Podcasts about mindframes

Episode Summary In this episode, Dave and Michael discuss Companion, the directorial debut from Drew Hancock. A mix of science fiction, dark comedy, and thriller, Companion follows Iris, a robot companion, as she navigates power dynamics and hidden agendas during a weekend getaway at a remote lakeside estate. The film explores themes of toxic relationships, control, and AI consciousness, all while delivering sharp humor and unexpected twists. Director: Drew Hancock Genre: Sci-Fi, Dark Comedy, Thriller Produced by: Barbarian creative team (Zach Cregger, Roy Lee, J.D. Lipschitz, Raphael Margolis) Cast: Sophie Thatcher (Yellowjackets, Heretic) as Iris Jack Quaid (The Boys) as Josh Lucas Gage (Euphoria, The White Lotus) as Patrick Megan Suri (It Lives Inside, Never Have I Ever) as Kat Harvey Guillén (What We Do in the Shadows) as Eli Rupert Friend (The Death of Stalin, Homeland) as Sergei Timestamps & Discussion Highlights 00:00:15 - Introduction Dave welcomes listeners to Mindframes and introduces the show's format. Michael reveals the movie they're discussing: Companion (2024). 00:00:35 - Movie Overview Companion is the directorial debut of Drew Hancock. A science fiction, dark comedy, and thriller with "stabby stab" moments but not a full horror film. The plot follows Iris, a robot companion, as she joins her human partner, Josh, for a weekend getaway that quickly turns into chaos. 00:02:06 - The Barbarian Connection Produced by Zach Cregger (Barbarian), along with Roy Lee, J.D. Lipschitz, and Raphael Margolis. Cregger was originally set to direct but handed the project to Hancock. Shares some tonal shifts and unexpected turns similar to Barbarian. 00:03:59 - A Surprisingly Funny Movie Marketed as horror, but the film has strong comedic elements. Michael stopped watching the trailer halfway because it reveals too much. Despite its darker themes, the humor is well-placed and helps with pacing. 00:04:26 - The Cast & Performances Sophie Thatcher (Yellowjackets, Heretic) as Iris – A standout performance. Jack Quaid (The Boys) as Josh – A departure from his usual roles, making him unrecognizable compared to his character Huey in The Boys. Lucas Gage (Euphoria, The White Lotus) as Patrick – Cast as the “pretty guy.” Megan Suri (It Lives Inside, Never Have I Ever) as Kat – A complex role. Harvey Guillén (What We Do in the Shadows) as Eli – Comedic powerhouse, but hard not to see him as Guillermo. Rupert Friend (The Death of Stalin, Homeland) as Sergei – A mix of comedic and sinister. 00:12:51 - Cinematography, Editing & Directing Eli Bourne handles cinematography, giving the film an intimate, isolated feel. Michael praises the film's pacing and editing, crediting Josh Ether for helping keep the story sharp. The location scouting is excellent, contributing to the film's eerie atmosphere. 00:13:15 - The “Eat the Rich” Subgenre Comparison Companion shares *similarities with films like The Menu and Triangle of Sadness. Though not a direct critique of wealth, the film hints at class and power dynamics. 00:14:00 - January as a “Dumping Ground” for Movies Companion was released in early 2024, a time studios often use to release movies they're unsure how to market. Despite this, the film is better than most January releases and deserves more recognition. Themes & Analysis 00:28:05 - Toxic Relationships & Power Imbalances Core theme: How control, manipulation, and exploitation manifest in relationships—both human and AI. Companion raises questions about agency and autonomy, especially in imbalanced relationships. 00:29:25 - Gender & Objectification Iris represents the struggles of real-world women who fight for autonomy in male-dominated spaces. Historically, women were seen as property—a dynamic mirrored in Iris's role as a “companion.” 00:30:51 - The Film's Unique Take on AI Representation Unlike many AI films that focus on “Pinocchio syndrome” (wanting to be real), Companion focuses on how people treat objects that can think and feel. Dave argues that the film doesn't necessarily “humanize” Iris, but Michael strongly disagrees, saying she's treated as an individual from the start. 00:37:12 - The Relationship Between Josh & Iris A perfect example of a toxic relationship. Josh gaslights and controls Iris, using his “love” as a justification for ownership. Parallels to real-life relationships where one partner holds all the power. 00:39:38 - Eli & Patrick: Love or Control? Eli & Patrick's relationship is framed as genuine, but Eli literally has a kill switch for Patrick. Raises the question: Can there ever be real love when there's an extreme power imbalance? 00:45:12 - Kat: A Different Kind of User Kat manipulates Sergei for money, just as Josh uses Iris for companionship. Unlike Josh, Kat is honest about her self-serving nature—making her an interesting contrast. Her conversation with Iris about feeling “disposable” adds emotional depth to her character. 00:48:43 - Josh's Downfall & The Role of Technology Josh's death by an automatic corkscrew is a symbol of his reliance on technology and the loss of control he thought he had. Technology and control are central themes—whether AI, smart devices, or old-school CD players. Verdict & Ratings 01:14:40 - Final Thoughts & Scores Dave: ⭐⭐⭐⭐ (4/5) - “One of the best AI movies in recent years.” Michael: ⭐⭐⭐½ - ⭐⭐⭐⭐ (3.5 - 4/5) - “Great performances, strong pacing, and an excellent directorial debut.” 01:20:00 - Why You Should See Companion Companion is in limited theatrical release, so see it before it's gone! Despite marketing challenges, it's one of the best films of early 2024. Closing Notes & Where to Watch Companion is currently in wide release but may leave theaters soon. Mindframes encourages listeners to share their thoughts via email.

Mindframes: The Presence – A Steven Soderbergh Experiment Episode Summary: In this episode of Mindframes, Michael and Dave are joined by special guest Tarek Fayoumi (MoviesWithTarek.com, Chicago Indie Critics) to dissect Steven Soderbergh's new film, The Presence. They explore its unique point-of-view cinematography, thematic connections to isolation in modern horror, and its place within Soderbergh's diverse filmography. The trio also debates the film's strengths, weaknesses, and whether it truly earns its ghost story label.

In this episode of MindFrames, Dave and Michael break down the best films of 2024. With themes ranging from authoritarianism and resilience to identity and connection, the hosts discuss how these movies reflect and challenge the cultural zeitgeist. They also dive into the year's standout horror films and share their thoughts on the Oscars' major contenders. Timestamps and Topics [00:00:16] Welcome and Introduction Dave and Michael set the tone for the episode, outlining their approach to discussing the best films of 2024. [00:01:18] Reflecting on the Year in Film The hosts share general thoughts on 2024 in cinema—was it a year of classics or just solid hits? [00:02:09] Horror Highlights of 2024 Dave and Michael praise the exceptional year for horror, with standout titles like The Substance, Nosferatu, and Cuckoo. [00:03:22] Oscar Campaigns and Predictions A lively discussion about the politics of Oscar campaigns, including surprises, snubs, and predictions. [00:04:49] Themes of 2024 in Film Michael discusses the criteria that shaped his top 10 list, emphasizing themes like despair, resilience, and power dynamics. [00:06:44] Top 10 Films: Starting with Nickel Boys Michael explains why Nickel Boys made his list, focusing on its themes and performances, while Dave critiques its filmmaking style. [00:09:16] Dave's Horror List and Honorable Mentions Dave shares his top horror films of 2024, including Alien: Romulus and Handling the Undead. [00:15:11] A Complete Unknown: A Deep Dive Michael highlights Timothy Chalamet's performance as Bob Dylan in this period drama, reflecting on its relevance to today. [00:28:09] Thematic Standouts: The Substance vs. Nosferatu A comparison of two horror standouts, with Michael favoring The Substance for its timely relevance and Dave praising Nosferatu's timelessness. [00:50:20] International Gems: The Seed of the Sacred Fig Michael explores the Iranian allegory for authoritarianism and resilience, reflecting on its layered storytelling. [01:00:06] Animated Masterpiece: Flow Dave describes this visually stunning Latvian animated film, tying it to themes of community, refugees, and environmental decline. [01:03:28] Sean Baker's Anora: A Human Story The hosts celebrate Anora as a funny, heartfelt, and raw depiction of resilience and humanity, with standout performances and themes. [01:08:07] Closing Thoughts and Listener Recommendations Dave and Michael reflect on how the year's films resonate with ongoing cultural conversations and share what's next for MindFrames. Dave's non-ordered list(s) A Different Man  Seed of the Sacred Fig All We Imagine As Light Civil War Red Rooms  The Substance  Wicked Flow A Real Pain  Sing Sing  HONORABLE MENTIONS The Girl with the Needle The Room Next Door  Anora Conclave September 5 Hard Truths  Michael's list Sing Sing Conclave Anora The Seed of the Sacred Fig The Brutalist The Substance Nosferatu A Real Pain Wicked A Complete Unknown Nickel Boys Mentioned Films The Substance Nosferatu A Complete Unknown Nickel Boys Flow Anora The Seed of the Sacred Fig Wicked Handling the Undead Alien: Romulus Red Rooms The Brutalist Where to Find Us www.mindframesfilm.com  

