Podcasts about New Learning

Episode 406 explains how movement prepares the brain but does not guarantee learning. It traces the full sequence—movement, RAS-driven readiness, salience and relevance, focused attention, encoding, retrieval and repetition, and recovery and sleep—that turns activation into lasting memory and performance. The episode offers practical steps in a Move–Focus–Learn protocol: use brief movement to create readiness, clearly identify and remove distractions for one learning target, interact with material in meaningful ways, practice retrieval and spaced repetition, and protect recovery to support consolidation. Listeners are encouraged to test these simple experiments for school, work, or personal learning to make experience more usable and improve attention, memory, and performance. ON THIS EPISODE, YOU'LL LEARN: ✔ Why movement prepares the brain but does not guarantee learning ✔ How attention directs the capacity movement creates ✔ Why meaning and emotional relevance capture attention ✔ The difference between paying attention and actually learning ✔ How retrieval and repetition help new information stick ✔ How seeing, hearing, explaining, and applying an idea can help us remember it ✔ How restorative sleep supports memory and learning ✔ A practical Move–Focus–Learn Protocol for school, work, or your own personal learning The central idea is simple: Movement opens the window. Attention determines what enters. Repetition strengthens what remains. And recovery helps the brain integrate what it has experienced. Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast, where we bridge neuroscience, social and emotional learning, and human performance so we can create measurable improvements in our well-being, achievement, leadership, productivity, and results. I'm Andrea Samadi, and if you've been following along through Season 16, you'll know that we have been building what I call The Brain's Operating System for Human Performance—a neuroscience-based framework designed to help us understand how the different systems of the brain and body work together to influence how we learn, adapt, connect, lead, and ultimately, how we perform. We are currently in Phase 3, focused on Movement, Learning, and Cognition. As I prepared for this phase, I went back through more than 400 episodes of the podcast and organized them according to the five phases of this framework. I wanted to see whether any patterns would emerge. And some did. Phase 1, Regulation and Safety, includes 57 episodes. Phase 2, Neurochemistry and Motivation, includes 41 episodes—the smallest category, possibly because this is the area I have explored the least with my learning. Phase 3, Movement, Learning, and Cognition, includes 174 episodes—the largest category by far. Phase 4, Perception and Social Intelligence, includes 68 episodes. And Phase 5, Integration and Meaning, includes 71 episodes. When I saw that 174 episodes—more than 40 percent of the entire podcast—fit into Movement, Learning, and Cognition, it immediately showed me where much of my curiosity has been directed over the years. I have always been fascinated by learning: How do we prepare the brain to learn? What captures our attention? Why do some ideas (or people) remain with us while others disappear? How does knowledge become something we can retrieve, apply, and actually use to improve our lives? And while I am spending most of my spare time hiking, or at the gym over the years, I wonder, how does this movement that I'm doing help to improve my attention, or memory, and finally, where does recovery fit into this process? The past few weeks, I'm finally connecting the dots with how important recovery is with this equation. I'm also learning how to determine what's important to me. John Medina's Brain Rules book explains what holds our attention. He reminds us that “we don't pay attention to boring things (or people).[i] As we continue through these five phases of The Brain's Operating System for Human Performance, I'm especially curious about how we will move beyond understanding these lessons, to begin implementing what we are learning, and connecting more ways to improve how we learn, adapt, connect, lead, and ultimately perform in our day to day lives. That will become an important part of the upcoming workbook—which is a practical way for each of us to identify what we have already strengthened, where gaps may remain, and which specific actions can help us to improve our own learning, well-being, and performance. Because the purpose of this 5 Phase Framework is not simply to collect more information about the brain. It is to understand how the systems connect—and then use that understanding to create meaningful change.  “Attention Is the Gate—How Movement Becomes Learning.” For today's Episode 406, we'll connect Dr. John Medina's Brain Rules to the Movement Loop we have been building throughout Phase 3—and answer the next important question: Once movement activates and prepares the brain, what determines whether that readiness becomes lasting learning? You can review our full interview with John Medina from EP 42[ii] from February 2020. (find the link in the reference section of the show notes). INTRODUCTION: THE MISSING STEP We have spent this phase so far, examining how movement changes the brain. Dr. Chuck Hillman and Paul Zientarski[iii] showed us that movement prepares the brain for learning. Dr. John Ratey[iv] helped us understand how exercise influences neurochemistry, BDNF, and neuroplasticity. Dr. Kristen Holmes[v] showed us that recovery helps determine whether strain becomes adaptation. And our restorative-sleep episode explored where some of that recovery, adaptation, and integration may occur. But one important question remains: A brain can be activated, chemically prepared, and physiologically ready—but what determines what it actually learns? The answer begins with attention. Movement may create the readiness to learn, but readiness alone is not learning. The brain must still select what matters, focus on it, interact with it, encode it, revisit it, and eventually integrate it. That gives us the pathway we will explore today: Movement creates readiness. But what is the filter in our brain that helps us to focus on the things that are most important to us. What gives us the ability to pay attention to something? The RAS- or The Reticular Activating System. Before we continue, let's remind ourselves what the RAS is. The RAS—or reticular activating system—is a network of neurons extending through the brainstem that helps regulate wakefulness, alertness, and our readiness to respond to incoming information. We explored this system previously in Episode 272, “Priming the Reticular Activating System to Achieve Our Goals.” In that episode, we described the RAS as a type of filter that helps us notice information connected to what we have identified as important. For example, once you decide that you are interested in a particular type of car, you may suddenly begin seeing that car everywhere. That's the RAS filtering system in our brain. The cars were already there, but your attention now has a reason to prioritize them. In Episode 272[vi], we applied this idea to goal-setting. When we clearly identify an intention, we may become more likely to notice relevant information, opportunities, and connections that were previously present but did not receive our attention. That explanation gave us a useful starting point. But here in Episode 406, we can add more precision. The RAS is not a tiny gatekeeper sitting in the brain and personally deciding what we will learn. It is part of a broader network that helps maintain the level of arousal and alertness required for our attention. It helps the brain become available to notice whatever it is that is important to us. Then salience, relevance, emotion, intention, and our current goals help determine what receives priority. Focused attention directs our limited cognitive resources toward the selected information. Next, encoding and repetition help strengthen what we want to focus on. And recovery and sleep help to further support its consolidation and integration. So our expanded Movement Loop now looks like this: you can see an image in the show notes to expand this understanding. Movement supports brain activation.   RAS helps the brain become awake, alert, and ready to pay attention. Salience and relevance (or what matters the most to us) helps to determine what receives priority. Our focused attention selects what gets our priority. Encoding and repetition further strengthens this pathway. Recovery and sleep (that we've dove deep into) support consolidation and integration. And together, these processes increase the likelihood that experience becomes learning—and that learning becomes available for future performance. Whatever it is that we have put our attention on, is now made usable.  This shows us how our understanding has evolved since Episode 272, three years ago. Then, we were asking: How can our intention help us notice what matters with the attainment of our goals? Now, years later, with more understanding, we are asking: Once the brain is alert and something important has captured our attention, what sequence of events must occur for that information to become lasting learning? We are no longer asking only what must remain top of mind so we can notice opportunities connected to our goals. We are asking what happens next: How does something we notice become something we understand? How does something we understand become something we remember? And how does something we remember become knowledge or a skill we can retrieve, apply, and use to improve our performance? This is where Dr. John Medina's Brain Rules help us to connect the pieces. Let's begin with Lesson One: Lesson 1: Movement Creates Readiness—Not Guaranteed Learning Movement can increase alertness, circulation, and readiness for cognitive work. But why might movement have such a powerful relationship with the brain? Dr. John Medina explains this through an evolutionary lens. His point is that the human brain did not develop while we were sitting motionless at desks or staring at screens. It developed while human beings were moving through changing outdoor environments, solving immediate problems, and continually responding to the world around them. Let's listen to how he explains it. CLIP 1 John Medina “The human brain was designed to solve problems related to surviving in an outdoor setting, in unstable meteorological conditions—and to do so in constant motion. The constant motion is where the exercise comes in. But the rest of that—the more a school, or any of us, can recreate the world of the Serengeti, the place where this brain actually grew up, the better things are. And exercise, particularly outdoor exercise, is a terrific example of this idea.” When Medina refers to the Serengeti, I don't think he is suggesting that schools should literally recreate the dangers or conditions of an ancient environment. He is giving us an evolutionary picture of the conditions under which the human brain developed: We moved. We navigated changing environments. We encountered new sensory information. We solved problems. We adapted to uncertainty. And we did these things together rather than remaining physically still for most of the day. Outdoor movement may bring several of these conditions together. We are moving our bodies while also responding to changes in light, temperature, terrain, sound, distance, and direction. This helps explain why movement belongs at the beginning of our Movement Loop. But it also brings us to an important distinction: Movement creates readiness. It does not guarantee learning. A student can move before class and still become distracted. A leader can exercise before work and still spend the morning reacting to notifications. An athlete can warm up physically without becoming mentally focused on the strategy or skill required next. Movement can help activate the system. The RAS in the brain helps us become awake and alert. But the brain must still determine what stands out, what is relevant, and what deserves focused attention. Movement opens the window. Attention determines what enters through it. Our Key lesson: Movement prepares the brain. Attention directs the preparation. PUT THIS INTO ACTION Before your next period of demanding cognitive work, use movement to create a window of readiness. Take a five-to-ten-minute walk, complete a brief movement break, stretch, or choose another form of movement appropriate for your ability and environment. But do not move without deciding what comes next. Before you begin, identify the specific task you will return to: “When this movement break ends, what will receive my attention?” For a student, it might be the first problem on a math assignment. For