Podcasts about melbourne graduate school

One of the ways that we believe we can be better humans is to actually listen to each other - not just nod along when we watch people's mouths move, or wait impatiently for someone to finish their thought before we can jump in and say what we've been dying to say - but actually listen to what they're saying, take a moment to reflect on that, and respond. Perhaps you ask a clarifying question, perhaps you share a reflection, perhaps you simply agree and ask for more details. Regardless of your response, if you're really listening, people will know and will see you in a better light as a result.  If you're curious about how to be a better listener, we offer two experts on the topic who help us understand: What do you mean by radical listening?   What to listen for: Why listening better makes you a better human Six skills important to growing your ability to listen better The role culture can play in listening and communication What environment is most conducive to listening, and what YOU can do to be a better listener  About the guests:    Dr. Robert Biswas-Diener is a researcher, author, and consultant with 75 peer-reviewed academic articles with over 27,000 citations. His previous books include The Upside of Your Dark Side (New York Times Bestseller, 2014), and the 2008 PROSE Award winner, Happiness. He has presented keynotes to Lululemon, Deloitte, Humana, AARP, The World Bank, and others. In 2024, Thinkers50 named Robert one of the “50 Most Influential Executive Coaches in the World”. He lives in Portland, Oregon, enjoying drawing and rock climbing.   Prof. Christian van Nieuwerburgh (PhD) is an academic, consultant, and executive coach. He is Professor of Coaching and Positive Psychology at the Centre for Positive Health Sciences at RCSI University of Medicine and Health Sciences (Ireland) and Consulting Professor for Growth Coaching International, a provider of coach training and consultancy for the education sector. In recognition of his contributions to the fields of positive psychology and coaching, he is Principal Fellow of the Centre for Wellbeing Science at the Melbourne Graduate School of Education of the University of Melbourne (Australia) and Honorary CollectivEd Fellow of the Carnegie School of Education at Leeds Beckett University (UK). Christian is a certified executive coach and is well published in the academic literature on the topics of coaching and positive psychology. He has authored, co-authored, and edited numerous books in the field of coaching, most notably An Introduction to Coaching Skills: A Practical Guide (2014, 2016, 2020). His latest books are Your Essential Guide to Effective Reflective Practice (2025, with David Love) and Radical Listening: The Art of True Connection (2025, with Robert Biswas- Diener).   Follow Christian on Instagram (@coachonamotorcycle), on his YouTube channel (@coachonamotorcycle), and on his website (coachonamotorcycle.com).

In this episode of the Knowledge for Teachers podcast, I speak with Amy Haywood and Nick Parkinson, co-authors of the Grattan Institute's Maths Guarantee report. We unpack what they describe as Australia's “national problem” with maths underperformance — from the equity gaps to the urgent need for high-quality curriculum materials and teacher support. Amy and Nick share key findings from their research, including a national teacher survey and international case studies, as well as practical insights from some of Australia's most effective schools. We dive deep into what explicit instruction really looks like, the power of fluency, and how the instructional hierarchy can help teachers better sequence their maths lessons. Whether you're a school leader, instructional coach, or passionate teacher, this conversation will leave you with clarity, evidence, and next steps to improve maths teaching in your school. Resources mentioned: The Maths Guarantee (Grattan Institute report) The Maths Guarantee: A guide for principals (Grattan Institute) Teach Like a Champion – Doug Lemov Teaching Primary Mathematics – George Booker Eddie Wu Craig Barton Ochre Education PR1ME International EAST materials Maths Olympiad Times Tables Rock Stars James Dobson - From Research to Reality: A Primary Maths Resource Toolkit The schools they visited for case studies were: Wattle Grove Primary, a government school in suburban Perth  Bentleigh West Primary, a government school in suburban Melbourne  Ballarat Clarendon College, an independent school in regional Victoria  St Bernard's Primary, a Catholic school in Batemans Bay on the NSW south coast  Charlestown South Public, a government school in Newcastle, NSW  The Entrance Public, a government school on the NSW central coast  Budgewoi Public, a government school also on the NSW central coast  The final three schools are part of the Explicit and Systematic Teaching (EAST) network, a grassroots network which exists to champion explicit teaching in NSW government schools   You can connect with Amy: Twitter/X: @Amy_L_Haywood   You can connect with Nick: Twitter/X: @NickJParkinson   You can connect with Brendan: Twitter/X: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net   About  Amy Haywood Amy Haywood is the Deputy Program Director of Grattan's Education Program. Amy has a background as an educator and brings this practical experience to her work as an education policy researcher. She is the co-author of several Grattan reports, including Ending the lesson lottery: How to improve curriculum planning in schools, The Reading Guarantee: How to give every child the best chance of success, Spreading success: Why Australia should trial multi-school organisations, and The Maths Guarantee: How to boost students' learning in primary schools. Amy taught English in secondary schools for five years. During this time, she presented at statewide teaching conferences and wrote several study guides for Macmillan Education. Before joining Grattan, Amy worked as a manager in Deloitte Access Economics' Education Policy team, where she led schooling projects focused on system design, workforce reform, and teaching practice. Amy has a Bachelor of Arts and Master of Teaching from the University of Melbourne. As part of her postgraduate degree, she studied international education policy while on exchange at the University of Oulo in Finland. She is a registered teacher.   Nick Parkinson Nick is a Senior Associate in Grattan's Education Program, where he has co-authored reports on whole-school curriculum, multi-school organisation, and primary maths. He also contributed to reports on catch-up tutoring and early reading. Through this research, Nick has conducted case studies of nearly 30 leading schools and analysed more than 5,000 teacher survey results. Nick holds a Master of Teaching from the Melbourne Graduate School of Education. Before studying teaching, Nick completed a Bachelor of Arts and a Diploma of Languages at the University of Melbourne. He is a 2022 Westpac Future Leader. Before joining Grattan, Nick worked as a consultant at Nous Group where he contributed to projects on school culture, student assessment, and occupational safety. Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast  

Deborah Netolicky talks with Dr Barbara Watterston about leading and leadership in education, including mentoring, coaching, professional companioning and sponsoring. Barb is CEO of the Australian Council for Educational Leaders (ACEL) and has held several school and system leadership positions across Australia. She is an Honorary Fellow of the Melbourne Graduate School of Education and a National Fellow of ACEL. Her expertise is regularly sought out to contribute in an advisory capacity as a member of numerous university, departmental, school, and professional boards. She is author of the report 'Insights: Environmental Scan Principal Preparation Programs' and the award-winning book 'Step In, Step Up: Empowering women for the school leadership journey'. Want to know more? - https://www.acel.org.au/ACEL/ACELWEB/About/ACEL_CEO.aspx - https://www.aitsl.edu.au/docs/default-source/default-document-library/environmental-scan-principal-preparation-programs-(screen).pdf?sfvrsn=ecaaec3c_0 - https://www.google.com.au/books/edition/Middle_Leadership_in_Schools/3hbxEAAAQBAJ?hl=en&gbpv=0 - https://www.amazon.com.au/Step-Empowering-Leadership-Educational-Development/dp/1943874301 Join the conversation on social media. - Deb: @theeeduflaneuse on Instagram - The Edu Salon: @theedusalon on Instagram

Today's guest is Jess Rowlings. Jess is the CEO and co-founder of Next Level Collaboration, as well as a qualified speech and language therapist. She also works as a researcher at the Melbourne Graduate School of Education, and previously Murdoch Children's Research Institute. Jess is an adult diagnosed AuDHDer and has a lifelong love of games, both of which inform her work and research. As a researcher, she is passionate about the use of digital games-based learning to promote inclusion and a sense of belonging, and her work has included developing and running a dedicated Minecraft server to support neurodivergent girls and women.   Monique and Jess cover: Jess' path to identifying her own neurodivergence. Her research on gaming and neurodivergence. How gaming can support both sides of the AuDHD brain, what it can tell us about a person's problem-solving style, and how it can promote collaborative problem-solving skills. Jess' relationship to gaming throughout her life, and the purpose gaming has served for her. Gender in gaming, including the popularity of gaming amongst adult women, blocks to gaming accessibility for girls, women, and AFAB folk, and Jess' suggestions around what parents and adult gamers can do to have safer and more accessible gaming spaces. The huge variety of experiences and play options that come under the ‘gaming' umbrella and how this has evolved over time. Discussion on the potential negative effects of gaming, including recognising active vs. passive screen time, the balance of gaming with other life activities, and what parents and adult gamers can do to support healthy gaming activity. The importance of taking kids' interest and strength in gaming seriously. The many benefits of gaming for neurodivergent folk.     You can find Jess on LinkedIn or Twitter @JessRowlings, or through Next Level Collaboration. Jess has also co-written a book with Matthew Harrison - Press B to Belong – on creating inclusive Esports programs for school communities.   This episode with Jess is kicking off a little mini-series we have planned for you on neurodivergent joy; next week we'll be talking about special interests and creative expression, followed by self-care and self-nurturance. We hope you enjoy!   Want polished copies of our episodes in beautiful and readable pdf article format? Grab them here.    Enjoyed the episode and want to support us further? Join our Patreon community! Patreon subscribers receive basic episode transcripts from Season 4 onwards, access to a monthly live zoom hang out, 50% off our episode articles, plus bonus monthly content (depending on subscription tier). Check out our Patreon page to support us, as we aim to make quality mental health care information accessible to everyone: www.patreon.com/ndwomanpod.   Contact us at ndwomanpod@gmail.com, or visit our website: www.ndwomanpod.comSee omnystudio.com/listener for privacy information.

Send us a textIn this episode 106 LEARNING FOR UNCERTAINTY, Foundation Distinguished Prof. Dr. Yong Zhao joins the podcast for the third time to discuss learning in an age of relentless change.===Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansasand a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education.===X: https://x.com/yongzhaoedWebsite: zhaolearning.com===theykm.comthe-ykm.comwhyknowledgematters.comprograms.the-ykm.comtheykm.com the-ykm.comwhyknowledgematters.com#whyknowledgematters #podcast #theykm #livelearnlove #education #motherofeducationalmindfulnessthe ykm: Enhancing learning for transformative human growth!Support the show

Deborah Netolicky talks with Professor Yong Zhao about teaching, curriculum, schooling, educational leadership, and schools within schools. Yong is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education. Yong has received numerous awards for his work on the implications of globalisation and technology on education. He has published over 100 articles and 30 books. Want to know more? - https://zhaolearning.com/ - https://journals.sagepub.com/doi/full/10.1177/20965311241265124 Join the conversation on social media. - Yong: @yongzhaoed on X - Deb: @debsnet on X and @theeeduflaneuse on Instagram. - The Edu Salon: @theedusalon on X and Instagram.

