Podcast appearances and mentions of Daniel T Willingham

¿Quieres saber cuáles son los 5 libros esenciales para preparar tus oposiciones de educación? En este video, descubrirás títulos fundamentales que te ayudarán a mejorar tu enseñanza, evaluar mejor y aplicar estrategias efectivas en el aula. Además, el último libro de la lista es una joya poco conocida que podría marcar la diferencia en tu preparación. ¡No te lo pierdas! ¡Suscríbete al canal y dale like para más estrategias que te acerquen a tu plaza soñada! Libros: "Cómo aprendemos" de Héctor Ruiz Martín: https://amzn.to/3USkQWl "Evaluación formativa" de Mariana Morales Lobo: https://amzn.to/3HajHfW "Gestión del trabajo cooperativo en el aula" de Elena Alarcón Orozco: https://amzn.to/3O64j8u "¿Por qué a los estudiantes no les gusta la escuela?" de Daniel T. Willingham: https://amzn.to/3UWiKoC "Enseña como un maestro 3.0" de Doug Lemov: https://amzn.to/3v1p7Tj ════════════════ Secciones de nuestro canal por categorías ➜ Encuéntralas aquí: https://www.youtube.com/c/OposicionesdeEducaci%C3%B3n/playlists ════════════════ ⚡️ ¿YouTube se te queda corto y quieres ir más allá? ¡Síguenos en otras redes sociales! Instagram: https://www.instagram.com/preparadoredufis TikTok: https://www.tiktok.com/@preparadoredufis Mi web: https://preparadoredufis.com/ ════════════════ ÍNDICE DE VÍDEO 0:00 Introducción al vídeo 0:15 Cómo aprendemos 1:56 Evaluación formativa 3:06 Gestión del trabajo cooperativo en el aula 4:39 ¿Por qué a los estudiantes no les gusta la escuela? 5:55 Enseña como un maestro 3.0

Was kann ich als Lehrkraft tun, damit Kinder im Unterricht fokussierter, aufmerksamer und konzentrierter sind? Diese Frage beantwortet in dieser Folge Verena Hohengasser, Head of Training bei Teach for Austria. Die ehemalige Mittelschullehrerin gibt Tipps, wie es mit der Konzentration gelingt und verrät, warum auch für Lehrkräfte Selbstreflexion wichtig ist. Weiterführendes: Folge 43: Wie gehe ich mit ADHS und Autismus um, Michaela Hartl? Verenas Buchtipps: - Teach like a Champion von Doug Lemov - Why Don't Students Like School von Daniel T. Willingham

Chapter 1 What's Why Don't Students Like School Book by Daniel T. Willingham"Why Don't Students Like School" is a book written by psychologist Daniel T. Willingham in which he explores the cognitive science behind learning and the reasons why some students may struggle in school. Willingham breaks down common misconceptions about how the brain works and offers practical strategies for teachers and educators to help students become more engaged and successful learners. The book aims to help readers understand the key principles of cognitive science and apply them to the educational setting.Chapter 2 Is Why Don't Students Like School Book A Good Book"Why Don't Students Like School?" by Daniel T. Willingham is generally regarded as a good book by educators and readers interested in cognition and education. Willingham presents research-backed insights into how the brain works in relation to learning and offers practical strategies for teachers and students to improve learning outcomes. The book is well-respected in the field of education and has received positive reviews for its informative and engaging approach to understanding why students may struggle with learning. Overall, "Why Don't Students Like School?" is recommended for those looking to gain a deeper understanding of how to improve academic performance and engage students in learning.Chapter 3 Why Don't Students Like School Book by Daniel T. Willingham Summary"Why Don't Students Like School?" by Daniel T. Willingham is a book that explores the cognitive science behind learning and why some students may not enjoy school. Willingham argues that students may not like school because they are not engaging with the material in a way that is meaningful to them, or because they are not being challenged enough in their learning.The book delves into topics such as how memory works, the importance of critical thinking, and the role of motivation in learning. Willingham also offers practical strategies for educators to help students become more engaged and motivated in their learning.Overall, "Why Don't Students Like School?" provides a valuable insight into the psychology of learning and offers useful advice for teachers and parents on how to create an environment that fosters a love of learning in students. Chapter 4 Why Don't Students Like School Book AuthorDaniel T. Willingham is a cognitive psychologist and professor of psychology at the University of Virginia. He is known for his work on the science of learning and education.The book "Why Don't Students Like School?" was first published in 2009. In addition to this book, Willingham has also written several other books, including "When Can You Trust the Experts?" and "Raising Kids Who Read."In terms of editions, "Why Don't Students Like School?" has been well-received and has been published in multiple editions. The most recent edition was published in 2020.Chapter 5 Why Don't Students Like School Book Meaning & ThemeWhy Don't Students Like School Book MeaningThe book "Why Don't Students Like School?" by Daniel T. Willingham explores the reasons why students may struggle to engage and succeed in school. Willingham discusses the cognitive science behind how students learn and suggests that traditional teaching methods may not always align with the way students' brains work, leading to disinterest and frustration.Overall, the main meaning of the book is to provide insights into how educators can better understand and address the challenges that students face in the classroom. By using evidence-based strategies that are aligned with how students learn best, teachers...

Outsmart Your Brain I speak with Daniel about his new book, Outsmart Your Brain, a comprehensive, and accessible guide on how the brain learns. We discuss how we can better use our attention to help us learn more efficiently and effectively. As Daniel explains, we tend to focus on the tasks we can most easily control—such as highlighting and rereading—but these practices only give the illusion of mastery. As Dan Willingham, professor of psychology and bestselling author, explains, familiarity is not the same as comprehension. Enjoy! Grab a copy of Daniel's book here - Outsmart Your Brain Guest Bio. Daniel T. Willingham (born 1961) is a psychologist at the University of Virginia, where he is a professor in the Department of Psychology. Willingham's research focuses on the application of findings from cognitive psychology and neuroscience to K–12 education.

Kelly Leonard, Executive Director of Learning & Applied Improvisation at Second City Works, connects with University of Virginia psychologist Daniel T. Willingham to talk about his new book, “Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy.”  “It may come as a surprise, but people can be mistaken about what they […]

Why we must learn lessons about how we learn? CIS welcomed world-leading education researcher, cognitive psychologist and Ask a Cognitive Scientist columnist Dan Willingham to discuss how we learn and why this matters. While researchers have learned vastly more about how we learn, this isn't always reflected in teaching within schools or in how students study. Many practices for teaching and self-study are based on outdated theories, misconceptions, neuro-myths, anecdotes, and trial-and-error. But increasingly scientifically-informed practice can optimize teaching and study time – ultimately helping students to be more effective, efficient, and engaged learners. What are the key lessons from how we learn? How should cognitive science inform teaching and learning practice? Can we train our brains to be better learners? Why do so many teaching and learning fads not work in practice? Why are misconceptions about learning so persistent and hard to shake? Daniel T. Willingham is Professor of Psychology at the University of Virginia, with expertise in cognitive psychology and neuroscience as it applies to school education. He is author of the Ask a Cognitive Scientist column of the American Educator journal, as well as several books, including Why Don't Students Like School?, When Can You Trust the Experts?, and Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. This discussion is convened by CIS program director in education policy, Glenn Fahey. Glenn is co-author of the report, Failing to teach the teacher: An analysis of mathematics Initial Teacher Education (CIS, 2021).

