Podcasts about Learners

In this newscast: Gastineau Avenue has reopened to traffic after crews removed debris from the landslide; Friday is Orange Shirt Day, a day of remembrance for Indian Boarding Schools in the US and Canada, and there are events in Juneau to honor it; Learners of Kodiak Alutiiq are passing along a distinct culture and worldview to the next generations; This morning, President Biden made more disaster aid available to Alaska in response to the Western Alaska storm damage

What is CVI? Cerebral visual impairment (sometimes called cortical visual impairment or CVI) is a disorder caused by damage to the parts of the brain that process vision. It's most common in babies and young children, but can continue into adulthood. A child with CVI has vision problems that are caused by their brain that can't be explained by a problem with their eyes. Normally, the eyes send electrical signals to the brain, and the brain turns those signals into the images you see. If you have CVI, your brain has trouble processing and understanding these signals. As elementary teachers, we will sometimes see CVI learners in our classrooms. Supporting them can be a challenge if we are not familiar with the impairment.   In this week's episode I am sharing some ideas to better support your CVI learners.  This includes how you can adapt resources so that they can better interpret what you are showing them.   In this episode you will learn: The benefits of leaning on your visual impairment teacher when responsible. How to adapt resources for your CVI learners. How to find CVI friendly videos for instruction. About CVI learners Links and Resources The Paul V Sherlock Center of Disabilities American Printing House   Connect with Dawn Find me on IG Etsy Shop TpT Store Subscribe Are you subscribed to my podcast? Trust me, you definitely want to do that so you don't miss a thing! Click here to subscribe in iTunes! Leave a Review If you are loving the podcast, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other teachers find my podcast and I love hearing what you think about the podcast as well. Just click here to review, select “Ratings and Reviews” and “Write a Review” and let me know what part of the podcast you found to be the most helpful!

Can people gain intelligence, or do we all just stay the same level we were born at?In elementary school, I was pretty smart and consequently was bullied by students and even sometimes teachers. At first, I struggled with the idea that being smart made me an outcast. Then, by the time I got to high school, it slowly dawned on me that I could just choose to be less smart. Don't get me wrong. I still did well, but I purposely dumbed down enough to not be a target. My high school was no bastion of intellectualism, and I learned to hide my smarts by actually being dumber, which caused my high school to treat me as less-bright. Obligingly, I became even more so, and downward I went. My college, though, was indeed a bastion of intellectualism, and while it took me a while to wise up and gear up, I was able to meet the challenge.I can see now that my intelligence was variable and that I could consciously choose my level of intelligence to match the given culture. This isn't a matter of just playing dumb or smart to accommodate a circumstance. It is about actually being so. Also, note that by “intelligence” I don't mean “learning,” which is a process, not a quality. Learning, though, can be a major contributor to increased intelligence, which is what a growth mindset is all about.The notion of mindset change has emerged as almost a commonplace among educators in the decade and a half since Carol Dweck published her landmark book, Mindset: The New Psychology of Success. On a continuum, one can lean toward a fixed mindset, meaning a belief that intelligence is innate and immutable, or a growth mindset, meaning an understanding that effort and learning can enhance one's intelligence. The advantage of the growth mindset seems pretty obvious, and we can thank Dweck for finally breaking the back of the widely held belief that we are born either on the smart end of the scale or on the stupid end with little hope for change.As an educator, I am troubled to admit that I long bought into that old idea of fixed intelligence. In my defense, so did pretty much everyone else because it was the only model we knew. My colleagues and I would consciously and unconsciously sort students into buckets of bright and not-so-bright, which no doubt affected their ability to learn. When a presumptively bright student failed, I would blame it on a lack of effort. When a seemingingly not-so-bright student succeeded, I would be surprised and chalk it up as a fluke.Shame on me.The first time I heard an explanation of Dweck's growth mindset, it made intuitive sense, though. Despite my assumptions about student wherewithal, I knew deep down that students could get smarter. I had seen it. I had personally experienced it. In the past I would have said that they had innate talent all along that just needed to be brought out. How patronizing is that? In reality, they were likely applying themselves to learning and were actually becoming more intelligent.At its worst, the fixed mindset fixation has been used forever to justify oppressing and subjugating individuals and groups. You can still hear it touted rather loudly by those in our society and the world who seek to dominate others. It echoes in the notion that the poor are just lazy, that the rich can do no wrong, and that individuals are lesser than or more than just because of their identity group.Scarcity and AbundanceIn the business world we talk about a separate but similar mindset continuum, the mindset of scarcity or abundance. We know that people who have a scarcity mindset will sink or at best maintain but will never grow without some shock to the system. Those with an abundance mindset will tend to succeed. The choice can be one of life or death for entrepreneurs such as myself, and I struggle with it mightily.To be clear here, this is not woo-woo. It's not a matter of wishful thinking, positive thinking, or magical affirmations. The growth mindset and it's business partner, the abundance mindset, both require commitment and work. Remember, that with the growth mindset you don't get smarter by believing you can get smarter. You get smarter by committing to that belief and acting on it. You have to know you can learn, want to learn, and do the hard work of learning. It is the same for the abundance mindset. Dreaming about abundance without action will never be more than a dream no matter how many vision boards you construct.What I always find interesting is how challenging it can be to fight your way toward intellectual growth and an attitude of abundance and how quickly a fixed mindset or a scarcity mindset can undo you. It is remarkably easy to dumb down. I know. I did it. It is remarkably easy to descend into scarcity. I know, I once worked for a whole college that is sadly still stuck there, denying itself available resources.In contrast, both smarting up and resourcing up require continuous intent, effort, and struggle. Learners and growers operate outside their comfort zones. If you limit the scope of your operations to an intellectual, cultural, or even political bubble — avoiding anything that challenges your beliefs and assumptions — you have a fixed mindset. You are choosing to limit the expansion of your intellect. You are refusing the possibility of abundance. You are hindering growth. To be clear, though, having a fixed or growth mindset neither determines the level of your intelligence nor predicts success. Mindset is an attitude or an internalized paradigm that leads to certain behaviors and outcomes. Highly intelligent and educated people can have a fixed mindset just as a well-heeled chief executive or entire corporation can have a scarcity mindset. Your circumstances do not dictate your mindset. Your choices do.If you are fixed in place by a fixed mindset, you can choose to grow with a growth mindset. If you are scarred by a scarcity mindset, you can choose to dance with an abundance mindset. Your mindset is one of the few things entirely within your control, so take control. All you need to start is to change your mind.Where are you on the continuum of fixed and growth mindsets? Where are you on the continuum of scarcity and abundance mindsets?You can be the kind of leader who cultivates growth and abundance mindsets in yourself and in others, and I can help. Click below for your free consultation and gift.Share your thoughts on this topic or participate in a discussion by leaving a comment below or by contacting me directly by email: You'll need to register with Substack to leave a comment, which is painless and free.Please share this post on social media. And don't forget to SUBSCRIBE to have On Leading with Greatness sent weekly to your inbox. I look forward to hearing from you.Thanks for reading On Leading With Greatness! Subscribe for free to receive new posts and support my work.Intro and outro podcast theme music by LiteSaturation from Pixabay. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit jimsalvucci.substack.com