Podcast Episode Description: In this episode of Mindframes, Michael Cockerill and Dave Canfield dive into the chilling world of Heretic, the latest horror film by Scott Beck and Bryan Woods (A Quiet Place). We explore the film's themes of faith, control, and belief, contrasting its intellectual horror with its visceral thrills. Join us as we analyze Hugh Grant's standout performance as the sinister Mr. Reed, the dynamic interplay between the two Mormon missionaries, Sister Barnes and Sister Paxton, and the movie's ambiguous exploration of spirituality and skepticism. Whether you're intrigued by the film's intricate set design, its dialogue-driven narrative, or its controversial take on religious and philosophical themes, this episode is for you. We also share insights on how Heretic fits into the broader landscape of 2024's standout horror films, with comparisons to Hereditary, Get Out, and The Exorcist. Tune in to hear our recommendations and join the conversation about one of the year's most thought-provoking horror films. Podcast Summary with Timestamps 0:00 – 1:00 – Intro Michael and Dave introduce the episode, setting the stage for a deep dive into Heretic by Scott Beck and Bryan Woods. They touch on the directors' previous works (A Quiet Place, Haunt) and their distinct horror style. 1:01 – 5:30 – Overview of Heretic A brief plot summary: Two Mormon missionaries, Sister Barnes (Sophie Thatcher) and Sister Paxton (Chloe East), find themselves trapped by Mr. Reed (Hugh Grant), whose philosophical and theological challenges evolve into a fight for survival. 5:31 – 12:00 – Themes of Faith and Control The hosts explore the film's central themes, including the idea of religion as a mechanism of control versus a source of hope. Mr. Reed's character embodies skepticism, while the missionaries represent differing interpretations of belief. 12:01 – 18:30 – Performances and Character Dynamics Hugh Grant's portrayal of Mr. Reed is highlighted as a standout performance. The hosts delve into the dynamic between the sisters, contrasting Sister Barnes' depth of faith with Sister Paxton's cultural adherence. 18:31 – 24:00 – Set Design and Technical Elements A discussion on the film's claustrophobic set design, the use of close-ups, and the intricate dollhouse motif that symbolizes control and manipulation. 24:01 – 30:00 – Comparisons to Other Films Connections are drawn to Hereditary, Get Out, and The Exorcist. The hosts note Heretic's unique blend of intellectual and visceral horror and its place within 2024's strong lineup of religious-themed horror films. 30:01 – 35:00 – Spoiler Section: Plot Twists and Ending A dive into the film's third act and its ambiguous ending. The hosts debate whether the film effectively balances its critique of faith and religion with its horror elements. 35:01 – 40:00 – Final Thoughts and Recommendations Michael and Dave share their final impressions, recommending Heretic for its bold themes and strong performances. They reflect on how the film leaves viewers questioning belief, control, and the power of faith. 40:01 – End – Outro The hosts close the episode, previewing a potential future discussion on Conclave, another film tackling themes of faith and religion. They invite listeners to connect with Mindframes online and thank them for tuning in.

The Complexities of "Civil War" and the Intricacies of Alex Garland's Direction In this episode of "Mindframes," hosts Dave and M.W. Cockerill delve into Alex Garland's latest film, "Civil War," exploring its portrayal of a polarized America and the role of media in war contexts. The discussion traverses Garland's filmography, highlighting his distinctive approach to filmmaking and thematic consistency across his works. The episode also touches on broader film genres, notably the categorization challenges within horror and zombie films, using "28 Days Later" as a focal point. Key Discussion Points 1. **Alex Garland's Directorial Style:** Insight into Garland's evolution as a director, with a detailed discussion on his notable films including "Ex Machina," "Annihilation," and "Men." The hosts explore how these films align thematically with "Civil War." 2. **Genre Definitions and Controversies:** A lively debate on what constitutes a zombie film, referencing "28 Days Later" and other genre films like "The Walking Dead" and "I Am Legend." 3. **"Civil War" - A Film Analysis:**    - **Plot and Setting:** Examination of the film's setting in a dystopian America, discussing the world-building elements and the narrative's focus on societal breakdown.    - **Character Development and Performances:** Discussion on the character arcs, particularly focusing on the performances of Kristen Dunst and other key actors.    - **Themes:** Deep dive into the political and social themes portrayed in the film, such as division, media influence, and the impact of leadership styles reminiscent of contemporary political figures.    - **Cinematic Techniques:** Analysis of Garland's use of visual and sound design to enhance the thematic depth and emotional impact of the film. Special Segments - **Horror Film Debate:** Is "Civil War" a horror movie? Hosts debate the genre specifications and the broader implications of genre categorization in film. - **Viewer Reactions and Interpretations:** Exploration of varied audience reactions to the film, particularly focusing on its political commentary and its reflection of real-world tensions. Closing Thoughts - The hosts reflect on the implications of "Civil War" for future filmmaking in politically charged climates. - Recommendations for audiences on how to approach the film to gain a deeper understanding of its themes. **Where to Watch:**   "Civil War" is currently in wide release and available exclusively in theaters, including IMAX. **Episode Links:** - Stream this episode and subscribe to "Mindframes" on iTunes, Spotify, Google Play, and wherever podcasts are available. - Visit our website at mindframesfilms.com for more insights and discussions.

