Podcast appearances and mentions of pooja agarwal

Retrieval practice is the act of trying to recall something you learned from memory by doing things like taking a test or using flashcards instead of just looking at, rereading, or reviewing the information. When we study with retrieval, we learn and remember things much better than we do by other review methods. So how do we add more to our classrooms? In this episode, I'm joined by Dr. Pooja Agarwal, editor of the book Smart Teaching Stronger Learning, and two of the book's authors, Dr. Janell Blunt and Dr. Michelle Rivers, to learn nine simple, easy, and fun retrieval strategies that can be added to any lesson. Thanks to Zearn and EVERFI for sponsoring this episode. To read a full transcript of this episode and find links to more retrieval practice resources, visit cultofpedagogy.com/retrieval-in-action.

Pooja Agarwal shares about lessons in life and retrieval practice on episode 479 of the Teaching in Higher Ed podcast. Quotes from the episode 100 years of research demonstrates that the magic of learning happens at the third stage, the retrieval stage. -Pooja Agarwal I normalize forgetting, that's part of learning. -Pooja Agarwal Be practical and realistic when it comes to incorporating the science of learning. -Pooja Agarwal Resources Retrieval Practice Website James Lang's Small Teaching The Mapparium Globe Episode 451 with Rob Parke How to Create a Google Form with Branching How to Link to a Specific Part of a Google Doc Maha Bali Flip

Pooja Agarwal, Berklee College of Music Bill Hill Keynote Address: Powerful Teaching: Unleash the Science of Learning Originally delivered October 18, 2019 in Denver, CO at STP's Annual Conference on Teaching (ACT)

Toni Rose is joined by Dr. Pooja Agarwal to discuss the benefits of retrieval practice, including several strategies and resources. Show Notes More info on MCP Webinars (https://www.modernclassrooms.org/webinars) and Scholarships (https://www.modernclassrooms.org/scholarships) Dr. Agarwal's book, Powerful Teaching (https://amzn.to/2EbhvYN) More from Dr. Agarwal at her website poojaagarwal.com (https://www.poojaagarwal.com/) Berklee College of Music (https://www.berklee.edu/) Dr. Agarwal's website with more resources for retrieval practice (https://www.retrievalpractice.org/why-it-works) Follow Dr. Agarwal on Twitter @retrievelearn (https://twitter.com/retrievelearn) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/)

My name is Ladek and I'm your Host from Open LMS and this is episode number 102 with Dr. Pooja Agarwal. Dr. Agarwal is an assistant professor at the Berklee College of Music, an expert in cognitive science and author of the book “Powerful Teaching” and the website retrievalpractice.org.In this very practical conversation Dr. Agarwal and I talk about:

Along with some very exciting news from our very own Sophie Shrand, we have Dr. Pooja Agarwal and Patrice Bain, authors of Powerful Teaching: Unleash the Science of Learning, on to share their research and real-world experiences that flip the way we've looked at learning on its head! Listen to Dr. Agarwal speak at SXSW! Get your copies of Powerful Teaching and A Parent's Guide to Powerful Teaching! Check out Sophie's new show on People Are Awesome's page!

In this first episode of our fifth season, we explore the field of learning. Dr Carolina Kuepper-Tetzel is a cognitive psychologist who specialises in how we learn best. She is part of an inspiring initiative called the Learning Scientists. She shares some of her valuable insights with us.Questions we explore:Is there a trick or a secret to communicating "science"?What motivated Carolina to take up a specialisation in learning?How do we find a balance between what and how we teach and how people learn?Briefly, what are the six learning strategies? The strategies include retrieval practice, spaced practice, elaboration, interleaving, concrete examples and dual coding.Do we remember visuals better than words?Are then any pitfalls to using the six learning strategies?How important is routine in learning?What is the importance of testing the learning strategies?How should we go about finding evidence-based content on the subject of learning?Books mentioned: Powerful Teaching by Pooja Agarwal and Patrice Bain, Uncommon Sense Teaching by Barbara Oakley, Beth Rogowsky and Terrence Sejnowski, How Learning Happens by Carl Hendrick and Paul Kirschner, Small Teaching by James Lang, any book by Kate JonesBlogs mentioned: The Learning Scientists (of course) and The Effortful Educator by Blake HarvardPodcasts: Besides The Learning Scientists also Exam Study Expert by William Wadsworth or The HippoCampus Podcast by Lisa QuinnHow do the Learning Scientists decide on which topics to cover?A quick question on intersectionality...Are there different learning strategies for content and skills?Is scaffolding retrieval practice good practice?How does a learning expert design a lesson?Is the school model compatible with the research findings on how we learn best?Find Dr Carolina Kuepper-Tetzel on Twitter @pimpmymemory and the Learning Scientists @AceThatTest. Visit www.learningscientists.org and listen to their podcast at The Learning Scientists Podcast.Please send your comments and suggestions to @WilliamHPalk or @C_duPlessis.Thanks for listening!Support the show

Sarah Stein Greenberg: Creative Acts for Curious People Sarah Stein Greenberg is the Executive Director of the Stanford d.school. She leads a community of designers, faculty, and other innovative thinkers who help people unlock their creative abilities and apply them to the world. She speaks regularly at universities and global conferences on design, business, and education. Sarah holds an MBA from Stanford's Graduate School of Business and also serves as a trustee for global conservation organization Rare. She is the author of the book Creative Acts for Curious People: How to Think, Create, and Lead in Unconventional Ways*. In this conversation, Sarah and I discuss the reality that all of us face with real learning: uncomfortable struggle. We detail some of the typical pattens that occur with struggle and how we can almost predict it at certain points. Plus, we discuss what Sarah and her colleagues have discovered on what we can all do to make the most of the struggles we regularly face. Key Points Part of the process of creativity almost always feels terrible. The “trough of despair” is hard, but also essential. Struggle helps us learn better. There's a sweet spot between what you already know well and what seems impossible. That middle zone is productive struggle. It's helpful to set expectations in advance when innovating or creating that discomfort is an indicator that you're moving forward. When people are in the midst of struggle, shifting the focus from thinking and talking to actually doing can often illuminate the best, next step. Productive struggle often comes at predictable moments. When it does, scaffolding and models can help move us along to get to where we need to go. Resources Mentioned Creative Acts for Curious People: How to Think, Create, and Lead in Unconventional Ways* by Sarah Stein Greenberg Interview Notes Download my interview notes in PDF format (free membership required). Related Episodes Growth Mindset Helps You Rise From the Ashes, with Jeff Hittenberger (episode 326) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) The Value of Being Uncomfortable, with Neil Pasricha (episode 448) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Sönke Ahrens: How to Take Smart Notes Sönke Ahrens is the creator of Take Smart Notes, a project dedicated to helping students, academics and nonfiction writers get more done - ideally with more fun and less effort. He has spent years researching and experimenting with different note-taking systems and his settled on a methodology called Zettlekasten. Sönke is a writer, coach, and academic -- and also the author of the bestselling book, How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking - for Students, Academics and Nonfiction Book Writers*. In this conversation, Sönke and I discuss how to move past the practice of simply reading and highlighting by beginning to seek meaning. We explore how you might create a system for doing this and how external scaffolding can help. Plus, we explain what notes might look like and how you can use them for an ongoing conversation with yourself — and perhaps others. Key Points Move past details and look for meaning. As we become familiar with something, we may start believing we understand it. Real thinking requires external scaffolding. It's not so much about saving information, but in making connections between the information. Your notes need not be long or numerous, but should spark (and continue) future conversations with yourself. Resources Mentioned How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking - for Students, Academics and Nonfiction Book Writers* by Sönke Ahrens Take Smart Notes Interview Notes Download my interview notes in PDF format (free membership required). Related Episodes How To Create a Personal Knowledge Management System, with Bonni Stachowiak (episode 129) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) How to Use Cognitive Psychology to Enhance Learning (Teaching in Higher Ed) How to Enhance Your Credibility (audio course) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