RATINGS/REVIEWSWe are excited to share the Two Writing Teachers Podcast with you. If you've provided a rating or review on any of the listening platforms, then please fill out this form to be entered into a giveaway for a free professional book from Corwin. All entries must be received by October 14th, 2022. You must have a U.S. mailing address to enter the giveaway.MORE INFORMATIONCheck out Shawnda's blog post that inspired today's bonus episode:Chants for Writing: Support Routines, Conventions, and CraftRead more posts about working with multilingual learners and on translanguaging on Two Writing Teachers. In addition, here are some other #TWTBlog posts that will provide you with more information about things Shawnda mentioned.Developing StorytellersStudents Can Draw at Every Stage of the Writing Process (At All Ages)Use Oral Rehearsal to Aid Note-TakingABOUT SHAWNDAShawnda Fukano is a primary literacy coach at Mount View Elementary, a dual-language school in the Highline School District in Seattle, Washington. She supports teachers and students in both English and Spanish classrooms as they develop biliteracy. Shawnda has had a passion for educating multilingual learners since she began teaching in 2004. She spent many years as a classroom teacher for 1st, 2nd, and 3rd grade newcomers, and was then the Dual Language Coordinator when her school first transitioned to the dual-language program. She also taught English to adult refugees from Burma for several years.Shawnda is a National Board Certified Teacher in English as a New Language and is an OCDE Project GLAD® Trainer. She lives in Seattle with her husband, son, and twin daughters and writes slices of her life as a mom and teacher at ShawndaStories or follow her on Twitter @ShawndaFukano.FINAL NOTESSubscribe to our podcast at https://twtpod.buzzsprout.com. Follow me on Twitter!Stacey Shubitz: https://twitter.com/sshubitz Advertising Inquiries: Email us at contact@twowritingteachers.org. 

You know what works for me won't always work for you. The reason we need to tailor language learning is because your language learning needs, goals, ambitions, lifestyle and brain are different from anyone else's. But there are a few things I've noticed learners do that really boosts their progress and confidence in a language.In this episode we delve into 3 things that excellent language learners do differently.If you dare to be excellent and want to find a 4th thing that language learners do to excel (no email address or details required), visit abundate.org/xlnt.

Khun Victoria: www.youtube.com/VictoriaReign Advice for intermediate / advanced Thai learners 1. Expand on the topics you can discuss: e.g. politics, societal issues 2. Don't get complacent and stop reviewing/using some useful vocabulary 3. Try and put yourself in positions to practice: e.g. visit Thai speaking places, use voice rooms on apps like HelloTalk 4. Learn the difference between formal and informal Thai 5. Become proficient in reading and writing Unlock premium episodes: Thailand: https://www.patreon.com/youtoocanlearnthai/ USA, UK plus 30+ countries: https://anchor.fm/learnthai/subscribe Detailed tutorial: https://docs.google.com/document/d/1n-tZKW76sT7ULyvOVdH7_3NcPpbWmXRAzIZp7T0_rUM *** Amazon affiliate links: Use our link to go to Amazon homepage before you shop. We get shared profits, you pay nothing extra :) USA: https://amzn.to/37OqSN3 UK: https://amzn.to/3dOdIU8 France: https://amzn.to/3wvTAfR Japan: https://amzn.to/348UD99 *** Facebook: www.facebook.com/youtoocanlearnthai YouTube: www.youtube.com/c/YoutoocanlearnThai *** Thai alphabet & activity books: https://viewauthor.at/khrunan Merch (shirts and phone grips): USA: https://www.amazon.com/hz/wishlist/ls/1EZF44ILW1L5N UK: https://www.amazon.co.uk/hz/wishlist/ls/14ESIQA0SZ5LL Germany: https://www.amazon.de/hz/wishlist/ls/219DDRPHY347Y ***

A review has uncovered serious shortcomings in New Zealand's education outcomes for disabled learners. The Education Review Office, or ERO, found that many schools and early learning centres actively excluded disabled students, while educators often lacked the confidence to teach those with disabilities. ERO head of education evaluation Ruth Shinoda spoke to Corin Dann.