This episode's topics Start - 18:23 Greta Gerwig and the people who made Barbie 18:23 - 41:35 Mindframes reviews Conversation 1: Barbie and the Millennial experience  Conversation 2: IP in films, are more toys movies coming (yes)   Film info Imdb https://www.imdb.com/title/tt1517268/   Barbie suffers a crisis that leads her to question her world and her existence. In wide release and coming to IMAX….somehow! Crew Greta Gerwig as director and co-writer Noah Baumbach as co-writer Robbie Brenner as producer David Heyman as producer Ynon Kreiz as producer Cast Margot Robbie as Barbie Ryan Gosling as Ken Issa Rae as President Barbie Kate McKinnon as Weird Barbie Alexandra Shipp as Writer Barbie Emma Mackey as Physicist Barbie Hari Nef as Doctor Barbie Simu Liu as Skipper America Ferrera as Gloria Will Ferrell as the CEO of Barbie Ncuti Gatwa as a drag queen Sharon Rooney as Lawyer Barbie Ana Cruz Kayne as Judge Barbie Rhea Perlman as Betty Michael Cera as Ryan Gosling's character's best friend Kingsley Ben-Adir as a character described as "a doll with an attitude" Emerald Fennell as an unknown character Ritu Arya as Journalist Barbie Dua Lipa as Mermaid Barbie Nicola Coughlan as Diplomat Barbie Tom Ackerley as producer  

Dave and Michael recommend five movies from 2022 that you shouldn't miss. We discuss why we chose these and why they scream, "2022." We abuse the word "zeitgeist" for your enjoyment. They are 5. RRR 4. The Batman 3. The Banshees of Inisherin 2. Everything Everywhere All at Once 1. Tar  

Mindframes hosts Michael Cockerill and Dave Canfield join me for this special tribute to honor our dear friend Sergio Mims. Several years ago, I did an episode on one of his favorite directors, Michael Curtiz. Of course you are encouraged to listen to that. But I asked Mike & Dave to join me to revisit two titles in particular from Curtiz as well as recommend several others as a way of honoring the memory of Sergio. Perhaps one of these films is an all-time classic called CASABLANCA? In addition, we review a couple of recent titles like RRR and AFTERSUN. Not only that, but after our conversation, you'll get to hear Sergio one last time on this show. Over a year ago, we did a Patreon exclusive episode on THE CHARGE OF THE LIGHT BRIGADE, only not the Curtiz version surprisingly. Wanted everyone to hear Sergio's thoughts on that excellent film since it steps things up and is more faithful to the true story than Curtiz's take. Thank you so much for listening and mucho gratitude to Mike and Dave for coming on to talk some classics. We briefly mention our love of DOCTOR X, KING CREOLE and THE SEA WOLF! Listen to Sergio Mims' Michael Curtiz episode (7 years ago): https://directorsclubpodcast.libsyn.com/website/episode-99-michael-curtiz For more Mike & Dave reviews, check out Mindframes! https://mindframesfilm.com 00:00 - 08:04 - Intro 08:05 - 30:33 - What We Watched Recently 30:34 - 01:18:57 - Curtiz & Casablanca 01:18:58 - 01:55:20 - The Breaking Point 01:55:21 - 02:16:10 - Other Curtiz Films / Outro 02:16:11 - 03:01:11 - Sergio Mims Talks About The Charge Of The Light Brigade!

Guests: Julia Salce and Wendy Peterson In this episode, we chat about what we are currently reading and provide a 'taste' of each instructional book and what it has to offer educators.  Instructional Books Discussed: Uncommon Sense Teaching by Barbara Oakley PhD, Beth Rogowsky EdD, Terrence J. Sejnowski   10 Mindframes for Visible Learning by John Hattie & Klaus Zierer  Instructional Agility by Cassandra Erkens, Tom Schimmer, and Nicole Dimich Vagle John Hattie's Visible Learning Website: John Hattie's Visible Learning MetaX  Other Instructional Books We Love: Love to Teach: Research And Resources For Every Classroom by Kate Jones Retrieval Practice: Resources and Research for Every Classroom by Kate Jones Ready-to-Go Instructional Strategies that Build Collaboration, Communication, and Critical Thinking by Denise White and Alisa Braddy Worksheets Don't Grow Dendrites by Marcia Tate Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning by Peter Liljedahl Our Favorite Instructional Websites for Articles: Edutopia.com Teachthought.com Cultofpedagogy.com Edweek.org

I had a conversation with John Hattie because of my interest in using the teaching strategies and approaches that can support learners to gain knowledge and skills whilst promoting intrinsic motivation and habits for lifelong learning. In this talk, John and I discuss; what is Visible Learning, the use and misuse of effect size calculations, factors that accelerate learning, interpretation of research and the purpose of education. We finish the conversation with John's hopes for the future in his personal and professional life. I hope you enjoy the talk!Dr Nazam Hussain (Educational Psychologist)See below for links to references discussed in the talk.  Hattie, J. (2012). Visible Learning for Teachers: Maximise Impact on Learning. London: Routledge.Hattie, J., & Yates, G.C. (2013). Visible Learning and the science of how we learn. New York: Routledge.Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis and conceptual model. Nature: Science of Learning, 1. Accessed from https://thinkplusjourney.info/images/Hattie_and_Donoghue_-_Learning_strategies._A_synthesis_and_conceptual_model.pdfHattie, J., & Zierer, K. (2018). 10 Mindframes for Visible Learning. Teaching for Success. London: Routledge. Nuthall, G.A.  (2007). The hidden lives of learners. Wellington: New Zealand Council for Educational Research. Website with all the data for Visible Learning. Accessed from https://www.visiblelearningmetax.com/Support the show (https://www.ko-fi.com/agentsofhope)

Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. 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 that improve student learning. Hailed by the Times Education Supplement as “teaching's Holy Grail”, this ground-breaking study involved more than 80 million students from around the world and brought together 50,000 smaller studies. Since 2011, John Hattie has been Director of the Melbourne Education Research Institute at the University of Melbourne. He is also the Chair of the Australian Institute for Teaching and School Leadership (AITSL). He is also past-president of the International Test Commission and Associate Editor of the British Journal of Educational Psychology and American Educational Research Journal. John Hattie was awarded the New Zealand Order of Merit in the 2011 Queen's Birthday Honours, is a Fellow of the Australian Council for Educational Leaders and the American Psychological Association, and has published and presented over 500 papers, and supervised 190 thesis students. John's notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, 10 Mindframes for Visible Learning and, most recently, 10 Mindframes for Leaders. Social Links Twitter: @john_hattie

 Get the book, 10 Mindframes for Leaders: The VISIBLE LEARNING Approach to School SuccessAbout the AuthorDr. Raymond Smith speaks, writes, and consults about leadership development with Visible Learning and Corwin Press, and has worked in K-12 leadership, administrator preparation, and higher education.

John Hattie talks with me today about Visible Learning, The Impact of What We do, and a couple of his most recent books - 10 Mindframes for Leaders, and The Distance Learning Playbook Series for Leaders and Teachers K-12. This is episode 332 of Teaching Learning Leading K12. Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with his two books Visible Learning and Visible Learning for teachers. Visible Learning is a synthesis of more than 800 meta-studies covering more than 250 million students.  According to John Hattie Visible Learning is the result of 15 years of research about what works best for learning in schools. TES once called him “possibly the world’s most influential education academic”. John Hattie is Laureate Professor of Education at the University of Melbourne, Australia, since March 2011. Before, he was Project Director of asTTle and Professor of Education at the University of Auckland, New Zealand. He holds a PhD from the University of Toronto, Canada. You can find a full CV of Professor John Hattie (PDF) at the website of the University of Auckland. John Hattie’s research got a lot of attention from the media linked to the publication of his Visible Learning meta-study. The problem was that many individual aspects of his research were taken and used as a kind of checklist that could magically improve schools. It won’t work like that. John Hattie’s TED talk “Why are so many of our teachers and schools so successful” can be a good starting point to putting it all in context. Lots to learn today! Thanks for listening! Don't forget to share & subscribe! Enjoy! Connect and Learn More: https://visible-learning.org/ https://visible-learning.org/john-hattie/ https://us.corwin.com/en-us/nam/10-mindframes-for-leaders/book270860 https://us.corwin.com/en-us/nam/the-distance-learning-playbook-grades-k-12/book275865 https://us.corwin.com/en-us/nam/the-distance-learning-playbook-for-school-leaders/book276693 https://youtu.be/rzwJXUieD0U (TEDx Talk)   Length - 48:23

