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In this episode, JoDee and Susan discuss the increasing emphasis on active and experiential learning methodologies with instructional designer Beth Haggenjos. Topics include: Shifts in the landscape of education What experiential learning is and why it's crucial for organizations aiming to enhance their training programs What active learning entails and how it can be effectively implemented What makes eLearning effective and engaging How to stay updated on the latest educational technologies Trends shaping the future of instructional design and eLearning In this episode's listener question, we're asked how to tell an employer you've recently been diagnosed as neurodivergent. In the news, employee engagement in the US fell to its lowest level in a decade in 2024. Full show notes and links are available here: https://getjoypowered.com/show-notes-episode-218-the-power-of-experiential-and-active-learning/ A transcript of the episode can be found here: https://getjoypowered.com/transcript-episode-218-the-power-of-experiential-and-active-learning/ To get 0.25 hour of SHRM recertification credit, fill out the evaluation here: https://getjoypowered.com/shrm/ (the SHRM credit code for this episode will expire on April 7, 2026) Become a member to get early and ad-free access to episodes, video versions, and more perks! Learn more at patreon.com/joypowered Connect with us: @JoyPowered on Instagram: https://instagram.com/joypowered @JoyPowered on Facebook: https://facebook.com/joypowered @JoyPowered on LinkedIn: https://linkedin.com/company/joypowered Sign up for our email newsletter: https://getjoypowered.com/newsletter/
In an age dominated by digital screens and instant gratification, the challenge of keeping children engaged in meaningful activities has never been more pressing. As parents juggle work and family responsibilities, the temptation to resort to screens for entertainment has become almost ubiquitous. However, this reliance on digital devices has raised concerns about children's physical and mental well-being, leading to issues such as obesity, stress, anxiety, and hyperactivity. In response to these challenges, innovative solutions are emerging that prioritize screen-free, active learning for children, aiming to foster their development in a holistic manner. One such solution is the concept of a screen-free game console called Spin and Play, designed to engage children physically and cognitively without the use of screens.Screen-Free, Active Learning for ChildrenThe innovative approach of the Spin and Play recognizes the importance of keeping children active while also stimulating their minds. The game console features a connected mat that children can control through simple pressure, encouraging physical movement and coordination. The inclusion of a rotating rod system allows children to manipulate direction and speed, promoting dexterity and mobility. This hands-on interaction not only makes the experience fun but also addresses the growing concern over sedentary lifestyles associated with excessive screen time.Moreover, the game console incorporates cognitive mini-games that challenge children with tasks such as mathematics, fostering multitasking abilities and critical thinking skills. By integrating educational elements into the gameplay, children are not only entertained but also engaged in learning that complements their physical activities. This dual focus on physical and cognitive development is crucial in an era where traditional educational methods are often overshadowed by digital distractions.Flexibility and ExpandabilityThe Spin and Play further evolves by linking the gameplay to storytelling and adventure. Each game is accompanied by a book that provides a narrative context, allowing children to immerse themselves in a world of imagination while participating in physical challenges. This integration of literature with interactive gameplay encourages reading and comprehension skills, reinforcing the idea that learning can be both enjoyable and dynamic. The use of artificial intelligence in crafting these stories adds an additional layer of engagement, ensuring that the adventures are not only entertaining but also educational.One of the most compelling aspects of this approach is its flexibility and adaptability. The pin and Play console can be tailored to various themes, from space exploration to environmental conservation, allowing children to explore diverse topics while remaining physically active. This versatility not only keeps the content fresh and engaging but also aligns with the educational needs of different age groups and interests. Schools and educational institutions are already recognizing the potential of such interactive learning tools, seeking to incorporate them into their curricula to enhance student engagement and learning outcomes.Conclusion: Screen-Free Playtime that TeachesIn conclusion, the shift towards screen-free, active learning for children is not just a trend; it is a necessary evolution in how we approach education and child development in a digital age. By prioritizing physical activity, cognitive engagement, and imaginative storytelling, Spin and Play offers a holistic approach to learning that addresses the multifaceted challenges of modern childhood. As we continue to navigate the complexities of parenting in a technology-driven world, embracing such alternatives can provide our children with the tools they need to thrive physically, mentally, and creatively.Interview by Marlo Anderson of The Tech Ranch.Sponsored by: Get $5 to protect your credit card information online with Privacy. Amazon Prime gives you more than just free shipping. Get free music, TV shows, movies, videogames and more. The most flexible tools for podcasting. Get a 30 day free trial of storage and statistics.
In an age dominated by digital screens and instant gratification, the challenge of keeping children engaged in meaningful activities has never been more pressing. As parents juggle work and family responsibilities, the temptation to resort to screens for entertainment has become almost ubiquitous. However, this reliance on digital devices has raised concerns about children's physical and mental well-being, leading to issues such as obesity, stress, anxiety, and hyperactivity. In response to these challenges, innovative solutions are emerging that prioritize screen-free, active learning for children, aiming to foster their development in a holistic manner. One such solution is the concept of a screen-free game console called Spin and Play, designed to engage children physically and cognitively without the use of screens.Screen-Free, Active Learning for ChildrenThe innovative approach of the Spin and Play recognizes the importance of keeping children active while also stimulating their minds. The game console features a connected mat that children can control through simple pressure, encouraging physical movement and coordination. The inclusion of a rotating rod system allows children to manipulate direction and speed, promoting dexterity and mobility. This hands-on interaction not only makes the experience fun but also addresses the growing concern over sedentary lifestyles associated with excessive screen time.Moreover, the game console incorporates cognitive mini-games that challenge children with tasks such as mathematics, fostering multitasking abilities and critical thinking skills. By integrating educational elements into the gameplay, children are not only entertained but also engaged in learning that complements their physical activities. This dual focus on physical and cognitive development is crucial in an era where traditional educational methods are often overshadowed by digital distractions.Flexibility and ExpandabilityThe Spin and Play further evolves by linking the gameplay to storytelling and adventure. Each game is accompanied by a book that provides a narrative context, allowing children to immerse themselves in a world of imagination while participating in physical challenges. This integration of literature with interactive gameplay encourages reading and comprehension skills, reinforcing the idea that learning can be both enjoyable and dynamic. The use of artificial intelligence in crafting these stories adds an additional layer of engagement, ensuring that the adventures are not only entertaining but also educational.One of the most compelling aspects of this approach is its flexibility and adaptability. The pin and Play console can be tailored to various themes, from space exploration to environmental conservation, allowing children to explore diverse topics while remaining physically active. This versatility not only keeps the content fresh and engaging but also aligns with the educational needs of different age groups and interests. Schools and educational institutions are already recognizing the potential of such interactive learning tools, seeking to incorporate them into their curricula to enhance student engagement and learning outcomes.Conclusion: Screen-Free Playtime that TeachesIn conclusion, the shift towards screen-free, active learning for children is not just a trend; it is a necessary evolution in how we approach education and child development in a digital age. By prioritizing physical activity, cognitive engagement, and imaginative storytelling, Spin and Play offers a holistic approach to learning that addresses the multifaceted challenges of modern childhood. As we continue to navigate the complexities of parenting in a technology-driven world, embracing such alternatives can provide our children with the tools they need to thrive physically, mentally, and creatively.Interview by Marlo Anderson of The Tech Ranch.Sponsored by: Get $5 to protect your credit card information online with Privacy. Amazon Prime gives you more than just free shipping. Get free music, TV shows, movies, videogames and more. The most flexible tools for podcasting. Get a 30 day free trial of storage and statistics.
Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & UnitsIn this episode, we explore how math talks have transformed over time to maximize student learning. What started as a quiet, teacher-led process with random student responses has evolved into a dynamic and collaborative experience. By incorporating turn-and-talk strategies, student discourse, and whiteboards for modeling, classroom discussions have become more engaging and purposeful. We also discuss the impact of physical space—how moving students closer to the board fosters better participation and understanding. Tune in to hear how small shifts in structure and environment can lead to powerful math conversations!Key Takeaways:Moving beyond hand-raising to structured student discourse.Encouraging peer discussions before sharing with the whole class.Purposefully choosing student responses to deepen understanding.Helping students visually represent their math reasoning.Positioning students near the board for more engaged discussions.How minor changes in structure can lead to deeper learning. Love the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.
In this episode of Data In Biotech, Ross Katz interviews Naren Tallapragada, CEO and Co-founder of Tessel Bio, about his background in electrical engineering and physics and how personal circumstances led to him pivoting his focus to enter biotech and start Tessel Bio. Naren breaks down Tessel Bio's unique approach to drug discovery, which involves "reverse engineering" chronic diseases. Instead of starting with a potential drug and testing its effects, they begin with a clear picture of the disease itself—specifically, how it appears and behaves in the body. A key part of their method is using human organoids—tiny, lab-grown versions of human tissues—to closely replicate real diseases and see how different treatments interact with them. This “small data” approach is made substantially more efficient with the addition of active learning. Join us for a fascinating conversation about Tessel Bio's approach to finding cures for chronic diseases that impact hundreds of thousands of people every day. What You'll Learn in This Episode: Naren's journey into biotech and personal motivationUnderstanding Tessel Bio's approach to drug discoveryThe role of organoids in disease modelingData gathering and target identification strategiesActive learning in drug discovery at Tessel Bio Connect with Our Guest: Sponsor: CorrDyn, a data consultancyFind out more about Tessel Bio Connect with Naren on LinkedIn Connect with Us: Follow the podcast for more insightful discussions on the latest in biotech and data science.Subscribe and leave a review if you enjoyed this episode!
If you're struggling to keep people engaged and loyal in your product or business, check out my FREE gamification course to learn how to do just that: professorgame.com/freecommunity-web What if games could be more than just fun—what if they could transform learning itself? Our guest Dr. Mark Harvey brings a wealth of experience in integrating games into educational settings to this ongoing conversation on gamification. This conversation delves into practical strategies for enhancing classroom engagement and sharing stories that reveal the transformative potential of playfulness in education. Dr. Mark Harvey is an Associate Professor and Director of the MBA program at the University of Saint Mary. He is a co-editor of the volume Simulations in the Political Science Classroom: Games without Frontiers and the forthcoming book, Beating the Clock: The Power of Short Games and Active Learning. In addition to doing research on active learning and deploying games and simulations in his own classrooms, he has also assisted in simulations at the Command and General Staff College (CGSC) at Fort Leavenworth. He is also the author of Celebrity Influence: Politics, Persuasion, and Issue-Based Advocacy. Rob is a host and consultant at Professor Game as well as an expert, international speaker and advocate for the use of gamification and games-based solutions, especially in education and learning. He's also a professor and workshop facilitator for the topics of the podcast and LEGO SERIOUS PLAY (LSP) for top higher education institutions that include EFMD, IE Business School and EBS among others in Europe, America and Asia. Guest Links and Info Website: stmary.edu/_faculty_import_11-5/mark_harvey LinkedIn: Mark Harvey, Ph.D. TikTok: @drmaharvey Facebook: Mark Harvey X/Twitter: @DrMAHarvey Other: beyondprofit.weebly.com Links to episode mentions: Proposed guest: Ryan Gibb (Extended Diplomacy simulations) Derek Glasgow (Game on John Locke) John Lahey Jim Gasperini Recommended book: The Wizard of Oz by L. Frank Baum The Marvelous Land of Oz by L. Frank Baum Favorite games: Hidden Agenda Dungeons & Dragons Red Empire Lets's do stuff together! Get started in Gamification for FREE! LinkedIn Twitter Facebook Instagram TikTok YouTube Ask a question
In this episode of Two Middle School ELA Teachers, Shannon takes you through an engaging, hands-on activity called "The Great Nonfiction Scavenger Hunt"—perfect for introducing nonfiction to your middle school students. Say goodbye to zoning out during note-taking and hello to interactive stations that keep students moving, thinking, and learning. Shannon shares how she sets up six stations focused on key nonfiction concepts like text features, text structures, author's purpose, and more. Plus, she introduces the 3 Big Questions that will help students approach nonfiction texts with deeper thinking for the rest of the year.
In this episode of the H.E.A.R.T. Podcast, Dr. Xinnian Chen and Dr. Mark Graham discuss the importance of trust in student engagement and buy-in, particularly for STEM education. They highlight the transformative power of human connection in fostering meaningful learning outcomes and discuss the critical role of non-cognitive aspects of learning in classroom success. Dr. Chen shares her journey in integrating active learning while addressing the “content monster” and emphasizes the lasting impact of human connections in the classroom. Dr. Graham reflects on his work with high-achieving students and how those experiences shaped his approach to trust-building and engagement for undergraduate STEM education. This conversation provides educators with actionable strategies to create inclusive, supportive environments that enhance student learning and well-being. Join us for this inspiring dialogue about the transformative power of trust in education.