Would you consider yourself a reader? Do you enjoy reading physical copies of books, digital versions, or audio versions best? Whatever type of reader you are, (or even if you aren't a big reader!) check out the books we are currently reading, love, and plan to read next! If you've listened to the podcast for any length of time, you know that learning is essential to us. So much so that every time we have a guest come on this show, one of our last questions is: ‘What resources are you learning from currently?'  Our guests share things like books, podcasts, etc. We always get amazing recommendations but have never dedicated an entire show to giving our own book recommendations in this sort of format. So, we have several categories we will dive into with book recommendations for each one! Enjoy and let us know if you pick up any that resonate with you! For the full show notes for this episode go to: https://estherlittlefield.com/episode202   Stay Connected: Subscribe on your favorite podcast app. Click here to find all the options where you can find the podcast. Join our Purposeful Leadership Facebook group! In the Facebook group, we can chat about what you need as a leader, what your challenges are, as well as celebrate the wins. This is a great community to learn and grow together. We want to get to know YOU.   Other Ways to Connect with Esther and the Christian Woman Leadership Podcast: Esther's Instagram Holly's Instagram Holly's Website Facebook Page

Interprofessional education (IPE) activities have occurred in health education institutions in over 40 countries worldwide (Herath et al., 2017). The World Health Organization (2010) defines interprofessional education as students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. For upcoming interviews check out the […]

Follow the Utah Teacher Fellows online at theutahteacher.com  (our blog) and on social media at:socialmedia@hopestreetgroup.orgTwitter @HSG_UTInstagram @ut_teacherfellowsFacebook @utahteacherfellowsprogram Twitter Handles:Audryn Damron (@audryn_d) -- 9th & 10th Grade SPED Math Cottonwood High SchoolRyan Rarick (@Coach_Rarick) -- Administrative Teacher on Special Assignment at Snow Canyon High SchoolKayla Towner (@mrstowner9) -- Technology Instructor Trainer at Utah Education Network (UEN)Kacee Weaver (@KaceeWeaver801) -- Kindergarten / 1st Grade Teacher in Ogden School District  

Thabo is John by Mzwethemba Dluthu, a Mind Power Coach chatting about the high rising number of learners who either resort to quitting school or commit suicide after being bullied at school. See omnystudio.com/listener for privacy information.

School-based OT practitioners are not handwriting teachers! However, handwriting is often the most common reason for referral.In our chat with Debra Collette, OTD, OTR/L, we are discussing a recent article where she surveyed teachers, administrators, and therapists on the missing pieces of handwriting in schools. Ten years ago, common core began to take over school standards, but the standards neglected to include handwriting. Tune in to learn how common core standards have impacted handwriting and how you can support students and teachers in implementing a handwriting curriculum. Tune in to learn the following objectives:Learners will identify the connects and disconnects between the common core curriculum with handwritingLearners will identify the impact common core has made on children's written expressionLearners will identify how common core and handwriting can impact OTPsLearners will identify what OTPs can do to support curriculum and handwriting on a systems levelEarn Continuing Education for Listening to this EpisodeWish you could earn professional development for listening to the OT Schoolhouse Podcast? Now you can!Click here to purchase the professional development opportunity that corresponds to this episode. View the complete show note at OTSchoolhouse.com/episode110 

Arabic in 60 steps INTENSIVE: https://www.arabicin60steps.com/INTENSIVE Join us on the Arabic in 60 Steps Program here: https://www.arabicin60steps.com Follow along by downloading the book here: https://www.hindawi.org/books/35130408/ Important links: TikTok: https://www.tiktok.com/@arabicin60steps Instagram: https://www.instagram.com/arabicin60steps Facebook: https://www.facebook.com/Arabicin60Steps YouTube: https://YouTube/c/arabicwithsam Website: https://www.arabicin60steps.com/ Email: Sam@Arabicin60Steps.com

Want your kids to become independent learners? It's totally possible, but you won't get there overnight. Today I am joined by Dennis DeNoia from Mr. D. Math and author of the book Teach: Creating Independently Responsible Learners. Mr. D breaks down two of the steps we can take to move our kids towards greater independence in our homeschools and the world beyond. 

Lets get ready to learn!

Everybody makes mistakes...on this episode, I share four mistakes that I made when serving my gifted learners in the general education classroom as well as what we must consider in order to avoid making these mistakes in the future. In this episode, you will learn: Why we shouldn't tell gifted learners that they are smart Why perfection shouldn't be the expectation Why comparison is always a bad idea How we can design experiences with gifted learners in mind Resources: Episode 58 - Strengths-First Mindset Episode 59 - Embracing and Encouraging Productive Struggle Episode 51 and 52 - Gifted Kid Burnout Want to Learn More (and do me a favor)? Follow me on Instagram Visit my Website Subscribe to my podcast and share with your friends/colleagues Leave a review to let me know what you thought about what I shared today

Listen to this Podcast to learn more about best laptops for Data Science Learners.To learn more : CLICK HEREHost : www.instagram.com/meet_kanth/Whatsapp Us: +919121516181

Have your learners done the reading? Are you tired of discussion board posts? This week your Faculty Feed hosts Staci Saner, EdD, MEd and Laura Weingartner, PhD, MS from the Health Sciences Center Office of Faculty Development talk about one of our favorite teaching tools. The social e-reader Perusall allows learners to interact with each other asynchronously through reading assignments and other course content. Staci and Laura describe different ways that faculty can incorporate this amazing tool into their teaching, with a specific focus on health professions education (HPE). Check out the research article studying Perusall mentioned in the episode. Do you have comments or questions about Faculty Feed? Contact us at FacFeed@louisville.edu. We look forward to hearing from you.

Why?: What creative methods might you use to help your learners answer the So What Now? of The Effective Four? What?: Why? What? So What? So What Now? are The Effective Four questions. If you can help your learners answer these four from a Bible passage, you'll find that the Holy Spirit uses the truth of the passage to transform them, to make them wise. If you're teaching for transformation, you've helped them answer the So What? question that finds potential application for their lives. Now, you need to get them to commit to that transformation. Here you help them answer the So What Now? When they commit, they change their world, if only in a small way. To be wise, they'll need to follow through on their new commitment. This call could be as impersonal as a challenge such as, "Will you commit…?" It could be as personal as connecting them with an accountability partner who will hold them to their commitment while asking the same from them. It could be a simple reminder during the week by way of a postcard, an email, or a text message. It could be a promise to ask for a progress report the next time the class is together. So What?: However you do it, don't fill their heads with new information without asking their hearts to be changed. Commitment makes the transformation more likely. So What Now?: Will you commit to asking them to commit to being transformed? This is why God has given you as a gift to the church—to help each disciple to be more like the Master.

