Podcasts about pedagogical

Kaarle McCulloch is a former Olympic Track Sprint Cyclist with a 15-year career at the top of her sport including Olympic Bronze and 4 World Championships. Retired in 2021, Kaarle went on to coach the British Women's Sprint Team from 2022-2023 with great success and recently returned to Australia in late 2023 to fulfil the same role as Australian Women's Sprint coach and QAS coach. Kaarle has a degree in Health and Physical Education and is a former level 1 ASCA coach. David Watts has been preparing athletes for competitive success for well over 10 years. Beginning his career at the QAS between 2011-2016, David has since spent time at the Geelong Football Club as a rehabilitation coach and also at the Melbourne Demons as the head of strength and power. More recently he has returned to the QAS and is currently working with track and field, cycling and beach volleyball athletes. David is accredited with the ASCA as a Master L3 Coach and this will be his fourth time presenting at the ASCA international conference QUOTES “I am from a family of teachers and I believe really strongly that coaching is teaching and teaching is coaching. So a lot of my coaching philosophy centres around pedagogical practices and trying to create learning environments for athletes” “For track cycling, I feel very strongly that its foundation is in strength. So gym forms the first and probably the most important part of becoming fast and I work off a sort of a triangle model where strength is at the bottom. To be powerful, you need to be strong. And then to be fast, you need to be powerful.” “I don't like to call it taper because I think taper has some connotations around it and athletes think that they're going to feel good and that everything's going to go amazing but it never ever happens that way. And so, unload for me is all in its title. It's about taking out work as we get closer to the event.” “I'd say 90 % of time the gym and bike loading is aligned. So if we've got a de-load week or a low week, it's low in the gym as well.” “So in the team sprint cycling, we've got three types of acceleration, we've got low range, so from zero, we've got mid-range which is our high power and we've got, you know, high range acceleration, which is our speed. So that's how the week looks. Work high torque, high strength in the start of the week. We work high power midweek, and then we work that sort of back end speed at the end of the week. And that doesn't really shift through all of the periodized phases. What shifts is the specificity of it.” “We have a monthly catch up with my group and every month they have to present something back on what they've learned through the month and that gives them accountability and ownership over what they're doing.” SHOWNOTES 1) Kaarle and David's backgrounds as athletes and coaches 2) What type of collaboration is needed when developing athletes and Kaarle's philosophy on sprint cycling performance 3) Benchmarking events in sprint cycling and periodization approaches from the macro- to the micro-cycle 4) What base building, general prep, specific prep and unload phases can look like for athletes in sprint cycling 5) Different weekly structures and adapting the structure around different athletes and their experience and fiber typology 6) Physical benchmarks for athletes in sprint cycling and 220kg full squats 7) Pedagogical approaches to developing athletes and session planning considerations and creating conditions for athletes to both fail and play 8) One legged box jumps and the power of vulnerability PEOPLE MENTIONED Anna Meares Matthew Denny Brene Brown

Lara is looking at Canadian documentary film through both a contemporary and historical lens, as well as the limits of radical pedagogy and activism. Some of the themes that interest her include environmental racism, Indigenous sovereignty and food security. For upcoming interviews check out the Grad Chat webpage on Queen’s University School of Graduate Studies & Postdoctoral Affairs website.

Welcome to The Cluttered Desk! In this episode, Andrew and Colin discuss teaching subjects and material they love. To do so, they use Stephanie Burt's piece from Vanity Fair, which reflects on her experience teaching a Taylor Swift course at Harvard. Enjoy! *** Here's a link to the Stephanie Burt piece for Vanity Fair *** The Coda: Zombie Ice Undead Double Pale Ale (Andrew) and Jim's Organic Coffee (Colin) *** Here are links for this episode: Andrew's recommendation: The Dark Is Rising Sequence and revisiting things you love Colin's recommendation: The work of David Lynch, specifically Mulholland Drive (2001) and the music cataloging app Musicboard ***  Please contact us at any of these locations: Website: www.thecdpodcast.com Email: thecluttereddeskpodcast@gmail.com Twitter: @TheCDPodcast Facebook: www.facebook.com/thecdpodcast Andrew is on Twitter @AndrewPatrickH1 (Twitter non grata) Colin is on Twitter @ColinAshleyCox *** We want to thank Test Dream for supplying The Cluttered Desk's theme music. You can find Test Dream at any of these locations: Website: testdream.bandcamp.com Facebook: www.facebook.com/testdream Twitter: @testdream *** Our entire catalogue is available through iTunes and Spotify.

In the 1970s, one of the leaders of the Waldorf movement, Karl Ege, wrote in his essay "An Evident Need of Our Times." "What we are founding here is a seed, the seed of a living organism. The organism is essentially three-fold, pedagogical, artistic, and agricultural, as reflections of thought, feeling, and will. Each needs the others if the whole is to flourish. All are interrelated. For young and old alike, this work together will create a place in which to become, in the true sense, a full human being." Babies, today Mimi is speaking with Martin Ping of Hawthorne Valley Farm and Hawthorne Valley Association, which is, to call it the farm or an association or anything could never really appreciate everything that it is. Martin has been at Hawthorne Valley for more than 30 years. You will appreciate what a treasure he is just listening to him. He's one of those people that you feel immediate kinship with and I can't tell you how much I recommend just browsing the websites of the Hawthorne Valley Association, because you can then begin to appreciate how they have managed to really honor that vision of holes nested in other holes and the interconnection and interrelated nature of all of the work that needs to be brought within one organism for everything to thrive. Folks who make the show possible... Rimol Greenhouses are strong, durable and easy to assemble, offering the quality you need to grow productively year-round. Visit Rimol.com today. Discover the beauty of BCS on your farm with PTO-driven implements for soil-working, shredding cover crops, spreading compost, mowing under fences, clearing snow, and more – at bcsamerica.com. When you need proven varieties you can count on and detailed guidance from seeding to harvest, consider Johnny's your trusted growing partner. Visit johnnyseeds.com Farmhand is the only all-in-one virtual assistant built by and for farmers. Sign up for a free trial with the link in the show notes, because NOW is the best time to dial in those systems for the next growing season. ... and, as always, our work is powered by the individual growers who support us every month over at patreon.com/notillgrowers. You can pick up a copy of The Living Soil Handbook if you don't have one already, as well as a No-Till Growers hat or other merch, check out our YouTube channel, and you can ask you questions or share your insights into ecological market gardening on our free growers forum at notillgrowers.community.chat

