Podcasts about make it stick

There are three things guaranteed in life: death, taxes, and people forgetting about your campaign. How can you make your marketing and comms efforts memorable?  Tamara mentions that most marketing fails to stick when marketers focus too much on the product features and not the emotional connection between the brand and the customer. People remember what problem the product can solve more than its fancy features or capabilities.  Daniel also brings up the Made to Make It Stick framework: the most successful marketing gets remembered, shared, and repeated. How can something so silly, like the Duolingo Owl, get people on board?  If you're looking to make your brand and product STICK in people's minds, hearts, and wallets, this is the episode for YOU…and it's short and sweet. ⌛ Follow Tamara: LinkedIn: https://www.linkedin.com/in/tamaragrominsky/ Follow Daniel: YouTube: https://www.youtube.com/@themarketingmillennials/featured Twitter: https://www.twitter.com/Dmurr68 LinkedIn: https://www.linkedin.com/in/daniel-murray-marketing Sign up for The Marketing Millennials newsletter: www.workweek.com/brand/the-marketing-millennials Daniel is a Workweek friend, working to produce amazing podcasts. To find out more, visit: www.workweek.com

Have you ever started a workout routine, full of excitement and motivation, only to see it slip away a few weeks later when life throws its inevitable challenges your way? You end up feeling frustrated and ready to give up, right? But what if I told you that the secret to staying consistent with fitness isn't about forcing more willpower or magically finding extra time in your day? The true key lies in creating a fitness routine that fits seamlessly into your life, no matter how busy or unpredictable it gets. In today's episode, I'm sharing 3 essential components that will help you build a fitness routine that's not only achievable but sustainable—one that works with your lifestyle, not against it. If you're ready to break free from the cycle of starting and stopping, and you need guidance on how to make this work for you, I'm here to help! Email me at taraj@dietditching.com, and let's work together to create a plan that aligns with your goals and fits your life. You don't have to do this alone! Let's make this the start of your lasting fitness journey.

On this week's edition of the Beyond Clean Expert Series On-The-Go, tune in for the conversation entitled, "Make it Stick," with our Healthcare Storage Expert™, Dustin Patterson. To hear more from this expert, follow us on Facebook and LinkedIn, or subscribe to the Beyond Clean mailing list by visiting: http://www.beyondcleanmedia.com Do you know a #SterileProcessing expert who you'd love to hear from on our series? Or do you have a question for one of our current experts? Contact us at any time via email at: info@beyondclean.net Until next time, keep fighting dirty! #BeyondClean #ExpertSeries #Podcast

Today's authors promise to help us sort through what works and what doesn't when it comes to the science behind successful learning. Join Mike & Cory as they consider their own approaches to lifelong learning and self-improvement. Support the Show Cory's YouTube channel Recommend a Book Mac Power Users #784: Exploring AI & Productivity, with […]

Change happens to all of us, but it isn't always easy. In this episode, Jake and Damian dive into why we struggle with change and how we can approach it differently. They explore the common pitfalls of poorly executed change and the power of long-term, sustainable transformation.Drawing from their book and conversations with inspiring guests like Susie Ma, Alex Scott, Nims Purja, Mel Robbins, and John McAvoy, they break down the five key stages of impactful change. From discovering a deeper purpose to taking the leap, pushing through challenges, building momentum, and ultimately reflecting on growth, they share invaluable insights to help you navigate your own journey.Listen in as Jake and Damian unpack the art of transformation, offering practical steps to help you embrace change with confidence. Plus, don't forget to send your questions to hpteam@highperformancegroup.co.uk for a chance to be featured in upcoming episodes!Get the new paperback release of How to Change Your Life by Jake and Damian: https://hppod.co/how-to-change-your-lifeListen to the episodes mentioned:Susie Ma: https://pod.fo/e/bf09eAlex Scott: https://pod.fo/e/14421cNims Purja: https://pod.fo/e/ac5aaMel Robbins: https://pod.fo/e/ed46fJohn McAvoy: https://pod.fo/e/f0815

It's the last week of "No Spend January," How did it go for you? Was it hard? An adventure? In today's episode, we will discuss what worked, what didn't, and how to make it all stick! Come and hang out in the private Facebook community

NOTE: This podcast was recording in November, 2024. Today, Clark and Matt are joined once again by our dear friend, Nidhi Sachdeva.  We talk about Desirable Difficulties, originally coined by Robert Bjork and further explored with him and his wife, Elizabeth Bjork. A great overview paper can be found here: https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_RBjork_2011.pdf Of course, we talk about the five strategies to foster desirable difficulties: Spaced Learning/ Distributed Practice Retrieval Practice/ The Testing Effect Interleaving Contextual Interference Reduced Feedback We even take a brief detour on whether note taking is effective. And of course, the answer is nuanced... see more here, from Paul Kirschner: https://3starlearningexperiences.wordpress.com/2023/05/09/longhand-notetaking-is-worth-using/ Clark references Mihaly Robert Csikszentmihalyi's Flow... and frankly, the wiki page on it is pretty darn good. https://en.wikipedia.org/wiki/Flow_(psychology)#:~:text=Flow%20state%20theory%20suggests%20that,key%20determinant%20of%20learning%20success. He also mentions Lev Vygotsky's Zone of Proximal Development. https://en.wikipedia.org/wiki/Zone_of_proximal_development Matt references Thiagi's jolt called THE DAYS OF THE WEEK. Here is a video of the short activity: https://ldaccelerator.com/days-of-the-week-jolt Clark references MAKE IT STICK, by Brown, Roediger, and McDaniel: https://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/B0DG1195CM, as well as their colleague, Pooja Argawal, and her book, POWER TEACHING: https://www.amazon.com/Powerful-Teaching-Unleash-Science-Learning/dp/111952184X/ref=as_li_ss_tl?keywords=powerful+teaching&qid=1572929667&smid=ATVPDKIKX0DER&sr=8-3&linkCode=sl1&tag=retrievalprac-20&linkId=a877fbf2e13704463c6402641571742c&language=en_US We do mention the LDA Learning Science Conference 2024... and how Nidhi will be there presenting about Desirable Difficulties... However, the conference is now past. But, Nidhi will be at the upcoming LDA The Evidence-Informed Practitioner Conference in April, 2025 and repeating her work in the 2025 Learning Science Conference. ________________________________________________ More about Nidhi… Nidhi Sachdeva is an evidence-informed learning designer, post-secondary educator, researcher, and educational technology specialist. She is interested in designing and integrating evidence-informed instructional practices using various educational technology tools, including GenAI. Recently, she has been researching this through microlearning and cognitive science. Nidhi is the co-author of a newsletter called The Science of Learning, which aims to reduce gaps between educational research and instructional practice. She also chaired the ResearchEd Toronto conference 2024, ' Discovering the Science of Learning.'  With almost 20 years of experience developing and facilitating learning content for both face-to-face and online courses within formal higher education, Nidhi is extremely passionate about integrating the Science of Learning into her pedagogical practice. She is currently teaching in the Teacher Education program at the Ontario Institute for Studies in Education (OISE).  