In thisepisode, Cheryl and Tyler discuss: Developing a craving for learning  The more you learn, the more you don't know Being intentional about learning  The continuation of success stories     Key Takeaways: There will come a time where you'll realize that there's so much more to learn and you'd crave to learn that. That time may have already come for you but if it hasn't, you'll wish in the future that it had come sooner.  The more you learn, the more you'll realize how much you don't know. You can't let that stop you. Whenever you learn, apply it. Learn and do.  Learn to love learning. Take that key and unlock the door. Be intentional about learning. Pay attention to the knowledge that you're consuming. Take notes and figure out how you could apply it into your life.  People love hearing the story of how successful people get to the top but what they don't often realize is that the story doesn't end with them getting there. It continues on, they work just as hard as they do in order to stay there.    “Those who are willing to adapt and learn and implement their learning the fastest when change comes, are the ones that are the most successful the fastest.” — Tyler Herd   Connect with Tyler Herd: Website: https://www.tylerherd.com/  Phone: 801-577-5924    Get in Touch with Cheryl: Website: www.cherylknows.com  YouTube: https://www.youtube.com/channel/UCwvWKXBC6fKn1dLGY11hxIg Facebook: https://www.facebook.com/dynamiteproductionsinc LinkedIn: https://www.linkedin.com/in/cherylknowlton/   Show notes by Podcastologist: Justine Talla   Audio production by Turnkey Podcast Productions. You're the expert. Your podcast will prove it.   

Be part of our community by joining our Facebook group: https://www.facebook.com/groups/thoughtbehindthings In tonight's conversation with our special guest, Haroon Yasin. What has his early life been like? What is his educational background? How it all started? What was the thought behind starting Taleemabad? What were some challenges and experiences they faced? How did it all begin? Where can we watch this content now? Explaining the Taleemabad App? Why did they introduce the aggregator? Are they working on distance learning programs? What type of schools are there? How does standardization work? The procedure to open a school & branding guidelines? Can Taleemebad grow to be a brand that pulls you in? Education franchising in Pakistan? What funding have they gotten? What prevented him from raising venture capital? What was it like to meet the Queen? How does he envision Pakistan in 2050? Catch this and so much more in tonight's episode. Do not forget to subscribe and press the bell icon to catch on to some amazing conversations coming your way! Connect with us: • https://www.instagram.com/thoughtbehindthings • https://www.instagram.com/muzamilhasan Haroon's LinkedIn: https://www.linkedin.com/in/haroon-yasin-632b54158/?originalSubdomain=pk Taleemabad's website: https://taleemabad.com/news/ One8nine Media: https://www.youtube.com/channel/UC6akyz6EpkwyzBmKh0L2rSQ Support our podcast: https://anchor.fm/syed-muzamil-hasan-zaidi3/support You can also audio stream our podcast on the following platforms: • Spotify: https://spoti.fi/3z1cE7F • Google Podcast: https://bit.ly/2S84VEd • Apple Podcast: https://apple.co/3cgIkfI --- Support this podcast: https://anchor.fm/syed-muzamil-hasan-zaidi3/support

Welcome to the Woman in Tech Series from the Global Tech Leaders Podcast. Today we are speaking to Kelly Griswold, CEO at Onna. Kelly was originally appointed as Chief Operating Officer back in October 2020. Having originally joined the company as Chief Strategy Officer. She oversees sales, customer success, partnerships, finance, marketing, and the people team. Her focus is on the day-to-day operations of the company. She has a strong track record of partnership and deals origination, negotiation and execution experience in the United States and in International markets. This includes M&A execution experience with a top-tier investment bank and in the renewable energy space. She has a deep understanding of financial structuring and growth strategies in energy and financial services. We kick off by asking Kelly to share her career journey so far and what has led her to where she is today. Goal orientated. Luck and timing. Internship. Played water polo. Analytical skill set. Renewable energy. A young mother. Align yourself with good people. Have goals and be ready to pivot. We ask Kelly how has she utilised her sports industry experience and applied it in business. A company is like a team. We choose to be here. Accountability. How one fits in a team. Game plan. Coach vs individual contributor. A winning recipe. Then we ask Kelly what are things she can and can't coach, and what she looks for in an interview. A diverse set of backgrounds and mindsets to think outside the box. Prioritising diversity. A unique set of challenges. Red flags. Level of engagement. Be intentional in your sourcing strategy. Next, we ask Kelly what could we be doing better when it comes to hiring and the image of hiring. Bringing in examples and highlighting success stories. Making it less daunting for women. Don't feel the pressure to conform. Learners mindset. Pathway paved for success. Then we asked Kelly to share some of her challenges faced as a woman. The sea of sameness. My leadership voice. In terms of people she works with, we ask Kelly what role can they play in supporting women in tech. Women and men both balance work and family life. Paternity leave policy. A 50/50 sport. Next, we asked Kelly to share more about Onna and what they do that is so exciting. A platform that collects and structures data from content collaboration and communication applications. E-discovery and litigation. Search across systems. Click to connect. A gold mine of insights. Then we ask Kelly what the future looks like for Onna. 150 employees right now. Focused on growth with efficiency. Customers are the centre. Partner with customers. We dive into asking Kelly how she stays organised and if there is a gadget or tool she can't live without. Learners mindset. Prioritize and accountability. --- Send in a voice message: https://anchor.fm/gloabl-tech-leaders/message

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit learnwithdremily.substack.com

The legendary Dr. Jim Cummins synthesizes 40+ years of research on ML instruction w/ the goal of rethinking how we teach based on best practices. You can support the podcast by using this Amazon Affiliate link to purchase Dr. Cummins's book https://amzn.to/3FvOK7g. You can connect with Tan on Twitter at @TanKHuynh and TanKHuynh.com.  You can learn more about my courses at https://tankhuynh.com/courses.  