In this season Kathryn and Laura are inspired to learn and inspired to share. Each week they discuss the ongoing story of their learning as they engage in reflective practice to connect their ideas and continuously grow. This week's inspiration is shared by Kathryn as she discusses ideas from the book Stop Talking, Start Influencing by Jared Cooney Horvath. Transcript  Resources: Should This Exist? Dig Cit Doctors: Digital Citizenship Curricular Framework for PK-12 | @DigCitDoctors Stop Talking, Start Influencing: 12 Insights From Brain Science to Make Your Message Stick by Jared Cooney Horvath  Powerful Teaching: Unleash the Science of Learning by Pooja Agarwal and Patrice Bain Teaching in Higher Ed: podcast interview with Dr. Horvath

In this 76th episode of Sportsy LetsAIMSports with Sid Deshmukh, we chat with one of the most inspiring stories of India's Para athletes history. India's 10m and 25m para shooter, a proud GoSports Foundation athlete, triple amputee, Pooja Agarwal. Pooja, met with an accident and lost her limbs. This changed her life, but a fighter in her never gave up and she studied as well as started sports to come out of things. Today she is an international para shooter for India and hopeful for Tokyo 2020 Para Olympic qualification. Beyond shooting, Pooja's mental toughness got her to river rafting as well as scuba diving.. She is helping many disable people through her youtube channel. Pooja spoke about the role played by GoSports Foundation in her sporting journey and she is grateful to be a GoSports athlete. Description on GoSports Foundation GoSports Foundation is a national award-winning non-profit organisation working towards the development of some of India's talented emerging and elite athletes, competing across Olympic and Paralympic disciplines, through our athlete scholarships and knowledge building programmes. Donation Link https://pages.razorpay.com/pl_By7f4e8...

Glenn Parker: Positive Influence Glenn Parker is a team building and organizational consultant to many of the world's leading corporations, including Novartis, Merck, Lucent, and Accenture. He is the author of 15 books, including the bestsellers, Team Players and Teamwork: New Strategies for Developing Successful Collaboration* and Cross-Functional Teams: Working with Allies, Enemies, and Other Strangers*. Glenn's assessment survey, the Parker Team Player Survey, published by CPP, has sold more than one million copies. He is the author with his son Michael Parker of the book, Positive Influence: The Leader Who Helps People Become Their Best Self*. In this episode, Glenn and I discuss the importance of leaders recognizing the contributions of other leaders in our careers — and the ways we can become positive influences for others. We detail the four different ways to be a supportive leader and the first steps that each of us can take to do this more consistently. Key Points Four different ways to be a leader who has a positive influence on others: The Supportive Positive Influence Leader: the one who believes in you The Teacher Positive Influence Leader: the one who helps you develop the skills you need The Motivating Positive Influence Leader: the one who shows you why you need to do something and helps you believe that you can do it The Role Model Positive Influence Leader: the one who demonstrates through their actions how you can be successful Resources Mentioned Positive Influence: The Leader Who Helps People Become Their Best Self* by Glenn Parker and Michael Parker Related Episodes Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Your Leadership Motive, with Patrick Lencioni (episode 505) How to Be Present, with Dave Crenshaw (episode 511) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Glenn Parker: Positive Influence Glenn Parker is a team building and organizational consultant to many of the world's leading corporations, including Novartis, Merck, Lucent, and Accenture. He is the author of 15 books, including the bestsellers, Team Players and Teamwork: New Strategies for Developing Successful Collaboration* and Cross-Functional Teams: Working with Allies, Enemies, and Other Strangers*. Glenn's assessment survey, the Parker Team Player Survey, published by CPP, has sold more than one million copies. He is the author with his son Michael Parker of the book, Positive Influence: The Leader Who Helps People Become Their Best Self*. In this episode, Glenn and I discuss the importance of leaders recognizing the contributions of other leaders in our careers — and the ways we can become positive influences for others. We detail the four different ways to be a supportive leader and the first steps that each of us can take to do this more consistently. Key Points Four different ways to be a leader who has a positive influence on others: The Supportive Positive Influence Leader: the one who believes in you The Teacher Positive Influence Leader: the one who helps you develop the skills you need The Motivating Positive Influence Leader: the one who shows you why you need to do something and helps you believe that you can do it The Role Model Positive Influence Leader: the one who demonstrates through their actions how you can be successful Resources Mentioned Positive Influence: The Leader Who Helps People Become Their Best Self* by Glenn Parker and Michael Parker Related Episodes Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Your Leadership Motive, with Patrick Lencioni (episode 505) How to Be Present, with Dave Crenshaw (episode 511) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

In this episode of CCYSC Awaaz, Pooja Agarwal discusses the experiences and work of Savitha Suresh Babu, Kirana Kumari, Pavitra and Nanjundaswamy at Baduku Centre for Livelihoods Learning, Samvada, Bengaluru. The college offers short term courses on socially critical domains such as education, journalism, sustainable development, and justice. Savitha Suresh Babu works as a faculty member at Baduku Centre for Livelihoods Learning; currently working with the centre for transformative education, co-convening a course called 'Learner Lecturer: an online course for the transformative educator' meant for college lecturers, to sharpen their understanding of higher education, as also sharpen their teaching skills. Previously she has co-convened a course called Hita (roughly translates from Kannada as comfort): a course in basic counselling, offered in the evenings for working professionals. Kirana Kumari is currently the Principal of Baduku Community College. For several years now, she worked as the convenor of the Center for Wellness and Justice. Before joining Samvada, she worked in Odanadi Seva Trust between 2000-2001. She worked with the MHRD Education Department Mahila Samakhya Karnataka between 1989 and 1999. In Samvada, since November 2001, Kirana has played a range of roles including that of a Youth Work Resource Center Convenor, Convenor, Center for Wellness and Justice, Baduku Community College. Passionate about social justice and equity, she is part of several people's movements that work with anti-caste and feminist ideologies, and for communal harmony. Pavitra and Nanjundswamy alumni are involved with a Counseling Course on Facilitating Women's Wellness and Justice, and sustainable organic farming respectively. Hosted and edited by Pooja Agarwal, MA Education, Ambedkar University Delhi. Music: Little Idea by Scott Holmes (scottholmesmusic.com) / CC BY-NC A transcript of the episode in English is available here.

This week we are chatting with two amazing educators: Zaretta Hammond is the author of Culture Responsive Teaching and the Brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. She's a former classroom English teacher, and she's been doing instructional design, school coaching, professional development for the past 18 years. She's been on the national education reform organizations, National Equity Project, the former Bay Area School Reform Collaborative, and she does work every single day around the idea of practice, specifically in culturally responsive teaching and instructional equity. We'll also hear from cognitive scientist, Pooja K. Agarwal, Ph.D. She is the author of the book Powerful Teaching: Unleash the Science of Learning and an Assistant Professor at the Berklee College of Music in Boston, teaching psychological science to exceptional undergraduate musicians. Pooja's research has been published in leading peer-reviewed psychology journals; featured in the New York Times, Education Week, and Scientific American; recognized by the National Science Foundation; and highlighted in numerous books, podcasts, and videos.