ทักษะที่จำเป็นในอดีตอาจไม่เพียงพอสำหรับอนาคต ปี 2025 เป็นช่วงเวลาที่องค์กรและบุคคลต้องเตรียมพร้อมรับมือกับความท้าทายใหม่ ๆ ด้วยการพัฒนาทักษะที่ช่วยสร้างความได้เปรียบทางการแข่งขันและเสริมศักยภาพการทำงาน หนึ่งในวิธีการสำรวจและพัฒนาตัวเองให้สอดคล้องกับอนาคต คือการทำความเข้าใจ 10 ทักษะสำคัญที่ได้รับการยอมรับว่าเป็นหัวใจของความสำเร็จในปี 2025 แต่ละทักษะเหล่านี้ไม่ได้เป็นเพียงเครื่องมือในการทำงานเท่านั้น แต่ยังเป็นตัวช่วยในการพัฒนาความคิดสร้างสรรค์ การวางกลยุทธ์ และการปรับตัวให้เหมาะสมกับสภาพแวดล้อมที่เปลี่ยนแปลงตลอดเวลา ตัวอย่างเช่น ✦ Key Learnings 1. ทักษะการคิดด้านนวัตกรรมเชิงวิเคราะห์ (Analytical Innovation) —การคิดวิเคราะห์ที่ลึกซึ้งและการสร้างนวัตกรรมใหม่ ๆ เป็นหัวใจของการแก้ไขปัญหาและสร้างคุณค่าให้กับองค์กรในยุคที่ข้อมูลมีบทบาทสำคัญ 2. ทักษะการเรียนรู้เชิงรุก (Active Learning and Learning Strategy) —การเรียนรู้อย่างต่อเนื่องและการใช้กลยุทธ์ในการเรียนรู้ช่วยเพิ่มความยืดหยุ่นและเตรียมพร้อมสำหรับการรับมือกับความรู้ใหม่และทักษะที่เปลี่ยนแปลง 3. ทักษะการแก้ปัญหาที่ซับซ้อน (Complex Problem Solving) —ความสามารถในการรับมือกับปัญหาที่มีความหลากหลายและซับซ้อนเป็นสิ่งสำคัญสำหรับการสร้างผลลัพธ์ที่ยั่งยืนและช่วยให้องค์กรเดินหน้าได้อย่างมั่นคง
Dr Miriam Cabrita has done her bachelor's and master's degrees at NOVA School of Science and Technology in Portugal, and her PhD in biomedical engineering in University of Twente Then she has worked at Roessingh Research and Development Center in Netherlands for 8 years coordinating and managing EU research projects related to eHealth. Teaching also courses on Physical Activity, Digital Health and Virtual Coaching at the University of Twente. She has acted as a Board Member for 5 years in International Society for the Measurement of Physical Behaviour (ISMPB). Currently she is working as a Chief Customer Officer at Fibion Inc. ___________ This podcast episode is sponsored by Fibion Inc. | Better Sleep, Sedentary Behavior and Physical Activity Research with Less Hassle --- Collect, store and manage SB and PA data easily and remotely - Discover ground-breaking Fibion SENS --- Learn more about Fibion Flash - a versatile customizable tool with HRV and accelerometry capability. --- SB and PA measurements, analysis, and feedback made easy. Learn more about Fibion Research. --- Fibion Helix – Ideal for large scale studies. Scalable and affordable with patented precision. --- Fibion G2 – validated data on sitting, standing, activity types, energy expenditure, with participant friendly reports. --- Learn more about Fibion Sleep and Fibion Circadian Rhythm Solutions. --- Fibion Kids - Activity tracking designed for children. --- Explore our Wearables, Experience sampling method (ESM), Sleep, Heart rate variability (HRV), Sedentary Behavior and Physical Activity article collections for insights on related articles. --- Refer to our article "Physical Activity and Sedentary Behavior Measurements" for an exploration of active and sedentary lifestyle assessment methods. --- Learn about actigraphy in our guide: Exploring Actigraphy in Scientific Research: A Comprehensive Guide. --- Gain foundational ESM insights with "Introduction to Experience Sampling Method (ESM)" for a comprehensive overview. --- Explore accelerometer use in health research with our article "Measuring Physical Activity and Sedentary Behavior with Accelerometers ". --- For an introduction to the fundamental aspects of HRV, consider revisiting our Ultimate Guide to Heart Rate Variability. --- Follow the podcast on Twitter https://twitter.com/PA_Researcher Follow host Dr Olli Tikkanen on Twitter https://twitter.com/ollitikkanen Follow Fibion on Twitter https://twitter.com/fibion Check our YouTube channel: https://www.youtube.com/@PA_Researcher
Stephen Kosslyn, Ph.D., previously was the Founding Dean and Chief Academic Officer at Minerva University. Before that, he was the director of the Center for Advanced Study in the Behavioral Sciences and Professor of Psychology at Stanford University. Prior to that, he was chair of the Department of Psychology, Dean of Social Science, and Lindsley Professor of Psychology at Harvard University. He also served as co-director of the Mind of the Market Lab at Harvard Business School and was on the staff of the Neurology department at Mass. General Hospital.
Jonas Hübotter, PhD student at ETH Zurich's Institute for Machine Learning, discusses his groundbreaking research on test-time computation and local learning. He demonstrates how smaller models can outperform larger ones by 30x through strategic test-time computation and introduces a novel paradigm combining inductive and transductive learning approaches. Using Bayesian linear regression as a surrogate model for uncertainty estimation, Jonas explains how models can efficiently adapt to specific tasks without massive pre-training. He draws an analogy to Google Earth's variable resolution system to illustrate dynamic resource allocation based on task complexity. The conversation explores the future of AI architecture, envisioning systems that continuously learn and adapt beyond current monolithic models. Jonas concludes by proposing hybrid deployment strategies combining local and cloud computation, suggesting a future where compute resources are allocated based on task complexity rather than fixed model size. This research represents a significant shift in machine learning, prioritizing intelligent resource allocation and adaptive learning over traditional scaling approaches. SPONSOR MESSAGES: CentML offers competitive pricing for GenAI model deployment, with flexible options to suit a wide range of models, from small to large-scale deployments. https://centml.ai/pricing/ Tufa AI Labs is a brand new research lab in Zurich started by Benjamin Crouzier focussed on ARC and AGI, they just acquired MindsAI - the current winners of the ARC challenge. Are you interested in working on ARC, or getting involved in their events? Goto https://tufalabs.ai/ Transcription, references and show notes PDF download: https://www.dropbox.com/scl/fi/cxg80p388snwt6qbp4m52/JonasFinal.pdf?rlkey=glk9mhpzjvesanlc14rtpvk4r&st=6qwi8n3x&dl=0 Jonas Hübotter https://jonhue.github.io/ https://scholar.google.com/citations?user=pxi_RkwAAAAJ Transductive Active Learning: Theory and Applications (NeurIPS 2024) https://arxiv.org/pdf/2402.15898 EFFICIENTLY LEARNING AT TEST-TIME: ACTIVE FINE-TUNING OF LLMS (SIFT) https://arxiv.org/pdf/2410.08020 TOC: 1. Test-Time Computation Fundamentals [00:00:00] Intro [00:03:10] 1.1 Test-Time Computation and Model Performance Comparison [00:05:52] 1.2 Retrieval Augmentation and Machine Teaching Strategies [00:09:40] 1.3 In-Context Learning vs Fine-Tuning Trade-offs 2. System Architecture and Intelligence [00:15:58] 2.1 System Architecture and Intelligence Emergence [00:23:22] 2.2 Active Inference and Constrained Agency in AI [00:29:52] 2.3 Evolution of Local Learning Methods [00:32:05] 2.4 Vapnik's Contributions to Transductive Learning 3. Resource Optimization and Local Learning [00:34:35] 3.1 Computational Resource Allocation in ML Models [00:35:30] 3.2 Historical Context and Traditional ML Optimization [00:37:55] 3.3 Variable Resolution Processing and Active Inference in ML [00:43:01] 3.4 Local Learning and Base Model Capacity Trade-offs [00:48:04] 3.5 Active Learning vs Local Learning Approaches 4. Information Retrieval and Model Interpretability [00:51:08] 4.1 Information Retrieval and Nearest Neighbor Limitations [01:03:07] 4.2 Model Interpretability and Surrogate Models [01:15:03] 4.3 Bayesian Uncertainty Estimation and Surrogate Models 5. Distributed Systems and Deployment [01:23:56] 5.1 Memory Architecture and Controller Systems [01:28:14] 5.2 Evolution from Static to Distributed Learning Systems [01:38:03] 5.3 Transductive Learning and Model Specialization [01:41:58] 5.4 Hybrid Local-Cloud Deployment Strategies
Active Learning yang dikembangkan Wieman, menyatakan bahwa cara belajar yang paling seru, adalah belajar aktif melalui interaksi dan kolaborasi. Yang menarik untuk belajar hal baru, otak ternyata perlu pemanasan tidak serta merta bisa menerima sesuatu yang belum ada "data"nya di kepala. Dan, setelah persiapan dimulai, otak juga akan bertanya, apakah pengetahuan baru ini perlu disimpan? Jika, keduanya tidak bisa dijawab, makan otak akan membuat pengetahuan-pengetahuan baru itu.
Artificial intelligence (AI) usage continues to grow, but many educators are still awaiting training on effective use of AI in the classroom. According to a survey from EdWeek, only 43% of educators surveyed had received any training on AI. If you're in the other 57%, or even just looking to learn more about AI and maybe take the fear out of this new technology, we're here to help. In this episode, we learn from AI expert and CEO, Joshua Wohle. Joshua is CEO at Mindstone, a practical AI training platform for non-technical people, helping them do more and better work, in less time, by using AI in their daily jobs. Previously, Joshua was a co-founder & CPTO at SuperAwesome, which became one of the biggest kids' technology companies in the world before being acquired by Epic Games. Together we dive into the reason Joshua decided to create Mindstone, and how his team is helping educators get more comfortable with AI technology. We discuss the rapid disruptions caused by generative AI, and how educators can and should use it as a tool in their classrooms. Plus, we learn about new resources to get your feet wet and how to make AI learning fun and low stress. If you're new to AI, or one of the many teachers looking for training about AI in the classroom, this is for you. Looking for more opportunities to learn about AI? Joshua recommends starting with Ethan Mollik's book, Co-Intelligence: Living and Working with AI and Stephen M. Kosslyn's book, Active Learning with AI. Check out Mindstone's tools and resources here: https://www.mindstone.com/. Learn more about our new Critical Career Skills Generative AI Foundations exam here: https://certiport.pearsonvue.com/Certifications/CCS/Certification/Certify/Generative-AI-Foundations. Connect with your fellow educators in our CERTIFIED Educator Community here: https://www.linkedin.com/groups/8958289/. Don't miss your chance to register for our annual CERTIFIED Educator's Conference here: https://certified.certiport.com/.