John Warner explores stressing pedagogical principles over AI promises on episode 536 of the Teaching in Higher Ed podcast. Quotes from the episode Once they've done the writing or as even as they're doing the writing, they're reflecting on their own metacognitive understanding of their own practices. -John Warner While you are in the act of writing, you are processing your own idea. -John Warner Resources Engaged Education, John Warner's Newsletter Structure + Freedom = Engagement: A Frankenstories case study, by John Warner Just Say No to Historical Figure Chatbots: Against digital necromancy, by John Warner The Science of...Writing? Teaching requires lots of experimenting, but that doesn't make it a "science" By John Warner On Becoming: Bonni and Alexis' MYFest24 Session Frankenstories Joy Comes Back A reminder to myself to never take for granted how wonderful life can be. Unashamed, by Harry Baker

Today we are joined by Angela Stockman. Angela is a veteran secondary English/Language Arts teacher, author, and professional learning facilitator. She has presented at state, national, and international levels and has led curriculum, assessment, and instructional design projects in over 100 school districts.She has written books and resources on writing instruction, including The Writing Workshop Teacher's Guide to Multimodal Composition, Creating Inclusive Writing Environments in the K-12 Classroom, and the recently released The Writing Teacher's Guide to Pedagogical Documentation: Rethinking How We Assess Learners and Learning, which we're talking about today.Links:The Writing Workshop Teacher's Guide to Multimodal CompositionAngela Stockman's website Hosted on Acast. See acast.com/privacy for more information.

Professor Chris Cushion discusses the transformation of police personal safety training using scenario-based training, emphasizing the need for a pedagogical shift and the integration of decision-making and skill acquisition within tactical contexts. He addresses the challenges of implementing change and the disparity between traditional training models and the gold standard of scenario-based training. The conversation delves into the importance of implicit learning, the flaws of front-loading skills, and the need for contextualized practice. The role of instructors in coaching through scenarios and the limitations of traditional debriefs are also highlighted. Professor Cushion discusses the transformation of police personal safety training using scenario-based training, highlighting the challenges, evidence, and impact of the new approach. Dr. Cushion also addresses the cultural and political dilemmas in implementing change and the adoption of the new training model by the College of Policing in England and Wales. Takeaways: The need for a pedagogical shift in police training towards scenario-based training that integrates decision-making and skill acquisition within tactical contexts. The importance of implicit learning and the flaws of front-loading skills in traditional training models. The role of instructors in coaching through scenarios and the limitations of traditional debriefs in police training. The challenges of implementing change and the disparity between traditional training models and the gold standard of scenario-based training. Scenario-based training offers a more effective approach to police personal safety training, focusing on performance versus learning and practice design. Cultural and political dilemmas present challenges in implementing change in police training, requiring a shift in policy frameworks and police culture. The College of Policing in England and Wales has adopted the scenario-based training model, with a focus on standardization and evidence-based impact assessment. The transformation of police training involves re-culturing trainers and learners, overcoming the influence of past experiences and embracing a new pedagogical approach. The pending study comparing the linear technique-based model with the scenario-based model is expected to provide valuable insights into the impact of the new training approach.

In this episode of the Better Learning Podcast, host Kevin Stoller engages in a riveting conversation with Regan Shields Ives, the Principal and Studio leader for educational projects at Finegold Alexander Architects. This episode delves into the nuanced world of school design, reflecting on Regan's journey and her deep commitment to creating educational spaces that foster a sense of community and support for students, teachers, and administrators. Regan's path to becoming an architect was paved by her traditional school experiences in the 80s and 90s, where individualized learning was the norm, and collaborative opportunities were scarce. Her early fascination with building and design naturally steered her towards architecture, where she could merge her passions for education and design. The conversation sheds light on the significant evolution in school design. Moving away from rigid, traditional structures, modern school design now emphasizes student-centered, collaborative, and personalized learning environments. Regan discusses how Finegold Alexander Architects are at the forefront of this shift, crafting spaces that encourage interaction and creativity.   Takeaways: The evolution of school design involves a shift towards student-centered, collaborative, and personalized learning environments. Community engagement is crucial in school projects, and diverse voices, including students, educators, and the community, contribute to the design process. The impact of technology on architecture is still evolving, with the potential for AI to play a role in design processes. The legacy of architectural work is reflected in the involvement of diverse voices and the community's recognition in the design of school spaces. The importance of creating educational spaces that provide a conducive environment for students to thrive. The role of furniture in facilitating pedagogical change and the need for early engagement with furniture dealers in the school design process. The emergence of new educational models and the resilience of students in diverse learning environments.   Regan has worked on numerous public and private K-12 learning spaces throughout the greater New England area, including Eliot Innovation School, Gibbs School, and Leicester Middle School. She is passionate about design for education and creating spaces that are welcoming, safe, and inspiring. She is also an advocate and thought leader in restoring and preserving our historic buildings, including adapting them for new, contemporary uses.   Sound Bites to Ponder: "When the community sees themselves in the school and feels as though they were part of it, that's what it's about." "It's all about the furniture."   Follow on Regan Shields Ives on Social Media: LinkedIn: https://www.linkedin.com/in/regan-shields-ives-aia-leed-ap-aa291147/ Website: https://www.faainc.com/   Learn more about creating better learning environments at www.Kay-Twelve.com.   Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Find out more about Kevin at https://www.linkedin.com/in/kevinstoller/.   For more episodes of the Better Learning Podcast, visit https://www.betterlearningpodcast.com/     Episode 184 of the Better Learning Podcast Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com.   For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/   Want to be a Guest Speaker? Request on our website!

Christ's method of evangelism is to use the law to convict. He shows this man his need. No one will want to be saved till they feel their need. He asks the man to do something that was very hard for him in order to show him the idol he had in his heart. There are several uses for the law 1- Political, 2- Pedagogical and 3- Normative. These are explained. Jesus here is using the law in a pedagogical way to demonstrate to this man that he needs the Saviour.

Christ's method of evangelism is to use the law to convict. He shows this man his need. No one will want to be saved till they feel their need. He asks the man to do something that was very hard for him in order to show him the idol he had in his heart. There are several uses for the law 1- Political, 2- Pedagogical and 3- Normative. These are explained. Jesus here is using the law in a pedagogical way to demonstrate to this man that he needs the Saviour.