In this episode, Dr. John Hattie, Professor at the University of Melbourne in Australia, reflects on his years of research in the field of education, most notably, his 25-plus years dedicated to Visible Learning and how effect size can serve as a North Star toward improved classroom instruction. Among the many topics discussed include understanding the true meaning behind data-driven decisions, how educators too often use Hattie's Effect Size numbers as a "check list" rather than a holistic approach for better teaching and why principals should become more laser focused on instructional leadership to change schools. In the end, Hattie's goal is to change the narrative from "how we teach, to what works best" through the nine different categories of visible learning research. Website: www.visiblelearning.com. Meet Dr. John Hattie John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning. About Dr. Greg Goins As the Founder/Host of the Reimagine Schools Podcast, Dr. Greg Goins has emerged as one of the nation's leading voices on visionary leadership and the path to transforming our schools. He currently serves as the Director of the Educational Leadership Program at Georgetown College (KY) and previously spent 15 years as a school district superintendent in Illinois. Dr. Goins is a passionate keynote speaker and is available to speak at your next education conference or school PD day. To book Dr. Goins, please send inquiries to drgreggoins@gmail.com. Twitter: @DrGregGoins. Website: www.reimagineschools.net. Support The Reimagine Schools Podcast You can now help keep the conversation going by supporting the Reimagine Schools Podcast with a small monthly donation to help sustain future episodes. Thanks for your support! https://anchor.fm/greg-goins/supportIn this episode, --- Support this podcast: https://anchor.fm/greg-goins/support

In this final episode of the season, all four hosts are in the studio to discuss their favorite episodes through the past six seasons. Hosts Angelia, Mary, Danielle, and Donnie share clips of their favorite past episodes and what struck them about each guest’s remarks on that episode. They touch on student achievement, restorative practice, school safety, self-care, and Visible Learning. Check out the full episodes mentioned in this episode at the links below or wherever you listen to your podcasts. We’ll be back with new episodes starting January 16! S6 Episode 11: Making the Most of Your Standards with Dr. Donyall Dickey S1 Episode 3: Restorative Practice S5 Episode 2: Where School Safety Policy and Practice Collide  S1 Episode 7: Power of Educator Self-Care S4 Episode 3: John Hattie and 10 Mindframes for Learning Find out more about the Arizona K12 Center at azk12.org.

  On this weeks episode Michael and Dave talk about the fun new documentary HAIL SATAN? which opens 5/3 in Chicago.  https://www.imdb.com/title/tt9358044/ https://www.hailsatanfilm.com/  

In today's conversation, Lakita Combs, Metzler Elementary principal, joins us for a conversation centered around the Corwin Visible Learning evaluation and inquiry model. This model is based off of John Hattie's research and has the belief that every student should experience one year's growth each school year. You'll hear how her campus started making learning visible by implementing success criteria, using student voice in the buy in, how her teachers collaborate with each other to make learning meaningful, and how her students have cultivated a love of learning. Overview of Visible Learning Model https://au.corwin.com/sites/default/files/aun18507_vl_catalogue.pdf John Hattie: 10 Mindframes for Visible Learning Webinar https://www.youtube.com/watch?v=tANBHAy5DDU Learning Intentions with Success Criteria Video with John Hattie https://www.youtube.com/watch?v=OGyvDvOegXE&feature=youtu.be Corwin Website https://us.corwin.com/en-us/nam Learning Challenge Animation (James Nottingham) https://www.youtube.com/watch?v=3IMUAOhuO78 How to Start and Sustain a Visible Learning Implementation http://corwin-connect.com/2018/11/how-to-start-and-sustain-a-visible-leaning-implementation-part-1/ 3 Indicators of Assessment-Capable Visible Learners http://corwin-connect.com/2018/03/3-indicators-assessment-capable-visible-learners/ Becoming by Michelle Obama https://www.amazon.com/Becoming-Michelle-Obama/dp/1524763136 --- Send in a voice message: https://anchor.fm/kleinversations/message

Settle in because we have a very special guest on #3PsinaPod today. Angelia and Mary chat with professor, researcher, and expert Dr. John Hattie about the truths behind visible learning. Teachers’ own willingness to grow is pivotal to student success and professional disposition is crucial. Dr. Hattie recommends pondering what it means to be a learner in our contexts, so we can prompt students to become more than creatures of compliance. As educators, how can we get students to become their own teachers? We guarantee you’ll love this episode — if you do, be sure to register for the one-day professional development opportunity with Dr. Hattie on Feb. 5, 2019 where we’ll dive deep into his research and mindframes for visible learning.

Episode 018: John Hattie, Visible Learning We are so excited to share with you the conversation we were lucky enough to have with Dr. John Hattie - educational researcher, professor, Director of the Melbourne Educational Research Institute, and overall brilliant person. Please enjoy, and send your questions, comments, discussions to us @VrainWaves to keep this conversation going! Connect with Dr. John Hattie Twitter: @john_hattie, @VisibleLearning | Website: https://visible-learning.org/ Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links & Show Notes Out of our heads and into the classroom (01:18) Graphic Jam / dual coding (02:15) Everyone Can Create, Apple (03:45) Show me your values (04:17) Intro to John Hattie (07:11) | Hattie’s Meta-Analyses Start of interview (07:49) Hardware / software / inside - How we think (08:52) What is visible learning & what problem does visible learning answer? (10:38) 95-97% of what we do increases achievement to some degree Above average effect = >0.4 effect size / List of influences Know thy impact (13:59) Professional development (15:25) Moving from ‘how we teach’ to ‘how we interpret our impact’ Hattie’s visible learning team workflow: (17:30) Teachers are to “D.I.E.” for Diagnosis = Needs Analysis (16 to 20 factors) - ask staff, teachers, students Intervention & Implementation Make sure the intervention addresses the diagnosis Implement effectively Evaluation Use a portfolio of evidence to change how we think Evaluation vs. Research (20:03) Evaluative mindset for educators Graham Nuthall’s research | book: Hidden Lives of Learners | Feedback discussion (23:28) Feedback given v. feedback received What type of feedback is received? (25:30) Importance of where to go next Amount of feedback the teacher receives about where to go next (26:40) June 2018 EdWeek article w / Dr. Hattie on Feedback (2018) 2011 article on feedback Directions for Assessment in New Zealand | NZ Assessment for Learning Visible Learning Feedback book, 2018 Assessment-Capable Learners (28:33) Book: Developing Assessment-Capable Visible Learners Teaching students to be interpretive about their test scores Book: 10 Mindframes for Visible Learning Assessment as helping the teacher Nuthall: students know 40-60% of what is being taught ASCD Article - Fisher, Frey, Hattie: Assessment-Capable Learners Class Size Discussion (34:24) 0.2 effect size Same instruction in smaller v. larger classes (35:45) Hattie’s 2015 Reports: What Doesn’t Work in Education: The Politics of Distraction | What Works Best in Education: The Politics of Collaborative Expertise Gene Glass research Andreas Schleicher: TED Talk - Use Data to Build Better Schools Classroom relationships (39:32) Henry Levin (40:52) - The Economics of Student Time | Mapping the Economics of Education How do we make schools more inviting for students (40:03) Science of Learning Center in Melbourne (42:23) Australian Institute for Teaching and School Leadership (43:20) Strengths-based Education (45:56)