Why is learning so hard for some of us? In this episode of Habits and Hustle, I chat with Daniel T. Willingham about the frustrations many of us have with learning both in academic and real-life settings. While it's important to be a good independent learner in our day-to-day if we want to grow, most of us need support in different ways. Daniel offers tips and strategies for becoming a better learner, how to keep distractions away, and more. To learn more about Daniel: Book: Outsmart Your Brain: Why Learning Is Hard & How You Can Make It Easier Website: http://www.danielwillingham.com/ My links: Website: https://www.jennifercohen.com/ Instagram: @therealjencohen  Learn more about your ad choices. Visit megaphone.fm/adchoices

Why is learning so hard for some of us? In this episode of Habits and Hustle, I chat with Daniel T. Willingham about the frustrations many of us have with learning both in academic and real-life settings. While it's important to be a good independent learner in our day-to-day if we want to grow, most of us need support in different ways. Daniel offers tips and strategies for becoming a better learner, how to keep distractions away, and more. To learn more about Daniel: Book: Outsmart Your Brain: Why Learning Is Hard & How You Can Make It Easier Website: http://www.danielwillingham.com/ My links: Website: https://www.jennifercohen.com/ Instagram: @therealjencohen  Learn more about your ad choices. Visit megaphone.fm/adchoices

This week on Where Parents Talk radio on 105.9 The Region, host Lianne Castelino speaks to Daniel T. Willingham, Ph.D., Professor of Psychology at the University of Virginia, researcher with a PhD in Cognitive Psychology from Harvard University author of Outsmart Your Brain: Why Learning is Hard and How You can Make it Easy, and father of four, about how to improve learning skills. He is also an author and a father of four. Outsmart Your Brain: Why Learning is Hard and How You can Make it Easy.

As we close out Mental Health Awareness month, we need to remember the conversations surrounding it are a year-round affair. 1 in 5 Americans will experience a mental illness in a given year, so understanding how to manage and care for your mental health is imperative to living a healthy life.   Today on Celebrations Chatter, we will hear from a panel of mental health experts: Dr. Daniel T. Willingham; a professor of psychology at the University of Virginia whose research focuses on the application of cognitive psychology and neuroscience to K through 12 education. Dr. George S. Everly Jr; a psychologist at John Hopkins Center for Humanitarian Health and a prolific author who specializes in post-traumatic stress disorder. Dr. Joel Weinberger; a professor of psychology at Adelphi College whose research focuses on the unconscious processes.   Together, these accomplished psychologists discuss the current mental health crisis and share actionable tips for how to maintain your own mental health.     New podcast episodes released weekly on Thursday. Follow along with the links below: Sign up for the Celebrations Chatter Newsletter: https://celebrationschatter.beehiiv.com/    Subscribe to Celebrations Chatter on YouTube: https://www.youtube.com/@celebrationschatter  Follow @CelebrationsChatter on Instagram: https://www.instagram.com/celebrationschatter/    Follow @CelebrationsChatter on Threads: https://www.threads.net/@celebrationschatter  Listen to more episodes of Celebrations Chatter on Apple Podcasts:  https://podcasts.apple.com/us/podcast/celebrations-chatter-with-jim-mccann/id1616689192    Listen to more episodes of Celebrations Chatter on Spotify: https://open.spotify.com/episode/5Yxfvb4qHGCwR5IgAmgCQX?si=ipuQC3-ATbKyqIk6RtPb-A    Listen to more episodes of Celebrations Chatter on Google Podcasts: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5saWJzeW4uY29tLzQwMzU0MS9yc3M?sa=X&ved=0CAMQ4aUDahcKEwio9KT_xJuBAxUAAAAAHQAAAAAQNg  Visit 1-800-Flowers.com: https://www.1800flowers.com/    Visit the 1-800-Flowers.com YouTube Channel: https://www.youtube.com/@1800flowers  Follow Jim McCann on LinkedIn: https://www.linkedin.com/in/jim1800flowers/  Follow Jim McCann on X / Twitter: https://twitter.com/jim1800flowers (@Jim1800Flowers)

Professor Daniel T. Willingham earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990. He is currently Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. Daniel writes the “Ask the Cognitive Scientist” column for American Educator magazine, in which he has translated relevant cognitive science research for educators since 2003. He is also a prolific author whose writing on education has appeared in seventeen languages. His classic book, Why Don't Students Like School?, has recently been republished in its second edition with additional material. He has also written When Can You Trust the Experts?, Raising Kids Who Read, and The Reading Mind. His forthcoming book (set for release in August 2022) is entitled Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy, this time directed at students themselves to support them to develop their self-management and study skills. In 2017, Professor Willingham was appointed by President Obama to serve as a Member of the National Board for Education Sciences. Social Links Twitter: @DTWillingham

Um dos principais desafios da atualidade no ensino é entender que estudar vai muito além de assistir a aulas e tentar memorizar conteúdo para aplicar em uma prova. De maneira autônoma, o aluno deve saber não só “o que”, mas principalmente “como” estudar. O episódio 35 do podcast  PodAprender traz dicas baseadas na ciência sobre as melhores formas de estudar para reter o conhecimento e assim levá-lo para a vida. São dicas práticas de como se concentrar, técnicas para entender conceitos e, principalmente, aplicá-los no dia a dia. Os convidados falam ainda sobre como o estudante pode assumir um papel de protagonista nos estudos e também como funciona o cérebro no processo de aquisição do conhecimento. Participam desse episódio: Professor Julio Cesar Luchamnn, filósofo e historiador, especialista em Psicopedagogia, Neurociência e Emoção, mestre em Educação e doutorando em Emoção e Cognição. Atua como palestrante, escritor e psicopedagogo e mantém um programa de aprendizagem chamado Aprender a Aprender. Professora Ana Lopes, doutora em Ciência da Computação e autora do livro Histórias de aprendizagem. Mantém o programa Mais Aprendizagem, para ajudar estudantes a redescobrir o prazer em aprender, por meio da Ciência Cognitiva, Neurociência e Pedagogia. O PodAprender é uma realização do Sistema de Ensino Aprende Brasil, com produção da Banca do Podcast. A apresentação é da jornalista Danaê Bubalo.   #Para Se Inspirar   Depoimento da secretária da Educação, Cultura e Desportos de Sananduva (RS), Luciana Maria Crestani   #Múltipla Escolha   Ana Lopes Livros: "Por que os alunos não gostam da escola?", Daniel T. Willingham "Dominando a Técnica dos Mapas Mentais", Tony Buzan Palestra Ted Talks "Escolas Acabam com a Criatividade", Ken Robinson   Julio Luchmann Livros Trilogia: "Aprendendo Inteligência", "Estimulando Inteligência" e "Ensinando Inteligência", Pierluigi Piazzi "Você Sabe Estudar?", Claudio de Moura Castro Canais no Youtube: "Ciência do Aprender" e "Ciência da Emoção"   #Diversão Pra Casa   Instagram: @mais.aprendizagem Canal no Youtube: "Mais Aprendizagem"   Instagram: @julioluchmann Canais no Youtube: "Ciência do Aprender" e "Ciência da Emoção"

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An extended special episode today with a cognitive science and psychology focus featuring guests Daniel T Willingham and Professor John Dunlosky. 

A professor of psychology at the University of Virginia, Daniel T. Willingham, joins Education Next editor-in-chief Marty West to discuss how findings in education research can be better translated to help teachers in a live classroom setting. Willingham's article, "Making Education Research Relevant: How researchers can give teachers more choices," co-written with David B. Daniel, is available now. https://www.educationnext.org/making-education-research-relevant-how-researchers-can-give-teachers-more-choices/