Headlines//7.15: Renee, an organiser with Students for Palestine and Free Palestine Melbourne on organising for Palestine and the disruption today that will take place at 4pm at Bourke St Mall in the CBD. For updates, please follow the group on Instagram @studentsforpalestinevictoria//7.30: Dr Jessica Gannaway, Lecturer in Language and Literacy Education in the Melbourne Graduate School of Education and the Language and Literacy Academic Group, on First Nations in Education, anti-racist pedagogies and the importance of truth-telling in schools//7.45: Tui Raven, Yamaji Nyungar person and Senior Manager Indigenous Programs, Deakin Library, on Guidelines for First Nations Collection Description for Australian Libraries// Guidelines for First Nations Collection DescriptionLaunch webinarFirst Nations Collection Description Training ResourcesTo join or enquire about the Reparative Description – Community of Practice (CoP) please email education@alia.org.au and include “First Nations reparative description CoP” in the subject heading.For more information related to ICIP: https://www.terrijanke.com.au/resources8.00: Caroline Kell, proud Mbarbrum woman and community organiser with the Warriors of Aboriginal Resistance (WAR), on Invasion Day 2024 and the ongoing struggle for treaty, truth, and justice for First Nations people. Follow WAR on Instagram at @war_collectivevic//8.15: Sophie Jest, lead singer and guitarist of Naarm based feminist punk band RUB, on an all ages fundraiser for Olive Kids and eSims for Palestine coming up on 11 February. Tickets are $20 and can be bought at lifelairregretrecords.bigcartel.com. Follow RUB on Instagram @rub.punk//SongsBlak Britney - Miss Kannina (language warning)Division - Barkaa (language warning)lutruwita - DENNIWe don't talk about it - Thelma Plum

Henry talks with Nick Parkinson, an Associate in the Education Program. He is currently a pre-service teacher at the Melbourne Graduate School of Education. Before joining Grattan, Nick was a consultant at Nous Group where he contributed to projects on school culture, student assessment, and occupational safety. Nick has a particular interest in teaching English and volunteers with the Adult Migrant English Program (AMEP). Nick has a Bachelor of Arts and a Diploma of Languages from the University of Melbourne. He is a 2022 Westpac Future Leader. This conversation was broadcast on 97.7FM Casey Radio in August 2023. Produced by Rob Kelly.

Artificial Intelligence or AI has well and truly arrived. As ChatGPT and DALL-E become mainstream, warnings in the media about this new technology are growing, including its impact on education and assessment. But AI also offers exciting opportunities to enhance learning, think creatively, alleviate workloads and embrace inclusivity. In this episode we de-mystify the question; is AI in the classroom a friend or a foe?   Helping us explore this evolving conundrum and share the inspiring possibilities of new tech and tips on how teachers can start exploring AI in their classrooms is prolific educator and researcher and Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education , Professor Yong Zhao, as well as expert in self-regulation and classroom-based assessment and Director of the Assessment and Evaluation Research Centre, Professor Therese Hopfenbeck, and expert in technology in the classroom and Director of Curriculum at the Victorian Curriculum and Assessment Authority, Lauren Sayer.

Today I have the great pleasure of sharing a conversation that I recently had with the extraordinary Dr Bernie Moreno, a passionate educator and parent who lectured at the Melbourne Graduate School of Education. Her work centres around school leadership perceptions and its impact on school effectiveness and improvement. She is passionate about leadership identification, development and retention in schools. We covered a lot of ground in this conversation, and honestly, I could have chartered to her for hours. We talked about the importance of self-reflection, the power of the words we use and why we must take a kaleidoscopic approach to leadership.   The links to her work and professional profile will be in the show notes I hope that you get as much out of this conversation as I did. Here are a few of Dr Bernie's Book recommendations:  My Orange Lime Tree by Jose Mauro de Vasconcelos The Art of Teaching Podcast resources:  Facebook Group: https://www.facebook.com/groups/artofteaching Here is the link to the show notes: https://theartofteachingpodcast.com/ Instagram: https://www.instagram.com/theartofteaching

On today's episode: education scholar and author, Yong ZhaoZhao is an education professor at the University of Kansas and at the Melbourne Graduate School of Education in Australia. His work focuses on technology and globalization's impact on education. His latest book, co-authored with fellow KU professor Rick Ginsberg, is Duck and Cover which explores the outdated and ill-informed ideas that plague our school system and how we can rethink them.Topics: 02:30 How ‘chance' can become opportunity 08:38 The problem with education reforms in the U.S. 12:03 How the concept of the ‘achievement gap' hurts students 15:30 Entrepreneurial thinking in the classroom 19:45 Giving teachers agency in reform efforts 21:30 How Chat GPT can help students

Our guest for this episode is Joseph Lo Bianco, Professor Emeritus of Language and Literacy Education at the Melbourne Graduate School of Education, University of Melbourne. We were delighted to have the opportunity to speak with Joe about his career and work on language, culture and literacy education in Australia and around the world. Among many other interesting research projects and advisory roles, in the late 1980s he wrote The National Policy on Languages, Australia's first explicit and comprehensive language policy, and the first multilingual national language policy in an English speaking country. Tune in and let us know your thoughts! Join the Language Lovers AU Community on Facebook to take part in the conversation or get in touch with us here. Episode Links Professor Joseph Lo Bianco - Find an Expert at The University of Melbourne Research Gate - Joseph Lo Bianco Excerpts from The National Policy on Languages (1987) - Multicultural Australia Australian Education Review: Second Languages and Australian Schooling (2009), Joseph Lo Bianco, University of Melbourne Find Joe on Twitter @josephlobianco | LinkedIn

This episode features a conversation with Dr. Ryan Dunn. Dr. Dunn was the very first guest on this podcast and I wanted to speak with him again as he recently came out with a new book.Dr. Ryan Dunn has considerable experience within education and has advised and collaborated with schools and districts across Australia, the USA and Canada. He has worked extensively with school leaders in Victoria, South Australia, Queensland, New South Wales and Alberta to support leadership development at a system, network and school level.  As a senior lecturer at the University of Melbourne his work focuses on teacher professional learning, educational leadership, mathematics, and middle level leadership. His latest book co-authored with Professor John Hattie, Developing teaching expertise: A guide to adaptive professional learning design, focuses on the effectiveness of adaptive approaches for school improvement. Ryan recently delivered the keynote presentation for the Victorian Department of Education Principal Forums on leading improvement in complex times.You can connect with Dr. Dunn on Twitter or check out his page at the Melbourne Graduate School of Education.His latest book, Developing Teaching Expertise, is now available.Connect with Intersection Education:Visit the WebsiteSubscribe to the newsletterFollow us on TwitterLike us on FacebookMusic Information:Scandinavianz- Vacation (Vlog) D-L by Scandinavianz https://soundcloud.com/scandinavianzCreative Commons — Attribution 3.0 Unported — CC BY 3.0http://creativecommons.org/licenses/b...Music promoted by Audio Library https://youtu.be/7dswC8QFiwUAdditional Editing by Mike Brazeau (http://www.reelaudio.ca/)

In this episode, E2 Expert Teacher David chats with Dr Chris Corbel, a lecturer at the Melbourne Graduate School of Education. David and Chris discuss a number of topics ranging from the social view of literacy to what has changed in the world of language learning. They also discuss the effects that literacy has on the gig economy. If you're an English language teacher or avid English language learner or interested in language itself, you don't want to miss this discussion. Make sure to follow E2 on LinkedIn for our most recent updates and don't forget to subscribe to this podcast.

Christian van Nieuwerburgh (PhD) is an academic, consultant and executive coach. He is the Chief Executive of the International Centre for Coaching in Education which was established in 2010 to encourage, champion and support the use of coaching in educational settings. He is Professor of Coaching and Positive Psychology at the Centre for Positive Psychology and Health at the RCSI University of Medicine and Health Sciences, Global Director for Growth Coaching International, a provider of coach training and consultancy for the education sector, Principal Fellow of the Centre for Wellbeing Science at the Melbourne Graduate School of Education of the University of Melbourne (Australia) and Honorary CollectivEd Fellow of the Carnegie School of Education at Leeds Beckett University . He has written extensively in the fields of coaching and positive psychology and is the author of An Introduction to Coaching Skills: A Practical Guide (now in its third edition) and other books. Christian is passionate about the integration of coaching and positive psychology to improve outcomes and enhance wellbeing in educational, health and corporate settings (@christianvn on Twitter). He enjoys spending time with family, travelling, writing and riding his Harley Davidson (@coachonamotorcycle on Instagram). Link to PDF

In this episode of Talking Teaching, Professor Jim Watterston, Dean of the Melbourne Graduate School of Education (MGSE), delves into the details of Australia's teacher crisis. How does the situation differ in rural and urban areas? Is teacher education a problem? Why can't we fast-track people from other jobs into teaching? Why are teachers leaving the profession at a crisis level? What are some solutions for the teaching profession?