a leader, it might be the one decision that requires uninterrupted thinking. For an athlete, it might be the cue, strategy, or skill that needs to remain at the center of practice. Movement creates the opportunity. A clear intention helps direct what happens next. Your experiment is: Move briefly, choose one target that you want to complete with this intention, and begin that task immediately after the movement ends. Lesson 2: Attention Is the Gate In EP 395[vii], we examined what captures attention: Meaning Emotion Relevance Intention Reward Human connection Now today's episode shows how we move beyond why the brain notices something and explains what attention does after movement has prepared the system to learn. Attention acts as a filter. The brain encounters more information than it can consciously process, so it must select what receives priority. This creates the bridge: Brain activation creates capacity. Attention distributes that capacity. Our Key lesson: What the brain does not attend to has little opportunity to become lasting learning. Andrea's Application This distinction between brain capacity and cognitive efficiency became personal for me when I reviewed the results of my 2020 brain scan. We covered this topic on EP 84[viii] and we will do a thorough review of what was learned with our brain scans at Dr. Daniel Amen's CA Clinic. The evaluation that I received after my scan was completed with Dr. Shane Creado, suggested that I had areas of strong capacity, but that my brain appeared to be working harder than necessary to complete certain tasks in the cognitive testing. A possible contributor we discussed was sleep deprivation. I want to be careful here: a SPECT scan is not a direct measurement of attention or learning, and my results cannot tell us that insufficient sleep caused a specific attention pattern. But the experience gave me a useful way to think about what we are learning today. Having cognitive capacity does not necessarily mean that we are using that capacity efficiently. I may be motivated, active, and ready to work—but if I am under-recovered, under-slept, distracted, or trying to process too many competing inputs, my brain may have to expend more energy to sustain focus. This helped me understand the Movement Loop at a more personal level: Movement can help activate my brain. Attention gives that activation a target. But recovery may influence how efficiently I can sustain that attention and use it for learning. My scan did not define what my brain could do. It gave me another reason to examine the conditions under which my brain performs at its best. PUT THIS INTO ACTION Before asking yourself—or someone else—to focus, make the target of attention clear. Start by completing this sentence: “The most important thing to notice right now is…” Then reduce the competition around it. We all know to do this. Silence unnecessary notifications. Close unrelated tabs. Remove extra materials from view. Avoid asking the brain to switch repeatedly between tasks. If you are teaching, make the relevance visible: “Why does this matter?” “What should students be listening or looking for?” “How does this connect to something they already know?” If you are working independently, write your one priority clearly where you can see it. Remember, the goal is not to force the brain to attend to everything. The goal is to help it identify (with your RAS-that filter in your brain) what deserves your priority. Your experiment is: Choose one target, (something you want to accomplish) remove as many unnecessary sources of interference as possible, and create one meaningful reason to pay attention. This also helps explain why keeping your desk clear, your closet organized, or your car tidy may make you feel calmer and more focused. How we do anything is how we do everything. Every object, notification, unfinished task, or piece of visual clutter can become another potential signal competing for your attention. That does not mean everything must be perfectly organized before you can begin (while some of us would prefer to work this way), perfection can become its own form of interference. Just get started. It simply means that when you reduce unnecessary visual and mental competition, you make it easier for the brain to recognize the priority in front of you. Clear the space. Name the target. Create the relevance. Then give the task your full attention. Lesson 3: Attention Is Necessary—but It Is Not Enough Paying attention to information once does not guarantee that it will be remembered. This is where Dr. Medina's memory rules enter: Repeat to remember. Remember to repeat. The first refers to giving new information more than one opportunity to be encoded. The second points toward revisiting information over time. This allows you to extend the Movement Loop: Movement prepares the brain and body. Attention selects what to focus on. Retrieval and Repetition strengthens our focus. Recovery helps us to integrate what we are learning. PUT THIS INTO ACTION After learning something new, do not immediately reread it. First, look away from the material and try to retrieve it. Ask yourself: “What were the three most important ideas?” “How would I explain this without looking at my notes?” “What can I remember on my own?” Retrieval reveals the difference between recognizing information and actually being able to access it. Then return to the material, check what you missed, and retrieve it again later—after an hour, the next day, or several days afterward. For students, this could mean closing the textbook and explaining the lesson to a partner. For professionals, it could mean summarizing a meeting before reviewing the notes. For personal learning, it could mean recording a short voice memo explaining the idea from memory. Your experiment is: Learn it once, retrieve it without looking, and schedule a brief return to it later. See if you can remember it. Attention begins the pathway. Retrieval and repetition help strengthen it. Andrea's Application This lesson reminded me of one part of the cognitive testing that accompanied my brain scan at Amen Clinics: a Continuous Performance Test, or CPT. In the version I completed, letters appeared on a computer screen. The instruction was to press a button whenever a letter appeared—except when the letter was X. This type of task may sound simple, but it requires you to remain attentive over time, respond consistently, and inhibit your automatic response when the target letter appears. My results indicated that this was an area in which I did not perform as strongly. Looking back, I remember hearing the basic instruction: press the button for every letter except X. But I do not remember fully appreciating that the speed and consistency of my responses also mattered. This gave me an important real-life lesson: Hearing an instruction is not the same as accurately encoding everything the task requires. Before beginning something important, pause and ask: “What exactly am I being asked to do?” “What details determine successful performance?” “Can I explain the instructions back in my own words?” And, when appropriate, write down the key steps before beginning. This applies in a classroom, during a meeting, while completing an assessment, or whenever accuracy matters. First, attend to the full instruction. Then restate or retrieve it. Clarify anything that is missing. And only then begin the task. My experience showed me that attention is not just about working harder or concentrating more intensely. It is also about identifying the correct target—and making sure we understand the complete task before directing our effort toward it. Lesson 4: Learning Becomes Stronger When It Has More Than One Path Dr. Medina's Brain Rule #9 about sensory integration and vision(meaning our brains learn and remember best when multiple senses—like sight, sound, and touch—are engaged at the same time) give you the practical learning background to involve ALL of your senses. While teaching and learning you can ask: Can I see it? Can I hear it? Can I explain it? Can I demonstrate it? Can I connect it to something I already know? Can I apply it physically or practically? The goal is not sensory stimulation for its own sake. It is to provide clear, relevant pathways through which the learner can interact with the information. Our Key lesson: The more meaningfully we interact with information that we are learning, the more opportunities the brain has to encode and retrieve it. PUT THIS INTO ACTION Choose one idea you want to remember and interact with it in at least two meaningful ways. You might: See it in a diagram. Hear it explained. Say it in your own words. Write or draw it. Teach it to someone else. Demonstrate it physically. Connect it to a previous experience. Or apply it to a real problem. The goal is not to add noise or stimulation. More input is not automatically better. Each interaction should make the idea clearer, more relevant, or easier to retrieve. For example, instead of only reading about the Movement Loop, you could draw the sequence, explain it aloud, and identify where it appears in your own daily routine. Your experiment is: Take one important idea and represent it in two different, meaningful ways. The more deeply we work with information, the more opportunities the brain has to encode and retrieve it. Andrea's Application If you have been listening to this podcast for a while, I'm sure you have noticed that when I organize an idea into a framework—or represent it in a visual graphic—it begins to come to life. I can see how the pieces from past episodes connect, can explain the concept more clearly, and retrieve and apply it to my life more easily. It's also difficult to forget something when there's a visual image connected to it if you are the type of learner who needs to see something to make it stick in your memory. LESSON 5: RECOVERY HELPS LEARNING CONTINUE AFTER ATTENTION ENDS So far, we have followed learning through four important steps: Movement prepares the brain and body. RAS helps “turn on the lights,” allowing us to become awake, alert, and ready to respond. Next, the brain begins identifying what might be important to us. Salience refers to something that stands out—perhaps because it is new, unexpected, emotional, or connected to a possible reward or threat. Relevance refers to how closely that information connects to our goals, needs, experiences, or interests. In simple terms: Salience asks, “What stands out?” Relevance asks, “What matters to me?” Attention through the RAS next directs the brain's spotlight toward the information selected for deeper processing. Imagine a flashlight shining on whatever it is that you have picked to be important to learn. Encoding creates the initial memory. Retrieval and repetition strengthen it. But learning does not necessarily end when we close the book, leave the classroom, finish the meeting, or stop practicing. The brain still needs time to stabilize, organize, and connect what we learned. This is where recovery and sleep enter the Movement Loop. SLEEP IS AN IMPORTANT PART OF LEARNING Sleep is not a period when the brain simply switches off. While we sleep, the brain continues processing information from the day. Newly encoded memories may be reactivated, strengthened, reorganized, and connected with knowledge we already have. This is called memory consolidation. In simple terms, consolidation helps make a new memory more stable and easier to access later. Deep non-REM sleep and REM sleep may support different but overlapping parts of this process. Deep sleep is associated with physical restoration and the consolidation of certain facts and experiences. REM sleep has been associated with emotional learning, procedural skills, creative connections, and integrating new experiences with older memories. But we should not think of these as completely separate jobs. Deep sleep and REM are parts of a repeating sleep cycle, and both may contribute to learning. This is why I use the phrases: Deep sleep helps me recover from the hard work I did that day. REM may help me integrate what I experienced and what it meant to me. The word “may” matters because sleep is more complex than saying that deep sleep only restores the body and REM alone integrates learning. The most important lesson is this: What we focus on while we are awake gives the brain something to work with while we sleep. Retrieval and repetition strengthen the information before sleep. Then sleep provides conditions that can help stabilize, organize, and connect what we learned. THE MOVEMENT LOOP IN SIMPLE TERMS Let's put the complete cognitive side of the Movement Loop into simple language. MOVE—to prepare the brain and body. BECOME READY—RAS- in the brain helps us become awake, alert, and available to respond. NOTICE—salience helps