Fuskar jag om jag lyssnar på ljudbok i stället för läsa? Författaren och kritikern Elin Grelsson Almestad undersöker skillnaden mellan litteraturens olika spridningsformer. ESSÄ: Detta är en text där skribenten reflekterar över ett ämne eller ett verk. Åsikter som uttrycks är skribentens egna.Ursprungligen publicerad 26/11 2019. Det är sensommar när jag lyssnar på de över sjutton timmar som utgör Nina Wähäs roman Testamente. Berättelsen om familjen Toimi i finska Tornedalen följer mig i hörlurarna på skogspromenader, cykelturer till badstranden, kollektivtrafiksresor och i hemarbetet med disk och städning. Min värld och den litterära värld som utgör en stor del av min vakna tid blir allt svårare att skilja åt. När jag passerar en badsjö med cykeln är det samtidigt som ett par unga pojkar i romanen drunknar och vattnet jag befinner mig vid och deras lek vid älven går ihop. Och länge tänker jag på Siri, modern från Karelen, varje gång jag diskar eftersom delen om finska vinterkriget spelades i mina öron samtidigt som jag tog hand om en ovanligt stor disk. På samma sätt upplever jag någon månad senare Sally Rooneys Normala människor på en bussresa mellan Stockholm och Öland. Strax före rastplatsen i Ringarum berättar ena huvudpersonen Connell för sin kärlek Marianne att han kommer gå på skolans avslutningsbal med en annan tjej. I mörkret över Ölandsbron, då min ena fot börjat somna och jag äter ett äpple, har de båda börjat på Trinity College i Dublin. Slutet lyssnar jag på under en promenad då jag möter en hund precis när Connell börjat gå hos en psykolog och de två intrycken sammanflätas. En glad spanielhund och väntrummet hos studentpsykologen. Så går litteraturen in i min perception av världen, blir en del av min visuella och taktila vardag. Medan den tryckta boken under tjugohundratiotalet började dala på allvar ökade ljudboksstreamingtjänsterna stort. Under 2018 ökade antalet lyssnade eller lästa digitala böcker med 44,9 procent i abonnemangstjänsterna i Sverige. Samma utveckling återfanns i de andra nordiska länderna och även internationellt var det vid denna tid som ljudboken på allvar började bli det nya sättet att ta till sig litteratur. Utvecklingen har gett upphov till flera diskussioner. En rör de förändrade villkoren för författare och synen på det konstnärliga verket. En annan rör den kognitiva upplevelsen. Ljudböcker sägs kräva förenklingar, tydligare narrativ och rappare tempo för att lyssnaren upptagen med annat samtidigt ska kunna hänga med. Men vad skiljer egentligen läsandet och lyssnandet åt? Efter att i flera böcker ha utforskat den kognitiva process som är läsandet skrev forskaren Daniel T. Willingham, forskare inom kognitiv psykologi, under 2018 en längre artikel i The New York Times där han försökte besvara den fråga som allt oftare ställdes till honom: är det fusk om jag lyssnar på en bok i stället för att läsa den?. Willingham lugnade med att det rent kognitivt i grunden inte skiljer sig särskilt mycket åt. Så fort du identifierat orden, oavsett om det sker genom läsande eller lyssnande, är det samma process för att förstå och bilda sammanhang. Skrivande och läsande är knappt 6000 år gammalt, men att lyssna på berättelser och göra dem begripliga för oss själva har människan ägnat sig betydligt längre åt än så. I september 2019 kom Svenska förläggareföreningen med en rapport om ljudboksmarknaden, som bland annat studerade konsumentbeteendet bland de som lyssnar på litteratur. I enkätstudien framkom en sällan uppmärksammad faktor i ljudbokslyssnandet: behovet av sällskap. På samma sätt som radion eller tv:n håller tystnaden och ensamheten på avstånd har nu ljudboken samma effekt. Andra fördelar med lyssnandet som brukar framhållas som möjligheten att göra flera saker samtidigt eller att det är mindre ansträngande jämfört med läsandet hade ingen statistisk signifikans alls. Ljudbokslyssnandet kan liknas vid att lyssna till högläsning, en aktivitet som många förknippar med trygghet och barndom, föräldrars röster vid godnattsagan eller spökhistorier vid elden på lägret. När amerikanska Audio Publishers Associations gjorde en liknande studie om motiv för ljudbokslyssnande rapporterade så många som 17 procent av respondenterna att de föredrog ljudböcker framför andra format just för att de tycker om att bli höglästa för. Själv upplever jag något liknande när jag senare tar fram de tryckta versionerna av både Testamente och Normala människor. Stumheten i pappret är påtagligt jämfört med rösterna som följer mig genom vardagen, jag känner mig fången i min egen röst och fjättrad till själva materian att behöva sitta framför bokstäver och berätta för mig själv. Texterna känns på ett sätt mer platta och jag upplever mig utlämnad till att själv skapa mening. I andra läsningar är stumheten en lisa. Jag börjar lyssna på Sigbjörn Skådens roman Vaka över dem som sover, men när obehaget stegras i romanen går jag över till den tryckta text som jag enkelt kan lägga ifrån mig och inte kommer lika nära som rösten i mina öron. Samtidigt upptäcker jag när jag läser Normala människor att jag missat detaljer och saker jag missuppfattat i översättningen. Kanske var det när jag var upptagen med att titta på en karta för att se hur långt bussen kommit eller funderade på om min stolsgranne tagit orimligt mycket av vårt gemensamma utrymme till sitt förfogande? I Testamente kan jag plötsligt se hur texten är uppbyggd, gå tillbaka och långsamt läsa om vissa passager som jag behöver få mer grepp om. Och när jag vid ett senare tillfälle lyssnar på Tessa Hadleys roman Sent på dagen och vid tre upprepade tillfällen lyckas somna ifrån exakt samma nyckelscen ger jag upp försöken att spola tillbaka och bestämmer mig för att strunta i den scenen eftersom sammanhanget gett mig tillräckligt med information i alla fall. Lyssnandet ger ofrånkomligen en slarvigare läsning. Daniel T Willingham håller med om detta och stödjer sig bland annat på forskning där studenter fått ta till sig samma vetenskapliga text via tryckt källa och en 22 minuter lång podcast. När de två dagar senare tentade av kunskaperna de fått via texten fick läsarna 81 procent rätt och lyssnarna 59. Så även om det i grunden är samma kognitiva process verkar mer teoretiska och avancerade texter kräva ytterligare mentala strategier, där lyssnandet inte räcker till. Att i stället läsa ger ökat fokus och fokuset gör det möjligt för oss att läsa om, stryka under, stanna upp och betrakta orden. Likaså ger lyssnande inte samma utmaning i form av läsförståelse, eftersom den uppläsande rösten kommer avslöja hur texten ska tolkas. Som läsare behöver du själv räkna ut om dialogen är ironisk, om det finns en undertext, var betoningen i meningen ska ligga och hur den förändras beroende på kontext. Att lyssna på ljudbok är inte att fuska, konstaterar Willingham, men det är en annan typ av upplevelse än vad läsning är. Jag förstår vad han menar. Ljudboken ger dig mer närhet, sällskap, en sorts koppling mellan litteraturen och världen. Samtidigt går du miste om din egen texttolkning, aktiviteten att själv skapa röster och riskerar att missa en del komplex litteratur som fungerar bättre som läsning. Den trycka boken och ljudboken är helt enkelt olika sakeroch det är när vi börjar behandla dem som skilda, men jämlika medium, som vi verkligen kan börja använda oss av dess styrkor. Elin Grelsson Almestad, författare och kritiker Källor Bokförsäljningsstatistiken. Helåret 2018. Erik Wikberg. Rapport från svenska bokhandlarföreningen och Svenska förläggarföreningen, 2018. Ljudboken: Hur den digitala logiken påverkar marknaden, konsumtionen och framtiden. Hedda Hanner, Alice OConnor och Erik Wikberg. Svenska förläggareföreningen, 2019. Den läsande hjärnan. Daniel T. Willingham. Övers. Matilda Nagy och förord av Julia Uddén. Natur & Kultur, 2018. Is Listening to a Book the Same Thing as Reading it? Daniel T. Willingham. The New York Times, 8 december 2018. Omnämnda romaner: Sent på dagen. Tessa Hadley. Övers Amanda Svensson. Wahlström&Widstrand, 2019. Normala människor. Sally Rooney. Övers Klara Lindell. Albert Bonniers Förlag, 2019. Vaka över dem som sover. Sigbjörn Skåden. Övers David Vikgrenn. Teg Publishing, 2019. Testamente. Nina Wähä. Norstedts, 2019.