On this episode of Doing Well: The Wellbeing Science Insights Podcast, host Lu Ngo is joined by Dr. Gavin R. Slemp who brings us expert knowledge about the relationship between work motivation and wellbeing. Gavin is a Senior Lecturer in the Centre for Wellbeing Science at the University of Melbourne, having earned his doctorate at Monash University. His research interests include the predictors of autonomous motivation and employee wellbeing, including job crafting, leadership, personality, and employee health interventions, such as mindfulness and coaching. Gavin's research has attracted widespread media attention, with invited appearances on ABC radio and ABC radio national, as well as coverage in popular media outlets such as the Scientific American, New York Magazine, Futurity, My Science, and the Australian Teacher Magazine. Gavin is currently Associate Editor of Journal of Occupational and Organizational Psychology, and is a former editor of the International Journal of Wellbeing. Gavin also sits on the editorial board member of seven journals, including Journal of Vocational Behavior, Stress and Health, and Motivation and Emotion. Gavin's publications have appeared in top-tiered multi-disciplinary applied psychology journals such as Educational Psychology Review, Journal of Vocational Behavior, Journal of Occupational and Organizational Psychology, and International Review of Sport and Exercise Psychology. In addition to his research activity, Gavin leads subjects in the Centre for Wellbeing Science that has been voted as amongst the best at the University of Melbourne. From 2018 to 2021, Gavin served as Program Director of Undergraduate Education at the Melbourne Graduate School of Education and is a subject co-leader within the Master of Applied Positive Psychology. Prior to joining the University of Melbourne, Gavin worked in management consulting in the areas of leadership development and executive training. Follow Gavin's work via https://findanexpert.unimelb.edu.au/profile/635663-gavin-slemp. Produced by the Wellbeing Science Labs, a division of LMSL, the Life Management Science Labs.  Explore LMSL at https://lifemanagementsciencelabs.com/ and visit http://we.lmsl.net/ for additional information about Wellbeing Science Labs. Follow us on social media to stay updated: YouTube: https://www.youtube.com/@wellbeingsciencelabs  Facebook: https://www.facebook.com/wellbeing.science.labs/  Instagram: https://www.instagram.com/wellbeing.science.labs/  LinkedIn: http://linkedin.com/showcase/wellbeing-science-labs  Twitter: https://twitter.com/WeScienceLabs  TikTok: https://www.tiktok.com/@wellbeing.science.labs   Pinterest: https://www.pinterest.com.au/wellbeingsciencelabs/  You can also subscribe and listen to our podcasts on your preferred podcasting platforms: Apple Podcasts: https://podcasts.apple.com/us/podcast/doing-well-the-wellbeing-science-insights-podcast/id1648515329  Spotify: https://open.spotify.com/show/63Gni7VN4Ca6IicSuttwQL  Amazon: https://music.amazon.com/podcasts/7cd001d1-b7ba-4b22-a0f3-17c1a9c6e818/doing-well-the-wellbeing-science-insights-podcast  iHeart Radio: https://www.iheart.com/podcast/338-doing-well-the-wellbeing-s-102890038/  Podbean: https://wellbeingscienceinsights.podbean.com/  PlayerFM: https://player.fm/series/3402363  Podchaser: https://www.podchaser.com/podcasts/doing-well-the-wellbeing-scien-4914859  Google Podcast: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkLnBvZGJlYW4uY29tL3dlbGxiZWluZ3NjaWVuY2VpbnNpZ2h0cy9mZWVkLnhtbA 

On this episode of Policy Forum Pod, we speak to former teacher Alice Garner and award-winning author and educator Pasi Sahlberg about transforming the teaching profession in Australia.What needs to change so that teaching is a respected, valued profession in Australia - on par with medicine and law? How can policymakers better support teachers to do the critical work of educating children? And how can schools encourage more play and creativity in the classroom? On this episode of Policy Forum Pod, Professor Sharon Bessell and Dr Arnagretta Hunter are joined by researcher and former ‘career change' teacher, Dr Alice Garner, and Finnish education expert based at Southern Cross University, Professor Pasi Sahlberg.Pasi Sahlberg is Finnish educator, teacher, author, and Professor of Education at Southern Cross University.Alice Garner is a historian, writer, performer, and a former French and humanities teacher in the Victorian secondary school system. She has published in social, environmental and educational history and is currently based in the Melbourne Graduate School of Education.Sharon Bessell is Professor of Public Policy and Director of both the Children's Policy Centre and the Poverty and Inequality Research Centre at ANU Crawford School of Public Policy.Arnagretta Hunter is the Human Futures Fellow at ANU College of Health and Medicine, a cardiologist, physician, and a Senior Clinical Lecturer at ANU Medical School. Full show notes are available at policyforum.net. Policy Forum Pod is available on Acast, Apple Podcasts, Spotify, Stitcher, Subscribe on Android or wherever you get your podcasts. We'd love to hear your feedback for this podcast series! Send in your questions, comments, or suggestions for future episodes to podcast@policyforum.net. You can also Tweet us @APPSPolicyForum or join us on the Facebook group. Hosted on Acast. See acast.com/privacy for more information.

Oxford University Centre for Educational Assessment (OUCEA) presents a look into the future of assessment featuring guest speakers. The guest speakers this year include Professor Art Graesser, a long-standing visiting professor and champion of OUCEA. Art Graesser is Professor Emeritus in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis, and Honorary Research Fellow at The University of Oxford. His talk will be followed by reflections from two guest speakers, Enterprise Professor Sandra Milligan, Director of the Assessment Research Centre at the Melbourne Graduate School of Education, University of Melbourne, and our own Deputy Director of OUCEA, Associate Professor Joshua McGrane. Professor Therese N. Hopfenbeck, Director of OUCEA, will convene the seminar.

As you'll see from this bio, Dr Siew Fang Law has qualifications and experience a-plenty but what really stands out for me is her understanding of people, the unique human experience and how who we are, where we come from, what we believe, influences how we create meaning in the world. Being able to tap into this is a great skill for building cultures and encouraging collaboration. Siew Fang Law is a highly-motivated, dynamic and proactive leader in Higher Education Research Engagement and Impact (E&I). She has 20 years of academic experience and an interdisciplinary research background that intersects across culture diversity, community development, peace psychology and conflict transformation. She is a doctor of philosophy, with a PHD in culture and conflict resolution, has a master of science in social and applied psychology and a bachelor's degree in psychology. She has worked on projects for the United Nations and UNESCO, is multilingual and currently works as the Senior Lecturer in Higher Education Engagement, Collaboration and Partnership at the Melbourne Centre for the Study of Higher Education (MCSHE), Melbourne Graduate School of Education. Check out Siew Fang's paper on the impact of COVID on collaboration and engagement.

Today we explore the issue of whiteness and how it is learned in and beyond schools in Australia. My guests are Arathi Sriprakash, Sophie Rudolph and Jessica Gerrard. They have written the new book, Learning Whiteness: Education and the settler Colonial State, which was published by Pluto Press. Arathi Sriprakash is a Professor of Education at the University of Bristol. Sophie Rudolph is a Senior Lecturer in the Melbourne Graduate School of Education at the University of Melbourne where Jessica Gerrard is an Associate Professor. https://freshedpodcast.com/sriprakash-rudolph-gerrard -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

In this episode of Talking Teaching, Professor Jim Watterston, Dean of the Melbourne Graduate School of Education (MGSE), explores the Mental Health in Primary Schools project (MHiPS) with Professor Frank Oberklaid OAM and Dr Georgia Dawson. The Murdoch Children's Research Institute's Centre for Community Child Health, as well as partners from the MGSE and the Victorian Department of Education are supporting this new project, which aims to address mental health problems in children before they enter adolescence. Providing support, education, and social and emotional learning skills in primary school may reduce the prevalence of mental health problems in high school and beyond.

Presenter Dylan Bird is joined by Walkley Award winning journalist Jeff Sparrow to discuss whether battling back-to-back natural disasters is distracting Australians from fighting the climate crisis which he explores in his column in The Guardian.Then, PhD candidate at Melbourne Graduate School of Education Alicia Flynn and climate youth activist Varsha Yajman explain the Australian Journal of Environmental Education special issue, which Flynn co-edited, on the impact that the school strikes had on climate politics and education in Australia.Financier Satyajit Das talks about his new essay Fortune's Fool: Australia's Choices. Das looks at the fundamental issues facing Australia, leaving no stone unturned in his analysis of our economic and institutional woes. And animal law expert Katy Barnett phones in to talk about the philosophy and practice of animal-related law that her new book, Guilty Pigs: The Weird and Wonderful History of Animal Law that she co-authored with Jeremy Gans explores.

In this episode of Better Thinking, Nesh Nikolic speaks with Sally Kenney about promoting mental health education and contributing to policy development in schools. Sally Kenney is an Educational and Developmental Psychologist who has worked in Catholic and Independent schools since 2005. She strives to support schools to be places where young people can thrive and achieve their potential. Sally combines one-on-one student support with teacher and parent consultation, policy and curriculum development, school program design and implementation and staff professional development. She has presented to parent groups and professional bodies. Sally is a Fellow of the College of Educational and Developmental Psychologists and a member of the National Committee of the CEDP, contributing to the CEDP Advocacy Working Group. Sally also is a Board-Approved supervisor, providing supervision to registrars, registered psychologists and Masters students, and is an honorary Fellow of the Melbourne Graduate School of Education. Episode link at https://neshnikolic.com/podcast/sally-kenney See omnystudio.com/listener for privacy information.

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice'. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women's, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. In this first conversation of Series Nine, we talk with Jared Cooney Horvath, Neuroscientist and Director of LME Global. Jared has a PhD in Cognitive Neuroscience from the University of Melbourne and an MEd in Mind, Brain & Education from Harvard University.  He has worked as a teacher, curriculum developer, brain researcher, and is currently an educational researcher at the Melbourne Graduate School of Education. Our series sponsor is a School for tomorrow. To find out more, visit www.aschoolfortomorrow.com/voyage The Game Changers podcast is produced by Oliver Cummins for Orbital Productions, supported by a School for tomorrow (aSchoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Play, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Philip SA Cummins and Adriano Di Prato via LinkedIn and Twitter. Let's go!

This episode of the Getting Smart Podcast is sponsored by GettingSmart.com where we recently ran a related post called So You Designed a Profile of a Graduate, Now What? On this episode of the Getting Smart Podcast Tom Vander Ark is joined by Ken Kay, founder of Partnership for 21st Century Skills, leading advocate of the 4C's and its successor EdLeader 21, and co-author of Redefining Student Success, featured on an August episode of the Getting Smart Podcast. We are also joined by Dr. Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He is also the author of the new book Learners Without Borders: New Learning Pathways for All Students. Let's listen in as they discuss Portrait of a Graduate, learning pathways and more. 

