Podcasts about talented youth

Our new book... STORY QUESTIONS: How To Unlock Your Story One Question At A Time https://payhip.com/b/ZTvq9 Watch the video version of this podcast: https://www.youtube.com/watch?v=44Ef6XtYdl8 Jesse Harris started his filmmaking career early, writing and directing his first feature when he was 17. He opted against college and used the money to fund his feature that he wrote and directed, which was eventually picked up for US theatrical distribution and by HBO Europe. In 2007, to support other young filmmakers, Jesse founded NFFTY (National Film Festival for Talented Youth), which has grown into the largest and most prestigious youth film festival in the world. Jesse put his filmmaking career on hold for several years to support other young directors and build a premier showcase for aspiring directors. Variety named Jesse one of 25 talents who transformed youth entertainment and was named one of City Arts Magazine's Top 50 Culture Makers. His feature was shortlisted for the 2004 Independent Spirit Awards 'Someone to Watch' Award and was one of 20 features invited to the 2004 IFP New York Film Market. Jesse's recently been named a Global Shaper, an initiative of the World Economic Forum, built around young entrepreneurs and do-gooders. Jesse returned to filmmaking in the commercial world, now bringing years of experience crafting beautiful stories for brands. His commercial work has been seen on TV around the world, working with clients such as Volvo, Microsoft, Disney and more. His 2018 short film, Wind in the Night was one of seven films selected for the 2019 Prix SNCF du Polar in France and picked up for distribution in France, Asia, UK and USA. The film was a proof of concept for his next feature, Borrego (available January 14, 2022). WATCH 'BORREGO' TRAILER https://youtu.be/jivElu6jeFQ VIEWERS ALSO WATCHED Everything You Don't Learn In Film School - https://youtu.be/FjtiKIO5xQw Beginners Guide To Directing Movies For A Living - https://youtu.be/SPY1eY04600 Tomorrow Isn't Guaranteed, Make Your Movie Today - https://youtu.be/ZbQ93YGVAdM How The Movie Business ACTUALLY Works - https://youtu.be/uuNb1_Ld2g0 CONNECT WITH FILM COURAGE http://www.FilmCourage.com http://twitter.com/#!/FilmCourage SUBSCRIBE TO THE FILM COURAGE YOUTUBE CHANNEL http://bit.ly/18DPN37 PERSONALLY SPONSOR FILM COURAGE https://ko-fi.com/filmcourage SUPPORT FILM COURAGE BY BECOMING A MEMBER https://www.youtube.com/channel/UCs8o1mdWAfefJkdBg632_tg/join SUPPORT FILM COURAGE BY BECOMING A PATRON https://www.patreon.com/filmcourage (Affiliates) ►BOOKS WE RECOMMEND: THE NUTSHELL TECHNIQUE: Crack the Secret of Successful Screenwriting https://amzn.to/2X3Vx5F THE STORY SOLUTION: 23 Actions All Great Heroes Must Take http://amzn.to/2gYsuMf SAVE THE CAT! The Last Book on Screenwriting You'll Ever Need https://amzn.to/3dNg2HQ THE ANATOMY OF STORY: 22 Steps To Becoming A Master Storyteller http://amzn.to/2h6W3va THE ART OF DRAMATIC WRITING - Lajos Egri https://amzn.to/3jh3b5f ON WRITING: A Memoir of the Craft https://amzn.to/3XgPtCN THE WAR OF ART: Break Through the Blocks and Win Your Inner Creative Battles http://amzn.to/1KeW9ob ►FILMMAKER STARTER KIT BLACKMAGIC Design Pocket Cinema Camera 4K - https://amzn.to/4gDU0s9 ZOOM H4essential 4-Track Handy Recorder - https://amzn.to/3TIon6X SENNHEISER Professional Shotgun Microphone - https://amzn.to/3TEnLiE NEEWER CB300B 320W LED Video Light - https://amzn.to/3XEMK6F NEEWER 160 LED CN-160 Dimmable Ultra High Power - https://amzn.to/3XX57VK ►WE USE THIS CAMERA (B&H) – https://buff.ly/3rWqrra ►WE USE THIS SOUND RECORDER (AMAZON) – http://amzn.to/2tbFlM9 *Disclaimer: This video and description contains affiliate links, which means that if you click on one of the product links, we'll receive a small commission. This helps support the channel and allows us to continue to make videos like this. Thank you for your support!