In this episode, we're tackling the start-and-stop cycle of exercise. Why is something so good for us so hard to stick with? Yuna and Eddie share their personal struggles with getting active, the surprising psychology behind building a lasting habit, and why the key might just be finding an activity you actually enjoy. From overcoming the dreaded first few weeks to the science of small wins, we're breaking down how to make exercise a sustainable part of your life.For weekly episodes, come join the Foodie Fam!If you want more, check out our book!Chat with us on IG!https://www.instagram.com/foodweneedtotalk/?hl=enBe friends with Juna on IG and Tiktok!https://www.instagram.com/theofficialjuna/https://www.tiktok.com/@junagjata Learn about your ad choices: dovetail.prx.org/ad-choices

In this episdoe, I sit down with my wife, Ali Capra, to reflect on the past year 2024. We talk about our journey, building a stronger mindset, whats new for The Agoge, and how you can better your life too. We dive into our goals for 2025 and how we plan to keep pushing forward as a family. --- Support this podcast: https://podcasters.spotify.com/pod/show/nickkoumalatsosshow/support

Alicia Lopez is an innovation enthusiast with a rich background in civil engineering and over 25 years of experience in the construction industry. Originally from Spain, Alicia has worked globally—from India to the Middle East—bringing a holistic approach to innovation.In this week's episode, Alicia shares her insights on building a culture of innovation, aligning it with company goals, and emphasizing the strategic importance of fostering collaboration across departments. Topics covered:* defining innovation in the workplace* fostering a culture of innovation* AI and digital twins* challenges and future of innovation* the role of change management in innovation This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit www.peopleofproduct.us

Iceman Cometh Challenge 2024! Local Traverse City resident and avid cyclist, Tim Pulliam, joins the podcast to share about the inspiration of the epic jump over the race at the Make It Stick climb.

In today's episode, I'm so excited to welcome back Trisha! Together, we're tackling a question that comes up time and time again: why is it so hard to make changes, even when we know they're good for us? Trisha dives deep into the brain science behind habits, explaining why our brains resist healthy changes and cling to comfort. We'll explore how past experiences shape our habits and how self-compassion plays a huge role in creating real, lasting transformation. Here are 3 reasons to tune into today's episode: Understand why change can feel impossible, even when you're motivated. Discover how the brain's “comfort zone” affects your habits and choices. Learn practical steps to start building healthy habits that actually stick! Click play to discover simple, effective ways to start building habits that fit your true values—so you can feel healthier, happier, and fully in control this season and beyond.   How to Contact Trisha: Website: https://mindandbodyworks.com/ Email: galway@mindandbodyworks.com Phone:  091 725750 

I thought today would be fun to give you a behind the scenes look at what I do for my own personal workouts. I also share how my workouts have changed through all seasons of my life and how one habit hack has made my workouts been able to stick for over 8 years! Want some free at home workouts?  Grab my 3 Day At Home Workout Freebie (all levels welcome, all you need are some dumbbells!) HABIT HACKS:-Access the signature program, the HEALTHY HABITS ACCELERATOR!-1:1 coaching more your jam?  Schedule a FREE DISCOVERY CALL to find out more!-CHECK OUT THE FREEBIE VAULT!: Access habit tools, self care checklist, ingredient meal tips, free workouts and more! JOIN THE FREE COMMUNITY!LET'S CONNECT:Connect with Emily:@emilynichols22www.emily-nichols.com GET $20 OFF THE HEALTHY HABITS ACCELERATOR POD COURSE WITH THE CODE PODCAST!

You want personal growth. And transformation that sticks. But how do we shed destructive habits and past hurts? Learn healthy habits to make change last with author and licensed counselor, Debra Fileta. Show Notes and Resources Help make YOUR mark: Your donation supports crucial resources for families and includes a special FamilyLife Pen and Brant Hansen's book, ""Unoffendable""—join us today! Connect with Debra Fileta and catch more of their thoughts at debrafileta.com, and on Insta @debrafileta and catch other episodes on FamilyLife Today. And grab her book, "Reset: Powerful Habits to Own Your Thoughts, Understand Your Feelings, and Change Your Life," in our shop! Explore FamilyLife's diverse selection of workbooks, including the new Art of Marriage—perfect for small groups, marriage events, and personal growth journeys! Find resources from this podcast at shop.familylife.com. See resources from our past podcasts. Find more content and resources on the FamilyLife's app! Help others find FamilyLife. Leave a review on Apple Podcast or Spotify. Check out all the FamilyLife's podcasts on the FamilyLife Podcast Network

You want personal growth. And transformation that sticks. But how do we shed destructive habits and past hurts? Learn healthy habits to make change last with author and licensed counselor, Debra Fileta. To support this ministry financially, visit: https://www.oneplace.com/donate/84/29

You want personal growth. And transformation that sticks. But how do we shed destructive habits and past hurts? Learn healthy habits to make change last with author and licensed counselor, Debra Fileta. To support this ministry financially, visit: https://www.oneplace.com/donate/84/29

Send us a Text Message.You've decided you want to live your life for YOU! Fucking awesome! Now let's make this decision stick? You will face objections, adversity, expectations and opinions of others, pressure to stay the same. Yep it will all come and when it does I, Rachel Freemon Sowers want you to have the tools to stay on YOUR path. Because it is the most important one.  No, really it is. I share five immediate actions to take after deciding to live life for yourself, that will help you stay focused and create the mind body connection that ensures your success. You'll want to stay till the end. I emphasize the need to commit to your choice and stay true to yourself, despite resistance from others. I also highlights the power of affirmations and visualization in rewiring the brain and creating a new reality. These aren't the typical "fake it till you make it" affirmations that rarely equal results. I help you create affirmations that mean something to you. No cookie cutter affirmations here. Here are some takeaways you can expect:Empowerment to commit to living your life on your own terms and break free from societal expectations.5 actions to take today to create sustainable changeThe power of intentional and self created affirmationsThe role of neuroscience in creating the life you want. In the beginning of the episode you heard me talk about MagicMind. Ready to give it a try? Use this code to enjoy up to 20% off of your order by using code ROADRADICAL20 at  www.magicmind.com/roadradical at checkout. Cheers to living your life, exactly the way you want! Feeling good, like you should. Did you have an Ah-Ha moment from this episode? I would love to hear about it! No seriously, I want to hear from you! Send me a DM or email at rachel@rachelfreemonsowers.com. Watch more self-empowering content on my YouTube Channel. Want more inspiration and empowerment connect with me on social:TikTokInstagramFacebookLinkedInWebsite#LGBTQ+ #LGBTQ+business #visibilitymatters #timetoshine #RoadtoRadicalVisibility #RachelFreemonSowers

In a world of sticky notes, Gorilla Glue and tape that can hold a leaky boat together, why can't we make a piece of music stick in our fingers? Does this sound familiar? We sit down at the harp on Monday with fresh spirit and energy and we dig into the music we want to learn. Tuesday we repeat the process, feeling very virtuous. On Wednesday, we are a little disappointed that we don't see any progress from our practice. Thursday, we decide that it just needs a little more effort. On Friday, it seems like our fingers have forgotten everything we've been trying to teach them, so we take the rest of the weekend off and hope that next week will be better.  And if we're trying to memorize a piece, it can feel even more frustrating. It takes so long to see any progress. Our music just doesn't seem to stick.  We can put the blame in lots of places: the music is hard, we don't have enough practice time, we're too distracted to focus, we're too old. Any of those things could be contributing factors. However, there are three important components in stickiness. One of them we understand; one of them we reluctantly accept. And the last one is the one I want to talk about today.  The three factors are time, persistence, which I am going to call pushy patience, and observation, which I want you to think about as active understanding. The three of these factors together will make your music sticky whether you are memorizing it or not. They aren't hard to understand in a theoretical sense, but you'll want to hear the practice strategies I use to help my music stick, so that yours will stick too. Links to things I think you might be interested in that were mentioned in the podcast episode:  Chorale Challenge is wrapping up! Send in your entry by posting it in the Week 5 Challenge Post in the Hub or emailing it to amy@harpmastery.com.  Related resource The Case for Memorization: Why It Matters More Than You Think blog post Harpmastery.com Get involved in the show! Send your questions and suggestions for future podcast episodes to me at podcast@harpmastery.com LINKS NOT WORKING FOR YOU? FInd all the show resources here: https://www.harpmastery.com/blog/Episode-158  