Teaching literacy in high schools brings a wide range of challenges for teachers. Continuing the conversation with Phil Callen is literacy expert Misty Adoniou, Adjunct Associate Professor at University of Canberra and Principal Fellow, Melbourne Graduate School of Education, and a leader in the literacy research and practice field.Part two of the conversation covers:How to help high school students who are losing the motivation to writeWhy the purpose of the writing has greater importance than structureHow to use beautiful children's literature for models of writingWhy more funds should go into teachers' professional development instead of programsHow to support and provide scaffolds for struggling studentsHow Misty develops a professional learning plan for a schoolAnd many more practical tips and insights!Enjoy the episode, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Find upcoming events here and previous webinars (online video courses) here.Other matching PDF resources can be found at Teachific. FEATURED RESOURCES ON TEACHIFICFive Levels of Text Complexity: ACARA. These handy charts will be very useful for you in your literacy planning.Mini Lesson: Persuasive Writing - Persuade the Bus Driver  Ever wondered how to bring some spark into your students' persuasive writing? Or maybe you're wondered how to bring some spark into teaching students this form of writing. Have some outrageously amazing fun playing with some of these positively polished Persuasive Writing Devices!Or you're bound to find something specific in this 'devices' collection of Prompt Cards, Posters, Tally Charts, Mini Lessons or Info Sheet that will spark a renewed view of this form of writing.Check out Teachific here. Connect with us!Join our community on Facebook for exclusive resources, Q and A, discussions, insights and more: https://www.facebook.com/groups/teacherstoolkitforliteracyGot any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

Addressing the varied literacy levels in high school is a big challenge for teachers, and helping students with low literacy can be difficult. Joining Phil Callen to discuss this is literacy expert Misty Adoniou, Adjunct Associate Professor at University of Canberra and Principal Fellow, Melbourne Graduate School of Education, and a leader in the literacy research and practice field.The conversation covers:Misty's background and current work in high schools, greatly enjoying helping teachers apply research directly in their classroom, and specifically about the teaching of Writing, Spelling, Grammar and English as an Additional Language.How to shift teachers' learning and students' outcomes, through apprenticing teachers into teaching literacy strategies in their specific discipline: Science, Mathematics, History etcHow teaching vocabulary in a discipline is a very useful starting point. Misty explains that 80% of words students come across in high school are multi-morphemic words that they haven't encountered beforeHow the high school timetable, with students encountering 5-6 disciplines in one day, can be looked at in exciting and positive ways, and explained as such to studentsThe two major concerns of high school teachers: students lacking skills in writing, and little motivation to write, and how this can be unpacked and addressedHow teachers can teach writing skills more effectively – like a scientist, a mathematician, historian etc., and the example of a lab report in Science.How the teaching of skills and strategies can occur in each lesson for only about 10 minutes, based on excellent models of writing in that discipline. And how passion for your discipline is key to teaching it.And many more practical tips and insights!Enjoy the episode, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Find upcoming events here and previous webinars (online video courses) here.Other matching PDF resources can be found at Teachific. NEW RESOURCE ON TEACHIFICFive Levels of Text Complexity: ACARA. These handy charts will be very useful for you in your literacy planning.Check out Teachific here. Connect with us!Join our community on Facebook for exclusive resources, Q and A, discussions, insights and more: https://www.facebook.com/groups/teacherstoolkitforliteracyGot any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

The new Premier of NSW Dominic Perrottet recently announced that he and his wife Helen are expecting their seventh child, a baby girl next year, leaving many of us wondering how they will manage so many kids and such a big job leading the State? It also has us questioning how common big families are in 2021, and whether it is a life choice that only really rich people can now afford? To find out what it's really like The Quicky speaks to the Blue Wiggle who was one of seven kids, a celebrity mum-of-six, and a sociologist as we take a deep dive into big families. CREDITS  Host/Producer: Claire Murphy Executive Producer: Siobhán Moran-McFarlane Audio Producer: Ian Camilleri Guests: Anthony Field - Blue Wiggle, Musician, actor, and founding member and leader of The Wiggles Madeleine West - Actress, author, single mum of six children and soon-to-be host of Mamamia's new podcast Restart With Madeleine West Dr Brendan Churchill - Research Fellow in the Melbourne Graduate School of Education and Program Manager of Life Patterns, a longitudinal study of Australian youth Subscribe to The Quicky at... https://mamamia.com.au/the-quicky/ CONTACT US Got a topic you'd like us to cover? Send us an email at thequicky@mamamia.com.au Mamamia acknowledges the Traditional Owners of the Land we have recorded this podcast on, the Gadigal people of the Eora Nation. We pay our respects to their Elders past and present and extend that respect to all Aboriginal and Torres Strait Islander cultures. Support the show: https://www.mamamia.com.au/mplus/ See omnystudio.com/listener for privacy information.

In this conversation, Dr. Yong Zhao and I unpacked many different layers of his life and his work. However, we devote much of this episode discussing his latest book Learners Without Boarders-New Learning Pathways For All Students which was published in July 2021. Dr. Zhao has written more than 20 books and has spoken and presented in many countries around the world and is widely recognized as one of the most influential education scholars. It was a pleasure to have this conversation with Dr. Zhao and I hope that anyone listening will benefit from hearing about his work and research. Dr. Zhao's BioYong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education.Yong Zhao has received numerous awards including the Early Career Award from the American Educational Research Association, Outstanding Public Educator from Horace Mann League of USA, and Distinguished Achievement Award in Professional Development from the Association of Education Publishers. He has been recognized as one of the most influential education scholars.Zhao was born in China's Sichuan Province. He received his B.A. in English Language Education from Sichuan Institute of Foreign Languages in Chongqing, China in 1986. After teaching English in China for six years, he came to Linfield College as a visiting scholar in 1992. He then began his graduate studies at the University of Illinois at Urbana-Champaign in 1993. He received his masters in Education in 1994 and Ph.D. in 1996. He joined the faculty at MSU in 1996 after working as the Language Center Coordinator at Willamette University and a language specialist at Hamilton College.Connect with Dr. ZhaoTwitter: https://twitter.com/YongZhaoEdWebsite: http://zhaolearning.com/Dr. Zhao most recent book Learners Without Boarders can be found here: https://www.amazon.com/Learners-Without-Borders-Learning-Pathways/dp/1506377351

In this episode of Talking Teaching, Professor Jim Watterston, Dean of the Melbourne Graduate School of Education, and Professor Johanna Wyn discuss the differences and commonalities between the generations revealed by the longitudinal study Life Patterns. This study, which began in the early 1990s, has tracked and documented the transitions of young people across education, work, wellbeing, relationships and family life. Now, with a new Australian Research Council grant, a cohort of Gen Z will join the study.

In this week's episode, Rod and Jal are joined by Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas, and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. Yong has published numerous articles and over thirty books to date!Throughout the conversation topics include problems with the Chinese approach to education; issues with assessment methods; what sparks will be needed to really shift the "grammar" of schooling; "crazy" ideas that have come from the COVID era and what may stick; how we can  encourage students to liberate themselves; and finally, discussing the intelligence of pigs.http://www.deeperlearningdozen.org

In this episode of Talking Teaching, Professor Jim Watterston, Dean of the Melbourne Graduate School of Education, and Professor Yong Zhao discuss the education system post-COVID-19 and question whether the role of education should be more than simply preparing students for the workforce. Yong Zhao is Professor of Educational Leadership at the Melbourne Graduate School of Education and Foundation Distinguished Professor at the University of Kansas School of Education.

Professor Guy Claxton is a hugely influential academic, thinker and author of over 30 books on learning, intelligence and creativity, including Hare Brain, Tortoise Mind, Wise Up, What's the point of school, Intelligence in the flesh, Educating Ruby and The Learning Power Approach. Guy previously appeared on the Rethinking Education podcast, an episode you can access here: https://soundcloud.com/rethinking-ed-podcast/re07-guy-claxton. Guy's latest book, The future of teaching and the myths that hold it back, is a blistering critique of what is increasingly a neotraditional orthodoxy. Here are some of the incredible things people have written about the book: "So much simplistic nonsense is being touted about “direct instruction” and the “knowledge rich curriculum”, it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton in perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force." (John Hattie, Laureate Professor, Melbourne Graduate School of Education) "This is the book I've been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I'll read it again and again." (Dr Debra Kidd, author of A Curriculum of Hope) "This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy's expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths." (Peter Hyman, co-founder of School 21 and Big Education) The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at rethinking-ed.org/contact, or via @RethinkingJames on Twitter.

In this extended episode of Building the Bridge, we're delighted to share an interview with world renowned education scholar, Dr. Yong Zhao. In this conversation with Dr. Wendy Oliver, Dr. Zhao expands on some of the key points from his recent article “Build Back Better: Avoid the Learning Loss Trap.” In the article, he speaks to the risk of some wrong decisions schools might make as a reaction to Covid-19 challenges, and then shares a list of proven, research-based, global strategies to pursue instead. Dr. Zhao will enlighten listeners with his thoughts on what has actually been lost during the pandemic (versus what was just never gained, and what we can do next), and why he advocates for children to develop a jagged profile of qualities vs. focusing on narrow subject matter such as reading and math. As a proponent of a whole child education, Dr. Zhao promotes social-emotional learning, mental health, and a variety of academic subjects as equally important components of education. Additionally, Dr. Zhao describes how he views children as global citizens; what they need to know about their responsibilities, their goals, and their outcomes; and why online learning is here to stay as an effective piece of education access. This is an interview you don't want to miss! Read more in the recent article, Build Back Better: https://link.springer.com/article/10.1007/s11125-021-09544-y About Dr. Yong Zhao: Dr. Yong Zhao has been recognized as one of the most influential global education scholars. Currently, he is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon. Dr. Zhao has published more than 100 articles and 30 books that focus on the implications of globalization and technology on education. Follow him on Twitter @YongZhaoEd About the host: Dr. Wendy Oliver is a highly qualified Tennessee teacher and administrator who has pioneered digital learning across multiple states and school districts. She has authored digital teaching standards and developed software that allows teachers to self-assess their knowledge of digital instruction. No matter which hat she's wearing, her goal is simple -- to empower learners. Dr. Oliver is currently the Chief Learning Officer for EdisonLearning. Follow Dr. Oliver on Twitter @oliver_dr and learn more about EdisonLearning by visiting https://edisonlearning.com/

What contributes to a teacher’s decision to leave the profession? And, at the same time, why do others thrive and find success and personal fulfillment at work? Hugh Gundlach is a researcher and pre-service teacher educator at the Melbourne Graduate School of Education at the University of Melbourne. He is completing a PhD on teacher wellbeing and retention, exploring the reasons why some teachers feel satisfied in their jobs, while others choose to leave the profession altogether. In today’s School Improvement episode, Hugh delves into his research and explains what attracts people to the teaching profession in the first place, some of the key reasons some people choose to leave, and shares some anecdotes from teachers who’ve found practical ways to manage the pressures of the job with success. He also shares insights into how school leaders can better support staff to feel successful in their roles. Host: Rebecca Vukovic Guest: Hugh Gundlach Sponsor: Bank First