Lesson 4: Resurface What’s Relevant Curation isn’t useful unless you benefit from all the work. In this lesson, how to get your best ideas to resurface to you at the right time. Academy Applications Close Friday, March 19th The Academy is a year-long cohort of participant leaders who work personally with me to create movement in their leadership development and organizational results. Discover more and submit your application by Friday, March 19th. Resources Raindrop Coaching for Leaders Episode Library (free membership required) Readwise Obsidian How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers* by Sönke Ahrens Related Episodes How To Create a Personal Knowledge Management System, with Bonni Stachowiak (episode 129) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Lisa Feldman Barrett: Seven and a Half Lessons About the Brain Lisa Feldman Barrett is among the top one percent most cited scientists in the world for her revolutionary research in psychology and neuroscience. She is a University Distinguished Professor of Psychology at Northeastern University, with appointments at Harvard Medical School and Massachusetts General Hospital. She is also Chief Science Officer for the Center for Law, Brain & Behavior at Harvard University. In addition to her bestselling book How Emotions Are Made*, she has published over 240 peer-reviewed, scientific papers appearing in Science, Nature Neuroscience, and other top journals in psychology and cognitive neuroscience. She has also given a popular TED talk with nearly 6 million views and received a Guggenheim Fellowship in neuroscience and an NIH Director's Pioneer Award. In this conversation, Lisa and I discuss the lessons from her newest book, Seven and a Half Lessons About the Brain*. We explore some of the common misperceptions about brain biology and examine how much energy use and conservation affects us. Then, we uncover how we can help ourselves — and others — learn better. Key Points The primary purpose of your brain is to keep you alive. As a result, your brain predicts almost everything you do. Unlike how we perceive, sensing actually comes second for the brain. It’s wired to prepare for action first. Learning is an expensive use of energy. Leaders can cultivate environments for learning by providing stable environments that don’t burn unnecessary energy. Changing behavior in the heat of the moment isn’t likely, but we can change how our brain will predict outside of the moment. You are always cultivating your past, since today’s present becomes the past. That’s how you change the way your brain predicts in the future. Resources Mentioned Seven and a Half Lessons About the Brain* by Lisa Feldman Barrett Lisa Feldman Barrret’s website Interview Notes Download my interview notes in PDF format (free membership required). Related Episodes Essentials of Adult Development, with Mindy Danna (episode 273) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Four Steps to Get Training Results, with Jim Kirkpatrick (episode 446) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Lisa Feldman Barrett: Seven and a Half Lessons About the Brain Lisa Feldman Barrett is among the top one percent most cited scientists in the world for her revolutionary research in psychology and neuroscience. She is a University Distinguished Professor of Psychology at Northeastern University, with appointments at Harvard Medical School and Massachusetts General Hospital. She is also Chief Science Officer for the Center for Law, Brain & Behavior at Harvard University. In addition to her bestselling book How Emotions Are Made*, she has published over 240 peer-reviewed, scientific papers appearing in Science, Nature Neuroscience, and other top journals in psychology and cognitive neuroscience. She has also given a popular TED talk with nearly 6 million views and received a Guggenheim Fellowship in neuroscience and an NIH Director's Pioneer Award. In this conversation, Lisa and I discuss the lessons from her newest book, Seven and a Half Lessons About the Brain*. We explore some of the common misperceptions about brain biology and examine how much energy use and conservation affects us. Then, we uncover how we can help ourselves — and others — learn better. Key Points The primary purpose of your brain is to keep you alive. As a result, your brain predicts almost everything you do. Unlike how we perceive, sensing actually comes second for the brain. It’s wired to prepare for action first. Learning is an expensive use of energy. Leaders can cultivate environments for learning by providing stable environments that don’t burn unnecessary energy. Changing behavior in the heat of the moment isn’t likely, but we can change how our brain will predict outside of the moment. You are always cultivating your past, since today’s present becomes the past. That’s how you change the way your brain predicts in the future. Resources Mentioned Seven and a Half Lessons About the Brain* by Lisa Feldman Barrett Lisa Feldman Barrret’s website Interview Notes Download my interview notes in PDF format (free membership required). Related Episodes Essentials of Adult Development, with Mindy Danna (episode 273) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Four Steps to Get Training Results, with Jim Kirkpatrick (episode 446) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

In this episode, Dr. Sylvia Nissen and Dr. Ritodhi Chakraborty discuss youth politics and activism and labor as well as rural transformation and cultural anxiety in India and Aotearoa New Zealand. Sylvia Nissen is an assistant professor of environmental policy at Lincoln University (New Zealand). Her research explores the politics of young people's participation in social and environmental issues. She is the author of Student Debt and Political Participation (Palgrave Macmillan, 2018) and Student Political Action in New Zealand (Bridget Williams Books, 2019). Ritodhi Chakraborty is a postdoctoral fellow at Lincoln University (New Zealand). His research interests include working with grassroots climate change adaptation initiatives, ecosystem services, social-ecological systems research and masculinity/gender subjectivities, especially in the Himalayan region (India, Bhutan, China). Edited by Pooja Agarwal (student, School of Education Studies, Ambedkar University Delhi). Music: Little Idea by Scott Holmes (scottholmesmusic.com) / CC BY-NC. Photo by Krishna Kant on Unsplash

Tune into the 5th episode of the CCYSC AWAAZ with Dr. Maithreyi R in conversation with Dr. Vidya Subramanian as they discuss the former's research on low-cost schooling in Bihar, her experience of observing life skills education programs, and disciplinary frameworks. Dr. Maithreyi R is a Senior Adolescent research Consultant at Karnataka Health Promotion Trust, Bangalore. Dr. Vidya Subramanian is an Assistant Professor at the Centre for Education, Innovation and Action Research, Tata Institute of Social Sciences, Mumbai. Edited by Pooja Agarwal (student, School of Education Studies, Ambedkar University Delhi) Music: Little Idea by Scott Holmes (scottholmesmusic.com) / CC BY-NC

Have you ever wondered about the science behind learning? How about best strategies to use to ensure that your students are learning? Dr. Pooja Agarwal, a cognitive scientist, chats with Jamie Hipp about several different strategies that any teacher can pull out of their toolbox to use. Support the show (https://educationcloset.com)

To many, buying makeup can be confusing, expensive, and inconvenient. Birchbox founders Hayley Barna and Katia Beauchamp thought so too. A decade ago, they envisioned a way for customers — just like themselves — to easily and efficiently try, learn about, and purchase beauty products online. And so beauty subscription service Birchbox was born.Today it has more than 4 million subscribers and customers around the world. It has also expanded its offer into male grooming — allowing it to tap into an enormous group of underserved consumers.In this special episode of The Interview Series, recorded in New York earlier this year, Birchbox COO, Pooja Agarwal sits down with US host Dave Evans. She explains how this pioneer of the subscription model has evolved and continues to remain on the cutting edge of the customer experience. Looks ahead to what lies in store as it embarks on its next exciting chapter. And shares the story of her own remarkable journey in retail.

Greetings! We've finally kicked on, where we left off. We decided to re-brand because, the daily dose, just wasn't so daily anymore. In our first come back episode, we talk about the recent #BoysLockerRoom incident that happened recently, where a group chat of young 15-16-year-olds, was exposed and was filled with the content of underage girls, and the boys apparently harassing them by throwing vulgar, derogatory terms in this chat. What added more fuel to the fire, was an unrelated Snapchat message, which indicated the intention of a boy asking his friend to help get some friends to rape a particular girl. This was an absolutely crazy incident that has occurred in the midst of this pandemic. We are joined by our very first Guest, Pooja Agarwal, a student of S P Jain School of Global Management, where we got her to share her thoughts on the current developments, and what can be done to eradicate this kind of behaviour in the future. But that's just us, keepin' it real!

In this episode, Garth interviews Pooja Agarwal from the Berklee College of Music in Boston, MA. They discuss her new book Powerful Teaching: Unleash the Science of Learning (co-authored with Patrice Bain). Practical lab principles like retrieval practice and spacing are translated from lab experiments to classrooms, both K-12 & higher ed. Pooja shares her four power tools and her philosophy about assessment. They talk 'coverage' in introductory psych, and you can sign up for more at retrievalpractice.org.

In today’s episode, Cindy interviews Pooja Agarwal (@PoojaAgarwal).