In this episode I am joined by Dr James Justin Sledge, a professor of philosophy and religion specialising in the Western Esoteric tradition and founder of the popular Esoterica Youtube channel. Dr Sledge recounts how his working class upbringing profoundly influenced both his view of academia and his work ethic within it. He recounts his early fascination with philosophers and mystics, and recalls his studies in religion, philosophy, and the occult. Dr Sledge discusses the importance of language learning in academic study of religion and shares his own practical strategies for achieving competency in several ancient and modern languages including Latin, Hebrew, German, French, Akkadian, and more. Dr Sledge also shares his views on education, diagnoses its problems and offers solutions, gives advice to the self-learner, and reveals his surprising view on whether attaining enlightenment is worth the effort. … Video version: https://www.guruviking.com/podcast/ep248-esoterica-academia-dr-justin-sledge Also available on Youtube, iTunes, & Spotify – search ‘Guru Viking Podcast'. … Topics include: 00:00 - Intro 01:07 - Working class upbringing in Misissipi 03:03 - Limited access to education 04:13 - Exploitation in academia 05:20 - Fascination with Aristotle 08:55 - Accidentally entering college 11:28 - Dr Sledge's experience in college 12:58 - Double majoring in religious studies and philosophy while working full time 1408 - Studying Western Esotericism in Amsterdam, Holland 15:44 - Bad reputation of Western Esotericism in academia 18:07 - Lessons learned studying in Amsterdam 20:37 - Distaste of punching down 21:44 - Surprising difference between USA and European education 24:47 - Toxicity in American academia 25:57 - How should we educate ourselves? 28:42 - Intellectual aristocracy or a cartel? 29:50 - Educating through Youtube 31:47 - How would Dr Sledge fix the American education system? 34:42 - The importance for scholars to read French and German 37:28 - Learning Latin and Hebrew, reading the Bible in the original language 39:50 - How to learn ancient languages 41:56 - Philology and the dirty secret of The Key of Solomon 43:56 - Copying out texts and scrolls 46:46 - Dr Sledge shows scrolls he has copied by hand 49:59 - Dr Sledge's highly structured work and study life 58:24 - Common mistakes when learning Latin and other languages 01:01:21 - Pedagogical data and living Latin 01:05:48 - Dr Sledge's advice for young students who wish to go to University 01:06:56 - Advice for the autodidacts 01:09:54 - The importance of education 01:13:30 - Why Dr Sledge doesn't want to become enlightened 01:15:10 - The horror of heaven 01:16:15 - How Dr Sledge wants to die 01:16:47 - Enlightenment isn't worth it … To find out more about Dr Justin Sledge, visit: - https://www.justinsledge.com/ - https://www.youtube.com/@TheEsotericaChannel … 
For more interviews, videos, and more visit: - www.guruviking.com Music ‘Deva Dasi' by Steve James

Join Bryson Tarbet in a revealing episode of That Music Podcast as he peels back the layers of his teaching journey, sharing a pivotal realization that transformed his approach to elementary choir education. Delve into the nuances of aligning teaching practices with student needs and discover how prioritizing engagement over traditional objectives can revolutionize the classroom dynamic. Be prepared as Bryson challenges you to trust your pedagogical instincts and embrace a student-centered approach. Episode Chapters: 0:00 Introduction 3:33 In The Classroom 6:27 Shifting Focus 7:37 This Week's Challenge 9:01 Takeaways Links and Resources: Elementary Newbie Guide Disabilities Guide Steady Beat Survival Guide Join That Music Teacher Community

 In this episode, Dr. Perrin describes the ways that teaching a few things deeply and well accelerates learning much better than by superficially covering or skimming over content.  

Dr. Kenneth Ngwa is Professor of Hebrew Bible and Director of Religion and Global Health Forum at Drew University Theological School.Dreams are states of the awake and the asleep. Dreaming is a pedagogical space for vibrancy, nurturing, healing, new knowledges, creativity, and protection and should be centered inside the development of new pedagogies. Pedagogical austerity and bankruptcy can be helped with pedagogies that heal and repair through dreaming. Dreams help humanity understand existence, reality, and freedom. Such notions as the necessity of co-dreamers, risk-sharing, and reigniting a sense of mystery are explored. 

In this episode, Dr. Perrin retrieves and describes one of the most essential pedagogical principles every teacher should employ--the art of going farther and faster by going slower.  

The Dean's List with Host Dean Bowen – As 2022 ends, the Temecula Valley Unified School District boldly challenges state mandates, banning Critical Race Theory and enforcing parental notification for gender identity discussions. Amid legal battles, a judge's ruling affirms these policies, marking a significant victory for educational integrity and parental rights in California...

Today I am chatting with Ana Valle Rivera, a proud mother of three, a public speaker, a consultant, and the founder of Early Years Thriving. In this episode, we explore the significance of pedagogical documentation in early childhood education, emphasizing its role in understanding and supporting authentic play-based learning experiences while offering insights into fostering effective educator-parent communication. Key Takeaways:  Role in Play-Based Learning Environments: Ana and Kristen talk about what pedagogical documentation is and how it plays a crucial role in understanding the learning that unfolds within a play-based environment.  Shift from Product to Process: Ana explains how there needs to be an  emphasis on shifting from product-based documentation, like showcasing finished art, to a process-oriented approach. Pedagogical documentation involves going beyond the surface and delving into the deeper meaning of children's actions, interests, and inquiries.  Role in Educator-Parent Relationships: They talk about how pedagogical documentation is a tool for educators to communicate with parents about the learning journey of their children. By providing detailed documentation, educators take the responsibility off the child, offering insights into the meaningful experiences and learning occurring in the early childhood setting. Creative Approaches to Documentation: Ana and Kristen share some examples and ways that educators can get creative with how they document children's experiences.  Are you looking for ways to better understand the learning that is happening while children play? Seeking how to help families see all the learning that happens while they “just play”? Documentation can be the answer, listen to this episode to find out how! Find Kristen here: @kristen.rb.peterson or at KristenRBPeterson.com Find Ana here: @earlyyearsthriving or at anavallerivera.com or at earlyyearsthriving.com

Dr. Sophie Waller from the University of Georgia joins the podcast to discuss her dissertation research, "An Analysis of the Pedagogical Practices in Online Physical Education." We dive into her dissertation journey, highlighting the process and challenges. During this episode, Sophie shares her insights into some of the key learnings, both from her research, as well as the completion of her dissertation. Dr. Waller is  assistant professor at the University of Georgia, where she completed her PhD and MS degrees. She completed her BS at Catawba College. --- Support this podcast: https://podcasters.spotify.com/pod/show/pwrhpe/support

Kinderly Learn proudly sponsors this podcast with Dr Valerie Daniel - one of Kinderly Learn's regular expert speakers and authors. To find out more about Kinderly Learn, visit www.kinderly.co.uk/cpd-training For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/.  Dr Valerie Daniel discusses creative pedagogical practices - From being responsive to children's needs and constructing the curriculum to leadership and the pressures of school improvement.  Take a look below at all of the thought-provoking points addressed in this episode... Episode breakdown:  00:50 - What are creative pedagogical practices? 02:20 - Prescriptive practice 04:40 - Building a curriculum and setting ethos 08:37 - Your learning community 13:33 - Explorers, researchers and inventors 16:01 - Letting go of control 18:17 - Working within the constraints of legislation 25:55 - Don't assume children are too young 31:45 - Navigating the early years landscape 39:01 - The pressures of school improvement 41:22 - Learning from others and good quality CPD 47:00 - The value of being challenged as a leader 52:53 - Seeing yourself as an imperfect leader Find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Growing as an effective educator is a skill to practice, especially as we work to engage students. Tune in as we talk with Tre Easterly (University of Florida) about how to improve our teaching by improving instructional clarity, increasing variety, demonstrating enthusiasm, using task-oriented behaviors, and providing opportunities for students to practice what they learn.