Chapter 1 What's Make It Stick Book by Peter C. BrownMake It Stick: The Science of Successful Learning is a book written by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel. The book explores the science behind effective learning and provides practical tips and strategies for improving memory retention and knowledge recall. It presents research-based strategies that challenge commonly held beliefs about learning and offers a new perspective on how to study and retain information effectively. This book aims to help readers understand how to make learning stick by incorporating proven cognitive techniques into their study habits.Chapter 2 Is Make It Stick Book A Good BookYes, "Make It Stick: The Science of Successful Learning" by Peter C. Brown is widely regarded as a good book. It offers valuable insights into effective learning strategies backed by research, and has been praised for its practical advice on how to improve memory and retain information more effectively. Many readers have found it to be a helpful resource for students, educators, and lifelong learners alike.Chapter 3 Make It Stick Book by Peter C. Brown Summary"Make It Stick: The Science of Successful Learning" by Peter C. Brown is a book that explores the science of learning and provides practical strategies for improving memory and retention. The book challenges common misconceptions about learning and offers evidence-based techniques for more effective studying.Some key takeaways from the book include:1. Interleaving: Instead of focusing on one topic at a time, mix different types of information together when studying. This helps strengthen connections in the brain and improves long-term retention.2. Retrieval practice: Actively recalling information from memory is more effective than simply re-reading or highlighting. Practice recalling information on a regular basis to solidify learning.3. Spaced repetition: Reviewing information multiple times over spaced intervals helps reinforce memory and prevent forgetting. Avoid cramming and instead spread out your study sessions.4. Elaboration: Connecting new information to existing knowledge and explaining it in your own words enhances understanding and improves retention.5. Generation: Testing yourself on the material and attempting to explain it without looking at notes encourages deeper learning and better retention.Overall, "Make It Stick" provides valuable insights into how to improve learning and make knowledge stick. By implementing these evidence-based strategies, readers can enhance their study habits and achieve better outcomes in academic and professional settings. Chapter 4 Make It Stick Book AuthorPeter C. Brown is a scientist, writer, and novelist who co-authored the book "Make It Stick: The Science of Successful Learning" along with Henry L. Roediger III and Mark A. McDaniel. The book was first released in 2014.Other books written by Peter C. Brown include "Brain Rules" and "Six Impossible Things Before Breakfast: The Evolutionary Origins of Belief." "Make It Stick" is considered to be the best of his works in terms of editions, as it has been widely praised for its insights into effective learning strategies based on cognitive psychology research.Chapter 5 Make It Stick Book Meaning & ThemeMake It Stick Book MeaningThe book "Make It Stick" by Peter C. Brown explores the science behind effective learning and memory retention. The main idea of the book is that traditional study techniques such as highlighting, rereading, and cramming are not as effective as practices like spaced repetition, retrieval practice, and interleaving. By...

Do you struggle with being consistent? Here's a follow-up question: Are you doing more of what you feel you "have" to do or "need" to do, as opposed to what brings you joy?In this Thursday Thread episode, I pull a an unexpected thread from Poornima's episode on Tuesday. In her conversation, we spent a lot of time talking about healing ourselves, but there was this little note about consistency and how to continuously move toward greater health and happiness. So here's a mic drop for you:If you are NOT being consistent, it's because you are not fully connected to your joy.That's because continuing to do something over and over and over with DELIGHT and ENTHUSIASM and FERVOR comes from being connected to your "why." Your purpose is to do more things that bring you joy. It's full circle, baby. When you are connected to what is most meaningful for you, you don't have to FORCE yourself to do it. It's FUN. When it isn't fun? You're not acting in what author Gay Hendricks calls your "Zone of Genius."You know you're in your Zone of Genius when you are so driven that you don't have to force yourself to do anything. If you're not? You're probably living from some "have-tos" - things you feel obligated to do. TIME TO UNTETHER.This episode also takes a deeper look at the joys of 'sprinkle stacking' — a method I use and teach to increase our "productivity" while simultaneously layering fun and passion into our daily lives . EI've found ways to Sprinkle Stack throughout my life, and I do it with my own podcast! It's an invaluable tool. So stop poop stacking and start stacking sprinkles, my friends!!I close the episode, as we do every Thursday, with a moment of conscious breath. Support the Show.Want to work with me live, in person? I'll be on the island of St. Maarten for the Island Girl Awakening Retreat for a week of transformative fun, adventure, and healing. If you're ready to say a huge heck yes to living your best life, join me at jenliss.com/retreat. --- Support the pod: Share an episode and tag Jen on IG @untetheredjen Follow/subscribe to get updates of new episodes Leave a review! JenLiss.com | @untetheredjen Music created and produced by Matt Bollenbach

Make It Stick by SAEM

Make It Stick by SAEM

Our book review series, Chess Books Recaptured, is back to discuss a “non-chess” book for the first time. However, the information in this book is vital for any student of the game. Make it Stick: The Science of Successful Learning is an extremely insightful encapsulation of best practices for learning and retaining information. The book is written by Peter C. Brown, Henry Roediger and Mark McDaniel, and was the culmination of 10+ years of research. Joining me to discuss the book is emergency room physician and dedicated chess amateur Dr. Nick Vasquez. Nick has been blogging about how Make it Stick changed his thinking about learning and chess study, and we thought it was worth expanding the blog posts into a conversation. Key precepts of the book include the importance of mixing study themes, spacing out your study, testing your knowledge frequently, and emphasizing understanding and contextualization of the study material. Timestamps of the topics discussed are below.  Thanks to our presenting chess education sponsors, Chessable.com!  Be sure to check out their new courses including IM Christof Sielecki's new course, and if you use this link to sign up for Chessable Pro, and/or make a Chessable purchase, it will help support Perpetual Chess.  https://www.chessable.com/pro/?utm_source=affiliate&utm_medium=benjohnson&utm_campaign=pro Interviews Mentioned:  Episode 286 Adult Improver Series Interview with Dr. Nick Vasquez  Episode 349 with Dr. Anique de Bruin  Nick's blog posts about Make it Stick: Book Review- https://nickvasquezmd.substack.com/p/make-it-stick Chess Implications: https://nickvasquezmd.substack.com/p/making-it-stick 0:02- How did Make it Stick change Nick's thinking about learning and studying chess?  0:09- What are the implications for opening learning of Make it Stick Mentioned: Make it Stick website  21:00- What is the difference between varied practice and interleaving?  24:30- How did the book alter Nick's training plan?  Mentioned: The Chess Steps, Practical Chess Exercises, GM Wojciech Moranda's Books, GM Winning Chess Exercises for Kids, Anki  29:00- When trying to ingrain something into one's memory are you better off studying things over decreasing time intervals or increasing time intervals?  33:00- More chess study conclusions Mentioned: FM Nate Solon's How to Learn an Opening in 2023 40:00- Is is true that “there is no such as a learning style?”  45:00- Final thoughts and favorite quotes and studies cited.  50:00- What is a “memory palace? Mentioned; Moonwalking with Einstein 57:00- Thanks to Dr. Vasquez for rejoining me! Be sure to sub to his blog here: https://nickvasquezmd.substack.com/ If you would like to help support Perpetual Chess via Patreon, you can do so here: https://www.patreon.com/perpetualchess Learn more about your ad choices. Visit megaphone.fm/adchoices