something stand out because it is new, emotional, unexpected, rewarding, or potentially threatening. RELEVANCE—relevance helps the brain recognize how that information relates to our goals, needs, interests, or previous experiences. ATTENTION—directs our mental resources or a spotlight toward the selected information. ENCODE—begins forming a memory of what we are focused on. RETRIEVE AND REPEAT—strengthens the memory and makes it easier to access again. RECOVERY and CONSOLIDATION—so the brain and body can restore, and sleep can support memory consolidation. Leading us to-- INTEGRATION—to connect the new learning with what we already know. APPLY—Making the learning available and ready to use when we need it. So, in its expanded form, the Movement Loop looks like this: Movement → RAS-Supports Readiness → Salience and Relevance (what's important to us)→ Focused Attention → Encoding (forms the memory of what we are focused on)→ Retrieval and Repetition (to strengthen the neural pathway) → Recovery and Consolidation (important for the brain and body to be rested and recovered)→ Integration (connect new learning with what we already know)→ NEW Learning and Performance (ready and available for us whenever we need it). Here is an even easier way to remember how we LEARN: Move. Wake or Get Ready. Notice. Focus. Form a Memory. Strengthen it. Recover it. Connect it. Use it. Movement prepares the system. The RAS helps us become alert. Salience and relevance identify possible priorities. Attention selects the target. Encoding begins the memory. Retrieval and repetition strengthen it. Recovery and sleep help stabilize it. Integration connects it. And application makes it useful. These stages do not always occur in a perfectly straight line. We may notice something before we are fully focused on it. We may need several rounds of encoding and retrieval. We may sleep on an idea and understand it differently the following day. Or we may try to apply what we learned and discover that part of the pathway still needs strengthening. That is why this is a loop rather than a one-way process. Application produces feedback. That feedback shows us what we understand, what we can retrieve and use, and what still requires attention, repetition, or recovery. Then that feedback guides the next cycle of learning. We move again. We become ready. We direct our attention toward what matters. And with each cycle, we build learning that becomes more accessible, adaptable, and useful in our performance. PUT THIS INTO ACTION Before ending your next learning or work session, take one minute to ask: “What is the most important thing I want to remember?” Without looking at your notes, write down the central idea in your own words. Then decide when you will retrieve it again—perhaps later that day or the following morning. After that, give yourself permission to recover. When your attention is fading, another exhausted hour may not be as valuable as a break or a full night of sleep. The following day, try to retrieve the idea again before looking at your notes. Notice what remained accessible and what needs another repetition. Your experiment is simple: Summarize it. Sleep on it. Retrieve it again. Because learning begins while we are awake—but recovery and sleep help the brain continue the work. The Move–Focus–Learn Protocol BRINGING THE FIVE ACTIONS TOGETHER Here is the full Move–Focus–Learn experiment: Test this in school, work or personal learning: Use a brief walk or appropriate movement break before demanding cognitive work. This is what I told Dr. Medina 6 years ago is the only way I'm able to stay focused on writing difficult topics, like this one. Identify the one thing that deserves your attention next. Pick one priority you will focus on. Remove interference. Reduce unnecessary notifications, competing tasks and distractions. This can take a few minutes ahead of time, but keeps the learning slate clean so to speak. Create relevance. Ask, “Why does this matter to me—or to this learner?” Interact with the information you want to learn. Explain it, visualize it, discuss it, demonstrate it or apply it. Retrieve it. Close the book or screen and recall the important ideas without looking. Repeat it later. Return to the information after time has passed. Protect recovery. Allow sleep and recovery to support the next stage of learning. REVIEW AND CONCLUSION As we close out Episode 406, I want to return to the question we began with: Once movement activates and prepares the brain, what determines whether that readiness becomes lasting learning? The answer is not one single process. Learning emerges through a sequence of connected conditions: The brain and body must become ready. Something must stand out and feel relevant. Attention must select it. The information must be encoded. It must be retrieved and revisited. And recovery and sleep must provide opportunities for consolidation and integration. Dr. John Medina's Brain Rules helped us follow this sequence through five key lessons. LESSON 1: EXERCISE PREPARES THE BRAIN Movement helps create biological conditions that support alertness, attention, and cognition. The RAS contributes to this process by helping us become awake, alert, and ready to respond. But movement creates an opportunity—not a guarantee. A prepared brain still needs direction. LESSON 2: ATTENTION SELECTS WHAT MATTERS The brain encounters far more information than it can consciously process. Salience helps us notice what stands out. Relevance connects that information to our goals, needs, interests, or previous experiences. Attention then directs the brain's spotlight toward the selected target. Movement may create greater readiness, but attention determines where that readiness goes. LESSON 3: RETRIEVAL AND REPETITION STRENGTHEN WHAT ATTENTION BEGINS Paying attention once may create familiarity, but familiarity is not the same as learning. Encoding begins the memory. Retrieval asks the brain to locate that information again. Repetition gives us additional opportunities to strengthen our access to it. This is why explaining an idea without looking at our notes can be more useful than simply rereading it. Attention begins the pathway. Retrieval and repetition help make it last. LESSON 4: MEANINGFUL INTERACTION HELPS LEARNING STICK We can strengthen encoding by interacting with an idea in more than one meaningful way. We might see it, hear it, explain it, draw it, demonstrate it, or apply it. The goal is not to add as much stimulation as possible. The goal is to give the brain clear and relevant ways to understand, represent, and later retrieve the information. This is something I have experienced while creating this podcast. When I organize an idea into a framework or bring it to life in a visual graphic, I can see how the pieces connect. That helps me explain the idea more clearly, remember it more easily, and apply it more effectively. LESSON 5: RECOVERY ALLOWS LEARNING TO CONTINUE Learning does not necessarily end when we close the book, leave the classroom, finish the meeting, or stop practicing. During sleep, newly encoded information may be reactivated, stabilized, reorganized, and connected with existing knowledge. Deep non-REM sleep and REM sleep may contribute to this process in different but complementary ways. This is why recovery is not separate from learning. Recovery is part of the learning process. PUTTING THE MOVEMENT LOOP TOGETHER The complete cognitive side of the Movement Loop now looks like this: Movement prepares the brain and body. RAS-supported arousal helps us become awake and alert. Salience and relevance help identify possible priorities. Attention selects the target. Encoding begins the memory. Retrieval and repetition strengthen it. Recovery and sleep support consolidation. Integration connects the new learning with what we already know. And application makes that learning available when we need it. Or, in its simplest form: Move. Wake. Notice. Focus. Form. Strengthen. Recover. Connect. Use. Movement creates readiness. Attention provides direction. Encoding begins the memory. Retrieval and repetition strengthen the pathway. Recovery supports consolidation and integration. And application turns what we have learned into improved performance. Together, these processes help turn activity into lasting learning. FINAL THOUGHT This is not the first time we have explored Dr. John Medina's work, but each return has allowed us to ask a different question. In Episode 42[ix], we asked: How should schools and workplaces change when we understand the brain? In Episode 370[x], we asked: How can neuroscience and emotional regulation improve learning environments? In Episode 395[xi], we asked: What captures attention and motivates behavior? And here in Episode 406, we asked: How does an activated and attentive brain convert an experience into learning? That question has helped us add important detail to the Movement Loop. Movement alone does not create learning. Attention alone does not create lasting memory. Repetition without meaning may not produce understanding. And effort without recovery may not give the brain the conditions it needs to consolidate and integrate what happened. Each part of the process matters. Before we close, consider these questions: What are you preparing your brain to notice? Where is your attention going after you move? Are you interacting with important information deeply enough to encode it? Are you retrieving what you are learning—or merely rereading it? And are you protecting the recovery that allows learning to continue? Because what we repeatedly attend to, retrieve, and apply begins to shape what we know, what we can do, and how we perform. PREPARING FOR EPISODE 407 Movement can prepare the brain. Attention can direct it. Encoding can begin the memory. Retrieval and repetition can strengthen it. And recovery can help consolidate and integrate it. But every part of this process requires energy. The brain needs energy to direct attention, form memories, regulate behavior, and sustain performance. The body needs energy to move, adapt, recover, and begin the cycle again. So in Episode 407, we will revisit Jason Wittrock's work through a more current and carefully defined lens. We'll examine his experience with nutrition and fasting as an applied practitioner and personal case study, while comparing those ideas with current evidence surrounding nutrition, blood-sugar stability, metabolic flexibility, recovery, and performance. Because the brain and body cannot sustain performance without the energy required to power the system. I'll see you next time as we ask: How does metabolic health influence our capacity to move, learn, recover, and perform? RESOURCES Clip 1 with Dr. John Medina https://www.youtube.com/shorts/zDItOHAc8qQ Full Interview with Dr. John Medina https://www.youtube.com/watch?v=CFzg5nQnEMs REFERENCE   [i] John Medina's Brain Rule #4 https://brainrules.net/article/attention/   [ii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 42 with Dr. John Medina on “Implementing Brain Rules in Schools and Workplaces of the Future” https://andreasamadi.podbean.com/e/dr-john-medina-on-implementing-brain-rules-in-the-schools-and-workplaces-of-the-future/   [iii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 403 https://andreasamadi.podbean.com/e/movement-first-how-a-20%e2%80%91minute-walk-lights-up-the-brain/     [iv]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 404 https://andreasamadi.podbean.com/e/movement-matters-how-every-move-rewires-the-brain/   [v] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 405 https://andreasamadi.podbean.com/e/movement-isnt-enough-how-recovery-drives-real-adaptation/   [vi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 272 https://andreasamadi.podbean.com/e/brain-fact-friday-on-priming-the-reticular-activating-system-to-achieve-our-goals-in-2023/   [vii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 395 https://andreasamadi.podbean.com/e/theory-of-mind-the-missing-link-between-attention-reward-and-motivation/   [viii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 84  https://andreasamadi.podbean.com/e/how-a-spect-scan-can-change-your-life-part-3-with-andrea-samadi/   [ix] Neuroscience Meets Social and Emotional Learning Podcast EPISODE 42 with Dr. John Medina on “Implementing Brain Rules in Schools and Workplaces of the Future” https://andreasamadi.podbean.com/e/dr-john-medina-on-implementing-brain-rules-in-the-schools-and-workplaces-of-the-future/   [x]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 370 https://andreasamadi.podbean.com/e/brain-rules-revisited-how-neuroscience-can-transform-classrooms/   [xi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE 395 https://andreasamadi.podbean.com/e/theory-of-mind-the-missing-link-between-attention-reward-and-motivation/      

