was the second challenge?

Kennedy  43:19  
Yeah, the second challenge is probably doing group work, because usually when you're in a group, there can sometimes be some students who aren't as committed as you can be. So usually, like, I could be working on, like, maybe a sample or like, a recording from someone else, and I'll just edit it and do my part of the work. And sometimes they won't do it, so they just slow us down, and I'm not able to get that x that I need. So that's like the second conflict. I know it's not really in your control, but others do. But yeah, like when I do group work, it's just hard to all, like all of us, just be on the same pace. So that's why I just like being by myself and working alone, because I'm able to just do what I need to do when I need to do it, instead of being in a group where sometimes your teammates or classmates can slack off and not do the work that they need to do when I've already done my part. So that's those are just the two conflicts that I have in your class, but overall, it's an amazing class. So yeah, yeah.

Zach Diamond  44:18  
And I mean, but that's entirely fair. And I mean, it's not, it's not in my control what they do. It's also not in my control what you do, you you have that drive, right? I don't mean hard drive. I mean like you are driven to do your work, and that's great. I do think I could do a better job maybe clarifying what roles are when you are collaborating on an edit. Because really it's, it's like you're looking at a computer and using the computer and using the mouse and keyboard and using the tools, right? That's not something that two people would do at the same time, but you can certainly both listen together, and I could do a better job, maybe clarifying what that looks like in practice, right? When you're working with someone to co edit, basically, Ian, you did a really good job. I should tell you, this is random, but it's. You and another student, Alvin, the other day, were editing the that little like mini podcast formative the two of you were sitting together, like listening together, editing together. I was really impressed. That was really awesome collaboration.

Ian  45:11  
Yeah, I would say we work pretty well, but I guess to answer your question for me, two conflicts would be time and reason is because it's like, time kind of flies by, especially when I'm locked in. And so I try to finish as much as I can, because, like, also, like, navigating and, you know, doing all these different things, it like, takes up too much time. So then when I look at the clock in the classroom, like, oh, it's all Time's almost up, and I just don't want to keep working on it, but I can't. And then the second conflict would be the opposite of Kennedy, where, like, I don't, I kind of like, dislike working solo, especially when we did the recording activities. I think was a formative from last unit, and we had to like record sounds around school, and because it's like a new and uncomfortable experience for me, going around the school and trying to find sounds to record, I kind of like slacked off a little bit, and I only ended up recording one sound when I could have done more. So I guess time and working solo in some cases, is like the main issue for me,

Zach Diamond  46:21  
yeah, that's fair. And I guess, like, part of recording podcasts is is going out there and talking to people, and that's the reason why I plan that activity that way. It's an activity where you're talking about the the gain staging one, where you record sounds of different volumes. But I also I really like the other one. I don't know this, I designed it, so maybe I'm biased, right? But the one where you have to record a single word from each person to make a full sentence, you have to go up to like, 15 people and say, Can you say the word the can you say the word and and then put the sentence together. And, yeah, it's a little bit weird, right? But Miss Barbieri keeps being like, why do these kids keep coming, asking me and asking me and asking me to say and but I do want to push you all a little bit on that, but I totally hear that Ian, it can be, it can be hard, and having another person with you can make you feel more confident, for sure. And I can, I need to think more about collaboration. I feel like is it happens very organically in a class that I think that is like unrestricted as I try and make mine, which is why Ian, you're such a good helper in my class, like I know that you can help people that are stuck on something that you already know. And I think I need to think more about how to structure that kind of collaboration, right? Like, not just random. Oh Ian can help you with this. Oh Kennedy can help you with editing, because she's really good at that, right? But more sort of, like structured group work, I could put more thought into that, and that's really fair feedback that I will have to take, give more thought to. So I appreciate that. So I'm going to close this out. But before I do, I guess I would like to hear from each of you, like if you can think back, it could be from any of the years that you had my class. What is one favorite project that you did for my class? Just to kind of give the listeners a sense of what it is that we even do in my class, what would be one favorite project that you remember from any of your years in my class,

Hansi  48:25  
I have like, two. Honestly, do you think I could do two?

