Andrea: Welcome to Those Who Can't Do, I'm Andrea Forkham, and today my guest co host is Katie Hahn, who is in 11th grade. Oh, it's, they wrote it wrong on my thing. That would not be I thought Okay, because I saw your name on the thing, right now on my form. So I thought, I thought it was Katie Kahn, and then I looked at that, I was like, Kahn?

Am I getting this wrong? Okay. That's what I thought. Katie Kahn. God. Welcome to my show. I'm going to mispronounce your name. Immediately, just immediately, passive aggressively mispronounced your name. It's not even mine, it's my husband's name, you know what I mean? Honestly, yeah. And you are an 11th grade English literature teacher in Philadelphia, correct?

That's correct. Oh my gosh. Now how long have you been teaching?

Katy: So 20 for me. Wow. I know. I know. Oh my gosh. It's been like two full decades. Okay, so Philly that whole time? So actually no, I taught in a small suburb of Philadelphia for like a year and a half, long term sub, long term sub, and then when those You know, went away, and I looked for my full time job.

Excuse me. Let's just put that over there.

Andrea: Did you have laundry behind you? Who was it? What was behind you? That's my phone

Katy: charger.

Andrea: Oh, okay. I thought it was, like, laundry. If it was on my couch, it would 100 percent be laundry, so I was not judging.

Katy: I'm like, I wouldn't bring that here. Right. Right. That's not what today is about.

That's not what today is about. That's right. If we want to see, we should go over to the other part of my house. But, like, no.

Andrea: Exactly. And, uh, speaking of laundry, uh, if you guys are not watching on YouTube, you should be. But Katie is wearing my merch right now, the Intend Your Puns v neck. I'm so delighted by that.

It's

Katy: so cute.

Andrea: I love this shirt. Thank you so much. I don't know if you saw at all on Instagram. There was a, like, week long campaign by me and my followers because there was an online outlet that was selling exactly that design on their store. Yeah. Oh, I did not see that. And I was so mad. Yeah, and like, about a month ago, I told them all, I was like, oh, like I messaged you've got my design up for sale.

Please take it down. And they're like, oh, sorry, we just got a bunch of new designers and we're, you know, in a transition period. Well, then I all of a sudden get like 30 messages from people who, they not only didn't get rid of the design, they were using it for ads. for their online store.

Katy: That is so obnoxious.

Like, there are very few things that make me mad, but people stealing other people's art and ideas is probably, it's like a weird trigger for me. Right. And

Andrea: I'm like, come on. Like, it's not that, I wouldn't even mind it if it just said, intend your puns, you cowards. Like, that's, I don't own that phrase, but it was the exact same font.

This is, it's written in a cool way. Yeah, exactly. I was so mad. And so they started using it as ads. People were sending me screenshots. So I went through and I took screenshots of everything and I posted on my stories and tagged them. And I was like, Hey guys, could you just let them know how we feel about companies stealing intellectual property?

And like, they were sending messages and at first they were like, Oh, it's just a mistake. And then it changed. The messages back changed to, um, oh, it's, it, you know, we're going to take it down. And then, oh, we took it down. And then it was three days later that it actually came off their site because they were lying to people and saying like, oh, we already took it down.

And everyone's like, I can see it. It's on your shop. Problem was like,

Katy: they were probably selling them really well

Andrea: and they didn't want to take

Katy: them down. A

Andrea: hundred percent. Yeah. Oh, infuriating. Yeah, it's also somebody else is selling it on Amazon and I still haven't figured out how to get get them because they're, Amazon's weird.

But yeah, but so I appreciate you wearing my merch from my store. This

Katy: is your merch from your store.

Andrea: Yeah, I very much appreciate that because it has been quite a journey getting,

Katy: getting myself. I'm sorry about that. That's really

Andrea: annoying. Yeah. You know, it's all right. It's, it's, it's the world we live in now.

I want to talk a little bit about your platform because although you are a teacher, I would not say you're like a teacher creator. Like that's not the focus of your content. Do you want to describe what you, how would you describe your niche as a content creator?

Katy: You know, it's just, it's, it's sports for people who don't.

like, or care, or understand, or really want to know about sports. So like, and I got into that very authentically, and just that like, I, it was, it started with one video where I was talking about pickup basketball, and I, and since the day I met my husband, and he, like, I would say it was a week, two weeks into our relationship, it was a Sunday, and he's like, I'm going to go play pickup with my friends.

And I was like, I'm sorry, you're gonna go pick up? Who are you picking up? What does that mean? What are you picking up? No, he's like, no, no, no, it's basketball. I'm like, what are you talking about? And he explains it to me. I'm like, so you're just going to go to any court and you're just going to, uh, you and two other people are going to play against strangers and that's going to be fine.

And you know what they're doing and they know what you're doing. And he's like, yeah, it's like a whole culture thing. Like he's like, we, do this. And he's like, and I'm like, what happens when somebody loses? And they're like, but I want to keep playing. He goes, they don't do that. They just go to the side and wait their turn again.

I'm like, that seems like a wild concept to me. And I was like, you have to be lying. He's like, no. So anyway, that is something that has blown my mind for like years. And so I just like, I posted those thoughts and it just like blew up. It blew up because like, you know, some people get it. Even the guys like who play.

Pick up. Get it. But then other people were like, it's one of those controversial things where people would be like, is she an NPC? So it ended up all, women, like that kind of thing. And I'm like, no, no, no. Like, I just think this is really funny and interesting and fun. So anyways, it kind of just like turned into like a misunderstanding about sports page.

Andrea: I, and it is honestly such a treat for me. Like my husband is not a sports guy at all. And I was always like, I liked sports. I played basketball in high school, but the thought of doing pickup basketball and actually until you literally just now defined what that, I thought it just meant you met with your friends and you decided to play a casual game.

Katy: Sometimes, nightmare, guys will go by themselves, and girls, I'm sure, but like, they will sometimes be like, I'm going to go play basketball. And like, with who? And you'll be like, I'm just going to go to the court. And with your ball by yourself? Never. By yourself? What if there's a whole group of people sitting around wanting to play each other?

He goes, yeah, you just go play with that. No, thank you.

Andrea: That's a whole subculture I had no idea existed until

Katy: this moment. And it's everywhere. And there's like rules, the rules are the same everywhere you go with slight variations. It's just, it's fascinating for me. It's fascinating to me. I feel like,

Andrea: yeah, I feel like maybe if I had paid better attention to the beginning of Fresh Prince of Bel Air's theme song, I would have known more about the cast.

I feel like that

Katy: is where all of the context we would need would be. Yeah. Right. West Philadelphia, born and raised on the playground where I spent most of my days. Chillin, relaxin.

Andrea: No, shooting some b ball outside of school. A couple of guys

Katy: who were up to no good. Yeah, they were doing it. Yeah, they can travel in the neighborhood.

