Podcast appearances and mentions of John Hattie

José Blas García se centra hoy en las claves del estudio del profesor John Hattie que explica las estrategias que tienen mayor impacto en el aprendizaje, tras analizar más de 50 mil estudios.Tratas tres puntos fundamentales de estas prácticas educativas, como la enseñanza recíproca, la retroalimentación eficaz y la autoverbalización, la importancia que deben tener en las aulas y el motivo de porqué, a veces, no se pueden poner en práctica en las clases.

Send us a textPlanning comes up in nearly every episode of Class-Act Coaching—so this week, we're giving it the spotlight it deserves. Ashley teams up with guest instructional coach Michelle Harada, who shares practical tips and research-backed strategies for improving the quality and efficiency of lesson planning, especially through collaborative planning.Michelle draws from years of experience supporting teachers across grade levels and content areas and breaks down why planning is more than just picking a resource—it's about being intentional, setting clear goals and using time wisely.Key Topics Covered:Why collaborative planning is one of the most impactful things a school can do—and how to make it work even if you're a singleton teacher.John Hattie's research on effect sizes and what accelerates learning (spoiler: collaboration and clarity matter!)How to use the four guiding questions of planning to reflect on your practice and support all students.What to do when students do—or don't—get it: tips for remediation, enrichment and peer teaching.Ways to make transitions smoother, maximize engagement and build intentionality into every moment of class.Resources Mentioned:

In this episode, Al and Lynda talk to Associate Professor Morgan Brigg (from the School of Political Science and International Studies at The University of Queensland) about inviting feedback from students in class. Not at the end of a course, but while the course is running. Morgan talks about how it took courage to make himself vulnerable, but also how this practice enabled him to make changes to student learning, and how it positively changed the dynamic in his classroom. Listeners might also be interested in our 2021 recording with John Hattie, the guru on feedback (season 3, episode 3). You can also follow us on Bluesky now: https://bsky.app/profile/higheredheroes.bsky.social

Send us a textEver had a student ace all the assignments, but then struggle on a final essay or a state assessment? In this episode, Ashley and special guest co-host Jason Adair sit down with instructional coach Christi Edwards to tackle a key challenge in education: helping students transfer their learning beyond the classroom. Christi shares the first two of her four key strategies for ensuring students not only succeed in class but can apply their knowledge in future learning situations.Key Topics Covered:Why misalignment between class grades and assessment performance happens.The role of planning in ensuring students reach the depth of understanding required by the standards.How to foster curious and creative learners who think deeply and problem-solve independently.The power of engaging instructional tasks—moving beyond compliance to active, meaningful learning.Debunking the myth that project-based learning is only for STEM subjects—why it works in every classroom.Resources Mentioned:Debbie Robertson's episode on planning John Hattie's Visible Learning research on engagement and its impact on student success.Quotable Moments:“Instead of asking students to show their work, ask them to show their thinking.” — Christi Edwards“If students don't see the purpose in a task, they won't be engaged—and they won't retain the learning.” — Christi Edwards“Coaches don't tell teachers what the problem is. We help uncover root causes.” — Jason AdairDon't Miss:Ashley's realization: Why students struggle when they take things too literally—and how to help them adapt.Jason's coaching insight: The best instructional coaches guide teachers to find solutions rather than dictating them.Christi's example of turning a short story unit into an engaging, student-driven project.

John Hattie ist ein anerkannter Bildungsforscher. Mittels unzähliger Studien ermittelt er mit seinem Team seit Jahren, wann Lernen gelingt und wann nicht. Seine erste Studie 2009 schuf Diskussionsbedarf. Nun, 14 Jahre später gibt es eine weitere, noch umfangreichere Studie, diesmal ohne Ranking, denn dieses wurde von seinen Interpreten oft falsch verstanden.

Send us a textWhat if nearly everything we do in education actually makes a difference? In this episode, we welcome the brilliant John Hattie, a pioneering figure in educational research, to unravel the mysteries behind effective teaching practices. John takes us on a fascinating journey through his career, from his early days in psychometrics and statistics to his groundbreaking work on meta-analysis. His move to New Zealand marked a turning point, leading to the development of "Visible Learning," a transformative approach that has reshaped how we understand educational success. John shares his insightful perspectives on the shift from asking "what works" to "what works best," revealing the hidden stories numbers can tell.Join us as we explore surprising findings about educational practices, where 95% show positive effects on student learning. John challenges us to rethink common assumptions, such as the impact of class size and teacher subject matter knowledge, and underscores the value of evidence-based approaches. With his candid anecdotes, John highlights how "Visible Learning" unexpectedly gained traction, fostering a global shift towards research-informed teaching methods. This episode illuminates the critical role of listening and the evolving landscape of educational data and theory since John's influential 2008 work.Listeners can expect to be engaged by discussions on the importance of reflective practices, the role of artificial intelligence in lesson planning, and the dynamic interplay between teaching methods and student outcomes. Together, we examine the necessity for intentional alignment in education, advocating for methods that resonate with content and goals. Our conversation with John is rich with thought-provoking insights, offering a fresh perspective on how education can be reimagined to serve both students and teachers more effectively. As we wrap up, we reflect on the vibrant world of ideas that defines our times and express heartfelt gratitude to John for sharing his wisdom, with hopes of continuing this enlightening dialogue in the future.

The bonus podcast of the Leaders Coaching Leaders Podcast features a compilation of insightful excerpts from previous interviews with educational leaders John Hattie, Viviane Robinson, and Marc Brackett. John Hattie emphasizes the importance of educators developing a theory of learning that aligns with their teaching methods, highlighting the need for teachers to focus on learning strategies. Viviane Robinson discusses the concept of leadership as an influence process accessible to everyone, stressing the importance of teachers exercising leadership in their roles. Marc Brackett offers insights and advocates for using emotions wisely to achieve goals and improve relationships. The hosts, Peter DeWitt and Michael Nelson, reflect on these themes, sharing personal anecdotes and emphasizing the practical application of these insights in professional learning and workshops. The compilation underscores the value of continuous learning, leadership, and emotional intelligence, and, of course, leading with intention in education.Let us know what you think!

Think you've got that next big project all sorted in your head? Hold that thought because today we're going to explore why sometimes those best answers often come when we dare to dream just a little bit bigger.In this episode of the organisational change series, Shane explores the 'develop' stage of the change process, where schools need to think big before narrowing down solutions. Through real examples and practical frameworks, learn why temporarily suspending practical constraints might lead to better solutions for your school.Key TopicsWhy schools need to think big before getting practicalThe power of "no limits" conversations in leadership teamsThe four Rs of de-implementation: reduce, remove, re-engineer, replaceHow one international school transformed their approach to student wellbeing through expansive thinkingThe crucial balance: adding new initiatives whilst taking things awayResources MentionedMaking Room for Impact by John Hattie, Dylan Wiliam, and Aaron HamiltonPrevious episode with Aaron Hamilton on De-implementationEpisode PartnersThe International Curriculum Association | Learn more at internationalcurriculum.com.The University of Warwick's International Programmes | Learn more at warwick.ac.ukThank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.About the hostShane Leaning, an organisational coach based in Shanghai, supports international schools globally. He co-founded Work Collaborative and hosts the chat-topping school leadership podcast, Global Ed Leaders. Previously, he worked as Regional Head of Teaching Development for Nord Anglia Education. Passionate about empowering educators, he is currently co-authoring 'Change Starts Here.' As a CollectivEd Fellow, Teacher Development Trust Associate, and TEDx speaker, Shane has extensive experience in the UK and Asia and is a recognised voice in international education leadership. Learn more at shaneleaning.com. Hosted on Acast. See acast.com/privacy for more information.

In this special Christmas Eve episode, host Shane Leaning reflects on a remarkable year of Global Ed Leaders, highlighting some of the most impactful conversations and milestones from 2024.Key Episode Highlights:Notable Conversations from 2024:Rachel Lofthouse on coaching in teacher development (Episodes 37 & 38)Arrann Hamilton discussing de-implementation with insights from John Hattie and Dylan WilliamJosh Goodrich on the power of rehearsal in professional development (Episode 54)Jose Medina exploring linguistic oppression in international schoolsSarah Kupke (ECIS) on teacher retention strategiesHaili Hughes addressing the teacher retention crisisIan Timbrell on LGBTQ+ inclusionClaire Peet discussing women in leadershipPodcast Achievements:Approaching Episode 100 in under two yearsReached #1 in podcast charts globallyConsistently ranked in top 10% of global podcastsExpanded listener base across multiple countriesComing in 2025:New co-host Chris Scorer for Global Ed Leaders LIVEUpcoming topics include:AI in educationFlexible working for teachersValues in leadershipMental healthParent community engagementEpisode PartnersThe University of Warwick's International Programmes | Learn more at warwick.ac.ukThe International Curriculum Association | Learn more at internationalcurriculum.com.Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.About the hostShane Leaning, an organisational coach based in Shanghai, supports international schools globally. He co-founded Work Collaborative and hosts the chat-topping school leadership podcast, Global Ed Leaders. Previously, he worked as Regional Head of Teaching Development for Nord Anglia Education. Passionate about empowering educators, he is currently co-authoring 'Change Starts Here.' As a CollectivEd Fellow, Teacher Development Trust Associate, and TEDx speaker, Shane has extensive experience in the UK and Asia and is a recognised voice in international education leadership. Learn more at shaneleaning.com. Hosted on Acast. See acast.com/privacy for more information.

Was würde passieren, wenn man Korrekturen, etwa von Deutsch-Klausuren, einfach weglässt und stattdessen ein kurzes Feedback formuliert? Es gibt Untersuchungen, dass Schülerinnen und Schüler dadurch gar nicht unbedingt besser lernen. Und: Lehrkräfte könnten massiv Zeit sparen. Doch an der Schule gibt es häufig die Vorstellung: "Only a busy teacher is a good teacher", nur wer viel arbeitet, macht gute Arbeit. Benedikt Wisniewski, Schulpsychologe, Autor und langjähriger Lehrer, schlägt vor, Konzepte, Aufgaben oder Tätigkeiten zu reduzieren, zu "de-implementieren". Dadurch ließe sich Schulqualität steigern oder Stress bei Lehrerinnen und Lehrern senken. Was es für eine erfolgreiche De-Implementierung braucht, welche Herausforderungen, Hindernisse und Chancen dieses Konzept mit sich bringt, davon erzählt er in dieser Episode. Podcast "Psychologie fürs Klassenzimmer" Podcast von Benedikt Wisniewski | https://www.podcast.de/podcast/3059457/psychologie-fuers-klassenzimmer Spezial: De-Implementierung | Gespräch mit John Hattie | https://www.podcast.de/episode/641367791/spezial-de-implementierung-gespraech-mit-john-hattie-deutsche-ki-uebersetzung Literatur Benedikt Wisniewski, Barbara Gottschling: Weniger macht Schule – Wie De-Implementierung schulische Freiräume schafft (Februar 2025) Ewald Terhart: Fremde Schwestern – Zum Verhältnis von Allgemeiner Didaktik und empirischer Lehr-Lern-Forschung Links John Hattie: Metastudie "Visible Learning – Lernen sichtbar machen" | https://visible-learning.org/2009/02/visible-learning-meta-study/ Visible Learning Metax | Corwin Verlag | https://www.visiblelearningmetax.com/ Bei Fragen und Anregungen schreibt uns: dieschulebrennt@auf-die-ohren.com

Embark on an inspiring journey with author, consultant, and President of Thistle Educational Development Ainsley Rose, whose career path defied convention and expectation. Starting as a physical education teacher, Ainsley's story is one of serendipity and leadership recognized by others, leading him to a fulfilling 52-year career in teaching and administration.We dive into the challenges that come with reimagining traditional educational systems, discussing how entrenched mindsets can hinder the unlocking of potential in both students and educators. Through the lens of John Hattie's research on visible learning, we discuss the power of data-driven insights to revolutionize teaching methods. Our conversation delves into the rigidity of educational institutions and the urgent need to embrace strategies that focus on individual strengths, sharing experiences in the spreading of Hattie's influential work across North America.In our quest for lasting change, we explore effective teaching strategies and the complexities of educational reform. Hear about the importance of creating a supportive environment for teachers, where voluntary, team-based professional development fosters collaboration. By focusing on a few key initiatives, we advocate for a long-term commitment to continuous improvement and adaptation.