Rachel is a wellbeing, motivation, and performance specialist, whose work has spanned multiple sectors including corporate, health, education, and not-for-profit. As a trained psychologist, she has extensive experience in bringing the science of optimal performance and wellbeing to life, to assist both individuals and organisations to thrive. Rachel is an experienced facilitator and coach with expertise in goal setting and achievement, leadership development, and wellbeing. In addition to being Director of Merakai consultancy, she is part of the teaching team at the Centre for Positive Psychology at the University of Melbourne, in both their postgraduate and undergraduate programs. She was recently awarded a Melbourne Graduate School of Education award for outstanding achievement in teaching, skill, and imagination in the design and evaluation of teaching programs.In this episode with Rachel Colla, I explore:The wellbeing crisisPositive psychology The rise of Mental health Culture and behaviorsand more....You can reach out to Rachel via her socials here:www.linkedin.com/in/rachel-colla-9944b015/ Twitter: @rachel.collaWebsite https://www.merakai.com.au/ This podcast is sponsored by Agile Management Office (www.agilemanagementoffice.com) providing high-impact delivery execution in an agile era for scaling businesses.Thank you for listening to this podcast. We welcome any feedback. Iwww.agilemanagementoffice.com/contact Make sure you subscribe to our newsletter to receive access to special events, checklists, and blogs that are not available everywhere. www.agilemanagementoffice.com/subscribe You can also find us on most social media channels by searching 'Agile Ideas'.Follow me, your host on LinkedIn - go to Fatimah Abbouchi - www.linkedin.com/in/fatimahabbouchi/ Thank you for listening, PLEASE share or rate this if you enjoyed it. #AgileIdeas

Today we are communicating with one of the world’s most known and respected experts in the field of education. Our today’s guest is the Laureate Professor of Melbourne Graduate School of Education, and Chairman of the Board of the Australian Institute for Teaching and School Leadership, Prof. John Hattie. Professor Hattie's work is internationally acclaimed. His influential 2008 book Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement is believed to be the world’s largest evidence-based study into the factors which improve student learning. Involving more than 80 million students from around the world and bringing together 50,000 smaller studies, the study found positive teacher-student interaction is the most important factor in effective teaching. If you would like to be a guest on our next program, please email us with your request at info@allatraunites.com #allatraunites #creativesociety #education

Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, and executive director of both the Confucius Institute and the US-China Center for Research on Educational Excellence. He is an elected member of the National Academy of Education and a fellow of the International Academy of Education. Yong has written many groundbreaking books on education, including: Teaching Students to Become Self-Determined Learners [co-authored with Michael Wehmeyer] (2020) An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success [co-authored with Trina E. Emler, Anthony Snethen and Danqing Yin] (2019) What Works May Hurt: Side Effects in Education (2018) Reach for Greatness: Personalizable Education for All Children (2018) Who's Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World (2014) World Class Learners: Educating Creative and Entrepreneurial Students (2012) Social Links LinkedIn: @YongZhao Twitter: @YongZhaoEd

Laureate Professor John Hattie reflects on the effect of COVID-19 on the education system examining what we should keep from what he calls the 'great experiment'. Speaking to Talking Teaching on the eve of his retirement from the Melbourne Graduate School of Education, John stresses the need to focus on the existing expertise we have in education and the need to upscale success.

Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. [RE]LEARN Session: In conversation with Yong Zhao: learning beyond 2020, Thursday, November 12 • 20:15 - 20:45 Jennifer Groff, PhD is an educational engineer, designer, and researcher, whose work focuses on redesigning learning environments and systems. Currently, she is the Innovation Fellow at WISE (Qatar Foundation), where she is leading the development of their Global Innovation Hub. Previously, she was the Chief Learning Officer for Lumiar Education, and earned her PhD from the MIT Media Lab. [RE]LEARN Session: Designing Learning Futures: Helping Schools Catalyze Deep Change to Support Modern Learners, Monday, November 9 • 21:30 - 21:45 (CEST) Jean (Barack) Habumugisha is passionate about innovative learning. He is member of the Learnlife Alliance and previously spoke at the Thought Leaders Summit in Barcelona. Barack is currently pioneering the creation of Learnlife's Kigali hub, the first of its kind in Africa. [RE]LEARN Session: The impact of COVID-19 on developing countries' education sector; case of Rwanda, Tuesday, November 10 • 15:45 - 16:15 (CEST) Rahmatullah Arman leads Teach For Afghanistan, Afghanistan's largest youth led organization, as its President and Founder. Arman was selected as an inaugural member of the Malala Fund's Gulmakai Network of champions for girls' education. [RE]LEARN Session: Providing Equal, Quality and Safe education in a state of emergency, Thursday, November 12 • 17:30 - 18:15 (CEST) Gahmya Drummond-Bey is a TED-speaker, global instructional designer, author, educator and CEO of Evolved Teacher. She has redesigned learning programs in more than 30 countries and taught through 2 pandemics. [RE]LEARN Session: This is my 3rd pandemic: Let's Redesign your Remote Learning approach together, Thursday, November 12 • 08:15 - 09:00 (CEST)

On this episode of Talking Teaching Kamilaroi woman, Dr Melitta Hogarth, the Assistant Dean, Indigenous at the Melbourne Graduate School of Education, discusses the challenges facing the education sector in building an inclusive school culture and environment for Indigenous students in Australia. To achieve this, she says, we need to flip the narrative and address the significant gap in non-Indigenous Australians' understanding of Aboriginal and Torres Strait Islander languages, cultures , knowledges and people. We also speak to Josh Cubillo, A Larrakia man educated in the Darwin area who is now pursuing his dream of improving the knowledge of non-Indigenous teachers and their understanding of the concept of country.

The hellish summer bushfires and the current COVID-19 pandemic has made 2020 a year most of us would rather forget. But one group, in particular, might find 'moving on' slightly more difficult than the rest of the population: students. Not only have the above events and school closures disrupted their lives, they, like many of us, are experiencing bouts of trauma and distress. To understand these issues more and what schools and teachers can do to improve student wellbeing, Campus Review spoke to Professor Helen Cahill from the Melbourne Graduate School of Education. Cahill and her colleagues recently published a report on the subject, titled 'Natural disasters and pandemic: supporting student and teacher wellbeing after a crisis.' In this podcast, Cahill underscores the centrality of the school in helping students deal with distress and trauma. As she says, “Often for children it’s their school teachers who are the only other significant adults in their lives." Cahill also calls schools "hope machines for the future" and places where students can escape the worries of the world and focus on routine learning to help ground them. The podcast also includes excellent tips for maintaining both student and teacher wellbeing, such as acknowledging good work by students and naming and modelling effective coping practices for students when they feel distressed and overwhelmed. For teachers, Cahill urges them "to take their foot off the pedal" when required in the learning environment, be realistic about what is achievable, and try not to internalise any blame and shame. After all, "teachers are first responders" as Cahilll rightly points out.

In the wake of an emergency, like the COVID-19 pandemic, social and emotional learning programs in school can play a vital role in supporting student mental wellbeing. Professor Helen Cahill, Director of the Youth Research Centre at Melbourne Graduate School of Education spoke to the program about how schools can put such programs in place. Read more in Pursuit magazine The post How social and emotional learning can help our school kids cope first appeared on Mitchell's Front Page.

A new report offers a glimpse of a new generation of school and university credentials which aims to redefine success for school leavers and graduates. Assessment research expert Professor Sandra Milligan from the Melbourne Graduate School of Education spoke about what future assessment might look like. Read more in Pursuit magazine.

A global pandemic and devastating bushfires - these major events are going to affect people's lives and wellbeing for a long time. Their ramifications are forcing people to deal with uncertainty, stress and loss. On this episode of Talking Teaching: Professor Lindsay Oades, Director of the Centre for Positive Psychology at the Melbourne Graduate School of Education, tells us how we can find resilience in a pandemic - and we meet the Principal of Clifton Creek Primary School, Sue Paul, who's rebuilding her school and community after it was destroyed by bushfire.

Kathryn Coleman is an artist, researcher and senior lecturer in Visual Arts and Design Teacher Secondary Education at the Melbourne Graduate School of Education.In this episode, she shared her insights into the integration of digital pedagogies for authentic learning experience, and new opportunities for learners that arise from the online environment.Host: Xia CuiGuest Speaker: Kathryn Coleman Editor and producer: Xia Cui

"Pharos now shines a light for the MGTAV to further support Greek teaching and learning". A study of the vitality and the presence of Modern Greek in contemporary Australia commissioned by the Modern Greek Teachers’ Association of Victoria (MGTAV), was presented last February by researcher and author, Professor Joseph Lo Bianco, from the Melbourne Graduate School of Education of the University of Melbourne. He talks to SBS Greek. - Ο Σύλλογος Εκπαιδευτικών Νεοελληνικής γλώσσας της Βικτώριας είχε αναθέσει στον καθηγητή του Τμήματος Διδασκαλίας Ξένων Γλωσσών του Πανεπιστήμιο Μελβούρνης, Τζόζεφ Λο Μπιάνκο, έρευνα και καταγραφή της πορείας της Ελληνικής γλώσσας στη Βικτώρια καθώς και προτάσεις για την αναζωογόνησή της. Ο καθηγητής Λο Μπιάνκο μίλησε στο SBS Greek.

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. From his early life in a village school in Shenzhen to his current roles as Foundation Distinguished Professor in the School of Education at the University of Kansas and Professor of Educational Leadership at the Melbourne Graduate School of Education, Yong Zhao has been a global voice for thinking and acting differently in education. In our third episode, Yong Zhao discusses the humanity of schooling and the pursuit of a whole education with hosts Associate Professor of Education and Enterprise Philip Cummins and prominent educational Thought Leader Adriano Di Prato. You can contact Yong Zhao at Yong Zhao at yongzhao.uo@gmail.com and you can learn more about him here: http://zhaolearning.com/ The Game Changers podcast is produced by Orbital Productions and supported by CIRCLE – The Centre for Innovation, Research, Creativity and Leadership in Education: www.circle.education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Play, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Philip SA Cummins and Adriano Di Prato via LinkedIn. Adriano loves his insta and tweets a lot; Phil posts videos to YouTube.