Andrea: Yeah. And as I remember, it was over a basketball game that was like, he got beat up. So see now this context clues guys. Okay. So one of the things I wanted to chat with you about, because The most hilarious thing about your page is the fact that you are very intentionally and very ironically presenting sports facts that may or may not be actual facts.

And I think, and you do it so well, like I am cracking up with the way that you talk about the different, like, athletic events and the different athletes and all of that. But I wanted to talk to you a little bit about like media literacy and students today and how they kind of work that in to their little, their little mind palaces because like you and I understand like satire and I feel like a lot of people don't understand satire in general.

Um, but like how do you feel like kids are kind of absorbing all of this information without really the critical thinking skills that you and I have, hopefully, you know, I'm there because to be very clear, I have believed things I saw on the internet that turned out to not be true.

Katy: Same. We all have. Yeah.

Because it's so, it's done so well now. I mean, like, I, like, I remember sending an article. It's like, I think it was in the start of COVID. And I sent an article to my friends, like it came from one friend. I then forwarded it to other friends, and those friends were like, this isn't real. And I was like, I cannot believe I just did that.

Because I like to think that I'm like, like star critical thinker. Like, you know, and that turned out like anybody, everybody falls for this. And it's like, my, our students, are, like I just read an article where it's saying like 60 to 69 percent of kids actually believe in conspiracies. Like there's like, they are conspiracy theory, like thinking it's, it's like pervasive.

And it's just like, they don't know what's real or what's fake online. And that is because we're not teaching them. this skill. Like, like,

Andrea: how though? Like, how do we teach them that? Because I, like, I give my, gave myself the ick one time when I shared something or I, I think I even said it to a class. There was something like that where it was like an audience.

It was either my, my husband, who will always make me check my facts, or it was like a full class who will always make me check my facts. And like, where did you hear that? And I was like, Tick tock. You know, like, On a really believable, from a really believable sounding person. Right, exactly. They were speaking very passionately, you know.

Yes.

Katy: And they had graphics on the page. There's graphics. Yes. It can't possibly be fake. Yeah! They like flashed a number on the screen. I know logos. Yeah.

Andrea: It is crazy though that like literally any video that we're watching, how often are we like, Oh, they put a statistic up there. Where's their citation?

Like where are they getting that statistic? What's the source? Who funded the research that got that statistic? That is all the stuff that kids need to

Katy: be taught. Like, okay. So even me, like a lot of the stuff that I put up there is. The videos will be moved from one, like, some type, I just make up all the stuff, right?

Like, I'll just make it up because I'm just making it up. But other times, like, what I say is, is accurate. And I'll flash up there, like, as many people do, just like what the article, but I never like cite where that article came from. I usually cut that out and the overlay just to make like the overlay smaller.

So like these videos that we're watching, like some people will, many people will say something, they'll flash an article up there, but we don't know where they're getting that from. It's, there's no place to really, I mean, I guess people could be linking it, the better TikTok like information videos do have articles linked, but like, in general, that's not what's happening.

And how do we teach our students to be like, when you watch, when you watch something and you think it's really interesting and you're like, wow, I never knew that. Like, do they have their articles linked? Are they citing their sources? What they're flashing up there? Does it look like you don't know where they're getting that?

So like, how do we teach our students that? Well, and I think

Andrea: part of the problem is too, is like, in the algorithm, if you took the time to say, I got this from New York Times, or I got this from Pew Research, or whatever it is, like, the algorithm's not going to like that because people are going to get bored in, and I don't think people understand how quickly people get bored on TikToks.

They'll just scroll. Scroll. Right? And it's, we all do it. Yes. Right. Right. Yeah. And like people get bored way too quickly. So if you took the time to be like, I got this from this research Institute, people like, you know, all they want to hear is like the, the spicy pieces of it. And so it, it kind of fights against proper sighting and all of that.

If we're sitting there being like, okay, well, I don't want to talk about where I got the information, not because it's not a good source, but because I'm going to lose a lot of the impact because people aren't going to see it. It's going to get pushed down. Or if you say like, I'll post a link in my bio to the sources.

The second you say link in bio, the algorithm pushes it down too.

Katy: They're gone. People, like, the engagement is, they're going to be, like, losing it, like, and that's, and even if you have the links there, like, if you Even put yourself out there as like a person who's like, Hey, I'm really reliable. All my links are in the bios.

Like, anybody new that comes across your page is not going to know that or even be looking for that or even like caring. They don't, people don't care where things come from anymore. And that's kind of the issue. And we are a generation who learned to check our sources. But, like, our kids, our students are not, like, being brought up in that same way.

Andrea: Right. Now, so in your classroom, what are some strategies you're using to kind of encourage students to start checking sources or verify information in some way? Have you found anything that's been successful? No, here's

Katy: the craziest thing. So we're, we have a curriculum, we're, we're switching curriculums, like, this is the last year with it, and I don't know what we're using the following year, and I hope it comes with some media and digital literacy, like.

units. Uh, but the one that we were currently using, uh, just have a media literacy unit. And I was really excited about it. I was like, Oh, perfect. Now we as a school didn't include that in the unit plan, but I was like, I'm going to, I'm going to do this anyway. I'm going to figure out a way to include it.

Well, I look at it and all of the articles, this is terrible. All of the articles are like Facebook articles, like on Facebook, Facebook. I'm like, if I were to give my students A media literacy unit that uses Facebook as its, like, base sources, article after article about Facebook. Now listen, totally, like, interesting, doable, like, the right skill, all of that stuff, sure.

But, like, my kids, they are going to make fun, they're going to make fun of it. They're going to make fun of it.

Andrea: They're going to be like, this is not relatable at all because, and so many of these kids, you know, and I will say I have more students at the college here that have a Facebook account that I expected far more.

And I always would ask them why I'm like, so what, what are you doing on Facebook? And they're like, contacting my parents and my grandparents. And I'm like, okay, that tracks. Yeah, that makes sense. So they do have it, but they don't trust the information from Facebook. You know, I think that's more of like our parents generation.

Kind of the, gosh, what would it be like, I guess boomers and, and what is it? We're millennials. So what, what's the in-between, uh, gen X. Gen X, gen X. Gen X, yeah. Which I don't think Gen X tends to believe the Facebook nonsense. Uh mm-Hmm. either. It's the boomers. Yeah. I think it's mostly the boomers and there's a lot of derision from like younger generations for that, that like, oh, that's just what you're seeing on Facebook and you're believing it.

And then in the same breath, they'll be like, you should see this thing I saw on TikTok though, and it's like. Like, but like, you realize it's not any more verified. It's not any better,

Katy: nope. At all. And like, so that's, that's what I mean. Like, so, so here's the thing about boomers. So boomers when they were growing up with, media, there was, like, an ethics code, there was, like, a bar that, like, journalists had to reach.