Are you a new school leader wondering how to create learning spaces that truly engage students and foster success? In the latest episode of the Better Learning Podcast, Dr. David Cupolo, principal of St. James Intermediate School, shares valuable insights on the profound impact of school design on student engagement. In his conversation with Kevin Stoller, Dr. Cupolo highlights how thoughtful learning environments can transform education and offers essential lessons for new leaders navigating this journey. Dr. Cupolo also explores how instructional leaders can drive change by focusing on both physical spaces and the school culture. He underscores the idea that a well-designed building must be paired with a culture that prioritizes student growth and active listening. When students feel heard and supported, they thrive in environments that encourage collaboration, exploration, and a genuine sense of excitement for learning. For new school leaders, this episode is filled with actionable tips, from the importance of understanding the "why" behind school design decisions to embracing flexibility in both space and teaching. Whether you're aiming to enhance student agency, foster collaborative learning, or simply reimagine your school's layout, this conversation provides the guidance you need to take the first steps.   Takeaways: Schools should be designed with the needs of students in mind. Creating engaging learning environments can reduce boredom and increase student success. Student agency is essential for effective learning. Research can guide the design and use of educational spaces. It's important to reflect on the 'why' behind educational practices. Building a positive school culture is as important as the physical space. Listening to students can provide valuable insights into their learning experiences. Homework often has minimal impact on student learning outcomes.   Dr. David Cupolo has 18 years of experience in educational leadership as a building principal, including eight years at a cutting-edge, non-traditional facility; I offer a blend of practical experience and academic insight. Recently, I earned a Ph.D., during which my dissertation research delved into how instructional leaders understand and engage with the concept of 'learning thrill,' utilizing a framework developed by esteemed educational researcher John Hattie. The results of my research have profound implications for the design and renovation of school facilities and classrooms, highlighting crucial conditions that facilitate learning. I have presented on the topic of flexible learning environments at various conferences, most notably at three Association for Learning Environment (A4LE) Conferences, including the 2024 Southeast Region Conference this past April.   Sound Bites: "You can have beautiful buildings and be an ugly culture." "Kids want to collaborate and explore." "We need to trust kids and listen to them." "Learning thrill can be developed in schools."     Follow David Cupolo on Social Media: LinkedIn: https://www.linkedin.com/in/david-cupolo-6b4a1623/   Read David's Article Designing for Learning Thrill Spaces4Learning Article: https://spaces4learning.com/Articles/2024/07/09/Designing-for-Learning-Thrill.aspx     Episode 202 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/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/   Want to be a Guest Speaker? Request on our website     Kevin Stoller (00:07.454) It's another episode of the Better Learning Podcast. I am excited about our guests today because we talk a lot about furniture and use and we can talk about it from like the designers and from the architects and what we do supporting education from the outside. But it's always good to get the perspective of the principals and the ones that are actually like using the spaces and hearing from the teachers and the students and being able to have that lens to it. So I'm excited to bring in Dr. David Capolo. I screwed it up, I? Did I announce it? Did I pronounce it?   David Cupolo It's Koo-pal-o! It's all good.    Kevin Stoller Yep, and he's a principal at St. James Intermediate School in Horry County in South Carolina. Just for the audience, because I'll give you a little behind the scenes, I'm horrible at pronunciation and making sure I do it. And whenever I get it stuck in my head, it's so hard to switch it.   David Cupolo It's why I don't read names at award ceremonies.   Kevin Stoller I know because I'll get it stuck and I'm afraid I'm gonna mess up and I'm not the expert of that Yeah, I'm the worst. I'm like give me a script and I'll and I'll screw it up. So yeah, but but I really wanted to talk about from your perspective of where you got to what you're talking about like the thrill and getting rid of the boredom, but I want to start really from the from the very beginning for you and I want to hear what was school like for you.   David Cupolo So I knew how to play the game. I knew how to be successful in school. And honestly, if I had a relationship and you built curiosity and made connection with me, it was an A. If you did not, I was a B for bye-bye, that type of thing. And C for see you later. It all depended. And came from a family of engineers and I chose to go into public teaching and education, which is great. But I think I was not... That curiosity and connection for me in learning was not built in the area of math. was just too much of that skill and drill. so, but I played it well, you know, went on to college in Version, New Hampshire, and then a few master's degree at NC State. And that's where I really learned how to learn.   Kevin Stoller (02:33.058) So talk about that, that learning to learn. What sparked that for you?   David Cupolo I think it was, again, professors who allowed that agency, me to have that agency and explore the interests that I had, they gave the structural framework, but you really had to go do the work yourself and, you know, find those connections and challenge you. And I think there's the principle of Goldilocks, right? You know, that Goldilocks effect. And I think that had the right enough challenge and also the right enough support, but also the right enough freedom to, you know, take my learning further. Yeah, kind of push me.   Kevin Stoller OK. All right. So you usually when I when I talk to administrators, school leaders in there, there's like the big transition moments. There's the first one be like making that decision. Hey, I want to go into education. And then that typically puts them in a classroom. And then there's that second moment where they're like, you know what? I think I want to be outside of the classroom. I can have a different impact as an administrator. What were those moments like for you?   David Cupolo Yeah, so I came into education teaching alternatively. I was not certified. I was working for a lessons called which transition program in Rhode Island and the police refer to something causing trouble. They have a different a, but these kids are just needed some more guidance, right? You know, and so I found out there was a lot of jobs teaching in North Carolina. So I moved down, taught special ed. And it was interesting, my boss at the time said, you're a middle school teacher. I won't give a recommendation for anywhere. He goes, you connect with those kids. And I did it in, you know, in that timeframe, I quickly realized I want to have a bigger impact, you know? And I realized I could, I think. The students taught me so much that I realized, wow, what they're teaching me, I need to share it and need to use to impact other kids in other classrooms. So administratively, and you always have that principle that I think says, Hey, you should go and be an administrator. And I had a couple of those who did that and lo and behold, quickly moved into assistant principal roles. And now I'm in my, going to year 19 as a...    Kevin Stoller 19 years. That's awesome. First.   David Cupolo Thank you. Thank you.   Kevin Stoller (04:54.062) I mean, we're, we're record, we're recording right now at the beginning of, of August, even though it doesn't, it won't release until later, but you're getting, you're getting ready for the next round of teacher students coming through. What's going through your mind right now?   David Cupolo So teachers come back on Thursday, you know, and again, I'm like that teacher the first night, night before the first day of school. You have those jitters, but you're excited. You know, I'm excited to see what the year can bring. At my school grades five, six. So we'll have a new group of fifth grade students coming in, you know, and get to know those students and seeing what impact we can have on them. You know, setting that foundation and framework for I go back to the student is the most important part of this building. Without them, we would not be here. You know, and this year we're kind of kicking off and be the one, be the one, you know, and how can you be the one? I entered the school year with, you know, saying, I'm going to reflect on how can I be the person I want to work with? And then this year, so now it's kind of tying it up that we're coming back. How can I be the one I want to work with and be the one for those students? So I'm kind of wrapping my head around those thoughts and gear up. Yeah. So is a pretty typical every year you're coming in with like a new theme and a new direction that you really want to build in throughout the culture? So, yeah, I think yes and no. I always try to tie in on what we've always done, you know, and we always revisit the vision. We always... revisit our beliefs, you know, and going back to this is what we believe and that is it, that we can be the one for those students and all students, when I say all, A, capital L, capital L, even the kid from that neighborhood is Ken Williams to say, you know, they deserve the best and, you know, they know that and I'm an amazing staff that go in every day and give it all for those kids. But, you know, just kind of tying it all together as we keep going along and just improving.   Kevin Stoller Right. So talk more about kind of how you got this interest and at what point did you recognize how much the learning environment was really impacting the work that you do with that idea of like school is there for the kids?   David Cupolo Yeah. So, you know, as I moved into my career, one of my dreams was I realized I wanted to open up a new school. And, you know, that'd be a cool thing to do and actually only had was in my second year in this Horry County. I'd been a principal in North Carolina and I figured, you know, it might not come along because only been at this school I was at short period. And, you know, they selected me to open up this school which is a different design model. There was only a few others in the state but it was a state of the art facility and, you know, it's net zero net positive energy in. It looks like a mall, literally glass walls on the inside, collaboration spaces. But there was no schools like it. You know, we visited some different models to see what it was like. And every time you go to school, you know, I want to talk to the kids. I can do the tour with the adults, you know, and I can see. And one student, I can remember the school said, said, so how does this work with the glass and everything? You know, I'm an ADHD adult. How does it work? And I said, they said, it's like the zoo effect. I said, what's that? They said, I see you, you see me, I'm gonna do my thing. I'm like an animal in the zoo, you're watching me and I'm in my element. I said, that is awesome. I said, okay, this will work. So, but I remember, and we entered the school, we got the keys and a Friday night teachers were coming back that Monday morning and my whole staff had never ever come together. And so we hadn't even been in the building. But I remember visiting while it was dirt. I bought a hard hat, scraped up a vest and a clipboard. And I went in like I was part of the construction crew just to see, you know, this process. And finally I figured out who I was from meetings. But, know, trying to envision what this could be for kids and what environment we could create. Because you can have beautiful buildings and be an ugly culture, right? You know, so what can we really create for kids? And every parent meeting, I would start off with schools are built for kids. You know, this is their place. This is not our place. We serve them, so it was great. And coming into the building and really trying the collaboration spaces. So our first day back with teachers, I had my people spread out in the building doing different small PD sessions to see the acoustics, to see how it worked. And with teachers, I said, you can use the collaboration spaces. I didn't say there were rules to it. But I did say is let's let kids rise to the challenge. Kevin Stoller (09:40.014) For sure. So I just want to set the stage a little bit. So that school opened about eight years ago. So 2016 definitely because so many people that are listeners of the show are involved with the design of schools. And that was definitely on the earlier side because what you're describing is pretty much the... I don't want to say the standard. Hopefully it's at least more closely aligned with that versus the traditional model that doesn't allow that flexibility and that collaboration. So you guys are going in. How involved were you in the process or was that coming from the district level? Who was really driving that vision of saying, we're going to build this new school. Have this opportunity of a lifetime. What was that like for you?   David Cupolo So I came on the back end and it was more of the, know, decision-making. And I really think that net positive really was a big key for the school board, you know, and the design and the potential. So I don't know the conversations that we had about what pedagogy, you know, what we could do with in the classroom. I did help pick out desks and make sure the sizes were right for what we needed and chairs. But as far as, you know, how do you use it? It wasn't there, you know, it really wasn't. And that was my experience. So kind of fumbled through it with our staff, but more or less talking to kids and seeing how teachers were using it and kids. And I remember, I remember the first teacher that sent kids out to work in the collaboration space. like, wow, how's it going? She goes, I don't know. go, well, let's see. And I fist bumped her, you know? And then the glass, I said, it's writable. I didn't say you had to use it. I didn't say you couldn't. Said it's writable. You know, teachers started really using it, that's the fourth, you know, the fourth teacher, second, third teacher in the room using that students love working out those problems on the glass or, you know, anchor charts on the glass. And it was just kind of working with teachers and seeing how students should respond and then conversations with students. You know, I wish I had more on the front end I could speak to. I think now I offer a whole lot more to be able to say, hey, this is this is how we evolve. Kevin Stoller (12:04.802) Well, that's why I wanted you to go through it because that's very typical in this industry, very typical in that there was a decision made at the district level or someone on the board or somebody said, hey, we're going to go this direction. But they're not always pulling in kind of the site leaders and teacher students perspective as they're doing that. Now, as an industry, we're getting better at doing that earlier on. But your experience is like very typical where you're almost like handed a building and now saying, go figure out how to use it.   David Cupolo Yeah, Friday night at 7:20. got the key. Teachers show up on Monday. Yeah, here you go. Yeah. So, so you definitely embraced it hearing like that. And you know, you had teachers that do, were there ones that that fought it or, or saying like, man, I just wish I had my old space back. You know, there were some, there was a couple. And they may have realized it wasn't necessarily their fit. But I remember one teacher who is interesting because she, this school's meant for older students and not these students. And I'm like, but look, they're doing it over there. And finally, it took a little while and she embraced it. And she actually retired, but said, thank you for giving me, my last two years was so enjoyable with my kids because of the, what we have here and what we're able to do and the way the building is being used in those spaces. So that was pretty cool. Testament for her who was, you know, it was, it was a shift. Yeah. Yeah. Which I don't blame anyone changes hard. mean, if you've been doing something for a long time, one way, and then have to shift that quickly to a different way, that that's a tough change. It really was, it really was. And, know, and I'm a, I'm a research person. I'm a research geek. I've known John had his visible learning work for years and those in education. If you don't know him, you better know him because what he writes about and the research he has people do, it's what works in schools. So that was part of that other foundation was, know, teachers necessarily don't want to know about the research right away, but kind of bringing it in and introducing them, okay, well, here's what the research says about student discussion and the impact. And here's cooperative learning. And here's how we can use the furniture and how to tweak it and better practice and tighten it up. you know, and trying to take that learning to another deeper level. Kevin Stoller (14:24.268) Do you mind talking through a little bit of Hattie's research? It is important for us to understand the research band because a lot of us who are supporting it, who may not come from education background, whether it's on the architecture side or on the industry supporting education, the more educated we could be, the better.   David Cupolo Right. And I think one of my, some of my favorite conversations are people in the industry and architecture in outfitters because of that, you know. And so his, again, that research out there shows what's effective, you know, homework has little impact on student growth and academic success. Class size. You know, we learned during COVID, might be different if you have hybrid, but you had to do some other things well for it to be impactful, right? You know, and that's the piece. have to just, you have to learn the strategies and the research behind it. But yeah, so Hay and Greg Donahue proposed a conceptual learning model, skill, thrill, which was a synthesis of that research and visible learning of what worked. And oftentimes, surface deeper transfer, right? And we're often, we know in classrooms there's surface level learning and kids aren't engaged and we sit in rows, you know, and there's that boredom piece that I found, you know, and Cornwell in 2000, it was only two years ago, the art of only two years ago and how boredom has led to what a third of high school dropouts to half, you know, that's an issue, that's a crisis, you know, and that's something we can fix and that's where design and use. Just because you put the kit desk together doesn't mean they're going to collaborate, right? You know, you got to use it effectively, but that's that research. So I want to study what learning thrill was, you know, it seemed like it just rhymed with skill and will. And, you know, it was perfect. So nobody had studied it. So I kind of talked to South Carolina structural leaders and how do you perceive and conceptualize it? Then what does it look like? What does it sound like in the classroom? Take me to those places and describe it. And they described these deep, engaging experiences for kids. They were collaborating. were experiencing almost student agency. They were driving their learning. The teachers were just fostering that real environment for those students. But again, inductive learning, project-based learning, and thinking about how we design and materials and use of materials and how. Because teachers, it's about time, right? Adam and Eve's teacher said, I don't have enough time to plan for them. It's just the way it is in education. We know that. So what can we do to help those teachers design rooms and make smoother transitions and furniture that's flexible so I can just easily maneuver it so I can do this over here. But then those learning spaces for students, what are they comfortable? Where are they more comfortable in taking their learning to a deeper level and really getting that thrill experience, you know?   Kevin Stoller Yeah. Do you mind giving some examples of like where, because the space, how much that changes, like those concrete examples, I think are the stories are always good for people to hear to be like, hey, this is a kid that maybe 10 years, you know, in your first 10 years of being a principal may have had a different experience versus now what they have in that flexible learning environment that they're in now.   David Cupolo Sure. Yeah, I remember when we all think and it was a few weeks into the school year. And this is this really hit me this this moment. So under the stairs of cement blocks in my school and this is sprinkler system. And there's a student like to work under there. But one day he's kind of just pulling on hanging on the pole. Nothing can do. What are you doing? He goes, What do mean? I said, You're pulling on the fire thing. It's sprinkler system. I go, Do you know what happens if that breaks? And he goes, No. I go, neither do I, but I have a feeling it has a lot of water, a big bill and fire trucks. I go, go to your room. He goes, do I have to? And I was like, my, I sound like a parent. I'm like, tell you what, go for 50 seconds, just come back. Please don't do that again. We good? He's good. I said, we fist bumped. But then I started like, wow, I need to pay more attention to this, you know, and those students. And soon as I tell you, this is my space that I feel more comfortable on the floor in the corner on that pillow. Or, you know, our media center is open space and there's different furniture. And, you know, you struggle with custodian on whose furniture it was. Well, they're putting their feet on it. I go, it's theirs. Like, you know, that's their space. This is where they're comfortable learning. And it was transferring. Those teachers are like, wow. And they rose to those occasions, you know. I've seen students who come to that school with behavioral records. And part of that culture is that this is your place, this is your space, and it's a safe space. And it's interesting, I was having a conversation last Friday with one of my teachers, last Thursday. She talked about the desk, how each kid doesn't own that desk. Remember how we had our desk and you had your name on it? Yeah, for sure. It's not my desk, it's our area. And I can go work with other kids in another area and students who might not sit in that row traditionally can work together with other students in that respect and that safe place and that safe space that they need. You know, and allowing them that opportunity. And I think that's the other key, you know, is that setup that we've seen from non-traditional rows to collaboration and even with the technology of sharing through Google Chromebooks and Google Docs and things of that nature. Yeah. So can you expand on that more as a principal who has gone through that process and now to a principal who may be getting ready to open a new school or a totally different space and their staff is coming back right now or they're in the process and it's going to be in the next six to 12 months? What are those lesson learns? would be that advice that you would give to them? Because they're going to have the same things. They're going to have the teachers that are going to be like, well, what do mean the student doesn't know the space? What do you mean that, you know, like I'm not upfront and, you know, and things aren't sitting in straight rows. What are those things that you would share with others? You know, I start with the why. That's when we opened the school, I got a book for the staff to go back to our why. And, you know, and we had our individual, why are you teaching? Because I knew teachers were gonna struggle. knew just because you got the keys doesn't mean it's complete, right? Let's be honest, there's still gonna be work being done. And those can interfere and things out the air conditioning, right? It's just gonna get adjusted. And those are things that matter to teachers, you know, and all the pressure on teachers now. So really looking at the why and the student and then what can you do for the student? because everybody in education to help kids to work with kids and help kids be successful. I think that's the first piece is trying to build that collective vision. I started with the collective teacher efficacy has the biggest research effect size on student achievement, 1.36. And coming together really looking at involving teachers in that process. then setting up some structures, you gotta have some structures, but don't be completely tied to them because you're going to get to know the environment and allow teachers to mess up, allow kids to mess up.   Kevin Stoller Yeah, which we all know is the best way to learn, but we struggle. want to step in. Well, that's good. mean, are there, as somebody who values research and is constantly looking at that, what research do you wish would be done at this point? What would be really helpful for you, or what are the questions that you would wanna try to answer?   David Cupolo You know, I talk to kids a lot and you know, it's one of the tough parts for researchers is doing research, talking to students, right? Because that's that big, you know, there's always those epic things in there and you know, I started with the check-in system with the company in Australia, Versha Learning. And one of the things I wanna know is what are you learning today? Ask kids, what are they learning? Yeah, you your kid at home, what'd you learn today? Nothing. Or this, well, I know what you did, you know, but what are you really learning? And I found that, you know, students couldn't really articulate. And then teachers like, well, you talked to so-and-so, of course they couldn't tell you. Well, I don't know that that was the answer, you know. So we started looking at that. And one of the things we found is students were bored, but they also weren't clear about what their learning was. But they also wanted discussion. They wanted to talk to their parents and they wanted to collaborate. You know, they were telling us what they wanted through that check-in. John Hattie actually, it's a quote that says on their site, it's the best classroom data I've ever seen. You know, and really I would love to learn more about students, what leads to thrill for them and how they experience that learning because it's not often. You know, go to watch schools when it gets out of high school practice, right? Kids are practicing skills, they're acquiring skills, they're consolidating it, they're adding, they're learning, they're dispositions, persevering, and then there's that thrill. And we see in band when they get to perform in chorus, and very rarely do we get to see in those academic classrooms, but it can't exist, and that's what I've kind of studied. But I wanna know more from students of what can we do to help you, what can the environment do to help you? What do you need more of? We kind of know some of it, like I said, from that check-in. And it was, we want to be able to have more discussion. We want to be able to ask more questions. We want to be able to explore. We want to be able to collaborate. So those things, I would love to delve more into that research and study the environment they're in.   Kevin Stoller Yeah. What does your gut tell you if you're going to have a hypothesis on that of saying, you know what I think this would work or this would be a benefit?   David Cupolo I think those flexible environments and collaborative spaces where students feel safe and they feel valued and they have agency and when you give them opportunities for curiosity and connections to each other, I think that they're gonna say, that's what I want, that's what I need. And that's the world of today, honestly. Unfortunately, as you see the research, you go through school and by the time you become a senior, you're very little engaged and it's scary. I know. And you can be like, we can all be engaged in something and it can be low level too, right? I've been engaged, but that's really tasks. I'm just completing a task. I'm not really into it, part of it's a curricular issue on the educator side. That's part of that stack curriculum. We got those tests and all of those things, and I'm not saying there's not some value there. But our learning is not going deep enough and we need to be able to transfer that learning. Kevin Stoller (26:24.782) I think you're right. I mean, my experience would be the same that if I was going to say like, maybe there's not perfect research that shows it this way, but my gut and from what I've seen from being around this enough and just knowing kids and watching it, is. Right, they do. They want the agency. They want to be able to collaborate. They want to work with their peers. They want to have meaningful projects. that, yeah, and that for me is always the hard part because I'm the one that wants to challenge the status quo and be like, well, if you know that, why don't we start doing that? Like, what's preventing us from doing that? And I get it. There are a lot of limitations of what we can do without having the data and without having, you know, like the laws and all the legal and all the things that are coming down from state level and district level. But my gut is with you on that too, is that if we actually listen to the kids, they know what they want.   David Cupolo Yeah. they do. They do. And I was glad I had a professor said study thrill, nobody studied it, because that's tough to do a dissertation when there's no prior research you know, on that one topic. But I was, I really knew I was onto something there. So, you know, developing a framework for instructional leaders and how to, how can we work with teachers to increase learning thrill, you know, that's kind of still tweaking it. Because I believe it can be done even in the status quo, but we do have to push those understandings, you know, and trust kids. Cause they don't respond right. You know, and they're to mess up. We all did. Yeah. And that's probably the best thing for him is to mess up. Right. I sat in the principal's office a couple of times in my life. It's nothing wrong with that.   Kevin Stoller (28:46.284) Yeah. Yeah. Yeah. So, so are you, so as far as like studying thrill, like, and do, so are you actively engaged in that? Like what? Cause I talk through like what your journey has been around this concept of thrill and education.   David Cupolo So right now, know, finalizing my dissertation and kind of working with, again, virtual learning. Phil Stubbs is my thought partner. Shout out to Phil. He's with Virtual Learning. He's a brilliant mind, and kind of really fine tuning a framework for instructional leaders to kind of look at those things. Inductive learning. So what does the environment look like? Teacher authority. They've got to... to clarify Ed, that they're really tweaking right now that's coming out. And it's been a great journey that'll give teachers back time and make things more clear for students, but also look at a learning progression. So it's kind of like expert to Jedi, you know? So students can see this is where I need to head with my learning. And if I want to be a thrill and I want to be a transfer, this is where it's at. But then how could... giving them the opportunity to say, is how I can show and meet success criteria. Instead of just answering questions on a test, show me how you can, this is the level, show me that you were at that level. And that was a neat piece. When kids could articulate with three points of what they were learning and where they were going, then they had 68 % more positive emotions responses, just in that one factor. So I worked with my staff on that and we found, wow, the boredom, you when you look those wordles, bored got smaller and smaller and smaller and excited and enthusiastic, you know, and anxious reduced, you know, there wasn't that cognitive overload that kids feel. So there's a lot there that we're, you know, working on writing and getting out there, trying to share that message and do some presentations and All those things.   Kevin Stoller Yeah, very cool. Yeah. Well, that people need to hear it. Yeah. People need to be able to do that. So yeah, thank you for doing that work. I want to hear it before we wrap up here. I want to hear. The eight year journey into the new facility, what, what are the things that you have changed or like if you did it over again, you wish you, it would, the building would be different or the learning environment be different for those people who are going through it right now because that's obviously one of the big benefits of of education is we're so willing to share and help people so that the next project is always better for the first for the kids and the teachers in the future.   David Cupolo So, you know, for me, it was interesting right now the struggle is furniture. So we have these, you know, funky shaped collaboration tables for kids can sit at and I've grouped teachers that would prefer those in their classroom than the desks that connect together, just basically the four desks that have cool little shapes that connect together. They want these tables. And I'm just, they say it's more functional, more space in my room to maneuver. It's still not their desk. It's our table in that mindset. That's something to look at, you know, because they really believe it's helped their classroom. And I think just kind of look into the spaces and how do you use them and what structure do you provide kids for? It's for this use, know, using it understood that it's for learning, that it's not just, you know, hanging out. And kids did a great job with that, but that's just a little suggestion, you know, keep in mind, and this is our space for this and really having to understand this is where you apply yourself. This is where, you know, your collaborative place. This is for your discussion. You know, because we didn't have that, you know, campfires was not a word when I came out, you know, we did cooperative learning structures. I think that's a great training to have Cagan cooperative learning structures because it really tightens up how to, so kids can't hide in those environments still, because that's another piece we don't want to, we don't, and I don't mean physically hide, but I do, you know, educationally hide. I was good at that. I could sit in the back right corner last seat if I could and just, you know, kind of do my thing and then do what I needed to do, get out of class. But I think, you know, my best advice, have a plan, have a vision, have a group of people, your people who you believe will be the key people to really move that transition and look at the space. And I would love to visit schools and say, hey, this is your space. This is how it worked for us. This is how it didn't. This the space that was designed in the school that we don't use that I wish was something else, right? And that's the architecture side. When I was going through my Ed specialist degree, because I didn't understand how architects design schools. So part of my internship hours were with the architecture, because I want to know why did you do that? Why did you put this there? Then, know, look, those transitions, that's going to be an issue right here. Student transitions, that's, you you need to think about that because this crossway, cross paths, that's something else I would say, and look at your schedule and look at where kids are maneuvering based on the design. We have, criss cross applesauce traffic, you know, and it can be kids and kids, you know, we don't necessarily want to apply it, but we just want, you know, get where you need to be hugging, go hug and go, hug and go, especially after COVID.   Kevin Stoller Yeah. Yep. For sure. Yep. Yeah. And whether it is that way finding or something on the floors to help guide that traffic flow. Cool. Well, thanks for doing that. Thanks for sharing that. Anything else that I should be asking you that I haven't asked you about that you think would be useful for our audience?   David Cupolo You know, I just think having educators and principals at the table, I don't know the conversation that had. It seems like it's getting better, but understanding pedagogy, understand research. I've presented in a couple of AFRL conferences and, you know, I enjoy it and was, you know, sharing the research and the pedagogy to understand this is how it's used in the classroom. This is how the teacher will use it. And this is why, and this is the research says this is effective. You know, I think that that knowledge would be beneficial. Okay. This is why we want students to discuss. This is why we want cooperative learning. This is the impact it has. You know, and one of the activities I do is I put up some of the effects, things that impact learning can be have a strong effect or very little. And it's always interesting that items that come up like homework, that very little impact, but we all hop on our kids about it. Like you got to tell them it really doesn't have impact, you know, unless it's really taking learn further, you know? The things that are like, we've heard this research for so long and we know it, but man, I can tell you from like the parent experience, our schools are not learning that they keep sending the homework home and it's still like that nightly battle of, then I'm sitting here knowing this research that the homework really doesn't matter. I live it. Yeah. Yeah. I live into my house, you know, and now we know more about digitalized content and personalized learning, which is better. I think research will help tweak that homework. In fact, says a little bit more. you know, because it's more meaningful to students if it's used the right way. They understand this is where you fill in your gap and this is how it's going to benefit you. But yeah, no, that's frustrating to know. We know the right stuff and we still struggle getting it in place. Yeah. Well, I just heard a story of Chick-fil-A how, and seems like recently they've dropped this, at least once by us, but they used to have, you knew if you went to a Chick-fil-A, And they would say, may I serve you today? And you knew that was the way. And they ask them, how long did it take to get that idea, that simple line of having everyone ask about that? my pleasure. I think it was the end of it was when they say, pleasure. Instead of saying thank you or yeah, they'll say, my pleasure. How long did it take to get everyone in the organization to do that? Guess how long they said it took them? Six years. Six years to get like everyone to just say that one my pleasure, like just to answer like, that my pleasure. And it's a reminder of like how long it takes to get even simple changes all the way through a system. And yeah, to so to do it, we may know the research, but man, it takes a little time, unfortunately, as much as we want to try to have that urgency to say like, Hey, this kid only goes through school one time. Let's try to it right for them. Kevin Stoller (38:12.632) Well, that's, know, and for me, it's gentle constant pressure because compliance, you know, I'm one of those, the status quo doesn't always work for me.   David Cupolo And, but that gentle constant pressure of what works, you know, hey, try this, try this, you know, it takes hold, but it takes time. You got to have that patience to realize, you know, and organizations go through those challenges, you know, and you kind of peak excitement and then dip down and then, all right, let's get back on track again, you know, but it does it. didn't think six years though. been my pleasure. That's a long time. Two words. right.    Kevin Stoller Perfect. For the listeners, wherever you listen, just hit subscribe. We appreciate it. We also appreciate all of the feedback and the recommendations on either guests or topics. The hub for everything is betterlearningpodcast.com and on there we'll have show notes. We'll have links to David's information and he shared with an article. We'll link to the article too that he wrote here. So if you want any more information around this topic. But David, really appreciate the time. It great speaking with you.   Kevin Stoller (39:49.336) Views and opinions expressed on the Better Learning Podcast are those of myself as an individual and my guests and do not necessarily represent the organizations that we work for, the Association for Learning Environments, K-12, Education Leaders Organization, or Second Class Foundation.