On episode 242, Emily Kircher-Morris talks with Dr. Matt Zakreski about the importance of neurodiversity-affirming practices in therapy, and how intersection of giftedness and neurodiversity emphasizes the importance of neurodiversity-affirming practices in therapy, the significance of understanding twice exceptionality, and the role of diagnosis in accessing resources. Dr. Zakreski advocates for equity in supporting neurodivergent individuals and encourages listeners to pursue their passions and find supportive communities. Takeaways Giftedness can be met with resistance in traditional settings. Neurodiversity-affirming practices focus on strengths. Twice exceptional individuals face unique challenges. Diagnosis should be a tool for accessing resources. Finding the right support can be challenging. Equity is essential in addressing diverse needs. There are multiple pathways to success for neurodivergent individuals. Pursuing passions is key to fulfillment. Community support is vital for neurodivergent individuals. Register here for our free annual fall event for educators, which is coming this Monday, September 23! If you're an educator who's passionate about creating neurodiversity-affirming learning environments for students, this event is for you. You can sign up free, and if you can't make it to the live event, you'll have access to the recording afterward. Join Emily and a live panel of experts by clicking here to register. Dr. Matt Zakreski has shaped his career around his passion for serving gifted kids, starting with being a counselor (and a camper) at the Center for Talented Youth summer program as a teenager. He's cofounder of The Neurodiversity Collective, LLC, and in his practice he offers therapy, consultation/coaching, and assessment. Matt is a board member of PAGE, the Pennsylvania Association for Gifted Education, and works closely with multiple organizations around the country. He consults schools, presents at conferences internationally, conducts webinars, and leads discussions at his local library. He earned BAs in Psychology and Communications at Wake Forest University in Winston Salem, NC.  He assisted with research at Harvard Psychophysiology Lab at the Harvard University Business School in Cambridge, MA before making his way to graduate school at Widener University, where he earned his Doctorate in Psychology from the Institute of Graduate Clinical Psychology. He currently serves as an adjunct professor in the psychology department at Goldey-Beacom College in Wilmington, DE. BACKGROUND READING Website Facebook

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.

Send us a Text Message.This week on the ole pod john: Does winning a sports title really matter in the grand scheme of things does it REALLY, how your childhood impacts your life today, and Johns Hopkins' Center for Talented Youth.Support the Show.Thanks for listening! Listen, rate, subscribe and other marketing type slogans! Here's my Insta: @dannypalmernyc @thedannypalmershow@blackcatcomedy (NYC stand-up show every Friday at 9 pm. 172 Rivington St.) And subscribe to my Patreon? Maybe? If you know how to? I don't know how it works. Let's just leave this thing be: https://www.patreon.com/thedannypalmershow