Fuskar jag om jag lyssnar på ljudbok i stället för läsa? Författaren och kritikern Elin Grelsson undersöker skillnaden mellan litteraturens olika spridningsformer. ESSÄ: Detta är en text där skribenten reflekterar över ett ämne eller ett verk. Åsikter som uttrycks är skribentens egna.Ursprungligen publicerad 26/11 2019.Det är sensommar när jag lyssnar på de över sjutton timmar som utgör Nina Wähäs roman Testamente. Berättelsen om familjen Toimi i finska Tornedalen följer mig i hörlurarna på skogspromenader, cykelturer till badstranden, kollektivtrafiksresor och i hemarbetet med disk och städning. Min värld och den litterära värld som utgör en stor del av min vakna tid blir allt svårare att skilja åt. När jag passerar en badsjö med cykeln är det samtidigt som ett par unga pojkar i romanen drunknar och vattnet jag befinner mig vid och deras lek vid älven går ihop. Och länge tänker jag på Siri, modern från Karelen, varje gång jag diskar eftersom delen om finska vinterkriget spelades i mina öron samtidigt som jag tog hand om en ovanligt stor disk. På samma sätt upplever jag någon månad senare Sally Rooneys Normala människor på en bussresa mellan Stockholm och Öland. Strax före rastplatsen i Ringarum berättar ena huvudpersonen Connell för sin kärlek Marianne att han kommer gå på skolans avslutningsbal med en annan tjej. I mörkret över Ölandsbron, då min ena fot börjat somna och jag äter ett äpple, har de båda börjat på Trinity College i Dublin. Slutet lyssnar jag på under en promenad då jag möter en hund precis när Connell börjat gå hos en psykolog och de två intrycken sammanflätas. En glad spanielhund och väntrummet hos studentpsykologen. Så går litteraturen in i min perception av världen, blir en del av min visuella och taktila vardag.Medan den tryckta boken under tjugohundratiotalet började dala på allvar ökade ljudboksstreamingtjänsterna stort. Under 2018 ökade antalet lyssnade eller lästa digitala böcker med 44,9 procent i abonnemangstjänsterna i Sverige. Samma utveckling återfanns i de andra nordiska länderna och även internationellt var det vid denna tid som ljudboken på allvar började bli det nya sättet att ta till sig litteratur. Utvecklingen har gett upphov till flera diskussioner. En rör de förändrade villkoren för författare och synen på det konstnärliga verket. En annan rör den kognitiva upplevelsen. Ljudböcker sägs kräva förenklingar, tydligare narrativ och rappare tempo för att lyssnaren – upptagen med annat samtidigt – ska kunna hänga med. Men vad skiljer egentligen läsandet och lyssnandet åt?Efter att i flera böcker ha utforskat den kognitiva process som är läsandet skrev forskaren Daniel T. Willingham, forskare inom kognitiv psykologi, under 2018 en längre artikel i The New York Times där han försökte besvara den fråga som allt oftare ställdes till honom: ”är det fusk om jag lyssnar på en bok i stället för att läsa den?”. Willingham lugnade med att det rent kognitivt i grunden inte skiljer sig särskilt mycket åt. Så fort du identifierat orden, oavsett om det sker genom läsande eller lyssnande, är det samma process för att förstå och bilda sammanhang. Skrivande och läsande är knappt 6000 år gammalt, men att lyssna på berättelser och göra dem begripliga för oss själva har människan ägnat sig betydligt längre åt än så.I september 2019 kom Svenska förläggareföreningen med en rapport om ljudboksmarknaden, som bland annat studerade konsumentbeteendet bland de som lyssnar på litteratur. I enkätstudien framkom en sällan uppmärksammad faktor i ljudbokslyssnandet: behovet av sällskap. På samma sätt som radion eller tv:n håller tystnaden och ensamheten på avstånd har nu ljudboken samma effekt. Andra fördelar med lyssnandet som brukar framhållas – som möjligheten att göra flera saker samtidigt eller att det är mindre ansträngande jämfört med läsandet – hade ingen statistisk signifikans alls. Ljudbokslyssnandet kan liknas vid att lyssna till högläsning, en aktivitet som många förknippar med trygghet och barndom, föräldrars röster vid godnattsagan eller spökhistorier vid elden på lägret. När amerikanska Audio Publishers Associations gjorde en liknande studie om motiv för ljudbokslyssnande rapporterade så många som 17 procent av respondenterna att de föredrog ljudböcker framför andra format just för att de tycker om att bli höglästa för.Själv upplever jag något liknande när jag senare tar fram de tryckta versionerna av både Testamente och Normala människor. Stumheten i pappret är påtagligt jämfört med rösterna som följer mig genom vardagen, jag känner mig fången i min egen röst och fjättrad till själva materian – att behöva sitta framför bokstäver och berätta för mig själv. Texterna känns på ett sätt mer platta och jag upplever mig utlämnad till att själv skapa mening. I andra läsningar är stumheten en lisa. Jag börjar lyssna på Sigbjörn Skådens roman Vaka över dem som sover, men när obehaget stegras i romanen går jag över till den tryckta text som jag enkelt kan lägga ifrån mig och inte kommer lika nära som rösten i mina öron.Samtidigt upptäcker jag när jag läser Normala människor att jag missat detaljer och saker jag missuppfattat i översättningen. Kanske var det när jag var upptagen med att titta på en karta för att se hur långt bussen kommit eller funderade på om min stolsgranne tagit orimligt mycket av vårt gemensamma utrymme till sitt förfogande? I Testamente kan jag plötsligt se hur texten är uppbyggd, gå tillbaka och långsamt läsa om vissa passager som jag behöver få mer grepp om. Och när jag vid ett senare tillfälle lyssnar på Tessa Hadleys roman Sent på dagen och vid tre upprepade tillfällen lyckas somna ifrån exakt samma nyckelscen ger jag upp försöken att spola tillbaka och bestämmer mig för att strunta i den scenen eftersom sammanhanget gett mig tillräckligt med information i alla fall. Lyssnandet ger ofrånkomligen en slarvigare läsning.Daniel T Willingham håller med om detta och stödjer sig bland annat på forskning där studenter fått ta till sig samma vetenskapliga text via tryckt källa och en 22 minuter lång podcast. När de två dagar senare tentade av kunskaperna de fått via texten fick läsarna 81 procent rätt och lyssnarna 59. Så även om det i grunden är samma kognitiva process verkar mer teoretiska och avancerade texter kräva ytterligare mentala strategier, där lyssnandet inte räcker till. Att i stället läsa ger ökat fokus och fokuset gör det möjligt för oss att läsa om, stryka under, stanna upp och betrakta orden. Likaså ger lyssnande inte samma utmaning i form av läsförståelse, eftersom den uppläsande rösten kommer avslöja hur texten ska tolkas. Som läsare behöver du själv räkna ut om dialogen är ironisk, om det finns en undertext, var betoningen i meningen ska ligga och hur den förändras beroende på kontext.Att lyssna på ljudbok är inte att fuska, konstaterar Willingham, men det är en annan typ av upplevelse än vad läsning är. Jag förstår vad han menar. Ljudboken ger dig mer närhet, sällskap, en sorts koppling mellan litteraturen och världen. Samtidigt går du miste om din egen texttolkning, aktiviteten att själv skapa röster och riskerar att missa en del komplex litteratur som fungerar bättre som läsning. Den trycka boken och ljudboken är helt enkelt olika sakeroch det är när vi börjar behandla dem som skilda, men jämlika medium, som vi verkligen kan börja använda oss av dess styrkor.Elin Grelsson, författare och kritikerKällorBokförsäljningsstatistiken. Helåret 2018. Erik Wikberg. Rapport från svenska bokhandlarföreningen och Svenska förläggarföreningen, 2018.Ljudboken: Hur den digitala logiken påverkar marknaden, konsumtionen och framtiden. Hedda Hanner, Alice O'Connor och Erik Wikberg. Svenska förläggareföreningen, 2019.Den läsande hjärnan. Daniel T. Willingham. Övers. Matilda Nagy och förord av Julia Uddén. Natur & Kultur, 2018.”Is Listening to a Book the Same Thing as Reading it?” Daniel T. Willingham. The New York Times, 8 december 2018.Omnämnda romaner:Sent på dagen. Tessa Hadley. Övers Amanda Svensson. Wahlström&Widstrand, 2019.Normala människor. Sally Rooney. Övers Klara Lindell. Albert Bonniers Förlag, 2019.Vaka över dem som sover. Sigbjörn Skåden. Övers David Vikgrenn. Teg Publishing, 2019.Testamente. Nina Wähä. Norstedts, 2019.