So then they just assumed that, like, Facebook had the same bar, like, the articles that were, like, popping up on their Facebook had the same bar, but, like, because it looked like all the media sources they were used to seeing over, you know, since 60s, 70s, 80s, whatever. Yeah. So there's, like, I almost, I don't want to say I want to excuse them, but, like, I understand that with the younger generations.

I feel like this is a 110 percent fault of the educational system. Like, I feel like we're at fault for not, like, 2010, we could have started making these changes in the classroom. And I feel like some places are doing it well. Some people are doing it, but like, and there's like this grassroots movement across America to kind of like prop up like, hey, like we need media and digital literacy.

And there are some states that are doing it, but like most aren't. And if they are like, Like, what are they even using? Like what curriculum? So I try, okay. So listen to this year, this is such a mess. So it was probably September and my students started talking about, well, you know, that's because it's the Illuminati.

I'm like, well, what do you mean the Illum, what? And now I have heard obviously the, the conspiracy Illuminati. I'm like, it is based in absolute truth. Like there was an Illuminati movement and then, but then like somewhere around I think it was like the 1960s. There was like a, like a purposeful chaos sewing movement like that was born like with the hippies.

And they like wanted to, this group of people wanted to like put this information out there and kind of like sew chaos. So like, They propped up this Illuminati, like, conspiracy, like, hey, all of these elites are doing X, Y, and Z. And then it just, like, became part of, like, the fabric and mythos of, like, our, you know, culture.

But, like, now, but then when the internet came about, it became, like, this bigger thing. Beyonce's in the Illuminati and Jay Z is in the Illuminati. But, like, if you ask my students, it's not, like, a cool, like, sort of, like, conspiracy theory. Like, wouldn't it be neat if these people were doing this? It is. Yeah, there's the Illuminati and they're controlling everything.

Oh, my gosh. And that is wild. It is wild. But I was like, well, wait a second, like, raise your hand, 100 percent of students raise their hand. I'm like, okay. I'm like, but you know, do you know this for a fact? And then I asked them that question I always ask, which is who benefits from this narrative? Like who is, who is benefiting from this?

And like that whole like thinking isn't there. So then I have to start from scratch, but I don't have a curriculum I can go to. So I'm like, I guess I'm making up my own. I'm like, it's nonfiction, so I could fit it easily with my nonfiction unit. I'm just like kind of doing my own thing, but like that takes time because you can't just give kids, you can't give anybody really just like an article that says, see, you're wrong, I'm right.

Like that's not how it works. Like it's like, let's think through this together and like try to figure out like how to learn about it or, or change our way of thinking or questioning what we're seeing. And, uh, so I started the unit and I'm like, yeah. Thinking I'm great. I am like, I found this article. I found this article.

These are the questioning that I'm like, going to get to the part of, you know, this unit where like the kids are like, Oh, okay. That aha, we always want with kids. And I'm like thinking I'm killing it. The kids are engaged. Everything's great. Day one, day two. So the day one I give them like a survey, like how many of you believe in this?

Like, Theory, 100% of 100 students are like, yes. So then we go through this day after day and I'm thinking, I'm killing it, killing it, killing it. Friday comes along, I give 'em this survey again. How many of you believe in this conspiracy theory? 100% of kids? Actually, that's not true. 99%. One kid was like, I don't believe this anymore.

That was it. I was like, I. But then I was like, I don't know how to teach it, right? Like I thought I was doing the right thing, but I think like I'm at this, I don't have these skills. Like to be able to like, you know, cause it's one thing to know it, it's another to like build it.

Andrea: Yeah. That is so wild to think about that like they are so entrenched in that level of conspiracy theory.

Cause like I, only know, like, vague things about what has been said about the Illuminati and all of that kind of stuff. Like, I'm not super familiar, but like you said, like, who benefits from this and all of that? It just, that is wild.

Katy: That is so wild. they're doing, guys? Oh, they're just, like, running things, making decisions in the world is their thing.

I'm like, well, how do you know someone's in it? Oh, when they have, like, this picture or use these colors or do this hand symbol or whatever it is. It's like, that's how you know. Oh. And that, I'm like, oh, okay. So like, but the proof, and there's, you know, that is the proof. And then they direct you, and I had students, I'm like, okay, bring me, where, like, walk me through your evidence.

And then it was just TikTok video, after TikTok video, after TikTok video of these, these really cool, like, Well done, sort of like music underneath it, and graphic, graphic, graphic. And like to the kids, like, you know, this is the proof. I'm like, okay, I see why you believe this, because it's really compelling.

Andrea: Yeah. And the production value to them equals a valid source. They're like, well, how well is the video created? There must be money behind it and research behind it, when it, that's not the case. I can do a great production path. Right. The TikTok studio

Katy: has a lot of

Andrea: magic. Oh my gosh. I, so I had a class that I taught for, uh, the, the university this year that was a social media class.

And one of the, one of the things I wanted us to grapple with is how social media impacts culture and our, like how we define truth. And so one of the things I had them do was I had them. There was a specific person, a non political person, I don't really want to say because people have such strong opinions about this person.

I'll tell you later, but but it's not a political, uh, person. Uh, but I had them go around campus and interview them, or interview the people on campus and ask them their opinion about this And famous person and write down, like, what their answers were and ask them why they felt that way. And ask them where they heard about that person doing XYZ or saying XYZ.

And pretty much across the board, they would interview people and these people would have very strong opinions about this person. And they would make all of these blanket statements about this person. But then when they asked like, okay, well, where did you hear this? It was always hearsay. It was always somebody else told me that this person is X, Y, and Z.

It wasn't really based on, oh, I heard, or I read like that. They said these things. It was all based on hearsay, what they heard on Tik TOK or on Instagram, mostly on Tik TOK. And it was. really good for my group and my class to kind of see, okay, well, here's like the cold hard facts. This is what was said by this person.

This is what everyone feels about this person now. Like if they had just seen what the person had said or wrote, would they feel that way? Or are they just being swayed by the fact that it's very popular to feel that way? And you know, in, in a university scenario, it's much easier to do that. Um, Because, you know, when I was teaching high school, I would not have tackled something quite that complex because parents on either side of that argument would for sure be pulling up.

And my goal is, like, I made it very clear to them, like, my goal is not to, like, make you think this person is great or make you think this person is evil. I just want you to actually come up with your own opinion. You know, one that's not just you mimicking what you're hearing online, but actually form your own opinion on, you know, The value that this person brings to, you know, the community and the world and, and all of that kind of stuff.

And it was really, really fascinating how I could tell they were like, getting to the place where they were like, Oh, yeah. Um, and I didn't, I should have, but I didn't do a survey at the beginning and the end on their, their opinion about that person. Um, I, I think I'm going to do that this next year cause I'm reteaching the class and I'll ask them at the beginning, like, what's your opinion about this person?

Cool. Like, where did you get that information? All of that because we, and we all do it. Um, and you mentioned a conspiracy theories. Uh, one of the conspiracy theories I have seen all over TikTok is the Helen Keller one. Um, I'm gonna have, uh, Rob share a video real quick of, uh, kind of the summary of what the perspective is.