Welcome back to the “Neuroscience Meets SEL Podcast” EPISODE 20 this is Andrea Samadi. I want to thank everyone who has been tuning into these episodes. In just a few short months of launching, we have reached 20 countries and the feedback has been incredible. Not only am I hearing that the topics are relevant and applicable, but the need is very clear to continue to interview new leaders in this field of social and emotional learning/emotional intelligence and neuroscience and continue to offer ideas and strategies that can be implemented immediately. If you do have feedback or want to reach me directly, you can find me (Andrea Samadi) on LinkedIn or Twitter or send me an email to andrea@achieveit360.com Our initial goal with this podcast was to close the gap recent surveys show exists in our workforce where 58 percent of employers say college graduates aren’t adequately prepared for today’s workforce, and those employers noted a particular gap in social and emotional skills. Research shows that social-emotional skills like social awareness, self-regulation, and growth mindset (the skills that we have been covering in the past episodes) are crucial to college and career readiness. The outcomes of developing these intelligences are vast as they impact our performance, leadership, personal excellence, time management, and decision-making.As we have progressed, these episodes are bringing together leaders and practitioners in the field who have programs, products, books, and ideas to share, with an urgent need to get this message out to impact our schools, communities, and workplaces.  As Clark McKown, the President of xSEL Labs, SEL Assessment mentioned in our podcast interview EPISODE 10, “it’s important that we bring people to have conversations (around SEL/emotional intelligence) to propel us forward—bringing the different strands of the SEL movement together—and having them coordinate is going to be (the) key. There’s potential for a whole that’s greater than the sum of its parts.”[i]  I hope that you agree with me how important this work is, and if you are finding these episodes helpful, please do share them on your social media so that others can gain access.So far, we’ve covered five of the six social and emotional learning competencies to dive deep into and tie in how an understanding of our brain can facilitate these strategies. The sixth social and emotional competency, Mindset, fits in to the Social and Emotional Track with the ability to understand your own emotions (when you feel like something might be difficult and you become frustrated and ready to give up) as well as the Cognitive Track, using the executive functions of our brain—with the needed ability to persevere, problem solve, and come up with a different strategy. With each competency, we investigate the best practices that you can use to develop and improve your own SEL/Emotional Intelligence and well-being practice, before extending these strategies to your districts, schools, classrooms, workplaces and communities. We must first of all practice the concept ourselves, before we teach others because if we haven’t developed a practice ourselves, our students will pick up on the lack of authenticity and won’t take the concept seriously either. The interviews are designed so that you can hear directly from experts in the field who are using these skills on a daily basis. We want the ideas you take away with you to be actionable whether you are an educator working in a school, an employee or manager in a corporation, or someone just looking to take their skills to the next level. Be sure to look for the resources in the show notes section if you would like to dive deeper into this topic. Moving onto the topic of “Mindset” it’s important to notice that ten years after Carol Dweck’s essential finding that for “children who have a “growth mindset” their intelligence can be developed (and students) are better able to overcome academic stumbling blocks than those who have a “fixed mindset” (who think) that intelligence is predetermined  (or they must be born with a certain set of skills that can’t be changed)— (these findings are) as relevant as ever.”[ii]  Dweck’s work has reached thousands of schools, students and teachers, around the world and her research has been recognized and honored as she was the recipient of the $3.8 million Yidan Prize, the world’s largest international prize in educational research and development.Applying growth mindset has proven to be something that has not been simple or easy to do—whether in the classroom, workplace, or even in the field of athletics. In the next few sections we will look at the obstacles behind the application of growth mindset in each of these three fields with some suggested strategies for a successful implementation. John Hattie, Professor and Deputy Dean of the Melbourne Graduate School of Education, answers the key question of "WHEN is the appropriate situation for thinking in a growth manner over a fixed manner?"[iii] In the following situations, having access to growth thinking helps resolve the situation, move the person forward, and not lead to resistance, over reaction and fear of flight into a fixed mindset. The major situations for growth mindset are:When we do not know an answerWhen we make errorWhen we experience failure orWhen we are anxious.In each of these situations, having a strategy to help us to pivot, try a new angle, so we can learn from what did not work last time, will help access those breakthroughs, and those Aha! Moments of learning that can only occur when we persist and persevere instead of giving up. Our end goal is to work towards changing our belief in ourselves, giving us confidence and hope, that comes with time, effort and with each new experience where we overcome a struggle. Let’s Examine the Obstacles Behind the Application of Growth Mindset in the Classroom:An Education Week survey found that “the vast majority of educators believe that a growth-oriented mindset can help improve students’ motivation, commitment and engagement in learning. But the study found that applying those ideas to practice, and helping students shift their mindset around learning, remains an elusive challenge.”[iv]Key Findings from the Education Week Survey[v] showed:∙           Educators believe growth mindset has great potential for teaching and learning.  Nearly all teachers (98%) agree that using growth mindset in the classroom will lead to improved student learning. ∙           Teachers see a strong link between a growth mindset and a range of positive student outcomes and behaviors.  More than 90 percent believe growth mindset is associated with excitement about learning, persistence, high levels of effort, and participation in class.∙           Practices thought to foster a growth mindset are consistently used in the classroom.  The majority of teachers report praising students for their effort on a daily basis or encouraging them to continue improving in areas of strength or to try new strategies when they are struggling. ∙           However, putting growth mindset into practice poses significant challenges.  Only 20 percent of teachers strongly believe they are good at fostering a growth mindset in their own students. They have even less confidence in their fellow teachers and school administrators.  And just one in five say they have deeply integrated growth mindset into their teaching practice.So, what’s happening to yield such a gap with theory and practice? Carol Dweck has expressed “concern that teachers are placing emphasis merely on students’ efforts instead of their learning strategies”[vi] and wants to remind us that the real purpose behind growth mindset was to boost student’s learning. All of the effort in the world will not yield results if it’s the wrong strategy for the student.Three Strategies That Build Growth Mindset in the Light of These ObstaclesHave students try different learning strategies for different subject areas. While preparing a book report, “one student may find a graphic organizer to be a helpful tool for citing evidence, while another prefers to highlight supporting points in different colors. Another might list every possible option for evidence and cross out the weakest ones.”[vii] They may have an entirely different strategy for studying for a science test that would involve mnemonics and memorization, and rote practice of math problems for a math test.  Whatever method they choose to use, they will need to monitor and observe how this strategy is working for them and make adjustments when needed.Be sure that teachers are not labelling students “as difficult to teach based on their perceived mindsets.”[viii] It might be easier to suggest that a student has a “fixed mindset” rather than identify a learning challenge with a student. Be sure that all options are explored for each student with the proper interventions put in place.Be careful of a “false” growth mindset. We all want to believe that we have a growth mindset all of the time, but the truth is, that we all go back and forth, depending on what we are doing, and the different circumstances in our lives. Dweck herself notes “we are all a mixture of growth and fixed and need to understand both in ourselves. (She) particularly notes the reactions we have when we face challenges, are overly anxious, in fight or flight. [ix]  Self-awareness comes into play here as we learn to identify the skills in our life that we have a desire to change, and perhaps the ones that we are happy with where they are.What About Obstacles Behind the Application of Growth Mindset in AthleticsThe Rover Soccer Training Academy, one of the top teams in the UK Soccer League, whose Director of Team Performance, Tony Faulkner, came to visit Carol Dweck to find some answers to the problem he was having with some of their players not reaching their highest potential. The problem existed because the British culture held the belief that “soccer stars are born, not made” and if you believe this, and have incredible talent, then the belief would impede this player from seeing the point of daily practice to improve their craft.Before we can see the benefits that having a Growth Mindset yields, we have to hold the belief that we can in fact change with effort, hard work, practice, persistence and perseverance and because of the British culture, this team needed to do some work with their core beliefs and Cognitive Biases.What are Cognitive Biases and How Do They Work?A cognitive bias is “a type of error in thinking that occurs when people are processing and interpreting information in the world around them.”[x]  There are over 200 known cognitive biases that cause us to think and act irrationally[xi] and are the result of our brain’s need to simplify information, helping us make decisions quickly.  When we are making decisions, we must take in information quickly, and the brain does this by way of a mental shortcut called heuristics that can be accurate, but can also sway us a certain way, causing us to make poor decisions based on our own limited thinking.Learn more about a few of the most common types of cognitive biases that can distort your thinking.[xii]Confirmation Bias: This is favoring information that conforms to your existing beliefs and discounting evidence that does not conform. A confirmation bias is a type of cognitive bias that involves favoring information that confirms your previously existing beliefs or biases.[xiii]The Bandwagon Effect: This is the tendency for people to do or think things because other people do or think them.Availability Heuristic: This is placing greater value on information that comes to your mind quickly. You give greater credence to this information and tend to overestimate the probability and likelihood of similar things happening in the future.Halo Effect: Your overall impression of a person influences how you feel and think about his or her character. This especially applies to physical attractiveness influencing how you rate their other qualities.Self-Serving Bias: This is the tendency to blame external forces when bad things happen and give yourself credit when good things happen. When you win a poker hand it is due to your skill at reading the other players and knowing the odds, while when you lose it is due to getting dealt a poor hand.Attentional Bias: This is the tendency to pay attention to some things while simultaneously ignoring others. When making a decision on which car to buy, you may pay attention to the look and feel of the exterior and interior but ignore the safety record and gas mileage.Actor-Observer Bias: This is the tendency to attribute your own actions to external causes while attributing other people's behaviors to internal causes. You attribute your high cholesterol level to genetics while you consider others to have a high level due to poor diet and lack of exercise.Functional Fixedness: This is the tendency to see objects as only working in a particular way. If you don't have a hammer, you never consider that a big wrench can also be used to drive a nail into the wall. You may think you don't need thumbtacks because you have no corkboard on which to tack things, but not consider their other uses. This could extend to people's functions, such as not realizing a personal assistant has skills to be in a leadership role.Anchoring Bias: This is the tendency to rely too heavily on the very first piece of information you learn. If you learn the average price for a car is a certain value, you will think any amount below that is a good deal, perhaps not searching for better deals. You can use this bias to set the expectations of others by putting the first information on the table for consideration.Misinformation Effect: This is the tendency for post-event information to interfere with the memory of the original event. It is easy to have your memory influenced by what you hear about the event from others. Knowledge of this effect has led to a mistrust of eyewitness information.False Consensus Effect: This is the tendency to overestimate how much other people agree with you.Optimism Bias: This bias leads you to believe that you are less likely to suffer from misfortune and more likely to attain success than your peers.The Dunning-Kruger Effect: This is when people believe that they are smarter and more capable than they really are when they can't recognize their own incompetence.The Rovers soccer Training Academy in the UK was definitely suffering from the Bandwagon Effect—the tendency for people to do or think things because other people do or think them since most people believed that “soccer stars were born and not made” and that daily practice and drills wasn’t important for certain players. They had to work on looking at their belief system to make changes in the results of their players. Dweck gave advice for the Rovers Soccer Training Academy that holds true for anyone stuck in a fixed mindset. “Changing mindsets is not like surgery,” she says. “You can’t simply remove the fixed mindset and replace it with the growth mindset.” The Rovers are starting their workshops with recent recruits — their youngest, most malleable players. The team’s talent scouts will be asking about new players’ views on talent and training — not to screen out those with a fixed mindset, but to target them for special training.[xiv] Tips for Building a Growth Mindset with Cognitive Biases in MindThe first step is to be aware of the fact that cognitive biases exist and that we must challenge our own thinking and beliefs.Pick ONE cognitive bias and look at where we might be making flawed decisions based on your beliefs. Having discussions on the bias can help bring more awareness to how other people think.Why is Growth Mindset Important in the Workplace or Your Organization?We know that developing emotional and cognitive skills like growth mindset yield noticeable results in the workplace with the ability to recognize our emotions when we are becoming frustrated with something we are working on, and then having the ability to try another strategy, angle or plan for success to overcome the challenge.  So, what are some things that you and your organization could be doing to develop a growth mindset? Carol Dweck’s research outlines the main attributes that create a growth-mindset environment. This includes;Presentation skills are learnable.Conveying that the organization values learning and perseverance, not just ready-made genius or talent.Giving feedback in a way that promotes learning and future success and presenting managers or coaches as resources for learning. (Dweck, 2007)Promoting time to think and reflect.OUTCOMES AND RESULTSIN SCHOOLS: A review of the key findings from Edweek’s survey that once the theory and practice of Growth Mindset are implemented,Nearly all teachers (98%) agree that using growth mindset in the classroom will lead to improved student learning.More than 90 percent believe growth mindset is associated with excitement about learning, persistence, high levels of effort, and participation in class.The majority of teachers report praising students for their effort on a daily basis or encouraging them to continue improving in areas of strength or to try new strategies when they are struggling.IN ATHLETICS: As we saw with the Rovers Soccer Training Academy, once the players were able to adopt a Growth Mindset, the entire organization was able to align their values and beliefs behind consistent daily practice for success and infuse these beliefs into the future of the academy.IN THE WORKPLACE:Did you know that employees in a “growth mindset” organization are: [xv]47% likelier to say that their colleagues are trustworthy, 34% likelier to feel a strong sense of ownership and commitment to the organization, and, 49% likelier to say that the company fosters innovation (HBR, November 2014).Whatever reason you might be interested in learning more about Growth Mindset, just keep in mind what Carol Dweck herself suggests, that we cannot just remove a Fixed Mindset and replace it will a Growth Mindset. It will take time and practice to develop a Growth Mindset in your brain, but just like anything we do, with practice, those pathways form and eventually become habits, yielding us the results that we have worked so hard to attain.Thank you for staying right to end of this episode. I’m grateful for your support and interest in these topics and look forward to sharing some of the most successful leaders in the field and social and emotional learning and emotional intelligence to help put this theory into practice. Stay tuned for my next guest…he’s someone who won’t need much of an introduction if you are in the field of education. I can’t wait to share his most recent book and work…see you next time. RESOURCES“Mindset in the Classroom: A National Study of K-12 Teachers” by Education Week Research Center https://secure.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdfREFERENCES:[i] Clark McKown, President of xSEL Labs “Neuroscience Meets SEL Podcast Interview) August 2, 2019 https://www.youtube.com/watch?v=w9-CvUbHkc0&list=PLb5Z3cA_mnKhiYc5glhacO9k9WTrSgjzW&index=7&t=1199s[ii] “Why Mindset Matters” by Marina Krakovsky https://neuroscience.stanford.edu/news/why-mindset-matters (Oct. 20, 2017).[iii]Misinterpreting the Growth Mindset: Why We're Doing Students a Disservice by Peter DeWitt June 28, 2017https://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F95%2Findex.html%3Fuuid%3D72639[iv] “Why Growth Mindset Still Has some Growing to Do” by Rupa Chandra Gupta Nov.12, 2018 https://www.edsurge.com/amp/news/2018-11-12-why-the-growth-mindset-still-needs-to-grow-up[v] “Mindset in the Classroom: A National Study of K-12 Teachers” by Education Week Research Center https://secure.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf[vi] “Mindset in the Classroom: A National Study of K-12 Teachers” by Education Week Research Center https://secure.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf (page 5)[vii] “Why Growth Mindset Still Has some Growing to Do” by Rupa Chandra Gupta Nov.12, 2018 https://www.edsurge.com/amp/news/2018-11-12-why-the-growth-mindset-still-needs-to-grow-up[viii] “Mindset in the Classroom: A National Study of K-12 Teachers” by Education Week Research Center https://secure.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf (page 5)[ix] Misinterpreting the Growth Mindset: Why We're Doing Students a Disservice by Peter DeWitt June 28, 2017https://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F95%2Findex.html%3Fuuid%3D72639[x] How Cognitive Biases Influence How You Think and Act by Kendra Cherry September 7, 2019  https://www.verywellmind.com/what-is-a-cognitive-bias-2794963[xi] Infographic https://www.instagram.com/p/B0TNjU0lr_s/?utm_source=ig_web_options_share_sheet[xii] How Cognitive Biases Influence How You Think and Act by Kendra Cherry September 7, 2019  https://www.verywellmind.com/what-is-a-cognitive-bias-2794963[xiii] How Confirmation Bias Work by Kendra Cherry Sept. 8, 2019 https://www.verywellmind.com/what-is-a-confirmation-bias-2795024[xiv] “Why Mindset Matters” by Marina Krakovsky https://neuroscience.stanford.edu/news/why-mindset-matters (Oct. 20, 2017).[xv] Growth Mindset—Why is it Important for Your Organization? By Lisa Everton Nov.7, 2018 https://www.centreforleadershipadvantage.com/2018/11/07/growth-mindset-why-is-it-important-for-your-organisation/