Mit einer 3D-App eine eigene Wohnung bauen und gestalten statt 45 Minuten lang Mathe, Kunst oder Chemie-Unterricht – so sieht Lernen an der Oberschule in Berenbostel aus. "Theo", "themenorientiertes Lernen", heißt das Konzept für fächerübergreifende Lernphasen und steht für eine neue Lernkultur. Doch warum brauchen wir eigentlich eine neue Lernkultur, welche Elemente sollte sie haben und auf welche Weise kann man neue Wege gestalten? Jan Vedder ist Lehrer an der Oberschule in Berenbostel, wo er "Theo" mitentwickelt hat. Er erzählt von diesen neuen Lernformaten, welche Erfahrungen die Schule bisher gemacht hat und welche neuen Konzepte es noch an seiner Schule gibt. Blog von Jan Vedder: Vedducation | https://www.vedducation.de/ Youtube: THEOS und LEAS | https://www.youtube.com/watch?v=ZKKKtrTEaRQ Ferdinand Stebner: Was genau ist selbstreguliertes Lernen? | https://www.ardaudiothek.de/episode/die-schule-brennt-der-bildungspodcast-mit-bob-blume/ferdinand-stebner-was-genau-ist-selbstreguliertes-lernen/swr/13433129/ Stefan Ruppaner: Schule ohne Unterrichtsstunden – Die Alemannenschule in Wutöschingen | https://www.ardaudiothek.de/episode/die-schule-brennt-der-bildungspodcast-mit-bob-blume/stefan-ruppaner-schule-ohne-unterrichtsstunden-die-alemannenschule-in-wutoeschingen/swr/13295361/ Podcast "Psychologie fürs Klassenzimmer" mit John Hattie | https://www.podcast.de/episode/641217036/spezial-de-implementierung-gespraech-mit-john-hattie-ov Literatur Verena Friederike Hasel: Der tanzende Direktor Jesper Juul: Schulinfrakt. Was wir tun können, damit es Kindern, Eltern und Lehrern besser geht Bei Fragen und Anregungen schreibt uns: dieschulebrennt@auf-die-ohren.com

In this episode, Joe Zeccola joins Sharona and Bosley to discuss the interplay between discrete skills and more "holistic" skills, primarily in the discipline of writing. Utilizing some questions asked by Dr. Emily Pitts Donahoe in a recent blog post about Rhetorical Analysis, Joe, Sharona and Bosley explore the balance between assessing discrete individual skills and assessing more holistic processes and how that might play into the design of an alternatively graded course.LinksPlease note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!Teaching Reading and Analysis with…Standards-Based Collaborative Grading? by Dr. Emily Pitts DonahoeTime for Meaning: Crafting Literate Lives in Middle & High School by Randy BomerReading/Writing Connection, The: Strategies for Teaching and Learning in the Secondary Classroom by Carol Booth OlsonThe Reading Apprenticeship frameworkPoint-Less: An English Teacher's Guide to More Meaningful GradingDeveloping Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) by Nancy Frey, John Hattie and Doug FisherResourcesThe Center for Grading Reform - seeking to advance education in the United States by supporting effective grading reform at all levels through conferences, educational workshops, professional development, research and scholarship, influencing public policy, and community building.The Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.Some great resources to educate yourself about Alternative Grading:The Grading for Growth BlogThe Grading ConferenceThe Intentional Academia BlogRecommended Books on Alternative Grading:Grading for Growth, by Robert Talbert and David Clark

"Lernen sichtbar machen" heißt auch die deutsche Übersetzung des Buches, das die einflussreiche Meta-Studie von John Hattie beschreibt. Aber wie geht das genau? In dieser Folge beschreibe ich konkret, wie ich in der 10. Klasse im Deutschunterricht versuche, über Feedback, Überarbeitung und die Nutzung von KI Lernen sichtbar zu machen. Sponsor Ich bedanke mich bei CTS-Reisen für die Unterstützung dieser Folge. Hier geht es zu CTS-Reisen Ressourcen Das WWW-Prinzip KI in der Klassenarbeit

Have you ever been in a PD session where the goals were unclear, and the entire experience felt scattered? It's a common issue that leaves participants frustrated and disengaged.Clarity is the key to transforming professional development sessions into impactful learning experiences. Research by John Hattie shows that teacher clarity significantly affects learning outcomes, and the same principle applies to PD. When facilitators clearly articulate their objectives, participants are more engaged and able to apply what they learn.Imagine facilitating a PD session where participants know exactly what they will walk away with, how it will solve their real classroom challenges, and why it matters. By using clear goals, transparent communication, and framing content around participants' needs, you can create sessions that inspire lasting, meaningful change.Ready to fix your PD sessions? Listen in. Start by outlining clear objectives, connecting them to participants' needs, and guiding them through the process with transparency and purpose. Swap confusion for clarity, and watch your PD sessions transform into powerful learning experiences.Show Notes Page. District Math Leaders: K-12 Math Coordinators, Coaches, Directors and Math Leaders. Get Professional Development Support from Make Math MomentsLearn how you can create, coordinate, and implement an aligned school and district math action plan for improved student success. So that you can create long term sustainable student success in mathematics and proficiently & pedagogically strong educators.Book a call with us to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Love the show? Text us your big takeaway!

Unlock the secrets to creating more engaging and effective learning environments through the power of high expectations and active listening. In our latest episode, we sit down with the esteemed education researcher, Professor John Hattie, who shares groundbreaking insights from his analysis of 20,000 hours of classroom instruction. Learn how to transform your teaching approach by reducing your talk time and amplifying meaningful student participation. Professor Hattie offers practical strategies to enhance your listening skills, including techniques like paraphrasing students' comments to ensure a deeper understanding of their thought processes and learning needs.Discover how setting high expectations and continuously challenging students can lead to significant growth and sustained motivation. This episode is a must-listen for educators gearing up for a new school year, providing actionable tips and insights to keep students engaged and pushing their limits. Join us and explore the transformative impact of balancing talking and listening in the classroom, creating an environment where every student has the opportunity to thrive.

Send us a textIn this episode of "Growing With Proficiency The Podcast," I'm super excited to chat with two incredible language educators, Alicia Shoemaker and Ben Fisher Rodriguez. We dive into the magic of 'Aha Moments'—those lightbulb moments that bring so much joy and energy to both students and teachers. We talk about what the research says about why these moments are so important and share some practical tips on how you can create more of them in your classroom.We also get into the nitty-gritty of intercultural competence and cultural humility—big ideas that can take those 'Aha Moments' to the next level by making learning more inclusive and meaningful. Alicia and Ben share some awesome examples and resources that have worked wonders in their own teaching.Resources:Dr. Wesley Carpenter at the University of Akron - His definition of 'Aha Moments' as "a sudden conscious change in a person's representation of a stimulus, situation, event, or problem."Dr. John Hattie and Dr. Jay Berkeley, University of Melbourne - Their 2023 article, Making Learning Visible: Observable Correlates of the Aha Moment when Moving from Surface to Deep Thinking, discusses how 'Aha Moments' in students lead to feelings of joy, relief, self-efficacy, and increased engagement.2017 ACTFL Can-Do Statements on Intercultural Competence - These statements define intercultural competence as the ability to interact effectively and appropriately with people from other language and cultural backgrounds.Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris HawkinsRandall Munroe's "What If?" Questions - A resource mentioned for its effectiveness in encouraging students to think critically and reflectively about cultural scenarios, helping to create 'Aha Moments.'Teaching Tools in a Flash by Dr. Deborah Clark and Dr. Sharma of Kent State University** - This resource provides practical examples of how to approach cultural humility in language classes.Maris Hawkins' BlogBen Fisher Rodriguez's BlogMore resources:Back to School Bundle for Spanish ClassesGWP Spanish Teacher Academy Waiting ListGrowing With CI FB CommunityBlogTeacher PayI'm excited to share that the 2024 Klett World Languages Back 2 School Conference is now open, and the best part? It's asynchronous, so you can dive in at your own pace! I'll be there as one of the keynote speakers alongside the amazing Joe Dale, and we're joined by an incredible lineup of experts.Use code CLAUDIA for 30% off. Click here to get your ticket.

Get the book, The Illustrated Guide to Visible Learning: An Introduction to What Works Best In Schools About The Author Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University, where he holds the Sarah Miller Luck Endowed Professorship. He received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. He is the author, often with John Hattie, Doug Fisher, and Nancy Frey, of more than 29 books.   This episode of Principal Center Radio is sponsored by IXL, the most widely used online learning and teaching platform for K-12. Discover the power of data-driven instruction in your school with IXL—it gives you everything you need to maximize learning, from a comprehensive curriculum to meaningful school-wide data. Visit IXL.com/center to lead your school towards data-driven excellence today.   

In Season 4 | Episode 24 | We will be unpacking and discussing: How do teachers and leaders effectively embed the principles of Visible Learning? In this episode, we are joined by John Hattie. If you would like more information about John and the work he does, please visit:⁠⁠ ⁠⁠⁠⁠https://www.visiblelearning.com/content/visible-learning-research View the show notes here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://teachertakeawaypodcast.weebly.com/shownotes ⁠

OCTOBER 2022: Tom was joined by Dr. John Hattie for a conversation about his Visible Learning research.   Visible Learning Website: www.visible-learning.org Hattie Foundation Website: www.hattieff.org   UYES PODCAST   UYES podcast link   NEW BOOKS BY TOM: "Redefining Student Accountability" (NEW)   "Concise Answers to FAQs about Assessment & Grading"   "Jackpot: Nurturing Student Investment through Assessment"   CONNECT WITH TOM SCHIMMER Podcast on Twitter Tom on Twitter Podcast on Instagram Podcast on TikTok Podcast on Facebook www.tomschimmer.com Email: tomschimmerpod@gmail.com