Speaker 5: There's no way Helen Keller is real. The stories have to be fabricated. Deaf and blind, and she was racist. Against who? I don't know. So she was smelling n s.

Andrea: That right there, the fact that people are literally like, they're like, she doesn't exist. Like, I've heard because there was, um, statements about her like flying a plane.

Like, which, from what I gather, Like, the situation was like, she was like, in the plane and like, held it for a second or something. But like, people really strongly believe Helen Keller did not exist. Or, weirdly enough, mix her up with like, Anne Frank. Which is, I kid you not, I've had, like, so many times where students are like, wait, was, like, was that the one, like, in the attic?

And it's like, no, no, she, no, she, she was deaf and blind, like, no, that's a completely different story. Two amazing girls? Amazing. Amazing, incredible humans. And they just, they transpose them somehow, and I'm like, How do you, how, how do you mix those two up? I mean, it's a lack of paying attention. They're just really passively, yeah, absorbing information.

I just, I, cause I did a TikTok video, like responding to a student as if they were telling me that, that Helen Keller is not real. And I was blown away by how many comments I had that were like, no, she really isn't though. Shut up. And I'm like. You guys. Who benefits? What did you

Katy: do? Did you do a follow up video?

Like, who benefits? Yeah, but that's the question. Who benefits from pretending that there was a woman who was deaf and blind, who was extremely successful and wrote a bunch of books and did a bunch of things? Who benefits from that? From that lie?

I got nothing. It's just a really great story. I actually, I'm also, I'm familiar with that conspiracy. Uh, and I was like, and there's that, and it's like coming from like this place so that people can't believe that somebody, this is like a weird, like, I don't even know where I read this, but a woman who was saying like her belief was that perhaps this comes from a place of jealousy where somebody could be both deaf and blind and so successful.

And so it's like, well, how is that even possible when other people are not that successful? Like, yeah. Something like that. Like, it comes from a place. Like, our need to believe in conspiracies come from, like, something else.

Andrea: Yeah. Like, I can see and hear, and still, like, haven't written my book, you know? Like, I've not written a book and feel pretty salty about it.

Right. I'm a little upset about that piece. Like, how is that that she is, she was so much more successful and that's it.

Katy: With, like, yeah, with, yeah, exactly. That is what, and I'm like, maybe that is where this comes from. I don't even know. But, like, where did it start?

Andrea: Yeah, like who was the first person that was like told in class about this incredible, like inspirational person who overcame so much adversity, and they just went, nah.

Katy: No, no. But wait a second, here's her books, here's like, like here's this. No, no, don't believe it. That's made up. That's a great point. Like who was the first person to say no? The audacity with birds aren't real. I have students who believe that birds aren't real, but that comes from a very specific place.

And this is, and here is gets to a whole nother point. Ready? So, okay. So I'm in class and I'm talking about, I forget the conspiracy theory that like, whatever. And this was just a study. Well, somebody else was having a study hall in my class, my classroom. And the one, The teacher was like, well, they don't believe birds are, these are my students from last year.

They don't believe that birds are real. And I look and I'm like, what? And he's like, yeah. Have you ever seen a baby bird? So many times.

Andrea: I'm like, these poor kids living in the middle of a city are like, I've never seen an egg before. I've never seen an egg

Katy: before. I've never seen a baby. But I think if you were to ask my son, like, have you ever seen

So this is coming from a guy who joked, like it was a, it was a good joke. He like made a joke out of it and then kind of like went with that joke and then eventually was like, Hey guys, I'm just joking. But like now, and even though he came out saying like, Hey, I'm just joking. Birds are real. Too many people began to follow that.

And then now it's just like, in the fabric of information. And that was just a part of like, yes, I know. But like, we can't make jokes anymore. That's my point. We can't joke anymore. Like, there's no, there's no room for jokes.

Andrea: Because people just take it as like, actual fact and truth. No more jokes. There's no, no more jokes.

We need to be living in a humorless society. That's right. Yeah, that'll, that'll fix it all. That is insane to me. I feel like that's probably a belief shared by, by kids that live in more, like, developed city areas, because, like, but even when I was living in Fallbrook, California, which is, like, very much, like, you know, not, not the middle of nowhere, we had, like, mourning doves that would nest, and you would see the little baby birds, and all of that.

The government is very busy making birds, if all birds are not

Katy: real. Well, that's why I ask, I go, who benefits from, Making up words. They're like, well, they're the spies. Is that what they're tracking? Spanish. I was like, okay. Well, that's from a Black Mirror episode, I believe. Yeah. Right? Like, or some version of that.

I think maybe there were bees, whatever it was. Um, whatever it was, it comes from Black Mirror. But like, again, like you mixing this, like, Fact and fiction and against a model.

Andrea: And also, the low key narcissism that like, that the government is creating that many robot birds to watch you play video games in your room and eat Cheetos is insane.

Like,

Katy: we're not, they don't actually care that much for guys. We are not that interesting to the government.

Andrea: We are, and there's not enough people working for the government to analyze. I mean, AI exists now, so they could probably analyze it that way, but, um, okay, so we're going to go for a quick break and then I'm going to have Katie share some, some sports opinions and sports facts with us.

So. We will be right back.

Welcome back to Those Who Can't Do, and Katie, you are a sports expert and know everything about sports. Sportspert. Sportspert. Excellent.

Speaker: Sportspert.

Andrea: Since you are a TikTok sports girlie. Mm hmm. Um, And I now work at Indiana State, which I'm wearing, I'm wearing the Indiana State shirt today. Gotta rep the college.

Um, and recently a very sad thing happened, uh, which I think in one of your TikToks, you maybe even talked about our sweet baby angel, Robbie Avila, who is at Indiana State. He, he was, they called him like cream Abdul Jabbar because he's Like 6'6 and does not look like an athlete, I think is what most people would say, but just crushed it on the court, like absolutely crushed it.

And he was amazing. And we had him, we had a great starting lineup of basketball players. Like it was just incredible watching them play. Um, and then the end of the year came and every single one got poached and are now at a different school because they've decided to start paying all of the college players.

Yep. Like I, okay, I'm sure your husband has opinions about this. What, like, what has he kind of said? Because from my perspective, I've never been a part of a community that rallied behind the ISU basketball team like they did this year. Like, the downtown Terre Haute, they had painted windows. Robbie, like, there were kids wearing Robbie Avila jerseys, dressed up, got his glasses, like, like, one kid sharpied, like, Robbie's tattoo on his arm.

Like, it was so, fun and sweet to see. And it was the best season ISU has had since Larry Bird was here. So it's like massive. And then at the end of the year, because like very recently, I think they made this big shift into paying college players and now they're all gone. And

Katy: like, we're so screwed. And like, what are you going to do?

Who's on the team next year?

