Christopher Nolan’s Odyssey just earned nearly $300 million retelling a 3,000-year-old story — so what actually separates imitation from transformative interpretation?

In this episode, Tricia makes the case that cover songs are the perfect entry point into the AI and creativity conversation for educators. You’ll trace how Aretha Franklin re-authored Otis Redding’s “Respect,” why translator Emily Wilson’s critique of Nolan’s film proves that interpretive choices matter, and how three human skills — reflect, re-envision, rework — map directly onto UNESCO’s vision of students as AI co-creators rather than passive users. Tricia also shares a new free resource, “What Exactly Is Human Nature?,” an interactive timeline that lets you listen backwards through the many renditions of one iconic song. If you’ve been looking for an invitational, art-first metaphor to bring colleagues into the AI conversation, this one’s for you.

00:00 – Nolan’s Odyssey: 2 a.m. sold-out screenings for a 3,000-year-old story

02:22 – Can a cover ever beat the original? Aretha Franklin re-authors “Respect”

04:23 – Emily Wilson’s critique + three skills: reflect, re-envision, rework

06:27 – The skills in practice, and UNESCO’s students-as-co-creators framework

08:47 – New resource: “What Exactly Is Human Nature?” interactive timeline

10:43 – Your debate homework, and an invitation to email the show: info@shiftingschools.com

Check out the resource:

https://triciafriedman.com/what-exactly-is-human-nature/

Learn more about our incredible show producer:

https://www.linkedin.com/in/sagheer-m/

New Episode

You know him as Dani Rojas on Ted Lasso. He’s also a professional footballer with El Paso Locomotive FC, a filmmaker, and now the author of a bilingual picture book, Fútbol Is Life! / ¡Fútbol es vida!, illustrated by James Rey Sanchez.

But before all of that? He was a life insurance salesman who sold nothing for a year. 

This conversation is about what happens between the dream and the arriving. About injuries that turn out to be redirections. About why “be curious, not judgmental” might be the most useful thing we can teach — and keep learning ourselves.

In this episode:

• (00:01) The gotcha question: is Cristo actually a superhero?
• (01:27) The family example: why “the more you give, the more you receive”
• (03:32) What team sports teach us about not being the star
• (04:19) Injuries, rejection, and becoming a hustler: “I love when someone tells me no”
• (09:22) The market scene: remembering to pause and notice
• (10:31) What Dani Rojas reminds Cristo about joy
• (12:55) Embracing where you come from as a superpower
• (14:09) Collaboration, and never thinking you know everything
• (16:30) Why a children’s book is the perfect format for dreaming big

Quotes worth stealing:

“I love when someone tells me no. It might not be no here, but it might be yes somewhere else.”

“Aim for the moon. If you don’t hit the moon, you hit a star. And if you don’t hit a star, you hit some space dust — and that’s fine too.”

“There’s not one single way of being Mexican or being American or being Latino. We all bring something great to the table.”

Links:

• The book (Barnes & Noble): https://www.barnesandnoble.com/w/futbol-is-life-futbol-es-vida-cristo-fernandez/1148772346
• More episodes: https://pod.shiftingschools.com

New Episode

When Alex Campbell set out to teach sociology through true crime, he wasn’t trying to catch a murderer. He was trying to make the stakes real. Nine years later, his high school students in Appalachia have restored names to victims of the “redheaded murders,” helped families, and become the subject of a limited series with a perfect critic score. But as Alex tells it, the thing that mattered most was never on the syllabus: how much his students came to care.

In this conversation, Alex and Tricia dig into what it actually takes to hand young people a real problem — and why that’s the whole point.