Columbus just landed Electra's $850 million EL9 Ultra Short hybrid-electric aircraft manufacturing plant at AirPark Ohio, is building a $100 million early childhood learning center on a former jail site and generated 6.5 million union building trades work hours at Google facilities alone last year. And the American Federation of Labor was founded downtown in 1886. On today's Trades Day episode of America's Work Force Union Podcast, C/COBCTC Executive Secretary-Treasurer Dorsey Hager delivers his monthly update covering Intel's continued ramp-up, upcoming public hearings for two major gas-powered energy centers that will supply data center campuses in Fairfield County and Asheville, a new project labor agreement for the $100 million Franklin County early childhood learning center, the state of Ohio's data center conversation at the local government level and what happened when building trades members brought brick walls and concrete finishing to the Ohio State Fair. Visit columbusconstruction.org for more.

In dieser Folge dreht sich alles um ein sehr cooles Lernformat in Bewegung.

Wir tauchen einmal wieder tief - diesmal ins Thema Breathwork als Topic fürs Corporate Learning.

Fox Valley Technical College is the only place in the state of Wisconsin where students can explore a two-year natural resources education program. It's recently received an addition that has campus buzzing with excitement. A 160-acre anonymous donation was made by a community member who wanted their land to stay in habitat and not be developed. A priority in education made the program the right fit for the donation. Paul Groell is the chair of the Natural Resources Department at Fox Valley Technical College. He says they were very surprised but very pleased with the donation.See omnystudio.com/listener for privacy information.

In dieser Folge dreht sich alles um ein kleines Gedankenexperiment: Was wäre, wenn wir schon alles erreicht hätten, was wir wollen?

I'm 66, and I live in Rugby. I was born here, left when I was 18 to go to university in Portsmouth, and then did my postgraduate studies and a master's in education.I moved to London and worked in North London as a class teacher in the Primary phase. I became a head teacher, or a school principal, by the age of 32, and then I became one of the head teachers in Britain who were sent into failing schools. So I was the headteacher of several very large schools, and at 56, I retired. Like most people, I did not make caring for myself a priority. We were placed in some very scary situations, but as professionals, we have to deal with them and accept all the responsibilities. I slept badly, I worried about everything and everyone, and I ate erratically. I could go all day without eating, then eat everything.Yet each day arrive at 6.30 am with a smile on my face and get ready for a new day!!  I had no control, and buffets were a nightmare. I can't have one biscuit!! I can stand and toast white bread until the cows come home.I can eat 5 doughnuts in 10 bites.I was 120 kilos with a belly and a round face, and I hated myself.  I did all the diets and lost weight that always returned, plus more.Finally, I read Dr Fung's book, then Glenn Livingston's book on bingeing, then Gin Stephen's and then you, and it's changed my life.But I feel we underestimate the power of fake food and chemicals. With hindsight, walking away from recreational drugs, from smoking 40cigarettes a day, was easier than the pull of ultra-processed fake foods.  I am back in Rugby because my Mum is 89 and housebound, and I can't, in good conscience, not be around. So I've slipped into being a caregiver, which wasn't the plan. I live with my partner, Juan, and we have been together for ten years. IF has helped me in so many other ways. I love the mental clarity, I feel positive and happy, every day feels like an education, and I'm learning about myself and finally putting my own needs first. If I want to be the best life partner or most helpful child to my Mum, then I need to take care. How to connect with Graeme Join Graeme's Patreon and get accountability and support.www.patreon.com/thefastinghighwayWebsite to book a one-on-one call.www.thefastinghighway.com.To buy the book The Fasting Highway your local Amazon store, or any good online book seller. Disclaimer -The views in this podcast are those of the guest and host only and should not be taken as direct medical advice. Please consult your health professional before beginning any health plan.

In dieser Folge machen wir einen DeepDive in den gerade erschienenen L&D Monitor 2026 von Studytube.

Join us as we catch up with Rowan Campbell-Pilling to talk about his step up to GB3 this season and the ongoing journey to F1

Letztendlich geht es darum, aus jungen Menschen, aus Leistungsempfängern, Arbeitnehmer zu machen und sie darin zu unterstützen, ein selbst bestimmtes Leben zu führen.“ – deutlicher kann man den gesellschaftlichen Auftrag eines Berufsbildungswerks kaum formulieren. In dieser Folge sprechen Viola Ploski und Jörg Trabold darüber, wie das SRH Berufsbildungswerk Neckargemünd Ausbildung neu denkt. Mit dem CORE-Prinzip – „Handlungskompetenz durch das Zusammenwirken von Selbst-, Methoden-, Sozial- und Fachkompetenz“ – entstehen „in sich geschlossene Blöcke von 5 Wochen“, in denen Azubis genau wissen, „was sie in den nächsten 5 Wochen erwartet“. Theorie und Praxis? Kein Nebeneinander mehr. „Der Azubi erfährt ganz praktisch, dass da was zusammengehört.“ Möglich macht das unter anderem die feste „CORE Time – jeden Mittwoch von 7:30 bis 9:00 Uhr“. Eine Episode über Inklusion, klare Zielbilder und die Erkenntnis: „Change ist personal.“

In der heutigen Folge dürfen wir einmal wieder durchs Schlüsselloch blicken: hinter die Lernkulissen der avasis solutions GmbH.

On today's episode, Mark sits down with Dr. Vishal Sharma, Director of Clinical Education and Operations at Spear Education, to explore the evolving landscape of dental education. Dr. Sharma shares his journey from building and scaling private practices to leading clinical education initiatives across DSOs, and now helping shape the next generation of learning at Spear.  The conversation dives deep into hybrid education models, the growing role of AI in diagnostics and training, challenges facing early career dentists, and why blending in-person mentorship with virtual and self-paced learning is the future of dentistry. They also discuss how technology, efficiency, and accountability are redefining both clinical excellence and career satisfaction for today's dentists. Be sure to check out the full episode from the Dentalpreneur Podcast! EPISODE RESOURCES https://www.speareducation.com https://www.truedentalsuccess.com Dental Success Network Subscribe to The Dentalpreneur Podcast

In dieser Episode spricht Thomas Jenewein mit Jan Foelsing vom New Learning Lab über Vibe Coding. Jan zeigt Use Cases für Learning & Development auf, wie KI Lernen unterstützen, beschleunigen und kreativer machen kann. Er erklärt, warum der „Vibe“ ein wichtiger Erfolgsfaktor für Learning & Development sein kann und verrät, wie L&D‑Teams mit kleinen Vibe-Coding Experimenten starten können. Zudem schauen wir auf Tools, Beispiele und darauf, wie Vibe Coding die AI Adoption in Firmen unterstützt. Links & ToolsJan Fölsing auf LinkedIn: https://www.linkedin.com/in/janfoelsing/New Learning Lab: https://www.newlearning.team/new-learning-labAI Adoption Circle: https://www.newlearning.team/ai-fuer-die-personalentwicklungGoogle AI Studio: https://codelabs.developers.google.com/vibe-code-with-gemini-in-aistudio?hl=deBeispiel AI-Transformation Assessment: https://aitransformationassessment.lovable.app/Beispiel AI Skills Self-Assessment (Google AI Studio): https://ai-skills-assessment-231848843214.us-west1.run.appWissensbewahrung mit KI: https://www.eeight.io/de/Weitere Tools: Manus AI, Cursor, Claude Code, Google Stitch, Google Firebase, n8n, Langflow, NotebookLM

Today's journey is through the idea of confidence and some new learnings I had. Please email your thoughts to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠penpositive@gmail.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠ and connect with me on LinkedIn: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.linkedin.com/in/vinodn/⁠⁠On Social MediaPenPositive YouTube Channel ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@PenPositive ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@penpositive⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠My Professional Blog: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://penpositive.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠My Personal Blog: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://vinodnarayan.com/⁠⁠⁠⁠⁠

Die Deutsche Telekom hat ein neues KI-basiertes Schulungs- und Coaching-System entwickelt – unterstützt von QuantumBlack, AI by McKinsey. Ziel war es, die Fähigkeiten der 8.000 Mitarbeitende im Außendienst und in den Service Centern individuell zu fördern und gleichzeitig die Servicequalität systematisch zu erhöhen.Einfache Kundenanliegen können von Chatbots gelöst werden, die verbleibenden Fälle erfordern aber mehr von den Mitarbeitenden in den Service Centern und im Außendienst: tiefere Problemlösungskompetenzen, situative Kommunikation und echte Empathie. Genau bei diesen Fähigkeiten setzt die gemeinsam entwickelte Plattform an: Alle Interaktionen werden analysiert, Stärken sichtbar gemacht und Lernreisen individuell zugeschnitten. Im Podcast sprechen Urij Dolgov, Leader AI und Data Products bei der Deutschen Telekom, und Nicolai von Bismarck, Partner bei McKinsey, über die Herausforderungen und Erfolge des Projekts.See www.mckinsey.com/privacy-policy for privacy information