Andrea: Yeah, exactly. All new people because Indiana State is a public university. And so when they decided they were going to start paying all of these players, essentially, they said, like, okay, if you're a small state school that can't afford to pay a freshman player a lot of money, you might get one Cinderella year.

And then everyone else is going to get poached for these massive universities. Yep. Like,

Katy: it's really frustrating for I get it. Like on one hand, I know that when You know, before, what is the rule called? That's what I mean. Like, I did do a video on this. Uh, I forget what it's called. Whatever it's called, where this, with the student athletes, yeah.

So, before that, you know, you're using these students, like, talent and their likeness, and they're getting nothing from it. They're not allowed to, like, have a brand deal, I think. Like, all of this stuff was, like, not allowed. And then now, all of a sudden, it's completely flipped. And you have kids making millions upon millions of dollars.

And it's, like, I don't know, I feel like there has to be a balance in between.

Andrea: Yeah, well,

Katy: the pendulum went,

Andrea: you

Katy: know,

Andrea: crazy. And like, I don't blame the players. Like, I don't blame Robbie Avila for leaving because like, and first of all, I've, I've heard he's very sweet, very good guy, but I heard he got offered like 350k to play at another school and I'm like, yeah, bye.

Like, you're making more. Almost making more than the president of the university. Mm-Hmm. . Yeah. Yes. I bet you are gonna go take that opportunity. Especially because you don't know what's gonna happen between now and if you're gonna get into the NBA. What if you have an injury, like you better Mm-Hmm. like, and actually make point.

Katy: It's like, and you don't even know if you're gonna get, because you have like some really great athletes that may not ever make into the pros. Yeah. And so it's like, get your bag now while you can't. Right. But that, but also now you have the talent consolidated. Right? Mm-Hmm. . all over the, like, in certain places and then everywhere else it's just sort of stuck.

Andrea: And I, I wonder what that is going to mean for high schoolers if, you know, I think about the students that I worked with in high school whose dreams were to then go and play college ball. And The chance now for some of them to so quickly get out of poverty and to, like, have more money than, you know, they or their families even have ever seen, like, is that going to be a net positive for these kids and an opportunity?

Um, like, I just think it happened and I don't actually know how quickly it happened. It feels like the change happened very quickly. And I'm wondering if there are going to be any supports for these, like, young athletes who are now in college and making six figures, like,

Katy: I think there is. I think I, I saw that somewhere or heard that somewhere where this is also coming with like, uh, like help on the back end.

Like, hey, like this is how we need to set you up for like financial success moving forward. Like you're not just being thrown this money and then, or it's being paid out like over short of time. I did read that somewhere, but I don't know the details on it. Yeah. And hopefully some places, not all, but I did see that.

Yes. Okay, good. Yeah, because

Andrea: that would be insane. It would be insane. Like that amount of money is, is wild anyways, but then on top of that to be like 18, 19, 20 years old and all of a sudden have all these opportunities. And on the other side of, um, of the, the basketball and sports in Indiana, Caitlin Clark, she plays for.

Indianapolis. So she is like in my backyard and that's all I, I don't know if it's just my algorithm because I watch every video that she comes up in. Are you seeing a lot of like Caitlin Clark and um, what's the, the other girl's name? Angel Reese. Yes. And Angel Reese. Like it's all that my feed has now.

And I've never watched WNBA before. Like

Katy: never a day in my life. I think this is great. I think this is like the positive. And like, people, I think people are surprised that there's so much drama surrounding it, but I'm like, what? There's drama in every sport. Every sport, always. Always. And like, the girls are just playing.

Like, they would still be playing like this, even if we didn't know there were these games going on, which is what it was last year, you know, two years ago. Exactly. I love the attention that they're bringing to it. I just think that Caitlin Clark is so cool. And then Angel Reese, like. I just, I love her. I love everything about her and I like when they play each other and like, all of that kind of like, stuff goes down.

One girl that was also a rookie just recently got hurt and I'm like, I actually felt really emotional for her. Cameron, um, she just like, got tore her ACL and like,

Andrea: uh

Katy: huh. Yeah. And it's like, Are you freaking kidding me? Like, you live your whole life at this moment, but this goes back to getting paid in college.

Like, imagine, like, well, first of all, these female athletes, like, they are not getting paid a lot from the WNBA, right? Like, I don't know what their salary is, but it's not all that much. So, like, these brand deals or what they made in college is actually, like, you know, a boost for them. Um, but like, here she is, her, like, I'm sure she'll Can you imagine?

Her season, I believe, is Probably Don? Has to be. Yeah, has to be.

Andrea: ACL takes a while to heal. Well, and, uh, so I do know Kaitlyn Clark, I believe, when she signed on, makes about 70, 000. That's insane! It is, but I will say the WNBA does not actually make any money. They have, they have, like, at this point, and so I do, like, I want to advocate so hard and be like, pay them more, and I think it's gonna come, but the WNBA doesn't make any money yet.

And so I'm like, okay, well, that's hard to argue, like, it's hard to be like, pay them millions when they're, yeah,

Katy: like, okay, well,

Andrea: we need to start, yeah, we need to start buying tickets, guys. Like, if we really believe they should get paid. Like, let's start going to the games then, like, we can't have it both ways.

They've

Katy: been selling out stadiums now, so I think, like, and I wonder, like, where does that money go? Like, is that, like, just go back into the salaries? I don't even know. Is it going to next year's salaries? Like, I don't know. But like, all of the stadium sellouts now has to be doing something. But like, it's like a momentum that I hope continues.

as opposed to like, you know, slowing down or people like becoming tired of it. And I think also there's like a WNBA channel, a specific channel that plays all the games, and it was like 35 to subscribe to that channel. So like there was a movement going around for a while that's like, all right, well, you say you support this, you support the sport, buy this channel.

Yeah, actually

Andrea: support the sport. And

Katy: I legitimately don't like sports. So like, I'm like, I would love to support this, but I also know that I'm not. I support the idea of it. I support the idea of it. I support other people getting, you know, watching it all. Yeah. But I'm personally not going to watch a basketball game.

I,

Andrea: yeah. But

Katy: I like, love it for that. I think I will.

Andrea: Like, yeah. I say, I think so. I watched Yes, I would go. I would for sure go to a game, and I live really close, so I need to actually go to a game and support Kaitlyn Clark. Girl, like an hour. It's very, very close. So I need to actually, yeah, put my money where my mouth is and actually, I know, and take my daughter because my daughter would be so hyped.

It's so funny because my husband hated basketball for the longest time because he played football in high school and Indiana is where he grew up. And so it was really tough for him to be a football player in a basketball state. And so he, uh, is slowly coming over to the side of, like, enjoying watching basketball and stuff because we went to the ISU games and all of that.