Welcome to the first ever Teacher Talks, a podcast event hosted by Teacher magazine, and proudly brought to you by our podcast supporter, the Melbourne Graduate School of Education. My name is Rebecca Vukovic, I’m Deputy Editor of Teacher magazine, and it is my pleasure to share with you the very special interview we recorded in Melbourne in front of a live audience of teachers and school leaders. Our guest, Dr Lyn Sharratt, is a highly accomplished practitioner, researcher, author and presenter. She holds a doctorate from the University of Toronto, and coordinates the doctoral internship program in the Leadership, Higher and Adult Education Department at the Ontario Institute for Studies in Education. In this episode, I sit down with Lyn to discuss one specific leadership approach, Learning Walks and Talks. We have a lot to cover in this episode, from building a culture of trust amongst staff for Learning Walks and Talks, to the nuts and bolts of how to do a Learning Walk and Talk effectively and confidently. What’s also really exciting about this episode is you’ll be hearing from several audience members who had the opportunity to ask Lyn their questions about Learning Walks and Talks, in a way that was specific to their school contexts.

In this episode Dan talks with Dr Barbara Watterston about her new book Step In, Step Up - Empowering Women for the School Leadership Journey.  In a profession where the overwhelming majority of teachers are female, why is there a disproportionate amount of male school leaders?  In this chat Dr Watterston explores some of the barriers women face as well as some suggestions as to how individuals and schools can address this.  Dr Watterston is an advocate for women in leadership. She sees the lack of representation of women in leadership roles as missing out on the incredible potential of women to influence and positively impact reforms and outcomes. She has been recognised for her contribution to leadership and professional learning. She was the inaugural recipient of the Women of Achievement Award (Western Australia, 2005), is an honorary fellow of the Melbourne Graduate School of Education and is a national fellow of the Australian Council for Educational Leaders. Her expertise is regularly sought out to contribute in an advisory capacity as a member of numerous university, departmental, school and professional boards. Her book Step In, Step Up - Empowering Women for the School Leadership Journey is available at: https://www.hbe.com.au/barbara-watterston.html And you can follow her on Twitter at: @BarbKW If you find this useful, please remember to share, like, comment and subscribe! If you'd like to submit a question, find out more about what we do, or suggest a guest for the show, then please head over to https://habitsofleadership.com/podcast/

Dr Glenn Savage is a Senior Lecturer in Education Policy and Sociology of Education at the University of Western Australia. His current research examines the development of national schooling reforms and how policies in systems impact on ideas and practices in schools. He is also a Senior Honorary Fellow in the Melbourne Graduate School of Education at the University of Melbourne. In this interview we unpack the Australian education report, Gonski 2.0, and its implications for teachers and school leaders, along with the relationship between policy and practice globally. 

Dr. Jared Cooney Horvath has a PhD in Cognitive Neuroscience from the University of Melbourne and an MEd in Mind, Brain, and Education from Harvard University. He has worked as a teacher, curriculum developer, brain researcher, and is currently an educational researcher at the Melbourne Graduate School of Education.Jared's new book, Stop Talking, Start Influencing: 12 Insights From Brain Science to Make Your Message Stick is available on March 12th. Check it out!To learn more about Jared and his work, visit: https://www.scienceoflearning.com.au.Check out Jared's amazing TEDx talk, "Your Brain, Your Life."We ask:What are our "dozens of mini-brains?" What exactly are they?Are we limiting our experience because of the mental maps we create?How do you identify a story to determine if it's serving us or not serving us?Recommended shows on Himalaya:Context with Brad HarrisDownload the Himalaya App!

In this episode we feature a fabulous interview with Dr Christine Redman, who is an Honorary Fellow with the Melbourne Graduate School for Education at the University of Melbourne. She is going to give us the big picture on the state of Science Education in the Primary (Elementary) Secondary and Tertiary sectors in Australia, and how Science Education is the key to Australia’s ambition to nurture its newly formed Australian Space Agency. For observers and astrophotographers, in ‘What’s Up Doc’, Dr Ian ‘Astroblog’ Musgrave tells us what to look for in the morning, evening & night skies. In this episode all the action is in the morning sky and in 'Ian's tangent' he tells us about robots snorting asteroid dust with Tantalum bullets. In the news: Academic & Scientific Publishing: A short intro to predatory publishing Observations of Radio Magnetars with the CDSCC Deep Space Network at Tidbinbilla. Astronomers love big numbers.