In this roundtable dialogue, three art historians discuss pedagogical approaches in socially engaged art practices as they apply to the teaching of art history, paying critical attention to the ways these strategies intervene on and challenge neoliberal educational norms. How have contemporary artists working in various social and political contexts transformed public and alternative spaces into discursive platforms through which knowledge can be generated, shared, or amplified collectively? And what can we learn about teaching art and art history in the North American system by studying these artists' approaches? This conversation emerged from a panel at CAA 111th Annual Conference, “Generative Pedagogies in Art and Curatorial Practice.” The project will culminate with the publication of Pedagogical Art in Activist and Curatorial Practices, edited by Noni Brynjolson and Izabel Galliera, forthcoming from Routledge in early 2025. Noni Brynjolson is an Assistant Professor of Art History at the University of Indianapolis, where she has taught since 2020 after receiving her PhD in Art History from the University of California San Diego. Her research focuses on collaborative public art projects and examines themes of repair and construction in contemporary art. Izabel Galliera is an Associate Professor of Art History at Susquehanna University, where she is also an Associate Director of the Center for Teaching and Learning and co-coordinator of the minor in museum studies. She received her PhD in Art History from the University of Pittsburgh. Her research is at the intersection of contemporary art, activism, and social justice. Jessica Santone is an Associate Professor of Art History and Visual Studies at Cal State East Bay, where she has taught since 2015. She received her PhD from McGill University. Her research concerns pedagogical art and social practice, particularly projects that expand knowledge around climate and science.

In this mini-episode, I discuss the buzz around AI-powered education tools. Instead of focusing on the tools themselves, I want to focus on how we use them to support strong pedagogical practices. These AI education tools can be utilized to meet students' diverse needs, transforming how we design and facilitate learning experiences.    If you want to dive deeper, read the blog post CatlinTucker.com. I'd love to hear how you are using AI-powered education tools to better meet the needs of all learners! You can find me on X (formerly Twitter)@Catlin_Tucker, Instagram @CatlinTucker, or leave me a note on my website, CatlinTucker.com.

Blending theory, practice, and fascinating cultural vision, this week's conversation with Erin Manning calls into question the systems and practices that keep us stuck.   Erin's imagination and openness seem endless as she describes how we may work to create movements for other ways of being. Crucially, Erin describes her understanding of modalities of being, explaining that neurotypicality is a system that undergirds our ways of knowing and our ways of being a body. There is no singular “neurotypical person” just as there is no singular “neurodiverse” person. Rather, we are trained into a choreography that encourages us to “practice neurotypicality well” and punishes us if we do not.Understanding the ways these systems work is vital as we untangle the hegemony and oppression that have dictated what counts as knowledge, what is valuable in a body, and even what bodies are “worth” being alive. The episode shares the resounding call that “we owe everything to each other.” How can we give into that call?  Erin Manning grounds in the interstices of philosophy, aesthetics and politics. Pedagogical experiments are central to her work, some of which occur at Concordia University in Montreal where she is a research chair in Speculative Pragmatism, Art and Pedagogy in the Faculty of Fine Arts. She is concerned, always, about alter-pedagogical and alter-economic practices. She has written The Minor Gesture, For a Pragmatics of the Useless, Out of the Clear, and The Being of Relation (forthcoming). Her artwork is textile-based, relationally-oriented, and often participatory. Her current research is focused on 3e —an exploration of the transversality of the three ecologies, the social, the environmental and the conceptual. Music by Johanna Knutsson courtesy of Patience Records. Visit our website at forthewild.world for the full episode description, references, and action points.Support the show

Katherine Freese first presented the concept of dark stars at a conference in 2007. It was not well received at the time, as there was no evidence for it, and finding it seemed impossible. That is until recently… Katherine Freese is a renowned theoretical physicist, professor of physics at the University of Texas at Austin, and a member of the Simons Observatory. She works on a wide range of topics in theoretical cosmology and astroparticle physics, including her quest to identify the dark matter and dark energy that permeate the universe. She wrote The Cosmic Cocktail: Three Parts Dark Matter, published in June 2014 by Princeton University Press. She is one of the most renowned scientists that exists today, and I'm excited to have her back on the show to discuss Hubble tension, natural inflation, dark energy, and, of course, the star of the show (pun intended), dark stars! Tune in.  Key Takeaways:  Intro (00:00) In honor of Steven Weinberg (01:09) Katie's take on Hubble tension (03:28) Natural inflation and the particle responsible for it (08:43) Katie's take on dark energy (16:25) Philosophical and theological implications of Katie's research (21:11) Katie's philosophy as an educator (22:58) Katie presents her proof of dark stars (29:29) Pedagogical expectations (43:10) Outro (48:04) — Additional resources: 

An Analysis of Musculoskeletal Disorder Risk Factors Associated with common Pedagogical Principles of the Lhevinne and Taubman Piano Schools – A Literature Review.

Join us to hear Majed Buledi, from the International Islamic University in Malaysia, as he shares best practices for pedagogical technological integration with digital natives. He identifies the steps involved in technological integration levels, and how such levels impact learners' task engagement in a walled classroom through digital platforms. Listen to hear more!   #onlinelearning #digitallearning #education #strategicplanning #teachingtips #tesol  #esl #elt #tesolteaching #education #teachertraining #edtech #digitaltools #CPD #ContinuingProfessionalDevelopment --- Send in a voice message: https://podcasters.spotify.com/pod/show/ttelt/message Support this podcast: https://podcasters.spotify.com/pod/show/ttelt/support

At the Universities of Florida and Porto, and in close collaboration with CAE Healthcare, Willem van Meurs, PhD in control engineering, Toulouse, France (1991), designed simulators for medical student education, anesthesia, intensive care, emergency medicine, pediatrics, and labor and delivery. These and similar devices all but eliminated training of basic interventions and common critical incidents on live animals and real patients. Pedagogical conditions can be optimized without concern for patient safety. Total sales of the simulators developed by the teams Dr. van Meurs led or participated in now exceed 1 billion dollars. These simulators rely on mathematical models of cardiorespiratory physiology and pharmacology. He has a special interest in fetal and neonatal physiology. He is a past president of SESAM and the author of Modeling and Simulation in Biomedical Engineering, McGraw-Hill (2011), and of The Dolls' Engineer, a personal journey through three decades of medical simulation, SimEdita (2023). Recent work includes development of Explanatory Models in Acute Care in collaboration with the Radboud University.Link to the book! https://www.shop.simzine.news/en/home/2-the-dolls-engineer.htmlInnovative SimSolutions.Your turnkey solution provider for medical simulation programs, sim centers & faculty design.

