Podcasts about self-assess

Most people live everyday of their lives being bothered by what other individuals think and feel about them. They allow what others think and feel to cause them mental and emotional issues that lead to physical issues and mental stress.

Stop judging yourself based on the life that you perceive others to be living. Look within, fix yourself, and things will get better! You can do this. I believe in you.

Learning is magical but not every teacher is a magician! Astronaut Scott Kelly celebrated for his curiosity for space missions, struggled to find his footing in the midst of “dull and boring” high school years. More than ever before, distracted, disengaged, and disillusioned kids finding themselves stuck in the ever widening gap between a ”ready to learn” mindset and a “ready to be inspired” mindset.On this episode, Dr. Judy Willis, a board-certified neurologist and a former classroom teacher, shares her passion that integrates neuroscience research regarding learning and the brain to galvanize the educators to let the glitter spill all over their classroom floor. By reintegrating effective and practical ideas into teaching, Dr. Willis believes every teacher can sprinkle magic dust that unleashes one's inner zeal for discovery.About Judy Willis, M.D.Dr. Judy Willis combined her 15 years as a board-certified practicing neurologist with ten subsequent years as a classroom teacher to become a leading authority in the neuroscience of learning. Dr. Willis has written nine books and more than 100 articles about applying neuroscience research to classroom teaching strategies. She is on the adjunct faculty of the Williams College.Dr. Willis travels nationally and internationally giving presentations, workshops, and consulting while continuing to write books and staff expert blogs for NBC News Education Nation, Edutopia, Psychology Today, and The Guardian. In 2011 she was selected by Edutopia as a “Big Thinkers on Education.”Website:www.RADTeach.comBooksUpgrade Your Teaching: Understanding by Design Meets NeuroscienceUnlock Teen Brainpower: 20 Keys to Boosting Attention, Memory, and EfficiencyResearch-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom TeacherLearning to Love Math: Teaching Strategies That Change Student Attitudes and Get ResultsThe Neuroscience of Learning: Principles and Applications for EducatorsHow Your Child Learns Best: Brain-Friendly Strategies You Can Use to Ignite Your Child's Learning and Increase School SuccessTeaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and ComprehensionBrain-Friendly Strategies for the Inclusion ClassroomInspiring Middle School Minds: Gifted, Creative, & ChallengingSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Learning is magical but not every teacher is a magician! Astronaut Scott Kelly celebrated for his curiosity for space missions, struggled to find his footing in the midst of “dull and boring” high school years. More than ever before, distracted, disengaged, and disillusioned kids finding themselves stuck in the ever widening gap between a ”ready … Read More Read More

When learning, why is it that people often use the most exactly ill-fitted strategies or fail to appreciate the ones that do work? An educator who assumes the role of parting knowledge without much attention to imparting the wisdom of learning HOW to learn is churning our unenlightened students who could never take charge of their learning and self-knowledge.On this episode, Professor Mark McDaniel returns to discuss the idea of gaining more durable knowledge through effort, problem solving, and rehearsal. Tune in to find out why such processes create life-long effective learning.About Mark McDaniel, Ph.D.Mark McDaniel is a Professor of Psychological and Brain Sciences at Washington University in St. Louis, and the Co-Director of the Center for Integrative Research on Cognition, Learning, and Education.  He received his Ph.D. from University of Colorado in 1980. His research is in the general area of human learning and memory, with an emphasis on prospective memory, encoding and retrieval processes in episodic memory and applications to educational contexts. His educationally relevant research includes a series of studies on elaborative study techniques and enhancing learning through testing (repeated retrieval), with much of this latter work being conducted in actual college and middle school classrooms. This research was sponsored by the Institute of Educational Sciences and the James S. McDonnell Foundation.McDaniel has served as Associate Editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition and as President of the Rocky Mountain Psychological Association and of Division 3 of the American Psychological Association. He has published over 275 journal articles, book chapters, and edited books  on  human learning and memory, and is the co-author with Peter Brown and Henry Roediger of the recent book:  Make It Stick: The Science of Successful Learning  (Harvard University Press, 2014).BooksMemory Fitness (2004)Prospective Memory (2007)Make It Stick (2014)Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

When learning, why is it that people often use the most exactly ill-fitted strategies or fail to appreciate the ones that do work? An educator who assumes the role of parting knowledge without much attention to imparting the wisdom of learning HOW to learn is churning our unenlightened students who could never take charge of their learning and self-knowledge. On today’s episode, Professor Mark McDaniel returns to discuss the idea of gaining more durable knowledge through effort, problem solving, and rehearsal. Tune in to find out why such processes create life-long effective learning.