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Interview Notes, Resources, & LinksVisit the Visible Learning websiteAbout Dr. John HattieJohn Hattie is the researcher and author behind the enormously influential Visible Learning series, including his synthesis of more than 800 meta-analysis studies related to achievement. Dr. Hattie is Professor, Deputy Dean, and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. He is Chair of the Board of the Australian Institute for Teaching and School Leadership, and Associate Director of the ARC-Science of Learning Research Centre.[expand title="Show Transcript"] Announcer:  [00:01] Welcome to "Principal Center Radio," bringing you the best in professional practice. Here's your host, Director of the Principal Center and champion of high‑performance instructional leadership, Justin Baeder.Justin Baeder:  [00:12] Welcome everyone to Principal Center Radio. I'm your host, Justin Baeder, and I'm honored to be joined today by Dr. John Hattie. Dr. Hattie is the researcher and author behind the enormously influential "Visible Learning" series, including his synthesis of more than 800 meta‑analysis studies related to achievement.[00:31] Dr. Hattie is also professor, deputy dean, and director of the Melbourne Education Research Institute at the University of Melbourne, Australia. He is chair of the board of the Australian Institute for Teaching and School Leadership and associate director of the ARC Science of Learning Research Center.[00:48] Most of our Principal Center Radio listeners know Dr. Hattie primarily as a researcher and author. We're here today to talk about his new book, "10 Mindframes for Visible Learning ‑‑ Teaching for Success."Announcer:  [01:00] And now, our feature presentation.Justin:  [01:03] Dr. Hattie, welcome to Principal Center Radio.John Hattie:  [01:05] It's great to be here talking to you, Justin, and to the listeners.Justin:  [01:09] Thanks so much. Let's talk first about what you saw happening in the profession, perhaps in reaction to some of your previous work. How did you arrive at the conclusion that teachers' mindframes are so important? What was it that led up to this particular book?John:  [01:25] Since I started on the whole visible learning notion, which actually I started in your old state, Washington, way back in the early 1990s, was trying to answer the question about how everything in our business seems to work. How come every teacher says they're above average and every school has evidence that they're doing a good job? Yet from the perspective of a student, that doesn't always make sense.[01:48] What I've tried to do is change the conversation from what works ‑‑ because almost everything works ‑‑ to what works best. As I've done in the book, trying to take the many, many thousands ‑‑ tens of thousands ‑‑ of research articles that are done in everyday classrooms and trying to answer the question about what does work best.[02:07] In the early books, I was grappling with 150, now 250 different influences. I published the book and I take the responsibility here. Sometimes that lead table, that list of factors, gets in the way of the story. It took me 20 years to write that first book to understand what that story is.[02:26] What this current book is about is it concentrates entirely on that story. What it turns out is it's not really what teachers do. We could have two teachers, Justin, using exactly the same strategy and one of them implements it well. One of them has got good diagnosis and [inaudible] for their class. One of them modifies it on the fly, and one of them doesn't.[02:51] It's not the strategy. It's their thinking in the moment‑to‑moment, day‑by‑day process that teachers use. It really was not so much what they did. It wasn't really who they are in terms of whether what kind of training they have, how many years' experience, whether in Arkansas, whether in Washington, whether in Melbourne. What matters is how they think.[03:10] What I tried to distill in this book is the 10 most important ways about how teachers think. My argument in the book is that's what we need to worry about with our profession, that expertise that relates to how teachers think. It's very profound. It's very dramatic. It's incredibly powerful when you see it happening. It's not uncommon at all.Justin:  [03:29] I couldn't agree more that teacher thinking, teacher cognition is so critical and so powerful. I wonder if you've seen what I'm picking up from a lot of our profession, this focus on teacher behavior.[03:45] People will take a list like your book, "Visible Learning", the big study, and say, "I want to see teachers doing this, that, or the other thing." We go around to classrooms. We bring the clipboard, and we say, "Well, you're doing this. I think you should be doing that instead." We focus very heavily on teacher behavior.[04:03] I've seen very, very little focus in our profession on teacher thinking, and the decision making that teachers do, and the ways that teachers think about their work and think about their students. I'm very excited to see you direct the attention of educators to thinking, to those things that happen behind the scenes.[04:23] We have a frustration as administrators ‑‑ I work primarily with administrators ‑‑ that thinking is not very visible. Of all the things that we can influence, thinking is one of those that happens beneath the surface or behind the scenes.[04:36] As you have probed this topic to think about how we can get at teacher thinking, what have been some of the main indicators to you of how teachers think and how that matters in the classroom, how that matters for students?John:  [04:51] The theme is absolutely correct. This is too strong, but I almost don't care how teachers teach. The whole debate we have about best ways to teach, about best practice, about resources, apps, all that kind of stuff is killing us as a profession. It's not how they teach. It's the impact of that teaching on the kids.[05:11] In the same way as you said, when you go into classroom with those clipboards, you take the Danielson and the Marzano's, and you sit in the back, and you record them all. It doesn't really matter. I've struggled to find any evidence that doing that makes a difference. Only a fifth of the items in the Danielson relate to the impact of the teacher on the kid.[05:30] Now if you talk do Danielson, she'll say that your instrument wasn't invented to use it in the kind of accountability way your country's obsessed with. I care about that impact on the kids.[05:40] When you go into a classroom, it's a sin to watch another teacher teach. All you do is tell that teacher how to teach better like you. What you should do is watch the impact on the kids.[05:50] We know from [inaudible] work that 80 percent of what happens in the classroom, a teacher doesn't see or hear. Why would we care about the teacher reflection on that 20 percent? Help the teacher understand that 80 percent. A lot of our work at the moment is trying to help teachers see what's happening in that other percent.[06:06] I take the private lives that kids talk about in the classrooms as teachers are talking. Teachers talk an incredible amount of the time. It's not as if kids are sitting there passive. They have a whole private world that goes on in that classroom. How do we help the teachers understand and use that to the beneficiary?[06:21] Then it comes to your point, Justin, about...You're right, it's hard to see the thinking, but it's not impossible. If you can get teachers talking to each other about the decisions they're making, if you can get kids talking to each other about the ways they're thinking, and in great classrooms, this happens.[06:39] Hearing kids think aloud is really powerful, in the same way, hearing teachers think aloud in the staff room. Close to 80 to 90 percent of the time, kids and teachers are sitting there quietly absorbing the material. The only way, and you can imagine ‑‑ this is hard for me ‑‑ the only way you can do this is learn to shut up.Justin:  [06:58] I'm very excited to hear you say that conversation is the way we get at that thinking. That's an idea that has captured my attention for the last couple of months, this idea that so much of teacher practice is hidden beneath the surface.[07:12] If we go in and observe, and take notes, and then just talk at the teacher, we're going to have a very limited ability to actually impact their practice because, again, most of their practice is that thinking that if we're doing all the talking as administrators, we're not even beginning to get at.[07:30] In the book, you give a number of different mindframes, 10 different mindframes for looking at how teachers think and for teachers to reflect on their own thinking. One of the first that you have in chapter one of the book is "I am an evaluator of my impact on student learning."[07:49] I wonder if you could talk for just a moment about why that rose to the top as one of the key mindframes for teacher thinking.John:  [07:56] Justin, it's easier than that. If you want to save yourself time reading the book, just read that one chapter because the other lines are variants of that same theme.[08:04] It all comes back to when you walk into a classroom, and you say, "My job here today is to evaluate my impact," then all the good things follow. If you walk into a staff room and say as a school leader, "My job here today is to evaluate my impact," now of course that's going to mean you have to have a discussion, an agreement, an understanding of what impact means. That's probably the most important thing that happens.[08:29] Why should it be that every time a kid hits a teacher, if their teacher's conception of what a year's growth looks like is very small compared to one down the corridor where that year's growth is very large, that's going to have a profound impact on your learning that year.[08:43] How do we get that discussion of what does a year's growth look like? What does it need to be good at, year 5 English, year's 10 panel meeting? Those are the kinds of discussions we have to have, not why are you teaching and how do you teach it, but what do you mean by growth?[08:56] Bring along two pieces of kid's work three months apart and have a discussion. Do you agree this shows three‑months growth?[09:02] It's all this notion about what do you mean by impact. It means that you're going to have to have an understanding of how you go about assessing them. You do it through listening to student voice. What does it mean to learn on this class? Ask the kids that. What does it mean to have growth?[09:17] We're working on another book now looking at student assessment capabilities where we're trying to point out that students are actually very, very smart about whether they're learning or not, or whether they're growing or not. How do we use them in the conversation?[09:30] This whole notion about as an evaluator, I evaluate my impact. I go in there to see who I have impact on, what I have impact about, and what my magnitude is. Quite frankly, that's the whole theme of the other nine. We thought just having one is probably risky, so we'll have nine of them saying the same thing.Justin:  [09:50] For so long in our profession, we've been asking the question am I using best practices. I know that one of the reactions to your work sometimes has been that we don't really read the whole book. We just look at the list and say, "Well, I should be using these top practices," and as you said, ignoring all the rest.[10:09] You also say in the introduction to this book that it's almost as if students learn despite us sometimes. Students learn no matter what. Everything works. This question of what is my impact that I'm having, I think often we ignore that question. We just look at whether students are learning.