In this episode of the Just Schools Podcast, Jon Eckert interviews Allison Posey. The discussion covers the importance of Universal Design for Learning (UDL) and the role of neuroscience in education. Allison emphasizes the need for a shift from a deficit mindset to one that recognizes the variability and potential in all learners. Additionally, the conversation explores the challenges educators face, such as time constraints and the need for professional development that supports flexible and inclusive teaching practices. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: Unlearning by Allison Posey & Katie Novak Connect with us: Baylor MA in School Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcription: Jon Eckert: We're excited to have Allison Posey in today. She is an amazing educator that, I just have to say this, I met in Paris just a week or so ago, and it was a great privilege to meet her at a UNESCO conference on inclusive education, how do we educate more kids around the world, which was a fascinating conference to be at. And so really excited to meet her and for you to meet her as well. So Allison, great to have you on today. Allison Posey: Thanks for having me. It's great to be here. Jon Eckert: Can you just give us a little bit of your journey that brought you to CAST and Universal Design for Learning, which we'll get into what that is in a little bit, but what got you to the position that you're in now? Allison Posey: Well, I started to jump back one step and then I went two steps back. So I was teaching at a really cool program called, actually I don't like the title of it, the Center for Talented Youth because what youth is not talented, but there is a certain measure that was used to assess students on a kind of talent, one kind of talent. And they would come to Johns Hopkins for the summer and study one thing really intensely. So I got to teach neuroscience for six weeks in the summer to really interested students. And when I say interested, we had to take the books away from them after seven hours of being in the classroom, so they would have to go socialize and do kind of the camp thing. So a lot of neuroscience, a lot of learning, gifted and talented. Right. Allison Posey: And I had a student one year who we were having these incredible conversations about learning in the brain. He basically had read the college level textbook in a week, and this was a high school student. And yeah, at first I was like, I don't know about that. But the more we started talking, I thought, wow, he really is making sense of all. It took me six years to get through this textbook. He's really making sense of it all. And when I went to score his first assessment, it was completely blank and he didn't complete any of his assignments. Allison Posey: And I found out from his parent at the meetings at the end with the families that he was failing four out of his five high school courses and was severely depressed and at risk of dropping out. And I was so upset by this one, because I didn't know it as his teacher. I'd been working with him for these six weeks and I didn't realize it was at that level. And two, I realized I didn't know how to teach. So ironically, here I am teaching about the brain and I didn't feel like I knew how to reach the humans who had the brains with all the stuff that I was teaching. So I went to graduate school. I will get to the answer to your question. Jon Eckert: No, I love this path. I did not know where you were going with this. But again, you first, you start off with every teacher's dream, kids you have to take the books away from after seven hours. And then that realization that I don't really know what I'm doing when it's not actually working or the way that curriculum's being implemented, at least in those four of those five classes, it's not working. What do I do? So love that start. Allison Posey: Yeah. Jon Eckert: Keep going. Allison Posey: And I was 10 years into my teaching about. So I'd been doing this for a while, just this feeling of I actually don't know what I'm doing. So Harvard had this amazing program called Mind, Brain & Education, and I thought, well, I know about the brain and I've been an educator. Let me check it out. And I was so fortunate to have as an advisor, David Rose, who is the founder of CAST and Universal Design for Learning. He was my advisor. It was just such a gift. So I learned about this framework. Well, actually let me take a little tiptoe back. The first article we read in this program was that the connection between neuroscience research and classroom practice is a bridge too far, that what we're learning in neuroscience labs that are isolated, maybe one individual at a time doing one task in very controlled environments are completely different from what we would do in a classroom with dozens of students and fire alarms and all this stuff. Allison Posey: And I don't know how you felt when you heard me say that, but I was angry. I absolutely was like these two fields need to be talking to each other. And I have really literally made it my profession to try to bridge the gap. And there are a lot of times when I'm having conversations with educators that I've noticed, I'm like, well, the gap may be a little too far between neuroscience and the bridge between neuroscience and education, but we need to keep having the conversations. So Universal Design for Learning is a framework that really is trying to make connections between the neuroscience of learning and the best high leverage practices that there are in order to reach each and every individual. So I think I finally got to the answer to your question. Jon Eckert: But what a great journey to it. You got there because of a need you observed as a teacher. And to me, that's the whole benefit of why we go back to grad school. So I always tell people that are looking at a Master's or an EDD or a PhD, wait until you've taught a few years because you'll have plenty of questions that you're trying to figure out. I thought this, but when I worked with kids, I realized this or I worked with other adults, I realized this. And so what a brilliant reason to go to UDL and CAST. So I guess let's do this. Allison Posey: Yeah. Jon Eckert: Tell us a little bit about Universal Design for Learning in case people don't know what that is. I will say at the UNESCO conference, everybody there from around the world seemed to know what UDL was. So it may be very few of you don't know what it is, but talk about that as a way to connect neuroscience in the classroom because we get this all the time. If you want to sell a book, it feels like in education, throw neuroscience in there and it's like, oh, there's neuroscience in there. It must mean something. But talk about how UDL is that practical bridge to make sure each kid's needs are met and the talents that they have can flourish in a classroom. Allison Posey: It was actually very exciting to see. UDL talked about a lot at UNESCO without CAST, the originators of UDL needing to say anything about it. I mean, I wasn't the one presenting on it. So it was amazing to get to learn from folks how this framework is helping. It is a teaching and learning framework. So if your school or district doesn't have a common framework for teaching, this is a great framework because it gives a common language for learning that is grounded in the brain. So I don't have to label students as having disabilities. I don't have to take a deficit mindset. I can use UDL to proactively plan an environment that anticipates the variability of learning that we know will have in our classroom. And there are nine different dimensions that UDL explores through our UDL guidelines. And then under each of those dimensions of learning, there are a bunch of our tried and true strategies. Allison Posey: So I don't have, UDL is not, I always, I'll say to educators, I wish I had a magic wand and it was like the tool that engaged each learner in the learning. I don't have that tool, but I have a framework that can help you think about the design and how it's meeting or not meeting the needs of all the students. And it is liberating to not have to feel like I need to label each and every student with a deficit of what they can't do. Instead, I just look to make a creative, flexible learning space. And that space might include the methods that you're using, the materials that are there, the goals and the assessments. Even the assessments. As much as we love our standardized tests here in the US, really thinking deeply about how the assessments are universally designed and flexible to make sure you're able to get at the constructs that you're wanting to measure in the assessments as well. So we look at UDL across those four dimensions of curricula. Jon Eckert: Well, what I love about that as a 12-year teaching veteran of what I call real teaching, I've been in higher ed now 15 years, and I feel like that's fake teaching. You get some of those kids that you have to take the books away from, which as a middle school science teacher, it's like, yeah, that wasn't really a problem for most of the kids I was teaching, but I had a few. What I love about it is when you think about the RTI or MTSS, Multi-Tiered System of Support, UDL is a tier one support for each kid. So you do that so that you don't have to start labeling and elevating kids and you're trying to meet each kid's needs through materials that make them really interesting to teach. Teaching's infinitely interesting, but it becomes overwhelming when we don't have the tools in place to help us do it. Jon Eckert: The same thing I wanted to say about UDL. I first became aware of it when I was writing test items. I wrote test items for seven different states for Houghton Mifflin's testing company Riverside. And one of the things we always had to do is we had to use UDL principles in all the items that we wrote or they wouldn't be accepted. So you got paid per item that made it through the screeners, so you paid really close attention to those pieces. And if it didn't hit the UDL standards. Now I don't know that I always achieved exactly what CAST would say would be a UDL standard because you're still doing multiple choice tests with an open response. It's challenging sometimes to do this. They also wanted us writing the top levels of Bloom's taxonomy with multiple choice items, which I still argue is impossible, but I would do my best. Jon Eckert: But I love that about UDL because it couples the instruction with the assessment and I, however, we're assessing, I get frustrated in the US and people say, Hey, we don't want to teach to the test. Then what are you teaching to? The key is, is the test a good test? We're always teaching to an assessment. If we're not teaching to an assessment, then we're just performing. And so UDL says, here's the way we're going to deliver instruction, and here's also how we're going to assess. Because any good teacher wants to teach to an assessment. It's just we don't want to teach the bad assessments. And that's where I appreciate the critique that, hey, if it's not a good assessment, then what am I doing? But if I'm not assessing what the student's doing, then how do I know I taught anything? Jon Eckert: And so it goes back to that great quote. I don't know if you got exposed to the seven step lesson plan from Madeline Hunter. It was how I got taught to teach and it was not UDL, but there were elements of UDL in it before UDL existed. But she said this, "To say you've taught when no one has learned is to say you have sold when no one bought." And so to me, UDL can be that nice through line between instruction and assessment. Am I overstating anything? Is there anything you'd push back on there or anything you'd want to add? Allison Posey: The thing I would push back on is the goal of UDL isn't to be able to achieve an assessment, but the goal is to be able to develop expertise around learning about whatever it is you want to learn about. So we call it expert learning. Now, I think I would say a lot of the language at UNESCO was around even student agency, being able to know what you need to know to do your best learning, and whether that's to take a test so that you can now learn how to drive and that's your goal, or whether it's to become a scientist, or a musician, or whatever it is that you're wanting to do, and be, and the joy you find in life that you're pursuing, that you know how to be strategic to get what you need. You know how to build your background and importantly, you know how to sustain effort and persistence so that you can engage in a way that's meaningful. Allison Posey: And in that sentence, I just used the three UDL principles. So those three principles really do align with what we know about learning and the brain and you have be engaged in order to even pay attention and build the background you need to be able to do what you need to do. So those three principles really are broadly aligned to this model and this way of thinking. So yes to the assessments, but yes to pushing on assessments to really be meaningful and what we need to do in the communities and in the society so that they're connected a little bit tighter. And the other thing you said that I really appreciate is that you're never done. It's never like, there is one thing where I'm like, wow, we did it. Check UDL off the list. There are always more ways of thinking about those assessment questions, your resources, your materials to make sure that they're accessible and that folks can engage and take action strategically with them. Jon Eckert: Well, and I really appreciate that corrective because I came to UDL through the assessment and that was the filter. And I thought it was sometimes a little artificial, but the idea that you're building student agency, you're building cognitive endurance so that they can do meaningful things, that's what we want. And so I like to think of assessment much more broadly as saying, hey, how do we know that you have that agency? What are the markers that show that? And I think that's a much broader perspective than what I came to it with. And so I appreciate that and it gives that, feeds that you're never done. And that's why we're always learning, as educators we're always learning, and our students are always learning and they're growing, but they have to have a passion for what they're doing. So you have to be able to know them, see them, do that, to tap into that cognitive endurance so it doesn't become a compliance culture. Jon Eckert: And I think we've done that in a lot of schools, and I think UDL pushes back on that. I'll give you one example that is a compliance culture for teachers. I still walk in classrooms. I'm like, oh, there's the learning target dutifully written on the board. Well, that's fine, but that doesn't mean anything meaningful is happening for kids. And it becomes a checklist thing to the point you made. And if UDL becomes, oh, we're using UDL check, it's like, no, that's not the point. And so I feel like there's that culture sometimes in US schools where we want to make sure it's being done. So that becomes a checklist. And it's like, well, if you have a really bad teacher, it's better to have a learning target on the board. It's better to use UDL than not, but that doesn't actually mean meaningful learnings happening. And so I think there needs to be a better onboarding of educators, a real time, here's what this looks like, feedback for them as they use UDL. How does CAST, if at all, how do you engage in that kind of training and support for educators? Allison Posey: Oh, you are talking to the right person. I have been thinking about this for years. Jon Eckert: Good, good. Allison Posey: There is no easy answer, but I was actually on the team that worked to really try to develop credentials around UDL. How do you look for and measure what's largely a mindset? Because I do use all the same tools. As I was saying, it's not like all of a sudden you have UDL and there's a magic tool that's different and the classroom looks differently. What's different is my mindset in my mindset of the high expectations for all learners. And if there's a barrier, the barrier is framed in the design of the environment and reduced because I've co-constructed that with my students, with my learners. That is really hard to get a video of, to take a picture of, to gather data around. And so our credential process has tried to identify a minimum. So we have a mindset credential, we have an analysis credential, and then we have an application credential because we realize you don't just all of a sudden shift your mindset and start doing everything differently. Allison Posey: You actually, and I've written again, told you, I think about this a lot. I wrote a whole book on unlearning, how you actually have to unlearn a lot of your tried and true practices that you went through school doing, you went through teacher prep maybe even doing in order to trade up for this really different mindset. I would argue, at least in my experience in the US schools and the little bit that I've been internationally, we still are largely a deficit-based approach where we have kind of a pre-made lasagna lesson that I like to call it. And if a student doesn't do it in more or less the same way, at more or less the same time, we think there's something wrong and we have to fix the student as opposed to saying, wait a minute, it's probably this pre-made lasagna lesson that assumes incorrectly that there is going to be an average student. Allison Posey: And one thing we know from brain science, mathematicians don't like me to say this, one thing we know from brain science is there is no average learner. When you look at brain scans across hundreds of individuals and you look at their average, it matches no one. It's an amazing thing. So in education, we might say, oh, well we have the high group, as I was telling you that that's who they thought they had. They were so much variability in those learners across. And I ended up using UDL to think about nine different dimensions of that variability to really kind of get at the complexity of what educators are tasked to do. And that's to educate each and every student. I mean, it's such an underappreciated profession because it is so hard to do. Jon Eckert: Right. Well, and I just pulled up your book, Unlearning, which is a great title for the book. And what we have to do that. The thing that I worry about, two things. We will take this and turn it into a scripted curriculum, which is taking at least elementary schools by storm in the United States because we have de-professionalized education to where we don't have highly trained people in the classroom where it's like, well, let's give them a script and if a student responds this way, you respond this way. Or we're putting in front of a screen which can be adaptive and can do some of those things. I have that concern. And the second concern I have is that we make teaching seem so complex that very conscientious, hardworking, intelligent educators will say, I just can't do this. This is too much. How does UDL get you focused on the right things without making it so it's a script, but it simplifies it in a way that it feels doable because that's what I hear about UDL. How do you see that playing out, if at all, or are my concerns valid? Allison Posey: No, you say it so well. I think one, we need UDL for educators as well. They are learners and they have brains and they are interacting in these school systems and often do not have the tools and resources and flexibility they need to be able to do their jobs well and they are not paid enough. I would love, love for teachers to actually make what they deserve in wages and to find the difference that that might make. Okay. So UDL for educators as well. Jon Eckert: Get on your soapbox. Okay. Allison Posey: See, I got so into that. I forgot my second point that I was going to make. Oh, descriptiveness of UDL. Here's the secret to UDL. We can provide options. Right. A grocery store has options. It has lots of options. And if I just walk into the grocery store and I'm like, I have options. I don't know what I'm buying, I get frustrated, I'm confused, there all these things you can do. That's like education. We have all these tools, all these things. Often what we're lacking is a very clear goal. You mentioned goals earlier and goals are different from standards, but it's really breaking down, like for this moment in time, here's what I really want my learners to know, do, or care about. And when you have such a clear vision of that, like I know that I'm going to go grocery shopping for the hockey team dinner, I'm going to be so strategic in a different way than I'm shopping for the UNESCO picnic that we're going to have. Right. Jon Eckert: Right. Allison Posey: So depending on the goal, you make such different choices. And so those goals are often in my work with educators, and I've been in the UDL world for 12 years, so it's been a while now. We really end up returning to what's the goal? And very often we hear, here's the activity, or we hear, what's this chapter of the book? And it's like, no, but what's the goal? And once you identify the goal, then you can better identify how to be flexible within that. So it takes more work on the front end. It does. People don't always like to hear. It takes more work on the front end, but it saves you work on the back end. And more learners are able to get to that goal because it's clear, we've reduced some of the hidden biases that are in our like, well, don't you already know how to do that? And why don't you have that private tutor? And it just makes the process so much more transparent. Allison Posey: But it's again, largely not what we're doing in our schools and classrooms now. So you actively have to unlearn. And that takes energy and is hard. So do it small, start small, have teams and people working together with you to build that culture where the flexibility is valued because you recognize that learner variability. Jon Eckert: Yeah. Allison Posey: And the number of times, yeah, go ahead. Jon Eckert: No, I was going to say that's the life-giving part of teaching, when you see kids doing things that they didn't think they could do. And so that's where it keeps you coming back and it makes it worth the effort. And so it's way more fun to put the effort on the front end where kids can be successful and trying to give them feedback on ways that you're like, I clearly did not set this up. We did not have a clear target, we didn't have success criteria. We didn't... And so totally 100% agree. The effort on the front ends, way more rewarding than trying to clean up a bad assignment on the back end. So yeah. Allison Posey: Yeah, just like a bad dinner party. It's so much to say. Everyone didn't like my one lasagna I gave them. What? Jon Eckert: Good example. So let me wrap us up with our lightning round. So given all your experience with UDL and some of the misapplication of some of the research and the neuroscience that you know, what's the worst piece of advice you've ever heard? It doesn't have to be related to UDL, but it could be. But worst piece of advice you've gotten as an educator. Allison Posey: Oh, one of them was don't smile the first half of the year. Jon Eckert: I need to go back. We've done about 40 of these podcasts and I think in about 30 of them when I've asked it, that's the worst piece of advice that comes up every time. Allison Posey: No kidding. Yes. Right. Jon Eckert: It's horrible advice because it dehumanizes teaching. Allison Posey: It's all about the relationships and the community. So why would you not have that from the beginning? Jon Eckert: Right. I do not know. I hope that advice is not, I hope it's just because I'm old, that that feels like advice,- Allison Posey: Oh, I have a different one maybe. Maybe here's another one. Check your emotions at the door. Jon Eckert: Oh, similar, right? Ridiculous. And you've also written a book on emotions, right? Allison Posey: Yes. Jon Eckert: Yes. Yes. Allison Posey: Yes. You are never without those emotions. In fact, if you check them at the door, there's a problem. Jon Eckert: Right. And part of decision making includes emotions. I think emotions have kind of gotten a little bit, they've gotten a bad rap and now there's kind of a corrective coming. So super helpful. All right. Best piece of advice you've ever received? Allison Posey: Oh, this will be for my mentor David Rose. Oh, she just came to mind, but I'll stick to one. Anything worth doing will probably not be achieved in your lifetime. Jon Eckert: Oh, wow. That's, okay. And then give me the second one too because you said you had two. Allison Posey: Teaching's emotional work. Jon Eckert: Ah. All right. No. Hey, that's a good reminder. And I just read the Same as Ever by Morgan Housel. And he had this thing, he came out in November of 2023. He said, "We don't celebrate incremental improvement enough." So if you look at heart disease and the way it's been managed since the 1950s, we've made a one and a half percent improvement every year since the 1950s. And you're never going to get a headline, hey, we made a one and a half percent improvement in heart disease treatment. Allison Posey: Right. Jon Eckert: But over time, that compounding interest is huge. And I think as educators, we need to remember it's not, and I've quit talking about solutions and I focus on improvement because I think solutions indicate that we think that there's some place that we arrive at, which we talked about earlier. We don't. We just keep improving. And so that's where... Super helpful piece there. Okay. What's the biggest challenge you see for educators? We can go worldwide or in the US. You pick your audience. What's the biggest challenge you see? Allison Posey: I mean, the biggest challenge I hear over and over is time. We just don't have time to do the curriculum adaptation that we need to do, to have the conversations, to do the one-on-one. So we do hear repeatedly that time is a barrier. But I will say from my perspective, it's the mindset. It's really, the deficit mindset is still so pervasive and we pass that on to students. So they think they're not science students or they're just not good at math. I mean, they have these raw generalizations that, again, from a neuroscience perspective, we know is not true, so. Jon Eckert: That's good. Allison Posey: Yeah, I think that deficit mindset's our biggest challenge right now. Jon Eckert: Well, and John Hattie's work on mind frames reinforces that as well. I mean, very similar kinds of framing. And I do think, well, and Ronald Heifetz work on adaptive challenges. He's a Harvard guy. Your degrees from Harvard. The idea that technical challenges are real, but adaptive challenges require a change in mindset because the problem and solution are unclear. And so many of the issues that we deal with in education are adaptive and not technical. As we keep slapping more technical band aids on adaptive challenges, teachers get cynical as they should. Allison Posey: They should. Yes. Jon Eckert: As they should. Allison Posey: Yes. Jon Eckert: Yes. So what's your best hope for educators as you look ahead? Allison Posey: I just hope they see the impact. It's such an important profession and we need the best people in it. I thank teachers all the time for doing the work they do, because one student at a time makes a difference and it has such opportunity to promote change and to make that difference. It's our future, it's our collective future. So it's such an important profession. Jon Eckert: It's a good word Allison. Good word to end on. Well, hey, thank you for the work you do. Allison Posey: It's more than one word. Jon Eckert: Yeah. Allison Posey: I'm rarely down to one word. Jon Eckert: Hey, that's all right. That's all right. You did better than I would've done. But thanks for what you do and thanks you for the time that you gave us today. Allison Posey: I appreciate it. Thank you so much for having me.