Zach Diamond  48:32  
Yeah, fine, that's fine. Go ahead, Hansi cheating here, but that's fine.

Hansi  48:36  
Okay, I'm sorry, but like, eighth grade, I was really, I don't know, I really dedicated myself to music class. I think I was much more dedicated than I was any of the other years. And I decided I was gonna do something like, really hard for my like, because we were supposed to do this project on a like, making an instrument. And I decided I was going to do something like that. I was actually going to be like, proud of instead of just like following the the like instructions and making like one of the pre pre made or like pre pre like designed sorts of instruments. So I decided to make this banjo out of a pan, the pan Joe. Yes, the pan Joe. And it was just, it was like, I just thought it was just, like, a really fun journey, because it it took a lot of hard work. But I was, I was really proud of the product, and I I really liked, just like working on that and dedicating myself to that. And I it was just it was nice to, like, work hard, like, really hard on something that I was actually, like, really dedicated to. And that was a that was a really, that was a really nice moment in my in my eighth grade year. And. I'm so glad. Yeah, and also, honestly, this year, the the first, like podcast that I'd done, the the first project, the fake alien invasion, it was just like it was really fun to make that I felt like, and it was like I liked being able to, I already said this, but I really like being able to express myself and my ideas, like, creatively and like, just have, like, a fun time, like, collecting people, like, like voices and like, like, interviewing them and stuff and like, just making it as good as I, like, imagined it could be. And I'm just, I was really proud of the product, and I I just really liked making that project, overall. It was really fun. But, yeah, those are two projects that I that I really enjoyed doing.

Zach Diamond  50:52  
Yeah, the fake alien invasion is, is like, it's hilarious. I You've seen me, I like, laugh out loud while I'm listening to it. It's really, really funny. It's funny for me to hear all the students voices, and because it's a podcast, there's no video, right? Like, I have to be like, Hey, who is that? I know that voice. I think it's really fun, and I think it's so cool that you mentioned the pan Joe, because that was an awesome project. And I remember it was, like, not easy. There were a lot of challenges. There were a lot of times where, like, we learned that, you know, the tension on the neck was too much, so the neck broke and like, you had to start over with that. It was a really hard project. And I think it's so cool that like you, that didn't like discourage you, right, that that's still one of your favorite experiences from eighth grade. I'm so happy to hear that that's great. Yeah, for sure. Awesome. Hansi, thank you. Kennedy, how about you?

Kennedy  51:39  
My favorite project that I've done in your class is definitely the one with K on that was my most favorite project. I worked so hard on that one. I locked in for that one, working with all my friends and creating something like this. It was probably one of the best experience of experiences I've had when like, you know, being in a class and working at school. So honestly, like my friends, did so well with the voiceover recordings. And I, my mom was so happy for me. She sent it to, like, all my phone members, and were like, oh my god, Kennedy. Like, this is so great. Like, how long did it take you? And I said, like, it took me a while, and I was just so proud of myself and happy in that moment. And it just, it makes me want to keep on going and just keep making more projects like these. And I hope we get to do another one of those projects in the future.

Zach Diamond  52:30  
Yeah, that, that one was fantastic, and it's going to be one of the ones that I show as, like an exemplar in audio one this year, because it was really, really good. And, yeah, yeah. Again, like, not easy, not at all easy. A lot of hard work, a lot of scheduling with people to come into the sound booth and record with you, right? Like, a lot of busy times, but when you're driven to do something like, it sticks with you. I'm that's that's awesome. That's awesome. Ian, how about you last, but not least, a favorite project?