Lafayette native Brennan Robideaux. recently made big news with the release of his film, Born to Fly, a feature documentary about another Lafayette native, pole vaulter  Armand “Mondo” Duplantis. Born to Fly is a coming-of-age tale about one of the greatest athletes of our generation. Mondo Duplantis is the best pole vaulter in history; he currently holds the world record indoor and outdoor pole vault titles, and won a Gold Medal at the 2020 Summer Olympics. This story is about love of craft and the determination of Brennan Robideaux, a young filmmaker who risked everything to capture an evolving story. He travled on his own dime for much of the filming of Born to Fly, was taken under the wing of the Duplantis family as they allowed him to travel with them to Europe to capture their son's pole vaulting competitions, and only came to acquire financial assistance after several years of filming and editing the footage that would become an historical documentary, Born to Fly. Brennan Robideaux says, "I'm very passionate about telling Louisiana stories. My main one I'm working on now is the 1991 gubernatorial election with Edwin Edwards and David Duke. That historical story hasn't been delved into and my generation, frankly, was born after it. We have no idea about this election. I want to make a film that tells how we got to that point. Louisiana loves emperesque dictators. We love eccentricities in Louisiana." Brennan started getting jobs while in high school at STM by filming local athletics. He realized he could make a living in film, and enjoyed taping live events for television. He moved up, becoming a camera operator, filming football games from a perch 40 feet high in the end zone for hours at a time. Brennan loved working with adults while still a youngster and joked that he earned the nickname "Two Cents," probably due to sharing his opinion on how things should be done a few too many times! He counts his blessings that by the time he became serious about cinematography, the quality of digital cameras mimicked what you would expect to see from a true film camera. The cost barriers were lower. Traditional film such as used by director Quentin Tarantino are cost-prohibitive for emerging filmakers operating on a budget. A short film, "A Riehl Blacksmith," featuring Sam Riehl, another STM student who was the youngest professional operating as a blacksmith in Louisiana and America, was a breakthrough accomplishment for Brennan. He says, "This short film really taught me how to tell a story in a short period of time." The short won a few awards: Filmconvert (a New Zealand filmmaker software company) awarded Brennan a cinematography honor, and Soul Pancake, a company founded by Rainn Wilson (of "The Office" fame) licensed the short and put it on its YouTube channel. It was enough to excite Brennan to look at this avocation as a career. And, he was only a Senior in high school. Brennan was invited to attend NFFTY (National Film Festival for Talented Youth) in Seattle due to the success of A Riehl Blacksmith. While he wasn't able to attend, it was the only film festival he made it into until Born To Fly. https://www.youtube.com/watch?v=CNzKXBiYcV8 Brennan attended UNO for a short time but dropped out to pursue his passion of filmmaking. By the time he was 21, he was back in Lafayette living with his parents and looking for a project to energize him once more. That motivational project came to life in 2017 after Brennan read a story in the Daily Advertiser about a Lafayette High student named Mondo Duplantis, the world junior record holder in pole vaulting. Brennan was familiar with the Duplantis family as the parents were both incredible athletes (Greg Duplantis was one of the best pole vaulters of his time and Helena represented Sweden in the heptathlon at international championships), and both participated at LSU in track and field events at the same time as Brennan's own parents,

Ready to learn the history, philosophy, and practice of an experienced professional in the test prep industry? MEET OUR GUEST Meet Anna Moss, the founder of Mind the Test LLC, a tutoring company that empowers learners by teaching test prep and academics paired with lifelong research-based study skills. After earning a BA in Linguistics from the University of Chicago and a certification in Teaching English as a Foreign Language, she taught English and SAT/ACT prep all around the world for five years, spending summers as a cognitive psychology teaching assistant at the Johns Hopkins University Center for Talented Youth. She followed her passion for the science of learning to the University of Cambridge, where her MPhil thesis research focused on improving educational equity via linguistic dialect-sensitivity on the SAT. When not teaching, Anna can be found reading about sociolinguistics, baking interesting desserts, and traveling. She lives in South Jersey with her husband, dog, and little four-month-old baby.  Find Anna at anna@mindthetest.com.    