In this episode:

• Why sociology and murder aren’t apples and oranges — and how high stakes bring out the best in students
• The surprise Alex didn’t plan for: students connecting with victims who died decades before they were born
• Schools as “the institution best at separating people” — and how project-based learning breaks down the walls
• His three-part test for a real project: passion-driven, community-focused, interdisciplinary
• Practical, permission-giving advice for teachers who find this exciting and scary — start small, start with a partner, use the resources that already exist
• “You don’t work for me”: how buy-in reframes classroom management and reaches the students who’ve stopped believing in school’s promises
• Civics you can feel — freedom-of-information requests, and why John Benet Ramsey has a thousand websites and Lori Pennell had almost none
• The creative gamble behind the series: victim-forward, not offender-forward, and a true-crime story that doesn’t end tied up in a bow
• Portraying Appalachia and teenagers with authenticity instead of stereotype
• Using the series for professional development — what to watch for, and why it might matter more than you’d expect
• Building a house, powerlifting, and teaching yourself: Alex on learning as a lifelong series of real problems to solve

Watch: Murder 101 is streaming now.

New Episode

Every team has communication habits, but how many of those habits have ever been discussed out loud?

In this episode, Tricia introduces The Shared Kitchen, a free reflection and facilitation tool designed to help teams understand how each person prefers to communicate, receive feedback, make decisions, ask questions, and work through a project. Using stories about getting fired from a bartending job and accidentally adding unwanted sriracha to breakfast, she shows how easily we can mistake our own habits for shared expectations.

The tool begins with individual reflection before helping a team create its own shared “recipe” for collaboration. Participants consider questions such as how much context they prefer, when they like others to check in, what helps feedback land well, and what makes them feel trusted.

Tricia also shares how she built the interactive page using Claude Code and OpenAI Codex, including an experiment in asking the two coding tools to compete against one another. The result is both a practical resource for teams and a look at how generative coding tools can support educators and leaders who want to turn an idea into something others can use.

Access the page here: https://triciafriedman.com/the-shared-kitchen/

New Episode

Award-winning author Christina Diaz Gonzalez joins Tricia to discuss Offside, her new bilingual middle-grade graphic novel about soccer, friendship, ambition, identity, and finding the courage to use your voice.

Although soccer brings the characters together, Offside is also a story about young people learning to form their own opinions rather than simply inheriting the assumptions of the adults around them. Christina explains why she wanted her characters to have real agency, including the ability to challenge gender stereotypes, rethink competition, navigate conflict, and sometimes help their parents see the world differently.

The conversation also examines how much may be happening beneath a young person’s behaviour. A student who appears selfish, overly ambitious, withdrawn, or uncertain may be responding to pressures at home, shifting friendships, injury, loneliness, or the fear of no longer knowing who they are.

Christina shares the thinking behind writing a graphic novel in which English and Spanish appear together as part of the characters’ lives rather than as separate translations. She also discusses Palmer, a young athlete who must reconsider his identity after an injury keeps him from playing. Through writing and journalism, he discovers another way to participate in the game and another way to create change.

Tricia and Christina also talk about the literary complexity of graphic novels, Christina’s highly improvisational writing process, her earlier career in law, and the habit that continues to fuel her creativity: asking “What if?” about the people, stories, and possibilities she encounters.

In this episode:

• Why young people should be trusted to navigate conflict and form their own views
• How Offside challenges gender stereotypes and inherited assumptions
• The complexity behind students’ choices and behaviour
• Why bilingual graphic novels can support belonging and language learning
• What happens when an athlete can no longer define himself through sport
• Writing and journalism as tools for participation and change
• Why graphic novels deserve recognition as complex literary works
• Christina’s “pantser” approach to writing without a traditional outline
• How curiosity and “what if” questions generate new stories

This conversation will interest educators, librarians, families, coaches, and anyone looking for books that help young people think about identity, friendship, fairness, and the many different ways they can contribute.

New Episode

Tricia Friedman shares a real-life story about a flooded basement, an insurance claim, and what it revealed about AI literacy.

After a major storm in Ottawa caused basement flooding, Tricia found herself facing the kind of problem many people recognize: too many damaged items, too many documents, too many decisions, and a process that can quickly become overwhelming. But this time, compared with a similar flood two years earlier, the experience felt different.