Snag Our Signature Budget Template! Ever felt like your budget just crumbles away a week, or even a day, after you make it? We've all been there, and today we're spilling the beans on how to keep that from happening again. We've got seven super straightforward tips that'll help your budget stick around for the long haul. What We're Diving Into: 1. Easy-Peasy Spending Accounts: We're showing you how to manage your cash in a way that feels freeing, not confining. It's all about having your money right where you need it. 2. The Big Picture: Sometimes we miss the forest for the trees, right? We're talking about why it's crucial to look at your whole financial picture to avoid those "oops" moments. 3. Set It and Forget It: Learn how to make your bank account do the heavy lifting, so sticking to your budget feels like a breeze. 4. Low Maintenance, High Reward: Keeping up with your budget doesn't have to be a time suck. We'll share just how quick it can be. 5. Seeing Everything Clearly: We chat about the game-changer that is having a clear, full view of where your money's going. Our Top Tips for Budget Bliss: - The 90-Day Check-Up: Take a little time to see where your money's been heading. It's like a reality check that helps you plan better for what's coming. - Give Yourself Some Fun Money: Setting aside a bit for yourself means you won't feel guilty about treating yourself now and then. - One Page to Rule Them All: Keeping all your money info in one spot can seriously simplify your life. - Keep 'Em Separated: When your spending money and bill money aren't mixing, life gets a lot easier. - Automate, Automate, Automate: Making things automatic means less for you to worry about. - Plan for the Oopsies: A little buffer for the unexpected means no freak-outs when something pops up. - Quick Check-Ins: Spending just a few minutes a day to peek at your finances can keep you on track without feeling overwhelmed. Your Homework (Yes, Really!): Pick one or a couple of these tips and give them a go this weekend. Whether it's setting up a new account or just taking a closer look at where your money's going, every little bit counts. Budgeting doesn't have to be a drag. With these tricks up your sleeve, you can make it work for you in a way that feels good. Here's to taking those small steps toward big changes. We're rooting for you! 4 Ways To Connect With Us: 1️⃣ FREE CALL: Book your FREE 20-Minute Financial Coaching Call now! Get personalized advice and start your financial journey ➡︎ https://www.myidealbalance.com/freecall  2️⃣ FACEBOOK: Become part of our Supportive Facebook Group. Connect, share, and learn with others mastering their budget skills ➡︎ https://www.myidealbalance.com/facebook  3️⃣ BUDGET: Grab our Signature Budget Template! It's your key to organizing and optimizing your finances effectively ➡︎ https://myidealbalance.com/budget  4️⃣ COACHING: Ready to dive deep into your finances? Sign up for our 1-on-1 Financial Coaching. It's the accountability and guidance you need to make real progress ➡︎ https://myidealbalance.com/coaching  "I love Shana & Vanessa and this podcast is amazing!" < If that sounds like you, please consider rating and reviewing our show! It helps us to reach more people – just like you – to help them change their financial future. Don't forget to follow the show so you don't miss any episodes! And, if you're feeling really generous, we'd be SO honored if you would share this podcast with someone.  Click here to view our privacy policy. This description may contain affiliate links, meaning we may get a commission at no cost to you if you click & purchase!   --- Send in a voice message: https://podcasters.spotify.com/pod/show/idealbalance/message

As parks and gyms fill with people hoping to make 2024 their year of fitness, Ian Sample speaks to Martin Gibala, professor of kinesiology at McMaster University in Canada, about how much exercise we should be doing, the benefits of interval training, and how to make a new regime stick. Help support our independent journalism at theguardian.com/sciencepod

On Episode 29 of The KindlED Podcast, Kaity and Adriane do a deep dive into their favorite books! These reads aren't just for parents and educators—they're for anyone on a quest to grow alongside the children in their lives, fostering empathy and understanding in a world that often forgets the value of emotional health. Tune in and embark on a path of discovery that promises to enrich not only your parenting journey but your entire approach to life and relationships.  

LSAT Instructor Jimmy D Speaks with his former student, MK, who scored a 180 from a 146 initial diagnostic, while pregnant, working full time and caring for her baby son. This episode will focus specifically on habits and it will be first in a series with MK about her journey to a 180 (Replay). Atomic Habits Book: http://www.jdlsat.com/blog/atomic-habits-required-reading-for-the-lsat The Practicing Mind: https://www.goodreads.com/book/show/335864.The_Practicing_Mind?from_search=true&from_srp=true&qid=X7xvfBDAgm&rank=1 Make It Stick: https://www.goodreads.com/book/show/18770267-make-it-stick Habit Tracker: https://jamesclear.com/habit-tracker Daily Stoic: https://www.goodreads.com/book/show/29093292-the-daily-stoic https://dailystoic.com/ Want to work with Jimmy? Book a free consultation: ⁠http://www.jdlsat.com/free-consultation.html --- Send in a voice message: https://podcasters.spotify.com/pod/show/jdlsat/message Support this podcast: https://podcasters.spotify.com/pod/show/jdlsat/support

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Many people try to read and reread things to force them into their brains through massed practice.

Ever wondered why celebrities go for the provocative over the practical? What's the secret behind turning a Flintstone-inspired gown into a fashion statement? Prepare to have your fashion curiosity satiated as we embark on a journey, exploring  the glitz and glamour of celebrity style at the MTV Music Awards. We reveal how the relationship between a celebrity and their stylist can shape public perception of who is the" it girl", and how brands are capitalizing on this celebrity culture.  Also we are spotlight fashion professionals like Gabriella Careffa Johnson, who are making waves behind the scenes.  It's a fashion-packed episode with a blend of celebrity culture, sartorial discussions, and industry insights you won't want to miss.Like, subscribe and be on the look out for a new episode every week!Credit and special thanks goes to:Produced by: Aziza Duniani @woman_BusinessMusic supervisor: Chic loren @chicloren_Music by: Gavin Williams @thegavin1

Today we're diving deep into the book “Make It Stick: The Science of Successful Learning” by Peter C. Brown, Henry L. Rodiger III, and Mark A. McDaniel. Both of us were quite enthralled by this read, and for many solid reasons. Let's explore why this book has made such an impact – and why we can't stop bringing it up in conversations!Resources:Start a free trial of CTCmath.com to try the math program that's sure to grab and keep your child's attention!Growing Brave Writers is the essential training you need as a parent to be the writing coach your children deserve! Learn more at bravewriter.com/gbw.Sign up for our Text Message Pod Ring to get podcast updates and more!Send us podcast topic ideas by texting us: +1 (833) 947-3684Want help getting started with Brave Writer? Head over to bravewriter.com/getting-startedSign up for the Brave Writer newsletter to learn about all of the special offers we're doing in 2022 and you'll get a free seven-day Writing Blitz guide just for signing up: https://go.bravewriter.com/writing-blitzConnect with Julie:Instagram: instagram.com/juliebravewriterTwitter: twitter.com/bravewriterFacebook: facebook.com/bravewriterProduced by NOVA Media

To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned.Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.On this episode of The Burleson Box, we hear from Professor Henry L. "Roddy" Roediger III, author of Make it Stick about the importance for students and teachers to know whose advice to take on how best to go about learning, what should we really be asking if we want to solve complex problems, the concept of massed practice and why our faith in it is misplaced, how learning and experience come together, how to avoid illusions of knowing, and how we can be more mindful about how mastery really works.***The Burleson Box is brought to you by In Hand Dental:Are you trying to increase your treatment plan close rates while also increasing revenue? How can you do both for your dental practice without burning out an already burdened staff?The answer? Remote dental monitoring. You need a trusted HIPAA-compliant app that helps you and your staff work smarter, not harder. This needs to be an easy to use, easy onboard app that your patients will find fun to use, and will increase their engagement and success with aligners.You need the In-Hand Dental App. The In-Hand Dental App allows you to engage with your patients in real time, send individual and batched messages, and solve problems to increase compliance without using up chair time.The result? Happy patients, happy staff, and happy practices. With more revenue, and the ability to do more starts. With prices starting as low as $149 per month, it's perfect for a growing aligner business. Check us out and learn more at InHandDental.com***Resources Mentioned in the Episode with Henry Roediger:Make It Stick by Professor RoedigerThe Memory Lab***Go Premium: Members get early access, ad-free episodes, hand-edited transcripts, exclusive study guides, special edition books each quarter, powerpoint and keynote presentations and two tickets to Dustin Burleson's Annual Leadership Retreat.http://www.theburlesonbox.com/sign-up Stay Up to Date: Sign up for The Burleson Report, our weekly newsletter that is delivered each Sunday with timeless insight for life and private practice. Sign up here:http://www.theburlesonreport.com Follow Dustin Burleson, DDS, MBA at:http://www.burlesonseminars.com