In this bitesize episode of the Safeguarding and Domestic Abuse Sector Podcast I share different ways we can disseminate learning following a review and the learnings from the latest SILP Safeguarding Adults Review that has been published.   Hear me talk about: a recently published Safeguarding Adults Review and the key learning the importance of sharing learning following a review the different ways dissemination can happen how creative ways of disseminating are starting to be seen   Are you fired up to generate implementable learning in reviews which could potentially improve the lives of vulnerable people? Join me for my on demand webinar 'How to Establish an Independent Review Practice which Aligns with the Next Steps in Your Career'. Click here to sign up.    About Donna: Donna has 16 years public sector experience, including her last role as Head of Law for a leading metropolitan authority. Now a safeguarding adviser & trainer, Donna is involved in serious case reviews in both children's and adults' safeguarding, domestic homicide and is a SILP Reviewer and Mentor. Donna offers 'SILP School' her university accredited training course, Momentum her space for reviewers & a free online network for leaders in review practice.   Linkedin: https://www.linkedin.com/in/donna-ohdedar-review-consulting-ltd/ Join my free Facebook group Blue Light Professionals here Engagement + proportionality + strengths = SILP

Die Arbeitswelt in der Altenpflege verändert sich in rasantem Tempo – die KI erobert die Dokumentation, auf Altenpflegemessen werden Pflegeroboter vorgestellt und die Pflegeteams werden immer internationaler und diverser. Das kann selbst erfahrene Pflegekräfte verunsichern. Ich spreche heute mit Prof. Dr. Anja Schmitz, Professorin für Personalmanagement/ Human Ressource Management an der Hochschule Pforzheim. In der 08/2025-Ausgabe des ´Personal Magazin´ wurde Prof. Schmitz zu den führenden 40 HR-Köpfen 2025 ausgezeichnet. Sie erklärt heute, wie New Work und New Learning helfen können, diesen Veränderungen zu begegnen. Und sie wird Pflegekräften und Führungskräften Anregungen bieten und auch erklären, warum das Arbeitsmodell ´New Work´ für die Zukunft entscheidend sein wird und wie ´New Learning´ in Einrichtungen umgesetzt werden kann Shownotes

Dr. Katherine Wyma joins me to discuss C.S. Lewis' longest and most ambitious undertaking: The Oxford History of English Literature in the Sixteenth Century, Excluding Drama. Or, as he called it, the OHEL. It lay, he said, "like a nightmare on my chest." It's a brilliant work of scholarship, and we highly recommend it. But just in case you can't make it through 700 pages of paradigm-shattering, witty and insightful prose about the greatest (and worst) poets of the sixteenth century, we've got you covered. We'll be discussing the highlights from the Introduction here, and from subsequent chapters in subsequent podcasts. So, put on your best pair of pantaloons and join us for this romp through what used to be called the Renaissance (but isn't usually anymore, thanks in part to Lewis). Today, we'll cover just the introduction to his work, entitled: New Learning and New Ignorance.  Questions? Concerns? Criticisms? Compliments? Complaints? Condolements? Candy? Email us at inklingsvarietyhour@gmail.com.  

Grinds360 has announced the launch of its platform focused on supporting students in the Junior Cycle, offering support that gives their members unrestricted access covering 11 subjects. This is the first of its kind solution, which follows a year of success for the business having entered the Senior Cycle market in September 2024. This expansion signals the growing demand for digital and hybrid solutions to learning, with students across Ireland now having access to affordable, high quality grinds. Founded by Ronan Murdock and Brendan Kavanagh, Grinds360 was created out of a shared commitment to both accessibility and excellence in education. The team of dedicated teachers working at Grinds360 recognised a growing gap in Ireland's traditional grinds industry, with its solution posed to democratise access to grinds across the country. With the combination of advanced technology, personalised support, flexibility and teacher quality already working to lessen the pressure on senior cycle students, Grinds360 has established itself as the go-to, digital alternative to traditional grind schools. This approach is now being offered to students preparing for their Junior Cycle exams, combining some of Ireland's leading teachers with cutting-edge technology and an innovative hybrid model. Grinds360 is offering Junior Cycle students and parents two flexible learning plans: a One Year Plan for €899 or a Two Year Plan for students starting in 2nd Year for €1,399. This includes weekly live grinds (available currently for Maths, English, Irish, and Science), on-demand lessons and online masterclasses in 7 other subjects, textbooks, digital notes, a study skills programme, and access to the online Summer Irish Programme, ensuring they have the tools and support needed to succeed. "We're bringing the same successful model from Leaving Cert to Junior Cycle, one membership provides unlimited access to all 11 subjects and every revision course, no restrictions. Plus, members get live weekly grinds in English, Irish, Maths, and Science. Tapping into how young people normally interact with and retain information like this makes learning more intuitive, fun and engaging. "This is especially important for Junior Cycle students entering secondary school, who are often gaining access to digital tools in the classroom for the first time. Something as simple as having access to a quick lesson on the daily commute to school is setting a new benchmark for how education is being delivered in Ireland," said CEO and Co-Founder of Grinds 360, Ronan Murdock, speaking on this news. One year on from launch, Grinds360 has achieved explosive growth with over 3,000 paying members and 18,000 app users. With 65% of signups coming from outside of Dublin to date, the edtech company now wants to give junior cycle students the same access. Brendan Kavanagh, Chairman and Co-Founder, added: "We've already seen our approach enhance Leaving Certificate preparation in Ireland, now we're doing the same for students ahead of the Junior Cycle exams. The earlier young people receive tailored support, unique to their needs and ways of learning, the better. But no student should feel forced to move to a grind school to access this support. This breaks the bond with their school, teachers, and classmates. Grinds360 offers young people a better solution and a choice, and it's a privilege to be a part of driving this change forward." Students can now sign up for Grinds360 on their website, with grinds in both the Leaving and Junior Cycle. Subjects available at Junior Cycle level include English, Irish, Maths, Science, Geography, History, Business Studies, Home Economics, Spanish, German and French. See more stories here. More about Irish Tech News Irish Tech News are Ireland's No. 1 Online Tech Publication and often Ireland's No.1 Tech Podcast too. You can find hundreds of fantastic previous episodes and subscribe using whatever platform you like via our Anchor.fm page here: https:...

Today, we are joined by Drs. Robert and Elizabeth Bjork.Dr. Robert A. Bjork is a Distinguished Professor of Psychology at UCLA and one of the world's foremost experts on human learning and memory. His pioneering research on concepts such as desirable difficulties, retrieval practice, and goal-directed forgetting has fundamentally reshaped how we understand what it means to learn effectively. For decades, Dr. Bjork has guided educators, leaders, and organizations in applying evidence-based strategies that enhance retention, mastery, and long-term performance. His work bridges the gap between theory and practice, helping learners update their "learning operating systems" for real-world results.Dr. Elizabeth L. Bjork is an accomplished researcher and applied learning expert, renowned for translating cutting-edge memory science into actionable strategies for adults and organizations. Her work emphasizes metacognition, context-dependent learning, and practical approaches to improving retention and skill transfer in professional settings. Elizabeth's research and guidance empower leaders, trainers, and educators to design learning experiences that stick, fostering mastery, confidence, and measurable impact across teams and organizations.In this continuation of our conversation, we dive deeper into practical applications of learning science for professional development. The Bjorks reveal why re-reading and highlighting create illusions of learning, how goal-directed forgetting helps us adapt to change, and why making mistakes should be embraced rather than avoided. They also share insights on leveraging technology effectively and discuss surprising research findings that have shaped their understanding of human learning.Key topics include:-Why re-reading and highlighting create false confidence in learning effectiveness-How retrieval practice and self-testing reveal true knowledge gaps-Goal-directed forgetting and letting go of outdated knowledge to learn new skills-The challenge of interference between old and new learning in professional settings-Using technology like AI to enhance rather than replace the learning process-How competitive multiple choice questions can improve learning outcomes-The power of pretesting to prime learning even when answers are unknown-Why taking notes verbatim can actually suppress learning and comprehension-How early foundational learning can help level educational playing fields-Embracing mistakes and failures as essential opportunities for deeper learningWhether you're designing training programs, leading professional development, or seeking to optimize your own learning effectiveness, this conversation provides research-backed strategies for creating lasting knowledge and skill acquisition in our rapidly changing world.The Bjorks' Research: https://bjorklab.psych.ucla.edu/research/-Website and live online programs: http://ims-online.comBlog: https://blog.ims-online.com/Podcast: https://ims-online.com/podcasts/LinkedIn: https://www.linkedin.com/in/charlesgood/Twitter: https://twitter.com/charlesgood99Chapters:(00:00) Introduction(01:00) Tool: Why Re-reading and Highlighting Create Illusions of Learning(04:00) Technique: Goal-Directed Forgetting and Letting Go of Outdated Knowledge(08:00) Tip: Managing Interference Between Old and New Learning(10:00) Tool: Using Technology and AI to Enhance Learning Effectiveness(13:00) Technique: Creating Competitive Multiple Choice Questions for Better Learning(15:00) Tip: Surprising Research Findings on Zero Learning from Immediate Repetition(18:00) Tool: The Power of Pretesting to Prime Learning and Retention(21:00) Technique: Why Making Mistakes Enhances Learning More Than Getting Answers Right(23:00) Tip: Future Directions for Learning Science and Educational Equity(25:00) Conclusion

This time, we got the opportunity to speak to learning strategist Dr Ashwin Mehta and ask the big, slightly panicked question: is AI about to blow up the learning industry – or will it just transform it? From personalised pathways to AI facilitators, we explore what's certain, what's uncertain, and what might be quietly replacing your job. You'll get direct questions, blunt answers, and a very insightful episode!

UFC's Meta Partnership, NFL's 18-Game Season Plans & OpenAI's New Learning Platform - Sports Geek Rapid Rundown is a daily sports business podcast curated by Sports Geek Reads. We publish it on Sports Geek twice per week. It is available on a separate podcast feed at https://sportsgeekhq.com/rapidrundown. In this episode: Explore UFC's groundbreaking technology partnership with Meta, NFL owners quietly discussing an 18-game season, OpenAI's free AI education platform, and a new 'Twitch for Sports' startup raising $22M - all curated by Sports Geek Reads. Subscribe at https://sportsgeekhq.com/rapidrundown.