Ian  53:00  
Yeah, my favorite project is the one that I did this year, which was a podcast called The Man in the Spirit. And I would say that's my favorite project because I worked so hard on it, and to me that I originally made that project for or that pod, the voice recording using AI for a English project in eighth grade, and then in eighth grade, I remember that it was my dream to, like, make it better, and, like, you know, make it professional. And my dream came true this year, because I was able to get it done. But, yeah, I basically worked like, really hard on it, and I put, like, my full effort, I've used all the skills I've learned from the past, and my podcast came out pretty well. So I love that one.

Zach Diamond  53:48  
It definitely did. And I think that's, it's, it's interesting to me that it wasn't because what you really, really latched on to Ian, to, at least to my to my eyes, was the music aspect of soundtrack, right? Making songs, making beats. And this was a podcast, right? It wasn't making a song, but you had all those skills that you know, that sound trap know how, and you put it to work in that project, you know. Like, I remember sitting down at your table and, like, I started scrolling to try and see all the tracks, and I was like, This just keeps going. There's so many tracks. There's so much here, and it was all positioned, like, just, just so, so that it fit with the voice and the music was just right. So, yeah, I love that. I love that all three of you remember these projects that you worked so hard on, right? Like they, they weren't easy, but they, but they stuck with you. And it is that sort of like it feel, that feeling of accomplishment, right, where you make something really cool after a lot of really hard work. So that's fantastic. I just again, I want to thank you all so much, you know, for giving me this hour of your time. I hope that our listeners hear, I don't know, I don't know, what I hope they hear. I hope they hear how thankful I am to the three of you for all. That you've put into all of these years in my class, and you know, for your kind words too, but like you're the ones who really did all the work, not me. And I'm just so happy to hear that this is working for you. Ian, like, Thank you for being the one who was stuck with Soundtrap for all those years without me even asking you to like you just did. That's so I feel so so accomplished to have inspired you to do that, but it was really all you that was awesome. Kennedy, thank you for turning me on to Ezra wise that was that was that, and you reaching out to him, just cold, DMing him, and having him agree to an interview like I was so impressed. That was so cool. I texted your mom. I was like, This is amazing. And Hansi, thank you for sharing. I have this Spotify playlist. You've seen it. I call it my reading list, and it's just albums that Hansi recommends to me. It's, like, too long for me to listen to with the amount of time left in before I, like, retire, I don't know, like, there's you turn me on to so much awesome music. I'm gonna, you know what? I'm gonna put that Geordie greep album in the show notes. It's called the new sound, right? Yeah, it's really good. Oh my god, that album is so good. And Hansi turned turned me on to it. So it's not just the Tom York Radiohead situation, yeah? Thank you for showing me all that awesome music and for all your hard work, all three of you. Thank you so much. This has been absolutely fantastic. And thank you for giving me this hour of your evening. Yeah, thank you all for coming on the podcast.

Hansi  56:23  
Thank you, yep. Thank you. Thank you. Thank you, Mr. Diamond, yeah, thanks for having us,

Kennedy  56:29  
of course, thanks for inviting us.

Zach Diamond  56:39  
Thank you so much for listening. Listeners, remember, you can always email us at podcast at modern classrooms.org and you can find the links to topics and tools we discussed, as well as more info on this week's announcements and events in the show notes for this episode at podcast dot modern classrooms.org We'll have this episode's recap and transcript uploaded to the modern classrooms blog on Friday, so be sure to check there or check back in the show notes for this episode if you'd like to access those. And if you enjoy our podcast and it's been helpful in supporting you to create a blended, self paced, mastery based learning environment. We would love if you would leave a review that does help other folks find our podcast. And of course, you can always learn the essentials of our model. If you want to go beyond the podcast through our free course at Learn dot modern classrooms.org you can follow us on social media at modern class praj. That's P, R, O, j, and we're so appreciative of all the hard work that you do for students in schools. Have a great week, and we'll be back next Sunday with another episode of the modern classrooms project podcast. You.

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