Send us a textWhat if the key to unlocking student potential lies in transforming traditional teaching methods? We explore this question with the innovator, Lauran Kerr-Heraly, Ph.D., from Houston Community College, who is revolutionizing classrooms through active learning, Project Based Learning (PBL), and gamification. Lauran shares her approaches that bring history to life, illustrating how smaller class sizes at her college provide the perfect environment for creative experimentation. Her techniques, including turning a classroom into an escape room, aim to inspire curiosity and prepare students for real-world challenges by enhancing critical thinking and teamwork.Tune in as we dissect the pivotal role of executive function skills in education and how the pandemic has magnified their importance. We debunk myths about students naturally mastering skills like time management and focus by the time they reach college. Instead, we emphasize the necessity of intentionally teaching these skills through PBL. This episode explains how breaking down tasks and understanding motivation can empower students to conquer academic and professional hurdles.Join us as we champion the power of partnerships and community in education. By gradually reducing the support students need, educators can cultivate a sense of ownership and self-sufficiency in learners. Lauran shares an inspiring success story of a student who thrived through a personalized oral history project, underscoring the transformative impact of individualized education.CONNECT WITH LAURANwww.linkedin.com/in/laurankerrheralywww.instagram.com/altering.coursewww.twitter.com/ProfessorLKH www.alteringcourse.com/freebies JOIN THE ONLINE PBL COMMUNITYhttps://magnifypbl.mykajabi.com/pmocSIGN UP FOR THE MAGNIFY LEARNING NEWSLETTERhttps://www.magnifylearningin.org/newsletter-sign-upSHARE A PBL WIN!www.pblshare.com ORDER THE BOOK PBL SIMPLIFIED (affiliate link)https://amzn.to/3VLsBtGSCHEDULE A PBL TRAINING WITH MAGNIFY LEARNINGhttps://resources.magnifylearningin.org/onsite-workshopsCHECK OUT RESOURCES MENTIONED ON THE PODCASTPBL Simplified Podcast LinksFOLLOW US ON SOCIAL MEDIARyan's Twitter (X)Ryan's LinkedInRyan's InstagramMagnify Learning Twitter (X)Magnify Learning FacebookMagnify Learning LinkedInMagnify Learning InstagramBOOK A MAGNIFY LEARNING DESIGN DAYS WORKSHOPhttps://www.magnifylearningin.org/design-days-sign-upSome of the links above are affiliate links which means we get a small commission on anything you purchase using that link (at no more cost to
Send us a textWhat if the key to unlocking student potential lies in transforming traditional teaching methods? We explore this question with the innovator, Lauran Kerr-Heraly, Ph.D., from Houston Community College, who is revolutionizing classrooms through active learning, Project Based Learning (PBL), and gamification. Lauran shares her approaches that bring history to life, illustrating how smaller class sizes at her college provide the perfect environment for creative experimentation. Her techniques, including turning a classroom into an escape room, aim to inspire curiosity and prepare students for real-world challenges by enhancing critical thinking and teamwork.Tune in as we dissect the pivotal role of executive function skills in education and how the pandemic has magnified their importance. We debunk myths about students naturally mastering skills like time management and focus by the time they reach college. Instead, we emphasize the necessity of intentionally teaching these skills through PBL. This episode explains how breaking down tasks and understanding motivation can empower students to conquer academic and professional hurdles.Join us as we champion the power of partnerships and community in education. By gradually reducing the support students need, educators can cultivate a sense of ownership and self-sufficiency in learners. Lauran shares an inspiring success story of a student who thrived through a personalized oral history project, underscoring the transformative impact of individualized education.CONNECT WITH LAURANwww.linkedin.com/in/laurankerrheralywww.instagram.com/altering.coursewww.twitter.com/ProfessorLKH www.alteringcourse.com/freebies JOIN THE ONLINE PBL COMMUNITYhttps://magnifypbl.mykajabi.com/pmocSIGN UP FOR THE MAGNIFY LEARNING NEWSLETTERhttps://www.magnifylearningin.org/newsletter-sign-upSHARE A PBL WIN!www.pblshare.com ORDER THE BOOK PBL SIMPLIFIED (affiliate link)https://amzn.to/3VLsBtGSCHEDULE A PBL TRAINING WITH MAGNIFY LEARNINGhttps://resources.magnifylearningin.org/onsite-workshopsCHECK OUT RESOURCES MENTIONED ON THE PODCASTPBL Simplified Podcast LinksFOLLOW US ON SOCIAL MEDIARyan's Twitter (X)Ryan's LinkedInRyan's InstagramMagnify Learning Twitter (X)Magnify Learning FacebookMagnify Learning LinkedInMagnify Learning InstagramBOOK A MAGNIFY LEARNING DESIGN DAYS WORKSHOPhttps://www.magnifylearningin.org/design-days-sign-upSome of the links above are affiliate links which means we get a small commission on anything you purchase using that link (at no more cost to
In this episode, my guest is Dr. Terry Sejnowski, Ph.D., professor of computational neurobiology at the Salk Institute for Biological Studies. He is world-renowned for exploring how our brain processes and stores information and, with that understanding, for developing tools that enable us to markedly improve our ability to learn all types of information and skills. We discuss how to learn most effectively in order to truly master a subject or skill. Dr. Sejnowski explains how to use AI tools to forage for new information, generate ideas, predict the future, and assist in analyzing health data and making health-related decisions. We also explore non-AI strategies to enhance learning and creativity, including how specific types of exercise can improve mitochondrial function and cognitive performance. Listeners will gain insights into how computational methods and AI are transforming our understanding of brain function, learning, and memory, as well as the emerging roles of these tools in addressing personal health and treating brain diseases such as Alzheimer's and Parkinson's. Access the full show notes for this episode at hubermanlab.com. Pre-order Andrew's new book, Protocols: protocolsbook.com Thank you to our sponsors AG1: https://drinkag1.com/huberman BetterHelp: https://betterhelp.com/huberman Helix Sleep: https://helixsleep.com/huberman David Protein: https://davidprotein.com/huberman LMNT: https://drinklmnt.com/huberman Joovv: https://joovv.com/huberman Timestamps 00:00:00 Dr. Terry Sejnowski 00:02:32 Sponsors: BetterHelp & Helix Sleep 00:05:19 Brain Structure & Function, Algorithmic Level 00:11:49 Basal Ganglia; Learning & Value Function 00:15:23 Value Function, Reward & Punishment 00:19:14 Cognitive vs. Procedural Learning, Active Learning, AI 00:25:56 Learning & Brain Storage 00:30:08 Traveling Waves, Sleep Spindles, Memory 00:32:08 Sponsors: AG1 & David 00:34:57 Tool: Increase Sleep Spindles; Memory, Ambien; Prescription Drugs 00:42:02 Psilocybin, Brain Connectivity 00:45:58 Tool: ‘Learning How to Learn' Course 00:49:36 Learning, Generational Differences, Technology, Social Media 00:58:37 Sponsors: LMNT & Joovv 01:01:06 Draining Experiences, AI & Social Media 01:06:52 Vigor & Aging, Continued Learning, Tool: Exercise & Mitochondrial Function 01:12:17 Tool: Cognitive Velocity; Quick Stressors, Mitochondria 01:16:58 AI, Imagined Futures, Possibilities 01:27:14 AI & Mapping Potential Options, Schizophrenia 01:30:56 Schizophrenia, Ketamine, Depression 01:36:15 AI, “Idea Pump,” Analyzing Research 01:42:11 AI, Medicine & Diagnostic Tool; Predicting Outcomes 01:50:04 Parkinson's Disease; Cognitive Velocity & Variables; Amphetamines 01:59:49 Free Will; Large Language Model (LLM), Personalities & Learning 02:12:40 Tool: Idea Generation, Mind Wandering, Learning 02:18:18 Dreams, Unconscious, Types of Dreams 02:22:56 Future Projects, Brain & Self-Attention 02:31:39 Zero-Cost Support, YouTube, Spotify & Apple Follow & Reviews, Sponsors, YouTube Feedback, Protocols Book, Social Media, Neural Network Newsletter Disclaimer & Disclosures
Visit us at shapedbydog.com "Just stop watching!" coming from Susan Garrett might surprise you, but I've got tips for mastering active learning when viewing dog training videos! Turn any training video into a powerful tool for success and discover how to get more out of dog training online with effective strategies to accelerate success for both you and your dog. In this episode you'll hear: • How to watch dog training videos with a clear purpose to boost your success. • The difference between recognition and recalling information, and why it matters for dog training. • Tips for breaking down training videos into actionable steps. • 3 steps I use for intentional learning. • Why focusing on one skill at a time can make a huge difference in your dog's progress. • What to watch for to make your training sessions more effective. Resources: 1. DogsThat YouTube Channel - https://www.youtube.com/@DogsThat 2. Podcast Episode 197: Outsmarting Distractions: How To Use Environmental Reinforcement in Dog Training - https://dogsthat.com/podcast/197/ 3. Podcast Episode 167: Reduce Your Dog's Stress And Anxiety In Training - https://dogsthat.com/podcast/167/ 4. Podcast Episode 245: Make Dog Training Easy! Quick Guide To Antecedent Arrangements - https://dogsthat.com/podcast/245/ 5. Podcast Episode 266: Hot Zone And Stays – How One Dog Training Nuance Can Fix Anxiety And Duration - https://dogsthat.com/podcast/266/ 6. Podcast Episode 89: Why Dogs Should Not Tug: The Truth Revealed - https://dogsthat.com/podcast/89/ 7. Podcast Episode 125: Why Isn't My Dog Learning What I'm Training? - https://dogsthat.com/podcast/125/ 8. Podcast Episode 131: How Would Susan Garrett Plan Your Dog Training Sessions? - https://dogsthat.com/podcast/131/ 9. Podcast Episode 119: The Rhythm Of Dog Training And How To End A Session - https://dogsthat.com/podcast/119/ 10. Podcast Episode 100: Dog Training: The Most Important Lesson I Can Share - https://dogsthat.com/podcast/100/ 11. Watch this Episode of Shaped by Dog on YouTube - https://youtu.be/SuwvDCye1LI
Class-Act Coaching: A Podcast for Teachers and Instructional Coaches
Send us a textUnlock the secrets of effective note-taking in our latest episode, promising to transform how students and educators grasp and retain information. Our engaging conversation with Donn Kirkwood, a senior leadership coach with a specialty in literacy, provides a treasure trove of practical strategies designed to boost understanding and retention in classroom settings. We explore the pitfalls of relying solely on technology, like snapping pictures of slides, and delve into the power of translating information into one's own words for a deeper learning experience.Discover innovative ways to enhance classroom discussions through diverse note-taking methods that encourage unique perspectives and peer interaction. We introduce dynamic activities such as "speed dating" and inner-outer circles, which create opportunities for students to share, validate, and refine their notes collaboratively. These approaches not only build confidence but also ensure that students are equipped to apply their notes to future learning situations, ultimately fostering mastery of the material.Experience the impact of active note-taking strategies on student learning and memory retention. We highlight the importance of repetition and experiential learning, introducing the three-column note-taking format that encourages summarization, reflection, and real-world application of key concepts. With these tools, educators can better prepare students for assessments and assignments, ensuring that knowledge is solidified in long-term memory. Delve into the intricate dance between cognitive processes and instructional coaching as we reveal insights from our discussion with Dawn, setting the stage for future dialogues on mastering cognition in education.Download Donn's Three-Column Notetaking handout. The Southern Regional Education Board is a nonprofit, nonpartisan organization that works with states and schools to improve education at every level, from early childhood through doctoral education and the workforce. Follow Us on Social: Facebook Instagram X
The idea of "loving others as you love yourself" as both a commandment and a reflection of self-perception. The depth of love and trust for others often mirrors one's self-acceptance, if someone struggles to fully trust or appreciate themselves, that difficulty can project outward, impacting relationships. This concept encourages self-improvement, suggesting that to positively influence the world around us, it is essential to first address and enhance inner perspectives and values.Humility is redefined here, not as self-deprecation, but as a path of growth and self-expansion. True humility involves recognizing that one is not as good as they could be and actively seeking improvement. This perspective encourages learning from those ahead while teaching those who follow, fostering a reciprocal and supportive community. The joy and societal value of helping others grow not only enriches personal life but also strengthens society as a whole.Highlights of the Podcast00:04 - Dr. Peterson's Influence on Self-Understanding01:08 - Love Your Neighbor as Yourself02:14 - Redefining Humility04:11 - Humility as Active Learning and Teaching05:13 - Joy in Helping Others06:21 - Biblical Teachings as Layers
In this solo episode of The Good Leadership Podcast, we explore the significant challenges and trends in organizational upskilling and management development. Charles shares knowledge from his career journey, insights on the importance of continuous learning, human-centered leadership, and the increasing value of soft skills. We also cover how IMS stands out with its highly customized and research-backed development programs that focus on practical application and long-term behavior change. Learn more about effective employee development programs in 2024 and understand how IMS creates lasting impact and skill retention for it's partner organizations. - Website and live online programs: http://ims-online.com Blog: https://blog.ims-online.com/ Podcast: https://ims-online.com/podcasts/ LinkedIn: https://www.linkedin.com/in/charlesagood/ Twitter: https://twitter.com/charlesgood99 Chapters: (00:00) Introduction (01:11) Challenges in Upskilling Teams (02:28) Trends in Management Development (03:58) Effective Employee Development Programs for 2024 (05:38) IMS's Unique Approach to Employee Development (06:02) Tailored Learning Experiences (06:18) Blended Learning Format (06:39) Collaboration with Global Thought Leaders (07:22) Focus on Practical Application (07:59) Ensuring Long-Term Retention (08:11) Learning Science and Habit Formation (09:07) Active Learning (09:37) Building Habits and Accountability (10:57) Conclusion
Transformative Bar Prep: Inside Celebration Bar Review In this episode, we explore Celebration Bar Review's innovative approach to bar exam preparation, tailored for repeat takers, foreign-trained attorneys, and non-traditional law students. The program's distinctive four-step method—Destination, Responsibility, Collaboration, and Movement—focuses on personalized strategies, community support, and practical application. Highlighting success stories like Cynthia's and Alex's, we demonstrate the program's effectiveness in fostering skills and confidence through the Fact Law Application Method. The episode also delves into the affordability, transparency, and lifetime pass guarantee of Celebration Bar Review, positioning it as a compelling choice for bar prep. 00:00 Introduction: Overcoming Bar Exam Challenges 00:35 Rethinking Bar Prep: The Celebration Bar Review Approach 01:26 Step 1: Defining Your Destination 02:33 Step 2: Taking Responsibility for Your Success 03:22 Step 3: The Power of Collaboration 04:39 Step 4: Movement and Active Learning 06:17 Comprehensive Course Structure 06:39 Affordability and Payment Plans 07:33 Lifetime Pass Guarantee 08:28 Innovative Essay Writing Approach 10:16 Ideal Students for Celebration Bar Review 11:24 Final Thoughts and Encouragement Watch the FREE, On-Demand Webinar here: Do Something Different Webinar
In this roundtable podcast episode, join Rex Miller and our panel as they explore how education environments are transforming in response to new needs and challenges. Our roundtable panel guests include:Audrey Metz, Manager of Furniture and Design at Washington UniversityMelissa Turnbaugh, Partner and National Education & Innovation Leader at PBKAmanda Costell, Interior Designer at the University of ToledoJudy Hoskens, Principal and Senior Planner at DLR GroupJoin the conversation as they dive into the impact of neurodiversity on education design, the shift towards flexible learning environments, and the challenge of fostering community in hybrid learning models. They discuss how libraries and student unions are becoming the new hearts of campus life and emphasize the importance of collaborative partnerships in addressing broader issues affecting students.Packed with thought-provoking insights and innovative ideas, this episode is a must-listen for educators, designers, and anyone passionate about the future of education.How are you reimagining educational spaces? Share your thoughts and join the conversation! Discover the Resilience Lab: https://ofs.com/imagine-a-place/podcast/the-resilience-lab Follow The Resilience Lab.Instagram: https://www.instagram.com/resiliencelabpodcast/LinkedIn: https://www.linkedin.com/showcase/80048242/Follow Rex Miller on LinkedIn. https://www.linkedin.com/in/rexmiller/ Get your copy of education-focused books authored by Rex Miller.Humanizing the Education Machine: How to create schools that turn disengaged kids into inspired learners. https://www.amazon.com/Humanizing-Education-Machine-Disengaged-Inspired/dp/1119283108/Whole: What teachers need to help students thrive.https://www.amazon.com/WHOLE-What-Teachers-Students-Thrive-ebook/dp/B0859NT635/ The Resilience Lab Podcast is an Imagine a Place Production.