Using AI tools, Tricia organized photos of damaged belongings, created an insurance-ready inventory, reviewed policy details, searched for replacement costs, identified relevant local supports, and built a project plan for the weeks ahead. She also used AI to think through communication with the insurance company, plan around disruption at home, and even create a small family recipe resource in the middle of the chaos.

The point is not that AI made the flood easy. It did not. The point is that AI changed Tricia’s capacity to respond.

For educators, that distinction matters.

Too often, school conversations about AI focus on shortcuts, cheating, prompt-writing, or which tool to use. This episode asks us to widen the frame. AI literacy is also about helping students become stronger problem solvers. That means knowing how to break down a complex situation, gather evidence, ask better questions, compare options, verify claims, communicate clearly, and decide what to do next.

This kind of AI literacy belongs across the curriculum. A flood insurance claim can become a math problem, a media literacy problem, a civics problem, a consumer rights problem, a writing problem, a design problem, and a wellbeing problem. That is the real invitation here: bring AI bigger problems, not just cleaner prompts.

In this episode:

Tricia explains how AI helped her organize a flood-related insurance claim.

She reflects on the difference between using AI for a task and using AI to manage a complex problem.

The episode explores why AI literacy should include verification, judgment, documentation, and communication.

Tricia makes the case that schools need to help students practice using AI in realistic, interdisciplinary situations.

She also raises an equity question: if AI can help people navigate systems like insurance, consumer rights, city services, and legal language, then every student deserves to understand how to use it responsibly.

For educators, this episode asks:

What kinds of real problems are we inviting students to bring to AI?

Are students learning how to check AI outputs against evidence, policy, data, and lived context?

How might AI help students see connections across math, language, civics, research, and design?

What does it mean to teach AI literacy as a form of agency, not just technical skill?

Big idea:

AI literacy is not mainly about knowing how to use a chatbot. It is about knowing how to think with a tool when the problem is complicated, consequential, and real.

New Episode

Newbery Medal-winning author Jerry Spinelli joins the podcast for a conversation about writing, perseverance, childhood, and the stories that stay with young readers.

Known to many elementary and middle school teachers through books such as Maniac Magee, Stargirl, Wringer, and his latest book, Fifth Grade Top Dogs, Spinelli reflects on the long road to becoming a published author. Before his first book found a home, he wrote four novels that were rejected and spent nearly twenty-five years working toward publication. His story offers a useful reminder for K–12 classrooms: writing is not only about talent. It is also about patience, attention, revision, and staying with the work when it gets difficult.

In this episode, Spinelli talks about why stories matter, why a writer’s first job is to pay attention, and why childhood remains so recognizable across generations. Haircuts, clothes, slang, and games may change, but children’s feelings about friendship, fear, belonging, rivalry, and being understood remain deeply familiar.

For educators, this conversation connects directly to writing instruction, read-aloud culture, social-emotional learning, and the classroom power of books. Spinelli shares how he begins with noticing, moves into pages of notes, and then faces what he calls the difficult middle of a story. That process gives teachers a practical way to talk with students about creative stamina and the normal struggle of shaping an idea into finished writing.

The conversation also includes a moving story about a teacher whose students chose to keep listening to one of Spinelli’s books instead of going outside for recess. For anyone who has seen a read-aloud transform the energy of a classroom, that moment will feel familiar.

Listen for:

Jerry Spinelli’s twenty-five-year path to publication.

Why perseverance matters for young writers.

How noticing becomes the foundation of storytelling.

What teachers can say to students about the hard middle of a writing project.

Why books help students understand themselves and one another.

How classroom read-alouds can create lasting reading memories.

Featured book: Fifth Grade Top Dogs by Jerry Spinelli.

Optional chapter markers:

00:00 — Jerry Spinelli on rejection, resilience, and becoming a writer
02:37 — Why stories matter
04:15 — Fifth Grade Top Dogs, siblings, and understanding childhood
08:07 — Paying attention as the first job of a writer
13:00 — The Newbery Medal, reader letters, and the classroom power of read-alouds

New Episode

In this Fourth of July weekend episode, Tricia Friedman speaks with Colin Woodard, director of Nationhood Lab at Salve Regina University’s Pell Center, about national identity, civic trust, polarization, and the stories that shape how people understand belonging.