Schools are in crisis. Researchers say that children are not performing as well as they should be, and are falling behind.But who is to blame? The curriculum or the teachers, or something else? Are our teaching strategies ineffective?In this episode we look at what research based evidence says are the most effective teaching strategies for student learning. We dig into High Impact Teaching Strategies as developed by John Hattie, and how these strategies align with inquiry based learning.If we are using these evidence based strategies, then surely student learning will be positively impacted.We unpack how these strategies form part of an inquiry classroom and explore how teachers can get started with inquiry in their classrooms with the Inquiry101 e-guide.Find all the show notes and links on Blooming Curious

In this episode of the Just Schools Podcast, Jon Eckert interviews Dr. Ann Marie Taylor. The discussion covers various aspects of educational leadership and the unique approaches taken at Horse Creek Academy. Ann Marie emphasizes the importance of celebrating and honoring teachers to prevent the profession from declining and shares innovative practices at her school, such as on-site daycare and providing amenities like a coffee bar for staff. Additionally, the conversation explores the distinctions between joy and happiness, drawing on insights from books such as "The Book of Joy" by the Dalai Lama and Desmond Tutu, and "Dare to Lead" by Brené Brown.  The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: The Book of Joy: Lasting Happiness in a Changing World by Dalai Lama , Desmond Tutu, and Douglas Carlton Abrams Dare to Lead by Brene Brown Connect with us: Baylor MA in School Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcript: Jon Eckert: Today we're here with Dr. Anne Marie Taylor. She is the lead learner, love that title, at Horse Creek Academy in South Carolina. I love the work that she does and the fact that she teaches a criminology course on top of being what most people would call a principal. So Ann Marie, thanks for being with us today, and thanks for what you do at Horse Creek. Ann Marie Taylor: Yeah, it's the best gig ever. Jon Eckert: Yes, I love that. I love the energy you bring. We got to be together just a couple of weeks ago as we talked to the Collective Leadership Initiative in South Carolina. We've been working on that for eight years. You've been a part of it with your school for five years. Talk to us a little bit about how your school approaches collective leadership and how it's part of what you talk about nicely, about the norms, that you have created at Horse Creek Academy. Could you talk a little bit about that? Ann Marie Taylor: Yeah. First of all, I was fangirling a little bit when we saw each other a couple of weeks ago, so I just need to admit that just in case anyone's listening. But ... Jon Eckert: That's the first time that's ever happened, Ann Marie. Ann Marie Taylor: No, it's not. Okay, it's the nerd version. It's the nerd version of fangirl Jon Eckert: Okay. I'll accept nerd version Ann Marie Taylor: Okay, so I had never been a school leader previous to coming to Horse Creek Academy. I guess no one else interviewed that had any experience at all, so they picked me, which was a win. But the school had some amazing people and had so much potential. I remember walking in excited to see what I could do, but mostly realizing that in my previous leadership experience when I left, the work stopped and I was so ... Gosh, I was stuck by that a little bit. I was determined to not go into this new phase of leadership in my career with that same mindset. We dove right in. It's a charter school. It's been in existence 20 years in South Carolina. I went back to the original charter and the staff and I picked out a couple words that really stuck in the 10, 15 years that had been in existence that really stuck and those three words kind of guided us. But what I knew is it was such a big job, I couldn't do it by myself. I also knew that I had spent 16, 17 years in the profession at that point and felt like I never really fit in a traditional system. I was always too big or moving too fast or making too much change, and kind of was put in the corner. I think about that Dirty Dancing movie about Baby in the corner. But anyway- Jon Eckert: You let baby be put in the corner. Ann Marie, no. Ann Marie Taylor: Yes, so I was determined to think through how to do leadership different. Number one, selfishly, because I knew that there was a lot to offer and there was a lot of change ahead, and I knew it was going to be a ton of work. But mostly because I knew that the only thing I knew how to do maybe was build a team. I used that to my advantage and really found the best people around me that could help. We had visited a school in South Carolina that was a part of this initiative already, and I fell in love with the idea that anyone could lead, and how I desperately wanted that as a teacher and I never could get it. We started by diving into norms and expectations and saying something that I've repeated millions of times, "Hey, I can almost guarantee I'll disappoint you, but I'll disappoint you a lot less if we set up norms and expectations." When I talk about norms and expectations, I think about when I was a classroom teacher, most of my years have been in special education, and most of those years were in self-contained classrooms. I remember because of students with behavior disorders that I would work with, that they needed ownership and they wanted to say. If I could give them a choice, even if it was a forced choice, they would typically take me up on my offer. What I realized is adults are the same way, right? They just want to be heard. I wanted a voice and I wanted a choice, and so I bet other people felt that way too. To begin with, I used the same strategies I used with my students with behavior disorders, and honestly, that's where I started, norms and expectations and voice and choice. It's a crazy way to start, but it worked perfectly. Jon Eckert: Well, it's not crazy. Ann Marie Taylor: Yeah. Jon Eckert: You went in knowing that you couldn't do it on your own and that you came from a position where you had wanted to have more leadership and not just voice or buy-in, but you wanted ownership. Ann Marie Taylor: Right. Jon Eckert: You stepped in and said, "Hey, that's what we're going to give." And what I love is use DC and Ryan's work that Daniel Pink popularized in Drive where you said, "Hey, people want choices." Ann Marie Taylor: Yeah. Jon Eckert: With increased competence comes the desire for more autonomy, but it has to be autonomy within the parameters of, "What's the mission of the school?" You mentioned there were three words that you chose at the school. What were those three words? I didn't hear you say them, did I? Did you share them? Ann Marie Taylor: Yeah. Yeah, so the three words that we kind of navigated through and found in the original charter were flexibility, service, and connection. We actually voted on those words as a new staff, and we voted then to create norms and expectations for each other. I can't remember all five my first year, but I remember one was see a need, fill a need. Our norms we've created now five years in a row, and we have staff norms that we work on together on our first day back to school where we vote, make tallies. We do a whole lesson on norms and expectations. Then the expectation is that in every meeting, in every sit-down, in every coffee bar chat, we're going to talk about norms and expectations, including with our parents, with our students. It's become just, well, for a better word, a norm in our system where we just always start with expectations. I think that really started us and grounded us, maybe focusing on the work. Flexibility, service, connection, every decision we make runs through those three words, and obviously that goes so well with the work of collective leadership. It was a win for sure. Jon Eckert: Well, what I love there, you just described Bill Coon, who is principal at Meadow Glen, I don't know if- Ann Marie Taylor: Oh my God, by the way, I'm a fangirl for Dr. Coon as well. Jon Eckert: Yes. He talks about the three buckets, and if it doesn't fit in those three buckets, they don't do it. We need more of those three bucket principles. Ann Marie Taylor: Yeah. Jon Eckert: Flexibility, service, connection. I also love that you saw that you had the see a need, fill a need because that follows that tenet of collective leadership, that leadership's not about the position or the person, it's about the work. Ann Marie Taylor: Right. Jon Eckert: If you see that need and you fill that need and you do that with others, and others are following you and you're walking alongside, then you're leading. Ann Marie Taylor: Right, right. Jon Eckert: Why are we hung up on who's the official leader, who's not? See a need, fill a need. That's what leaders do, and that changes the culture of the school or builds the culture, in your case, because you all were starting from that place. Ann Marie Taylor: Yeah. Jon Eckert: That creates a very different dynamic where people aren't sitting around waiting for you as the lead learner to be telling them how they should be learning and what they should be leading. It's "We're doing this together." I think that's pretty powerful. Ann Marie Taylor: Well, and what's ironic about it is now they don't need me really. Sometimes I walk around and think, "God, the school board could fire me today and these guys would be just fine." But I guess that's what I've been trying to build, so I'm thankful that they don't necessarily need me in the same ways. Because their coaching skills have gotten so good over the years, I find myself a lot of times trying to copy them because they're just smarter than me now. I'm so thankful for that part. Jon Eckert: What you described, in my mind, is the ideal leader in a learning organization. Ann Marie Taylor: Yeah. Jon Eckert: You want them to not be dependent on you. You want to add value, but you want to have created these networks and webs that function regardless if you're there or not. Today you're home with a kid who needs you, and I'm sure Horse Creek Academy ran smoothly. Ann Marie Taylor: Yeah. Jon Eckert: That's powerful. Ann Marie Taylor: That's really a huge win. Honestly, that's what I'd worked towards because I knew what that looked like. The other thing I think that's interesting is that we've kind of taken the work of CLI to a level that maybe even others haven't yet. Let me give you an example. We have three paraprofessionals on our leadership team that make just as many decisions as I do every day. These are people that don't necessarily have advanced degrees, but immediately when we got to know them, saw intense leadership capacity. It was like, "Let me get out of your way and figure out how you can do this." It's been so beautiful to watch folks that had always been, for example, a traditional teaching assistant in a special ed classroom, and would never move out of that pay grade or leadership level, to take on positions that are critical to the organization. Because of that, I can take a back burner with a lot of different things and spend an hour and a half of my day teaching students and reminding myself how hard it is and how intense it is and how important the relationship is. When I have conversations with teachers, I can say, "Yeah, I totally get it," because I have 47 of them and they're pretty tough and most days I don't win. Some days I think I'm winning an Emmy and they're looking at me like they're not interested. That has been critical. It's not like I come into sub, it's like I have a credit-bearing course every single day that I show up to. What's even more ironic is that I teach it in an open area in our commons, so I get traffic throughout. I didn't cap the class. Most of our classes are 19 or less and I have 47, so I have to be on because I'm in front of everyone and they are watching me. It forces me to be a better version of myself as a teacher. I learned that through the South Carolina Teacher of the Year program back in the day when people watched what we were doing, I innately got better. As a special ed teacher with no one ever watching you, you can really take a downward spiral in a lot of different ways. But because everybody was watching me because I was Teacher of the Year, I had to be on, and yeah, magically, it really made me a great teacher. That's how I feel now. Even when I want to be down and not really engaged and don't want to give it my all, I have to. That was on purpose too, so that's another strategy, but ... Jon Eckert: Yes. Well, the wisdom that comes, and I appreciate the humility in your description of why you do what you do, but having been Teacher of the Year and having had that recognition, clearly you know how to engage students and the best leaders that I know either really miss the classroom or they never leave it. Ann Marie Taylor: Right. Jon Eckert: You haven't left it and that's one of my favorite stories I've ever heard. 90 minutes a day in an open area with 47 students. Ann Marie Taylor: Yeah, 9th through 12th, by the way. Jon Eckert: Yeah. That's going to challenge any educator and to put yourself out there for others to see it, it not only allows you to remember what it is to be in the classroom, it builds so much credibility that, "Our leader or one of our leaders is doing this work alongside of us and in a way that anybody can see it." I think that goes a long way to building culture. One of the things you mentioned before we jumped on about is your idea about moving too fast. Sometimes you feel like maybe you move too fast, but then you question, well, maybe that's just part of the kind of innovating and iterating that you're doing. What do you mean you might've moved too fast? Ann Marie Taylor: Well, I think the first few years of this work, we lost some people along the way. They had to jump off because we were moving too fast. They had to take a break because change was happening too frequently or they just weren't a fit. I think there was this, as an educator, we have this weird guilt and shame over almost every decision we make. I don't know if that's typical, but for me it was like, "God, people are leaving. I'm not the favorite. This isn't the best." Those kinds of things. We had significant growth. To give you perspective, we had like 467 students when I got there, and this year we're at 1400. Jon Eckert: Wow. Ann Marie Taylor: We had insane growth, right overshadowing what happened with COVID or happening at the same time. I was building buildings, adding a high school, adding a career center. It was like drinking from the water hose, just 90 miles an hour. We lost people along the way and so I had some guilt and shame about moving too fast. But then I look back and think, "My God, if I wasn't risk-taking or being innovative or forcing people to move, number one, people might've stayed that shouldn't have." That's a harsh, honest reality. And it was clear where we were going, and sometimes we had to paddle and hold our heads just right above water because it wasn't perfect the whole way because we were making so much change and growing so fast. For six months I had all of our high school and middle schoolers, when our building wasn't finished, at a church in a sanctuary and in a common space where we were all teaching. I thought, "This is crazy. I don't know why we've moved this fast. We're six months and we don't have our building, blah, blah, blah." But it built so much culture and climate collectiveness, and we were weaved in a way that we hadn't been before. That's really a lot of where we got to know each other, in that sanctuary and in that main space. Even though you look along the way and think, "Wow, it's been a wild ride," you can look back and think, "Well, that's what innovation looks like a little bit." If you want to be a risk-taker and be innovative, sometimes you have to feel like you're drowning just for a little bit. Good news is it wasn't just me. I had a team of 30 people on a leadership team. At least we could hold each other while we were drowning instead of me being by myself, and so really don't know if we'd survive without collective leadership. Jon Eckert: Well, and I think that's right. I have one phrase in the Leading Together book, "It's not that many hands make light work, it's many hands make the work possible." Ann Marie Taylor: Yeah. Jon Eckert: When you're going that fast, you can't go that fast on your own. You're going to lose some people on the way and while you're losing people, which is sad to lose people, maybe they were not the right people to be on the bus, as Jim Collins talks about in Good to Great. It may be that fast-moving, we have a lot of kids who need what we're providing and we're providing it in these awkward spaces, but we're going to do it, that makes you really appreciative when you get into a space that's not everybody in a sanctuary or in the- Ann Marie Taylor: Oh, gosh. Jon Eckert: ... common space. I think that builds culture. You don't do it in order to build culture, but because of the work you did that created a very different dynamic for the people that were there at Horse Creek, that then feeds the people who come in because you know what you're coming into. This isn't a place to just sit back and relax. Ann Marie Taylor: Well, what's funny is now when I interview people, I've gotten to be blatantly honest. "Here's what it looks like." I'm like, "Hey, you'll probably never have a title that you're looking for and you might not even have an office. I know for sure we'll give you a desk and chair to sit somewhere at some point, but that's kind of how we roll." We have to be super-flexible because of the growth and so a lot of us don't have classrooms and share spaces and all those kinds of things. But I wouldn't have it any other way because when you walk in, there's an energy and a beauty and almost like it feels like a miracle to me just because I've been in so many schools and so many classrooms, and I know that it feels that way to other people because they tell me. I forget along the way until I visit somewhere else and come back. But it is very ... There's lots of movement, there's lots of energy, there's lots of relationship. Most nights I go to bed and pray that this will last just a little longer because I know it's not typical. Then the other side of me is like, "Oh my gosh, we have to announce this to the world because we are single-handedly going to save the profession. " Jon Eckert: Love that. Go with that to latter impulse there. I do think we need to trumpet these things because there are places like Horse Creek around that are doing these things, and the world has a great need for it. I think I mentioned this when I was with you all. I was at a UNESCO conference where I was speaking and it was trying to address the fact that there are 250 million school age kids who do not have a school to go to. A place like Horse Creek is truly a blessing and so you need to lean into that and love the fact that that's what you've built. I think what I'd like to move to now is just our lightning round to see how well you can do this. Ann Marie Taylor: Uh-oh. Jon Eckert: Word, sentence, or phrase, we'll go with four or five questions here. Ann Marie Taylor: Okay. Jon Eckert: First one, what is the worst piece of advice you've either given or received? Ann Marie Taylor: Worst piece of advice I was ever given is, "Start the year in August like you hate them and then discipline will be in check by December." Jon Eckert: Yeah, no. Yeah. Ann Marie Taylor: That's not me. If I'm going to do the opposite of what they tell me, I'm going to make sure I'm good at it. The opposite of that, of course, would be, "Man, build relationships from the moment you get them so that they will eat from your hands," so to speak. That was definitely the worst advice I've ever been given. But man, old, veteran teachers always want to tell you that when you first start. Jon Eckert: I know. 80% of the people that come on our podcast, that's the piece of advice that they're given that's bad and it's so sad. I love in your bio that you have is the "Lead learner, Horse Creek Academy. Ann Marie is a hot mess, in a fabulous way of course." That's welcoming because we're all kind of a hot mess when we're honest and that welcomes people in and makes them feel that. What's the best piece of advice you've either given or received? Ann Marie Taylor: My very first year going to get, so I have an undergraduate in criminal justice, and I have a master's in arts of teaching students with learning disabilities. I'm getting this master's degree. I've been to Catholic school my whole life, never been in a public school before. They don't have a classroom with kids with learning disabilities, but they have this little classroom in Florence, South Carolina with kids with severe and profound disabilities that I was going to do my student teaching in. I walked in to ... I can pick on her because she knows I pick on her, but she would wear, Kathy, my mentor, long dresses, angry special ed teacher, been doing this forever, doesn't really make eye contact. I was scared to death. It's the advice I've lived with, she said, "My job as your teacher is to make you better than I was ever as a teacher." I think about Kathy all the time and think about the people I work with and just making them better. That was advice that I think, God, has been used in every facet of my life. Jon Eckert: I love that. That's a beautiful image for a teacher. Ann Marie Taylor: Yeah, she's amazing. Jon Eckert: Yeah. What's one of your favorite books you've read in the last year? It could be education-related, it could be anything. Ann Marie Taylor: Oh, probably either a book called Joy. Jon Eckert: Mm. Ann Marie Taylor: It was the Dalai Lama, and I'm not remembering the other author, so forgive me, but I was doing some research because second semester I teach Psychology of Happiness. I was doing some research on joy, and that was pretty powerful. But a book that I just reread that is my all-time favorite book ever, at least right now, is Dare to Lead by Brene Brown. Jon Eckert: Oh, yeah. It's hard to beat that. Ann Marie Taylor: Yeah, those two have been important. I've been reading a lot on happiness because here I am, I'm going to teach this class, and I really don't know anything other than what I heard on a happiness podcast by Dr. Laurie Santos. I had to read a whole bunch of happiness books to try to get my material together. Jon Eckert: Yes. Well, that's great. I always differentiate joy and happiness, that happiness is circumstantial, but joy is something that can be deep and profound and abiding. Yes, the Dalai Lama and Desmond Tutu. Ann Marie Taylor: Yes, there you go. Jon Eckert: They wrote the Book of Joy. Yeah, it has to be fascinating to get that take. The next thing, I guess two last questions. What's the biggest challenge you see ahead for educators? We've been in CLI, you've been in for five years, I've been studying you for eight years. I see your data every year because the one who writes it up and reports on it. There's a lot of great things going on at Horse Creek, but what do you see as the biggest challenge facing educators right now? Ann Marie Taylor: If we don't figure out a way to celebrate and honor our teachers, I have a fear that the profession is going to dwindle down to a room or a school full of substitutes. I feel so lucky that I have no positions for next year. I feel so lucky that we've already hired and done all that, but the only reason we're in that position is because we do things different. We have onsite daycare for our staff, babies and toddlers, which is such a huge win. No faculty meetings, podcasting. I spend $4,000 a month on our coffee bar to make sure that we have creamer and coffee and snacks at every building. Full-length pictures. I could go on and on with the little things, but I feel like if people don't do something drastically different, we are not going to be winning and I just think that there are way too many great educators out there to not be winning at this. I don't mean winning just with test scores. Jon Eckert: No. Ann Marie Taylor: Test scores are important and we have been making gains, but to say that I'm not an excellent school, it's funny to me. Yeah, our report card's not excellent yet in South Carolina, and it will be at some point. But for me, if we don't as school leaders and school leadership teams and even districts start measuring other things, I think we're going to lose what we have. I think there's more to measure. I love to talk about our efficacy data. I love to talk about our student retention and our teacher retention rates. I love to talk about case studies and scenarios of kids and teachers and relationships and how things are different. I think there's so much more than the state-driven report card, and I think it's time to start talking about it because I don't think we're going to be around if we don't. Jon Eckert: Well, yeah, and your efficacy data is off the charts, and we know that's the single biggest factor John Hattie's team found for impacting those student learning outcomes, so totally agree. I definitely feel that challenge as well. I think that's real. But what's your greatest hope right now for education as you look at it through the lens of Horse Creek and your experience as South Carolina Teacher of the Year, all the different hats you've worn? What gives you the most hope? Ann Marie Taylor: The relationships that we have with our students and that they have with one another. I can think about our graduating class this year or our 400 high school students, and I think about their ability to work together and be creative and be innovative. There's great hope in that, that there's going to be a handful of people that really do expect voice and choice, and they're not going to stand for it otherwise. In my generation, teachers will stand for a whole lot that they shouldn't. We accept lack of autonomy, and we accept moving in a snail's pace sometimes and these kids won't. For that, amen. I feel like there could be some real innovation and change because they're not going to stand for it. They have boundaries set and good for them because I never did that. Jon Eckert: Yes. Love that, that's a great place to wrap up. I love that we focus on relationships and kids, and there's a lot of great stuff going on. We just need to highlight that and get off our negativity bias. Ann Marie Taylor: Yeah. Jon Eckert: Dr. Ann Marie Taylor, thank you for being with us today. Thanks for all you do. Ann Marie Taylor: Well, just lean in to the fact that you're a nerd fangirl situation here, and I'm so thankful for people that spend their time doing research to help us navigate what this looks like and to navigate it well, because your research and what you've done matters. I just am so thankful and I know everybody at Horse Creek is thankful as well. Jon Eckert: Oh, well, hey, thank you. It's great to highlight your work.