But it would be really, really fun to take my daughter to see, like, Katelyn Clark play. And I did just hear recently that, um, Katelyn Clark signed a deal with, um, See, this is terrible. We talk about information literacy, and then I don't have any, I can't cite any of my sources. I feel like I said five things today where I

Katy: was

Andrea: like, I

Katy: don't know who said this, but

Andrea: go ahead.

But we're being, we're being very honest that we don't know. Check us. Please, guys, please fact check us. This whole segment of us talking about sports, fact check everything we said because we clearly don't know what we're talking about.

Speaker 6: Not a single thing has been accurate. I guarantee you.

Andrea: It's not a single thing.

We've got a lot of opinions, but that's about it. Get our information from TikTok. I heard that she got a, um, a deal, like a sneaker deal, that is one of the biggest ones that has been done since Jordan's, right? I have also heard that, yes. Which, uh, Ugh, I, I hope that's true. I hope she gets buckets of cash.

And I would fully buy, like, some Katelyn Clark

Katy: sneakers. A thousand percent. One hundred percent. One hundred percent. And that's the weird thing is, like, I don't necessarily want to see a game. But, like, I Don't wear the

Andrea: shoes.

Katy: Ow. Wear the shoes.

Andrea: You know what? We could both get the shoes and then we could head down to the basketball courts for a pickup game. Together.

Speaker 6: Like, I don't even want to do

Andrea: that. Doesn't that sound like a fresh hell to just go

Speaker 6: to

Andrea: a court and be like, hi, strangers. I would love to show you how medium bad I am at

Speaker 6: basketball.

You might be medium bad. I am. Low bat. Like, I'm real bad.

Andrea: Well, I've never played. Can you imagine? Like, we would show up and we wouldn't understand, like your, like your husband said, like there's all of, like everyone just knows how to be and we don't,

Katy: we don't know how to be

Andrea: at all.

Katy: No. We

Andrea: would ruin everything.

Katy: They would leave. They'd be like, who has the easy girls? Well, I

Speaker 6: heard on the internet

Katy: that this is just a

Speaker 6: very welcoming community.

Andrea: Right. I'm here for the community. They'd try and like check the ball before playing and we would just take it and just go and like, uh, don't, don't throw the ball at me. I don't actually want you

Speaker 6: to give me the ball.

I just wanted to wear the shoes.

Andrea: I played basketball in high school. Like I was a pretty decent. Okay. So I was at a very small Christian school where my graduating class was like 50 some people. Right. That's small. So, I was captain of the varsity basketball team, but keep in mind, keep in mind the world's smallest pond, being the best female basketball player in the world's smallest pond is not actually that good.

Speaker 6: When

Katy: you went to bed last

Speaker 6: night, you were feeling good. I was feeling great.

Andrea: I was so good because we also only played other teeny tiny private games. Christian or Catholic or Jewish parochial schools. Like that was it. That was our pool. So we were like, I, there were some games. I really, I put some points up.

It was pretty impressive. Yeah. You

Katy: were the Caitlin Clark of, where'd you go? I was the

Andrea: Caitlin Clark of the regional Christian schools in Vista, California. Let me tell you. Nobody else holds that title, just you. Just, just me. And I, I mean, I did one time I had my own little rivalry too, cause there was one girl.

who I came down from a rebound and I stuck my elbow out and I broke her nose. I was violent. Yeah. It wasn't on purpose. Was that a flagrant

Speaker 6: foul?

Andrea: I don't think I actually got called on a foul because I was quick with it, but See, this is what it was. You had the special refs. You had special treatment. Yeah, clearly, because I was Caitlyn Clark of Yeah, they knew that you were Caitlyn Clark, and then you said it.

Katy: So, I mean, good for you. So you actually do play, so you know how many minutes a basketball game is, for example.

Andrea: Okay, but did you know that the boys and the girls are different? Because I did not. There's four quarters in the girls, and in the guys it's two halves. And so we went, see that face, we went, I think that's right, again, fact check for you guys because it's been a minute, it may have changed, it's been a long time since high school, but I went to the, I went to the ISU game and I'm waiting for them to like have the break after the quarter and they just kept going and I was like, I'm like, Wait, what?

You're like, is somebody gonna blow a whistle? This is ridiculous. Guys, this is like really long, and I think it's like two 20 minute halves? Is that wrong? I don't know. Did you look at me? Were you looking at me for that answer? Okay, Rob is helping me. It's two halves in college and four quarters in prose.

Does Rob know that off the top of his head, or is he Googling it? He's probably Googling it, honestly. He said he knew it off, he knew it. Don't, we gotta give Rob all of the, all the props. Good job, Rob. So there we go. Now we know. So college, why is college different? That's so weird. I don't know. Also, other fun facts.

Okay, so there was like the big March Madness bracket, right, that like everyone wants to get into. ISU didn't get an invite. We got snubbed, which, burn everything down to the ground, right? Rude. But then they have another tournament that's like a lesser tournament, and we were invited to that one. March Sadness?

It's kind of what it was, I forget what the, what the bracket's called, but it's like, if you didn't get invited to the cool one, you got to be in like the B team bracket, and that's what we were in. They do crazy things, like, they, for part of it, they changed where the three point line was, like, they just moved it, just to see.

Why? I don't know, like, they were like, this is just, it's, it's a post season thing just to see how we like it. And I'm like, that's crazy.

Katy: What? Oh, this is like, it's like when we're teaching and they're like, hey, fourth, fourth RP, you guys are going to teach this new unit. We're just going to see how we like it for next year if we like this, like, approach.

Exactly. Okay. It was that.

Andrea: It was very strange. And so. The three points were not going well, but I think maybe that was the point. I don't know. It's like, also, in addition to the fact you don't get to do real March Madness, we're going to put you in March Sadness, and we're going to change for the three point madness.

I hope you guys don't mind. Yeah, I hope you don't mind, but also, we don't care, because you didn't get invited to the cool club, so. Yeah.

Katy: So, like, you guys are, beggars can't be choosers. Beggars are losers, though.

Andrea: Exactly. But at the same time, like, you're still taking our best people and poaching them to the cool stuff.

I'm sorry about that. Yeah. This has been Sports Talk with Andrea King. I'm not saying nothing about sports.

Speaker 6: No definitive thing was stated. I think we just talked for 20 minutes and knew nothing definitive. Right before you, like, land a point, you know, like you feel good here. Our plane was just like hovering above it like, I'm gonna land this one because I don't know if I'm right.

Andrea: She should pull right back up. So go back around. Oh my gosh, that's right. So, uh, please fact check everything we shared because none of it is, um, completely based in fact, but lots of opinions from us. This is a real time

Katy: lesson on me digital Literacy.

Andrea: Yeah, we were testing you guys. It was a test. Did you believe anything we said?

Did you believe anything? Because if

Katy: so,

Andrea: shame on you. Shame on you for believing us. Um, speaking of people believing us, uh, I also get viewer submissions to ask us questions. And so I have a question for you, which is actually perfect since you are an English 11. teacher. And this person says they're looking for ideas for an English 11 culminating project.