In this episode Shekerah and Fatu continue their discussion with Ijeoma Kola, a public health historian of race and medicine. When she was younger, Ijeoma didn't exactly have a science spark moment, but she was positively influenced by her mother's career as a nurse. She remembers in middle school attending a summer program, Center for Talented Youth, at Johns Hopkins University, where she was first introduced to genetics and genomics. From this experience, Ijeoma was convinced that she would continue to study science and become a doctor. Things started off as she expected during her undergrad at Harvard University; however, one late night studying organic chemistry Ijeoma suddenly realized that maybe this career path wasn't really for her. She wanted to help people, but didn't see how memorizing amino acids was the best way to reach this goal. “Do I want to make people better by prescribing medicine, or do I want to make people better by changing the environment that we live in?—So their social health is better, so their neighborhoods are better, so that their socio-economic status is better. All of those things also shape our health and health outcomes,” explains Ijeoma. It took a little bit of quick thinking, but she was able to transition from her molecular biology major to a history and science major without losing any credits. After receiving her doctorate from Columbia University in history of public health, Ijeoma took an “eat, pray, love” style gap year to reset her thoughts on what to do next. After some brainstorming and reflecting on her own graduate school journey, she founded Cohort Sistas to support black women and non-binary individuals pursuing graduate degrees. Looking back on her journey, Ijeoma wishes she had given herself more grace and forgiveness along the way, to take care of herself not only intellectually but also mentally and physically.  The journey is hard enough as it is after all, and as long as it's getting done, we are all doing a good job—it doesn't need to be perfect.Tune into this episode to hear Ijeoma discuss:Mentoring and the impacts on her career journeyHow to shift in your career journey as you find new ways to reach your goalsWhat skills and experiences inspired her to found Cohort SistasReach out to Ijeoma:info@cohortsistas.org LinkedIn: https://www.linkedin.com/in/ijeomakola/ And be on the lookout for her book! More about Cohort Sistas:https://www.cohortsistas.org To join Cohort Sistas: https://community.cohortsistas.org If you enjoyed hearing about Ijeoma's journey, you might also enjoy:STEMLand Future of Science - The JourneyMentors of Incalculable Worth - Anthology Reach out to Fatu:www.linkedin.com/in/fatubmTwitter: @thee_fatu_band LoveSciencePodcast@gmail.com Reach out to Shekerah:www.linkedin.com/in/shekerah-primus and LoveSciencePodcast@gmail.com Music from Pixabay: Future Artificial Intelligence Technology 130 by TimMoorMusic from https://freemusicarchive.org/music/Scott_Holmes: Hotshot by ScottHolmesMusic

This week we bring on another 2023 Make Math Moments Virtual Summit speaker: Fawn Nguyen! Fawn is on the Math Advance Team at Amplify Desmos Math. She was a math coach for a K-8 school district for three years. Before that, Fawn was a middle school teacher for 30 years. Fawn was the 2014 Ventura County Teacher of the Year. In 2009, she was awarded the Math Teacher Hero from Raytheon. In 2005, she was awarded the Sarah D. Barder Fellowship from the Johns Hopkins Center for Talented Youth.Fawn will share why understanding the impact of your past choices in the classroom is necessary for your growth, how learning how to visualize mathematics allows educators to break free from the rush to the algorithm, and how to teach with the website visualpatterns.org the right way!You'll Learn: Why understanding the impact of your past choices in the classroom is necessary for your growth;How learning how to visualize mathematics allows educators to break free from the rush to the algorithm;How to embed the 8 mathematical practice standards into you classroom lessons; Practical classroom routines to amplify student discourse; How to teach with the website visualpatterns.org the right way! And, Why math class could and should be as fun as recess; Resources: Twitter: @fawnnguyen fawnpnguyen@gmail.com https://Visualpatterns.org Grassroots WorkshopsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team 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. Book a short conversation with our team now.  Please help new listeners find the show. Leave a rating or review on your platform. Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessment

In today's conversation, I sit down with Amy Kurzweil, the author of the new graphic memoir, Artificial: A Love Story. Artificial: A Love Story tells the story of three generations of artists whose search for meaning and connection transcends the limits of life. The story begins with the LLM generated chatbot that Amy's father, the futurist Ray Kurzweil, created out of his father's archive, but the story doesn't start and end there. Instead, the story takes us on a journey through new questions that technologies are asking about what it means to be human.  How do we relate to—and hold—our family's past? And how is technology changing what it means to remember the past? And what does it mean to know--and to love--in the age of AI? Amy Kurzweil is a New Yorker cartoonist and the author of two graphic memoirs: Flying Couch, a NYT's Editor's Choice and Kirkus “Best Memoir” of 2016, and Artificial: A Love Story, forthcoming October 2023. She was a 2021 Berlin Prize Fellow with the American Academy in Berlin, a 2019 Shearing Fellow with the Black Mountain Institute, and she's received fellowships from MacDowell, Djerassi, and elsewhere. Her work has been nominated for a Reuben Award and an Ignatz Award for “Technofeelia,” a four-part series with The Believer Magazine. Her writing, comics, and cartoons have also been published in The Verge, The New York Times Book Review, Longreads, Literary Hub, WIRED, and many other places. She's taught writing and comics at Parsons The New School for Design, The Fashion Institute of Technology, Center for Talented Youth, Interlochen Center for the Arts, in New York City Public Schools, and in many other venues, and she currently teaches a monthly cartooning class to a growing community of virtual students all over the world.