Get to know the person behind the research in this thoughtful conversation with acclaimed education researcher John Hattie. Join host Peter DeWitt and cohost Mike Nelson as they chat with John Hattie about his journey as a lifelong learner, how his Visible Learning research has resonated globally, and his goal for every educator to have a theory of learning. And, learn about John Hattie's highlight of his week--the days he spends with his grandson. Tune into this season seven finale of the Leaders Coaching Leaders Podcast for insights from an award-winning expert on enhancing student learning and achievement.Let us know what you think!

Thanks to generative artificial intelligence, John Hattie believes the conventional idea of 21st-century skills is outdated. In this discussion, he draws on research to update the list and identify the four essential skills all students will need in the age of Gen AI. Follow on Twitter: @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd Related Resources: Visible Learning: The Sequel | Reimagine Education | Microsoft Education Toolkit Professor John Hattie is an education researcher. His research interests include performance indicators, measurement models, and teaching and learning evaluation. John Hattie became known to a broader public with his two books, Visible Learning and Visible Learning for Teachers. Visible Learning is a synthesis of more than 2,100 meta-analyses drawn from more than 130,000 studies involving more than 400 million students from all around the world. According to John Hattie, Visible Learning results from 15 years of research about what works best for learning in schools. TES once called him “possibly the world's most influential education academic.”

Thanks to generative artificial intelligence, John Hattie believes the conventional idea of 21st-century skills is outdated. In this discussion, he draws on research to update the list and identify the four essential skills all students will need in the age of Gen AI. Follow on Twitter: @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd Related Resources: Visible Learning: The Sequel | Reimagine Education | Microsoft Education Toolkit Professor John Hattie is an education researcher. His research interests include performance indicators, measurement models, and teaching and learning evaluation. John Hattie became known to a broader public with his two books, Visible Learning and Visible Learning for Teachers. Visible Learning is a synthesis of more than 2,100 meta-analyses drawn from more than 130,000 studies involving more than 400 million students from all around the world. According to John Hattie, Visible Learning results from 15 years of research about what works best for learning in schools. TES once called him “possibly the world's most influential education academic.”

John Hattie discusses the impact of technology in classrooms and the importance of collective efficacy in teaching. Hattie, author of Visible Learning, emphasizes the need for teachers to understand their students' learning processes and create a safe environment for them to express their struggles. He also highlights the potential of technology, particularly when used in pairs, to enhance learning. Hattie suggests that social media can be a powerful tool for students to discuss their learning difficulties. He also mentions the potential of AI chatbots in facilitating students' learning process. Follow on Twitter:   @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd Related Resources:  Visible Learning: The Sequel  |  AI for education | Microsoft Learn Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with his two books Visible Learning and Visible Learning for teachers. Visible Learning is a synthesis of more than 800 meta-studies covering more than 80 million students.  According to John Hattie Visible Learning is the result of 15 years of research about what works best for learning in schools. TES once called him “possibly the world's most influential education academic”.

Alexander Meyer er tilbake på podkasten, og vi diskuterer litt av responsen han har fått på boken Det store skolespranget (Universitetsforlaget 2020), John Hattie, tvangens usynlighet, lærerens autoritet og mangel på sådan, motsetningen mellom progressiv og tradisjonell pedagogikk, problemer med elevsentrerte pedagogiske ideer, kunnskap vs ideologi, hvordan barn bruker mer tid i skolen uten at vi dermed har fått bedre resultater, om skolen skal oppdra barn, Direct Instruction, hva vi bør forvente fra god utdanningsforskning, hvilke spørsmål og hypoteser vi ikke utforsker i skoleforskningen, tidligere intervjuer her på podkasten med Natalie Wexler og Peter Gray, og hva som skjedde da Alexander gjennomførte «verdens kjedeligste uke» i en barneskoleklasse.  Om en slik episode virkelig har en funksjon så er det i de tilbakemeldingene og motargumentene som den måtte lede til, så vi hører veldig gjerne fra dere: hva tenkte du når du hørte denne episoden? Hvilke spørsmål er nyttige, hvilke er uklare, og hvor tenker du det er mest å hente for en bedre samtale om skole og læring i fremtiden?  Forrige prat med Alexander på podkasten, ep.84: https://larsogpaal.libsyn.com/episode-84-lring-og-demokrati-i-fremtidens-skole-med-alexander-meyer ---------------------------- Logoen vår er laget av Sveinung Sudbø, se hans arbeider på originalkopi.com Musikken er av Arne Kjelsrud Mathisen, se facebooksiden Nygrenda Vev og Dur for mer info. ----------------------------  Takk for at du hører på. Ta kontakt med oss på larsogpaal@gmail.com Det finnes ingen bedre måte å få spredt podkasten vår til flere enn via dere lyttere, så takk om du deler eller forteller andre om oss.  Både Lars og Pål skriver nå på hver sin blogg, med litt varierende regelmessighet. Du finner dem på disse nettsidene: https://paljabekk.com/ https://larssandaker.blogspot.com/   Alt godt, hilsen Lars og Pål

Discover the game-changing impact of intrinsic motivation and belief on your team's ability to perform and stay committed. Inspired by a conversation with one of my staff members at EB Academics, we discuss how education researcher John Hattie's findings on collective teacher efficacy and student performance are parallel examples to our own team's collective belief and impact on company growth and success.I also spent some time interviewing a few of my staff members at EB Academics for this episode, asking them: "What motivates you to show up and do great work every day at EB?" Through their answers, I'll share my thoughts on common themes I noticed and how you can apply these insights to your own team and leadership.This episode provides practical insights and questions to ask yourself as a leader about your team's own internal motivators. I also share a part of my own experience in an extremely unfulfilling position, which illustrates the profound effects intrinsic motivation has on job satisfaction and effectiveness.Unlock the secrets to leveraging individual strengths, aligning roles with core values, and fostering a culture where everyone grasps the significance of their role in the larger mission. This episode promises to leave you with strategies to not only inspire your team but also ignite a fire within yourself.Articles Mentioned:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2533589/https://www.sciencedirect.com/science/article/pii/S0361476X99910202https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/Connect with me on Instagram: https://www.instagram.com/caitlindmitchell/

This week, I had the pleasure of sitting down with Dr. Arran Hamilton, Author, Researcher and Group Director of Education at Cognition Education. We dove deep into the concept of doing less to achieve more in education. Dr. Hamilton, who has worked closely with John Hattie and Dylan Wiliam, shared insights into the process of de-implementation in schools. Our discussion revealed that not all educational practices are equally effective, and by de-implementing, we can actually enhance student learning. Key Quotes:"The short answer is categorically yes. We do too much in schools." - Arran"So few of these things are really robust drivers...that on their own seem to significantly accelerate student learning." - Arran"It's really hard to unlearn. So if you've got an ingrained behavior...it's really hard to unlearn that behavior or that practice." - Arran"Everything we do generally makes a positive difference...but it's how much difference is that making?" - Shane"You're probably looking for no more than one to three high priority initiatives that you want to pursue in a given year." - Arran Arran's insights from our conversation, along with his, Hattie and Wiliam's book "Making Room for Impact", offer valuable guidance for school leaders seeking to streamline their practices for better outcomes.Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIN. My website is shaneleaning.com. For international school leadership tips, subscribe to my newsletter here. About the hostShane Leaning is a passionate organisational development coach with over 14 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

In this episode, host Shane Leaning explores the theme of New Year's resolutions with a unique twist, focusing on leadership and professional development in the education sector. Shane shares five innovative ideas for educators and school leaders to enhance their practices and better support their teams. From mental health initiatives to embracing cutting-edge technology like generative AI, this episode has insights for those looking to make impactful changes in their educational environments. Shane begins by emphasising the importance of mental health checks for staff, suggesting regular reflection sessions or online forums. He then moves on to discuss professional development, proposing a grant system to encourage staff autonomy in their learning journeys. The episode also delves into cognitive science, urging educators to integrate its principles into teaching strategies. Furthermore, Shane introduces the concept of 'deimplementation' – streamlining and reassessing current practices for more effective outcomes. Lastly, he highlights the necessity of engaging with generative AI, a rapidly evolving field with significant implications for education. Key Quotes:"Do you have a system of checking in on the mental health of the staff that you serve?""A professional development grant system... puts autonomy in staff and gets them really thinking about their professional development journey.""How are you using the latest research in cognitive science to enhance your practice?""Set 2024 to be your year of deimplementation not implementation.""Engaging with generative AI... plan it into your PD sessions or into your weekly staff newsletter." Links:"The Well-being Toolkit" by Andrew Coley"The ResearchEd Guide to Cognitive Science" edited by Kate Jones"Making Room for Impact: A Deimplementation Guide for Educators" by Dr. Aaron Hamilton, John Hattie, and Dylan WilliamEduaide episode from the archivesThank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIN. My website is shaneleaning.com. For international school leadership tips, subscribe to my newsletter here.

On this wide ranging episode, Susan finally gets the chance to speak with famed education thinker and author John Hattie, Ph.D. Hattie has authored dozens and dozens of books. He's best known for his book, Visible Learning, which now has a sequel. In this episode, he discusses his career and shares with Susan some of the biggest takeaways from his work. He also explains what meta-analysis is and discusses some of the biggest takeaways from meta-analysis in the education field. They both also delve into the importance of successful implementation. And, finally, Hattie shares his thoughts on AI and the future of education. This episode offers many practical tips for educators to realign with their mission and dig into why they do what they do and how to best make an impact.Show notes: Book: Visible Learning: The Sequel by John Hattie Book: Visible Learning and the Science of How We Learn by John Hattie and Gregory C.R. YatesBook: Making Room for Impact by Arran Hamilton, John Hattie, and Dyland WilliamRead: The Future of AI in Education: 13 Things We Can Do to Minimize the DamageQuotes:“Your job is not to get through the curriculum, your job is not to get kids engaged in authentic, real-world, exciting tasks. Your job is to have an impact across those many notions.” —John Hattie, Ph.D.“We're very good at finding problems and fixing them but we're not as good—we're not having the courage—to study expertise and scale it up. And that's my mission. Scale up the expertise we have.” —John Hattie, Ph.D.“I'm an evidence-based person. Sometimes I don't like the results, but that doesn't mean you get to deny it. Some people want to deny it. Some people want to get angry with it. And sometimes evidence does get in the way of a good opinion.” —John Hattie, Ph.D.

As the founder of Executive Function Specialists, Sean McCormick has pioneered cutting-edge practices to guide students with AD/HD to overcome procrastination, disorganization, and school avoidance. His passion for empowering others led him to establish the Executive Function Coaching Academy, offering training programs for aspiring executive function coaches. Sean also hosts the popular Earn More Tutoring Podcast with a mission to enhance the lives of teachers, tutors, and educational therapists through success stories of educational entrepreneurship.    Listen to this inspiring Parenting With Impact episode with Sean McCormick about collective efficacy, and the impact of parents collaborating with their child and their teacher. Parenting is Leadership Parenting is a leadership opportunity. With the "Parenting is Leadership" Guide from ImpactParents, two frameworks and a dozen core competencies will guide you to up-level your parenting... and improve the most important relationships of your life. Here is what to expect on this week's show: Collaboration between parent + student + teacher yields great results when working with your child to improve academic success. What is “affective filtering” and how do you work with your child to build confidence and an openness to receiving positive feedback? Support is the best way you can set your child up for success- but you can't do it all on your own. Related Links: What is the affective filter? John Hattie's research: Elaine on the Earn More Tutoring Podcast    Video Tip: Take Aim How important are executive function skills?   Connect with Sean: www.efspecialists.com Sign up for the EFS Newsletter Earn More Tutoring Podcast Facebook Instagram LinkedIn YouTube   Get your FREE copy of 12 Key Coaching Tools  Connect with Impact Parents: www.impactparents.com Instagram: @impactparents Facebook: @impactparent LinkedIn:@impactparents Twitter:@impactparents  Learn more about your ad choices. Visit megaphone.fm/adchoices

This edWeb podcast is sponsored by Exemplars.The webinar recording can be accessed here.“Featuring special guest speaker John Hattie.”Educators are managing challenging workloads and are susceptible to high rates of burnout. Join us as we examine practices that have a positive impact in schools. Professor John Hattie helps us lean into extensive research around how to de-implement practices that just aren't effective, and replace them with cost-effective, high-yield moves to transform your classroom, school, and district. This edWeb podcast explores the following questions:What is effect size? How can effect size shape pedagogy?Research suggests that the process of schooling is often overengineered. How does that give us permission to dial back, carefully?What are some steps in the process for deciding which initiatives are most effective—and how do we let go of the ones that are not?How can we offer useful tools, templates, and charts that educators can immediately use with de-implementation work at school, in teaching teams, or at the system level that improve student learning?If you were starting a new school, what practices would you suggest they lean into?This edWeb podcast is of interest to K-12 teachers and school and district leaders.Exemplars Our performance material promotes reasoning, communication, and higher-order thinking.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

When John Hattie's original Visible Learning® book was published in 2008, it instantly became a sensation. Recently, this revolutionary educator returned to his groundbreaking work and published a new edition. The research underlying Hattie's book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from around the world.If you've read the book, you know this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood—and at times misunderstood—and what future directions research should take.Join us as we talk with Hattie about the need for education to move beyond claiming what works to what works best by asking crucial questions like: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mindframes to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools?During the podcast, we will discuss these topics:What Hattie means by visible learningThree ways of making learning visible: student voice, student artifacts, test scores, and how the teacher interprets that information, and decides where to go next with a student's learningThe importance of play in early learningThe need for intentional alignment of learning and teaching strategiesThe evidence base and reactions to Visible LearningThe Visible Learning modelThe influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievementThe impact of technologyIf you're in education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker, this episode is for you!