Claude's new Learning mode will prompt students to answer questions on their own, The English Premier League will speed up offside calls with optical tracking tech starting next week, and you can pre-order Framework's entry-level 2-in-1 touchscreen laptop on April 9. It's Thursday, April 3rd and this is your morning roundup of tech news from Engadget. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Send us a textThe educational landscape is undergoing a profound transformation through artificial intelligence, and mindfulness education stands at this exciting frontier. In this thought-provoking exploration, Amy Edelstein reviews Sal Khan's new book "Brave New Words" and unpacks the potential and challenge of AI tutors to support students' inner development, while maintaining crucial human connections.Amy examines Khan's great success with Khan Academy and the AI Khanmigo, looking specifically at how AI tutors can personalize learning experiences, making first-class education and tools more accessible. AI tutors can deliver mindfulness content in students' native languages, honor cultural contexts, and support English language learners in contributing their unique perspectives despite language barriers. Imagine a classroom where students speaking Mandarin, Ukrainian, Spanish, and Vietnamese can all engage with the same wellness curriculum, then bring diverse insights to group discussions. With proper guardrails preventing misinformation and protecting privacy, these systems can safely guide students through their inner development journey.Amy discusses the need for a mindfulness AI tutor that integrates contemplative practice with systems thinking, helping students see knowledge as interconnected rather than compartmentalized. By connecting well-being and self regulation concepts across neuroscience, psychology, physics, and ethics, AI can help students discover meaningful relationships with our world as a whole and enable students to feel their spheres of interest grow.  There are valid concerns about digital overuse, however thoughtfully designed educational AI offers something fundamentally different—tools that address each student's needs while building community.Join Amy on this journey into the possibilities of conscious technology. If you're interested in contributing to the development of mindfulness-based AI tutors or have feature recommendations, connect with us at innerstrengtheducation.org and help shape this next chapter in educational innovation.Support the showIf you enjoyed this episode please leave a review! Your review supports our podcast to reach more educators and share the importance of creating more conscious classrooms.The Conscious Classroom was honored by Feedspot in their Top 100 Classroom Podcasts. We are committed to sharing insights that transform outlooks and inspire with what's possible. Subscribe so you don't miss a single episode! Visit Inner Strength Education for more on the great work of the Conscious Classroom. Want to train to teach mindfulness, compassion, and systems thinking to students? Courses are available at The Conscious Classroom.Get your copy of the award-winning, bestseller The Conscious Classroom: The Inner Strength System for Transforming the Teenage Mind.

On this episode of Currently Reading, Meredith and Kaytee are discussing: Bookish Moments: finishing physical books and new learning apps Current Reads: all the great, interesting, and/or terrible stuff we've been reading lately Deep Dive: how we balance our TBRs and new releases The Fountain: we visit our perfect fountain to make wishes about our reading lives Show notes are time-stamped below for your convenience. Read the transcript of the episode (this link only works on the main site) .  .  .  .  1:27 - Our Bookish Moments Of The Week 3:41 - Vocabulary app 7:54 - @Literallybookshop on Instagram 7:20 - Our Current Reads 7:26 - House of Cotton by Monica Brashears (Kaytee) 8:54 - Exile in Bookville 11:50 - The Inheritance by Trisha Sakhlecha (Meredith) 11:56 - And Then There Were None by Agatha Christie 14:44 - Beautiful Ugly by Alice Feeney 16:40 - The Odyssey by Homer (translated by Emily Wilson) (Kaytee) 21:33 - It's Easier Than You Think by Sylvia Boorstein (Meredith) 25:39 - The Best Way To Bury Your Husband by Alexia Casale (Kaytee) 25:48 - Booktenders 27:38 - @alexia.casale on Instagram 28:52 - The Last Days of Night by Graham Moore (Meredith) 30:19 - The Sherlockian by Graham Moore 30:21 - The Holdout by Graham Moore= 34:20 - Prioritizing Your Shelves 34:45 - Fabled Bookshop 45:29 - The Bee Sting by Paul Murray 48:20 - Fabled Storybound Subscription 49:30 - Meet Us At The Fountain 49:35 - I wish to press (again) the book Finding Dorothy by Elizabeth Letts. (Kaytee) 49:41 - Finding Dorothy by Elizabeth Letts 49:48 - Wicked by Gregory Maguire 51:09 - I wish if you have kids and they interrupt your reading, to try reading aloud to them until they get annoyed and leave. (Meredith) Support Us: Become a Bookish Friend | Grab Some Merch Shop Bookshop dot org | Shop Amazon Bookish Friends Receive: The Indie Press List with a curated list of five books hand sold by the indie of the month. March's IPL comes to you from our tried and true partner, An Unlikely Story in Plainville, MA. Love and Chili Peppers with Kaytee and Rebekah - romance lovers get their due with this special episode focused entirely on the best selling genre fiction in the business.  All Things Murderful with Meredith and Elizabeth - special content for the scary-lovers, brought to you with the behind-the-scenes insights of an independent bookseller From the Editor's Desk with Kaytee and Bunmi Ishola - a quarterly peek behind the curtain at the publishing industry The Bookish Friends Facebook Group - where you can build community with bookish friends from around the globe as well as our hosts Connect With Us: The Show: Instagram | Website | Email | Threads The Hosts and Regulars: Meredith | Kaytee | Mary | Roxanna Production and Editing: Megan Phouthavong Evans Affiliate Disclosure: All affiliate links go to Bookshop unless otherwise noted. Shopping here helps keep the lights on and benefits indie bookstores. Thanks for your support!

Amid ongoing nationwide efforts to put restrictions on teaching specific segments of American history, the National Center for Civil and Human Rights has launched a free learning portal to expand access. It aids teachers and parents in bringing a complete history about civil and human rights to students. Nicole Moore, who serves as the director of education for the National Center for Civil and Human Rights, talks more about the portal that offers ready-to-go lesson plans, worksheets and other interactive tools. She also explains how the lessons are taught to help students connect with their history. Plus, the Atlanta E-bike Rebate Program launched in 2024 with the goal of eliminating financial barriers to e-bike ownership, reducing transportation costs, and promoting a shift from car-dependent travel. The program was funded by a $1 million investment from the Atlanta City Council and administered by the Atlanta Regional Commission in partnership with Propel ATL. Bennett Foster, the managing director of mobility at the Atlanta Regional Commission, and LaMiiko Moore, a recipient of the e-bike rebate, talk with Rose about a new report that details specifics about the E-bike Rebate Program—such as who received the citywide rebate, and how the rebate was used. See omnystudio.com/listener for privacy information.

Andrew Palmer, IAED's Manager of Instructional Design, is excited to talk about the IAED's new and improved Learning Portal! He discusses what it will look like, its new capabilities, and how people can start familiarizing themselves with it. For Your Information: Andrew's previous episode: https://www.aedrjournal.org/getting-the-reps-in-with-andrew-palmer

Mentioned in this episode:my original YouTube channel on books and readingmy new YouTube channel on project managementLearn more about my products and services:explore my 1:1 coaching practicelearn more about my coach training programcheck out my PM by Design training programjoin my 2025 AMA seriesjoin Prolific, my online community devoted to meaningful productivitylearn more about the Blend by Design online coursecheck out my SoTL by Design online coursePlease offer your feedback about the show or ideas for future episodes and topics by emailing me. You can also come find me on Instagram!If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

It's almost here!!! The Learning Center is in it's final stages of construction and we're MORE than excited. Take a listen from the man himself, Zach Crane, who will be running the center when it's fully operational. 