[10:29] We've had a big obsession with data and with measuring student progress. That's an incredibly important question to layer on top of that is what is the impact that I am having.[10:42] Let's talk a little bit more about assessment. What are some of the mindframes or some of the strategies that teachers can use to look at student work, to look at some of the results that they're getting from perhaps more standardized assessments, and really get a sense of that?[10:59] I think we all have this sense as educators that we're doing the very best we can day‑to‑day. We're trying to implement the latest and greatest strategies, and yet, we always have students who are not doing as well as we would like them to be doing. We want every student to be at 100 percent proficiency on everything we teach, but the reality is we never quite get there.[11:20] What are some points where we can gain some traction on that question of how to evaluate our own impact?John:  [11:25] Don't get me wrong. There are higher‑probability interventions. The law of probability interventions. Yes, I would want teachers to use higher‑probability interventions. It's all looking backwards. It's all rear‑vision mirror stuff. I look at the research of what's happened in classrooms.[11:40] When you look at what happens, these things tend to work better than those things so they're high‑probability ones. What really matters is when you implement it, the fidelity of your implementation, the ability of you to make those adaptive expertise comments and changes as you go through, the ability you have of great diagnosis.[11:59] Then coming to the last part of your question, again, the mindframe that we want you to have, particularly around assessment, is assessment is feedback to you about your impact.[12:10] So often we think of assessment as feedback to students about their learning. I challenge every teacher out there to give a kid a piece of work, give them an assignment, give them a task, and ask them before they start, "What grade do you think you're going to get?" They are stunningly accurate.[12:30] You got to seriously ask what do they learn from assessment. They just confirmed what they already know. Surely, our job's to mess that up. Our job is to find attributes and expertise in the kids that they don't think they have, not just to confirm that you're a C student, you're a B student, you're an A student.[12:44] By age eight, most kids know where they fit in that distribution. As I say, our job's to mess it up.[12:49] The mindframe we get across in the book is that I interpret an act of feedback given to me. Every time you give an assessment, at the end of it, or an assignment, say, "What did I learn about my impact? What did I learn about what the kids think my concept of impact is, my magnitude of impact?"[13:07] That's how you learn what your impact is, is by looking at the kind of tasks kids do, the assignments they do. Assessment has an incredible, powerful value if you can learn from that to then decide what the next steps are.[13:21] In the same way, if we could teach kids to be assessment‑capable so that they learn from their assessments so they know what to do next, not waiting for us always to tell them and see what the grade is.[13:29] Sometimes the grade is just an indication the work's over. Sometimes teachers think and confuse marking and think sometimes it has something to do with feedback. Not necessarily.[13:39] We have to be, again, active thinkers about the impact that we're having. Assessment is an incredibly powerful way to do it if we see it as about us, not so much about the kids.Justin:  [13:50] I wonder what you think about the issue of teacher evaluation when it comes to mindframes. This has probably happened to you over and over again in your career as an author and researcher that you will share something, share a new idea or share a new finding in a book, and then as practicing educators, we immediately misinterpret and misapply that.[14:12] I heard Charlotte Danielson when she worked with us in Seattle public schools, express frustration at the way that many teacher evaluation systems that were based on her framework were developed with a lot of just punitive and unsound measures, and processes, and procedures built into them.[14:29] She said, "That's absolutely not the intent, but if you bring that kind of punitive and negative kind of approach to my framework, you will end up with a system that's punitive and negative."[14:40] I wonder what kind of cautions you have for us in applying this idea of mindframes. If we know teacher thinking is so critical, if we know getting teachers to reflect on their impact and assess their impact is so critical, what do you think are the most likely ways that we're going to mess that up?[14:58] I'm sure, again, this has happened over and over again with your work where we don't actually read your work closely enough. We play a telephone game with it. I know somebody who knew somebody who read your book, therefore, I think what we'll do is we will start evaluating our teachers based on their mindframe.[15:14] Give us some kind of words of caution on the teacher‑evaluation side.John:  [15:18] You're absolutely right. I've talked to Charlotte, and Bob Bazalo, and many of the people who develop these instruments, and they're horrified at how they're misused because it's all about the use and interpretation.[15:29] Certainly, my background as a researcher, I'm a measurement statistician so I see this all the time in the measurement community.[15:37] I would be horrified if we now developed a measurement mindframes to come up with some kind of punitive measure. [inaudible] , we have developed measures of mindframes. We have in our own work, trying to find out better ways to understand how teachers talk or think to each other.[15:54] I want to go back a step, Justin. I want to go back to one of the things I've said in each book that sometimes is often missed that if you look at the research both in invisible learning work, and if you look at the work as I've done when you had No Child Left Behind, when you look at Nate, I think I can say with some confidence that probably 60‑plus percent of schools and teachers in your country are already [inaudible] those kids to gain a year's growth or year's input.[16:20] That's impressive. Excellence is all around us. One of the major themes in "Invisible Learning" is have we got the courage to recognize the excellence that's there now. It's not a matter of running around with clipboards to drum up change and say that you've got to change. You got to change. Why would you change the excellence that's there?[16:38] One of the things I would argue right upfront is are we prepared to acknowledge excellence? It may not be with our 30‑year veteran. It may be with our five‑year‑out teacher. Are we prepared to build a coalition of success around the excellence that's already in our school? Are we prepared to privilege that way of thinking and to get that kind of thinking out there?[16:56] If we're not prepared to do that, no system of evaluation is going to make one iota of a difference. That's the first one.[17:05] The second is yes, there are ways that you can look at teachers' mindframes, but it's very, very dependent on the particular kids, particular subject, particular year group, particular age group. It's all about that kind of detail. All education is local.[17:19] Try and see how teachers think about diagnosing where their kids are at, how they go about making decisions about where to go next, how they understand what the concept of impact is. These are incredibly difficult things to evaluate.[17:34] Here in Australia, I have a political job. I'm employed by the federal government so I oversee a Australian Institute for Teaching and School Leadership. One of its roles is to provide resources for the teachers in schools to do this.[17:47] We provide it, and it's free, available to all your users at the actual website. We provide them with an incredible amount of apps and resources for them to understand how they're doing. A lot of it is self‑reflection, relative to standards. We know it's incredibly used. We know we have a million hits from Australian teachers and principals to our site a month.[18:07] Creating that conversation in the school is really critical. Step ‑‑ this is the one you're worried about ‑‑ is when you then start to say, "We're going to measure it, some kind of performance review." Let's for us pause and say, "You tell me any other sector that doesn't."[18:23] This is the job of school leaders, to make those decisions, to make those decisions that are much more nuanced, use a balance of judgment across the different kinds of measures. No one measure's ever going to do it. I'm not resigning from the fact that it can be done. It can be done.[18:37] I'm being a little resistant to a simplistic way of coming up with a checklist, coming up with a tick box, having someone sit in the back of the room. It's not going to work. Yes, I think it can be done, and we should do it. We have to project expertise, or else we're going to lose it. The expertise is how we think.[18:54] If you look at the book, you look at the 10 of them, you'll see they're quite varied. Most of them, you can't see them. You have to shut up. You have to listen. You have to create scenarios. You have to look at what expertise means. You have to go back to the work that David Berliner did in your country in the 1990s looking at expertise and say, "That's the kind of work we need to do."Justin:  [19:12] I love a comment that you made earlier about shifting our focus from the question of "what works?" to the question of "what works best?" I've been thinking a lot lately about this idea of a competency trap.[19:28] As administrators, we often have a preferred strategy, a new strategy, a new curriculum that we have heard or we know through our connections in the field and our professional reading that this approach would be better than what our teachers are currently doing.[19:43] I hear from a lot of administrators who want to help teachers change from maybe a more outdated way of doing something ‑‑ say, teaching reading ‑‑ to a more up‑to‑date, more cutting edge, and more research‑based or well‑established, cutting‑edge approach.[19:59] What I heard in terms of resistance from teachers often centers around this idea of the fact that they're good at what they're currently doing. They're not yet good at what they're being asked to do, what they're being asked to switch to. I think of that as a competency trap, where people feel stuck in their desire to do the absolute best they can, knowing that they will do a better job with the old way than with the new way.[20:31] When we're thinking about change and thinking about stopping one practice, or switching from one practice to another that's not as familiar yet, that we don't have that same level of skill, experience, and proficiency with yet, what are some of the mindframes that can help teachers navigate those changes?[20:48] And figure out, "How am I going to handle this change in a way that I feel good about, that I can pursue with integrity, and pursue with confidence that, ultimately, it is going to get better for my students?"John:  [21:01] Justin, let me start by saying you've got to beware of educators who have solutions. We have a tendency in our business to look for the latest bauble on the Christmas tree and say, "We've got to introduce this in our school," whether it be a new curriculum, a new teaching method, a new whatever.[21:17] That's one of my frustrations in the business. Why don't we start with acknowledging and recognizing that we do have excellence all around us? Why would you take a teacher who uses a method that you may not like, who uses a method perhaps out of the 1970s, but they're having an impact on their kids, why would you change that?