Laurie & Matt pivot to a health and wellness focus for 2021, adhering to the familiar advice of securing their own oxygen masks before helping the child in the seat next to them in the great airplane of life. They start by focusing on ATTENTION, and how our brains are shaped by what we choose to feed it. The algorithms have their own agenda for what we should pay attention to, but are their suggestions really crafting the person we want to be and the life we want to live? Thoughtfully curating the items we train our attention on, and in turn shape our brains and ourselves, is as good a place to start a new year as any Laurie & Matt can imagine. Items mentioned in the show: the books "Why Don't Students Like School?" by Daniel T. Willingham, "The Distracted Mind" by Adam Gazzaley & Larry D. Rosen, and the podcast "Making Sense" with Sam Harris, episode #226 (The Price of Distraction). Matt references the SchoolRubric livestream event he is moderating with Matt Rhoads, Serena Pariser, and Steven "ETIENNE" Langlois (all guests of our podcast in 2020) on January 5, 2021 at 5:00 PM Pacific/ 8:00 PM Eastern called "From Conception to Reality: Our Experiences in Authoring and Writing Books" aimed at educators interested in writing their first book. Here is the livestream link: https://youtu.be/kB3LQ1kGRuQ Please take a moment to subscribe and leave a review! It really helps us become more visible and grow the coalition of caring adults dedicated to the health and wellness of our teens. Get your copy of Matt's book Helping Teens Succeed in High School & Life at amazon.com/author/mattsavesworld To connect with Laurie & Matt and find out more: Website: TeacherSavesWorld.com Voice Message: (559) 399-0966 Email: info@teachersavesworld.com Twitter: twitter.com/teachrsaveswrld Instagram: instagram.com/teachersavesworld/ Facebook: facebook.com/teachersavesworld/ Show music provided by Brian Karmelich of VirtualCampfire.net

Daniel T. Willingham 是佛吉尼亞大學的心理學教授。 在聖誕到來之際，他在《紐約時報》上發表文章，闡述自己對節日送禮的看法，非常值得了解。從心理方面看，送禮的人和接受禮物的人，反差還是很大的。心理學家和市場推銷研究者們告訴我們這樣的真理：忽略價格！送禮的人往往以為，禮物的價值越高，收禮的一方會越高興。但事實並非如此。 當研究人員讓“送禮者” 回想一下，過去哪個禮物讓“收禮者”最開心，他們會把禮物的價格放在第一位。 但同樣的問題問“收禮者”，居然發現，讓他們難忘的禮物往往和價格一點關係都沒有。最好的禮物是對方能馬上用得到的東西。禮卡就是經典的例子。 送別人禮卡的時候，我們會挑選所謂高檔商店，但這些店我們自己都很少去。 收禮的人其實更想得到實惠商店的禮卡。 eBay上那些大量拍賣的高檔商店禮卡已經說明了這個問題（$77 買一張 $100的高檔商店禮卡)。如有可能，最好直接問，收禮者想要得到什麼。正如每年孩子們寫給聖誕老人的禮物單一樣。研究人員有一些很有意思的測試，可以給我們很大啟發。

In this episode, we're discussing the benefits of using Read Alikes within book clubs and within the classroom. We touch on some of our favorite YA lit books, such as Angie Thomas's The Hate U Give, as well as classics like Ray Bradbury's Fahrenheit 451. We talk about strategies for making read alikes work and ways to manage the difficulties in order to reap the rewards of exploring a variety of books centering around one theme. Bookish Check In Jen - Jojo Moyes’s The Giver of Stars Sara - Axton Betz-Hamilton’s The Less People Know about Us Ashley - Brittney Morris’s Slay   Books Mentioned Angie Thomas's The Hate U Give Ray Bradbury's Fahrenheit 451 Daniel T. Willingham's Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom   Give Me One - Best Books for Book Club Discussions Jen - Jon Ronson’s The Psychopath Test, Jon Ronson’s So You’ve Been Publicly Shamed Sara - Ruth Wariner’s The Sound of Gravel, Tara Westover’s Educated, Bryn Greenwood’s All the Ugly and Wonderful Things Ashley - John Green’s The Fault in Our Stars, John Green’s Turtles All the Way Down, Bryn Greenwood’s The Reckless Oath We Made   Resources - Check out our Teachers Pay Teachers materials Book Flight Guides - Police Brutality, Fairy Tale Retellings     Interested in what else we're reading? Check out our Featured Books page.   Want to support Unabridged?   Check out our Merch Store! Become a patron on Patreon.​ Follow us @unabridgedpod on Instagram. Like and follow our Facebook Page. Subscribe to our YouTube channel. Check out our Teachers Pay Teachers store. Follow us @unabridgedpod on Twitter. Subscribe to our podcast and rate us on Apple Podcasts or on Stitcher. Check us out on Podbean.   Please note that we a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites.

If you’re a parent you’ve likely had your buttons pushed by your toddler in the throes of a tantrum. We know we have! It’s downright difficult to handle your toddler’s distress and maintain your cool when they’re howling about you doing it “all wrong” … for the sixth time today. In this episode Yael speaks with Dr. Schrag Hershberg, a clinical psychologist and author of The Tantrum Survival Guide: Tune into Your Toddler’s Mind (and Your Own) to Calm the Craziness and Make Family Fun Again, about what tantrums are, how to reduce their frequency and duration, and new and creative ways for parents to manage their own responses to these developmentally appropriate emotional meltdowns. Listen and Learn: What are tantrums and what function do they serve?Strategies to reduce the intensity, frequency, and duration of tantrumsCommon causes of toddler tantrumsHow to reconnect with that loving feeling during a meltdown or painful developmental phaseCreative ways to interrupt a tantrumWhy timeouts and tantrums don’t mixStriking the balance between love and limits About Dr. Schrag Hershberg: Rebecca Schrag Hershberg, Ph.D. is a clinical psychologist and founder of the Little House Calls Psychological Services which is based in New York and aimed at helping parents and families manage early childhood challenges. Dr. Schrag Hershberg is also the mother of two young boys and the author of The Tantrum Survival Guide: Tune into Your Toddler’s Mind (and Your Own) to Calm the Craziness and Make Family Fun Again. She Resources: The Tantrum Survival Guide: Tune into Your Toddler’s Mind (and Your Own) to Calm the Craziness and Make Family Fun Again by Rebecca Schrag Hershberg, Ph.D.“Stop Posting You Child’s Tantrum on Instagram” New York Times August 22, 2019 Opinion Page Article by Rebecca Schrag Hershberg, Ph.D. and Daniel T. Willingham, Ph.D.“To Give In or Not Give in” Psychology Today Blog Post by Rebecca Schrag Hershberg“Just Another Gratitude Post” Psychology Today Blog Post by Rebecca Schrag Hershberg“Beautiful Two’s” from Joel Mitchell