Hey Friends,  Does your child use non-specific words like "Can I have it?"  or "It goes in there."  or other expressions that require you to see their hand movements or know the context they are talking about in order to respond?  It is important for our kids to know and use the right vocabulary as much as possible.   Today, we talk about how to give your kiddo more specific vocabulary so that you are not guessing!  Enjoy!   Always Cheering You On!  Dinalynn Want to discuss how this pertains to Your child?  Contact Me: hello@thelanguageofplay.com or Let's meet! on a 15 min zoom Discovery session to discuss where you are at and what you are dealing with.  You are READY to jump in?  email me at dinalynn@thelanguageofplay.com and write, "Let's begin!"  Join my FREE Facebook Community HERE! to join a new community where you are free to ask questions, make friends, and we learn from each other!     Related and Mentioned Episodes: 04 One-Year-Old Language Learning with a Book 07 How Language is Learned in a Dual Language Home 08 Bilingual Kids and Speaking Delays in Multi-Language Households 14 Using the Game of Memory to Teach Your Child Vocabulary with Simplicity 22 Do You Know How to Expand Your Child's Language Skills? Here's a Picture Book Example 67 Do You Know How to Teach Language and Behavior Using Games You Already Have at Home? Here are 6 Examples from the Game: Chutes and Ladders          

In today's homeschooling environment, misconceptions about learning often cloud our judgments. Key among these misconceptions – one I may be guilty of contributing to – is the belief that struggle is counterproductive to learning. However, it's essential to understand that effort can contribute to an effective recall process. Drawing a line between unnecessary suffering and purposeful effort becomes crucial. Effort, in this context, embodies commitment, focused attention, and stamina, all of which are foundational for effective learning—what we call “retention.” As Julie and Melissa navigate this topic, they will introduce methods of learning that might seem challenging initially but promise richer, more immersive learning experiences with better results.Resources:Start a free trial of CTCmath.com to try the math program that's sure to grab and keep your child's attention!We're starting our Story Switcheroo class right at the end of August! Take class fairytales and flip them on their heads with your whole family. Learn more at https://bravewriter.com/online-classes/story-switcheroo.Sign up for our Text Message Pod Ring to get podcast updates and more!Send us podcast topic ideas by texting us: +1 (833) 947-3684Want help getting started with Brave Writer? Head over to bravewriter.com/getting-startedSign up for the Brave Writer newsletter to learn about all of the special offers we're doing in 2022 and you'll get a free seven-day Writing Blitz guide just for signing up: https://go.bravewriter.com/writing-blitzThe book Julie referenced is Make It Stick by Peter C Brown: https://bravewriter.com/book-shop/book/make-it-stickConnect with Julie:Instagram: instagram.com/juliebravewriterTwitter: twitter.com/bravewriterFacebook: facebook.com/bravewriterProduced by NOVA Media

Episode 87: Relying on motivation to create weight loss results won't get you all the way to your healthy weight goal. Bad days, schedule changes and times of high stress will hit and your motivation will dwindle. You need tools to keep going when that expected real life hits.  On today's episode, I'm sharing the most important tool I use in Dr Emily's School of Weight Loss to help you stick to the plan in real life. When you can do that, your healthy weight goals become truly inevitable.   Make sure to grab my free “Find Your Healthy Weight Guide” and let's get started reaching your 10% goal. https://www.emilyvinzantmd.com/findyourhealthyweight  

Episode 86: Diets fail when real life happens. And real life happens … for all of us. Instead of relying on a plan that's destined to fail in your life, let's discover how my Energized Eating Plan, exclusive to Dr. Emily's School of Weight Loss, is your tool to get you out of that endless diet cycle. On today's episode we look at the three parts of your Energized Eating Plan: the what, when and how much you eat. You can tweak all 3 to create the perfect Energized Eating Plan for your real life.  For a deeper look at developing your own personalized Energized Eating Plan make sure to join the waitlist to be the first to know when my next Free Challenge is available.  https://www.emilyvinzantmd.com/jointhechallengewaitlist

Episode 85: What if diets aren't the way to lose weight and make it stick? And neither are exercise challenges, medications, or even surgery. I've done them ALL and they never stick… that's why I'm offering a better option. Join me for this three-part series to find another way. To drop diet rules and deprivation and create sustainable weight loss. In today's episode I share with you my favorite tool that I have developed through years of work and hundreds of women I have coached: The Energized Eating Plan. Join me in creating YOUR Energized Eating Plan starting TODAY, July 10th. Come to my free 5-day, Lose Weight + Gain Energy Challenge. Register Here! https://www.emilyvinzantmd.com/register  

Al and Dan continue to share some ways for those who make decisions whether at church, camp, a conference or anywhere in between stick.