At this week's Round Table, Erina, Jack, and Kenisha spoke with Elena Waidmann, a rising fifth year graduate student in the lab of Dr. Erich Jarvis at Rockefeller University, who studies the neural and genetic mechanisms underlying mouse vocalizations. From participating in a neuroscience program through the Center for Talented Youth during high school to studying the neurological facial recognition processes of macaque monkeys in a lab at the National Institutes of Mental Health, Elena shared how all of her experiences have shaped her lifelong love of neuroscience. As a graduate student, she has learned the value of balancing and prioritizing various tasks because of the numerous projects she simultaneously works on. Everyday is different which keeps Elena on her toes as she is constantly surrounded by cutting edge research! We learned about the relevance Elena's research places on the advancement of gene editing, such as the FOXP2 gene for humans who have trouble producing speech, and the degree to which the research she conducts on mice can be DIRECTLY applied to humans. She also walked us through common misconceptions that individuals have in terms of animal communication systems, such as people underestimating non-primates and overestimating other primates.  Neuroscience intersects with MANY other fields of study and has a direct application to our everyday lives. If you or someone else you know are in high school and are interested in learning more about this exciting field of study, apply to the Summer Neuroscience Program at Rockefeller University in New York City. Applications open up in January 2024 for the Summer of 2024 cycle. Thank you for listening! --- Send in a voice message: https://podcasters.spotify.com/pod/show/nextgenpolitics/message

I interviewed Nina Granberry, one of my outstanding clients who is now a real estate investor with the help of the Becoming Your Own Banker strategy. Nina was able to navigate the real estate market and she has been organized with her finances after working with me. She is even saving up extra money now. Tune in while she tells her story and her best practices toward financial freedom. Who's the Guest? Nina Granberry started her career as a New York City Teaching Fellow (Math Immersion Program) in 2008 and has developed her art of teaching inner city students across the borough for the past twelve years. She has worked with students in public, private and charter schools as well as with gifted and talented students in Hong Kong through Johns Hopkins Center for Talented Youth summer program. Her passion is building strong relationships with students and helping them realize their potential as mathematicians, building their self-confidence through productive struggle, cultivating independence and critical thinking skills. Links and Resources from this Episode https://www.practicalwealthadvisors.com https://www.practicalwealthsolutions.net/ Email Curtis for a free report - curtmay@gmail.com Call his office - 610-622-3121 ERC Tax Credit - https://ercspecialists.com?fpr=curtis75 Schedule a call with Curtis: https://aptwithcurtis.as.me/Strategysession CashFlow Mapping: https://practicalwealth.cashflowmapping.com/lp/PWbudgetsstink Private Reserve Strategy: https://app.agent-crm.com/v2/preview/vWh4TyHnUBXdULimd82i Connect with Nina Granberry https://www.edsurge.com/writers/nina-granberry https://www.linkedin.com/in/nina-granberry-880944a5 Special Listener Gift Schedule a 15-Minute Call with Curtis: https://aptwithcurtis.as.me/Strategysession    Show Notes Unlearning myths about debt and discovering opportunities in real estate investing Going through the process of organizing finances for the first time Realizing net worth and feeling empowered after organizing finances Documenting the journey as a landlord and real estate investor Developing new habits and working on the discipline required for long-term financial goals The importance of saving money to buy more assets, create velocity, and generate cash flow Ongoing process of growing and learning in financial planning for long-term goals Nina's vision for three years from now: Implementing the debt elimination strategy and having more policies Taking control of your finances with the help of financial coaches like Curtis Developing self-discipline and forming new habits for long-term success in financial freedom Getting out of your own head and seeking growth through surrounding yourself with winners and successful individuals The importance of experiences and mindset work for personal growth The need for taking breaks and getting out of one's environment Review, Subscribe and Share If you like what you hear please leave a review by clicking here Make sure you're subscribed to the podcast so you get the latest episodes. Click here to subscribe with Apple Podcasts Click here to subscribe with Spotify Click here to subscribe with Stitcher Click here to subscribe with RSS