Arabic in 60 steps INTENSIVE: https://www.arabicin60steps.com/INTENSIVE Join us on the Arabic in 60 Steps Program here: https://www.arabicin60steps.com Follow along by downloading the book here: https://www.hindawi.org/books/35130408/ Important links: TikTok: https://www.tiktok.com/@arabicin60steps Instagram: https://www.instagram.com/arabicin60steps Facebook: https://www.facebook.com/Arabicin60Steps Podcast: https://anchor.fm/arabicin60steps Website: https://www.arabicin60steps.com Email: Sam@Arabicin60Steps.com

How are you preparing for today's learners? The "Gen Z" that we hear about? I share some ideas for you and my own observations and reflections. Check out iBlocks for PBL and let me know what you think! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Jonathan interviews Katarina Mentzelopoulos - PhD Candidate at the University of Nottingham. Purchase the book here and get 50% off by using the code LESSONS50 at checkout (valid until October 31). You can find the second book in the series here. Articles by Phil Hiver (Citation 53) mentioned: Article 1 Article 2 Contacts: JonathanShachter@gmail.com, LostInCitations@gmail.com

To find the grammar books that I mentioned, go to the community of practice, section "Grammar" - https://community.nataliatokar.me/c/grammar/You will find grammar books, self-study tips, creative exercises, and interactive challenges to continuously improve your grammar and to eliminate some old grammar mistakes that you've been making without knowing. Start your free trial and get serious about your practice. Free interactive challenges - https://nataliatokar.me/challenge

A1-A2-B1 There is a complete blog post to accompany this episode, so click here to... find the ISBN numbers and links to these dictionaries watch the instructional videos Frau Warner has made for many of these online dictionaries find out even more about using dictionaries for German learning. Here's the link to that blog post again: https://www.germanwithnicole.com/blog/german-dictionaries-for-learners-books-websites-apps ******** Download your free https://www.germanwithnicole.com/page/140437-a1-a2-b1-german-sentence-structure-guide (A1-A2-B1 German Sentence Structure Guide): All the sentence structure you need at each level. 5 pages of clear examples. Including English translations. Nicole Warner is Frau Warner of GermanWithNicole.com and is a German learner (certified level C2) and a certified instructor for German as a Foreign Language. She lived in Germany from 2003-2008 and has traveled widely in Germany. Frau Warner has helped people learn to communicate in German since 2010. https://www.GermanWithNicole.com (GermanWithNicole.com) - Your anchor on the stormy seas of German learning.™ Music: Bonnie Ship the Diamond by https://timbeek.com/ (Tim Beek)

Philippians 2:12-16 - We continue our recognition of this season of new beginnings with a call to recommit to our identity as learners. In his wisdom, God has chosen to work in part through his Spirit-indwelt people in the here and now. This means it is crucial that we take the task of learning, maturing, being sanctified, and becoming spiritually formed seriously for the love of God and the good of our family, neighbors, and ourselves. In the words of Paul, we are to "work out our salvation," all the while knowing that it is God's gracious activity that drives it all. A sermon by Cameron Heger. [Part 2 of our fall 2022 vision series "Begin Again"]

Chanie Kirschner is the director of Gesher Judaic Studies Program, an afternoon Judaic studies program for children in grades K-6. She holds a Masters in Jewish Education and has over 20 years of experience both in formal and informal Jewish education. She created Gesher to provide an affordable, yet comprehensive Judaic studies program for elementary-age students not in Jewish day school in Boca Raton, FL. Gesher has now solidified its' presence in the national Jewish community and has expanded course offerings to meet the needs of more students. Chanie is passionate about education, bringing Jewish studies to life, and connecting with her students. After teaching in the classroom in Modern Orthodox day schools in New Jersey and in Florida for many years, she and her husband decided to homeschool their 4 children, and appreciates the opportunity to do so and still be able to educate other Jewish children as well. You can find out more info about Gesher at www.gesherprogram.com and read her blog about homeschooling at www.mamaneedsrecess.com.Gems:Pay attention to the needs of your students.The days are long, but the years are very short.Homeschool is like tutoring which is one-on-one education for your children.Never take time for granted.You don't have to be a teacher to homeschool.We learn from our students while they learn from us.Education is a life-long endeavor.We are teachers, but also students.There are opportunities for education all around.Bridge the connection between what children are learning and make it personal for them.Make Torah personal and come alive for yourself and your students.Talk about G-d/Hashem every day.Don't give up!The core of Jewish living is at home.Amazon We receive a small commission for any items purchased through my Amazon link.Parenting On Purpose This course will help you better understand your child and build a deeper connection.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Support the show

Sandie Mourão joins me to discuss how to get young learners to play in English.

Studies have connected racial and cultural bias in students and how they approach patient cases in their respective PharmD curriculum. How can preceptors identify and address potential bias in pharmacy learners to help ensure healthcare equity? HostKathy Schott, PhDCEimpact GuestLaQuoia Johnson, PharmD, BCPS, DPLAPharmacy ConsultantGrowing Through Itlaquoiajohnson@gmail.comMore about Dr. LaQuoia Johnson Dr. LaQuoia Johnson is the author of How Rxacism Manifests: Inside the Small World of Pharmacy, a speaker, educator and champion for Diversity, Equity and Inclusion. Her personal mission is to create opportunities for transformational change in leadership from the lens of Grace. She is a graduate of the UNC Eshelman School of Pharmacy, Board Certified in Pharmacotherapy, and is residency trained in acute-care and pharmacy administration. Dr. Johnson spent the last decade providing patient-centered care and supporting others who do. Today, she leverages her knowledge and skills to educate the next generation of pharmacy technicians as an adjunct professor for Pharmacy Technology programs at two community colleges in North Carolina. Additionally, Dr. Johnson serves the State of North Carolina in partnership with the CDC foundation as a pharmacist consultant, and is the CEO of Growing Through It, LLC offering personal and leadership coaching and EDI-centered workshops for youth groups, corporate conferences, churches, and community-based organizations. Dr. Johnson resigned from her position in Pharmacy LeadershipGet CEClick here to access the courseCE InformationAt the end of this course, preceptors will be able to:1.     Discuss the possible impact implicit and explicit bias may have on students' ability to support health equity2.     Describe strategies preceptors can use help students increase their awareness of their own personal biasUAN: 0107-0000-22-321-H99-PRelease Date: 08/24/2022Expiration Date: 08/24/2025The speakers have no relevant financial relationships with ineligible companies to disclose.This program has been:Approved by the Minnesota Board of Pharmacy as education for Minnesota pharmacy preceptors.Reviewed by the Texas Consortium on Experiential Programs and has been designated as preceptor education and training for Texas preceptors. Want to connect with Dr. LaQuoia Johnson? Check out her website:https://drlaquoiajohnson.com/Want more information on this topic? If you are looking for some more specific guidance relative to implicit bias, health care disparities, and cultural competence, check out these courses: The Impact of Bias on Health OutcomesAll Preceptors' Hand On Deck in Breaking the Barriers of Structural RacismOvercoming Implicit Bias in Healthcare