Rounding Up Season 1 | Episode 13 – Keep Calm Guest: Nancy Anderson, EdD   Mike Wallace: We often ask students to share their strategies. But, what does it look like to uncover and highlight the reasoning that informs that strategy? Today on the podcast, we'll talk with Nancy Anderson, a classroom teacher and professional learning developer, about strategies to elicit the reasoning at the heart of the student's thinking.  Welcome to the podcast, Nancy. I am so excited to talk to you today. Nancy Anderson: Thank you. Likewise, Mike. Mike: I'd like to begin with a quote from your article, “Keep Calm and Press for Reasoning.” In it, you state: “Mathematical reasoning describes the process and tools that we use to determine which ideas are true and which are false.” And then you go on to say that “in the context of a class discussion, reasoning includes addressing the strategy's most important ideas and highlighting how those ideas are related.” So, what I'm wondering is, can you talk a little bit about how eliciting a strategy and eliciting reasoning may or may not be different from one another? Nancy: So, when we elicit a strategy, we're largely focused on what the student did to solve the problem. For example, what operations and equations they might have used, what were the steps, and even what tools they might have used. For example, might they have used concrete tools or a number line? Whereas eliciting reasoning focuses on the why behind what they did. Why did they choose a particular strategy or equation? What was it in the problem that signaled that particular equation or that particular operation made sense? And if the strategy included several steps, what told them to go from one step to the next? How did they know that? And then similarly for the tools, what is it in the problem that suggested to them a number line might be an effective strategy to use? And lastly, listening reasoning sort of focuses on putting all those different pieces together so that you talk about those different elements and the rationale behind them in such a way that the people listening are convinced that the strategy is sound. Mike: That's actually really helpful. I found myself thinking about two scenarios that used to play out when I was teaching first grade. One was I had a group of children who were really engaging with the number line to help them think about difference unknown problems. And what it's making me think is, the focus of the conversation wasn't necessarily that they used the number line. And it's like, ‘Why did this particular jump that you're articulating via number line? What is it about the number line that helped you model this big idea or can help make this idea clearer for the other students in the class?' Nancy: Exactly, yes. So, when I think about reasoning, I think about different pieces coming together to form a cohesive explanation that also serves as a bridge to using a particular strategy for one particular problem, [and] as a tool for solving something similar in the future. Mike: So, I have a follow-up question. When teachers are pressing students for their reasoning, what counts as reasoning? What should teachers be listening for? Nancy: Broadly, mathematical reasoning describes the processes and tools that we use to determine which ideas are true and which are false. Because mathematics is based upon logic and reasoning—not a matter of who says it or how loudly they say it or how convincingly they say it, but rather, what are the mathematical truths that undergird what they're saying? That's sort of a broad definition of mathematical reasoning, which I think certainly has its merits. But then I think about the work of teaching, particularly at the elementary level. I think it's helpful to get much more specific. So, when we think about elementary arithmetic, reasoning really focuses on connecting computational strategies to the operations and the principles that lie underneath. So, in the context of a class discussion, when we have a student explain their reasoning, we're really trying to highlight a particular strategy's most important ideas and how those ideas are related, but in such a way that others can listen and say, ‘Oh, I get it. If I were to try the problem again, I do believe that's going to lead to the correct answer.' Or if it was this problem, which is similar, ‘I think I can see how it might make sense for me to use this approach here with these slight adjustments.' So, do you want to take an example? Mike: Yeah, I'd love to. Nancy: So, for example, in a first-grade class, there might be a class discussion about different strategies for adding seven plus eight. And I think in a lot of classes at one point, the teacher would likely want to highlight the fact that you can find that sum using doubles plus one. So, in this particular instance, if a student were to talk about their reasoning, we'd want to encourage that student and certainly help that student talk about the following ideas: the connection between seven plus eight and seven plus seven, and the connection between their answers, namely because the second addend has changed from seven to eight, and noting the connections between the second addend and the answers, namely, if the second addend increases by one, so, too does the sum. And finally, we'd want to emphasize what it is we're doing here. Namely, we are using sums that we know to find sums we don't know. Nancy: So, that's an effective example of what reasoning sounds like in the elementary grades. It's very specific. So even though reasoning is the thing that allows us to move from specific examples to generalizations in elementary mathematics, it's oftentimes by really focusing on what's going on with specific examples   Mike: Uh-hm. Nancy: … that students can begin to make those leaps forward. Some of my thinking lately about what I do in the classroom comes from the book ‘Make It Stick,' which talks a lot about learning processes and principles in general. And one of the points that the authors make in the book is that effective learners see important connections, for whatever reasons, sometimes more readily or more quickly than others. So, what I try to do with my teaching then is to say, ‘OK, well how can I help all learners see those relevant and important connections as well?' Mike: Absolutely. So, it really does strike me that there are planning practices that educators could use that might make a press for reasoning more effective. I'm wondering if you could talk about how might an educator plan for pressing for reasoning? Nancy: One thing that I think teachers can do is anticipate, in a very literal sense, what is it that they want students to say as a result of participating in the lesson? So, I think oftentimes we, as classroom teachers, focus on what we want students to learn, i.e., the lesson objective or the essential aim. But that can be a big jump from thinking about that to thinking about the words we literally want to hear come out of student's mouths. So, I think that that's one shift teachers can make to thinking not just about the lesson objective as you'd write on the board, but literally what you want students to say, such that when you walk around and you sort of listen in on small groups, those moments where you say like, ‘Oh yeah, they're on the right track.' And then I think another key shift is thinking more towards specific examples rather than generalizations. Nancy: So, as an example, suppose that in a third- or fourth- or fifth-grade classroom, students were talking about fraction comparison strategies, and the teacher had planned for a lesson where the objective was to determine if a fraction was more or less than a half by using the generalization about all fractions equal to a half. Namely, that the numerator is always half of the denominator. So, that certainly could be something that we might see in, you know, teacher's guide or perhaps in a teacher's planning book. But that's different than what we'd want to hear from students as the lesson progressed. For example, I think the first thing that we'd want to hear as the students we're talking, is a lot of examples, right? The kinds of examples that are going to lead to that key generalization. Like if a student was talking about nine sixteenths, I think we'd want to hear that student reason that nine sixteenths is more than half because half of 16 is eight and nine sixteenths is a little bit more than eight sixteenths. Nancy: And so, what's effective about that kind of planning is that it alerts you to those ideas when you hear them in the room. And it can then help you think about ‘What are the pieces of the explanation that you want to press on.' So, in this case, the key ideas are finding half of the denominator, connecting that value to the fraction that is equivalent to one half, and then comparing that fraction to the actual fraction we're looking at so that we can bring those key ideas to the fore, and the ideas become a strategy for students to use moving forward. Mike: You're making me think about two things kind of simultaneously. The first is, I'm reflecting back on my own practice as a teacher. And at that time, my grade-level team and I, we tried to really enact the whole idea of anticipating student strategies that comes out in ‘The Five Practices' book. But what you're making me wonder about is, we went through, and we said, ‘Here are some of the ways that children might solve this. This is some of the strategies.' The step we didn't take is to say, ‘We know that there are multiple ways that children could attack this or could think about this, but what's the nugget of reasoning? What would we want them to say in conjunction with the strategy that they had so that we were really clear on if a student is counting on to solve this problem, what's the nugget of reasoning that we want to either press on or encourage. If their direct modeling, again, what's the nugget of reasoning that we want to press on. If they're decomposing numbers? Same thing. So, really it makes me think that it's helpful to anticipate what kids might do. But the place that really, like, supercharges that is that thing that you're talking about is, what's the thing that we want them to say that will let us know that they're onto the reasoning behind it? Nancy: Exactly. And I think the conversations you're having or have had with your colleagues reflects where we are with the field generally. I think that the field of mathematics education is at a place where, for the most part, we're on board with the use of discussion as a pedagogy. I don't think that it's a tough sell to convince a lot of folks that students should be spending some amount of time talking. But I don't think that we as a field are nearly as clear on what to do next. And again, as you alluded to with ‘The Five Practices' book, and while I would certainly agree that all of these are important aspects of classroom talk, I think that they skip over this essential idea of pressing for reasoning. Namely, staying with the student beyond just their initial explanation so that their ideas become clear, not just to others, but also clear to them. Mike: I love that. I want to go in a direction that you started to allude to, but you really got to in, in your article. This idea that there's a certain number of questions for follow-up that can really have a tremendous impact on kids. I'm wondering if you could talk a little bit about that. Nancy: My article and more broadly, my interest in press for reasoning, is motivated in large parts, uh, by my professional interest in figuring out, you know, what it is about discussion that makes it such a powerful tool for learning. So, although we have enough empirical evidence to support discussion as an effective pedagogy in math class, we as a field are much less clear in knowing which of the aspects of discussion are most efficacious for learning. What are the mechanisms of student talk that help students learn math more deeply? I had the good fortune many years ago to find some compelling research by Megan Franke and Noreen Webb and their colleagues at UCLA who did some digging into press for reasoning. And through their studies, they have shown that follow-up questions, questions that press students to clarify and strengthen their initial explanation, are associated with students giving more robust and more accurate explanations. Nancy: What their research revealed is that it takes two to three specific follow-up questions in order to either have the student say, more math and more accurate mathematics. So, I think about that so often in my work in the classroom because so often I'll ask a student to explain their reasoning and because they're learning, the explanation comes out either partially correct or partially complete, and I need them to say more. And I might ask them the first follow-up question and either they or I suddenly start to worry. The student might think, ‘Am I saying something wrong? Am I totally off track here? Uh, I'm not really sure why I did what I did.' And then I, of course, as the teacher, I'm so worried about, ‘Am I putting the student on the spot? Am I losing the rest of the class?' And in those moments, I hear myself say, ‘Two to three follow-up questions, two to three follow-up questions,' as a way to remind myself to stay with the student. That if we really do believe that students learn by talking, then it only makes sense that we should expect them to need more than just one turn to get their ideas out in such a way that are clear and accurate to them as well as to the listeners. Mike: So, that's fascinating, Nancy. I think there's two things that stood out from what you said. One is, as a classroom teacher, I appreciate the fact that you acknowledge that feeling of, ‘Am I losing the class?' [It] is something that always exists when you're trying to question and support. But I think the thing that really jumps out is, we have research that says that this actually does have a tremendous impact on kiddos. So even though it might feel counterintuitive, staying with the press for those two to three questions really does have a tremendous impact. I'm wondering what it might sound like to take a student's initial response and then follow up in a way that presses for reasoning. Nancy: So, suppose a fourth-grade class is working on strategies for multi-digit multiplication, and one particular strategy that the teacher would like to emphasize, or showcase, is compensation. Namely, how we can change one or both factors in a multiplication to create an easier computation and then make an adjustment accordingly. For example, we can multiply 19 times 40 by thinking about 20 times 40, and then subtracting 40. Let's suppose that students are working in groups and—on this computation—and the teacher overhears a student talking to their partner about how they use this exact strategy, and briefly checks in with the student and asks, you know, if they'd be willing to share their strategy with the whole class. And the student agrees. So, the teacher calls on the student to tell us, ‘How did you compute 19 times 40?' And the student says, ‘Well, I did 20 times 40 minus 40, and I did that because 20 times 40 is easier.' Nancy: Great. So, we've got some ideas on the table, and so now let's unpack. So, maybe the first question to ask the student is for them to interpret 19 times 40. What does that mean? Literally, it says 19 times 40, but can they give a context? Can they provide an interpretation of that expression with the hope of getting the idea out that we can think of 19 times 40 as 19 groups of 40. And similarly, 20 times 40 as 20 groups of 40. So, once we have the idea of groups of a number out there, can the student tell again why it made sense for them to think of 20 times 40? Why is that easier? Then another follow-up question to ask is, ‘Well, what's the connection between changing that first factor to 20 and subtracting 40?' Because if you think about it, if you're a listener who's unfamiliar with compensation, that's a pretty big leap to go from changing the first factor by one to a second step of subtracting 40. Huh? Mike: It sure is. Nancy: ( laughs ) Right? Like, how does changing it by one mean you subtract 40. And so, here the students can talk about the fact that we found 20 groups of 40, which is one too many groups. So, we compensate by subtracting 40. So, those are some follow-up questions that I think we'd want to ask. Mike: This example just makes so many connections. I'm struck by the fact that, simultaneously, that press for reasoning is helping the child who came up with the idea really build a stronger vocabulary and a justification, and at the same time, it's actually providing access to that strategy for kids who didn't come up with it, who maybe kind of wondering, ‘What? Where did that come from?' So, really it's beneficial for the child who brought the reasoning to the table and to everybody else. The other thing that jumped out is, even in that question where you said, ‘Can you offer this in context?' That's kind of connecting representations, right? Like the child was articulating something that might show up in equation form and asking them to articulate that in a contextual form. [That] is actually a way of challenging their thinking as well. Nancy: Exactly, yes. For many students—and, unfortunately, many more adults—symbols are just that, their symbols. Yet, we who engage in mathematics know that many times symbols are linked to not just one representation, but several, that there's certainly a literal interpretation of any kind of symbol string or numeric expression. But then we can interpret what those expressions mean by connecting back to the different meanings of the operation. So yeah, like you said, Mike, there's two things going on here at least: Helping the other students learn about this particular approach and trusting that it works, but also to helping the original speakers see what it takes to convince others. And in this case, part of that includes the fact that, ‘Oh, when I talk about multiplication, it's helpful to remind people that multiplication refers to putting groups together. Or that it's helpful to think about multiplication in terms of putting equal groups together.' Mike: Well, before we close the podcast, Nancy, I typically ask a question about resources because I suspect for some folks this conversation is one that they've been thinking about for a while. And for other folks, this idea of thinking past strategies toward a reasoning might be a new idea. So, I'm wondering if you'd be willing to share resources that you think would help support people maybe taking this conversation we've had and deepening it. Nancy: Sure. So, my work in this field rests upon the shoulders of many brilliant mathematics educators and some of whom, uh, are people I admire from afar, like Megan Franke and Noreen Webb and their team at UCLA. And still others who I've had the honor to work directly with and learn from, uh, over the past 20 years. And two educators, in particular, are Suzanne Chapin and Cathy O'Connor of Boston University, who are a mathematics educator and applied linguist, respectively. Mike: I adore their work. I'm just going to cut in and say, I'm excited for the resource you're going to share because I've read some of their stuff and it's phenomenal. Nancy: They were kind enough and generous enough when I was very new in the field to invite me to collaborate with them on a book called ‘Talk Moves,' which is essentially a teacher's guide to facilitating productive math talk. Many years ago, Cathy, Suzanne and I worked together on a research project where we were using discussion in elementary math classes in the city of Chelsea, Massachusetts, and we realized that there really wasn't a how-to guide out there for doing this kind of thing. So, from our work together came the book ‘Talk Moves,' which is now in its third edition and includes written vignettes in the book showing composite examples of teachers and students using ‘Talk Moves' to learn more mathematics, but also includes a set of video clips that were filmed in actual math classes with real-life teachers and real-life students using productive talk moves, including press for reasoning, to help students talk about their reasoning and respond to the reasoning of others. It's a very user-friendly guide for people who want to dig more deeply and see what this thing called productive math talk looks like in action.  Mike: So, I'll add to your plug. I read that back when I was teaching kindergarten and first grade, and it actually had a huge impact on my practice and just understanding at a granular level what this could look like. Nancy, thank you so much for joining us. It really has been a pleasure talking with you today.  Nancy: Oh, it's been a real pleasure for me too, Mike. Thank you so much for having me. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability.  © 2023 The Math Learning Center | www.mathlearningcenter.org 