The charm of entering college camouflages the real invitation to become responsible for yourself by figuring out what you want while taking care of the mundane, yet obligatory tasks of daily student life. The dread of “adulting” is further muddled by having to navigate the world with the unseen layers of executive function challenges that compromise attention, new learning, slower thinking, and goal management, pushing away the dream of joining the workforce and transitioning into successfully adult life.On this episode, Mary R.T. Kennedy, Ph.D., Professor and Chair at the Communication Sciences and Disorders at Chapman University, discusses the special challenges and the proposed road to recovery for college students after a traumatic brain injury.About Mary Kennedy, Ph.D.Mary R.T. Kennedy, Ph.D., CCC-SLP, is Professor and Chair, Communication Sciences and Disorders at Chapman University, Orange, CA. She is a certified speech-language pathologist and is a fellow of the American Speech-Language-Hearing Association (ASHA). Dr. Kennedy has extensive clinical and research experience working with individuals with cognitive impairments after traumatic brain injury, specifically executive functions, metacognition and self-regulation. Her work to translate scientific evidence into practice has helped practitioners engage in evidence-based practice (EBP). In recent years, her work has focused on how best to support college students with brain injury. In 2017, she authored a book for rehabilitation professionals and educators titled, Coaching College Students with Executive Function Problems, by Guilford Publishing.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

The charm of entering college camouflages the real invitation to become responsible for yourself by figuring out what you want while taking care of the mundane, yet obligatory tasks of daily student life. The dread of “adulting” is further muddled by having to navigate the world with the unseen layers of executive function challenges that compromise attention, new learning, slower thinking, and goal management, pushing away the dream of joining the workforce and transitioning into successfully adult life. On today’s episode Mary R.T. Kennedy Ph.D., Professor and Chair at the Communication Sciences and Disorders at Chapman University, discusses the special challenges and the proposed road to recovery for college students after a traumatic brain injury.

Carrying the weight of the darkness we find ourselves in is easier when we’re healthy, and it’s impossible to be healthy without first being honest. In week four of our “Navigating the Darkness” series, Pastor Ryan gives us the tool of self-assessment to help us find our way through troubling times. Join the Element community as we take Pastor Ryan’s challenge to be honest with ourselves and play the long game with our lives.Support the show (https://elementchurchlaurel.com/give)

We have all done it; followed the GPS blindly and reached the international terminal instead of the domestic one or forgotten to turn off the car lights, leaving them on overnight. The only solution is to pay attention to attention and see how to get it under our conscious control.On this episode, Courtney Stevens, PhD, a developmental cognitive neuroscientist and Associate Professor of Psychology at Willamette University in Portland discusses selective attention and the bearing it has on learning, thinking, and behavior throughout your lifespan. Attention is a gateway to information processing and it's vital that a connection be made transparent between attention, thinking, and Executive Function.About Dr. Courtney StevensCourtney Stevens, PhD, is a developmental cognitive neuroscientist and Associate Professor of Psychology at Willamette University. She is an expert in the development and plasticity of the human brain, including the role of stress and early socioeconomic adversity on neural systems. In the course of her research, Stevens has partnered with preschool, K-12, and college programs to study factors that influence students' academic success and emotional well-being. In one line of research, she has contributed to the development and evaluation of a program to support families with preschool children living in poverty, including adaptations for different cultural contexts. Her research has been funded by the NSF and NIH. Dr. Stevens has been recognized with national awards for excellence in teaching and neuroscience outreach. She has presented her research nationally and internationally, to academic, policy, and community audiences. Dr. Stevens completed her undergraduate degree at Reed College and her master's and doctorate at the University of Oregon.Website:Cognitive Neuroscience Lab – Willamette University, Department of PsychologyArticles:Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolersSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

We have all done it; followed the GPS blindly and reached the international terminal instead of the domestic one or forgotten to turn off the car lights, leaving them on overnight. The only solution is to pay attention to attention and see how to get it under our conscious control.On today’s episode, Courtney Stevens, PhD, a developmental cognitive neuroscientist and Associate Professor of Psychology at Willamette University in Portland discusses selective attention and the bearing it has on learning, thinking, and behavior throughout your lifespan. Attention is a gateway to information processing and it’s vital that a connection be made transparent between attention, thinking, and Executive Function.