Bonni Stachowiak: Teaching in Higher Ed Bonni Stachowiak is the host of the Teaching in Higher Ed podcast, a professor of business and management at Vanguard University, and my life partner. Prior to her academic career, Bonni was a human resources consultant and executive officer for a publicly traded company. She joins me monthly to respond to listener questions. Listener Questions Susan asked for advice on some of the challenges she is facing with an aging workforce. Nellie wondered if she should report a difficult situation before she moves onto another opportunity. Thiaga asked how Dave manages to read lot of books and how he remembers the key message from these books. Robert asked about the best way to position his experience as a faculty member when applying for a role as an administrator. Resources Mentioned Digital Reading by Bonni Stachowiak The First 90 Days* by Michael Watkins Big Rocks by Steven Covey Related Episodes How To Create A Personal Knowledge Management System, with Bonni Stachowiak (episode 129) How to Lead a 100-Year Life, with Lynda Gratton (episode 266) Five Steps to Hold People Accountable, with Jonathan Raymond (episode 306) How to Make Your Work More Visible, with John Stepper (episode 397) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Bonni Stachowiak: Teaching in Higher Ed Bonni Stachowiak is the host of the Teaching in Higher Ed podcast, a professor of business and management at Vanguard University, and my life partner. Prior to her academic career, Bonni was a human resources consultant and executive officer for a publicly traded company. She joins me monthly to respond to listener questions. Listener Questions Susan asked for advice on some of the challenges she is facing with an aging workforce. Nellie wondered if she should report a difficult situation before she moves onto another opportunity. Thiaga asked how Dave manages to read lot of books and how he remembers the key message from these books. Robert asked about the best way to position his experience as a faculty member when applying for a role as an administrator. Resources Mentioned Digital Reading by Bonni Stachowiak The First 90 Days* by Michael Watkins Big Rocks by Steven Covey Related Episodes How To Create A Personal Knowledge Management System, with Bonni Stachowiak (episode 129) How to Lead a 100-Year Life, with Lynda Gratton (episode 266) Five Steps to Hold People Accountable, with Jonathan Raymond (episode 306) How to Make Your Work More Visible, with John Stepper (episode 397) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Jim Kirkpatrick: Four Levels of Training Evaluation Jim Kirkpatrick is co-owner of Kirkpatrick Partners. He is an expert in training evaluation and the creator of the New World Kirkpatrick Model. He trains and consults for corporate, government, military, and humanitarian organizations around the world. Jim co-authored three books with his late father, Don Kirkpatrick, who is credited with creating the Kirkpatrick Model. He also has written four books with Wendy Kirkpatrick, including Kirkpatrick's Four Levels of Training Evaluation*. In this conversation, Jim and I explore the details of the New World Kirkpatrick Model. Many leaders miss the critical nature of focus on level 4 (results) and level 3 (behavior). We examine these two levels in detail and show leaders how they can take practical steps to link training with results. Key Points Ask yourself this when considering results: “Is this what the organization exists to do, deliver, or contribute to its customers or society, at a high level?” Level 4 (Results): The degree to which targeted outcomes occur as a result of the training and the support and accountability package. Level 3 (Behavior): The degree to which participants apply what they learned during training when they are back on the job. Level 2 (Learning): The degree to which participants acquire the intended knowledge, skills, attitude, confidence and commitment based on their participation in the training. Level 1 (Reaction): The degree to which participants find the training favorable, engaging and relevant to their jobs. Resources Mentioned Kirkpatrick Community: Free Resources Kirkpatrick’s Four Levels of Training Evaluation* by Jim and Wendy Kirkpatrick Bonus Audio Aligning Training with Business Objectives Related Episodes Effective Delegation of Authority, with Hassan Osman (episode 413) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Tie Leadership Development to Business Results, with Mark Allen (episode 435) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Jim Kirkpatrick: Four Levels of Training Evaluation Jim Kirkpatrick is co-owner of Kirkpatrick Partners. He is an expert in training evaluation and the creator of the New World Kirkpatrick Model. He trains and consults for corporate, government, military, and humanitarian organizations around the world. Jim co-authored three books with his late father, Don Kirkpatrick, who is credited with creating the Kirkpatrick Model. He also has written four books with Wendy Kirkpatrick, including Kirkpatrick's Four Levels of Training Evaluation*. In this conversation, Jim and I explore the details of the New World Kirkpatrick Model. Many leaders miss the critical nature of focus on level 4 (results) and level 3 (behavior). We examine these two levels in detail and show leaders how they can take practical steps to link training with results. Key Points Ask yourself this when considering results: “Is this what the organization exists to do, deliver, or contribute to its customers or society, at a high level?” Level 4 (Results): The degree to which targeted outcomes occur as a result of the training and the support and accountability package. Level 3 (Behavior): The degree to which participants apply what they learned during training when they are back on the job. Level 2 (Learning): The degree to which participants acquire the intended knowledge, skills, attitude, confidence and commitment based on their participation in the training. Level 1 (Reaction): The degree to which participants find the training favorable, engaging and relevant to their jobs. Resources Mentioned Kirkpatrick Community: Free Resources Kirkpatrick’s Four Levels of Training Evaluation* by Jim and Wendy Kirkpatrick Bonus Audio Aligning Training with Business Objectives Related Episodes Effective Delegation of Authority, with Hassan Osman (episode 413) Help People Learn Through Powerful Teaching, with Pooja Agarwal (episode 421) Tie Leadership Development to Business Results, with Mark Allen (episode 435) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

If you think you know flashcards, think again. Host Kevin Patton outlines the learning science behind flashcards, then shows how they can go way beyond simple memorization in the first of a multipart series on the hidden powers of flashcards. Updates in gene therapy to grow brain cells and smelling without olfactory bulbs. 01:12 | Gene Therapy for Brain Cells 04:05 | Sponsored by HAPS 04:49 | Something Smells Odd 08:26 | Sponsored by AAA 08:45 | Introduction to Flashcards 21:03 | Sponsored by HAPI Online Graduate Program 21:45 | Beginning Intermediate Flashcards 34:31 | Staying Connected If you cannot see or activate the audio player click here. Please take the anonymous survey: theAPprofessor.org/survey Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   Memorization has gotten a bad rap recently. Lots of students, and even some educators, say that being able to reason is more important than knowing facts; and besides, why bother committing things to memory when you've got Google? My response to this - after I've finished inwardly groaning - is that of course reasoning is important, but that doesn't mean you shouldn't know facts as well. It's not like you have to choose between one or the other. Besides, facts give you a foundation on which to reason about things. (Stefanie Weisman)   Gene Therapy for Brain Cells 3 minutes Using gene therapy techniques, biologists can insert the NeuroD1 gene into glial progenitor cells to form new neurons in damaged brains. Gene Therapy Shows Promise Repairing Brain Tissue Damaged by Stroke (blog post) my-ap.us/2P8OgvN A NeuroD1 AAV-Based Gene Therapy for Functional Brain Repair after Ischemic Injury through In Vivo Astrocyte-to-Neuron Conversion (journal article) my-ap.us/2YIyJGs In vivo direct reprogramming of reactive glial cells into functional neurons after brain injury and in an Alzheimer's disease model. (research article) my-ap.us/2P8lYBA Gene Therapy (tutorial from NIH National Human Genome Research Institute) my-ap.us/2sarwmd Polydendrocytes (NG2 cells): multifunctional cells with lineage plasticity (review article) my-ap.us/344SPM9 Image: my-ap.us/2sarwmd (Courtesy: National Human Genome Research Institute) Related episodes mentioned in this segment: Running Concept Lists Help Students Make Connections | Episode 8 Are Learning Styles Real? Why or Why Not? | Episode 14 The Last Best Story in Teaching Anatomy & Physiology | Episode 37 More on Eponyms in A&P Terminology | Episode 41   Sponsored by HAPS 0.5 minute The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast.  You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Don't forget the upcoming deadline for HAPS Awards! HINT: At the HAPS website, select the Resources tab (in the navigation ribbon under the logo) and click on Awards and Scholarships Anatomy & Physiology Society theAPprofessor.org/haps     Something Smells Odd 3.5 minutes It turns out that some women, especially left-handed women, can smell okay (good olfactory reception) even when they are missing both olfactory bulbs. Really. Listen to find out more! Left-handed women's quirk over sense of smell (news item) https://my-ap.us/36kuhA8 Human Olfaction without Apparent Olfactory Bulbs (journal article) https://my-ap.us/2sXntdh Related episode mentioned in this segment: The Case for Transparency | Episode 51 Image: my-ap.us/38y9IlD (Patrick J. Lynch, medical illustrator. (labeled by was_a_bee))     Sponsored by AAA 0.5 minutes A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org. Check out the new website! Searchable transcript Captioned audiogram    Introduction to Flashcards 12 minutes A recent blog post from learning scientist Pooja Agarwal about flashcards got me thinking about how underappreciated this powerful study tool is. So off we go on a multi-part series (spanning more than one episode) we could call "Flashcards Unleashed." In this segment, some basics: Language learning —There are 3,957 glossary entries in Kevin's 2-semester A&P textbook, but even trimming that down to 1,000 new terms, students have 35 new terms to master every week. Leitner System and PALS: Patton's Adaptation of the Leitner System Make flashcards more powerful with these 3 tips (blog post from the Retrieval Practice website) my-ap.us/2OZrWog Leitner System (Wikipedia) my-ap.us/2RqpatV PALS (described in Survival Guide for Anatomy & Physiology) lionden.com/tips-survival-guide.htm Related episode mentioned in this segment: Episode 57 Intro | TAPP Radio Preview How Do YOU Pronounce It? | Episode 16 Spaced Retrieval Practice | Episode 1   Sponsored by HAPI Online Graduate Program 0.5 minute The Master of Science in Human Anatomy & Physiology Instruction—the MS-HAPI—is a graduate program for A&P teachers. A combination of science courses (enough to qualify you to teach at the college level) and courses in contemporary instructional practice, this program helps you power up  your teaching. Yep, this program is for those who already have advanced degrees. Kevin Patton is a faculty member in this program. Check it out! nycc.edu/hapi   Beginning Intermediate Flashcards 12 minutes The next phase of learning about the hidden power of flashcards. In this segment: Flashcards are just one tool in the A&P learning toolbox. We compare prepared cards and handmade cards. Kevin tells a story from the olden days (of course). Flashcard basics and the concept of a personalized wiki of A&P information. The role of pronunciation in learning new terms. Word parts in flashcards. Flashcard tips for students (Lion Den web page for A&P students, with a video, tips, links to sources, etc., that you can link to from inside your course) lionden.com/new_terms.htm There'll be more about flashcards in the next episode (Episode 59)!   If the hyperlinks here are not active, go to TAPPradio.org to find the episode page. More details at the episode page. Transcript available at the script page. Listen to any episode on your Alexa device. Need help accessing resources locked behind a paywall? Check out this advice from Episode 32 to get what you need! https://youtu.be/JU_l76JGwVw?t=440   Tools & Resources  Amazon TextExpander Rev.com Snagit & Camtasia The A&P Professor Logo Items     Sponsors   Transcript and captions for this episode are supported by the  American Association for Anatomy. anatomy.org   The Human Anatomy & Physiology Society  also provides marketing support for this podcast.  theAPprofessor.org/haps   Distribution of this episode is supported by  NYCC's online graduate program in  Human Anatomy & Physiology Instruction (HAPI)  nycc.edu/hapi   Clicking on sponsor links  helps let them know you appreciate their support of this podcast!   Follow The A&P Professor on  Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   The A&P Professor® and Lion Den® are registered trademarks of Lion Den Inc. (Kevin Patton)  