Are you ready for the new academic year? Need some ideas to get started? You will love my chat with Jane Bishop. We talked about first lessons, learners and learning. Jane is a DELTA qualified teacher and teaches Primary and Secondary learners at the British Council, Naples. She is an ESL teacher at a Bilingual Primary School, a Speaking Examiner Team Leader for Cambridge Assessment, a Teacher Trainer and a University Lecturer.

“Rose speaks through the lens of the SLP and BCBA which is incredibly helpful in bridging the communication between the two fields. Rose keeps students' individual needs at the forefront of decisions on therapy targets and she incorporates autistic voices and has worked hard to keep therapy and training relevant to autistic learners. I appreciated her practical therapy ideas and sharing of materials to get started.” Jenny Blackman, SLPIntroducing ABA Speech's newest course, Advanced Language Learner. A brand new 5-hour ASHA and ACE-approved course. Are your autistic learners struggling to break beyond their basic communication skills? Plateauing? This course is packed full of helpful, transformative content to bring your learners and your therapy to the next level.What can you expect to learn?-Effective assessments-Collaboration tips and techniques-Developing expressive and receptive communication skills-Strengthening social skills AND respecting individuality-IEP Meeting Tips-Effective group intervention-Guest Lecturer: Oliver Wendt, Matrix Training-Monthly group mentoring and support with access to the online community-Materials: Adapted books, no prep group activities, language book, leisure activity visuals, and so much more.Do not miss out on this one-time-only FOUNDERS pricing: $197 available for 1 week only!#autism #speectherapy What's Inside:How to go from basic communication skills to skyrocketing speech and language growthWhat you can expect from ABA Speech's newest course: Advanced Language LearnerInformation and materials for assessments, collaboration, IEP goals, group intervention, and more.Founders Price for a brand new ASHA and ACE-approved course.Mentioned In This Episode: Advanced Language Learner - Sign Up Today - ABA SpeechRegister for the Pyramid Educational Consultant's Third Annual FUNctional Communication Conference on October 17th & 18thABA Speech: Home

Jan shares 3 learnings: Lovers are Learners, Building for Eternity, Never deny an opportunity to die.

Dr. Diana L. Brandon is a Teaching Faculty member of the Educational Psychology and Learning Systems program at Florida State University (FSU). She joined the FSU faculty in 2020. Her career includes a wide variety of teaching environments including higher education, K-12 classrooms, and museum education. Diana's research interests include technology integration in education and professional development in a variety of environments. She has produced over 25 peer-reviewed papers and presentations. Diana has a Ph.D. from Michigan State University (Educational Psychology and Educational Technology, 2018) and a MS and BS from Virginia Tech (Curriculum & Instruction, 2011; English, 2009).Instructional design is a fundamental component of creating any class, however; differences do exist between traditional face-to-face instruction and online instruction. Since the transition to online learning during the COVID-19 pandemic, online courses have continued to maintain their spot as a fixture within higher education in the U.S. Many students, have continued to enroll in online courses even after traditional face-to-face courses resumed at campuses across the country, due to the flexibility online learning provides. In these online courses, creating a sense of community can be a factor in ensuring a student's success in the course. Through the principles of instructional design, administrators, faculty, and staff can create an environment in which online courses are just as engaging as traditional face-to-face courses and form an online community.Learn more about CITI Program: https://about.citiprogram.org/

“Form a cohesive picture of value,” Flint McGlaughlin taught in Above-the-Fold Psychology: How to optimize the top 4 inches of your webpage (https://meclabs.com/course/sessions/above-the-fold-psychology/).Not only can that approach help you get more “yes” answers to your conversion goals, it can help you judiciously use the word “no” as well, a topic I discuss with the latest guest on the How I Made It In Marketing podcast.You can hear that conversation, filled with lesson-filled stories from her career, in my discussion with Ariel Glassman, Director of Marketing, Sage Communications (https://www.aboutsage.com/). Glassman has worked in small businesses in the federal government marketing space for 20 years and has worn many hats in her career.Stories (with lessons) about what she made in marketingHumble leaders provide more than expertise and direction.Successful business happens when the focus is on relationship building, not the transactions. Plus, it's much more rewarding and fun! Don't hesitate to say ‘yes' when presented with a cool, unique opportunity (carpe diem).Flexibility and agility are key components of a successful collaboration.Be aware of your limits; challenge them; push them; know when to say ‘no' – especially when you have people on your team who specialize in the tasks that need to be done.Trust your gut and have patienceRelated content mentioned in this episodeMarketingSherpa (https://www.marketingsherpa.com/)How I Made It In Marketing podcast (https://marketingsherpa.com/podcast)Social Media and Content Marketing: Don't expect the world to find you (https://marketingexperiments.com/social-marketing/social-media-content-marketing)Public Relations: The best press release is no press release (https://sherpablog.marketingsherpa.com/pr-fame-communications/public-relations/)About this podcastThis podcast is not about marketing – it is about the marketer. It draws its inspiration from the Flint McGlaughlin quote, “The key to transformative marketing is a transformed marketer” from the Become a Marketer-Philosopher: Create and optimize high-converting webpages (https://meclabs.com/course/) free digital marketing course.Get more episodesTo receive future episodes of how I Made It In Marketing, sign up to the MarketingSherpa email newsletter at https://www.marketingsherpa.com/newsletters