Welcome to episode #946 of Six Pixels of Separation - The ThinkersOne Podcast. Here it is: Six Pixels of Separation - The ThinkersOne Podcast - Episode #946. Dr. Frederik Pferdt has spent his career helping some of the most creative minds at Google - and beyond - shape the future. As Google's first Chief Innovation Evangelist, he didn't just observe the future unfolding; he actively shaped it. Frederik founded Google's Innovation Lab, where he coached tens of thousands of Googlers in the art of innovation, fostering a culture that thrives on curiosity, empathy, and experimentation. His work has resonated far beyond Silicon Valley, with collaborations ranging from NASA to the NBA, and teaching stints at Stanford University that inspired a new generation of thinkers. In his book, What's Next Is Now - How to Live Future Ready, Frederik challenges the notion that the future is something we passively encounter. Instead, he invites us to see it as something we actively create. He distills his philosophy into six principles: optimism, openness, curiosity, experimentation, empathy, and something he calls "Dimension X" - the unique way each of us perceives the world. This isn't just a framework for surviving the future; it's a guide to thriving in it. During our conversation, Frederik dives into how these principles aren't just abstract concepts but actionable strategies that anyone can apply. He emphasizes that the future is crafted by the choices we make today, and by cultivating a "future-ready mindstate," we can turn ambiguity and uncertainty into opportunities. From collecting dots — ideas, experiences, and learnings — to connecting them in innovative ways, Frederik explains how we can stay ahead in a rapidly evolving world. Frederik also touches on the importance of predictive empathy, which helps us understand the potential consequences of emerging technologies, and how embracing uncertainty is crucial for personal growth. He shares insights on how to counter the cynicism that often accompanies aging by intentionally choosing curiosity and optimism. Our discussion explores the transformative power of mindfulness practices like silent meditation retreats and the value of experimentation in cutting through the hype of the present moment. Enjoy the conversation... Running time: 57:23. Hello from beautiful Montreal. Subscribe over at Apple Podcasts. Please visit and leave comments on the blog - Six Pixels of Separation. Feel free to connect to me directly on Facebook here: Mitch Joel on Facebook. Check out ThinkersOne. or you can connect on LinkedIn. ...or on Twitter. Here is my conversation with Dr. Frederik Pferdt. What's Next Is Now - How to Live Future Ready. Frederik's NextLetter. Follow Frederik on LinkedIn. Follow Frederik on Instagram. This week's music: David Usher 'St. Lawrence River'. Chapters: 00:00 - Introduction and Background. 02:10 - Creating a Future-Ready Mind State. 11:02 - The Power of Collecting Dots. 27:22 - Changing Our Relationship with the Future. 31:14 - Reflections on the Pace of Change. 33:13 - Shaping the Future through Present Choices. 35:43 - Embracing Uncertainty and Active Learning. 40:18 - Counteracting Cynicism with Qualities of Mind. 48:32 - Navigating the Hype and Trends of the Present. 57:17 - The Transformative Power of Silent Meditation Retreats.
Robbie Harris is a strategic communications and behavior change subject matter expert with over 25 years' experience working with local influencers, activists, civil society organizations, journalists, and senior stakeholders in Iraq, Syria, Africa, and Central America. She has designed and implemented successful programs for US DoD, DoS and USAID, and UK FCDO and MoD. She's the co-founder of a small international business; has worked for USAID-OTI; speaks Arabic, Spanish, and English, and has a M.A. in Arab Studies from Georgetown University.In the interview with Greg Olear, Harris discusses her background and how she got into her line of work, which involves strategic communications and behavior change. She shares her experiences working in Iraq and countering ISIS propaganda. The conversation also touches on the legacy of colonialism in the Middle East and its impact on the region today, the situation in Kurdistan, the proxy war in Syria, the refugee camp in Northern Syria, the growing stateless population, and the experience of living in Somalia and Niger. Finally, she shares her advice on messaging to US voters and warns about the potential consequences of a collapse of democracy and of civil war.Prevail is sponsored by BetterHelp. Get 10% off your first month at betterhelp.com/greg Subscribe to The Five 8:https://www.youtube.com/channel/UC0BRnRwe7yDZXIaF-QZfvhACheck out ROUGH BEAST, Greg's new book:https://www.amazon.com/dp/B0D47CMX17ROUGH BEAST is now available as an audiobook:https://www.audible.com/pd/Rough-Beast-Audiobook/B0D8K41S3T Would you like to tell us more about you? http://survey.podtrac.com/start-survey.aspx?pubid=BffJOlI7qQcF&ver=short
On this Student Spotlight: We've heard a lot about active learning, but what is it exactly? Danielle Clevenger, Ph. D. candidate in philosophy at the University of Wisconsin Madison, examines this question. Danielle (Dani) Clevenger is currently a Philosophy Ph.D. candidate at the University of Wisconsin-Madison. Her research spans a number of sub-disciplines in philosophy […]
In this week’s episode, Andrew Pudewa and Julie Walker give practical suggestions for keeping your students actively involved in learning. Encouraging discussions, allowing time for students to ask questions, and using props in the classroom are some of the ideas they share that can be applied to any teaching situation—from a homeschool to a classroom to music lessons. Be encouraged as the school year begins. Referenced Materials Association for Talent Development Nurturing Competent Communicators audio talk by Andrew Pudewa “In Retrospect: Heroes of Providence” article by Andrew Pudewa Andrew Pudewa at age 23, working with Dr. Suzuki If you have questions for Andrew, send them to podcast@IEW.comPerhaps your question will be answered at the next Ask Andrew Anything (AAA). If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com
James Anderson is an Australian-based international speaker, author, and educator passionate about helping people become better learners. In today's episode, we cover how to fast-track our improvement as swimmers, when and how to use feedback on our technique, as well how to develop the skill of learning for better results in our swimming, work and family lives. Tune in now! 02:53 Introduction to Learning and Learnership 04:27 Understanding the Difference: Being Taught vs. Learning 26:41 Different Levels of Learners 08:57 Differentiating Between Acceptable and Unacceptable Mistakes 12:05 Active Learning and Intentional Practice 14:56 Developing a Growth Mindset and Embracing Feedback 18:42 Transforming Feedback into Actionable Advice 24:32 Changing How You See Feedback 34:32 Comfort Zone vs. Learning Zone 38:25 Frustration as a Sign of Growth 45:43 Why Some Swimmers Get Faster Immediately, While Others Get Slower 47:20 Cultivating Habits of Mind 50:28 Get in touch with James!
Today Dr Ritcha Saxena returns to the podcast. She integrated virtual teaching methods into her educational approach, including online lectures, Zoom discussions, and virtual microscopy. Dr. Saxena was involved in a study analyzing pathology education in medical schools in the U.S. and other countries, focusing on curriculum content, teaching methods, and instructional time allocation. The study showed differences in pathology education between the U.S. and other countries, with more lecture hours and active learning strategies outside the U.S. We discuss the 2010 Carnegie Foundation report on medical education reform, emphasizing integration of basic sciences with clinical training and active learning strategies. She is currently working on integrating pathology into interprofessional education and writing a manual on AI's impact on medical education. Dr. Saxena is dedicated to promoting diversity, equity, and inclusion in healthcare education and has received recognition for her contributions in this area. Links for this episode: Health Podcast Network LabVine Learning Dress A Med scrubs Digital Pathology Club Pathology teaching in different undergraduate medical curricula within and outside the United States: a pilot study Group for Research In Pathology Education People of Pathology Podcast: Twitter Instagram
In this episode Sharona and Bosley reflect on one year of The Grading Podcast. From memorable moments and guests to LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!Grading Podcast Episodes mentioned in this episode (in the order they are mentioned):6 – The Anatomy of a Learning Outcome: An Interview with Joe Zeccola13 – Interim Grades: What do we do when we have to report “grades” in the middle of a term? With Joe Zeccola39 – Systemic Change – A Look at how Los Angeles Unified School District developed their new grading policy, based on Equitable Grading practices. With Joe Zeccola33 – An Interview with Dr. Thomas Guskey: A Journey through the History of Grading Reform Efforts4 – Grading for Growth: An Interview with Robert Talbert38 – Twenty+ Small Steps to Get Started with Alt Grading (Inspired by the recent blog post at Grading for Growth)18 – The Sportscaster of Alternative Grading: An Interview with Matt Townsley46 – Extinguishing the Fires within Assessment and Grading Reform: Welcoming Back Dr. Matt Townsley42 – Metacognition, Power Structures in the Classroom, what is reasonable to expect of students? An Interview with Dr. Theresa Gaines.36 – Teaching More by Grading Less (or Differently) – an Interview with Jeff Schinske, 10 years later32 – Active Learning and Alternative Grading: When Intentional Pedagogy and Intentional Assessment Truly Align31 -The Role of “Effort” or “Work” in an Alternative Grading Architecture and the Relationship with Due Dates
While there is compelling evidence that active learning results in increased student learning, these initiatives often face resistance from students and faculty. In this episode, Megan Mittelstadt and Leah Carmichael join us to discuss the active learning initiative at the University of Georgia that provides professional development for faculty, active learning training for students, and for the redesign of classroom spaces. Meg is the Director of the Center for Teaching and Learning at the University of Georgia. Leah is the Director of Active Learning, also at the University of Georgia. A transcript of this episode and show notes may be found at http://teaforteaching.com.