Joel Meyers, the Pelicans' play-by-play announcer on Bally Sports, joined Bobby and Mike to discuss New Orleans' outstanding season. Meyers speculated on Brandon Ingram's impending return from his toe injury. Meyers praised the Pelicans' roster and team camaraderie. Meyers talked about the team's brutal January schedule and trying to reach the magic number of 30 home victories. He also shared his thoughts on the team's potential movement during the trade deadline. 

Visual artist; Senior Art Director and Pride+ allies Co-Chair with Groupon, Pradeep Mahadeshwar and Orla Dunne, Residential Coordinator of the Centre for Talented Youth and Doctoral (Education) candidate, in Dublin City University speak to ShoutOut Steering Committee member, Lisa Nic an Bhreithimh about their work in education and the Arts to promote inclusivity and awareness of LGBTQ+ issues in Ireland.

The Centre for Talented Youth at DCU will celebrate thirty years working with young people who have special ability. With a royal seal of approval Kathryn Lord knows what it takes to be a Nanny. You just got to take notice when Kay McCabe speaks about Involve Meath and what they're doing. Emily O'Beirne is reaching for the stars in the world of tennis and after three fallow years the Northeast's Business Excellence Awards are back.. See acast.com/privacy for privacy and opt-out information.

This episode, the monster crew discuss the 2017 rom-com/dramedy/monster flick, 'Colossal,' from director Nacho Vigalondo! Joining us is L.A. filmmaker & director of the short film, Look, Mira, Kate McCarthy to chat about the metaphors and monsters we see in the movie as well as some of the work she's been doing as a young director in the L.A. film world. *Thank you to Jim Hall for the music! Check out more of his music here, and if you like what you hear, please consider donating to support his work here! *Thank you to Jim Tandberg/Grant Hasbrouck for the Frankenstein's Podcast artwork! Featured Guest: Kate McCarthy is a new filmmaker in Los Angeles. Her debut film “Look, Mira” has screened at the National Film Festival for Talented Youth and the Oscar qualifying LA Shorts International Festival, and is available online on NoBudge and Directors Notes. In the fall she'll be attending AFI for directing. Follow Kate on Instagram @slimeman666. References: How Monsters & Rom-Coms Come Together For Colossal - ScreenRant Review of 'Colossal' - rogerebert.com Players on Paramount+ Ring Shout by P. Djèlí Clark The Larry Sanders Show The music of Italian composer, Piero Piccioni

The Centre carried out the study for Talented Youth Ireland (CTYI) at Dublin City University It is the first report of its kind profiling gifted students in Ireland and is the basis of ten years of research with 2,600 secondary school students who attended CTYI and are scoring at or above the 95th percentile academically. For more on the study Pat was joined on the show by Orla Dunne, a former student at the Centre for Talented Youth Ireland (CTYI) at Dublin City University – now a PhD student and also Dr Colm O'Reilly, Director of the Centre for Talented Youth at DCU.