My kids are small groups, so learning disabilities with some English language learners mixed in, and they are so over testing. So she doesn't want to do like a big test. They need a way to show their knowledge and hard work that excites them. I'm fairly new and I've seen ideas for portfolios, but it feels almost like giving up.

I want them. Yeah, there is some truth to that. I want them to feel excited to create something that shows how hard they have worked. I know that sounds idealistic and newbie ish, but my kids are pretty cool, so I think if they had the right project, they could get into it. I think there's,

Katy: like, this is, this is, the thing about this is that it has to be started in September, like, and oftentimes for culminating projects, we, like, think of it in RP4, and we're like, oh, shoot.

And then it does seem like you're just, like, throwing something at the wall, and the kids know when you've thrown something at them. A hundred percent. They're like, what is this? Am I actually being graded on this?

Andrea: Yeah, they're like, is there a rubric? And you're like, there will be. By the time I grade it, probably,

Katy: I'll have a rubric.

After I grade three or four of yours, then I'll have a rubric. When I determine where, what it looks like. Yeah, exactly. Um, but I think that this, one of the things that I think that really makes sense for this is like, if you think about it in the beginning, if you have them do something, I think from September to June, something that like they care about.

So like, let's say it's a school rule and it's like, Hey, now this needs a lot of thought, but like, Like, let's say they want to change, like, the uniform rule, or something about school lunch, or going out to lunch, any of those things. If they, like, throughout the course of the year can be, like, gathering information about this rule that they want to change, the logos, like, doing, like, um, you know, gathering, like, student perception, or talking to the administration, if they do that all, Of course, like, but they have to implement things that they're learning, like, if they just, like, learned how to, like, you know, do a chart in, like, Google Docs or whatever, like, Excel, like, then they have to incorporate that in the culminating project, but they're gathering that data throughout the year.

So all throughout the year, they're, like, They can still incorporate the skills that you're teaching them, but like the topic is something that really interests them that they want to change at the school, and, but then slash, not just at the school, there's some students who like have bigger issues that they want to like deal with, like I've had students like try to say like, I want to change this in our city, and it's like, okay, if you want to go to that big, like you know, gold and have at it, but like your project is then going to look like more broad.

But anyway, they could do that throughout the course of the year and then in, you know, in May, put it all together.

Andrea: Yeah, I think that's a really good idea. I feel like some, what's the name of it? Where you have like one day a week that is like for brainstorming that there's like a special term that people use for it.

It's like mastermind hour or something like, what is it called? I don't know. I haven't heard of it. You haven't? Oh my gosh. It's something like, It's basically an hour every week that is completely devoted to whatever their pet project, their passion project is, and it's completely creative and it's, like you said, like using the skills that they're learning in class, but it is a specific time set aside each week for them to work on that.

Speaker 3: Yeah, that's the only way it'll

Andrea: work. Exactly. Yeah. Um, for me, when I had English 11 and at the end had them do, because I much prefer project based learning to any kind of like multiple choice test, not for grading, but for like outcomes and all of that kind of stuff, multiple choices. So much easier. Way better to grade.

But,

Speaker 3: um,

Andrea: um, I would have students. If I wasn't looking at the whole semester, because like Katie said, I feel like if you're going to do something that's the whole semester, you will have had to start at the beginning of the semester. Beginning of the year. Exactly. Yeah. Depending on how far you want to go back with your students.

But for me, I would usually focus on the last unit and I would give them a choice board where they could. Yeah. They had the same like analytical goal for each of them, but they could show it in different ways. So I would have a student, usually it was like a novel study, so they could like create a soundtrack and then they had to explain why each of the songs related to like each of the symbols in the book.

Or I, they could do a, um, like tourism guide and then they had to explain the setting and like major, uh, places and why those are major places in the book. And so like, I, it kind of gave them some options to look and allowed them to use like their, you know, creativity and stuff. Um, but that tends to work a little bit better if you have a novel study.

And. If you have kids, you know, with different learning modalities and learning abilities and EL in there, um, it might be a little bit more challenging to have it with a novel study, but it really depends on the group of kids. So, yeah.

Katy: Yeah, I did, I do find that, like, when you put groups of students together, they have varying levels of, like interests and strengths anyway.

So even with the different learning modalities, like you can have a student who is less like really, like I've had students who are just doing the art, you know, like I'm just going to sit and do the art while the other kids are like typing up like whatever it is that they, you know, have learned or put together, whatever it is.

And so they're all three working or all four working on something different. And I do, I think that those are, those are fun. They also can. go off the rails. So, yeah, aggressively so. Really good rubric.

Andrea: Yeah. Ahead of time. Really good rubric. Ahead of time. Before you assign it. Which is a mistake I've made plenty of times where I'd be like, we're gonna, I have this great idea.

It literally just came to me five minutes before and they're like, how are we going to be graded? And I'm like, you know? Great question. You know what? It's mystery. With rigor. With rigor. With so much rigor. Yeah, a lot of rigor, and it's gonna be great, and you guys just need to fully commit to doing the absolute best you can.

Have I ever let you down?

Katy: Just trust me. Have I ever let you down in

Andrea: this classroom? No? That's the name of this episode, I think. Just trust me. Yes! That's actually Brooke's whole theme. The whole thing. Just trust me. But you told us not

Katy: to trust anything we hear.

Andrea: Wow. I know, irony. There we go. Critical thinking.

Um, okay. So something else I like to share is what some of the students have been up to of, uh, my, my followers, students. So something that I got submitted to me so many times over the past few weeks is kids making candy salads. Have you had this in your class? No, I have not. Like, every kid brings a bag of their favorite candy and then they put it in a big bowl and mix it up and then have, like, a salad and, like, take it and If this is a new thing, then I'm gonna see it next year.

100%. Yeah. It's apparently Or chips. Like, everyone brings their favorite chips and mixes it together. And that sounds like a sensory nightmare to me, to put a bunch of different flavors of chips in a bag. That's like mixing Skittles and M& M's together. No, thank you. Like, violent behavior.

Katy: On both ends. Are they putting, where, where are kids putting this?

Like, in bowls?

Andrea: I think in like a bowl, and then they're just partaking, like communion, just passing it around. They're

Speaker 6: just passing

Andrea: a

Speaker 6: bowl of, like, unwrapped candy around?

Andrea: Yes! And just, you know, partaking. I got nothing, man. But everyone's sending me pictures of, like, there was one where, like, kids had given a sign up list of all the different candies that were gonna be brought, and then another that was just a picture of a bowl of just, you know, All of those types of candy.

Katy: Now, are some candies are wrapped? Some candies are unwrapped? What's it look like? It's just,

Andrea: they're just raw dog in it. It's just chaos? There's no wrappers. It's just chaos. Anywhere. Yeah. It's just all raw candy just floating about. I just, you can tell that no one is paying attention to any kind of pandemic guidelines anymore.