How did Jesus model active learning for us? Listen in to learn more.To read the original post, visit https://www.thedisciplemakingparent.com/the-godly-quality-of-active-learning/
Stephanie has a newfound interest in urban foraging for serviceberries in Chicago. Joël discusses how he uses AI tools like ChatGPT to generate creative Dungeons & Dragons character concepts and backstories, which sparks a broader conversation with Stephanie about AI's role in enhancing the creative process. Together, the hosts delve into professional growth and experience, specifically how to leverage everyday work to foster growth as a software developer. They discuss the importance of self-reflection, note-taking, and synthesizing information to enhance learning and professional development. Stephanie shares her strategies for capturing weekly learnings, while Joël talks about his experiences using tools like Obsidian's mind maps to process and synthesize new information. This leads to a broader conversation on the value of active learning and how structured reflection can turn routine work experiences into meaningful professional growth. Obsidian (https://obsidian.md/) Zettelkasten (https://en.wikipedia.org/wiki/Zettelkasten) Mindmaps in Mermaid.js (https://mermaid.js.org/syntax/mindmap.html) Module Docs episode (https://bikeshed.thoughtbot.com/417) Writing Quality Method docs blog post (https://thoughtbot.com/blog/writing-quality-method-docs) Notetaking for Developers episode (https://bikeshed.thoughtbot.com/357) Learning by Helping blog post (https://thoughtbot.com/blog/learning-by-helping) Transcript: JOËL: Hello and welcome to another episode of The Bike Shed, a weekly podcast from your friends at thoughtbot about developing great software. I'm Joël Quenneville. STEPHANIE: And I'm Stephanie Minn. And together, we're here to share a bit of what we've learned along the way. JOËL: So, Stephanie, what's new in your world? STEPHANIE: So, as of today, while we record this, it's early June, and I have started foraging a little bit for what's called serviceberries, which is a type of tree/shrub that is native to North America. And I feel like it's just one of those, like, things that more people should know about because it makes these little, tiny, you know, delicious fruit that you can just pick off of the tree and have a little snack. And what's really cool about this tree is that, like I said, it's native, at least to where I'm from, and it's a pretty common, like, landscaping tree. So, it has, like, really pretty white flowers in the spring and really beautiful, like, orange kind of foliage in the fall. So, they're everywhere, like, you can, at least where I'm at in Chicago, I see them a lot just out on the sidewalks. And whenever I'm taking a walk, I can just, yeah, like, grab a little fruit and have a little snack on them. It's such a delight. They are a really cool tree. They're great for birds. Birds love to eat the berries, too. And yeah, a lot of people ask my partner, who's an arborist, like, if they're kind of thinking about doing something new with the landscaping at their house, they're like, "Oh, like, what are some things that I should plant?" And serviceberry is his recommendation. And now I'm sharing it with all of our Bike Shed listeners. If you've ever wondered about [laughs] a cool and environmentally beneficial tree [laughs] to add to your front yard, highly recommend, yeah, looking out for them, looking up what they look like, and maybe you also can enjoy some June foraging. JOËL: That's interesting because it sounds like you're foraging in an urban environment, which is typically not what I associate with the idea of foraging. STEPHANIE: Yeah, that's a great point because I live in a city. I don't know, I take what I can get [laughs]. And I forget that you can actually forage for real out in, you know, nature and where there's not raccoons and garbage [laughs]. But yeah, I think I should have prefaced by kind of sharing that this is a way if you do live in a city, to practice some urban foraging, but I'm sure that these trees are also out in the world, but yeah, have proved useful in an urban environment as well. JOËL: It's really fun that you don't have to, like, go out into the countryside to do this activity. It's a thing you can do in the environment that you live in. STEPHANIE: Yeah, that was one of the really cool things that I got into the past couple of years is seeing, even though I live in a city, there's little pieces of nature around me that I can engage with and picking fruit off of people's [inaudible 03:18] [laughs], like, not people's, but, like, parkway trees. Yeah, the serviceberry is also a pretty popular one here that's planted in the Chicago parks. So, yeah, it's just been like, I don't know, a little added delight to my days [laughs], especially, you know, just when you're least expecting it and you stumble upon it. It's very fun. JOËL: That is really fun. It's great to have a, I guess, a snack available wherever you go. STEPHANIE: Anyway, Joël, what is new in your world? JOËL: I've been intersecting two, I guess, hobbies of mine: D&D and AI. I've been playing a lot of one-shot games with friends, and that means that I need to constantly come up with new characters. And I've been exploring what AI can do to help me develop more interesting or compelling character concepts and backstories. And I've been pretty satisfied with the result. STEPHANIE: Cool. Yeah. I mean, if you're playing a lot and having to generate a lot of new ideas, it can be hard if you're, you know, just feeling a little empty [laughs] in terms of, you know, coming up with a whole character. And that reminds me of a conversation that you and I had in person, like, last month as we were talking about just how you've been, you know, experimenting with AI because you had used it to generate images for your RailsConf talk. And I think I connected it to the idea of, like, randomness [laughs] and how just injecting some of that can help spark some more, I think, creativity, or just help you think of things in a new way, especially if you're just, like, having a hard time coming up with stuff on your own. And even if you don't, like, take exactly what's kind of provided to you in a generative AI, it at least, I don't know, kind of presents you with something that you didn't see before, or yeah, it's just something to react to. JOËL: Yeah, it's a great tool for getting unstuck from that kind of writer's block or that, like, blank page feeling. And oftentimes, it'll give you a thing, and you're like, that's not really exactly what I wanted. But it sparks another idea, which is what I actually want. Or sometimes you can be like, "Hey, here's an idea I have. I'm not sure what direction to take it in. Give me a few options." And then, you see that, and you're like, "Oh, that's actually pretty interesting." One thing that I think is interesting is once I've come up with a little bit of the character concept, or maybe even, like, a backstory element...so, I'm using ChatGPT, and it has that concept of memory. And so, throughout the conversation, it keeps bringing it back. So, if I tell it, "Look, this is an element that's going to be core to the character," and then later on, I'm like, "Okay, help me brainstorm some potential character flaws for this character," it'll actually find things that connect back to my, like, core concept, or maybe an element of the backstory. And it'll give me like, you know, 5 or 10 different ideas, and some of them can be actually really good. So, I've really enjoyed doing that. It's not so much to just generate me a character so much as it is like a conversation back and forth of like, "Okay, help me come up with a vibe for it. Okay, now that I have a vibe or a backstory element or, like, a concept, help me workshop this thing. And what about that?" And if I want to say, "It's going to be this character class, what are maybe some ways I could develop it that are unusual?" and just sort of step by step kind of choose your own adventure. And it kind of walking me through the process has been really fun. STEPHANIE: Nice. Yeah, the way you're talking about it makes a lot of sense to me how asking it to help you, not necessarily do all of it, like, you know, kind of just spit out something that you're like, okay, like, that's what I'm going to use, approaching it as a tool, and yeah, that's really fun. Have you had good experiences then playing with those characters [chuckles]? JOËL: I have. I think it's also really great for sort of padding out some of the content. So, I had a character I played who was a washed-up politician. And at one point, I knew that I was going to have to make a campaign speech. And I asked ChatGPT, "Can you help me, like...here are the themes I want to hit. Give me a, like, classic, very politician-sounding speech that sounds inspiring but also says nothing at the same time." And it did a really good job of that. And you can tell it, "Oh, that's too long. That's too short. I want three sentences. I want five sentences." And that was great. So, I saved that, brought it to the table, and read out my campaign speech, and it was a hit. STEPHANIE: Amazing. That's really fun. I like that because, yeah, I don't think...I am so poor at just improvising things like that, even though, like, I want to really embody the character. So, that's cool that you found a way to help you be able to do that because that just feels like kind of what playing D&D can be about. JOËL: I've never DM'd, but I could imagine a situation where, because the DMs have to improv so much, and you know what the players do, I could imagine having a tool like that available behind the DM screen being really helpful. So, all of a sudden, someone's just like, "Oh, I went to a place," and, like, all of a sudden, you have to, like, sort of generate a village and, like, ten characters on the spot for people that you didn't expect, or an organization or something like that. I could imagine having a tool like that, especially if it's already primed with elements from your world that you've created, being something really helpful. That being said, I've never DM'd myself, so I have no idea what it actually is like to be on the other side of that screen. STEPHANIE: Cool. I mean, if you ever do try that or have a DM experience and you're like, hmm, I wonder kind of how I might be able to help me here, I bet that would be a very cool experience to share on the show. JOËL: I definitely have to report back here. Something that I've been thinking about a lot recently is the difference between sort of professional growth and experience, so the time that you put into doing work. Particularly maybe because, you know, we spend part of our week doing client work, and then we have part of the week that's dedicated to maybe more directly professional growth: our investment day. How do we grow from that, like, four days a week where we're doing client work? Because not all experience is created equal. Just because I put in the hours doesn't mean that I'm going to grow. And maybe I'm going to feel like I'm in a rut. So, how do I take those four days a week that I'm doing code and transform that into some sort of growth or expansion of my knowledge as a developer? Do you have any sort of tactics that you like to use or ways you try to be a little bit more mindful of that? STEPHANIE: Yeah, this is a fun question for me, and kind of reminds me of something we've talked a little bit about before. I can't remember if it was, like, on air or just separately, but, you know, we talk a lot about, like, different learning strategies on the show, I think, because that's just something you and I are very into. And we often, like, lean on, you know, our investment day, so our Fridays that we get to not do client work and kind of dedicate to professional development. But you and I also try to remember that, like, most people don't have that. And most people kind of are needing to maybe find ways to just grow from the day-to-day work that they do, and that is totally possible, I think. And some of the strategies that I have are, I guess, like, it is really...it can be really challenging to, like, you know, be like, okay, I spent 40 hours doing this, and like, what did I learn [chuckles]? Feeling like you have to have something to show for it or something to point to. And one thing that I've been really liking is these automated check-ins we have at the end of the week. And, you know, I suspect that this is not that uncommon for just, like, a workplace to be like, "Hey, like, how did your week go? Like, what are some ways that it was successful? Like, what are your challenges? Like, where do you need support or help?" And I think I've now started using that as both, like, space for giving an update on just, like, business-y things. Like, "Here's the status of this project," or, like, "Here's, you know, a roadblock that we faced that took some extra time," or whatever. Then also being like, oh, this is a great time to make this space for myself, especially because...I don't know about you, but whenever I have, like, performance review time and I have to write, like, a self-review, I'm just like, did I do anything in the last six months [laughs], or how have I grown in the last six months? It feels like such a big question, kind of like you were talking about that blank page syndrome a little bit. But if I have kind of just put in the 10 minutes during my Friday to be like, is there something that was kind of just for me that I can say in my check-in? I can go back and, yeah, just kind of start to see just, like, you know, pick out or just pay attention to how, like, my 40 hours is kind of serving me in growing in the ways that I want to and not just to deliver code [laughs]. JOËL: What you're describing there, that sort of weekly check-in and taking notes, reminds me of the practice of journaling. Is that something that you've ever tried to do in your, like, regular life? STEPHANIE: Oh yeah, very much so. But I'm not nearly as, like, routine about it in my personal life. But I suspect that the routine is helpful in more of a, like, workplace setting, at least for me, because I do have, like, more clear pathways of growth that I'm interested in or just, like, something that, I don't know, not that it's, like, expected of everyone, but if that is part of your goals or, like, part of your company's culture, I feel like I benefit from that structure. And yeah, I mean, I guess maybe that's kind of my way of integrating something that I already do in my personal life to an environment where, like I said, maybe there is, like, that is just part of the work and part of your career progression. JOËL: I'm curious about the frequency. You mentioned that you sort of do this once a week, sort of a check-in at the end of the week. Do you find that once a week is about the right frequency versus maybe something like daily? I know a lot of these sort of more modern note-taking systems, Roam Research, or Obsidian, or whatever, have this concept of, like, a daily note that's supposed to encourage something that's kind of like journaling. Have you ever tried something more on a daily basis, or do you feel like a week is about...or once a week is about the right cadence for you? STEPHANIE: Listen, I have, like, complicated feelings about this because I think the daily note is so aspirational for me [laughs] and just not how I work. And I have finally begrudgingly come to accept this no matter how much, like, I don't know, like, bullet journal inspirational content I consume on the internet [laughs]. I have tried and failed many a time to have more frequency in that way. But, I don't know, I think it almost just, like, sets me up for failure [laughs] because I have these expectations. And that's, like, the other thing. It's like, you can't force learning necessarily. I don't know if this is, like, a strategy, but I think there is some amount of, like, making sure that I'm in the right headspace for it and, you know, like, my environment, too, kind of is conducive to it. Like, I have, like, the time, right? If I'm trying to squeeze in, I don't know, maybe, like, in between meetings, 20 minutes to be like, what did I learn from this experience? Nothing's coming out [laughs]. That was another thing that I was kind of mulling over when he had this topic proposed is this idea of, like, mindset and environment being really important because you know when you are saying, like, not all time is created equal, and I suspect that if, you know, either you or, like, the people around you and the environment you're in is not also facilitating growth, and, like, how much can you really expect for it to be happening? JOËL: I mean, that's really interesting, right? The impact of sort of a broader company culture. And I think that definitely can act as a catalyst for growth, either to kind of propel you forward or to pull you back. I want to dig into a little bit something you were saying about being in the right headspace to capture ideas. And I think that there's sort of almost, like, two distinct phases. There's the, like, capturing data, and information, and experiences, and then, there's synthesizing it, turning information into learning. STEPHANIE: Yes. JOËL: And it sounds like you're making a distinction between those two things, specifically that synthesis step is something that has to happen separately. STEPHANIE: Ooh, I don't even...I don't know if I would necessarily say that I'm only talking about synthesis, but I do like that you kind of separated those categories because I do think that they are really important. And they kind of remind me a lot about the scientific method a little bit where, you know, you have the gathering data and, like, observations, and you have, you know, maybe some...whatever is precipitating learning that you're doing maybe differently or new. And that also takes time, I think, or intention at least, to be like, oh, do I have what I need to, like, get information about how this is going? And then, yeah, that synthesis step that I think I was talking about a little bit more. But I don't think either is just automatic. There is, I think, quite a bit of intention involved. JOËL: I think maybe the way I think about this is colored by reading some material on the Zettelkasten method of note-taking, which splits up the idea of fleeting notes and literature notes, which are sort of just, like, jotting down ideas, or things you've seen, things that you've learned, maybe a thought you had when you read a particular paragraph in a blog post, something like that. And then, the permanent notes, which are more, like, fully formed thoughts that arise out of the more fleeting ones. And so, the idea is that the fleeting ones maybe you're taking those in a notebook if you're doing it pen and paper. You could be doing it in some sort of, like, daily note, or something like that. And then, those are temporary. They were there to just capture information. Later on, you process that, and then you can throw them out if you need to. STEPHANIE: Yeah, that makes a lot of sense. This has actually been a shift for me, where I used to rely a lot more on memory and perhaps, like, didn't have a great system for taking things like fleeting notes and, like, documenting kind of [inaudible 18:28] what I was saying earlier about how do I make