Welcome to this bite-sized episode of The Art of Teaching Podcast. Today I thought I would share a discussion that I had a little while ago with the brilliant Dr Catherine Attard. I never saw myself as a "maths person" and I struggled all through high school. It wasn't until I was a university student sitting in Dr. Attard's class that I began to see myself as a mathematician. In this short snippet, we talked about the importance of pedagogical relationships in mathematics and bridging the gap between research and practice.  Here is the full episode Here are some of the resources Here is Dr. Attard's profile. 

E233 - Janie Paul - Finding Humanity in Art - Making Art in Prison - Survival and ResistanceMaking Art In Prison: Survival And ResistanceThe United States is the most incarcerating nation in the world. Over two million people are locked behind bars, where they endure the degradation and violence of a dehumanizing system. But in prisons around the country, incarcerated people have regained their dignity by creating objects of beauty, meaning, and value. In Making Art in Prison: Survival and Resistance, Janie Paul introduces readers to the culture and aesthetics of prison art communities, and shares heart wrenching, poignant, and often surprisingly humorous artists' narratives. These powerful stories and images upend the manufactured stereotypes of those living in prison, imparting a real human dimension—a critical step in the movement to end mass incarceration.  For 27 years, Paul has traveled throughout Michigan to meet artists and select work for the project she co-founded: The Annual Exhibitions of Artists in Michigan Prisons, an initiative of the Prison Creative Arts Project at the University of Michigan. Pedagogical as well as curatorial, the project has provided crucial validation for the artists. Making Art in Prison features over 200 images of their extraordinary work.  Delving deeply into the ways in which incarcerated artists create meaning through their artistic practice, Paul explains how the making, sharing, and formation of artistic friendships within prisons can constitute acts of resistance against the violence and banality of prison life. Most of the artists did not make art before coming to prison. Their accomplishments show that art making need not be a privilege of the few, but is rather a basic human need, and in these circumstances, a necessary means of survival. Making Art in Prison reveals—through the eyes of the artists who have lived through it—what mass incarceration looks and feels like in the United States. It reveals the ways in which they keep their humanity intact; it invites us to reflect on our own humanity and the problem of living in a country that incarcerates more of its population than any other nation in the world. It also invites us to look closely at the images and appreciate the richness of life and luminosity emerging from the darkest corner of our country.https://lsa.umich.edu/pcaphttps://www.janiepaul.com/___https://livingthenextchapter.com/podcast produced by: https://truemediasolutions.ca/MindShift Power Podcast is for teens, about teens, and anyone who works with teens. Many of the guests will be teens from all over the US and Canada. We will discuss issues that involve teens. Solutions start with conversations. Real conversations can not happen unless we are honest.https://www.fatimabey.com/podcastSupport the showBuzzsprout is our podcast host for this show!Ready to find a better podcast host for your show? Get a $20 credit applied to your new Buzzsprout Account by using our link! Starting a new show or looking for a better host? Buzzsprout is amazing!https://www.buzzsprout.com/?referrer_id=1855306Please note! To qualify for this promotion. All accounts must remain on a pay plan and maintained in good standing (paid in full) for 2 consecutive billing cycles before credits are applied to either party.

In episode 86 of The Gradient Podcast, Daniel Bashir speaks to Professor Gil Strang. Professor Strang is one of the world's foremost mathematics educators and a mathematician with contributions to finite element theory, the calculus of variations, wavelet analysis, and linear algebra. He has spent six decades teaching mathematics at MIT, where he was the MathWorks Professor of Mathematics. He was among the first MIT faculty members to publish a course on MIT's OpenCourseware and has since championed both linear algebra education and open courseware.Have suggestions for future podcast guests (or other feedback)? Let us know here or reach us at editor@thegradient.pubSubscribe to The Gradient Podcast:  Apple Podcasts  | Spotify | Pocket Casts | RSSFollow The Gradient on TwitterOutline:* (00:00) Intro* (02:00) Professor Strang's background and journey into teaching linear algebra* (04:55) Undergrad interests* (07:10) Writing textbooks* (10:20) Prof. Strang's interests in deep learning* (11:00) How Professor Strang thought about teaching early on* (16:20) MIT OpenCourseWare and education accessibility* (19:50) Prof Strang's applied/example-based approach to teaching linear algebra and closing the theory-practice gap* (22:00) Examples!* (27:20) Orthogonality* (29:15) Singular values* (34:40) Professor Strang's favorite topics in linear algebra* (37:55) Pedagogical approaches to deep learning, mathematical ingredients of deep learning's complexity* (42:04) Generalization and double descent in deep learning, powers and limitations* (46:20) Did deep learning have to evolve as it did?* (48:30) Teaching deep learning to younger students* (50:50) How Prof. Strang's approach to teaching linear algebra has evolved over time* (53:00) The Four Fundamental Subspaces* (56:15) Reflections on a career in teaching* (59:49) OutroLinks:* Professor Strang's homepage Get full access to The Gradient at thegradientpub.substack.com/subscribe

Karine and Rose meet this week to discuss Ofsted ratings, how AI can transform teachers' day-to-day tasks, and interview friend and colleague Dr Fiona Aubrey Smith on the recent publication of her book: From EdTech to PedTech: Changing the Way We Think About Digital Technology.  Aimed at teachers and leaders looking to create greater impact on teaching and learning through the use of digital technology in schools, From EdTech to PedTech translates research on the effective integration of digital technology in education into relevant, accessible, and practical guidance for teachers and school leaders.  This much-needed handbook bridges the gap between knowing ‘what works' and knowing how to make it work for you and your learners. Ofsted's rating can be transformative and catastrophic.  Given Karine's experience as a headteacher, what does she think of its one-word proclamations?  Also under discussion is the DfE's call for submission of evidence regarding the opportunities and risks of AI in education, and their recently published report on generative AI, available to view below. Material discussed in this episode includes: From EdTech to PedTech: Changing the Way we Think About Digital Technology UK Department for Education: Generative AI in Education: Departmental Statement Institute for Ethical AI in Education: Final Report OECD: Empowering Young Children in the Digital Age Machine Learning & Human Intelligence  To get the latest insights, trends and developments on AI for Education, subscribe to EVR's new fortnightly publication: The Skinny on AI for Education