Episode 74 of The Teaching Space Podcast explores the visual note taking skill of sketchnoting. Introduction In today’s episode we’re exploring my new favourite thing: sketchnoting. I am excited about this topic because it seems to combine all of my worlds: education, writing, reading, learning, technology and drawing. I’m still a sketchnoting novice, but hopefully, for the purpose of this podcast anyway, my enthusiasm makes up for my lack of skill. What are Sketchnotes? According to sketchnote-love.com: ”Sketchnotes (sketch + notes) are visual notes, so more than just the regular text notes we all are used to take. When sketchnoting you enhance your regular notes with visual elements such as small drawings, frames, arrows, letterings etc. In the end you get notes with benefits. They help you to visualize and structure contents of any kind and help you to treasure information.” I love the idea of “notes with benefits”! Here’s an example of my first sketchnote; it’s from a talk I saw by Daisy Christodoulou deliver at the ResearchED National Conference 2019 (listen to my podcast about the event here). Why are Sketchnotes Useful for Educators? There is vast array of research available to explain why combining words and images helps support memory and learning. You won’t find a better starting point than Kathy Schrock of Kathy Schrock's Guide to Everything. It includes links to research papers, books and videos. In short, thought, sketchnoting uses both the verbal and visual input channels to your memory so increases the likelihood of taking in and retaining information. Your whole mind is engaged. This is the basic premise of dual coding theory. If you are listening to a talk, for example, you go from being a passive participant to an active one if you are doodling what you hear. Sketchnoting helps you concentrate and remember what you heard. This is of course, useful for students, but my focus for today’s episode is us: the teachers and trainers (I’d like to explore how our students could use sketchnotes in a future episode). If you are super keen to explore this now though check out Doug Neill’s course: Sketchnoting in the Classroom. Why might WE find sketchnoting useful? Quite simply, it’s for our professional development. You could sketchnote at conferences or while listening to education podcasts or reading books. TED talk videos are ideal sketchnote material while you are still learning the skill as they are short and you can pause them! I have found the app Blinkist invaluable for the same reason. Incidentally, if you fancy sketchnoting an episode of The Teaching Space podcast then please do! If you email me the sketchnote or share it with me on social media I will send you a free copy of my book, The Productive Teacher. That’s how I think sketchnoting can help teachers and trainers. Here’s an example of a sketchnote I did after listening to Daniel T. Willingham’s book “Why Don’t Students Like School?” via Blinkist. But I Can’t Draw I am predicting the number one barrier to teachers or trainers trying to sketchnote is this statement… “I can’t draw”. No problem. According to Mike Rohde sketchnoting is about “ideas not art”. If you have ideas, you can sketchnote. Rohde makes the point that: ”Kids draw to express ideas. They don’t worry about how perfect their drawings are, as long as their ideas are conveyed.” So why not give it a try? Resources Kathy Schrock’s Guide to Everything: Sketchnote Resources The Sketchnote Handbook by Mike Rohde The Sketchnote Workbook by Mike Rohde Verbal to Visual with Doug Neill (check out his courses) Wrap Up Support the Show That’s it for today. Before I go I have a small request: if you enjoyed today’s episode, please support by leaving a positive review on Apple Podcasts, or wherever you listen. Questions? Comments? If you have any questions about the show or thoughts you’d like to share you can do so by either: Leaving a comment on this episode’s show notes blog post. Posting in our Facebook group: TTS Staff Room. Posting on Twitter (I’m @MartineGuernsey if you want to mention me). Contacting me via The Teaching Space website: theteachingspace.com. Leaving me a voicemail on Voxer where I’m theteachingspace. The show notes for this episode include any links I’ve mentioned; you can find them at theteachingspace.com. Thanks for listening and I hope you’ll join me for the next episode.  

Why Students Don’t Like Language Class (With Dave Weller) - TranscriptionTracy Yu: Welcome back to our podcast, everybody. We've got our favorite guest. Can you guess who he is?Dave Weller: Hurrah!Tracy: [laughs] Let's welcome Dave Weller. Hey, Dave.Dave: Hi.Ross Thorburn: What are we talking about today?Dave: I think we decided to do something almost akin to a book review on Daniel Willingham's book on cognitive psychology and neuroscience, "Why Students Don't Like School."Ross: We're going to try and apply what we read and what we remembered. We're going to go further outside taxonomy...Dave: Oh, no.[laughter]Ross: ...and try and apply it to language teaching.Dave: The book is about neuroscientific principles. The blurb is, "A cognitive scientist answers questions about how the mind works and what it means for the classroom." He's picked nine very robust findings from the field of psychology. Now, I hope you've done your homework, and you've read the book as I have.Ross: I think it says a lot about us. Dave, for this, read the book twice. I read it once. Tracy read it...Tracy: The last 10 minutes.[laughter]Dave: All it means is Tracy is a very fast reader.Ross: [laughs]Dave: What we decided when we set ourselves this challenge was that it'd be really interesting to take a book that was designed with general education in mind and see how well we could transfer the principles across to language teaching.Ross: Absolutely. We often comment that there's not enough taken from general education and applied to the field of language learning.Dave: Hopefully is we'll find out that a lot of the principles can equally apply in the language classroom as in normal classrooms.Ross: Great.Dave: Ross, one of the things I liked from his introduction was talking about why teachers are naturally skeptical of theory. There is a big gap between theory and practice. Even mental processes aren't isolated in the classroom, whereas they are in research.A classic example he uses is that about drilling. In the lab where you isolate drilling and see the effect that it has on learning is wonderful. [laughs] The more you drill, the more you repeat, the more you learn.However, any teacher that steps into a classroom knows if you drill your learners for an hour straight, the drop in motivation is not going to make up for the effectiveness of that technique in learning. This is why that he's taken a very teacher‑centered view of research and only picked principles he thinks can be used effectively in the classroom.Ross: Whatever you do read in a book, you're passing it through your own filter of what you think is going to be personally useful for you. A lot is going to get filtered out. How about for this podcast, we pick out some of the main principles?He's got nine cognitive principles. They relate to things that happen in the classroom. How about we pick some of the most interesting ones? We can talk about how we feel language teachers might be able to apply those in their classes. Should we get started?Tracy: Yeah.Dave: With this one, the principle of that people are naturally curious, but they aren't naturally good thinkers. For me, when I read this, what struck me was how similar it is to the zone of proximal development, scaffolding, Lev Vygotsky idea.He talks about oftentimes we think about what the answers are that we want our students to get. If we're trying to say, "What's the answer to this grammar question? There's a word that means this. What's the word?" We should be trying to engage them with the questions and leading them to the answer.Ross: He says, "It's the question that peaks people's interest. Being told the answer, it doesn't do anything for you." Have you seen "The Prestige" before?Dave: I've downloaded it. You asked me that the other night, but I haven't watched it yet.Ross: In The Prestige, they talk about this. As a magician, if you do a magic trick, people are amazed by it. As soon as you show them how to do the trick, people are completely unimpressed by it.Dave: Maybe, that's one of the reasons that task‑based learning or test‑teach‑test lessons can work well, is because you put this question at the beginning. You put the hardest part first, putting students into a position where it is difficult for them. It gets them to think about it.It's the question that's interesting. Then it leads to the answer later on, whereas something like PBP, which we know gets a lot of bad press, doesn't put the question at the beginning.Tracy: That's something related to the teacher's role in the classroom. They're not just to spoon‑feeding the students. They have to make sure what kind of questions they can ask the students. They facilitate the learning.You don't want to mix the prompting questions which scaffold student learning with guessing what's in my mind.Dave: Totally agree. Yes, it's a good example from real life, Tracy. One of the things to be careful with this one though is to be careful the questions you pose aren't too hard as well as grading your language, grading your instructions.If you ask students a question and it's very specific, there's only one possible right answer, it's really difficult. They're beginner students, A1 level maybe, and you ask them, "So the past perfect continuous, when would you use this?" They immediately look up and go, "I don't know. There's no way I can know," and they immediately check out.Daniel Willingham says, "Respect students' cognitive limits. Don't overload them with information. Don't make the instructions or grade your language too much," is how I would interpret that for TEFL. Also, "Make sure the questions you ask them are within their ability to answer."Ross: How about we move on to another principle, then? My personal favorite, and probably yours as well, Dave, is, "Memory is the residue of thoughts."Dave: No, I hate that one. Leave that one out.[laughter]Tracy: Can you guys explain this a little bit?Dave: Yeah. From "Memory is a Residue of Thought," I think what Daniel Willingham is saying is that students remember what they think about. In your class, if they're thinking about your flashy warm‑up where you jumped up and down and screamed around like a monkey, then they're going to remember, "Hey, teacher screamed like a monkey today. That was really funny."That's what they'll tell their parents. Whereas if they do a task where they have to figure something out and talk to their friend about the best way to negotiate with somebody or the best way to get to the train station, and they're using English to do that, then that's what they'll remember.One of my biggest takeaways from the book is that he suggests that to review your lesson plan in terms of what the students will think about. Every task you have, every activity, every stage, put yourself in your learners' shoes, and imagine what they're going to think about as they're completing that.My suggestion on top of that would be, "Do the same thing for the language use." Look at your lesson plan, or imagine it. Think about it from your learner's point of view. What language would you use to complete that task?Ross: Something else I found interesting, it was a quote from him. He said, "Fold practice into more advanced skills," which got me thinking. The way I would apply that to the language classroom is when your students advance a little bit...Say they've moved up from present simple, and now they're doing past simple, just a cliched example. Instead of practicing just that skill of past simple, make sure they get a chance to use prior practice.Make sure they get a chance to use the skills and recycle a language from previous classes. When they're practicing past simple, they're also integrating present simple and the other things and the other vocabulary that they have learned.You don't just focus only on the target language for that particular lesson, but you bring in the other language that you used previously. I find a lot of teachers don't do that. They're so focused on the target language for that one lesson, they forget the previous lessons.Ross: That might be one of the reasons why extensive reading works so well, is because all of the forms and grammar that you might have learned previously are all going to be recycled in natural stories.That's maybe why also genuine tasks where you don't prescribe the language for the students to use in some sort of prior practice can also be beneficial because students will get to bring in language that they've used from previous lessons.For teachers, if you're using a great textbook that automatically recycles or has in it recycled language from previous units, that's great. Even if you don't, you can just pause in lessons and say, "What is there from previous lessons that we've learned that you could also use in this task or in this activity that could help you," and think about that when you're planning as well.Before we finish, I wanted to talk about the very last chapter of the book which is about helping teachers improve. He makes this nice distinction between experience and practicing. Teaching, like any other complex skill, must be practiced to be improved.It reminds me, I think the same author Rubinstein, the pianist, says something like, "I play the piano for nine hours a day, but I only practice for one." There's a nice difference there between what you're actually doing and then when you're making a deliberate effort to get better.One of the things is that teachers are very busy. It's very easy for all of your classes to just go by in a whirlwind, but if you can find the occasional class or the occasional thing to work on for an hour a week, in the long term, that can improve your teaching.Dave: Actually, he suggests a good method, which I'm very eager to adopt. To find another teacher he wants to improve, he says, "Perhaps watch a video of another teacher teach and comment together jointly on that so you gain each other's kind of levels and things you talk about."After you've done that almost bonding experience, then film yourself and swap it with the other person so then they comment on yours. Of course, be nice.Ross: A couple of other points on that. He says, "When you video yourself, spend time observing. Don't start by critiquing."Dave: I remember the first time I videoed myself or saw myself teaching. I was amazed at how many unconscious habits I had. I presented myself entirely differently than the way I thought I did. It's almost like watching a stranger teach.It was that difference in my expectation. The image I had in my head of myself teaching was clearly very different to that. You can only see that if you have that visceral experience, when you see yourself teach.Ross: The purpose of watching your partner teach is to help them reflect on their practice. Often, when people do peer observations, it's so easy to just say, "Oh, you did this wrong. You need to change this. This didn't work," but the purpose of it isn't to just throw out a few quick fixes. It's to get the person to engage in their own teaching and reflect.Tracy: Sometimes, I don't blame the teachers. Their experience is like that because they have been criticized from day one. Even if they did something nicely, still their trainer or their manager will just pick the area that they didn't do very well.Also, for a positive reinforcement, people are more likely to change their behavior if you tell them what they did really well. Then they could keep working on it rather than just starting from the negative aspects, and then you didn't do it very well.I don't blame the teacher sometimes because that's what they were told. That's how they train. That's how they experience. That requires the trainers to understand how to balance it and how you demonstrate this to your teachers from day one.Dave: Totally correct. I think you've hit the nail on the head there, Trace, by saying what would change the behavior of the teacher, because they can't. You need to take the tack if the teaching is very directed feedback and that will work, then do that.If they're unconfident, nervous, anxious, you need to tell them what they've been doing right as well. Don't change everything. Keep what good they have been doing and then tweak a little bit.Ross: If you've been convinced at all by the last 14 minutes that this book would be useful, it's by Daniel T. Willingham. It's called Why Students Don't Like School. It's subtitled "A cognitive scientist answers questions about how the mind works and what it means to the classroom." I highly recommend it.Also, since we're on the topic of books and you're about to plan a lesson, I highly recommend...[laughter]Tracy: Wow, good. Nice segue.Ross: ..."Lesson Planning for Language Teachers ‑‑ Evidence‑Based Techniques for Busy Teachers" by...Tracy: By Dave Weller. Congratulations, Dave.Dave: Thank you.Tracy: Hope you guys enjoyed the podcast. See you next time.Transcription by CastingWords