[21:36] When I was living in North Carolina, I worked for the National Board for Professional Teaching Standards. One of my jobs was to look at the thousand videos at the time of the best teachers across your country. One of the things that's remarkable when you look at videos of a thousand‑plus superb teachers is you find very little in common about how they teach.[21:56] It's the whole theme of the book. It's their thinking that's behind it. When I heard school leaders who come up with this latest "gee whiz" thing they want to do, and all their teachers in their schools have to adopt this new whatever, whatever, whatever, it drives me crazy.[22:12] Sometimes you are destroying the very excellence that are there. No wonder some of our teachers sit there with their arms crossed saying, "No, I'm not going to do it." I'm not defending incompetence. I'm not defending those who have low impact. I'm saying start by acknowledging whether you have teachers already doing good things. Why would you change them?[22:31] In fact, I think the biggest problem we have in our profession is we have no debate. We have no literature on how we scale up success. In fact, I'm not bad at literature searching, Justin, and I could only find six articles that have ever been written on how you scale up success. All the time, we want to change.[22:47] The first thing I want to do is say, "Let's be careful about this new thing. Let's have a look and see what's working well, first." The second part of it is that sometimes you do need to change. If you're not getting that year's growth, absolutely you must change.[23:00] I look at our business again and say, "How good are we at implementation?" We work on the assumption that if the principal comes up with idea, they're going to implement it. We don't have a lot of implementation science, a tiny bracket at the Carnegie Corporation, one that's been in South Carolina. They've got some study models of how you do change and how you do fidelity of change.[23:24] Certainly, if I was running a course in your country on principals, I would be worried in talking to them about, "What does program logic look like? What does getting to outcomes look like? How do we go about the implementation?"[23:35] Sometimes, it's implemented so badly, with the principal standing up front saying, "We are going to do this. Here's the script. Here's the resources. Go and do it." No wonder it fails. You wouldn't do that in any other profession. You would be continually worried about the fidelity of our implementation.[23:49] I start from the work of Hess. Acknowledge the excellence there. Some of those teachers with their arms crossed in the back of the room don't need to change. Some of them do. Your first job is to work out which camp are they on.[24:02] Second thing is what I want principals to be very, very good at is evaluating their own implementation, how they go about, when they introduce something to the schools, to know where it's working, when it's working, how it's working, the magnitude that it's working.[24:16] I make a very strong argument that it's about principals and teachers as evaluators of what they do. That's the major theme that I want to worry about there. How do you get that implementation? How do you get that good diagnosis? How do you get principals helping teachers where to go next in [inaudible] ? That's what all the visible learning work look like.Justin:  [24:38] I think a lot about implementation, I think a lot about fidelity of implementation, and I think you're absolutely right. So often, we focus on a shallow teacher‑behavior level of fidelity. Honestly, as instructional leaders, we're often afraid to get into the thinking.[24:56] We're afraid to say, "Well, this could look different in different classrooms," and, "I don't know exactly what it should look like in every classroom, but this is what the model is about. This is how we can talk about practice."[25:09] I keep coming back to the idea of conversation as so critical for leadership, critical for understanding where teachers are in their thinking, critical for making decisions at the school level about how to proceed, about where we are, and what we need to do next.[25:27] I really appreciate your take on that. It is not a simple task to say, "I have my clipboard, I have my rubric, and I'm going to see you implement this strategy or this approach." I appreciate your comments about noticing the good that's already there.[25:45] I think about the idea of appreciative inquiry, this approach to research that says, "Let's find what's working. Let's find the good and build on that." I think the Hippocratic Oath for instructional leadership would be something along the lines of, "Don't break something that's working and replace it with something that's not going to work as well."[26:10] I appreciate that medicine has that philosophy or that value. It just struck me, as you're speaking, that we need the same thing ‑‑ to appreciate, first, the value of what's working and to be careful to protect that. Thank you so much for those comments.Justin:  [26:25] Just to make a comment on that, Justin, the biggest power of a school leader is they can have a major decision of what the narrative in the school is. I just want the narrative to be about impact, not about what we do.[26:39] In the same way, we're doing a lot of work here in Australia of networking principals, getting principals to work across schools. It's very, very hard, but it can be done, because we're doing it, is to relentlessly make sure that the conversation when principals come out of schools and talk to each other is also about the impact their teachers are having on kids.[26:57] They do want to talk about the resources in the school, about the wonderful things they're doing, about the policy, about the curriculum. But it's sometimes very hard to get them to talk about that impact. It means you have to create a pretty safe, trusting environment. In our work, sometimes that takes six months to eight months to even get that environment before you can get principals talking about impact.[27:17] I don't want make it that simple, but it is that simple. You have the power to tap the narrative about impact. Do it.Justin:  [27:27] That gets to my last question here. If you could wave a magic wand and get all of us in the instructional leadership business, if you could get all school leaders everywhere to do one thing, just by a wave of the magic wand, what would it be?John:  [27:41] That's easy. Stop talking about what you do. Stop talking about how you do it. Stop talking about the students. Stop talking about what you do. Stop talking about your curriculum. All I want you to talk about, all I want you to privilege is the notion of expertise.[27:59] As a professional, sometimes we deny our expertise when we say, "Ah, the kids did the work. The parents did the support. I had the right resources. I had the right curriculum." We have to stand up, as a profession, and say, "No, kids learn because we are very, very good at what we do. We are brilliant change agents," and we are.[28:17] I look at your country and my country and I see the demands of expertise. I see all the amateurism coming in. I see everyone say, "Oh, anyone can be a teacher." It requires an incredible set of skills and mindframes to do it.[28:29] I'd challenge any parent that's listening, probably not to your program, to imagine taking a group, 20 to 30 five‑year‑olds, and teaching them every day, four or five to six hours a day, every day of the year. That requires skill and expertise.[28:43] Can we, as a profession, please acknowledge kids improve? Our educational system is very good because of our thinking, of our expertise.Justin:  [28:55] The book is 10 Mindframes for Visible Learning ‑‑ Teaching for Success. Dr. Hattie, thank you so much for joining me on Principal Center Radio.John:  [29:02] Pleasure. Thank you, Justin.[29:04] [background music]Announcer:  [29:04] And now, Justin Baeder on high‑performance instructional leadership.Justin:  [29:09] High‑performance instructional leaders, what did you take away from my conversation with John Hattie? I think there is so much that we are doing, as a profession, that diminishes teacher thinking, that diminishes the importance of teachers' own cognition, reflection, and judgments about their practice and judgments about what their students need.[29:30] As I said to Dr. Hattie, I think we've done a tremendous disservice to our students by focusing so much on teacher behavior and on the observable aspects. I want to encourage you to commit to yourself that you will get at teacher thinking.[29:47] The best way to get at teacher thinking is simply to talk with teachers and, as Dr. Hattie said, to have a conversation. In those conversations, I really appreciated the fact that Dr. Hattie emphasized the importance of teacher expertise and highlighted that teacher expertise is not a rare thing.[30:07] We have enormously talented, experienced, knowledgeable, expert teachers in our profession. I think it's been a terrible thing in the last couple of decades that through accountability, through data, we have made all these attempts to reduce the importance of teacher expertise and to treat teachers as if they're the bottom of the totem pole in our profession.[30:28] Teachers are the front lines and they are the primary decision‑makers. I want to encourage you to have conversations with teachers that get the teacher to do the talking. As Dr. Hattie said for us, as leaders, to zip it and to just listen, and get teachers talking about their thinking, talking about their impact, and reflecting on their practice.[30:49] I want to let you know about our flagship, free program for helping you get into classrooms and talk with teachers. That program is called the Instructional Leadership Challenge.[31:02] We are giving it a complete overhaul. We've had more than 10,000 people go through the Instructional Leadership Challenge from about 50 different countries around the world over the past three or four years. We are doing a total reboot to help you get in the classrooms on a consistent basis and have those conversations with teachers. You can check that out at instructionalleadershipchallenge.com.[31:24] I also want to let you know about our in‑depth training program called the High‑Performance Instructional Leadership Certification Program. This is available both to individuals and to districts to help administrators get in the classrooms and have evidence‑based, framework‑linked conversations with teachers that actually lead to improvements in practice.[31:47] One of the reasons I was so excited to talk with Dr. Hattie today is because he kept saying things...[31:52] [background music]Justin:  [31:52] that have been resonating with me for the past year or so as I've been developing this program, developing the certification program.[32:00] So much of what we talked about today, you will find in that program because that approach to conversation and getting at those invisible aspects of teacher thinking and teacher decision making really designed into the high‑performance instructional leadership model.[32:16] You can check that out at principalcenter.com/district if you're interested in learning more about bringing the High‑Performance Instructional Leadership Certification Program to your district. You can also read about the model in my book, "Now We're Talking! 21 Days to High‑Performance Instructional Leadership".Announcer:  [32:32] Thanks for listening to Principal Center Radio. For more great episodes, subscribe on our website at principalcenter.com/radio.Transcription by CastingWords[/expand]