As voice teachers it is important, we have a healthy balance of being open to different modalities that can help our students communicate who they truly are in the most authentic way possible. This week on A Voice and Beyond, we welcome Kristin Roney and Mark Moliterno, who formed YogaVoice® together. This is a two-part interview as there is so much to unpack around our discussion on YogaVoice®; a unique pedagogical program that combines several traditions of Yoga philosophy and practice with Systematic Voice Technique to develop authenticity and wellness in the art of singing and personal communication.Both Mark and Kristin are accomplished classical singers with extremely successful performance careers and have studied vocal pedagogy in higher education. Mark studied with Richard Miller for many years and tells us that the work of Richard Miller is the backbone of YogaVoice® and what they do vocally in YogaVoice® is the gateway to functional efficiency in the voice, irrespective of style. It is not exclusive to classical singing. They believe that "the voice" is an energetic instrument that manifests through a physical mechanism, and YogaVoice® is a way to help singers access what is already there within them and within their own voices. In this episode Mark and Kristin also dispel many of the myths around the practice of yoga, such as it being a spiritual practice, and they best describe yoga as a technology, which in their practice, is a gateway to ultimately elevate, empower, and free the voice. And for those who believe that one needs to be fit and flexible to undertake this program, Mark and Kristen tell us that they meet the individual needs of their clients with an ease, steadiness and comfort in their practice. Mark and Kristin explain the benefits of YogaVoice®, how this work is applied in the voice studio, the philosophies behind the program, and much much more.This is such an enlightening interview with Kristin Roney and Mark Moliterno, and remember that this is only part one of a two-part interview with YogaVoice® with part two will be released next week.In this Episode1:15 – Introduction6:35 – How Mark and Kristin started15:28 – Yoga's impact on singing34:04 – What makes YogaVoice Unique21:33 – Scientific, Pedagogical, and Yoga41:48 – The 7 ChakrasFor more go to https://drmarisaleenaismith.com/124Like this episode? Please leave a review here - even one sentence helps!Follow me on Instagram

Hi Everyone, This is Episode 7 of The Knowmads Podcast. Every rational human has once in their life thought about the implications of porn on oneself and the society. Gail Dines, an anti-porn sociologist and professor at Wheelock college claims in her work that due to the adverse implications of pornography, it has become a public health issue and perhaps a solution is to enforce a complete ban on the porn industry. Our guest today Andrew Baldassarre is a philosopher and his current work is in response to this idea. He believes that it is important to acknowledge the pedagogical power of porn and to harness this aspect for the betterment of our society. xoxo The KnowmadsAndy Baldassarre - a Houston-based philosopher and beekeeper is a recent graduate of Northeastern University in Boston, MA. In the Spring of 2022, he received his bachelor's degree in Mechanical Engineering, with a double major in Philosophy. You can find Andrew at: https://www.instagram.com/really_me_andrewbWebsite: https://www.andrewbaldassarre.comYou can find The KnowmadsPrachi Garella: Website: https://www.prachigarella.comLintree: https://linktr.ee/prachigarellaBhavay: Website: https://www.bhavaytyagi.comInstagram: https://www.instagram.com/bhavaystyagi/To reach us you can email us at: theknowmadsofficial@gmail.com

A two part in-depth dialogue about creating inclusive pedagogical spaces to present and teach women's history with Jenevieve DeLosSantos, assistant teaching professor of art history and director of special pedagogic projects at Rutgers University and Ashleigh Coren, women's history content and interpretation curator at the National Portrait Gallery and acting head of education for the Smithsonian's American women's history initiative. In part 1 of this conversation, Coren discusses the importance of engaging with the wide spectrum of art practices by women artists and developing critical pedagogical strategies to facilitate culturally responsive teaching, to approach difficult conversations around race, gender and class and support educators attempting to provide more inclusive content. Part 2 expands the conversation to include additional pedagogical strategies to open up teaching women's histories to broader audiences, set up community norms, manage the approach to difficult traumatic topics that could be triggering, empower communities to help tell broader stories and address the erasure of certain communities. Ashleigh D. Coren is the acting head of education for the Smithsonian American Women's History Initiative and the Women's History Content and Interpretation Curator at the National Portrait Gallery, where she focuses on collections research, student and teacher programs, and public programming. Previously, she was Special Collections Librarian for Teaching and Learning at the University of Maryland, College Park and an adjunct lecturer in the university's College of Information Studies. She holds a BA in Art and Visual Culture from Bates College, and an MS in Archives Management from Simmons University. She has held previous positions at West Virginia University and Emerson College and in 2018 she was named an ALA Emerging Leader. Her writing has been published in The Journal of American Folklore, Viewfinder: Reflecting Upon Museum Education, and the International Review of African American Art. Jenevieve DeLosSantos is Associate Teaching Professor of Art History and Director of Special Pedagogic Projects in the Office of Undergraduate Education for the School of Arts and Sciences at Rutgers University–New Brunswick, New Jersey. In her dual role, she teaches art history and manages several programs related to teaching and learning and diversity, equity and inclusion in undergraduate education. Her research focuses on the Scholarship of Teaching and Learning in Art History and explores topics related to trauma-informed pedagogy and equitable, inclusive teaching practices in the art history classroom. Her current projects include, guest editing the series “Hard Lessons: Trauma, Teaching, Art History” for Art Journal Open and the forthcoming book Poetries – Politics: A Celebration of Language, Learning and Art with Rutgers University Press. Her other scholarly interests include nineteenth-century American Orientalism and more broadly, race and imperialism in nineteenth-century visual culture.

A two part in-depth dialogue about creating inclusive pedagogical spaces to present and teach women's history with Jenevieve DeLosSantos, assistant teaching professor of art history and director of special pedagogic projects at Rutgers University and Ashleigh Coren, women's history content and interpretation curator at the National Portrait Gallery and acting head of education for the Smithsonian's American women's history initiative. In part 1 of this conversation, Coren discusses the importance of engaging with the wide spectrum of art practices by women artists and developing critical pedagogical strategies to facilitate culturally responsive teaching, to approach difficult conversations around race, gender and class and support educators attempting to provide more inclusive content. Part 2 expands the conversation to include additional pedagogical strategies to open up teaching women's histories to broader audiences, set up community norms, manage the approach to difficult traumatic topics that could be triggering, empower communities to help tell broader stories and address the erasure of certain communities. Ashleigh D. Coren is the acting head of education for the Smithsonian American Women's History Initiative and the Women's History Content and Interpretation Curator at the National Portrait Gallery, where she focuses on collections research, student and teacher programs, and public programming. Previously, she was Special Collections Librarian for Teaching and Learning at the University of Maryland, College Park and an adjunct lecturer in the university's College of Information Studies. She holds a BA in Art and Visual Culture from Bates College, and an MS in Archives Management from Simmons University. She has held previous positions at West Virginia University and Emerson College and in 2018 she was named an ALA Emerging Leader. Her writing has been published in The Journal of American Folklore, Viewfinder: Reflecting Upon Museum Education, and the International Review of African American Art. Jenevieve DeLosSantos is Associate Teaching Professor of Art History and Director of Special Pedagogic Projects in the Office of Undergraduate Education for the School of Arts and Sciences at Rutgers University–New Brunswick, New Jersey. In her dual role, she teaches art history and manages several programs related to teaching and learning and diversity, equity and inclusion in undergraduate education. Her research focuses on the Scholarship of Teaching and Learning in Art History and explores topics related to trauma-informed pedagogy and equitable, inclusive teaching practices in the art history classroom. Her current projects include, guest editing the series “Hard Lessons: Trauma, Teaching, Art History” for Art Journal Open and the forthcoming book Poetries – Politics: A Celebration of Language, Learning and Art with Rutgers University Press. Her other scholarly interests include nineteenth-century American Orientalism and more broadly, race and imperialism in nineteenth-century visual culture.