They're like, pandemic's over, I guess. Let's go ahead and create new diseases, like, let's see how many diseases we can spread actually today. Today's

Katy: the day.

Andrea: Yeah.

Katy: No, I have not heard this. Yeah. It has not come to Philadelphia yet. Oh, good. It will. Yeah. I guarantee you. I can't wait. Especially if it's like a TikTok trend.

Andrea: Oh yeah, that's mostly, I've been seeing it, uh, on TikTok, along with the, I'm sorry for yapping cakes. Like, that has been sent quite a bit. Like, kids are bringing a cake to their teacher and with like a, a hastily frosting written note that says like, sorry for yapping or sorry we talk so much. Which I would love that cake.

Right? I know. I would love the cake and the apology. Would you eat the cake? Are you a teacher who eats the cake if a student brings it? Yes. Yes. Yeah, I will. I eat whatever food. I don't care if they made it from home either. Like, I am I love that. I assume you're a baker.

Katy: I'm like, you're a baker? Well, I just like chocolate, just so you guys know.

And like, that's, I will drop those hints, huh? Yeah, it's, it's my favorite thing. Do you know the students who obsessively watch cakes or brownies being made? Like, like when they have like their free time and they're right to the phones, right to the videos of cakes being made.

Andrea: Oh my gosh. No, I've seen them.

I had like a bunch of students that were really into tiny food making like, you know, like the teeny tiny and I cannot tell you why, but it enrages me that and Lego, like tiny Lego cooking where it's like you're pretending to cook something, but it's just someone playing with Legos. It's a, it's a whole thing on YouTube.

I do not know what you're saying. I don't like teeny tiny cooking demonstrations. They enrage me. Yeah. Yeah. Well, we all have our

Katy: particular triggers. Yeah,

Andrea: my triggers are teeny tiny cooking demonstrations. They make me mad. Or fake Lego cooking makes me really angry, and irrationally so.

Katy: Listen, and that's, and that's fine.

I'm trying to think, like, what is a particularly triggering thing for me? I don't know. I mean, Maybe conspiracy theories? That

Andrea: honestly fair.

Katy: Yeah. My kids thinking Kanye is a clone. Yeah.

Andrea: It's just wild to me. Yeah. Um, all right. Before I let you go, can you share what you're up to? Anything new you've got and where people can find you?

Katy: Yeah, sure. So you can find me on TikTok or Instagram and now YouTube at Katie Actually. K A T Y, which, fun fact, just side note, teacher story. When I was in the eighth grade, my name was spelled K A T I E. Well, all my life, it was K A T I E. And in the eighth grade, I was like, I don't know if that's what I want.

So I It's

Andrea: not who I am. I

Katy: don't think I'm an IE. I think I might be something else. So I started spelling my name K A D E E. And then on the next test, it was like K A Y T E. Like all C A D I E Y, all kinds of C A D E S. So finally, my eighth grade teacher was like, And I was just trying to see which Katie fit best.

And so my 8th grade teacher was like, Come here. Like everybody else like went to lunch and she was like, Katie, come here. And she had all of my papers laid out with various spellings on them. And she goes, pick a spelling. I was like, she goes, pick a spelling. I was like, okay, uh, that one. So

Speaker 6: I was like, K A

Katy: T Y.

I'm like, I could have, but the world was my oyster and I went with K A T Y.

Andrea: Right. Okay. And that was your moment. That was my moment. when I became Katie.

Katy: Uh, well, because my name is actually Catherine, I can spell Katie however I want. That was my rationale. I go, well, my name is Catherine, I can spell Katie however I want.

Yeah. And she was like, maybe, but let's go with one. So, and so anyway, I'm K A T Y, actually, uh, A C T U A L L Y. You did it Kaja. Did I do it? Yeah, you did it. And then, um, I don't know. I'm gonna do Olympic stuff this summer, I think, and then yay. You know, just

Andrea: my normal sports content. That's awesome. Yeah. I love it.

And you're on TikTok and Instagram? Yes.

Katy: TikTok, Instagram and YouTube. Technically I'm on Facebook, but I never post on there.

Andrea: Yeah.

Katy: Most people. Yeah.

Andrea: I, I po I just, you try reshare everything. I really try every time. But

Katy: when you, yeah, I have a. A tech question, but yeah.

Andrea: Okay.

Katy: I don't think we need it in your podcast, but yeah.

Andrea: All right. Well, Katie, thank you so much for coming on. This has been super, super fun. Guys, make sure you go find her at Katie Actually on all the platforms and we will be right back. Bye.

Welcome back to Those Who Can't Do. I hope you enjoyed my conversation with Katie. I very obviously enjoyed, uh, chatting with her. And, uh, just kind of discussing the insanity that it is being a teacher in today's information age where we just have so much information given to us from so many different sources and even, like, as people who are, you know, educated and really trying to be intentional about where we're getting our information, we just get so much thrown at us, it's really hard to kind of So, I hope it inspired you to maybe include a little something in your classes about

technology, information assessment, or technical skills. Something like that. I'm sure that there's some like very fancy curriculum y way of phrasing it, but it's for sure a skill that I think we all need to work on. Myself included, as you heard in the episode where we were like, wait, where did I hear this information?

And we were not fully able to always cite our sources. So good reflection for me as well. If you have thoughts about what we chatted about today, let Or you have suggestions about who you would like to have come on the podcast. You can contact me at educator, Andrea on Tik TOK or Instagram, or you can email us at Andrea at human dash content.

com. Or you can contact the human podcast family at human content pods. And thank you guys so much for leaving the reviews. It is so wonderful to hear those sweet, sweet things that you guys have said, including from, this is what makes me laugh, Culver T34 on Apple. Said neat, pretty neat, which concise. I love it.

If you want to catch the full video episodes every week They are up on YouTube at Educator Andrea And that means if you caught it on there, you would see that she was wearing my merch So you would really feel like you're a part of the conversation and when we get our Caitlyn Clark's You'll be able to see those too.

I'll have to like bring my foot up and actually Show you guys. So thank you so much for listening. I am your host, Andrea Forkham, and a very special thank you to our guest co host, Katie Kahn, not Han. Our executive producers are Andrea Forkham, Aaron Korney, Rob Goldman, and Shahnti Brooke. Our editor is Andrew Sims.

Our engineer is Jason Fertizo. Our music is by Omer Ben Zvi. Our recording location is the Indiana By College of Education. Um, to learn more about our Those Who Can't Do's program, disclaimer, and ethics policy, and submission and verification licensing terms, you can go to podcasterandrea. com. Those Who Can't Do is a human content production.

Thank you so much for watching. If you're like me and you're thinking, gosh, I really need more Those Who Can't Do in my life, You can start your binging right now by clicking on that playlist button right over there. New episodes are out every Thursday, so please subscribe and join us each week on YouTube and wherever you get your podcasts.