Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 10)
What if the biggest barrier to learning isn’t what students know—but how their brains manage focus, emotions, and flexibility? In this episode, we tap into the wealth of experience that Lynn Everett, Coordinator of Inclusive Practices at the Virginia Tech T/TAC has acquired over her nearly 40 year career in education. Join us as we dive into an executive function and self-regulation skills curriculum for students with autism and ADHD - Unstuck and On Target.
More information about this curriculum may be found at their website - unstuckandontarget.com (http://unstuckandontarget.com). Their materials include:
Solving Executive Function Challenges: Simple Ways to get Kids with Autism Unstuck and On Target (https://virginiatech.goalexandria.com/search?site=VIRG#search=((titlersn%3A%3A6093)%20%26%26%20((sitersn%3A%3A1)%20%7C%7C%20(site%3A%3AKNOCOPY))))
Unstuck and On Target: An Executive Function Curriculum to Improve Flexibility, Planning, and Organization for students ages 8-11 (https://virginiatech.goalexandria.com/search?site=VIRG#search=((titlersn%3A%3A7169)%20%26%26%20((sitersn%3A%3A1)%20%7C%7C%20(site%3A%3AKNOCOPY))))
Unstuck and On Target: An Executive Function Curriculum to Improve Flexibility, Planning, and Organization for students ages 11-15 (https://virginiatech.goalexandria.com/search?site=VIRG#search=((titlersn%3A%3A7192)%20%26%26%20((sitersn%3A%3A1)%20%7C%7C%20(site%3A%3AKNOCOPY))))
Unstuck and On Target: An Executive Function Curriculum to Improve Flexibility, Planning, and Organization for students ages 14-22 (releases March 11, 2026)
Parent Education Videos in English (https://www.youtube.com/playlist?list=PLFji-AO8E8L7SGVTMLg8Dq3VQ9SNhCiju) and Spanish (https://www.youtube.com/playlist?list=PLFji-AO8E8L4zTTQejCdxLkhb-DGuCTHr)
Parent Videos Tip Sheet in English (https://drive.google.com/file/d/1QQbLwsVP5DKn4hEGrUVF7miQ2smBg_2H/view?usp=sharing) and Spanish (https://drive.google.com/file/d/1EDlkyp88hLgr4Nj139jU4XII5RXIuBW1/view?usp=sharing)
Unstuck and On Target video library (https://www.youtube.com/@unstuckandontarget9449/playlists) on Youtube
Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year.
Please visit our website (https://sites.google.com/vt.edu/coteaching/home) for links to additional resources related to co-teaching.
Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here (https://docs.google.com/document/d/12f7_tQ8fCDhPnqXRMwMX-3nF2ZtSSHxjeFEgDrLq54g/edit?usp=sharing) for a copy of today’s transcript.
11 Feb 2026
Interview with Drs. Persida and Bill Himmele
Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 9)
Engagement isn’t about calling on more students—it’s about designing lessons where everyone participates. Today, we’re learning how from the experts who wrote the book on getting every student engaged. In this episode, we speak with Pérsida and William Himmele, authors and educators, about the 3rd edition of their seminal book, Total Participation Techniques: Making Every Student an Active Learner (https://www.amazon.com/Total-Participation-Techniques-Student-Learner/dp/1416634207/ref=sr_1_2_sspa?crid=OBSAVB8HJ3XT&dib=eyJ2IjoiMSJ9.Dp7jQdz5xik_IIckrYpOkj13KQ3gAntqJ61a2g5n4arY3sTQXgN3p5tzdmQMduSCpEeWoAElTMBz4E7HxHLeZAzC5WiwOYHvVNgC7VrPdiwWyT4607CMber3czp0ztnPb5kYmLySVQynbG5t6-qJHLec2y7zmMhqxGQdnH2zsVvfo2OEEu4d8iapsQAnHc98eRgloQpoZoynRhre1HKczZnPOLPFE5VmIQuFwGqwxGU.h9eEmh5QHf9SkXdCnw84i8k9pI3jWH3EBoWdCSQTm_M&dib_tag=se&keywords=total+participation+techniques+book&qid=1770139990&sprefix=total+particip%2Caps%2C120&sr=8-2-spons&sp_csd=d2lkZ2V0TmFtZT1zcF9hdGY&psc=1) (ASCD, Jan 2026). This edition builds on years of classroom practice and research to help teachers create deeply engaging learning environments where every student participates and demonstrates understanding. Check out (https://virginiatech.goalexandria.com/search?site=VIRG#search=((titlersn%3A%3A7056)%20%26%26%20((sitersn%3A%3A1)%20%7C%7C%20(site%3A%3AKNOCOPY)))) the 1st or 2nd edition from our VT T/TAC Library (https://www.ttac.vt.edu/Library1.html).
Listen as Pérsida and Bill discuss the importance of the Ripple (https://drive.google.com/file/d/1xjrwvlqap5BymrMNmTgXoHthA787iH0e/view?usp=sharing) - the idea of prompting each learner to think first before giving them an opportunity to share with peers and finally calling on a few students to report out to the whole class. The Himmele’s shared with us a poster to remind teachers to use the Ripple as well as a planning document for analyzing lessons based on the Cognitive Engagement Quadrants (https://drive.google.com/file/d/1AgdLYy9F0HiCkdZYCfrPAX1mbjfNB5Pd/view?usp=sharing).
Total Participation Techniques has been a key strategy during our coaching sessions with many co-teaching teams. The 1st edition contained 37 instructional ideas for engaging all learners. The 2nd edition included 51 techniques along with a chapter dedicated to wrapping up the lesson. We can’t wait to get our hands on the 3rd edition (scheduled to be released on February 13, 2026) to see how many new ideas the Himmele have compiled.
Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year.
Please visit our website (https://sites.google.com/vt.edu/coteaching/home) for links to additional resources related to co-teaching.
Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here (https://docs.google.com/document/d/14Y9si7k-BExjvdjSulVRJPZACe5KJktYY4vJ9evSLwI/edit?usp=drive_link) for a copy of today’s transcript.
28 Jan 2026
Interview with Dr. Lauren Catherwood-Gin
Co-Teachers in Classrooms Getting Coffee (Season 3 Episode8)
Sometimes the most effective teaching isn’t taught in a course—it’s learned in the classroom, one student at a time. In this episode, Lauren Catherwood-Ginn, Project Coordinator at the T/TAC at Radford University, reveals that as a new teacher, she had no formal training in co-teaching. Instead, she relied on intuition—working closely with her special education co-teacher to use small-group instruction informed by informal, anecdotal data.
A key concern discussed is the piecemeal instruction many students receive from multiple adults throughout the day. This often results in disjointed learning experiences and highly complex schedules for special educators to manage. Lauren emphasizes that school teams need protected time to talk, plan, and problem-solve together in order to create cohesive and meaningful learning opportunities for students. Changes implemented based on the Virginia Literacy Act have led to a shift from the traditional role of reading specialists. Teachers are benefiting from embedded coaching and support that helps improve outcomes for all students.
Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year.
Please visit our website (https://sites.google.com/vt.edu/coteaching/home) for links to additional resources related to co-teaching.
Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here (https://docs.google.com/document/d/1nZd3jDnRj3_vCbMBqMkvq1SN0luBacCIX0tzT1S40UM/edit?usp=sharing) (https://docs.google.com/document/d/1hSfZoLypyXdysv9FpxLrm1W35scVdL_33BeGqWNVmyY/edit?usp=sharing)for a copy of today’s transcript.
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