Quiet Time Coaching Episode 518 | New Creation Series — Part 10 | “New Creation - New Learning” | Malcolm Cox Introduction  A new creation! I'm Malcolm Cox. Welcome to this series on ‘A new creation'. Today, the connection between being a new creation and learning.  Learning to Learn  I was very impatient when learning to drive. I wanted to take as few lessons as possible. Partly because I wanted to drive without somebody else in the car (in my space!), and partly because I was an impoverished student at the time. After I passed my test I enjoyed driving solo. However, I had no conception of how much more there still was to learn about driving. The first evidence of that was when I ran out of petrol on the M20 while driving my then girlfriend to Dover Castle (Penny eventually forgave me!). To follow Jesus is to take on the identity of a life-long learner. However much we learn about him this side of glory, we have only touched the edge of all that we could learn. A disciple - the word mathetes means student - is someone who grows more and more into the likeness of Jesus (2 Cor 3.18). Our current church theme is ‘a new creation' (2 Cor 5.17), and part of being a new creation is learning all of what that means. How does this happen and why is it important? The right goal What is the goal of the Christian life? The goal is not to get to heaven. That might sound strange, so let me explain. The goal is to know God. Last Sunday I saw an advertising board alongside the M25 which asked the question, “Where will you spend eternity?”. I appreciate that someone is trying to help people make a decision to seek God, but it's the wrong question. The right question is, "Who will you spend eternity with?” God is about relationship, not destination. “Now this is eternal life: that they know you, the only true God, and Jesus Christ, whom you have sent.” John 17:3 2. The right person Therefore, we want to learn about God so that we can be love and enjoy him. “Man's chief end is to glorify God, and to enjoy him forever.” How do we do this? By learning as much as possible about our hero, Jesus.  “Anyone who has seen me has seen the Father.” John 14:9 A passionate desire to know Jesus is what motivated the Apostle Paul to write, “I want to know Christ—yes, to know the power of his resurrection and participation in his sufferings, becoming like him in his death, and so, somehow, attaining to the resurrection from the dead. Not that I have already obtained all this, or have already arrived at my goal, but I press on to take hold of that for which Christ Jesus took hold of me. Brothers and sisters, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead, I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.” (Philippians 3:10-14 NIV11) Paul most certainly wanted to be ‘in heaven', but it's because of who will be there. What is your goal as a Christian, as a disciple? Is it to stay in God's good books? Is it hoping that he will keep you  healthy and all the people you care about will be saved? Or is it to be like Jesus and spend eternity with him? Our goal has a big influence on our learning because it shapes what kind of learning we embrace or reject. 3. The right attitude “I am not saying this because I am in need, for I have learned to be content whatever the circumstances. I know what it is to be in need, and I know what it is to have plenty. I have learned the secret of being content in any and every situation, whether well fed or hungry, whether living in plenty or in want.” Phil 4.11-12 Was Jesus discontent while on this earth? Not at all — unless you count the discontent he felt about the spiritual pride of some of the Pharisees!  Jesus exhibited remarkable contentment despite being tired, hungry, thirsty and homeless (Luke 9.58). Paul learned a similar Christ-like contentment. How? Through being hungry and in need.  To learn Christ-likeness means having the right attitude when we experience uncomfortable and confusing times in life. Illness, war, financial and work difficulties, emotional and mental health disturbances, relationship bumps and other challenges are all learning opportunities. How do you know what is God trying to teach you? Look for the pain-points in your life. Those are probably your learning locations. When these times come, the question to ask ourselves is how Jesus would think about the matter, and how he might support us. Then, keep your spiritual eyes open as to what you learn. 4. The right result I use the word ‘result' cautiously, because learning about Jesus and growing into his likeness is not a science, nor something we can reduce to a formula — i.e. specific inputs = specific outputs. Relationships are not like that. However, when we have the right goal (person) and attitude, learning and growth will surely occur.  Archie's sermon today comes from the epistle to the Hebrews. In that letter the writer comments on their lack of learning,  “In fact, though by this time you ought to be teachers, you need someone to teach you the elementary truths of God's word all over again. You need milk, not solid food!” (Hebrews 5:12 NIV11) They could have learned to be teachers like Jesus—he was a teacher—but they did not. We do not know why, but we can be sure it was not for good reasons! They needed to re-learn the basics. Let's never be like that. It is unnecessary, unfortunate and unrighteous.  For reflection How do you feel about being a learner in Christ?  What do you sense God is teaching you at the moment? How can you best cooperate with him? Your brother, Malcolm Please add your comments on this week's topic. We learn best when we learn in community. Do you have a question about teaching the Bible? Is it theological, technical, or practical? Could you send me your questions or suggestions? Here's the email: malcolm@malcolmcox.org. If you'd like a copy of my free eBook on spiritual disciplines, “How God Grows His People”, sign up at my website: http://www.malcolmcox.org. Please pass the link on, subscribe, and leave a review. "Carpe Diem" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License  http://creativecommons.org/licenses/by/4.0/

Chapter 67. Ad Free This week Queen talks about her trip to AC and we discuss her opinion on content trade and should ladies a restrictions on where male talent to sell it. Then we discuss " Things We Find Interesting On IG" and In We With The Shits we discuss Megan The Stallion's Law Suit , and The Latest Stage of Rap Wars with Chris Brown VS Quavo to A.I. and Drake's Diss track. We break it down. Become A Premium Smoker so watch future episodes Subscribe to the Premium Smoke Room On Loyalfans ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.loyalfans.com/PremiumSmokeRoom⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Want More Content. Become a Premium Smoker ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠for 5 Premium Podcasts , 3 Tiers starting at $4.99 a month Want More Content? 2nd ways to get it Subscribe my Savage Smoke Sessions on Spotify ( $4.99 a month) ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://podcasters.spotify.com/pod/show/smokethisova/subscribe⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Sponsored By Hottest Adult Mag Online ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://eroticismmagazine.com/⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hottest Adult Film Company ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠blusherotica.com/videos⁠⁠⁠⁠ Best Scented Candles On The Net ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠thekinkycandleco.etsy.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Queen Of Law ⁠⁠⁠⁠https://www.instagram.com/dividenqueen/⁠⁠⁠⁠ Porn/ Music/ Social Media ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://allmylinks.com/pornrapstar⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Get The Merch: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.bonfire.com/store/s-t-o-merch-store/ Host: Mz Spit Queen ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/Mz_Spit_Queen⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ allmylinks.com/mz-spit-queen⁠⁠⁠⁠⁠⁠⁠ Get the Merch for The Podcast ⁠⁠⁠⁠⁠⁠⁠https://www.bonfire.com/throat-goat-status/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/smokethisova/message

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Cynthia Sims, Ed.D. is President of Sims Intercultural Management Solutions LLC (S.I.M.S.). She is also Adjunct Faculty at Northeastern Illinois University, where she holds a joint appointment in the Department of Literacy, Leadership, & Development and Women, Gender, & Sexuality Studies. Dr. Sims is a diversity, equity, inclusion, and belonging (DEIB) expert with over 25 years of teaching and training experience. She has developed and facilitated numerous national and international workshops and presentations regarding workplace diversity, implicit bias, unearned privilege, gender discrimination, physical appearance discrimination, and employee empowerment. She also works closely with organizations to design diversity initiatives and policies that ensure an inclusive work environment exists for their staff, leaders, students, and clients. Dr. Sims is an author of numerous publications, including books, book chapters, and articles, mostly on diversity and workforce development topics. She has traveled to Asia, Africa, South America, and the Caribbean to interview women regarding their experiences with appearance discrimination in pre-employment stages and within the workplace. After 30 years in higher education, Dr. Sims retired in July 2021 as an Associate Vice President of Academic Affairs at College of DuPage. Prior to this role, Dr. Sims was Professor of Workforce Diversity at Southern Illinois University Carbondale from 2005 to 2019, where she also served as Associate Dean of the School of Education (formerly the College of Education and Human Services) and Chair of the Department of Workforce Education and Development. From 1995 to 2018, she was Visiting Faculty for the School of Continuing and Professional Studies (formerly School for New Learning) at DePaul University. Dr. Sims received her Bachelor of Science in Business Administration from the University of Louisville, a Master of Science in Public Service Management from DePaul University, a Master of Arts in Social Work from the University of Chicago, and a Doctor of Education from Northern Illinois University. Please push the like button, share, subscribe, follow, and support. If you want to support Ms V The Storyteller Podcast, please email me at valisonelliot@gmail.com or visit my website @msvthestoryteller.co. You can follow me on Facebook, Instagram, Twitter, YouTube & LinkedIn at Ms. V The Storyteller or visit my website @ msvthestoryteller.co. Thanks for listening! Cynthia info: Website: www.simsllc.org LinkedIn: https://www.linkedin.com/in/cynthia-sims-ed-d-85b9721b/

On today's episode, BJ talks with Shawn Kidwell, Program Manager at U.S. Army Research Laboratory. Shawn discusses his unconventional track to working for the Federal Government, how his hunger for knowledge allowed him to grow in leadership. Resources mentioned: Colin Powell books: https://www.amazon.com/Colin-Powell-Books/s?k=Colin+Powell&rh=n%3A283155“The Clan of the Cave Bear” by Jean M. Auel: https://www.amazon.com/Clan-Cave-Bear-Earths-Children/dp/0553250426/ref=asc_df_0553250426/?tag=hyprod-20&linkCode=df0&hvadid=312106841178&hvpos=&hvnetw=g&hvrand=4094314577356298547&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9021760&hvtargid=pla-433022221374&psc=1&mcid=3944141360743e869328c98e8c1af11b&gclid=CjwKCAiAkp6tBhB5EiwANTCx1Bdrxfq-ai03yuZLheQtTt1G-Pfocc61_eHHQpVG1LcboTDWEPpc3RoCXagQAvD_BwECalls-to-action: Inspiring People and Places is brought to you by MCFA. Visit our website www.MCFAglobal.com and sign up for our weekly newsletter where we curate some of the top industry articles of the week and give you a dose of inspiration as you head into the weekend!  MCFA IS HIRING!!  If you or anyone you know are looking to work in the Planning, Project Development, Project Management, or Construction Management field, contact us through our website. Interns to Executives...we need great people to help us innovate and inspire, plan, develop and build our nation's infrastructure.  Check out our MUST FILL positions here https://mcfaglobal.com/careers/.  We reward the bold and the action oriented so if you don't see a position but think you are a fit...send us an email!  Learn more at www.MCFAGlobal.comAuthor: BJ Kraemer, MCFAKeywords: MCFA, Architecture, Construction, Engineering, Public Engineers, Military Engineers, United States Military Academy, Veteran Affairs, Development, Veteran, Military, SEC

Learn what is happening at Estrella Mountain Community College, their exciting degree programs available for students, and how to enroll in classes.