MSM 432: #ISTE2019, Go Synth These Jokes Jokes You Can Use: Advisory: Missing Maps https://www.missingmaps.org/#annotations:tAuSJo47EemjwHtX8YTYPA Middle School Science Minute by Dave Bydlowski (k12science or davidbydlowski@mac.com) Apollo 11 -- 50th Anniversary From the Twitterverse: #mschat every Thursday at 8:00 pm Eastern Standard Time. And as Troy says, “The Twitter never stops!” ISTE Thoughts Resources: Privacy Grade http://privacygrade.org/home#annotations:XTkEApaMEemvJA-YuO44Og Web Spotlight: Synth https://gosynth.com/m/education/ Why Tech Isn't Transforming Teaching: 10 Key Stories From Education Week http://blogs.edweek.org/edweek/DigitalEducation/2019/06/why_tech_isnt_transforming_teaching_10_stories.html#annotations:sE63oJmcEemS3A_SHx4Ysw How to Teach Critical Thinking Daniel T. Willingham chrome-extension://bjfhmglciegochdpefhhlphglcehbmek/content/web/viewer.html?file=https%3A%2F%2Feducation.nsw.gov.au%2Four-priorities%2Finnovate-for-the-future%2Feducation-for-a-changing-world%2Fmedia%2Fdocuments%2Fexar%2FHow-to-teach-critical-thinking-Willingham.pdf#annotations:KfTerJkYEemWUe_OEbx3xA Random Thoughts . . .

Julie Schell is the Executive Director of Learning Design, Effectiveness and Innovation at the University of Texas at Austin, and an Assistant Professor of Practice in the Department of Design and the College of Education at UT Austin. Julie and I met a while back, and we did some work together at a fantastic convening at the University of Texas at Austin. I’m thrilled to have her on the show, especially given her focus on teaching and learning design thinking and human-centered design. Design thinking has hit a peak this year based on Google searches, Julie explains, which demonstrates that there’s a lot of interest in the field. Most of the people who are making these searches are unlikely to be formally trained designers, but instead are probably individuals outside the field who are looking for opportunities to innovate. Julie is enthusiastic about these people being able to learn design thinking, and digs into how to go about that in the right way. For example, she points out that when you’re working with someone who doesn’t have a prior knowledge basis for what they’re trying to learn, you can’t expect long-term, sustained, deep learning to occur after learning in an accelerated model. She also emphasizes the importance of humans (and human contact) in learning human-based design. Julie also believes that we have a responsibility to democratize education and strip the elitism from design, and sees part of her role at UT Austin as being exactly that. She talks in our conversation about how she does this and her practice with self-regulated learners who don’t have the privilege of enrolling in graduate programs at the university. Tune in to learn more about all of these topics, as well as what a self-regulated learner is (and why that matters), some ways to facilitate self-regulated design thinking, the importance and four key sources of self-efficacy, and some great resources related to all of these ideas.   Learn More About Today’s Guest Julie Schell Julie Schell at the School of Design and Creative Technologies at the University of Texas at Austin Julie Schell on LinkedIn @julieschell on Twitter   In This Episode [02:09] — What’s happening in Julie’s world in terms of teaching design to non-designers and human-centered design pedagogy? [04:00] — Julie addresses some of the responses she’s seen and how they’re working (or falling short), as well as some ways that non-designers can learn about design thinking. [10:36] — We hear about Julie’s thoughts on the forms that deceleration can take in learning design thinking and human-centered design. [16:25] — What are some things we can do to satisfy the demand for a boot-camp experience but help with the problem of experiences that set people up to implement poorly? [21:22] — Julie shares her thoughts on how we can set people up to have a deeper learning pathway and talks about self-efficacy, including its four sources. [30:42] — What would Julie’s advice be for a faculty colleague who will be teaching in this space for the first time? [32:35] — Dawan talks about one of the things that he stresses with new learners: the emotional moments that he’s seen, and the normalcy of those feelings. [36:59] — Julie points out how making the struggle visible can be refreshing for students. [37:38] — Julie shares her recommendations for someone looking to make a career shit and build skills in this area. [40:26] — We hear about the importance of finding what the self-interested and self-transcendent purposes for learning are. [43:53] — What are some books, links, or references that Julie recommends to learn more about design thinking pedagogy or self-regulated learning?[46:45] — Where can people go to find out more about Julie and her work? [47:36] — In closing, Julie points out that all design has an element of learning to it.   Links and Resources yes@designthinking101.com (Dawan Stanford) Julie Schell Julie Schell at the School of Design and Creative Technologies at the University of Texas at Austin Self-efficacy Albert Bandura David Yeager Lynda Design Thinking Has a Pedagogy Problem at SXSW EDU Design Thinking Has a Pedagogy Problem… And a Way Forward by Julie Schell, EdD Julie’s Design Thinking Pedagogy Reading List Mindset by Carol Dweck Why Don’t Students Like School? by Daniel T. Willingham Make It Stick by Peter C. Brown and Henry L. Roediger III Desirable Difficulties to Create Learning by Veronica Yan Creative Confidence by Tom Kelley and David Kelley The Design of Everyday Things by Don Norman Hidden in Plain Sight by Jan Chipchase Change by Design by Tim Brown Prompt by Tamie Glass The School of Design and Creative Technologies at the University of Texas at Austin Extended Education at the School of Design and Creative Technologies at the University of Texas at Austin