In this episode, Dr. Veronica Lerner joins Drs. Amy Park and Mark Hoffman at the mic to shed light on simulation in gynecologic surgery. --- SHOW NOTES Dr. Lerner is an Associate Professor at the Zucker School of Medicine at Hofstra/Northwell. She is on the Editorial Board of Obstetrics and Gynecology, and she is an associate editor for Simulation in Healthcare Journal. The episode begins with Dr. Lerner describes her journey and training regarding simulation in gynecologic surgery, including her participation in the Center for Medical Simulation at Harvard and involvement in the American College of Obstetricians and Gynecologists Simulations Working Group, which are both involved in validating and advancing the use of simulation in healthcare. During this time, Dr. Lerner provides a framework for developing a simulation center at an institution, which begins with needs assessment and defining learning objectives. She also emphasizes the financial costs for simulation, as well as concern for institutions without adequate resources for simulation. She then defines 3 terms regarding fidelity: cost, technology, and actual fidelity. For example, Dr. Lerner has built her own mobile simulation lab, which she describes as a high-fidelity, low-cost initiative. The physicians then discuss the role of individualized learning plans in regard to simulation. Dr. Lerner references the book, “Make It Stick,” to emphasize the importance of tailoring training to the learning strategy of the learner. She also encourages listeners to acknowledge the risk of moral injury and to combat it by acknowledging the difficulty that may come with developing competency in simulation. Lastly, she describes how listeners should leverage resources and time in order to promote simulation at individual institutions. The episode ends with the group recognizing the benefits of simulation, as well as its relation to the field of Quality and Safety. While simulation in obstetrics is well-studied, its role in the field of gynecology has lagged due to lack of financial incentives. To address this, Dr. Lerner urges listeners to take advantage of surgical simulation in a safe environment prior to operating in the OR. During this discussion, Dr. Lerner expresses the importance of trainees to gain exposure to simulation early on and to develop an “education portfolio” over the period of residency. In order to help continue the information learned through simulation, it is important to “teach the teacher, train the trainer, and disseminate that knowledge.” Ultimately, Dr. Lerner advocates for the endless opportunity that simulation brings to the field of gynecology surgery. --- RESOURCES ACOG simulation consortium: https://www.acog.org/education-and-events/simulations/about “Make it Stick” by Henry L Roediger III, Mark A McDaniel, Peter Brown EMIGS Assessment: https://www.abog.org/specialty-certification/surgical-skills-program-standard/essentials-in-minimally-invasive-gynecologic-surgery-emig

Episode 81 ~ Goal setting - How to make it stick Lets go a little deeper into what you can actually do to get what you've been putting off done. My hypothesis is that we don't stick to our goals because oftentimes they are goals that reflect what other people think you should be achieving. I think that just like most things in your life, it should begin with going within. I'm gonna give you a framework that will help you kick procrastination to the curb. Find out what will contribute to your mental, spiritual, physical healing and take little steps to get there. Continue to live with Mindfulness and Compassion and never stop learning and growing. Connect with me @ www.zenny.ca/links Join the conversation on Instagram @tanya_monuma, @zennya_coaching and Facebook Don't forget to take a screenshot of your review and send it to info@zennya.ca Many blessings to you.