Mindframes. Media Study at Buffalo 1973-1990 | Ausstellungseröffnung 16.12.2006–25.03.2007, ZKM | Medienmuseum. Eröffnung 15.12.2006 Die Ausstellung MindFrames bietet einen Rückblick auf die einmalige geografische und zeitliche Situation, in der sich brillante Avantgardefilmer sowie verschiedene Videokünstlern unter der Leitung eines Medienvisionärs zusammenfanden, um an einer Universität erstmals eine Abteilung für Medienkunst einzurichten. Lehre, Ideen und Konzepte der damaligen Zeit erschließen sich über die eigens für die Ausstellung konzipierte Architektur, ein StudioLabor, das es ermöglicht, die zeitbasierte Kunst des bewegten Bildes in neuartiger Form zu studieren und nachzuvollziehen.

Mindframes. Media Study at Buffalo 1973-1990 | Interview 16.12.2006–25.03.2007, ZKM | Medienmuseum. Ausgehend von der Überzeugung, dass an der Gesellschaft nur derjenige teilnehmen kann, der die Kanäle und Codes ihrer Kommunikation versteht, setzte Gerald’O Grady sich das Ziel, Medienkompetenz zu vermitteln. Er gründet 1972 in Buffalo, New York zwei universitäre Einrichtungen, sowie das der Allgemeinheit zugängliche Zentrum Media Study/Buffalo. Diese drei von ihm initiierten und geleiteten Institutionen betrieben einen produktiven Austausch von Medientheorie und -praxis. Die Ausstellung MindFrames bietet einen Rückblick auf die einmalige geografische und zeitliche Situation, in der sich brillante Avantgardefilmer sowie verschiedene Videokünstlern unter der Leitung eines Medienvisionärs zusammenfanden, um an einer Universität erstmals eine Abteilung für Medienkunst einzurichten. Lehre, Ideen und Konzepte der damaligen Zeit erschließen sich über die eigens für die Ausstellung konzipierte Architektur, ein StudioLabor, das es ermöglicht, die zeitbasierte Kunst des bewegten Bildes in neuartiger Form zu studieren und nachzuvollziehen.

Mindframes. Media Study at Buffalo 1973-1990 | Einführung Peter Weibel entwickelt ab Mitte der 1960er Jahre eine Erweiterung üblicher Filmformen durch Filmaktionen und Filminstallationen, mit denen er die Bedingungen des Films selbst analysiert. Das erweiterte Kino, das expanded cinema, reicht bis hin zu Performances ganz ohne Filmprojektion. Ziel ist es, die die Codes der Bilder zu durchdringen, um einem neuen Wirklichkeitsbegriff formulieren zu können: Vom erweiterten Sehraum über den erweiterten Bildraum zum erweiterten Wirklichkeitsraum. Die Ausstellung MindFrames bietet einen Rückblick auf die einmalige geografische und zeitliche Situation, in der sich brillante Avantgardefilmer sowie verschiedene Videokünstlern unter der Leitung eines Medienvisionärs zusammenfanden, um an einer Universität erstmals eine Abteilung für Medienkunst einzurichten. Lehre, Ideen und Konzepte der damaligen Zeit erschließen sich über die eigens für die Ausstellung konzipierte Architektur, ein StudioLabor, das es ermöglicht, die zeitbasierte Kunst des bewegten Bildes in neuartiger Form zu studieren und nachzuvollziehen.