Pooja K. Agarwal, Ph.D. is a cognitive scientist, conducting research on how students learn since 2005. She is the author of the book Powerful Teaching: Unleash the Science of Learning and an Assistant Professor at the Berklee College of Music in Boston, teaching psychological science to exceptional undergraduate musicians. Pooja's research has been published in leading peer-reviewed psychology journals; featured in the New York Times, Education Week, and Scientific American; recognized by the National Science Foundation; and highlighted in numerous books, podcasts, and videos. Pooja’s love of learning formed at the outset of her career as a 4th and 5th grade teacher in St. Louis, Missouri. She serves as a consultant and facilitates professional development workshops on the science of learning around the world. Pooja received her Ph.D. from Washington University in St. Louis, under the mentorship of distinguished memory scholar Henry L. Roediger, III (author of Make It Stick). Learn more at poojaagarwal.com and follow her on Twitter @PoojaAgarwal.

There's a reason why Birchbox is such a fun and successful brand! Its personality is a core part of the corporate culture and its creative energy is rooted in the very ethos of the company.  COO Pooja Agarwal was thrilled to joined the executive team because she saw it as an opportunity to build and scale a brand new business model for the beauty industry.  Tune in to hear Pooja's tips on what it takes to make a successful cold call/email, how she was able to turn an internship paying $200 a month to a blossoming career, and why we should all value being authentically ourselves. Head over to www.birchbox.com to get the DL on some beauty must haves. To find out more about the Hear Us Roar podcast, and sign up for my mailing list, visit www.hurpodcast.com.  Please subscribe to the show, and leave a comment, so I know how you feel.  I look forward to hearing from you!