Did you know that transitional services can be implemented even before a student gets to high school? In this episode, we talk about how community-based instruction (CBI) can be implemented in the elementary school setting and how these children benefit greatly from starting early. Debbie Schwind discusses how she developed a campus-based CBI program for the students with just a coffee cart and how the program grew with the help of supportive teachers, staff, and administrators. Tune in to learn the following objectives:Learners will identify what community-based instruction looks like in an elementary school settingLearners will identify a model that can help with CBI program developmentLearners will identify the benefits of a CBI programEarn your certificate of completion for episode 109 now View the show notes

Today we are chatting with Jess Corinne, Head of Services at Learnfully. Learnfully is a personalized learning platform that incorporates interests and assesses a learner's strengths, challenges, and learning style in an expedited manner, then matches them with individualized strategies and highly-skilled educational specialists. They proactively measure and communicate progress over time, which is quite different from other options, including basic private tutoring, that provide little by way of regular reporting or analytics for caregivers. Learnfully team knows the struggles that learners face, with or without a formal ADHD, ASD and Dyslexia diagnosis. Their learning platform finds not only what needs to be addressed, but it also reveals the best way to engage with the learner for increased engagement, enjoyment, and results while removing delays, frustration and cost. Check out this episode to hear more about Learnfully and what they have to offer! Episode Highlights: Jess's backstory  What is Learnfully? Empowering Neurodiverse students Coming to Learnfully for an initial assessment  Spark Assessment How to become a part of the Learnfully community  More on Guest:  Visit the Learnfully Website  Join the Learnfully Community  Learnfully Instagram  Learnfully YouTube    More on Love Your School/Links Mentioned in Episode: Hello@loveyourschool.org @LoveYourSchoolAZ www.loveyourschool.org

BONUS: This week features a talk Merideth gave recently for a fine arts department at a university in her area. Listen for 3 tips on how to stay joyful as you learn and teach in the arts.  Listen to Merideth's album here: https://spoti.fi/2IxrGfz See the pictures Merideth refers to here on the post for this episode:  https://bit.ly/3tEI1DU  Prompts from the talk: Think of someone from a past, present, and future educational experience. Who can help hold you accountable as you try to take better care of yourself? What did you enjoy creating as a kid? Think of a creative memory that stings. Send yourself a text that says “I forgive you” or “I am trying to forgive you.”  

In This episode, the Creativity Department is joined by the Program Director of the Success Academy, Dr. Janice Wyatt Ross. During the discussion they dive into strategies for building environments that welcome students, provide a positive impact on their engagement and equity, and foster pride and ownership. Listen in for ideas on strengthening the climate and culture in your own school to ensure it is both welcoming and nurturing

Tiera Kennedy is on The Today Show today with Bobby as he co-hosts with Hoda. Plus, she shares who her mentors are and new music! Amy's daughter is taking her learners permit test at home, so we test Amy's driving test knowledge. We play Blind Boy Band Karaoke where we put Boy Bands songs on the wheel. Whatever song it lands on, the person has to perform the song but with NO LYRICS!See omnystudio.com/listener for privacy information.

In this episode, we learn how a creative outlet on a snow day turned into a passion project for Bethany. Resources for this episode can be found here: https://drive.google.com/drive/folders/1ode8fky4SUg3OCcCtiOep8Ir-Dj4oHKT?usp=sharing Like Here by the Owl Podcast on Facebook and Instagram. Have a future topic idea or wish to be a guest on the show? Message us on social media. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Regular guest Matt Courtois and I discuss what makes quality teacher talk. How should young learner teachers give instructions? How much should teachers grade their language? And when should teachers say nothing at all?Inside Online Language Teaching: Conversations About the Future That Became the PresentSupport the podcast by buying us a coffeeFor more podcasts, videos and blogs, visit our website: www.TEFLtraininginstitute.comSign up for our mailing listWatch as well as listen on our YouTube channel Ross Thorburn: Matt Cuortois, welcome back to the podcast.Matt Cuortois: Always a pleasure, Ross.Ross: Always a pleasure for me, too. Today we're talking about teacher talk. I feel that usually when you hear about teacher talk, people talk about teacher talk time, but today we're not going to talk about that at all. We're going to talk much more about the quality rather than the quantity of teacher talk.There's obviously so many different aspects and everything to teacher talk, but one of the most obvious ones is giving instructions.Instructions I feel are important for more than one reason in class, because obviously, if you don't get clear instructions, then everything else probably that you do in class is not going to work very well because the students don't know what to do.Also instructions, I feel, especially when you're teaching kids, it's maybe the time when there's the most communication in English because students are listening to you not just to repeat what you say afterwards, but they're actually listening so they know what to do afterwards.Matt: It's also when teaching kids it's one of the largest chunks of time that a teacher should be talking, right?Ross: Hopefully, not too long.Matt: That's probably one of the most common pieces of feedback I give to teachers is don't explain, show them what you expect them to do. It's so much simpler the language that you would be using by just showing them rather than explaining the whole process. Actually, any time you get a new board game like Monopoly or Risk or whatever.It always starts off the same way with you and your friend. Where you get out this instruction book and you look at these 40 or 50 steps, and the person is reading out every step of how to play the game and the same thing inevitably happens at the end of it where the person reading the instructions is like, so you guys get that?Ross: Not really. Let's just do one round as a practice.Matt: Yes, everyone always says it every time. Let's play a practice round and we'll figure it out and then we'll play for real. The board game is the exact same as a classroom activity, where the students are sitting there listening to this long process of do step one, step two, step three.It is all jumbled up in there. I think a much more effective way is just try it out for a practice round and then stop a minute, make sure they understand it and then go through the activity.Ross: It's like a picture is worth a thousand words and I feel like a demonstration is worth a thousand instruction. A couple of things that work well for that one is that when you model something, typically there's more than one role that the teacher needs to model.One nice thing I saw a teacher do once is when demonstrating a dialogue is holding up one finger on each hand with those fingers facing each other and just using our two fingers as a way of showing like this is these two people talking. Then, you could also take on different voices for the two roles.That's another thing or you could physically move. I've seen teachers before, draw on the board two faces and then stand next to one face and put on one voice when you're demonstrating one role and then you switch to the other side of the board and stand next to the other face. That helps to make it salient to the students.Matt: A lot of course book materials will also come with some extras that are useful for modeling. I know one school I worked at every set of course books comes with a tiger puppet. What a great way of instead of using your fingers and wiggling your fingers and you can be person A and then you can be talking to the tiger puppet on your hand as a person B.At another school, every teacher have finger puppets, they were able to have multiple people and on their fingers to show off the different roles within the conversation.Ross: I love those ideas. Another thing teachers do before they get on to getting the students to do the activity is asking some checking questions. But I feel there are some checking questions that are much more valuable than others, right?Matt: Yeah, the kinds of instruction checking questions you want short responses. Do you do A or do you do B? Are you the customer or are you the seller? It's clarifying key points of the task and the level of words that you're using, like six‑year‑old students, haven't studied words like unscramble, gap‑fill.To be honest, learning the word unscramble or gap‑fill isn't ever going to be useful for them outside of an English lesson. You don't want to spend that precious time teaching them the word like unscramble whenever there are those content words that you do want to focus on.See the rest of the transcript of this episode