Transition is a vital skill for success in the 21st century, whether or not we live abroad. So, how can schools, educators, & parents better help our children grow up to be more resilient during times of transition?   I know I'm not alone as a parent when I say– we move abroad with the best intentions, but we often focus on the logistical aspects of transitions and neglect the emotional rollercoaster our children have to navigate.   In this episode I have the privilege of speaking with Valérie Besanceney; a TCK, executive director of Safe Passage Across Networks (SPAN), and an author of two childrens books– "B at Home: Emma Moves Again" and "My Moving Booklet”.   Through Valérie's experience at SPAN; an organization at the forefront of groundbreaking work in positive transitions-care, and through being a TCK herself– she opens up about gaps she sees in schools and families when it comes to transitioning. She proposes practical solutions for schools and families to prep and support children during these times.   We'll dive into the fantastic work she does with her organization and explore the skills needed to manage transitions well.   Other key topics discussed: How have your personal experiences shaped your work in helping families and schools manage transitions? How does unmanaged mobility impact the learning and overall well-being of children? (13”) The roller coaster of emotions that's associated with the different stages of the transition cycle (17”) Effecrive tools to help children through transitions  (19'44) What are some of the gaps and necessary skills you have identified in schools and parenting when it comes to equipping children for transitions? (25”) A well managed transition (29”) New social research around growing up as globally mobile and how transitions can make such a difference in an AI era. Could you tell us more about the transition-care program you've developed at SPAN and the results you have seen through its implementation?    Other key topics discussed: 6:57– Helping families transition easier by use of personal experiences 11:14– The impact of transtions on a childs wellbeing  17:31– The rollercoaster of emotions associated with different transition cycles 21:01– Effective tools to help children through transitions 25:35– Gaps where teachers and parents can better equip children 29:49– A well managed transition 34:33– Astounding new social research about transitions and globally mobile children 38:26– Transition care program purpose & results  Remember, transitions are not simply events to be endured but processes to be embraced. By equipping ourselves and our children with the necessary skills, understanding and embracing rather than resisting the emotional journey, and fostering a supportive environment, we can navigate transitions with resilience and thrive in an ever-changing world.   And, this goes without saying, one of the key ways you can help your children is to first help yourself. I encourage you to stop waiting for your perfect life to align, but to carefully craft the life you love– no matter the location or transition. If you need help, head to my website to see how we can work together!   Resources mentioned: Connect with Valérie Besanceney on LinkedIn Learn more about SPAN here Episode 108: Unresolved Grief and How to Overcome It: Part 1 with TCK Expert, Dr. Ruth Van Reken Episode 109: Unresolved Grief and How to Overcome It: Part 2 with TCK Expert, Dr. Ruth Van Reken Visible Learning book by John Hattie  

Marco DeRossi is the CEO and founder of WeSchool, a leading Italian EdTech startupFounded in 2016, WeSchool is an online collaborative learning platform that is designed to be easy to use- it already enables 1.7 million students and 230.000 teachers to amplify their learning experience by leveraging digital tools.WeSchool recently closed a 6.4M€ Series A funding round to scale their technology and enter new markets.Recommended Resources:Visible Learning by John Hattie

In this illuminating episode of Coaching Conversations, join renowned education expert John Hattie as he unravels the transformative concept of Visible Learning. Back in 2009, Hattie introduced the groundbreaking meta-study, "Visible Learning," comparing the effectiveness of diverse elements impacting education. With an emphasis on determining the most potent strategies, Hattie reshaped how we approach teaching and learning.Hosted by Jim Knight, a prominent figure in the instructional coaching landscape, this episode not only explores Hattie's pioneering work but also delves into Jim's experience working with instructional coaching groups. Together, they discuss the bridge between research and classroom implementation, spotlighting the challenges and rewards of integrating Visible Learning principles. If you're an educator, administrator, or passionate about effective education, tune in to glean insights that could shape the future of teaching, and in turn, student success.

Professor John Hattie of the University of Melbourne, Australia joins the last episode of the season to share about his research as an education academic. In partnership with Corwin's Professional Learning Services, Hattie's Visible Learning research relies on gathering evidence, like that found through i-Ready, for educators to understand their impact on their students. Danielle and Sari start this episode by sharing when they first learned about Professor John Hattie and his research. Hattie joins in talk about collective teacher efficacy, focusing on what it is and why it is such a highly effective strategy for educators. He then goes on to discuss the idea of assessment capable students, ranging from what that means to how those students can be created. He wraps up by providing some actionable steps and parting advice to help start the new school year off strong!Visit CurriculumAssociates.com/hattie-corwin-partnership to learn more about Curriculum Associate's partnership with Corwin and Professor John Hattie! Visit CurriculumAssociates.com/blog/john-hattie-back-to-school-strategies to read Professor John Hattie's blog article! Visit CurriculumAssociates.com/blog for the blog! Follow us on Twitter at @CurriculumAssoc and Instagram at @MyiReady, and email ExtraordinaryEducators@cainc.com to contact us with feedback, questions, or if you want to be a guest!

The one and only John Hattie joins LCL to share the sequel of his seminal book, Visible Learning.  It is not merely an update on previous content, but a concerted effort to focus on what we don't already know about, along with data that has changed. He also discusses the importance of paying attention to what teachers believe about learning, the need to highlight the many schools doing the work well and how to choose where to focus our limited time as educators. He reminds us that teachers and leaders have some of the highest coping strategies of any profession and that there is much to celebrate in all we do. 

Drew Perkins talks with renowned educational researcher, John Hattie, about his new book Visible Learning: The Sequel Click To View Links & Resources Mentioned In This Episode

In Episode 71, Althea interviews John Hattie, author of Visible Learning. They talk about his newest book, Visible Learning: The Sequel.

“The brain has a capacity for learning that is virtually limitless, which makes every human being a potential genius.” Michael J. Golb I want to welcome you back to The Neuroscience Meets Social and Emotional Learning Podcast where we bridge the gap between theory and practice, with strategies, tools and ideas we can all use immediately, applied to the most current brain research to heighten productivity in our schools, sports environments and modern workplaces. I'm Andrea Samadi and launched this podcast almost 4 years ago, to share how important an understanding of our brain is for our everyday life and results.  For today's episode #276, we will go back to one of our early episodes, #119[i] on “The Key Ingredients of Learning with the Brain in Mind” and take a look at what I picked out as the key ingredients for learning back then, to see how NEW research has informed this area today. When I went back to review this episode, there were some ingredients in this “learning” equation that we've talked about often on this podcast, and the new research I found was eye-opening. The new research took what we covered so beautifully on those early episodes, to a whole new level, showing me why it's important to go back to the basics and see what strategies are effective, and why. Before we get to what's NEW, let's look back at where our podcast began, and what we were focused on, with learning with our brain in mind. Learning with the Brain in Mind We can go right back to our very first interview EPISODE #3[ii] with Ron Hall, from Valley Day School, who mentioned how things changed for him when he met Horacio Sanchez and began teaching with brain science in mind. This is the whole reason why we are going back to the basics this season, as we connect the new research to our past episodes, to strengthen where we all are in our process of building a stronger, more resilient 2.0 version of ourselves in 2023 and beyond. It's always easy to look back, and connect the dots[iii] like Steve Jobs' famous quote, and trust that these dots will connect again in the future, with new meaning that's evolved with time, knowledge and understanding. John Hattie's Research: As I glanced at our earlier interviews, Greg Wolcott from EPISODE #7 on “Building Relationships in Today's Classrooms” was our next guest in this learning equation, as he was the first guest to mention that his work and book, Significant 72[iv], was inspired by New Zealand Professor John Hattie.  John Hattie became known for his two books Visible Learning and Visible Learning for Educators that focused on teaching strategies that have a high probability of being effective. You can read directly from John Hattie himself, as he connects his dots looking backwards, where he says he believes he got some parts wrong with his approach to learning in the classroom.  He shares he'd like to stop looking at the strategies teachers are using and look closer at the impact we have on our students and how they learn best when he reflects that “we need to switch from saying (I care about how you teach), to saying (I care about the impact of your teaching).”[v]  Hattie goes on to talk about the criticism he faced with the term “visible learning” because learning isn't visible at all. As John Hattie now prepares to release Visible Learning: The Sequel[vi] this March, 15 years after his first book that sold out in days of its release and was described as “teaching's Holy Grail” he's returning to his ground-breaking work, with a new angle. Like the direction we are taking with this podcast, going back to the basics, this is what Professor John Hattie is doing with his next book where he not only looks at WHAT works best with learning, as he shares the research is his new that is now informed by more than 2,100 meta-analyses (more than double that appeared in his first book, drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. He then asks “WHY” did these strategies work so well, with some thoughts of how we can improve learning, using current and future research. I remember back to my early days of teaching when we were observed by our school principal, and given feedback for how effective our lessons were. I remember thinking this process was such a waste of time as the students were behaving differently knowing their teacher was being evaluated. I knew that there wasn't much learning happening other than finding a way to beat the system to have my students behave in this artificial environment. True learning, Hattie points out, happens when a teacher has to adapt a lesson, as they notice the students who might be missing the point, and need a new way to learn. Hattie noticed:   Professor John Hattie[vii] take this new knowledge and tells us that Australia has now gone with a new method of observation where they “ask expert teachers to consider a lesson they are planning to deliver, and then record themselves talking through their planning. Then the lesson is filmed. The expert teacher then records themselves again, explaining the decisions they made in the moment. The two recordings are then layered over the video. This allows those who watch the videos to hear what the teacher is thinking in real time.” (John Hattie, Why Teaching Strategies Don't Make You an Excellent Teacher). Hattie believes that this is where the research is turning to, with more thinking aloud and dialogue around learning, and he goes on to project there will be “a massive breakthrough in automation of classroom observation and teachers will improve because of it.”[viii] I can already see useful technology emerging in the corporate workplace that uses Artificial Intelligence to score a sales employee on their presentations, providing immediate feedback on specific metrics, including content, articulation, and even picking out keywords to help improve presentation skills. The future of learning is evolving, and it undeniably involves an understanding of our brain. Learning with the Brain in Mind: Friederike Fabritius on EPISODE #27[ix] was next to contribute to our formula of learning and “Achieving Peak Performance” as we began to connect the neurochemicals involved in those high levels of achievement where peak performance or flow occurs. Dr. John Dunlosky's Research Our next guest to help us to decipher this formula for learning was Kent State University's Dr. John Dunlosky, from EPISODE #37[x]  on “Improving Student Success: Some Principles from Cognitive Science.” I'll never forget when the lights started to go on for me, when I first heard Dr. Dunlosky speak in 2016 of an Edweek Webinar about “deliberate practice” being one of the most effective learning strategies vs cramming to learn something new (whether a new skill in the classroom, or a sport). This led us to EPISODE #38[xi] on “The Daily Grind in the NHL” with Todd Woodcroft, who at the time was an Assistant Coach with the Winnipeg Jets. His episode covered the importance of “the daily grind” or doing the same things every day, for predictable results in the pro sports world. The Key Ingredients of Learning: I could keep going through our episodes, and connecting the guests who spoke about the key ingredients of learning, but as we move towards the current research, I want to start with what we first identified with learning with the brain in mind. On today's Episode #276 on “Looking Back at the Key Ingredients of Learning” we will cover ✔ A review of the key ingredients of learning from our early episodes (that include motivation and repetition). ✔ A look back on John Hattie's Research with his ground-breaking book Visible Learning as he prepares to release Visible Learning: The Sequel to see “What's New” when it comes to teaching and learning in the classroom. ✔ What is NEW with Learning and the Brain? (Dr. Andrew Huberman). ✔ How Can We Learn NEW Skills Faster with the Brain in Mind: A 3-STEP PROCESS ✔ Using Repetition and the NEW Research to Learn NEW Skills Faster: A 4-STEP PROTOCOL ✔ Thoughts on the Future of Learning. What Dr. Huberman's Research Says About Learning NEW Skills Faster: When I looked up what's new in this area, I didn't need to go anywhere else, other than with Stanford Professor, Dr. Andrew Huberman and his Huberman Lab Podcast. I found two very thorough episodes that were similar in content, both close to 2 hours in length. You can access each of his episodes by clicking on the link in the show notes, but for today's episode, I wanted to take the research, and tie it to what we already know about learning, with some steps for how we can use this research in the future. I took his Podcast #20 on How to Learn Skills Faster[xii] that was published a year ago, in 2022, a year after I took a stab at explaining the key ingredients of learning. I remember listening to this episode while exercising and thinking I really needed to take notes, as he went into depth on the science behind acquiring new skills, affirming that we had uncovered some of the most important ingredients, specifically the repetition of a new skill and the motivation. I remember thinking it would have been good to know this as a former PE teacher, and I'll be sure to copy my friend Dan Vigliatore[xiii] who trains our next generation of educators with what's new and innovative for PE teachers in the classroom at York university in Toronto, or even just thinking back over those early episodes, it was clear why doing things a certain way (whether it's learning a new skill in the classroom, for athletic performance or in the workplace) that tapping into the Science of Learning, improving what we already know works in the learning process, will take everything to a deeper level for all of us. According to Dr. Huberman: How to Learn Anything Faster: STEP 1: Open Loop vs Closed Loop Dr. Huberman explains there are 2 types of skills: open loop and closed loop skills and you'll want to be able to distinguish between these skills. Open Loop: is a skill that when it's completed, you know if you did it right, or not. It would be like if a gymnast is doing a back flip. They either do the back flip, or they mess it up.  The only way to do it correctly, is to attempt it again if they messed up something and were scared halfway through. Or like throwing darts at a dart board. If the darts go on the ground, you missed the skill and the only way to get the skill, is to try it again. Or a free throw in basketball. I think we've got the point of this skill type. We can either do the skill, or we don't. This is an open loop.   Closed Loop: is a skill that allows for correction while performing the skill, like if you were running and your coach is giving you tips on your stride or something that you change and improve along the way, or if you were playing the drums, and you were given instruction on how to speed up or slow down your tempo. STEP 2: Ask “what should I focus my attention on?” Next, Dr. Huberman says we ask ourselves “what should I focus my attention on” and there are three places. It's either going to auditory attention (you are listening for something), visual attention (you are watching something) or it's proprioception (sometimes known as our 6th sense) where we think about where our limbs are in relation to our body as we are performing a certain skill (like being able to walk or kick without looking at your feet). STEP 3: Your Neurology Will Take Care of the Rest This is where things get exciting, as Dr. Huberman goes into the in-depth explanation of how learning something new translates within certain parts of our brain. Without attempting to teach what he explains so well, I'm going to break it down so we can understand the basic ideas that he covers.   Central Pattern Generators: exist in our spinal cord and it's this part of the brain that generates repetitive movements with skills we have learned. Things like walking, running, swimming, cycling, are all controlled by this part of the brain. The CPG also controls already learned behavior. When you have developed a certain skill, this part of the brain is taking over and controls the movement. I thought about something Friederike Fabritius said in her first interview with me when we were talking about her book, The Leading Brain and I asked her about something she wrote about on this topic of understanding learned behavior and how it shows up in our brain after years of repetitive practice. She gave 2 examples of people who didn't rely on their conscious thinking brain, but they used their unconscious brain to increase the speed, efficiency and accuracy of their performance. The first example she used was with Sully Sullenberger's quick thinking with his emergency landing of that plane in the Hudson River and the other was with Wayne Gretzky, who used his unique “hockey sense” to “skate where the puck will be, not where it is.”  Friederike explains in her book The Leading Brain that “there's a common misconception that intuitive decisions are random and signify a lack of skill, the exact opposite is true. Intuitive decisions are often the product of years of experience and thousands of hours of practice. They represent the most efficient use of your accumulated expertise.”[xiv]   So, if you are executing a skill that you've spent years learning, you will be activating this part of your brain, the Central Pattern Generator. Let's say you haven't spent years learning a sport. Like for me, with golf. If I swing a golf club, the parts of my brain that will be working are much different than the brain of a golf pro who would be using the CPG. I'd be using the next part of our brain, the Upper Motor Neurons in our cortex, that are the neural pathways that control movement, and are involved with things like picking up a pen, or a deliberate action, like swinging a golf club. This part of our brain is important to note in the visualization process, with skill building, that we will touch on in a minute. Then there's the Lower Motor Neurons in our spinal cord that send messages to our muscles that causes the muscles to move. When it comes to skill acquisition, I'm sure you've heard of the 10,000 hour rule. Someone just said it to me the other day, and while it does explain that work is involved with learning a new skill, it doesn't explain HOW we learn that new skill, using science. The secret to NEW skill acquisition Dr. Huberman says is not about the hours you put in, it's about the repetition. This made me think back to those early episodes where we took Dr. John Dunlosky's research, connected it to what we know works in the sports world, with the daily grind that's required for pro sports athletes, and now Dr. Huberman adds something new to this equation. He says of course “there's a connection between time and repetition, but there's new research that states that it's important what you are focused on as you learn a new skill, and if you can adjust the number of repetitions that you do, adjusting your motivation for learning, and you can vastly accelerate learning.”[xv] He went on the share study after study that backed this idea up, but without going into the weeds with the research, he says the protocol for learning any skill faster, something he says has been dubbed online as “The Super Mario Effect” or “The Test Tube Experiment” with mice or rats has to do with stimulating a certain brain area that can lead to vastly accelerating learning. He goes into where he has seen this being tested with Lewis Howes on his podcast “How to Learn Anything Fast”[xvi] where Lewis Howes almost fell off his chair with what he was learning. The issue with this method is that it's being tested now in military environments, and not something that any of us could use for immediate results, as we'd have to drill holes in our skull to stimulate a certain part of the brain to get these accelerated learning results (and they are doing this in certain places). But what can we do right away with this research? Dr. Huberman says that “whatever it is we are learning, that we are to perform as many repetitions per unit of time as we possibly can, even if we make errors” and this repeat of performance, even if there are errors will help you to accelerate skill learning.”  So, we did get the ingredients of learning correct with the emphasis on repetition, but I didn't know that the research now shows that making errors would promote plasticity in the brain and accelerate the learning process. Here's a 4 STEP Protocol to Help You to Learn Faster with Brain Science in Mind Get as many repetitions in per session. (whether a sport or even going back to Dr. Dunlosky with his importance of spaced repetition). Pay attention to the errors you make and don't worry about bad habits getting engrained. You will know the right actions vs the ones you want to discard. Know that neurochemicals are being created from the successful repetitions. After the session: REST. DO NOTHING. Don't look at your phone for 1-5 minutes to allow the neurons in the brain to replay the sequences you practiced. The errors will be eliminated and the correct sequence will be played back. What is interesting with Dr. Huberman's research is that he noted that when you sit and let the brain go idle after this repetition, that the brain will play the sequences backwards as it consolidates learning (and he says they aren't sure why) but the brain in sleep, plays the sequence forward. He also covered using a metronome (that tool we know helps you to learn to play the piano) as a powerful tool to increase the number of repetitions. I thought about how I would use this strategy, and think it makes the most sense for sports (thinking of when I was a PE teacher of how I could have used this information), or even apply it to my girls who practice gymnastics, and share with them that it matters how many turns they take to practice their skill. I asked them “how many times do you practice a back flip in one 4-hour practice” and they didn't have a number for me. If they are messing around in practice, they are taking away from others getting these higher repetitions, as well as themselves. I know their coaches know this, but I'm hoping that the girls understand why these focused repetitions area important for their results and skill learning. If I were a coach, with this brain science in mind, I'd have athletes count the number of reps they were doing with a certain skill, in a certain time period and see how each practice they could increase this number. What Does the Research Say About Visualization and Learning: I've spent a lot of time covering Visualization on this podcast, as it's a part of my daily routine, so of course I wondered what Dr. Huberman and the research says about adding mental rehearsal to your learning. While he did say that “visualization is a powerful tool and that it works” he added “not as good as the actual experience” of doing the actual physical activity. Dr. Huberman says that “closing your eyes and thinking about a sequence of movements and visualizing it in your mind's eye creates the activation of the upper motor neurons that's very similar, if not the same as the actual movement.” He said that visualization is a good supplement to your learning routine, but not a replacement. REVIEW AND CONCLUSION: To review and conclude this episode on the ingredients of learning, I think we uncovered the main ingredients from our episode 2 years ago (repetition and motivation) that's crucial for learning, but Dr. Huberman's research on making sure we get as many repetitions as we can per session, even if we make mistakes in the process, did help me to look at learning with a new lens. I also couldn't forget how he said the military is experimenting with stimulating parts of the brain to accelerate learning and know that years down the line, it might be easier for us to learn a new language, or master a new skill in a sport, with advancements in our understanding of brain science. I hope that this episode helped you to think of what else you could do to accelerate learning for your students in the classroom, whether it's with John Hattie's reflections of “thinking through” an effective lesson, or with the tried and true strategies of Dr. John Dunlosky of spaced repetition that have proven to accelerate results in sports and the classroom, or even Dr. Huberman's idea of increasing the amount of repetitions per unit of time, without worrying about errors. This episode on learning made me think of more questions than I have answers for. It was only two years after we wrote ep 119, that Dr. Andrew Huberman released his new research, and many studies that have emerged about how to accelerate learning with repetition, and how our brain is involved in this process. 15 years after Professor John Hattie released his ground-breaking Visible Learning book in the field of education, that he reflects back now on AI for classroom observation.  I'll close with a quote from Mark Zuckerberg who says that “unsupervised learning is the way that most people will learn in the future. You have this model of how the world works in your head and you're refining it to predict what you think is going to happen in the future.” This makes me wonder: What will we uncover 3 years from now? Will we ever be able to find the science that gives us answers to other ways we can learn, like finding answers from our dream world? Will we be able to predict our future somehow like Mark Zuckerberg suggested by refining something in our head? While Dr. Huberman says that visualization is a powerful tool that works, he still says that it doesn't work as well as actually doing the skill. He has the data to prove this today but will we uncover something about our brain and places we can stimulate it without having to drill open our skull in the future that could improve our effectiveness, even if it's a few percentages of improvement?  Maybe tweaking something with our visualization process could unlock some of the secrets Jose Silva unlocked in his Silva Mind Control Method[xvii] that we dove deep into at the end of last year?  One thing I know for sure is that I'll never stop asking questions and searching for answers that can help us to all be a stronger more resilient 2.0 version of ourselves.  What about you?  What questions do you have? How has science informed your learning? I'd love to hear your thoughts on the future of learning… And with that I'll close out this episode and see you next week as we revisit EP #122 on “Transforming the Mind Using Athletics and Neuroscience”[xviii]  See you next week! FOLLOW ANDREA SAMADI:  YouTube Channel: https://www.youtube.com/c/AndreaSamadi   Website https://www.achieveit360.com/  LinkedIn: https://www.linkedin.com/in/samadi/  Facebook:  https://www.facebook.com/Achieveit360com   Neuroscience Meets SEL Facebook Group https://www.facebook.com/groups/2975814899101697   Twitter: https://twitter.com/andreasamadi   Instagram: https://www.instagram.com/andreasamadi/  REFERENCES: [i]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #119 on “The Key Ingredients of Learning with the Brain in Mind” https://andreasamadi.podbean.com/e/brain-fact-friday-on-the-key-ingredients-of-learning-with-the-brain-in-mind-with-andrea-samadi   [ii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #3 with Ron Hall from Valley Day School on “Launching Your Neuro-educational Program” https://andreasamadi.podbean.com/e/interview-with-ron-hall-valley-day-school-on-launching-your-neuroeducational-program/   [iii] Steve Jobs https://www.brainyquote.com/quotes/steve_jobs_416875   [iv] Greg Wolcott Significant 72 https://www.significant72.com/   [v] John Hattie: Why Teaching Strategies Don't Make You an Expert Teacher by John Hattie Jan 11th, 2023 https://www.tes.com/magazine/teaching-learning/general/john-hattie-visible-learning-teaching-strategies-dont-make-you-expert   [vi] Visible Learning: The Sequel by John Hattie Published by Routledge, March 20, 2023  https://www.routledge.com/Visible-Learning-The-Sequel-A-Synthesis-of-Over-2100-Meta-Analyses-Relating/Hattie/p/book/9781032462035   [vii] IBID [viii] IBID [ix] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #27 with Friederike Fabritius on “The Recipe for Achieving Peak Performance” https://andreasamadi.podbean.com/e/pioneer-in-the-field-of-neuroleadership-friederike-fabritius-on-the-recipe-for-achieving-peak-performance/   [x]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #37 “Dr. John Dunlosky on “Improving Student Success: Some Principles from Cognitive Science” https://andreasamadi.podbean.com/e/kent-states-dr-john-dunlosky-on-improving-student-success-some-principles-from-cognitive-science/   [xi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #38 with Todd Woodcroft on “The Daily Grind in the NHL”  https://andreasamadi.podbean.com/e/assistant-coach-to-the-winnipeg-jets-todd-woodcroft-on-the-daily-grind-in-the-nhl/   [xii] How to Learn Skills Faster by Dr. Andrew Huberman, EPISODE #20 https://www.youtube.com/watch?v=xJ0IBzCjEPk   [xiii] https://twitter.com/PhysEdDynasty   [xiv] The Leading Brain, Page 148, Friederike Fabritius https://www.amazon.com/Leading-Brain-Neuroscience-Smarter-Happier-ebook/dp/B01HCGYVM2/ref=sr_1_1?gclid=CjwKCAiAr4GgBhBFEiwAgwORreGYXo-LXa5995xdbpY7AiCFCyjNHxQ842EYgZOf2uGIaCZmtq3T7xoCGc4QAvD_BwE&hvadid=174274111864&hvdev=c&hvlocphy=9030068&hvnetw=g&hvqmt=e&hvrand=1212127332165576286&hvtargid=kwd-262053540231&hydadcr=22536_9636732&keywords=the+leading+brain&qid=1677786313&sr=8-1   [xv] How to Learn Skills Faster Dr. Andrew Huberman PODCAST EPISODE #20 https://www.youtube.com/watch?v=xJ0IBzCjEPk   [xvi] Lewis Howes and Dr. Andrew Huberman on “How to Learn Anything Fast” https://www.youtube.com/watch?v=ADygLWbL2M4   [xvii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #261 on “Applying the Silva Method for Improved Intuition, Creativity and Focus” https://andreasamadi.podbean.com/e/a-deep-dive-with-andrea-samadi-into-applying-the-silva-method-for-improved-intuition-creativity-and-focus-part-1/   [xviii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #122 on Transforming the Mind Using Athletics and Neuroscience https://andreasamadi.podbean.com/e/brain-fact-friday-on-transforming-the-mind-using-athletics-and-neuroscience/  