Zach Stone on Drunken PM, Etienne de Bruin on Programming Leadership, Josh Seiden on The Product Experience, Pooja Agarwal on Coaching For Leaders, and Cate Huston on Distributed, with Matt Mullenweg. I’d love for you to email me with any comments about the show or any suggestions for podcasts I might want to feature. Email podcast@thekguy.com. And, if you haven’t done it already, don’t forget to hit the subscribe button, and if you like the show, please tell a friend or co-worker who might be interested. This episode covers the five podcast episodes I found most interesting and wanted to share links to during the two week period starting September 30, 2019. These podcast episodes may have been released much earlier, but this was the fortnight when I started sharing links to them to my social network followers. ZACH STONE ON DRUNKEN PM The Drunken PM podcast featured Zach Stone with host Dave Prior. Dave and Zack talked about Motivational Interviewing or MI, a technique for helping a person navigate the process of making changes in their life. They first talked about what doesn’t work. Walking up to a smoker of twenty years and listing to them all the reasons why smoking is bad for them is not going to change their behavior. It is the same thing when you are trying to change the way a person does their work. Listing the reasons you think they should change makes the change all about what you want when it should be all about what they want. The person you want to change is an expert in their own life. A big part of Motivational Interviewing is finding the natural desires, reasons, and needs for why they should change and making them visible. Dave likened the difference between telling people to change and using motivational interviewing to the difference between extrinsic motivation and intrinsic motivation. Zach shared a quote from Lao Tzu: “A leader is best when people barely know they exist. When their work is done, their aim fulfilled, the people will say, ‘We did it ourselves.’” At the core of that quote, he says, is a sentiment around empowerment and autonomy. If we want to create an environment where people feel ownership and create sustainable change, people need to feel like that change came from them and is owned by them. Change is a never-ending process; it is not an event; it is not something that happens overnight. Dave asked, if we’ve been dealing the problem of organizational change for so long, why have we not yet solved it? Zach went all the way back to Theory X and Theory Y and how we are still often stuck in Theory X even today. He pointed out that the habits of how we work become almost like addictions we can’t shake. Dave says he tries to be a Theory Y person, but finds himself falling into Theory X all the time. Zach says that this is “change fatigue”. A big part of motivational interviewing is recognizing that we have within us the “righting reflex”: the reflex to correct and inform and tell people how they should be acting. It is not something that you can really escape; you can just own it, be aware of it, and work around it as much as possible. Zach says organizations have immune systems that fight the change you try to inject into them. The reason MI is so elegant, he says, is because it maximizes the work not done. In MI, you try to pull change by igniting the natural mechanisms that are already there rather than asserting yourself on top of that system. The textbook definition of MI is that it is a collaborative conversation to strengthen a person’s own motivation for and commitment to change. It is both a set of principles and a framework of techniques. The five main tools are open-ended questions, affirmations, reflections, summarizing, and informing. Zach told the story of speaking with a CIO about their technology stack. He shared with him that the developers at that company thought that innovation was stalling and technical debt was piling up. The CIO answered that they needed to develop new features and there was no time to address technical debt. Zach tried to affirm by talking about having seen some great innovation coming from this CIO’s teams and asking how they could keep it going. What became apparent was that the CIO was not going to budge. So he asked an open-ended question: “What do you think will happen if you let your technical debt pile up?” The CIO replied, “It is probably going to slow us down and hurt our ability to recruit top talent.” So Zach used reflection. Zach said, “On one hand, you feel you need to keep moving on developing features even if it means technical debt cleanup takes a backseat. On the other hand, if you do this, it is going to hurt your ability to recruit talent and eventually will slow down feature development.” He let that sit and thanked the CIO for his time because it was clear that the CIO was not ready to make a shift in his thinking. Two and half months went by and Zach leveraged the power of the group of this CIO’s technical leads. At a gathering of these leads where the CIO was present, Zach asked what their number one obstacle was and they all said, “Time.” Hearing it from people he trusted and respected, the CIO said that they would be launching an effort to address the technical debt issue. He used “change talk”: he made a commitment to change in a public forum. The research shows that the more people engage in change talk, the more likely they are to put plans into action. The next day, emails were flying back and forth, meetings were set, mechanisms were getting put in place for the tech leads and their teams to address this issue. Apple Podcasts link: https://podcasts.apple.com/ca/podcast/motivational-interviewing-zach-stone/id1121124593?i=1000447916792 Website link: https://soundcloud.com/drunkenpmradio/motivational-interviewing-zach-stone-august-2019 ETIENNE DE BRUIN ON PROGRAMMING LEADERSHIP The Programming Leadership podcast featured Etienne de Bruin with host Marcus Blankenship. Etienne is the CEO of 7CTOs, a company that puts Chief Technology Officers into a peer mentoring environment to help them learn everything from situational leadership to achieving personal and professional goals. When he started the 7CTOs community, Etienne thought the conversations would focus on the software development lifecycle, technical debt, and managing the CEO’s expectations, but every time the focus went to the people challenges. He attributes the success of 7CTOs to how it addresses problems that require emotional intelligence (EQ) rather than IQ. Etienne told a story about when he first started a startup twelve years ago, he thought he was a fantastic CTO: he knew his stuff and he built the product’s first iteration with his bare hands. He had a reality check when he and his team did a retreat where they attempted to brainstorm ideas. He thought he was succeeding on inclusion and making every voice count from the most junior to the most senior. He was surprised to find that very few were participating. Until that moment, he hadn’t been aware of how fearful everyone was of collaborating with him because he was so blunt in his feedback and he was only happy if the idea was his own. He realized that he wasn’t going to succeed in the next level of his company’s development if he didn’t change. He had to let go of the idea that his employees were just there to execute his ideas and to see them as independent, creative human beings. He read the book Creative Confidence and it showed him that every single person is creative and we just vary in our confidence about our creativity.  Marcus said that if employees are not there just to be extensions of ourselves, what kind of employees should we be looking for. Etienne said that there are two things we want to do when we hire. First, we want the candidate to fulfill the minimum requirements of the job spec. Second, we want the candidate to be set up to succeed inside of the team. Etienne has used personality tests like DISC profiles and enneagrams to get an idea of how well the candidate can meet the second criterion. They got into a discussion about the difference between avoiding emotions and having emotions but realizing you have a choice in how you respond to them. Etienne pointed out that you can rely on other people to help you through your emotions. You can increase your EQ with the help of others. Apple Podcasts link: https://podcasts.apple.com/ca/podcast/putting-the-emotion-into-eq-with-etienne-de-bruin/id1461916939?i=1000447505984 Website link: https://programmingleadership.podbean.com/e/putting-the-emotion-into-eq/ JOSH SEIDEN ON THE PRODUCT EXPERIENCE The Product Experience podcast featured Josh Seiden with hosts Lily Smith and Randy Silver. Lily, referring to Josh’s new book Outcomes Over Output, asked Josh how he defines an outcome. He says it is a change in human behavior that drives business results. One reason that this is a useful definition is that it is specific. When you use outcome in the broad sense, it can be heard as a synonym for result or goal. A second reason is that human behavior is observable, concrete, and action-oriented. This definition for outcome lets you ask the questions, “What are we going to do to deliver these outcomes? How can we change people’s behavior through the systems that we are building?” These questions lead to concrete answers where you can observe the results. The reason Josh says “human behavior” is because he is referring to any actor in the system. In UX design, the actor is usually assumed to be the user. But, in this case, it can be the user, the customer, an internal person (such as someone in customer support), a journalist you want writing about your product, or any person who is participating in the system that is to be built. Lily said that in her own attempts to move more towards outcomes, she has had the problem of having too high-level an outcome. Josh says that the Logic Model framework from the non-profit, social-good sector can help with this. In this framework, high-level measures like profit, cost, net promoter score, or customer retention are called impacts. It is unlikely that an individual team can move such numbers on their own. So you ask what outcomes will create the impact that you seek and you get something that is scoped down enough to be actionable on the team level. Randy asked why it is so hard for organizations to change their thinking about this and stop setting goals around milestones, dates, projects, and outputs. Josh says that you can’t get around the problem of output because making stuff is how you get to the outcome. He gave the example of Scrum. Scrum is built around the sprint. The sprint isn’t complete until you create a finished piece of software you can ship. This is important, but it doesn’t mean that what you created has the effect in the world that you want it to have. Randy asked about the problem of the increase in dependencies and complexity as companies grow. Josh says you have to think about how to increase the independence of the teams. He says you should think of your internal teams (those that are not customer-facing) as having customers. If you are an internal team, you can ask, “What does the customer-facing team that is our customer need and what is the smallest thing I can give them so that they are unblocked and can start serving their customer.” By remodeling this relationship from a dependency to a customer service model, you can string outcomes down the value chain and hopefully reduce dependencies that way. Another alternative is to give teams a shared or aligned outcome. They compared Josh’s terminology with that of Objectives & Key Results (OKR). Josh agreed with Lily that his definition of an outcome matches up with a key result. He used the John Doerr example of how Google once had an objective of solving the problem of the Internet being too slow by making browsing feel more like flipping through a magazine, which became the Google Chrome program. The key result was based on the number of users actively using Chrome. It wasn’t that they shipped it. It wasn’t the number of downloads. When you ensure a KR is not an output but a meaningful result in the world, it drives you to an outcome-centric definition. Josh talked about a section from his book called “the three magic questions.” The first question is, “What are the user and customer behaviors that drive business results?” The next question is, “How do we get people to do more of these things?” The last question is, “How do we know when we’re right?” Lily asked how you build outcomes into your roadmap. Josh told the story from his other book, Sense and Respond, about a large startup in New York whose annual planning process was to produce an outcome-based roadmap. They might say something like, “We want to increase our marketshare in Europe” or “We want to shore up our business with this customer segment.” The product teams listed all the projects they could do, the demand from the market, and the things that need fixing. The product managers would try to reconcile those two things and choose the body of work that aligned with leadership priorities. They would commit to leadership to, say, increase marketshare in Europe by some percentage, but would not sign up for outputs. Instead, they would reserve the right to swap in and out projects based on whether they were moving the needle or not on the outcomes. Apple Podcasts link: https://podcasts.apple.com/ca/podcast/outcomes-over-outputs-josh-seiden-on-product-experience/id1447100407?i=1000445191364 Website link: https://www.mindtheproduct.com/2019/07/outcomes-over-outputs-josh-seiden-on-the-product-experience/ POOJA AGARWAL ON COACHING FOR LEADERS The Coaching For Leaders podcast featured Pooja Agarwal with host Dave Stachowiak. Dave brought up that, in her book, Pooja says that the science of learning sits dormant in academic journals rather than being easily accessible. She says that we are all learners and we are all teachers. Teaching is something we do everyday even without thinking about it. Dave asked about the three stages of learning that Pooja describes in her book. Pooja pointed out that the three stage model is a simplistic model but is a helpful framework. The first stage is encoding or getting things into our heads. The second stage is storage. The third stage, retrieval, is where we pull information out. In higher ed, she says, we often think of retrieval as showing what you know, but we learn when we retrieve. By that act of retrieving, we are helping ourselves remember something in the future. Dave gave an example from a previous episode on delegation. He said that, after delegating a task, leaders often ask, “Do you understand?” A better question would be something like, “What are the key deliverables of what I have delegated to you?” This question gets the employee to articulate it to not only assess where they are in their learning but also to reinforce their learning. Dave asked about the statement in the book to stop reviewing things and instead ask for what was discussed. Pooja said that as leaders we often start meetings with, “Here’s what we did at the last meeting, so here’s what we’re going to accomplish today.” Instead, ask people to take a minute and write down what they can remember from the previous meeting. This engages them in such a way that it helps them to better understand the content of the present meeting.  Apple Podcasts link: https://podcasts.apple.com/ca/podcast/421-help-people-learn-through-powerful-teaching-pooja/id458827716?i=1000445006344 Website link: https://coachingforleaders.com/podcast/learn-through-powerful-teaching-pooja-agarwal/ CATE HUSTON ON DISTRIBUTED, WITH MATT MULLENWEG The “Distributed, with Matt Mullenweg” podcast featured Cate Huston with host Matt Mullenweg. Cate leads the developer experience team at Automattic. This team is concerned with what it means to be a developer at Automattic, including the challenges of distributed, remote development, how developers can learn from each other, and how developers can get the support they need to chart their own career paths. She says a critical part of the developer experience is the connection between the hiring process and the on-boarding process. They are thinking about how to make the hiring process a good experience where the candidate can see if Automattic is the right fit for them and Automattic can see if the candidate is the right fit for the company. They want this to carry through as the new employee joins the team and becomes successful in their new role. Because the Automattic organization is so large and the developer experience team is so small, they look for pivot points to maximize their impact. She gave an example: when a team gets a new lead, that is a pivot point. They support this new lead and help them develop and iterate on their process. Cate’s advice to Automattic job candidates is to be patient because distributed companies take longer to hire and there is a lot of competition for remote jobs. A well-crafted cover letter is a must. When Cate is hiring an engineer, she is looking for two things. The first is the ability to work with the kind of complex, legacy codebase they have. The second is to be able to respond well to feedback because you are expected to grow over time in your career. She talked about self-awareness. As an example of low self-awareness, she talked about how some people need to be seen as being “nice,” regardless of whether it is true or not. The gap between the way somebody talks about themselves and their actions reveals their lack of self-awareness. She listed some things that increase self-awareness: reading a broad variety of fiction, cultivating a broad network of people, and traveling outside your comfort zone. Matt added that you can travel outside your comfort zone without leaving your city by visiting parts of your city you haven’t traveled to before. Cate also recommends shedding defensiveness and getting curious. She also recommends asking for advice. People often don’t give advice when they think you are doing a good job. When she gives feedback to people, she asks them if they felt seen when they received the feedback. Matt tries to remind himself that feedback is a gift. Cate says that if somebody cares about you enough to tell you that they think you should do better, that means they think you can do better. Cate also recommends that we stop giving advice, especially without context or understanding of what someone is trying to achieve. Instead, pause, ask questions, get context, and reflect back to someone what they are saying to you. Last, Cate says to own up and admit what is not going well. She gave an example of her team recently doubling in size. Seeing her job changing, she asked the team what the most useful thing she does for them was and what she should stop doing. Matt asked what else makes a great engineering culture. Here is Cate’s answer: Apple Podcasts link: https://podcasts.apple.com/ca/podcast/automattics-cate-huston-on-building-distributed-engineering/id1463243282?i=1000447512202 Website link: https://distributed.blog/2019/08/22/cate-huston-distributed-engineering/ LINKS Ask questions, make comments, and let your voice be heard by emailing podcast@thekguy.com. Twitter: https://twitter.com/thekguy LinkedIn: https://www.linkedin.com/in/keithmmcdonald/ Facebook: https://www.facebook.com/thekguypage Instagram: https://www.instagram.com/the_k_guy/ YouTube: https://www.youtube.com/c/TheKGuy Website:

This week I am in conversation with Patrice Bain about her and Pooja Agarwal's new book Powerful Teaching in the second of my summer specials About Patrice Patrice M. Bain, Ed.S. is passionate about student success using research-based strategies. As a veteran K–12 teacher, Patrice recently completed more than 25 years teaching social studies at a middle school in Illinois. Patrice is the only teacher-author of the popular practice guide, Organizing Instruction and Study to Improve Student Learning commissioned by the Institute of Education Sciences. Patrice's teaching approaches have been featured on TV (PBS's NOVA), radio (NPR), popular press, and multiple books. Patrice frequently presents professional development workshops throughout the United States. She has taught education courses at the graduate level, and she was a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Russia. For more information about Patrice, visit patricebain.com and follow her on Twitter @patricebain1. The natter: Introduction: could you tell listeners about your career to this point , how you meet your co-author Pooja and how you decided to work together? What is powerful teaching and how and why did you and Pooja come up with this idea ? Many Listeners will be familiar with the cognitive science behind the strategies suggested (my podcast is broadly evidence based) , what we are maybe less familiar with is how to incorporate these into our teaching , this is why I’m thrilled to speak with you . Could you outline some suggestions on how to incorporate retrieval practice into lessons? Spacing is something that teachers may be incorporating as part of their schemes of learning or long term plans . How do you suggest teachers use spacing ? I am fascinated by metacognition and have delivered keynotes and courses on the topic , I still find it incredibly difficult to explain what it is and how to incorporate it into lessons . Your book has some fantastic suggestions , could you outline some of these for listeners ? Interleaving is used by many students during revision for example . How do you suggest that teachers best use interleaving as a classroom strategy ? Could you outline for listeners where you will be speaking next and where they can get your book? Will you be coming to the UK ? --- Send in a voice message: https://anchor.fm/naylorsnatter/message

Pooja Agarwal: Powerful Teaching Pooja Agarwal is an expert in the field of cognitive science and is passionate about bridging gaps between education and the science of learning. She is the founder of RetrievalPractice.org and Assistant Professor at the Berklee College of Music, teaching psychological science to exceptional undergraduate musicians. She also serves as a consultant and facilitates professional development workshops on the science of learning around the world. Pooja is the author with Patrice Bain of the book Powerful Teaching: Unleash the Science of Learning*. In this conversation, Pooja and I discuss the key strategies that leaders can use in order to maximize their effectiveness as teachers. Since almost every leader is responsible for talent development in some capacity, becoming a more powerful teacher will help you develop others more successfully. Key Points The three stages of the learning process are encoding, storage, and retrieval. We tend to focus too much on getting information into peoples’ heads (encoding) and not enough on getting it out (retrieval). Stop reviewing past discussions and meetings. Instead, invite people to recall and articulate prior interactions. Cramming works, but only in the short-term. For long-term retention, spacing is much more effective. There is no significant evidence that visual, auditory, and kinetic preferences correlate to actual learning. Instead, effective learning combines all these methods. Bonus Audio Why struggling is a good thing for learning Resources Mentioned RetrievalPractice.org PowerfulTeaching.org Powerful Teaching: Unleash the Science of Learning* Are You a Visual or an Auditory Learner? It Doesn’t Matter Book Notes Download my highlights from Powerful Teaching in PDF format (free membership required). Related Episodes The Best Way to Do On-the-Job Training (episode 32) These Coaching Questions Get Results, with Michael Bungay Stanier (episode 237) Essentials of Adult Development, with Mindy Danna (episode 273) Develop Leaders Before You Leave, with David Marquet (episode 405) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Pooja Agarwal: Powerful Teaching Pooja Agarwal is an expert in the field of cognitive science and is passionate about bridging gaps between education and the science of learning. She is the founder of RetrievalPractice.org and Assistant Professor at the Berklee College of Music, teaching psychological science to exceptional undergraduate musicians. She also serves as a consultant and facilitates professional development workshops on the science of learning around the world. Pooja is the author with Patrice Bain of the book Powerful Teaching: Unleash the Science of Learning*. In this conversation, Pooja and I discuss the key strategies that leaders can use in order to maximize their effectiveness as teachers. Since almost every leader is responsible for talent development in some capacity, becoming a more powerful teacher will help you develop others more successfully. Key Points The three stages of the learning process are encoding, storage, and retrieval. We tend to focus too much on getting information into peoples’ heads (encoding) and not enough on getting it out (retrieval). Stop reviewing past discussions and meetings. Instead, invite people to recall and articulate prior interactions. Cramming works, but only in the short-term. For long-term retention, spacing is much more effective. There is no significant evidence that visual, auditory, and kinetic preferences correlate to actual learning. Instead, effective learning combines all these methods. Bonus Audio Why struggling is a good thing for learning Resources Mentioned RetrievalPractice.org PowerfulTeaching.org Powerful Teaching: Unleash the Science of Learning* Are You a Visual or an Auditory Learner? It Doesn’t Matter Book Notes Download my highlights from Powerful Teaching in PDF format (free membership required). Related Episodes The Best Way to Do On-the-Job Training (episode 32) These Coaching Questions Get Results, with Michael Bungay Stanier (episode 237) Essentials of Adult Development, with Mindy Danna (episode 273) Develop Leaders Before You Leave, with David Marquet (episode 405) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Forgetting what you were taught a week ago isn’t a shortcoming; it’s just part of being human. The inability to recall information may say more about teaching methods than your intellectual capacity. To help students really learn takes an understanding of how the brain works. Something as simple as changing the way a teacher asks questions can help ensure that learning is taking place. That’s the message of Dr. Pooja Agarwal, a cognitive scientist and former K-12 teacher, who has long sought to bridge the gap between the learning sciences and the classroom. In this episode of Course of Mind, she presents what scientists know about learning and how teachers can put it to use. This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show (http://www.iste.org)

Cognitive scientists are learning more all the time about what strategies really work to help people learn, but teachers don't always know how to apply that knowledge in the classroom. In this episode, I talk with Pooja Agarwal and Patrice Bain, authors of the new book Powerful Teaching, about the four research-based teaching "power tools" that can be used in any classroom to boost student learning.