sure that the information is recorded, you know, for me to synthesize later? And I have found a lot more success lately in that fleeting note style of operating. And thanks to Obsidian honestly, now it's so easy to be like, oh, I'm just going to open a quick new file. And I need as little friction as possible to, like, put stuff somewhere [laughs]. And, actually, I'm excited to talk a little bit more about this with you because I think you're a little bit different where you somehow find the time [laughs] and care to create your diagrams. I'm like, if I can, for some reason, even get an Obsidian file open, I'll tab to Slack. And I send myself a lot of notes in my just own personal DM space. In fact, it's actually kind of embarrassing because I use the Command+K shortcut to navigate to my own personal DMs, which you can get to by typing me, like, M-E. And sometimes I've accidentally just entered that into a channel chat [laughs], and then I have to delete it really quick later when I realize what I've done. So, yeah, like, I meant to navigate to my personal notes, and I just put in our team chat, "Me [laughs]." And, I don't know, I have no idea how that comes up [laughs], what people think is going on. But if anyone's listening to this podcast from thoughtbot and has seen that of me, that's what happened. JOËL: You may not be the only one who's done that. STEPHANIE: Thank you. Yeah [laughs], that's good to know. JOËL: I want to step back a little bit because we've been talking about, like, introspection, and synthesis, and finding moments to capture information. And I think we've sort of...there's an unspoken assumption here that a way to kind of turbocharge learning from day-to-day experience is some form of synthesis or self-reflection. Would you agree with that statement? STEPHANIE: Okay. This is another thing that I am perhaps, like, still trying to figure out, and we can figure it out together, which is separating, like, self-driven learning and, like, circumstance-driven learning. Because it's so much easier to want to reflect on something and find time to be, like, oh, like, how does this kind of help my goals or, like, what I want to be doing with my work? Versus when you are just asked to do something, and it could still be learning, right? It could still be new, and you need to go do some research or, you know, play around with a new tool. But there's less of that internal motivation or, like, kind of drive to integrate it. Like, do you have this distinction? JOËL: I've definitely noticed that when there is motivation, I get more out of every hour of work that I put in in terms of learning new things. The more interest, the more motivation, the more value I get per unit of effort I put in. STEPHANIE: Yeah. I think, for me, the other difference is, like, generative learning versus just kind of absorbing information that's already out there that someone else's...that is kind of, yeah, just absorbing rather than, like, creating something new from, like, those connections. JOËL: Ooh. STEPHANIE: Does that [chuckles] spark something for you? JOËL: The gears are turning in my head because I'm almost hearing that as, like, a passive versus active learning thing. But just sort of like, I'm going to let things happen to me, and I will come out of that with some experience, and something is going to happen. Versus an active, I am going to, like, try to move in a direction and learn from that and things like that. And I think this maybe connects back to the original question. Maybe this sort of, like, checking in at the end of the week, taking notes is a way to convert something that's a bit more of a passive experience, spending four days a week doing a project for a client, into something that's a little bit of a more active learning, where you say, "Okay, I did four weeks of this particular type of Rails work. What do I get out of it? What have I learned? What is something new that I've seen? What are some opinions I have formed, patterns I like or dislike?" STEPHANIE: Yeah, I like that distinction because, you know, a few weeks ago, we were at RailsConf. We had kind of recapped it in a previous episode. And I think we had talked about like, oh, do we, like, to sit in talks or participate in workshops? And I think that's also another example of, like, passive versus active, right? Because I 100%, like, don't have the same type of learning by just, you know, listening to a talk that I do with maybe then going to look up, like, other things this person has put out in the world, finding them to talk to them about it, like, doing something with the content, right? Otherwise, it's just like, oh yeah, I heard this talk. Maybe one day I'll remember it when the need arises [laughs]. I, like, have a pointer to it in my brain. But until then, it probably just kind of, like, sits there, and nothing's really happened with it. JOËL: I think maybe another thing that's interesting in that passive versus active distinction is that synthesis is inherently an act of creation. You are now creating new ideas of your own rather than just capturing information that is being thrown at you, either by sitting in a talk or by shipping tickets. The act of synthesizing and particularly, I think, making connections between ideas, either because something that, let's say you're in a talk, a speaker said that sparks an idea for yourself, or because you can connect something that speaker said with another idea that you already have or an idea that you've seen elsewhere. So, you're like, oh, the thing this person is saying connects to this thing I read in a book or something another speaker said in an earlier session, or something like that. All of a sudden, now you're creating these new bits of knowledge, new perspectives, maybe even new mental models. We talked about mental models last week. And so, knowledge is not just the facts that you absorb or memorize. A lot of it is building the connections between those facts. And those are things that are not always given to you. You have to create them yourself. STEPHANIE: Yeah, I am nodding my head a lot because that's resonating with, like, an experience that I'm having kind of coaching and mentoring a client developer on my team who is earlier in her career. And one thing that I've been really, like, working on with her is asking like, "Oh, like, what do you think of this?" Or like, "Have you seen this before? What are your reactions to this code, or, like this comment?" or whatever. And I get the sense that, like, not a lot of people have prompted her to, like, come up with answers for those kinds of questions. And I'm really, really hopeful that, like, that kind of will help her achieve some of the goals that she's, like, hoping for in terms of her technical growth, especially where she's felt like she's stagnated a little bit. And I think that calls back really well to what you said at the beginning of, like, you can spend years, right? Just kind of plugging away. But that's not the same as that really active growth. And, again, like, that's fine if that's where you're at or want to be at for a little while. But I suspect if anyone is kind of, like, wondering, like, where did that time go [laughs]...even for me, too, like, once someone started asking me those questions, I was like, oh, there's still so much to figure out or explore. And I think you're actually really good at doing that, asking questions of yourself. And then, another thing that I've picked up from you is you ask questions about, like, what are questions other people would have? And that's a skill that I feel like I still have yet to figure out. I'm [chuckles] curious what you think about that. JOËL: That's interesting because that kind of goes to another level. I often think of the questions other people would have from a more, like, pedagogical sense. So, I write a lot of blog posts. I write a lot of talks that I give. So, oftentimes when I'm creating that kind of material, there's a bit of an inner critic who's trying to, you know, sitting in the audience listening to myself speak, and who's going to maybe roll their eyes at certain points, or just get lost, or maybe raise their hand with a question. And that's who I try to address those things so that then when I go through it the next time, that inner critic is actually feeling engaged and paying attention. STEPHANIE: Do you find that you're able to do that because you've seen that happen enough times where you're like, oh, I can kind of predict maybe what someone might feel confused about? I'm curious, like, how you got from being, like, well, I know what I would be confused about to what would someone else be unsure or, like, want more information about. JOËL: Part of the answer there is that I'm a very harsh critic myself. STEPHANIE: [laughs] Yes. JOËL: So, I'm sitting in somebody else's talk, and there are probably parts where I'm rolling my eyes or being like, wait a minute, how did you get from this idea to this other thing? That doesn't follow. And so, I try to turn that back towards myself and use that as fuel to make my own work better. STEPHANIE: Yeah, that's cool. I like that. Even if it's just framed as, like, a missed opportunity for people to have better or more comprehensive understanding. I know that's something that you're, like, very motivated to help kind of spread more of [laughs]. Understanding and learning is just important to you and to me. So, I think that's really cool that you're able to find ways to do that. JOËL: Well, you definitely want to, I think, to keep a sort of beginner's mindset for a lot of these things, and one of the best ways to do that is to work with beginners. So, I spent a lot of time, back in the day, for example, in the Elm language chat room, just helping people answer basic questions, looking up documentation, explaining sort of basic concepts. And that, I think, helped me get a sense of like, where were newcomers to the language getting stuck? And what were the explanations of those concepts that really connected? Which I could then translate into my work. And I think that that made me a better developer and helped me build this, like, really deep understanding of the underlying concepts in a way that I wouldn't have had just writing code on my own. STEPHANIE: Wow, forum question answering hero. I have never thought to do that or felt compelled to do that. But I remember my friend was telling me, she was like, "Yeah, sometimes I just want to feel good about myself. And I remember that I know things that other people, like, are wanting to find out," and she just will answer some easy questions on Stack Overflow, you know, about, like, basic Rails stuff or something. And she is like, "Yeah, and that's doing my good deed [laughs]." And yeah, I think that it also, you know, has the same benefits that you were just saying earlier about...because you want to be helpful, you figure out how to actually be helpful, right? JOËL: There's maybe a sense as well that helping others, once more, forces you into more of an active mindset for growth in the same way that interrogating yourself does, except now it's a beginner who's interrogating you. And so, it forces you to think a little bit more about those whys or those places where people get stuck. And you've just sort of assumed it's a certain way, but now you have to, like, explain it and really get into some of the concepts. STEPHANIE: So, on the show, we've talked a lot about the fun things you share in the dev channel in our Slack workspace. But I recently discovered that someone (Was it you?) created an Obsidian MD channel for our favorite note-taking software. And in it, you shared a really cool tool that is available in Obsidian called mind maps. JOËL: Yeah, so mind maps are a type of diagram. They're effectively a tree structure, but they don't really look like that when you draw them out. You start with a sort of topic in the center, and then you just keep drawing branches off of that, going every direction. And then, maybe branches off branches and keep going as you add more content. Turns out that Mermaid.js supports mind maps as a graph type, and Obsidian embeds Mermaid diagrams. So, you can use Mermaid's little language to express a mind map. And now, all of a sudden, you have mind mapping as a tool available for you within Obsidian. STEPHANIE: And how have you been using that to kind of process and experience or maybe, like, end up with some artifacts from, like, something that you're just doing in regular day-to-day work? JOËL: So, kind of like you, I think I have the aspiration of doing some kind of, like, daily note journaling thing and turning that into bigger ideas. In practice, I do not do that. Maybe that's the thing that I will eventually incorporate into my practice, but that's not something that I'm currently doing. Instead, a thing that I've done is a little bit more like you, but it's a little bit more thematically chunked. So, for example, recently, I did several weeks of work that involved doing a lot of documentation for module-level documentation. You know, I'd invested a lot of time learning about YARD, which is Ruby's documentation system, and trying to figure out, like, what exactly are docs that are going to be helpful for people? And I wanted that to not just be a thing I did once and then I kind of, like, move on and forget it. I wanted to figure out how can I sort of grow from that experience maximally? And so, the approach I took is to say, let's take some time after I've completed that experience and actually sort of almost interrogate it, ask myself a bunch of questions about that experience, which will then turn into more broad ideas. And so, what I ended up doing is taking a mind-mapping approach. So, I start that center circle is just a circle that says, "My experience writing docs," and then I kind of ring it with a series of questions. So, what are questions that might be interesting to ask someone who just recently had experience writing documentation? And so, I come up with 4,5,6 questions that could be interesting to ask of someone who had experience. And here I'm trying to step away from myself a little bit. And then, maybe I can start answering those questions, or maybe there are sub-questions that branch off of that. And maybe there are answers, or maybe there are answers that are interesting but that then trigger follow-up questions. And so I'm almost having a conversation with myself and using the mind map as a tool to facilitate that. But the first step is putting that experience in the center and then ringing it with questions, and then kind of seeing where those lead. STEPHANIE: Cool. Yeah, I am, like, surprised that you're still following that thread because the module docs experience was quite a little bit a while ago now. We even, you know, had an episode on it that I'll link in the show notes. How do you manage, like, learning new things all the time and knowing what to, like, invest energy and attention into and what to kind of maybe, like, consider just like, oh, like, I don't know, that was just an experience that I had, and I might not get around to doing anything with it? JOËL: I don't know that I have a great system. I think sometimes when I do, especially a more prolonged chunk of time doing a thing, I find it really worthwhile to say, hey, I don't want that to sort of just be a thing that was in my memory, and then it moves out. I'd like to pull out some more maybe practical or long-term ideas from it. Part of that is capture, but some of that is also synthesis. I just spent two weeks or I just spent a month using a particular technology or doing a new kind of task. What do I have to show for it? Are there any, like, bigger ideas that I have here? Does this connect with any other technologies I've done or any other ideas or theories? Did I come up with any opinions? Did I like this technology? Did I not? Are there elements that were inspirational? And then capturing some of that eventually with the idea of...so I do a sort of Zettelkasten-style permanent note collection, the idea to create at least a few of those based off of the experience that I can then connect to other things. And maybe it eventually turns into other content. Maybe it's something I hold onto for a while. In the case of the module docs, it turned into a Bike Shed episode. It also turned into a blog post that was published this past week. And so, it does have a way of coming back. STEPHANIE: Yeah. Yeah. One thing that sparked for me was that, you know, you and I spend a lot of time thinking about, like, the practice of writing software, you know, in the work we do as consultants, too. But I find that, like, you can also apply this to the actual just your work that you are getting paid for [laughs]. This was, I think, a nascent thought in the talk that I had given. But there's something to the idea of, like, you know, if you are working in some code, especially legacy code, for a long time, and you learn so much about it, and then what do you have to show for it [chuckles], you know? I have really struggled with feeling like all of that work and learning was useful if it just, like, remains in my memory and not necessarily shared with the team or, I don't know, just, like, knowing that if I leave, especially since I am a contractor, like, just recognizing that there's value in being like, oh, I spent an hour or, like, half a day sifting through this complex legacy code just to make, like, a small change. But that small change is not the full value of all of the work that I did. And I suspect that, like, just the mind mapping stuff would be really interesting to apply to more. It's not, like, just practical work, but, like, more mundane, I don't know, like, labor [laughs], if you will. JOËL: I can think of, like, sort of two types of knowledge that you can take out of something like that. Some of it is just understanding how this legacy system works, saying, oh, well, they have this user model that's connected to this old persona table, which is kind of unused, but we sometimes rely for in this legacy case. And you've got to have this permission flag turned on and, like, all those things that you had to just discover by reading the code and exploring. And that's going to be useful to you as long as you work in that legacy codebase, as long as you work through that path. But when you move on to another project, that knowledge probably doesn't serve you a whole lot. There are things that you did throughout that journey, though, that you can probably pull out that are going to be useful to you on other projects. And that might be maybe you came up with a new way of navigating the code or a new way of, like, finding how different pieces were connected. Maybe it was a diagramming tool; maybe it was some sort of gem. Maybe it was just a, oh, a heuristic, like, when I see a model, I like to follow the associations first. And I always go for the hasmanys over the belongstos because those generally lead me in the right direction. Like, that's really interesting insight, and that's something that might serve you on a following project. You can also pull out bigger things like, are there refactoring techniques that you experimented with or that you learned on this project that you would use again elsewhere? Are there ways of maybe quarantining scary code on a legacy project that are a thing that you would