In this episode I unpack Olari, Tenório, and Romeike's (2023) publication titled “Introducing artificial intelligence literacy in schools: A review of competence areas, pedagogical approaches, contexts and formats,” which is a review of literature exploring how researchers from 31 papers investigated AI-related literacies in schools.Click here for this episode's show notes.How to support the free content I create.━━━━━━━━━━━━━ 00:00 Intro00:52 Abstract01:48 My one sentence summary02:35 Paper introduction03:09 Artificial intelligence literacy in school education04:08 Research questions04:25 Method05:09 Results: Competence areas07:08 Results: Pedagogical approaches10:46 Results: Contexts and formats12:45 Discussion16:12 Lingering questions and thoughts16:16 When teaching AI, what balance do you strive for between learning about AI and using AI as a tool for learning/creating?17:09 AI in education is an under explored area of potential professional development for educators18:14 Outro

Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: Look At What's In Front Of You (Conclusion to The Nuts and Bolts of Naturalism), published by LoganStrohl on May 25, 2023 on LessWrong. If naturalism has been the subject of this sequence, then what is naturalism? Now might be a good time to try stating your own answer, in your own words, before reading more of mine. Here is what I have to say about it. Naturalism is an investigative method that focuses attention on the points in daily life where subjective experience intersects with crucial information. It brings reflective awareness to experiences that were always available, but that our preconceptions inclined us to discard; it thereby grants us the opportunity to fold those observations into our stories about the world. It is a gradual process of original seeing, clarification, and deconfusion. At its best, naturalism results in a greater ability to interact agentically with the world as it is, rather than fumbling haphazardly through a facade of misapprehensions. This sequence was my attempt to outline the curriculum I guide people through when helping them learn the practice of naturalism—when helping them learn to behave as though knowing the territory takes patient and direct observation. The curriculum is not the practice itself. Pedagogical considerations require that the curriculum be relatively linear and self-contained. The actual practice of naturalist investigation tends to draw as needed from all phases at once, interweaves with other methodologies as appropriate, and sometimes requires the invention of novel techniques on the spot. Furthermore, my curriculum does not teach The One True Way of Patient and Direct Observation. It is only my way, tailored to and limited by the idiosyncratic shape of my particular mind, and adapted somewhat for the unusual class of people willing to work with me. This is not an easy practice, and it certainly is not fast. It is a lot like lifting weights to get stronger. When easy answers are readily available through expert opinion; when problems are technical rather than adaptive; when you are certain that all you need is a “yes” or a “no”, and not to build a whole new way of understanding—in these cases, naturalism is often the wrong toolset for the job. Nevertheless, I find that even when naturalism is the wrong toolset overall for the particular question I'm dealing with, there's something deeply valuable in having built my own version of these tools, and in constantly feeling their readiness to hand. There is empowerment in recognizing that I personally can figure things out, by following my own curiosity, looking carefully for myself, and gradually piecing together whatever I find. I think that a lot more work is needed before these methods can be smoothly integrated with the communal art of rationality. Still, I earnestly hope that my descriptions of this far-from-perfect method will prove a useful resource in whatever comes next. Thanks for listening. To help us out with The Nonlinear Library or to learn more, please visit nonlinear.org.

Three decades following the passing of the Rav zt”l his legacy endures and his teachings still inspire – but how do we communicate his Torah to a generation “which did not know Yosef” (R. Yosef Dov Halevi Soloveitchik, that is)? This is a question that is explored from a few different angles in TRADITION's recent expanded issue on the thought of the Rav.  Readers of the special issue will discover that one of the many insightful perspectives on this particular question is offered by Mali Brosky, whose essay “The Rav's Enduring Pedagogical Relevance” takes up the challenge of how we can best convey R. Soloveitchik's thought, hashkafa, and philosophy to students born over a decade after his death and almost a generation after he left the public stage. It is indeed complex, but crucial, and Brofsky makes a compelling case for why it's more important than ever, offering some lessons from her many years of teaching. She recently discussed her essay on the podcast she co-hosts, RZ Weekly, which surveys issues facing the Religious Zionist community in Israel and worldwide. It's an engaging weekly roundtable conversation between Mali and her educational colleagues, Johnny Solomon and Reuven Spolter. We thank them for allowing us to share the segment of this episode over our feed  – search for RZ Weekly on all podcasting platforms to subscribe.  Subscribers can access the  essay alongside some open-access content available to all at https://traditiononline.org/rabbisoloveitchik120issue where the issue can be purchased as well. Mali Brofsky is a senior faculty member at Michlelet Mevaseret Yerushalayim, teaches for Wurzweiler School of Social Work at Hebrew University, and runs a clinical social work practice in Gush Etzion.

In this episode Garth interviews Stephen Chew in a Part 2 interview from Samford University in Birmingham, AL. Steve starts to discuss how he deals with psychological misperceptions in his classroom, leading to his nine cognitive challenges and classic nine-way interaction of teaching effects.  Steve talks about the importance of establishing trust and developing competence and the evolving role that ChatGPT may play in all of this. With Bill Cerbin, Steve talks about their cognitive challenge framework as a way of thinking about teaching and learning.  Steve mentions his continued work with NITOP and hints at some projects in his future.

Paul, Jenn, and Ben talk with Dr. Amy Hatch, assistant professor of instruction at the University of Texas at Arlington, about the way she brings various pedagogical influences - from inside and outside music -into her theory classroom.