Talking Teaching's first episode for 2019 features interviews with Larissa McLean Davies and with Penny Jones. From different perspectives they both talk about how educators can boost student interest in reading. Larissa McLean Davies is Associate Dean Teaching and Learning at The Melbourne Graduate School of Education. She is on a mission to boost the teaching of a diverse range of quality Australian texts in our schools. She talks to Maxine McKew about a range of programmes she is developing which will help English teachers develop appropriate resourcing for the teaching of Australian literature. As well Talking Teaching looks at the above average reading success of a small Victorian regional school, Cobram Secondary. Lead teacher Penny Jones describes the life changing strategies that have seen secondary students rediscover the joy of reading. Cobram Secondary is a member of MGSE's Network of Schools

Has the mental health pendulum swung too far?Distress is a contentious topic. We no longer accept ‘toughen up, don’t cry’ as the appropriate message for our kids, schools, even workplaces but my guest today argues that ‘medicalising’ distress and jumping too quickly to diagnoses and clinical support might not be helping either.Professor Lindsay Oades is the Director of the Centre for Positive Psychology at The Melbourne Graduate School of Education. He firmly believes that "wellbeing is everybody's business" and his mission is to enable others to enable others. In this episode of The Potential Psychology Podcast Lindsay and I discuss:How we learn to thrive and the complexity of well beingSharing the language of well beingPutting well being on the agenda at a national and international levelAiming for more than the prevention of illnessHow our schools and communities act as a lever for healthier generationsLindsay’s ‘thrivability theory’.It’s a conversation that will inspire you to think about preparing future generations for mental health, happiness and well being.Learn more at Potential Psychology or follow Ellen and Potential Psychology on Facebook or Instagram

In this month's Talking Teaching, Sophie Murphy interviews Stanford University's Jo Boaler who argues that the latest neuroscience explains what she has always argued - that anyone can do maths. Kerry Elliott talks to Michaela Epstein and Michelle Fry about how on-line maths learning is engaging students and producing impressive results. And finally, Maxine discusses the radical educational reforms being undertaken through the extraordinary partnership between the Melbourne Graduate School of Education and Saudi Arabia.

In this episode of Talking Teaching we focus on the national teaching standards that are validated by the Australian Institute of Teaching and School Leadership (AITSL). In particular, AITSL's chair Prof John Hattie looks at the way Highly Accomplished teachers are using their networks to spread the word about high-impact teaching practice. We also hear from his counterpart in the U.S. Peggy Brookins who describes the way national standards apply across the American states. In a separate story, we take a look at South Melbourne Primary School, Victoria's first public vertical school. The University of Melbourne's Professor Wes Imms says that re-thinking the design of learning spaces is a proven way to boost student interest. Read the full transcript. Laureate Professor John Hattie, Melbourne Graduate School of Education, University of Melbourne Peggy Brookins, President/CEO National Board fro Professional teaching Standards, U.S. HALTS teachers - Tania Crawford, Deana Cuconits, Adele Maughn, Natalie Polak, Andrew Cornwall, Meghan Smith Principal Noel Creece, South Melbourne Primary Associate Professor Wesley Imms, Melbourne Graduate School of Education, University of Melbourne Theme music by Gavin Nebauer Talking Teaching recorded and mixed by Gavin Nebauer at The Horwood Recording Studio, University of Melbourne

Professor Lea Waters is a global expert on helping people to flourish. She is the Gerry Higgins Chair in Positive Psychology at the Centre for Positive Psychology at the Melbourne Graduate School of Education, University of Melbourne. She is also the president of the International Positive Psychology Association and holds affiliate positions at Cambridge University and the University of Michigan. She has been listed in the Financial Times and Westpac Bank 100 Women of Influence. She also developed the Positive Detective Curriculum used by schools all over the world. In 2017, she also published a book on the new science of positive parenting titled The Strength Switch.

Broadcast live from the Entheogenesis Australis (EGA) 2017 Psychedelic Symposium at Holmesglen in Eildon.Hosted by Nick WallisWith blanket bans on psychoactives increasing, cognitive liberty is in chains. Where does reform for laws covering psychedelics fit within drug law reform? In an environment where evidence is not the drive for policy how do we keep policy makers accountable? What have we learned recent work and development? How can you help with the next steps? A number of individuals who have been involved with drug law and policy activism will join a panel to discuss strategies for reform.The panel will bring along some recent examples of activism and workshop these with the audience, drawing out successful strategies, unsuccessful strategies and discussing potential future campaigns.PANELRICK DOBLINIn the mid 1970s MDMA, then known as Adam was used quietly in psychotherapy. In the 1980s, growing recreational use of Ecstasy led to the criminalization of the drug and the formation of MAPS in 1986. Now, MAPS is about to embark on FDA-approved Phase 3 research to make MDMA-assisted psychotherapy a legal treatment for PTSD. This talk will discuss the historical implications of MDMA use and the plans for ongoing clinical research.Rick Doblin, Ph.D., is the founder and executive director of the Multidisciplinary Association for Psychedelic Studies (MAPS). He received his doctorate in Public Policy from Harvard's Kennedy School of Government, where he wrote his dissertation on the regulation of the medical uses of psychedelics and marijuana and his Master's thesis on a survey of oncologists about smoked marijuana vs. the oral THC pill in nausea control for cancer patients. His undergraduate thesis at New College of Florida was a 25-year follow-up to the classic Good Friday Experiment, which evaluated the potential of psychedelic drugs to catalyze religious experiences. He also conducted a thirty-four year follow-up study to Timothy Leary's Concord Prison Experiment. Rick studied with Dr. Stanislav Grof and was among the first to be certified as a Holotropic Breathwork practitioner. His professional goal is to help develop legal contexts for the beneficial uses of psychedelics and marijuana, primarily as prescription medicines but also for personal growth for otherwise healthy people, and eventually to become a legally licensed psychedelic therapist. He founded MAPS in 1986, and currently resides in Boston with his wife and one of three children (two in college).MONICA BARRATTDR MONICA BARRATT is a social scientist at the Drug Policy Modelling Program, part of Australia's National Drug and Alcohol Research Centre at the University of New South Wales. Monica's work examines the social and public health implications of digital technologies for people who use illicit and emerging psychoactive drugs. Research topics emerging from this interest include online drug markets or cryptomarkets and policy responses to novel psychoactive substance evolution. She specialises in engaging hard-to-reach networks and groups in digital spaces in conversations about research and policy, to inform policy change. Monica also serves as an Editor for policy-related articles at the International Journal of Drug Policy, and as the Director of Research at the international drug harm reduction community Bluelight.org. Monica is a lead researcher for the Global Drug Survey. She is also a regular attendee and contributor to EGA, from the mid-2000s.NICK KENTNICK KENT works as a secondary school teacher in the areas of languages and the humanities. He is currently completing his Masters through research at the Melbourne Graduate School of Education, where he is undertaking a critical discourse analysis of school policies and resources as they relate to drug education, comparing both local and international examples. After completing the Grad. Dip in Teaching in 2015, Nick was perplexed at the lack of teacher training around student drug use and the silence of the education system on this issue, as well as the slow pace of drug reform more broadly. Inspired to learn more, and to advocate and research this area further, Nick helped found Students for Sensible Drug Policy Australia in 2016, setting up their second chapter at the University of Melbourne. Nick was instrumental in the UniMelb chapter's work in setting up a harm reduction program that would supply re-agent drug checking kits to students free of charge through the Student Union, and has travelled to numerous international conferences to represent this globally significant program. Nick draws upon his experience in nightclub and festival communities, as well as his experience volunteering with DanceWize as a Peer Educator and his policy and international experience with SSDP in both his teaching and his research.FIONA MEASHAMFiona Measham is co-founder & co-Director of ‘The Loop’. The Loop conducts forensic testing of drugs at UK festivals and nightclubs and provides associated welfare support. Fiona Measham was appointed Professor of Criminology in the School of Applied Social Sciences at Durham University in 2012. Fiona has conducted research for over two decades across a broad area of criminology and social policy, exploring changing trends in legal and illegal drugs; the night time economy and the socio-cultural context to consumption; gender; the regulation and policing of intoxication; electronic music scenes and club cultures; issues of deterrence, displacement and desistance; and broader policy implications. A key feature of her research has been the development of in-situmethods of data collection in pubs, clubs and festivals, a working environment with which she is familiar, having spent her early adulthood working in bars and clubs across several continents in various guises.BEN SESSADR BEN SESSA (MBBS BSc MRCPsych) is a consultant child and adolescent psychiatrist working in adult addiction services and with custodial detained young people in a secure adolescent setting. He trained at UCL medical school, graduating in 1997. He is interested in the developmental trajectory from child maltreatment to adult mental health disorders. Dr Sessa is currently a senior research fellow at Bristol, Cardiff and Imperial College London Universities, where he is conducting the UK's first clinical studies with MDMA-assisted therapy for the treatment of PTSD and alcohol dependence syndrome. In the last ten years he has worked on several UK-based human pharmacology trials as study doctor or as a healthy subject administering and receiving test doses of LSD, psilocybin, MDMA and ketamine. He is the author of several dozen peer-reviewed articles in the mainstream medical press and has written two books exploring psychedelic medicine; The Psychedelic Renaissance (2012) and To Fathom Hell or Soar Angelic (2015). In speaking publicly at universities and medical conferences, Dr Sessa is outspoken on lobbying for change in the current system by which drugs are classified in the UK, believing a more progressive policy of regulation would reduce the harms of recreational drug use and provide increased opportunities for clinical psychedelic research. He is a co-founder and director of the UK's Breaking Convention conference.

In this episode, Tracy Burton interviews Associate Professor Dr Wesley Imms from the Melbourne Graduate School of Education at the University of Melbourne. Dr Imms is a skilled educator with teaching awards spanning his primary, secondary and tertiary teaching career. He holds education degrees granted in Australia and Canada, including a research MA and a PhD in Curriculum Studies from the University of British Columbia. Dr Imms is currently a Senior Lecturer in the Melbourne Graduate School of Education, is that Schools Head of Visual Art Education, and its Research Higher Degree Coordinator for Curriculum and Teaching. He is a member of the University of Melbourne's Graduate Research Scholarships Committee, and a member of the Steering Committee of the university's Learning Environments Applied Research Network. WEBSITE LINKS: https://msd.unimelb.edu.au/learning-environments-applied-research-network-learn https://msd.unimelb.edu.au/learn-projects #Interview by Senior Teacher, Tracy Burton, BA Arts (Communication – Theatre/Media), Grad Dip Ed

Professor Field Rickards, dean of UniMelb’s Melbourne Graduate School of Education, said higher standards could actually increase demand for teaching degrees.

Professor Field Rickards, dean of UniMelb’s Melbourne Graduate School of Education, said higher standards could actually increase demand for teaching degrees.

What sort of learning environments does your school have? Are you making the best use of your teaching space? Our guest on The Research Files this month is Wes Imms, Associate Professor in the Melbourne Graduate School of Education and Lead Chief Investigator of the Innovative Learning Environments and Teacher Change. Over the next four years the research team will be investigating how teachers are using these environments to improve student learning outcomes, and they’ll be sharing strategies and best practice.