discover effective strategies and tips for learning russian

As students return to the classroom, this is our second episode in a month-long series focused on school. In this episode, we speak with Assistant Professor Lilly Padilla about multi-language learners, and the school environment. Lilly outlines research on early language development including research linking multi-language learning to development of executive function skills and early math skills. She also speaks to the limitations often seen around supporting multilingual children, especially neurodiverse children, with communication systems only in English. Further, Lilly provides information on her research examining the communication practices of nonspeaking bilingual children ages 3 to 8. We conclude our episode with a discussion on getting supports for multilingual children in schools.  For additional information on Lilly and our discussion in this podcast please visit the links below: Links: https://www.lillypadia.com/ https://www.colorincolorado.org/families/special-education https://growingupbilingual.com/bilingual-articles-and-resources-for-families-and-educators/

What is it that develops speech production in our learners? Today, Tamara Kasper, BCBA and SLP, is sharing some really great and specific information on how speech production and reinforcement differs between typical developing children versus children with autism.Speech Sound ProductionIn typically developing children, speech sounds are reinforced differentially and automatically when making sounds that sound like words. For example, they get a cookie when they make a sound that sounds like cookie or they get happy, hugging excitement when they say something that sounds like mama or dada. Naturally, typical children are encouraged by the sounds and interactions in their environment and want to match the sounds made by the people they value in their world. This is where self-correction and refinement comes in because they will notice and hear how their sounds may sound different from the adults around them. In non-typically developing children, specifically those with autism, they are more sensitive to social stimuli and are less likely to be affected by the attention of their parents or guardians in regards to their sounds. So the traditional, automatic reinforcement to make and refine sounds is not occurring. Additionally, these learners will not likely notice how their sounds sound different from those around them, leading to no self-correction as sound production continues. Therapy for Speech Sound ProductionTamra shares her assessment and criteria for determining readiness for working on speech production. She collects metrics from the VB-MAPP, indicating responses, manding rate and variety, instruction cooperation development, and echoic repertoire. The scores and data from these metrics will relay whether a Natural Environment or Structure Teaching therapy is appropriate for these students. Within these systems, Tamra discusses the programs she uses. She shares today a little bit of her rubric on how she assigns these programs based on the needs of the child and assessment criteria. If you'd like to learn more about Tamra, you can find out more about her work and some video tips at Northern Speech Services. Additionally, if you'd like access to her therapy rubric discussed today and other resources, you can reach her via email.#autism #speectherapyWhat's Inside:Acquisition of speech production in typical vs non-typical children.Do typically developing children shape sounds to match those in their environment?How do we know when an autistic learner is ready for speech sound production in therapy?Assessment and Criteria for determining therapy training for sound production.Training programs for natural environment and structured teaching therapy.Mentioned In This Episode:tkasper@centerautism.orgNorthern Speech Services ABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA SpeechSeptember 13th FREE Webinar 8-9 pm EST registration linkSeptember 14th Free Webinar 8-9 pm EST registration link

5:05 – the meaning of engagement, with an emphasis on relationships6:30 – engagement, challenge, reflection, and learning7:35 – initial awareness of the concept of working on the work8:25 – theory, practical application, and context for a student-centric approach9:40 – a book is borne out of a passion for teaching10:55 – sharing content on the internet is easy but taking it to the next level takes effort12:35 – what it means to be a teacher leader13:10 – leadership cultivates an environment that models for learners how to maximize learning's benefits14:25 – technology increases connections and provides a platform for interaction with many others15:10 – it's important to convey to students the value of what they are learning16:10 – learning world languages can have an impact beyond the classroom16:45 – literacy's broad significance17:55 – colonialism's intersection with language and identities18:30 – “Who are we?” and “Where do we come from?” are sometimes answered inside a study of world languages20:30 – design qualities – the most important ones are those that appeal to the learners and draw them into the work21:20 – novelty and variety – a great idea, when properly leveraged24:20 – young people, to be successful, need to understand that their voices matter25:25 – students need to realize the consequences and impacts of their decisions26:45 – teachers need to be intentional about creating a classroom where every student is heard and valued27:50 – ensuring that student talents and interests have a platform in the classroom30:00 – the organization of the book is intended to provide a spectrum of support from Why? to What can I do tomorrow? And 30:45 – Mr. Bob Pollock, Lakeside High School, DeKalb County Schools, Georgia – storytelling as a teaching tool32:30 – the importance of the backstory and highlighting connections that are sometimes missing in some educational materials33:20 – the call to action – make sure that student voice and student empowerment are part of each student's school experience35:00 – read the book, use the book, one bite at a time, and it will make a difference in your teachingMegan's website   Designing the Modern World Language Classroom: How to Guide Students to ProficiencyThe Schlechty CenterMusic for Lead. Learn. Change. is Sweet Adrenaline by Delicate BeatsPodcast cover art is a view from Brunnkogel (mountaintop) over the mountains of the Salzkammergut in Austria, courtesy of photographer Simon Berger, published on www.unsplash.com.Professional Association of Georgia Educators  David's LinkedIn page