Woodard’s work asks a question that belongs in every civics and history classroom: What story holds a nation together? Drawing from his background as a historian, journalist, and researcher, he explains why national identity is not abstract. It shapes how people understand who belongs, what freedom means, how communities make decisions, and what kind of future they believe is possible.

The conversation explores two competing visions of the United States: one rooted in civic ideals and the promise of equal freedom, and another rooted in exclusion, hierarchy, and inherited identity. For K–12 educators, this framing offers a powerful way to help students examine founding ideals without simplifying the conflict, contradiction, and struggle embedded in the American story.

Woodard also discusses polarization and why Americans may agree on more than they realize, even while political systems and media environments often push people into opposing camps. The episode closes with a look at social capital: the local relationships, associations, clubs, faith communities, civic groups, and shared spaces that help people know and trust one another.

This episode is especially useful for history teachers, civics teachers, humanities educators, curriculum leaders, and school communities preparing for America 250. It invites educators to help students think about national stories not as slogans, but as living civic questions: Who belongs? What do we owe one another? What makes trust possible? What kind of community are we trying to build?

Suggested classroom connections include civic identity, polarization, primary source inquiry, constitutional ideals, national myths, media literacy, local community research, social capital, civil discourse, and student reflection on belonging and responsibility.

New Episode

In this Fourth of July weekend episode, Tricia Friedman speaks with historian and author Katie Kennedy about her new book, The Declaration Decoded, and the stories behind America’s foundational documents.

For history and civics educators, this conversation offers a timely reminder: founding documents are not static artifacts to memorize. They were written by real people, shaped by conflict, compromise, risk, contradiction, and imagination. Kennedy helps bring those documents back into the realm of human storytelling, where students can see both the courage and complexity behind the words that continue to shape civic life.

This episode is especially relevant for K–12 educators looking for ways to make history feel alive without flattening it. Rather than treating the Declaration and other founding texts as finished products, Kennedy invites us to examine the conditions, debates, choices, and tensions that produced them. That approach can help students move beyond dates and quotations into deeper questions about power, voice, evidence, freedom, belonging, and responsibility.

Listeners will come away with ideas for helping students read historical documents with curiosity, care, and critical attention. The conversation also offers a useful entry point for educators preparing lessons around Independence Day, civic identity, primary source analysis, or the upcoming America 250 conversations.

This episode is a strong fit for history teachers, civics teachers, humanities educators, librarians, curriculum leaders, and anyone interested in helping young people understand how the past continues to shape the choices we make in the present.

Suggested classroom connections include primary source inquiry, civic discussion, historical thinking, document analysis, media literacy, and student reflection on how national stories are created, preserved, questioned, and revised.

New Episode

In this episode, Tricia speaks with Jan Cress Dondi about the years-long research journey behind her USA Today bestselling WWII book. What began with the discovery of hundreds of family letters became a much larger act of historical reconstruction, combining personal correspondence, military records, National Archives research, firsthand family memory, and deep attention to the emotional lives of the people who lived through war.

Jan shares how she pieced together the stories of two young airmen connected to the Ploesti campaign, one of the most dangerous Allied efforts to disrupt Nazi Germany’s fuel supply. She explains how her background in legal research helped her organize evidence, verify details, and shape a true story with the pace and emotional pull of a novel. Along the way, she reflects on why letters mattered so deeply to servicemen, how small clues can open major research paths, and why war becomes too abstract when we lose sight of individual human lives.

This conversation is especially rich for educators, history lovers, family historians, and anyone interested in how primary sources can help us understand the past. As schools and communities prepare for the U.S. 250th, Jan’s work offers a powerful reminder that history is not only found in textbooks. It can also live in letters, family stories, archives, unanswered questions, and the persistence to follow a clue wherever it leads.

In this episode:

Jan’s discovery of 500–600 family letters and how they shaped the book

Why the Ploesti campaign mattered during WWII

How personal letters and official military records can work together

New Episode