Peter Brown is the co-author of Make It Stick, which reveals recent discoveries in cognitive psychology and other disciplines for becoming more productive learners. In our conversation, we discuss: How to learn any new skills faster in 2023 Retrieval practice: what it is, why it's important, and how you can apply it into your learning The science of how memory works Understanding your specific learning style, and how you can use it to your advance to learn anything faster Why it's beneficial to learn multiple new skills at the same time The downsides of cramming If you enjoy the podcast, would you please consider leaving a short review on Apple Podcasts/iTunes and a rating on our Spotify show? It takes less than 60 seconds, and it really makes a difference in helping to convince hard-to-get guests. I also love reading the reviews! Subscribe on YouTube: http://bit.ly/38bZNAY Listen on Spotify: https://bit.ly/growth-minds Listen on Apple Podcast: https://buff.ly/2PycRL1 Follow me on Instagram: http://www.instagram.com/heyseankim Learn Spanish by speaking it for free: https://www.jumpspeak.com Past guests on Growth Minds include: Robert Kiyosaki (Rich Dad Poor Dad), Steve Aoki, Robert Greene, Dr. Jason Fung, Dr. Steven Gundry, Neil deGrasse Tyson (StarTalk), Dennis Rodman, Wim Hof, Robin Sharma, Vanessa Van Edwards, King Bach, Daniel Pink, Dr. William Davis, Doctor Mike, Lewis Howes (School of Greatness), Tom Bilyeu (Impact Theory), Andrew Yang, Dr. Paul Conti, Charles Hoskinson (Ethereum), Dr. Drew (After Dark), Jo Koy, Jordan Belfort (Wolf of Wall Street), Gad Saad, Adam Carolla, Louis the Child, Vishen Lakhiani (Mindvalley), Bret Weinstein (DarkHorse Podcast), James Nestor, Dave Rubin, Scott Adams (Real Coffee with Scott Adams), Dave Asprey (Bulletproof Coffee), Gabby Reece, Rich Roll, James Altucher, R3hab, and more.

You what what is SO mind numbingly frustrating?! When you know what to do but can't make it stick... I had a long list of things I knew I "should" do: Don't turn to food when I'm stressed Stop myself after one bowl of ice cream Eat vegetables with every meal Don't eat a lot of sugar Exercise 4-5x a week I also know I "shouldn't" binge, eat at night, go to the store for a secret dessert run, bake cookies because I'd eat them all...and on and on the list went. Why is it so hard to shift from the knowing in our heads to doing it in life?! In today's episode, I explain why and share some tidbits to help you change this. This is for the "you know what to do but can't make it stick" people :) (**Which is most likely all of us in some form or fashion!) PS--If you haven't yet read the "How to Be a Normal Eater" book or the "7 Biggest Obstacles to Making Peace with Food & How to Overcome Them?", whatchya waiting for?! :)

In the 118th episode of The Strength Connection Podcast, Mike and our special guest, a Learning Coach, Gregg Goodhart, will talk about how talent is overrated, how to actually learn how to learn better, deliberate practice, contextual interference, and more.Join us in this insightful and captivating talk! In this chapter, you will discover:(1:00) Introducing our special guest a Learning Coach, Gregg Goodhart @gregggoodhart_learningcoach(1:30) “How successful we want to be at anything we wanna do in life is determined almost entirely by how well we learn to do that thing.” - Gregg Goodhart @gregggoodhart_learningcoach(2:20) Gregg's origin story(2:25) Love for music(3:00) Teaching music at a private school(3:35) Teaching how to “getting started”(4:20) Contextual interference(5:00) Teaching how to learn(5:30) A 5 year experiment(6:00) The talent mystery(6:25) “Talent is just some magical pixie dust written on a unicorn that people expect to be dropped on them somehow.” - Gregg Goodhart @gregggoodhart_learningcoach(7:15) The things that worked(8:10) Talent is overrated by Geoff Colvin Twitter: @geoffcolvinhttps://www.amazon.com/Talent-Overrated-Separates-World-Class-Performers/dp/1591842948 (8:45) Starting a research(9:50) The candy store analogy(10:50) Deliberate practice(10:55) “The process of deliberate practice creates flow, flow creates passion.” - Gregg Goodhart @gregggoodhart_learningcoach(12:25) The advantage of seeing progress(15:35) Growth mindset, fixed mindset(15:50) Mindset by Carol Dweckhttps://www.amazon.com/Mindset-Psychology-Carol-S-Dweck/dp/0345472322 (16:20) “Mistakes are simply pieces of information. Why do they make you upset?” - Gregg Goodhart @gregggoodhart_learningcoach(17:55) Know what's wrong!(19:15) Happy F's(21:00) “You get your dopamine from continuous progress rather than just the result of it.” - Michael Kurkowski @mike_strength_connection(21:15) It hurts!(24:40) A mindset study(26:30) Gregg about learning styles(29:10) Shout out to Paul Kirschner Twitter: @P_A_Kirschner(29:30) More about contextual interference(32:00) More about deliberate practice(35:05) How to teach something?(35: 25) Make It Stick by Peter C. Brownhttps://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/0674729013 (36:10) Scouting the defense analogy(37:10) Shout out to Peyton Manning @peytonmanning(38:35) How to teach the reflected piece?(40:30) Mental model(41:40) The football watching analogy(42:35) The artist's curse(42:50) Shout out to John Madden(44:25) Shout out to Anthony Kiedis(45:30) The fatal flaw(51:40) Shout out to Tony Robbins @tonyrobbins(51:40) Shout out to Jack Canfield @jackcanfield_official(53:20) About Gregg's new book(54:10) Where to find Gregg Goodhart? @gregggoodhart_learningcoachhttps://gregggoodhart.com/ 

What is the best way to embed the Working Genius into an organization's culture once the initial excitement wears off?  This week, Pat, Beau and Tracy discuss a few different things you can do to 'make it stick.'  

How many of your students still struggle with writing complete sentences? I know I have experienced this in my classroom year after year. So what can you do to support your students? In today's episode, I'm sharing 5 tips for writing a complete sentence.  When our students enter our classrooms, they all come with different academic levels and prior knowledge. Although you might teach upper elementary, it cannot be assumed your students know the basics of complete sentences. With this alone, it's important to make sure they have the foundational skills before they dive right in.  Resources: Monthly Writing Prompts Punctuation Anchor Charts Guided Reading Sentence Stem Response Cards Bundle SHOW NOTES: https://theliteracydive.com/episode93 Connect with me: Check out my TpT Store Subscribe to my E-mail list Instagram Posts Blog Posts Facebook Posts Watch my YouTube channel  If you are enjoying The Literacy Dive Podcast, please follow, leave a rating, and a helpful review! It is much appreciated and thank you for listening!

Learn the best way to start a yoga and meditation practice if you've never tried it, or have struggled to make it a habit. Plus, learn how yoga makes us physically and mentally stronger, with yoga and embodiment coach Caley Alyssa.

Peter C. Brown is a writer and retired management consultant living in St. Paul, Minnesota. He has written books like Jumping The Job Track, The Complete Guide to Money Making, and Make It Stick. Find more about Peter's books here: https://www.petercbrown.com/index.php Time Stamps: (0:00) Introduction (2:24) Make It Stick, learning better (8:23) How memory works + Consolidation (17:14) The roll of a mindfulness practice (18:58) Learning styles, preferences and difficulty (24:14) Developing a growth mindset (26:35) Learning new skills (33:07) Is it good to learn multiple skills at the same time? (37:40) Do we forget over a long time? (40:17) Does IQ play a roll in memory? (45:59) Changing the education system? About Sean Kim: Sean is an entrepreneur, investor, and host of Growth Minds. He is currently the CEO of Jumpspeak: https://www.jumpspeak.com ✔ Subscribe on YouTube: http://bit.ly/38bZNAY ✔ Subscribe on Apple Podcast: https://buff.ly/2PycRL1 ✔ Subscribe on Spotify: https://bit.ly/growth-minds ✔ Subscribe on Google Podcast: https://buff.ly/2tua5hb ✔ Sponsor the podcast: http://bit.ly/growthsponsor Connect with me: ► Follow on Instagram: http://www.instagram.com/heyseankim ► Follow on Twitter: http://www.twitter.com/heyseankim ► Like on Facebook: http://www.facebook.com/seankim