In this episode of Translating ADHD, hosts Ash and Cam revisit the third barrier of ADHD - the barrier to new learning - and explore common scenarios of being stuck at this barrier. They emphasize the importance of understanding and addressing this often-overlooked barrier. Behavior at the base of this barrier includes the ever frustrating ‘strategy fade' where a system of strategy fades after a couple weeks. The feeling of ‘clean slate' or always starting over is another indicator. The hosts share personal experiences and examples, highlighting the significance of learning from struggles and navigating the challenges of ADHD. They discuss the value of experiential learning, experimenting with different approaches, and the power of modeling as coaches share their own journeys of growth. The episode encourages listeners to design experiments, engage with the coaching process, and seek coaches who embrace the ongoing journey of change. Episode links + resources: Join the Community | Become a Patron Our Process: Understand, Own, Translate. About Cam and Asher For more of the Translating ADHD podcast: Episode Transcripts: visit TranslatingADHD.com and click on the episode Follow us on Twitter: @TranslatingADHD Visit the Website: TranslatingADHD.com

To get better at persuasion, commit to becoming a life-long learner. Doing so will not only make you better today, it will greatly elevate your professionalism and long-term success.  Who is the most persuasive person you know? Are they a fast talking, slick salesperson? Or is it someone who really knows their stuff?  For me, the most persuasive person is the one who knows their stuff. It's the salesperson who knows their product inside and out and can answer every question. It's the leader who confidently outlines the strategy. It's the elected official who can speak from the heart as well as back up their thinking with facts and data.     To help you become better at persuasion, here are new key areas of learning to focus on that have helped me over my 20 + year career in sales. Get your copy of George's book, Be Your Own CFO: A Businesslike Approach to Your Personal Finances    Thanks, as always for listening! If you got some value and enjoyed the show, please leave us a review here: ​​https://ratethispodcast.com/lifebloodpodcast You can learn more about us at LifeBlood.Live, Twitter, LinkedIn, Instagram, YouTube and Facebook or you'd like to be a guest on the show, contact us at contact@LifeBlood.Live.  Stay up to date by getting our monthly updates. Want to say “Thanks!” You can buy us a cup of coffee https://www.buymeacoffee.com/lifeblood

Every leader must engage in learning. But resilient leaders must also engage in unlearning and new learning. But as we'll see in this episode, there are two primary anxieties that come with it – and resilient leaders must have the courage to face those anxieties head-on._________Want to see your leadership enhanced on a daily basis? Here's how:[1] I personally write a weekly newsletter called 5 Things In 5 Minutes designed to help leaders and their teams grow. Click the link at www.kairospartnerships.org/5t5m[2] For daily leadership content for you and your team follow Kairos Partnerships on Facebook and Instagram.[3]  I strongly believe that coaching is THE number one way people grow in their leadership.  My team at Kairos Partnerships is bringing value to leaders all over the world, and you can take a coaching test drive with no cost or commitment.  Visit http://www.kairospartnerships.org/coaching to schedule your free exploratory coaching call today.**Resilient Leaders is produced by the incredibly gifted Joel Limbauan. Check out his great video and podcast work at On a Limb Productions: www.onalimbproductions.com

In this engaging podcast episode, Paul Ashcroft, Simon Brown and Garrick Jones are joined by Lauren Waldman, the founder and learning specialist behind Learning Pirate.  With an educational background spanning prestigious institutions like Harvard, Duke, and John Hopkins University, Lauren launched Learning Pirate in 2017. Her mission is to empower individuals to harness their full cognitive potential, thereby enhancing the quality of their lives through scientifically optimized learning strategies. During our conversation, Lauren explains the concepts of scientific learning design and how it can revolutionize the way we approach education, the connections between brain chemistry, neurotransmitters, and the learning process, the importance of curiosity from a neurological perspective and how it fuels cognitive growth and valuable insights on navigating stress and emotional responses within the learning process, empowering learners and educators alike to overcome challenges and achieve excellence Don't miss this enlightening conversation that merges the worlds of learning and neuroscience, offering profound insights into optimizing our capacity for learning, working, and living life to the fullest. Are you curious? Subscribe today! Join the conversation, connect with the authors, and keep exploring curiously!  About the Curious Advantage Podcast Series The Curious Advantage Podcast series is brought to you by the authors of the book The Curious Advantage, Paul Ashcroft, Simon Brown & Garrick Jones and it is about how individuals and organizations use the power of curiosity to drive success in their lives and organizations, especially in the context of our new digital reality. It brings to life the latest understanding from neuroscience, anthropology, history, and behaviorism about curiosity and makes these useful for everyone. About ‘The Curious Advantage' Book The Curious Advantage is an exploration of the idea of Curiosity and its increasing importance for thriving in the digital age. Taking the widest possible exploration of things Curious – historical, contemporary, neuro-scientific, anthropological, behavioural, semantic and business-focused. At the heart of the book is our model of Curiosity, called 'Sailing the 7 C's of Curiosity'. This model provides individuals with a practical framework for how to be successfully Curious and use Curiosity as a power skill to unlock their own potential. To find out more visit: curiousadvantage.com Get your copy of The Curious Advantage on Amazon Listen to The Curious Advantage on Audible Follow The Curious Advantage on LinkedIn

I'm SO excited about this episode of The Designer Within podcast! It's chock-full of big news that I can't wait to share with you!My Design Success Academy is now open for it's Beta Launch!  This has truly been a labor of love for me to revise my online education programs in a way to make them even more effective and easier to implement than ever!If you're not sure what a Beta Launch is, it's my way of getting even more feedback from you to make the official course launch in January 2024, that much better. In exchange for the feedback, I'm offering 100 students the chance to enroll in the Beta launch for 50% off by using the code: BETA23.Here's what you'll learn in this episode:- My High Point Market review- Why I revised the course to help you learn more and easier- How I specifically changed the course for you to learn and complete in 6 weeks- What's included in the course and for less cost to you- Promise Pods and other learning tools that will make your experience even better- A special announcement about LuAnn Live and someone that you know (ME!) will be there too!Thanks for indulging me on this episode, it's truly a way for me to explain in detail the Beta launch of my new learning program to make you and your business successful using my proven techniques. And don't worry, if you don't want to be a part of the Beta launch, I'll have much more info on the Public launch next Jan!I'm here for you my friend and I thank you for your trust!Also, I'll be at LuAnn Live Nov 5-8, 2023 in Orlando, so join us there!REGISTER FOR LUANN LIVE: www.luannlive.comREGISTER FOR MY BETA LAUNCH OF DESIGN SUCCESS ACADEMY: www.designsuccessacademy.com Check out MY LINK HERE for a free 30 day trial to MyDoma Studio and organize your clients and projects the easy and efficient way!https://www.mydomastudio.com/john/ For all things John: www.johnmcclain.coFor more information on my online Courses & Coaching Program for Interior Designers, visit: https://designsuccessacademy.com/Order a signed copy of John's book: The Designer Within (or purchase anywhere books are sold!) https://buy.stripe.com/dR67vBgmo41j1PyfYZJOIN OUR DESIGNER WITHIN CLUB for all of the latest news, updates, and freebies! https://view.flodesk.com/pages/649dd053cac3e37f36e4a45eCHECK OUT MYDOMA STUDIO WITH A FREE 30 DAY TRIAL USING THIS LINK! https://www.mydomastudio.com/johnConnect With John!InstagramFacebookTik TokLinkedIn...

How do you get teachers to embrace new learning? On this coaching call episode, I talk to social studies specialist Ryan Monceaux, about implementing new learning in schools. During the call, he shares some of his challenges around this topic, and we brainstorm ideas he can try on campus. We discuss designing protocols for data meetings, handling excuses about data, and addressing the sense of punishment around data that some teachers feel. I share ideas to encourage teachers to use the new strategies they learn in PD, so they don't fall back into their old comfortable patterns. This episode is full of practical ideas you can use to get teachers to implement new learning and help students succeed. Listen now! -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/ Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B The Coaching Podcast Show Notes - https://buzzingwithmsb.com/Episode160 Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros 

In this episode, Hynaken and Es$o delve into the popularity of 90s Hip-Hop documentaries. Es$o also explains why it's acceptable for J. Cole to record by himself. The hosts engage in a discussion about how undeserving individuals manage to gain entry into exclusive spaces, and more! ➤FUEL UP ON YOUTUBE: www.youtube.com/bagfueltv ➤FUEL UP ON INSTAGRAM: www.instagram.com/bagfuel/ ➤FOLLOW ES$O: www.instagram.com/essowrld/ ➤FOLLOW HYNAKEN: www.instagram.com/hynaken/

On this week's Network Break podcast we examine Palo Alto Networks adding AI Ops to its SASE offering, and Microsoft Copilot bringing AI into its suite of Office tools. The Ethernet Adapter market grew 22% in 2022, but not because more NICs were sold; we discuss the real reasons and cover more tech news.

On this week's Network Break podcast we examine Palo Alto Networks adding AI Ops to its SASE offering, and Microsoft Copilot bringing AI into its suite of Office tools. The Ethernet Adapter market grew 22% in 2022, but not because more NICs were sold; we discuss the real reasons and cover more tech news. The post Network Break 422: Microsoft Tasks Copilot To Do Your Drudge Work; Cisco Debuts A New Learning Platform appeared first on Packet Pushers.

On this week's Network Break podcast we examine Palo Alto Networks adding AI Ops to its SASE offering, and Microsoft Copilot bringing AI into its suite of Office tools. The Ethernet Adapter market grew 22% in 2022, but not because more NICs were sold; we discuss the real reasons and cover more tech news.

On this week's Network Break podcast we examine Palo Alto Networks adding AI Ops to its SASE offering, and Microsoft Copilot bringing AI into its suite of Office tools. The Ethernet Adapter market grew 22% in 2022, but not because more NICs were sold; we discuss the real reasons and cover more tech news. The post Network Break 422: Microsoft Tasks Copilot To Do Your Drudge Work; Cisco Debuts A New Learning Platform appeared first on Packet Pushers.

On this week's Network Break podcast we examine Palo Alto Networks adding AI Ops to its SASE offering, and Microsoft Copilot bringing AI into its suite of Office tools. The Ethernet Adapter market grew 22% in 2022, but not because more NICs were sold; we discuss the real reasons and cover more tech news.

On this week's Network Break podcast we examine Palo Alto Networks adding AI Ops to its SASE offering, and Microsoft Copilot bringing AI into its suite of Office tools. The Ethernet Adapter market grew 22% in 2022, but not because more NICs were sold; we discuss the real reasons and cover more tech news. The post Network Break 422: Microsoft Tasks Copilot To Do Your Drudge Work; Cisco Debuts A New Learning Platform appeared first on Packet Pushers.