Four educators having worked in Africa, Asia and Europe in education technology in different roles, share their insights and perspective from their respective learning journeys with the question “Does technology integration work in an international school setting, does it enhance student learning and how impactful is it”. An opportunity for us all to reflect on education technology integration, and explore the opportunities and challenges of integration digital skills.   Guests: Aisha Kristiansen, Digital Learning Leader / Coach Kahlil (Danai) Maramba, Instructional Coach For Technology Kim House, Grade 5 Homeroom teacher / Digital Coach Cora Yang, Whole School Learning Technology Coach   About Aisha Kristiansen  Aisha is the Digital Learning Leader at Stamford American International School in Singapore. She is an accomplished educational leader transforming schools in Australia, Europe and Asia. Aisha holds a Master of Educational Leadership focusing on curriculum, pedagogy and practice. Aisha enjoys working with teachers and administration to positively impact the learning landscape for students. Beyond her passion for innovative learning and teaching, she enjoys toying with tech, reading and traveling the world with her family. Twitter: @aishakrist LinkedIn: www.linkedin.com/in/aisha-kristiansen-9aa543b1/ Website: www.aishakristiansen.com   About Kahlil (Danai) Maramba  Danai stepped into the classroom 15 years ago in a teaching assistant role. Two years later he started teaching ICT in Zimbabwe, Saudi Arabia, and Morocco. He progressed to become the Technology Integrationist and Coach in Namibia. He now works at Saigon South International School in Vietnam as the Elementary Instructional Coach for Technology. He has a passion for helping teachers plan and deliver engaging lessons where technology is a ubiquitous tool for learning. He facilitates or hosts conferences where educators share their experiences and have discussions about teaching and learning with technology. Apart from playing tennis with his family, Danai spends his time tinkering and trying new things. Danai is a lifetime teacher and learner. Twitter @tweetdanai    About Kim House I am an educational technology coach at an international school in Munich, Germany. I'm originally from California. I predominantly work with elementary teachers and students. I love working with teachers to design learning engagements that get kids excited about learning and using technology. I love STEM and robotics and especially love working with students to make their ideas come to life. I'm a Google Trainer, ISTE Trainer and an Apple Distinguished Educator. I'm a mom of two teenage boys and when I'm not working I love to sing in a band. Twitter: @techiehouse   About Cora Yang  Cora Yang is a Whole School Learning Technology Coach at Renaissance College Hong Kong. She focuses on PYP and MYP technology integration, such as coding, robotics, VR, digital design (3D, laser cut) and circuit board.  She believes that technology is the bridge for students to connect school with the real world. Technology can offer students more possibilities and opportunities to apply knowledge to different real-life skills.  Cora is a curious learner who is always up for new things and technologies to learn. Just like her curiosity, she loves bringing new technologies for educators and students to enrich the learning and teaching experience. Cora constantly offers chances for students in her classes to work on project-based, student-centered activities. She also focuses on gender and race equality in her work, which Cora hopes that she could bring positive impacts on future generations. Social Media PLN Twitter: @CoraEdTech Website: http://coraedtech.com    Resources: Not all that Glitters is Gold Education Technology Finally Deliver? by Professor John Hattie of  Visible Learning and Dr. Arran Hamilton Director of Education at Cognition Education.  "Obstacles to successful ICT integration: lack of teacher confidence, lack of teacher competence, lack of effective training, resistance to change and negative attitudes, lack of technical support and lack of infrastructure" (Korte & Hüsing, 2007) Anne Gläsel, why teachers are reluctant to incorporate technology into the classroom, New global data reveal education technology's impact on learning   John Mikton on Social Media LinkedIn: https://www.linkedin.com/in/jmikton/ Twitter: https://twitter.com/jmikton Web: beyonddigital.org   Dan Taylor on social media: LinkedIn: https://www.linkedin.com/in/dantcz/ Twitter: https://twitter.com/DanTaylorAE Web: www.appsevents.com   Listen on: iTunes / Podbean / Stitcher / Spotify / YouTube   Would you like to have a free 1 month trial of the new Google Workspace Plus (formerly G Suite Enterprise for Education)? Just fill out this form and we'll get you set up bit.ly/GSEFE-Trial

Guest: Wendy Peterson In this episode, Brit and Wendy discuss two of John Hattie's highest rankings: Teacher Estimates of Student Achievement and Collective Teacher Efficacy. Despite their high effect sizes, both harbor "elephants" in the classroom, so we determine how to move past this to embrace and implement their power to accelerate student learning fully. Want to know more? Wendy's Estimates and Efficacy Resource Handouts Wendy's Excerpts of Estimates and Efficacy Research Wendy's Estimates and Efficacy Presentation Wendy's Stems for Tough Conversations Introduction to John Hattie's Research

Today our guest is Dr. John Hattie, the Director of the Melbourne Educational Research Institute at the University of Melbourne, Australia. Dr. Hattie is also the author of Visible Learning and Visible Learning for Teachers, the result of 15 years of research. On this episode we talk about 10 Steps To Develop Great Learners: Visible Learning For Parents, Dr. Hattie's newest book that he wrote with his son Kyle. Dr. Hattie also shares some of the mindframes that can help all of us that work with students. Professor John Hattie is a renowned researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with the publication of his two books, Visible Learning and Visible Learning for Teachers, the result of 15 years of research. The books are a synthesis of more than 800 meta-studies covering more than 80 million students. The Visible Learning series has sold more than 1.5 million copies, and has been translated into 29 different languages. TES once called John “possibly the world's most influential education academic.” He has been Director of the Melbourne Educational Research Institute at the University of Melbourne, Australia, since March 2011. Before, he was Project Director of asTTle and Professor of Education at the University of Auckland, New Zealand. He holds a PhD from the University of Toronto, Canada. You can find a full CV of Professor John Hattie (PDF) at the website of the University of Auckland. Kyle Hattie is a Year 6 Teacher working in a Primary School in the Northern Suburbs of Melbourne, Australia. Over his 10-year career, he has taught at many year levels, from Prep to Year 6 in both Australia and New Zealand. Kyle has held various leadership titles and has a passion for understanding how students become learners.

In this episode of Write Answers, we talk to Tim Reisert about the confluence between his loves of music, writing, and teaching. Tim was recently signed to Sofa Burn Records, and he has an album coming out in January, 2023 (available now for pre-order). This conversation is all about how we can leverage our own writing lives into meaningful classroom instruction. Tim and Noah get into all kinds of other things as well, ranging from mentor texts to John Hattie and teacher credibility. Of course, they also talk music. As a special treat, Tim even performs the single, “Grand Prairie,” from his upcoming album! Follow Tim Reisert on Instagram: @timreisert Check out the single from the upcoming album now at https://timreisert.bandcamp.com or at sofaburn.com (@sofaburn_records) Follow Noah on Twitter: @MrWteach Follow OWP on Twitter and Instagram: @owpmu The Ohio Writing Project specializes in professional development for teachers. OWP does on-site PD with schools as well as virtual, hybrid, and in-person courses teachers can take for college + CEU credit. The Ohio Writing Project also features a masters degree program for teachers through Miami University. Featuring the renowned “4-Week”, the OWP's Masters of Arts in Teaching (MAT) program is both practical and transformational. Learn more about the Ohio Writing Project + Programming: http://miamioh.edu/cas/academics/departments/english/academics/graduate-studies/ohio-writing-project/ GET INVOLVED! Want to be kept in the loop for future OWP events? Email us here: ohiowritingproject@MiamiOH.edu Submit a poem to be featured on a future episode: noah.waspe@gmail.com Do you have an share-worthy teaching practice? Do you know someone else who fits the bill? Email Noah at the address above--we are always looking for great educators to interview for the podcast.

In Don't @ Me (2:37), Tom shares his thoughts on how anything schools want to count in the court of public opinion must be measurable. Then, Tom is joined by Dr. John Hattie (12:25) for part two of a conversation about the Visible Learning research. Finally, in Assessment Corner (52:38), Tom discusses the good ol' test, and how it can still fit within a balanced approach to assessment.   Visible Learning Website: www.visible-learning.org Hattie Foundation Website: www.hattieff.org   NEW BOOKS BY TOM: "Concise Answers to FAQs about Assessment & Grading"   "Jackpot: Nurturing Student Investment through Assessment"     UPCOMING PROFESSIONAL LEARNING   Grading from the Inside Out (2-Day Workshop)    Minneapolis, MN (December 1-2, 2022) Register Here   Michigan Assessment Consortium November 2, 2022 (1:00-3:30pm ET) Register Here   CONNECT WITH TOM SCHIMMER Email: tomschimmerpod@gmail.com Twitter: @TomSchimmerPod Twitter: @TomSchimmer Instagram: @tomschimmerpodcast TikTok: @tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com  

Today our guest is Dr. John Hattie, the Director of the Melbourne Educational Research Institute at the University of Melbourne, Australia. Dr. Hattie is also the author of Visible Learning and Visible Learning for Teachers, the result of 15 years of research. On this episode we talk about 10 Steps To Develop Great Learners: Visible Learning For Parents, Dr. Hattie's newest book that he wrote with his son Kyle. Dr. Hattie also shares some of the mindframes that can help all of us that work with students.   Professor John Hattie is a renowned researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with the publication of his two books, Visible Learning and Visible Learning for Teachers, the result of 15 years of research. The books are a synthesis of more than 800 meta-studies covering more than 80 million students. The Visible Learning series has sold more than 1.5 million copies, and has been translated into 29 different languages. TES once called John “possibly the world's most influential education academic.” He has been Director of the Melbourne Educational Research Institute at the University of Melbourne, Australia, since March 2011. Before, he was Project Director of asTTle and Professor of Education at the University of Auckland, New Zealand. He holds a PhD from the University of Toronto, Canada. You can find a full CV of Professor John Hattie (PDF) at the website of the University of Auckland. Kyle Hattie is a Year 6 Teacher working in a Primary School in the Northern Suburbs of Melbourne, Australia. Over his 10-year career, he has taught at many year levels, from Prep to Year 6 in both Australia and New Zealand. Kyle has held various leadership titles and has a passion for understanding how students become learners.