David Marquet: Turn the Ship Around! David Marquet is the former commander of the U.S.S. Santa Fe, a nuclear-powered attack submarine. Under David’s command, the ship had an impressive turnaround, achieving the highest retention and operational standings in the Navy. David is the author of the bestseller Turn the Ship Around: A True Story of Turning Followers Into Leaders, a book USA Today called one of the 12 best business books of all time. Key Points Accomplishment is the production, leadership is building production capacity in your team. Understanding the purpose of the organization is the key to unlocking empowerment. You’ll suffer the consequences of your behavior if you couple the behavior with the outcome. Resources Mentioned Turn the Ship Around: A True Story of Turning Followers Into Leaders* by David Marquet The 7 Habits of Highly Effective People* by Stephen R. Covey Book Notes Download my highlights from Turn the Ship Around! in PDF format (free membership required). Related Episodes Start With Why, with Simon Sinek (episode 223) Turn Followers Into Leaders, with David Marquet (episode 241) How to Build Psychological Safety, with Amy Edmondson (episode 404) Retrieval Practice, with Pooja Agarwal (episode 421) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

David Marquet: Turn the Ship Around! David Marquet is the former commander of the U.S.S. Santa Fe, a nuclear-powered attack submarine. Under David’s command, the ship had an impressive turnaround, achieving the highest retention and operational standings in the Navy. David is the author of the bestseller Turn the Ship Around: A True Story of Turning Followers Into Leaders, a book USA Today called one of the 12 best business books of all time. Key Points Accomplishment is the production, leadership is building production capacity in your team. Understanding the purpose of the organization is the key to unlocking empowerment. You’ll suffer the consequences of your behavior if you couple the behavior with the outcome. Resources Mentioned Turn the Ship Around: A True Story of Turning Followers Into Leaders* by David Marquet The 7 Habits of Highly Effective People* by Stephen R. Covey Book Notes Download my highlights from Turn the Ship Around! in PDF format (free membership required). Related Episodes Start With Why, with Simon Sinek (episode 223) Turn Followers Into Leaders, with David Marquet (episode 241) How to Build Psychological Safety, with Amy Edmondson (episode 404) Retrieval Practice, with Pooja Agarwal (episode 421) Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Renowned cognitive scientist, author, and former K-12 teacher Pooja Agarwal joins CPRE senior researcher Abigail Gray to share four simple, science-backed strategies to improve teaching and learning. She also shares insights from her upcoming book "Powerful Teaching: Unleash the Science of Learning," her new article in Kappan Magazine, and provides a wealth of free resources for teachers and policymakers hoping to close the gap between learning science and the classroom. Part of the CPRE Knowledge Hub and Kappan Magazine's 'What We've Learned About Learning" podcast series. To read more about learning science and education, pick up the Dec/Jan 2018 issue of Kappan Magazine or visit www.kappanonline.org/

Classroom 2.0 LIVE webinar “Unleash the Science of Learning: Transform Teaching with Strategies from Cognitive Science” with special guest presenter, Pooja Agarwal, Ph.D. April 14, 2018. We are excited to welcome our special guest presenter, Pooja Agarwal, Ph.D, who will be sharing some fantastic information about the brain and memory! This is guaranteed to challenge all of our brains! She will be providing information about “retrieval practice” which is a learning strategy where you focus on getting information OUT of students' heads rather than trying to get it IN! Webinar Description: "Unleash the Science of Learning: Transform Teaching with Strategies from Cognitive Science" There is a lot to learn in the world. Students can’t learn everything, and educators can’t teach everything. Especially not over, and over, and over again each time students forget. What can we do to improve learning and reduce forgetting? How can we use our limited amount of classroom time and make learning stick? Based on more than 100 years of research, cognitive scientists have established powerful strategies that substantially improve learning for diverse age groups, subject areas, and education rigor. In this workshop, Assistant Professor and Cognitive Scientist Pooja K. Agarwal, Ph.D., goes behind the scenes and illuminates key discoveries, teaching strategies, and classroom resources based on the science of learning. Armed with evidence-based strategies, it’s time to challenge our perceptions of learning and transform teaching in our classrooms. Pooja K. Agarwal, Ph.D. is an expert in the field of cognitive science. She has conducted learning and memory research in a variety of classroom settings for more than 10 years. Passionate about evidence-based education, Pooja has extensive teaching experience in K-12 and higher education, as well as expertise in education policy at state and national levels. Currently, she is an Assistant Professor at the Berklee College of Music in Boston, teaching psychological science to exceptional undergraduate musicians. Pooja leads RetrievalPractice.org, a hub of cognitive science research, resources, and tips for educators. Pooja's research is supported by grants from the National Science Foundation and the U.S. Department of Education. In addition, her work has been featured in the New York Times, Education Week, and Scientific American, as well as academic journals, books, and podcasts. http://www.poojaagarwal.com/ https://twitter.com/PoojaAgarwal https://www.retrievalpractice.org/ https://twitter.com/RetrieveLearn

Pooja Agarwal discusses the science of retrieval practice on episode 184 of the Teaching in Higher Ed podcast. Resources Mentioned

The research is clear: Retrieval practice is one of the most powerful ways to learn. In this episode, I talk to Pooja Agarwal about what retrieval practice is and how teachers can start incorporating it into their teaching tomorrow.

Pooja Agarwal, the VP of Operations at Birchbox was a recent guest on B2B Nation: IT Edition. In this episode, we discussed how the home subscription model has changed home delivery, the current challenges in the industry, and how home delivery will evolve in the next few years. Interested in delivery? Pooja will be speaking at the Home Delivery World West event in San Diego on August 31 and September 1, 2016. Get more information at the event website http://www.terrapinn.com/homedeliverywest

On today’s episode, I get the pleasure of talking with Dr. Pooja Agarwal about retrieval practice. Guest: Pooja K. Agarwal, Ph.D. Cognitive Scientist, Memory Expert, and Education Consultant, Founder of RetrievalPractice.org www.retrievalpractice www.poojaagarwal.com Twitter: @poojaagarwal Pooja K. Agarwal, Ph.D. is committed to bridging the gaps between research, teaching, and policy. Passionate about evidence-based education, Pooja […]

Over the course of a five-year applied research project with more than 1,400 middle school students, evidence from a number of studies demonstrates that retrieval practice in authentic classroom settings improves long-term learning. Retrieval practice, or the use of quizzes to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings. In this presentation, Dr. Pooja Agarwal will review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, quizzes with feedback improve students’ learning, and quizzes enhance students’ higher order thinking skills. Because retrieval practice is a powerful strategy for improving long-term learning, teachers and professors are encouraged to implement retrieval practice in their classrooms.

Over the course of a five-year applied research project with more than 1,400 middle school students, evidence from a number of studies demonstrates that retrieval practice in authentic classroom settings improves long-term learning. Retrieval practice, or the use of quizzes to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings. In this presentation, Dr. Pooja Agarwal will review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, quizzes with feedback improve students’ learning, and quizzes enhance students’ higher order thinking skills. Because retrieval practice is a powerful strategy for improving long-term learning, teachers and professors are encouraged to implement retrieval practice in their classrooms