¿Son diez mil horas suficientes para llegar a ser un top experto en un campo? Lo discutimos en este episodio en el que Ludo nos cuenta lo que ha descubierto, todo aliñado con otros temas para hacer un poco de "divagatelling"... :-) En Delicatessen recomendamos "Show your work" de Austin Kleon, traducido como "Aprende a promocionar tu trabajo", un pequeño gran libro para releer una y otra vez. Diez mil horas de práctica [Entrevista] "Hablar o callar es un poder" - Fernando Beltrán en La contra de La Vanguardia [Libro] "El nombre de las cosas: Cuando el nombre marca la diferencia" de Fernando Beltrán. [Artículo] Reseña del libro “El nombre de las cosas” del poeta y nombrador Fernando Beltrán - Presentástico. [Libro] "¿Por qué a los niños no les gusta ir a la escuela? Las respuestas de un neurocientífico al funcionamiento de la mente y sus consecuencias en el aula" de Daniel T. Willingham [Libro] "Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom" de Daniel T. Willingham. [Episodio] ZT 03: Small wins y “El poder de los hábitos” de Charles Duhigg [Libro] "El poder de los hábitos" de Charles Duhigg [Libro] "La magia del orden: Herramientas para ordenar tu casa... ¡y tu vida!" de Marie Kondo. [Libro] "Menos es más: Cómo ordenar, organizar y simplificar tu casa y tu vida" de Francine Jay. [Artículo] "Proyecto Suricata: La ciudad silenciosa" de Benjamí Villoslada en Medium.com [Álbum] "Wasting light" - Foo fighters Documental Foo fighters - Ask Ludo. [Vídeo] The Tim Ferriss Experiment: Starting a Business | Trailer | Tim Ferriss https://www.youtube.com/watch?v=dr-ZDfB6Tb0 Delicatessen: Aprende a promocionar tu trabajo Este libro es una pequeña maravilla. Carles dice que forma ya parte de su rebiblioteca, es decir, de los libros que está seguro de que va a releer varias veces... Ahí es nada ;-) [Libro Delicatessen] “Show Your Work!: How to Share Your Creativity with the World” de Austin Kleon. [Libro Delicatessen] “Aprende a promocionar tu trabajo” de Austin Kleon. [Artículo] Por qué compartir tus procesos creativos puede ayudarte a crear mejores productos - zetatesters.com Una vez más, nos repetimos “more than garlic

In this episode we're joined by Daniel T. Willingham, a professor of psychology from the University of Virginia. Dr. Daniel T. Willingham earned his Ph.D in cognitive psychology from Harvard, and he spent about 8 years focusing on the brain basis of learning and memory. Today, his research is focused on the cognitive psychology behind K-16 education. We talk about cognitive psychology, techniques that work, techniques that don't, and some of the challenges facing the outdated education system in most countries. There are a ton of take-homes in this episode, and it is applicable not just to kids or teens or parents, but also to anyone who wants to learn more effectively, at any age.

Jokes You Can Use: Ruth_A_Buzzi 1. Why are hot dogs at Detroit Tigers’ stadium so much better than the ones sold by the Seattle Mariners? Because you can eat them in October. 2. Ultimately, my ex broke up with the blond chick and married a sweet little Native American lady. I hope they're one big Hopi family. On Our Mind: New “toys” for Shawn. https://www.sifteo.com/ Eileen Award: Kerry Derminer Noel Parish Kevin Upton Advisory:kkinstruction Kalysta How to Make a 1920s Flapper style Dress in only One Hour! Includes 4 Special Bonuses. http://j.mp/nDRXcO Middle School Science Minute by Dave Bydlowski (k12science or davidbydlowski@mac.com) Part 3 of the 4 part series on lab safety. This podcast focuses in on standards on specific safety precautions involving chemicals and lab equipment. The importance of lab safety was pointed out last week in the Chicago area when a student suffered a serious injury while passing around dry ice and water in a plastic bottle and it exploded. The full article can be found at: http://articles.chicagotribune.com/2011-09-26/news/ct-met-science-class-20110926_1_chemistry-class-nsta-national-science-teachers-association From the Twitterverse: Don’t forget to join the conversation on MiddleTalk and Twitter at #midleved this Friday at 8:00 pm EST. News: A bet on No Child Left Behind http://www.washingtonpost.com/blogs/answer-sheet/post/who-won-a-2007-bet-on-no-child-left-behind/2011/09/26/gIQAwBBi0K_blog.html How Teacher Turnover Harms Student http://transformed.teachingquality.org/blogs/advancing-teaching-profession/09-2011/how-teacher-turnover-harms-students http://www.nber.org/papers/w17176 How to fix this mess called middle school http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-fix-the-mess-we-call-middle-school/2011/09/25/gIQAjCx1yK_blog.html Resources: Dead Sea Scrolls Online http://googleblog.blogspot.com/2011/09/from-desert-to-web-bringing-dead-sea.html VizLingo Turn text into a video representation. http://www.vizlingo.com/ History Pin YouTube introductory video: http://www.youtube.com/watch?v=FdT3eKdto4w http://www.historypin.com/ SpeakIt! http://www.freetech4teachers.com/2011/09/speak-it-text-to-speech-in-google.html Web Spotlight: Cheating Here's an overview of some of the most shocking instances of teacher cheating, plus a few episodes that may have been overblown. http://www.propublica.org/article/americas-most-outrageous-teacher-cheating-scandals Students need to develop Grit http://edcommentary.blogspot.com/2011/09/teaching-character-strengths-and-values.html Teaching All Site has activities for Interactive Whiteboards (IWB’s), iPad Apps and much more. Tons of links! http://teachingall.blogspot.com/ Digital Promise Founded after more than a decade of effort, including a 2004 report to Congress, Digital Promise has been endorsed by virtually every major national association of educators and educational institutions, libraries, and museums. The project that gave rise to Digital Promise was launched by the Carnegie, Century, Knight, MacArthur, and Open Society foundations, sustained by the Federation of American Scientists, and championed by a coalition of Republicans and Democrats, civic and business leaders, who came together on its behalf. http://www.digitalpromise.org/ Strategies: Read Ten Classic Books in Under a Minute http://flavorwire.com/213381/read-ten-classic-books-in-under-a-minute What Will Improve a Student’s Memory? By Daniel T. Willingham Question: I often have students tell me that they studied for a test, meaning that they reviewed their notes and the textbook, but they still did not do well. If they have reviewed the material, why don’t they remember it? Is there anything I can do to help them study more effectively? http://cdl.org/resource-library/pdf/What%20Will%20Improve%20a%20Students%20Memory.pdf Events & Happenings:

We hear it too frequently from some teams, " I hate school." Why are some teens so turned off by the learning process? How do we make school appealing? How do we create a life long love of learning? In this segment we try to unpack the problem and pursue practical solutions. Dr. Judy Willis practiced neurology for 15 years before returning to university to obtain her Teaching Credential and Masters of Education from the UC Santa Barbara. She has authored many books including, How Your Child Learns Best: Brain-Friendly Strategies You Can Use to Ignite Your Child's Learning and Increase School Success. Daniel T. Willingham is professor of psychology at the University of Virginia. He writes the popular Ask the Cognitive Scientist column for American Educator magazine and is the author of Why Don't Students Like School?