want to make more consistent part of your practice? Those are all great things to pull out of, just a like, oh yeah, I did some work on a, like, old legacy part of an app. And what do I have to show for it? I think you can actually have a lot to show for it. STEPHANIE: Yeah, that's really cool. That sounds like a sure way of multiplying the learning. And I think I didn't really consider that when I was first talking about it, too. But yeah, there are, like, both of those things kind of available to you to, like, learn from. Yeah, it's like, that time is never just kind of, like, purely wasted. Oh, I don't know, sometimes it really feels like that [laughs] when you are debugging something really silly. But yeah, like, I would be interested in kind of thinking about it from both of those lenses because I think there's value in what you learn about that particular system in that moment of time, even if it might not translate to just future works or future projects. And, like, that's something that I think we would do better at kind of capturing, and also, there's so much stuff, too, kind of to that higher level growth that you were speaking to. JOËL: I think some of the distinctions we're talking about here is something that was explored in an older episode on note-taking with Amanda Beiner, where we sort of explored the difference between exploratory notes, debugging notes, idea notes, and how note-taking is not a single thing. It can serve many purposes, and they can have different lifespans. And those are all just ways to aid your thinking. But being maybe aware of the kind of thinking that you're trying to do, the kind of notes you're trying to take can help you make better use of that time. STEPHANIE: I have one last question for you before we wrap up, which is, do you find, like, the stuff we're talking about to be particularly true about software development, or it just happens to be the thing that you and I both do, and we also love to learn, and so, therefore, we are able to talk about this for, like, 50 minutes [laughs]? Are you able to make any kind of distinction there, or is it just kind of part of pedagogy in general? JOËL: I would say that that sort of active versus passive thing is a thing that's probably true, just about anything that you do. For example, I do a lot of bouldering. Just going spending a lot of time on the wall, climbing a lot; that's going to help me get better. But a classic way that people try to improve is filming themselves or having a friend film themselves, and then you can look at it, and then you evaluate, oh, that's what I did. This is where I was struggling to get the next hold. What if I try to do something different? So, building in an amount of, like, self-reflection into the loop all of a sudden catalyzes that learning and helps you grow at a rate that's much more than if you're just kind of mindlessly putting time into it. So, I would go so far as to say that self-reflection, synthesis—those are all things that are probably going to catalyze growth in most areas of your life if you're being a little bit more self-aware. But I've found that it's been particularly useful for me when it comes to trying to get better at the job that I do every week. STEPHANIE: Yeah, I think, for me, it's like, yeah, getting better at being a developer rather than being, you know, a software developer at X company. Like, not necessarily just getting better at working at that company but getting better at the skill itself. JOËL: And those two things have a way of sort of, like, folding back into themselves, right? If you're a better software developer in general, you will probably be a better developer at that company. Yes, you want domain knowledge and, like, a deep understanding of how the system works is going to make you a better developer at that company. But also, if you're able to find more generic approaches to onboard onto new things, or to debug more effectively, or to better read or understand unknown code of high complexity, those are all going to make you much better at being a developer at that company as well. And they're transferable skills, so they're all really good things to have. STEPHANIE: On that note. Shall we wrap up? JOËL: Let's wrap up. STEPHANIE: Show notes for this episode can be found at bikeshed.fm. JOËL: This show has been produced and edited by Mandy Moore. STEPHANIE: If you enjoyed listening, one really easy way to support the show is to leave us a quick rating or even a review in iTunes. It really helps other folks find the show. JOËL: If you have any feedback for this or any of our other episodes, you can reach us @_bikeshed, or you can reach me @joelquen on Twitter. STEPHANIE: Or reach both of us at hosts@bikeshed.fm via email. JOËL: Thanks so much for listening to The Bike Shed, and we'll see you next week. ALL: Byeeeeeee!!!!!! AD: Did you know thoughtbot has a referral program? If you introduce us to someone looking for a design or development partner, we will compensate you if they decide to work with us. More info on our website at: tbot.io/referral. Or you can email us at: referrals@thoughtbot.com with any questions.
Khanh-Duc and Tasneem Dalal share active learning strategies to keep students engaged in the classroom, talking about graphic organisers, think-pair-share, and problem-based activities.
Unlock the Secrets of Leadership Mastery with Ed Mylett and David Novak! Leadership isn't just a role; it's a journey of constant learning and adaptation. This week, I'm excited to host David Novak, the legendary co-founder and former CEO of Yum! Brands, on a deep dive into the dynamics of transformative leadership. Together, we'll explore not just the fundamentals but the nuances that distinguish GOOD leaders from GREAT ones. Here's a sneak peek at what you'll discover in this episode: The synergy between Active Learning and effective action How to turn knowledge into results Why continuously seeking fresh ideas is crucial for leadership growth The critical role of creating a vibrant leadership culture within your organization Vision and recognition: How these elements fuel motivation and commitment among teams The real reasons talented employees might leave and how to address these issues proactively The transformative power of mentoring and coaching, and why storytelling remains a vital skill for every leader These insights are packed with actionable strategies that can help you elevate your leadership game, whether you're leading a family, heading a startup or steering a multinational corporation. Prepare to be inspired, learn profoundly, and start implementing the kind of leadership practices that not only drive success but also foster genuine admiration and loyalty. If you're committed to excelling in leadership, this episode is your roadmap to achieving excellence and influencing others positively. Get ready to transform your approach and cultivate a legacy of effective leadership! Learn more about your ad choices. Visit podcastchoices.com/adchoices
In this episode of the Celebrate Kids podcast, Dr. Kathy discusses the challenges of managing screen time as a parent. She explores the idea of using screen time as a tool for motivating children to complete tasks and responsibilities. Dr. Kathy addresses a parenting philosophy on screen time from a Newsweek article and offers insights on balancing screen time with educational benefits.
You don't need a multibillion-dollar supercollider to detect subatomic particles. In fact, you can build a working cloud chamber—a device capable of revealing the cosmic radiation and radon decay events that go on continuously around us—with just a block of dry ice, some rubbing alcohol, and a few objects you probably already have in your kitchen. What's more, constructing the cloud chamber only takes about an hour, making it an ideal project for an introductory physics class, for intellectually engaged nonscientists, or even for curious kindergartners (with some adult supervision!). In this interview, engineering professor Anne White discusses the pedagogical usefulness of such hands-on activities—and at the other end of the spectrum, she describes her enthusiasm for a much, much larger physics project, the decades-long effort to put nuclear fusion to practical use as a source of clean power for the world. The interview also touches on Prof. White's experience of mentorship, both as mentee in her youth and as mentor now, and on the formative influence of childhood toys in paving the way for the kind of creative goal-driven tinkering that nuclear scientists and engineers practice.Relevant Resources:MIT OpenCourseWareThe OCW Educator PortalProfessor White's faculty page22.011 Nuclear Engineering: Science, Systems and Society on MIT OpenCourseWareAnne White's article: Cloud Chamber Kit for Active Learning in a First-Year Undergraduate Nuclear Science Seminar Class (PDF)PBS NOVA video on making a kitchen cloud chamberMusic in this episode by Blue Dot Sessions Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn FacebookOn XOn InstagramOn LinkedInStay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter. Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep these programs going! CreditsSarah Hansen, host and producer Brett Paci, producer Dave Lishansky, producer Show notes by Peter Chipman
In episode 156 of the Lecture Breakers podcast, Dr. Barbi Honeycutt shares different ways you can use timelines to break up your lectures. Timelines can be used to help students organize information, enhance critical thinking skills, and assess learning. Learn the 7 benefits of using timelines as an active learning strategy and why you might want to use timelines in your lessons. Get 20+ creative ways to use timelines in your course. Get the show notes: https://barbihoneycutt.com/LB156
Robbie Harris is a strategic communications and behavior change subject matter expert with over 25 years' experience working with local influencers, activists, civil society organizations, journalists, and senior stakeholders in Iraq, Syria, Africa, and Central America. She has designed and implemented successful programs for US DoD, DoS and USAID, and UK FCDO and MoD. She's the co-founder of a small international business; has worked for USAID-OTI; speaks Arabic, Spanish, and English, and has a M.A. in Arab Studies from Georgetown University.In the interview with Greg Olear, Harris discusses her background and how she got into her line of work, which involves strategic communications and behavior change. She shares her experiences working in Iraq and countering ISIS propaganda. The conversation also touches on the legacy of colonialism in the Middle East and its impact on the region today, the situation in Kurdistan, the proxy war in Syria, the refugee camp in Northern Syria, the growing stateless population, and the experience of living in Somalia and Niger. Finally, she shares her advice on messaging to US voters and warns about the potential consequences of a collapse of democracy and of civil war.Prevail is sponsored by BetterHelp. Get 10% off your first month at betterhelp.com/greg Subscribe to the PREVAIL newsletter:https://gregolear.substack.com/aboutWould you like to tell us more about you? http://survey.podtrac.com/start-survey.aspx?pubid=BffJOlI7qQcF&ver=short
In Episode 147, host Kevin Patton reviews the highlights and events of the previous year in the world of The A&P Professor. He then turns to last year's predictions for teaching human anatomy and physiology to see if he was on the right track. Finally, predictions for the coming year are revealed. And lots of other stuff—this episode is two hours long, after all! 0:00:00 | Introduction 0:00:50 | Debrief: Topics, Stats, Reflections 0:21:28 | A Long, Long, Long Episode 0:23:05 | Debrief: More Reviewing & Reflecting 0:38:59 | Did I Get My Predictions Right? 0:50:22 | Textbook & Academic Authors Association 0:57:47 | Looking Ahead with New (Old) Predictions 1:10:49 | Brain Break 1:12:58 | A Couple More Predictions 1:24:50 | What's on TAPP? 1:26:20 | More New Predictions 1:44:47 | Let's Share 1:45:41 | Even More New Predictions 1:58:20 | Staying Connected ★ If you cannot see or activate the audio player, go to: theAPprofessor.org/podcast-episode-147.html
In this segment of a two-part episode, Rachel Collins and Hilary Collins share perspectives from HELIX 2023, the annual conference celebrating high expectations for students with low incidence disabilities. Rachel and Hilary also discuss resources available to educators and practitioners who support students who are Deafblind. Texas DeafBlind Project: txdeafblindproject.org PaTTAN Deaf-Blind Initiative: https://www.pattan.net/Disabilities/Deaf-Blind HELIX Conference: https://www.pattan.net/Training/Conferences/HELIX-Conference Rachel began her career as a teacher of the deaf/hard of hearing in 1998. She quickly fell into deafblind education and served as a self-contained teacher for students who are deafblind for 10 years and as an itinerant teacher of students who are deafblind for 12 years after that. She joined the Texas Deafblind Project in 2022 and is currently one of the Deafblind Education Consultants on the team. Hillary Keys is the Early Childhood Deafblind Education Consultant for the Texas Deafblind Project. She has worked as a classroom teacher, itinerant TVI/TDB, and Deafblind Specialist at a regional and statewide level. She is passionate about finding the best ways for children, especially those with complex needs, to interact, play, and experience joy. While she has diverse educational interests, Active Learning approach and early childhood development and learning are areas of strength. Hillary is the past chair of the Multiple Disabilities and Deafblindness Division of the Association for Education and Rehabilitation of Blind and Visually Impaired (AERBVI) and was also recognized by Texas AER with an award for her work in Active Learning. Visit our website at http://www.pattan.net
In this episode of the Crazy Wisdom Podcast, Stewart Alsop engages with senior data scientist Anand Divedi to delve deep into the facets of machine learning and AI's evolving capabilities. They discuss Anand's journey and insights into AI, particularly focusing on the freedom from execution boundaries brought by advancements in AI and large language models (LLMs). The conversation extends to the concept of 'human in the loop' learning, emphasizing the interdisciplinary approach to mimicking neural decision-making processes. Anand shares his initial foray into machine learning via financial surveillance to detect fraud utilizing AI to sift through massive data. They discuss the significance of teaching and learning for both AI models and humans, touching on aspects of cognitive pruning, memory, and how AI, much like the human brain, can 'forget' outdated information to make room for new learnings. The episode also introduces Haley Darden, who kicks off her segment on supervised learning, aiming to bridge the gap between technical AI concepts and everyday understanding. Together, they ponder over the future of AI in terms of model specialization versus generalization, and whether AI should or can forget information similar to human cognitive pruning. Check out this GPT we trained on this conversation Timestamps 00:41 Diving Deep with Anand Divedi: Exploring Machine Learning and Boundaries 01:23 The Evolution of Machine Learning: From Boundaries to Freedom 04:00 Bridging the Gap: Machine Learning for Technical and Non-Technical Minds 08:54 Human in the Loop: Merging AI with Human Decision-Making 10:20 From Financial Surveillance to AI: Anand's Journey into Machine Learning 14:13 Understanding AI: Parameters, Learning, and Growth 29:54 The Spiritual and Philosophical Dimensions of Learning and AI 37:28 Exploring Self-Reflection and Emotional Learning 38:12 The Role of Memory and Reflection in Learning 38:47 Introducing AI's Long-Term Memory and Reflection 39:10 Active Learning and the Structure of Self in AI 40:42 Welcoming Haley Darden and Discussing Supervised Learning 41:44 Breaking Down AI: From Basics to Complex Concepts 44:56 Understanding AI's Learning, Forgetting, and Trust Mechanisms 59:01 Concluding Thoughts and Future Directions Key Insights Breaking Boundaries in AI and Machine Learning: Anand Dwivedi shared a significant shift in his approach to AI, where he moved from conceptual boundaries to practical execution, experiencing a newfound sense of freedom. This reflects a broader trend in the AI field, where advancements in large language models (LLMs) and other technologies have drastically expanded the possibilities for innovation and application, enabling researchers and practitioners to explore new frontiers beyond traditional limitations. Human-in-the-Loop Learning: The conversation highlighted Anand's work in human-in-the-loop learning, emphasizing the integration of human decision-making processes within AI systems. This approach seeks to understand and replicate human reasoning in AI models, facilitating a symbiotic relationship where both humans and AI contribute to and enhance the learning process, thereby improving the accuracy and effectiveness of AI applications in real-world scenarios. The Evolution of AI through Large Language Models: Anand discussed the transformative impact of LLMs on his work, describing them as powerful tools for parsing and analyzing information. These models have revolutionized how AI can assist in structuring thoughts and accelerating research processes, showcasing the rapid development in AI's capabilities and the increasing sophistication of tools available to data scientists and researchers. The Importance of Frameworks in AI Learning: Throughout the podcast, the significance of frameworks in understanding and implementing AI was a recurring theme. Anand underscored the need for structured approaches to learning and applying AI, highlighting how frameworks can guide users in effectively leveraging AI capabilities, thus bridging the gap between technical complexity and practical usability. AI's Impact on Decision Making and Surveillance: Anand's insights into his career, particularly in financial surveillance, illustrated how AI can be pivotal in managing vast amounts of data to identify anomalies or fraudulent activities. This underscores AI's role in enhancing the efficiency and accuracy of decision-making processes in high-stakes environments, such as financial markets, where the ability to swiftly analyze and act on data is crucial. Neuroscience and AI: The discussion touched on the intersection of neuroscience and AI, with Anand exploring how AI models mimic neural processes. This comparison not only sheds light on the potential of AI to replicate human cognitive functions but also on the ongoing efforts to improve AI's learning and decision-making capabilities by understanding and emulating the complexities of the human brain. Future of AI and Ethical Considerations: The conversation ventured into the future trajectory of AI, including the ethical dimensions of AI development and application. Anand's dialogue with Hayley Darden in the latter part of the episode highlighted the challenges in ensuring AI's reliability and trustworthiness, addressing concerns such as AI hallucinations and the importance of developing robust mechanisms to evaluate and trust AI outputs, thereby ensuring AI's responsible and ethical integration into society.
Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast. Quotes from the episode Flexibility requires familiarity. -Kem Saichaie Oftentimes, at least at the research intensive level, we have this false comparison between STEM and non STEM types of teaching in classrooms. -Kem Saichaie At the heart of many active learning classroom design spaces is the concept of flexibility. -Kem Saichaie Resources A Guide to Teaching in the Active Learning Classroom, by Baepler, Walker, Brooks, Saichaie, and Petersen Students Put Teaching and Learning Complex to the Test, by Sudhiksha Shanbhag Kota Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities, by Gin, Guerrero, Cooper, and Brownell Various definitions to explore, when considering active learning spaces: pedagogical, physical, and psychological Design Justice Network Kem's namedrop.io Bonni's name-coach Sarah Silverman's workshops
One of the reasons that students are apathetic and disengaged is because they don't see the point or value in learning.We've talked in this short mini-series about apathetic students and disengagement and some real strategies and mindset shifts we can make as educators to reduce the burnout from these types of behaviors.We need a way to reignite our passion but also to intrinsically motivate students to see the value in life-long learning. Last week we talked about adding productive struggle to our classrooms to support students in building the life skills necessary, but this week, I want us to get into the nitty gritty of taking this a step farther and implementing project-based learning strategies that can transform the way students see the value in their education. Where we shift from the traditional 'sit and get' method to a more hands-on, minds-on approach where students aren't just passive recipients but active participants. That's why in today's episode, we chat with Dr. Diondraya Taylor, who is the founder adn CEO of Mindset & Milestones - a social enterprise that helps schools and youth organizations create real-world learning programs using project-based learning. They provide a weekly project newsletter for teachers and program development services for admin who want to take their schools to the next level. Dr. Taylor fell in love with entrepreneurial thinking through her roles with different startups, and this is where she recognized that applying problem-solving to the real world is an amazing tool for educators to encourage innovation and ambition in their students. Dr. Taylor is also a triple Bruin having graduated from UCLA with a B.S. in psychobiology and entrepreneurship, a Master's in Education, and a Ph.D. in Education and Organizational Change. Between her business and her research, she is committed to the preparation of youth for the future of work and transforming classrooms into spaces for real-world learning.HEAD OVER TO THE SHOW NOTES: teachingmindbodyandsoul.com/episode97
20 Minutes of Teaching Brilliance (On the Road with Trust-Based Observations)
In this episode, Craig Randal chats with Joleen Boelter, a math and science teacher from Ober Elementary School in Las Vegas, Nevada. Boelter shares teaching strategies implemented in her classroom, particularly a method that emphasizes a student-centered framework grounded on trust-based observations. This involves establishing group work fostering peer evaluation, direct instruction, and individual self-assessment. She also uses tools such as a 'mild, medium, and spicy' system to motivate differentiation in problem-solving and incorporates descriptive progress feedback, primarily through inquiry-based questions. She also emphasizes the importance of developing resilience towards mistakes and fostering a nurturing yet challenging learning environment. 01:07 Joleen Boelter's Journey to Teaching02:03 The Transition to Teaching and Classroom Dynamics02:53 The Power of Trust-Based Observations04:22 The Role of Peer Assessment and Feedback04:51 Building Thinking Classrooms: A Book Review06:37 The Impact of Group Work and Student Autonomy08:50 The Importance of Student Self-Assessment28:48 The Power of Randomized Grouping33:50 Conclusion: The Value of Trust-Based Observations
If you've ever faced the challenge of staring at blank faces of your uninterested and disengaged students, you know how hard it is to spark their curiosity. Actually getting them to take action is a struggle in and of itself, but what if I told you there's a transformative approach that could flip the switch from apathy to engagement? That's exactly what we're diving into in today's episode, where we explore the game-changing strategy of teaching productive struggle.This isn't just about getting students to just pay attention; it's about empowering them to embrace the challenges of learning head-on. But how, you ask? How do we transform struggle into a force for engagement? How do we make our classrooms a place where mistakes are not just tolerated but celebrated as stepping stones to learning? That's exactly what my special guest, Mona Iehl from Mona Math, and I discuss today - what exactly productive struggle is, how it helps to bridge the gap between apathy & action, and practical steps that we can take to weave productive struggle into the fabric of our teaching, regardless of what subject we teach.Mona is a former math avoider, teacher & instructional coach in Chicago. Her passion for math came when she discovered how to engage every student in a subject she, too, disliked. Through intentionally changing her math class to help students BE mathematicians using a student centered approach math came alive for Mona and her students. Now Mona collaboratively coaches teachers in building a math culture through rigorous student centered math instruction. You can listen to Mona every Monday on her podcast, Honest Math Chat.HEAD OVER TO THE SHOW NOTES: teachingmindbodyandsoul.com/episode96
On this week's episode, Sharona and Bosley speak with Dr. Theron Hitchman (TJ) about his experience with "accidentally" changing his grading while intentionally changing his classroom pedagogy to bring in Inquiry-Based Learning. Dr. Hitchman is a mathematics professor at the University of Northern Iowa. He teaches a variety of courses from upper-level Mathematics courses for majors to courses for future teachers, biologists, and physicists.His story of intentionally and transparently changing his pedagogical practices by getting colleague and administrative buy in while simultaneously changing his assessment practices "under the radar" provides an interesting look at how pedagogy and assessment intertwine to allow each to become more effective.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!Mentioned in the Episode:Jane Shevtsov on TwitterThe Academy of Inquiry Based LearningStan Yoshinobu, University of TorontoMike Starbird, University of Texas at AustinCarol Schumacher, Kenyon CollegeResourcesThe Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading (Please note - any books linked here are likely Amazon Associates links. Purchasing through them helps support the show. Thanks for your support!):Grading for Growth, by Robert Talbert and David ClarkSpecifications Grading, by Linda NilsenUndoing the Grade, by Jesse Stommel
“Making a conscious and intentional effort to tap into your own personal power and being courageous” is the way today's guest defines “teaching like yourself.” I'm talking with Dr. Gravity Goldberg, whom you might remember from a 2019 interview I did, which ended up being one of the most downloaded Truth for Teachers episodes ever. It's Episode 171, called “Teach like yourself: Why YOU are the person your students need most.” Gravity has over 20 years of teaching experience, including positions as a science teacher, reading specialist, third grade teacher, special educator, literacy coach, staff developer, assistant professor, educational consultant, and yoga teacher. Gravity holds a B.A. and M.Ed. from Boston College and a doctorate from Teachers College. As the founding director of Gravity Goldberg, LLC she leads a team that offers side-by-side coaching and workshops that focus on teachers as decision-makers and student-led instruction. Since our last conversation, Gravity — who has authored 9 books on teaching — has released a new title called Active Learning: 40 Teaching Methods to Engage Students in Every Class and Every Subject, which she co-wrote with the late Barry Gilmore. We touch a bit on that book and what Gravity's working on now, but I thought of this conversation as a “Teach Like Yourself, Revisited”. I wanted to know how her thinking has changed around this topic, and the role authentic teaching plays now. Listen in as we discuss: How “teaching like yourself” (making a conscious and intentional effort to tap into your own personal power and being courageous) is more important now than ever What Gravity has learned about authentic teaching and learning since publishing her book on that topic Has she changed her mind on anything? What would she add? How teachers can integrate engagement strategies in a way that feels authentic and meaningful, rather than just tossing something into their instructional day because they think (or are told) they should The impact of authenticity on students, and specific, practical ways we can make sure students are able to be their true, authentic selves in the classroom Click here to read the transcript and participate in the discussion.
One of the most amazing successes in the battle against cancer over the last two decades has been the introduction of antibody drugs that harness the body's own immune system to kill tumor cells. Finding those drugs may sound like a biology problem rather than a machine learning or a big-data problem. But actually, these days, it's both. Harry's guest this week is Leonard Wossnig, who's the chief technology officer for a UK company called LabGenius. The company uses a combination of synthetic biology, high-throughput assays, and machine learning to hunt for new drugs within a subclass of antibody medicines called T cell engagers that, loosely speaking, can grab tumor cells with one end and then grab tumor-killing T cells from the bloodstream with the other end. And Wossnig says the key to the whole thing is having the best data possible—meaning, data about their candidate T cell engagers and how specifically they bind to their targets in the lab assays. LabGenius has built an automated platform called EVA that runs experiment after experiment and uses active learning to zero in on T cell engagers with just the right ability to bind to their intended targets. One of the big takeaways from the interview is that companies that want to use AI to speed up drug discovery need the biggest, cleanest, and most consistent data sets possible.For a full transcript of this episode, please visit our episode page at http://www.glorikian.com/podcast Please rate and review The Harry Glorikian Show on Apple Podcasts or Spotify! Here's how to do that on Apple Podcasts:1. Open the Podcasts app on your iPhone, iPad, or Mac. 2. Navigate to The Harry Glorikian Show podcast. You can find it by searching for it or selecting it from your library. Just note that you'll have to go to the series page which shows all the episodes, not just the page for a single episode.3. Scroll down to find the subhead titled "Ratings & Reviews."4. Under one of the highlighted reviews, select "Write a Review."5. Next, select a star rating at the top — you have the option of choosing between one and five stars. 6. Using the text box at the top, write a title for your review. Then, in the lower text box, write your review. Your review can be up to 300 words long.7. Once you've finished, select "Send" or "Save" in the top-right corner. 8. If you've never left a podcast review before, enter a nickname. Your nickname will be displayed next to any reviews you leave from here on out. 9. After selecting a nickname, tap OK. Your review may not be immediately visible.On Spotify, the process is similar. Open the Spotify app, navigate to The Harry Glorikian Show, tap the three dots, then tap "Rate Show." Thanks!
This week on the MCAT Podcast we discussed the power of actively engaging with MCAT prep material.
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