Writing the Classroom: Pedagogical Documents As Rhetorical Genres (UP of Colorado, 2022) explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom. The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia. Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching. Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth This is a conversation with Dr. Stephen Neaderhiser who is an assistant professor of English at Kent State University at Stark. He also coordinates the Professional Writing Studies Program and teachers composition, digital literacies and popular culture. He has written about the disciplinary historiography of composition studies occlusion of pedagogical genres and the metaphoric language associated with teaching. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Writing the Classroom: Pedagogical Documents As Rhetorical Genres (UP of Colorado, 2022) explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom. The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia. Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching. Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth This is a conversation with Dr. Stephen Neaderhiser who is an assistant professor of English at Kent State University at Stark. He also coordinates the Professional Writing Studies Program and teachers composition, digital literacies and popular culture. He has written about the disciplinary historiography of composition studies occlusion of pedagogical genres and the metaphoric language associated with teaching. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Writing the Classroom: Pedagogical Documents As Rhetorical Genres (UP of Colorado, 2022) explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom. The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia. Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching. Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth This is a conversation with Dr. Stephen Neaderhiser who is an assistant professor of English at Kent State University at Stark. He also coordinates the Professional Writing Studies Program and teachers composition, digital literacies and popular culture. He has written about the disciplinary historiography of composition studies occlusion of pedagogical genres and the metaphoric language associated with teaching. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Nikki Costello is an educator with 30 years of teaching and training experience in the Yoga and Wellness industry. She works at the intersection of social justice and Yoga with a focus on facilitating new models of embodied leadership. Nikki is a Senior Iyengar Yoga Teacher (Level 3-CIYT) and a Certified Yoga Therapist (C-IAYT). In 2013-2014, she was a contributing editor at Yoga Journal, writing the magazine's “Basics Column,” and in 2016, Nikki was named one of the 100 Most Influential Teachers in America. She is the featured Iyengar Yoga teacher on GLO. Nikki holds an MA in Traditions of Yoga and Meditation from SOAS, University of London and is a PhD candidate at the California Institute of Integral Studies. Since 2020, she has taught weekly online yoga and meditation classes at Nikki Costello | The Practice. To learn more, visit Nikki's website.In this episode, we discuss: Sources of exclusion in the yoga classroom.  Moving away from the performative aspect of studentship. Courage, safety, and trust in sadhana. Autonomy and choice in a yoga classroom. The virtual classroom as an opportunity instead of a limitation. Pedagogical practices that support or inhibit access, belonging, and diversity. Rethinking how we learn and how we create community within the framework of a yoga class. See omnystudio.com/listener for privacy information.

Friday January 27th 2023 – #AIESEPConnect #CoffeeWithColleagues: 24hour movement guidelines: Pedagogical implications for schools, sport & health clubs. Led by Professor Andy Daly-Smith (University of Bradford, United Kingdom), Professor Pedro Sanchéz-Miguel and Dr Miguel Tapia-Serrano (University of Extremadura), Professor Rute Santos (University of Porto, Portugal), and Professor João Martins (University of Lisbon and AIESEP). Session Video Recording https://youtu.be/3Odnh2_XVzA --- Support this podcast: https://anchor.fm/pwrhpe/support

The Purple Day Podcast is the audio from our Monday episodes of Storytime in the Schoolhouse. Please note: Storytime is written and recorded for the screen. Some elements of Storytime will transfer better than others. Every Purple Day, or Monday, we are inside the schoolhouse for circle time and storytime. During circle time, we learn seasonal songs and poems together. This week, we learn new lines and words to our poems, making our circle time slightly longer than last week. We also practice a mindful breathing exercise. This month we are learning Rainbow Breathing. This is a fun way to teach children how to stop and take deep breaths. Listen and give it a try! After circle time, we hear a story together. The second week of each month, we hear a pedagogical or teaching tale. These stories address an upcoming change, difficult event, or challenging behavior. Today we hear the story of The Cranky Chicken, a chicken who has to learn to use her beak in helpful ways and not hurtful ways. Are you interested in learning more songs and stories? Check out our “Storytime Sampler,” which includes a whole week of Storytime for each season, giving you new songs and stories to enjoy all year. Click here to sign up, and we'll send you a link to four weeks of free stories!

In this interview, human performance expert Dr Rob Gray from Arizona State University and author of ‘How We Learn to Move' and ‘Learning to Optimize Movement' discusses the important findings of the research paper ‘Police Training Revisited – Meeting the Demands of Conflict Training in Police with an Alternative Pedagogical Approach' (Policing; December 2020). While operational police actions place high demands on police officers, and training should be providing the skills necessary to meet those demands, the research shows there is a significant problem. The problem is evidenced by a large gap between the current training methodology and the lack of retention and transfer of skills. A serious ‘call to action' for the reimagination of police training is discussed along with the introduction of the ‘Constraints Led Approach' to motor skills training which holds great promise for improving police training. Watch the video interview here: https://www.youtube.com/watch?v=0FeIAmufO8k&t=1s

It's the school holidays in Australia and we are all taking a well-deserved break. Today I thought that I would share a snippet of a discussion that I had with the brilliant Dr Catherine Attard. Dr Attard was my mathematics educator during my postgraduate studies and she really changed the game for me. Dr Attard helped me to see myself as a mathematician despite struggling with mathematical concepts for many years. I hope that you get as much out of it as I did and please take the time to listen to the whole conversation. I'll put the links in the show notes.  Here is Dr Attard's website  Here is the rest of the episode: Dr. Catherine Attard: Maths anxiety, misconceptions about this beautiful subject and student engagement: https://apple.co/3VkVETJ   The Art of Teaching Podcast resources:  Facebook Group: https://www.facebook.com/groups/artofteaching Here is the link to the show notes: https://theartofteachingpodcast.com/ Instagram: https://www.instagram.com/theartofteachingpodcast/

In this episode Eric interviews Sue Frantz from Highline College in Des Moines, WA, for a second time (Sue was first interviewed on Episode 004 in 2017).  Sue continues to innovate and trailblaze as she contemplates what early retirement might mean.  She has launched into the introductory psychology publishing realm with Flat World Publishing (co-authored with Charles Stangor).  The unique approach she takes in this textbook revision is "what our neighbors need to know about psychology."  We chat about some of her favorite topics to teach (including sensation and perception), any systems that Sue has for tracking textbook revision notes, and the status of her Technology for Academics blog. Knowing Sue, she will invent her unique pathway to "retirement" as only she can arrange it. This podcast was recorded at the Annual Conference on Teaching in October 2022 in Pittsburgh, PA.  We thank the conference organizers and the Society for the Teaching of Psychology (STP) for the space provided and their sponsorship. The views or product endorsements expressed do not represent the views, support, or endorsements of STP.

Shelley Roy is a leading figure in perceptual control theory who has worked with thousands of adults and adolescents in a wide range of learning situations. In this episode you will learn: 1. What is Pedagogical coaching, and how can it help people understand their own behavior? 2. What is Perceptual Control Theory, and how can it be used to help people understand and change their behavior? 3. What are some strategies that can be used to help people be more mindful of their own behavior and the behavior of others?