Did you know you can use a live translator app in PTA meetings, parent teacher conferences, and presentations -- that actually works? Did you know there is a tool that will translate your parent newsletters? How about one that parents can use to translate homework so they can help their children? Well, all of these exist! You'll learn about these and more on a special extended episode of the podcast with Teresa Magpayo Castro and Ricardo Recinos. You'll learn to empathize with students who struggle with English as a second language as Teresa and Ricardo tell their own stories. If you have students in your school who do not have English as their primary language, this is a must-listen-to episode. (Or read the transcript at the end of this post.) Help every student become included in learning and become empowered. We can do this! Transcript and Show Notes: https://www.coolcatteacher.com/e780 Sponsor: Readlee is an amazing literacy tool that enables teachers to go from collecting reading data a couple of times a year to getting data each week (or day!) in just 5-10 minutes. Developed in collaboration with researchers at the Harvard School of Education, students read aloud and the tool collects data on fluency and accountability (think words correct per minute and total time read, among others) and a recording and transcript of their reading. You can provide feedback to your students on any text (print or digital) and they can hear you read as well.This is a perfect tool for summer school, reading tutors and anyone teaching reading. Go to Readlee.com today to set up your free account and get started. Bios as Submitted Teresa Magpayo Castro​ Teresa Magpayo Castro is a Technology TOSA for the Unified School District of Hacienda La Puente USD. Her tech team conducts professional development for teachers and admin levels Prek-12. She is also part of the Transformational Technology team who provides weekly PDs to educators all over the globe. Blog: https://www.bit.ly/transformationaltech Twitter: @CastroCorner Note from Teresa: We conduct weekly PDs across 5 platforms, including our YouTube Channel https://www.bit.ly/transformationaltech on topics requested by our teachers! We also create tutorials on our District YouTube Channel https://www.bit.ly/hlpyoutube. Our Newsletter provides important info and highlights our teachers https://sites.google.com/hlpusd.k12.ca.us/tech/edtech-focus-newsletter?authuser=0 . Ricardo Recinos​ Ricardo Recinos is a proud Technology TOSA in Hacienda La Puente USD and a supervising instructor for John Hopkins Center for Talented Youth. His role includes training teachers and administrators on all things related to technology and district initiatives. He is a part of the Transformational Tech team and a lead for Region 3 ILC for CTA. He is also a College Board ETS Table Leader and College Board Consultant. Blog: https://sites.google.com/hlpusd.k12.ca.us/tech/edtech-focus-newsletter?authuser=0  Twitter: @TechTosas Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising."  

On this episode of Doomer Optimism Ashley Colby (@RizomaSchool) and her husband Patrick Fitzgerald (@RizomaAt) discuss the future of American democracy and the prospects for a new dark ages with author and soothsayer Morris Berman. About Morris Berman Morris Berman is an American historian and social critic. He earned a BA in mathematics at Cornell University in 1966 and a PhD in the history of science at Johns Hopkins University in 1971. Berman is an academic humanist cultural critic who specializes in Western cultural and intellectual history. About Ashley Colby Ashley is an Environmental Sociologist who studied at Washington State University, the department that founded the subdiscipline. She's interested in and passionate about the myriad creative ways in which people are forming new social worlds in resistance to the failures of late capitalism and resultant climate disasters. I am a qualitative researcher so I tend to focus on the informal spaces of innovation. She's the founder of Rizoma Field School and Rizoma Foundation. About Patrick Fitzgerald Patrick is one half of the power duo Rizoma Field School. He's been a Spanish teacher for over a decade at both the high school and college levels in the United States. He has a BA in Spanish Teaching from the University of Illinois and my MA in Foreign Languages and Cultures from Washington State University. Along with different kinds of language instruction (formal grammar and/or immersion training), he's also taught Spanish language literature and art, and currently teaches AP Spanish Literature through Johns Hopkins Center for Talented Youth. He almost got a hole in one once, and he used to be able to dunk.

Dr. Colm O'Reilly, Director of Ireland's Centre for Talented Youth, DCU

Professor Deborah Eyre is a global educational leader, academic researcher, writer helping good schools become world class through a focus on student performance. Using her 25 years researching into how gifted students think and learn and then creating frameworks to help schools and enrichment providers to enhance provision for these students, she created High Performance Learning with the aim of enabling all students to reach that same advanced performance. As well as being a widely published author, Deborah's career has included a variety of senior education roles both globally and in UK and she has advised governments and educational foundations in UK, Hong Kong, South Africa, Saudi Arabia, USA and Singapore. From 2010-2014 she was Global Education Director for Nord Anglia Education and prior to that served as Director of the UK government's innovative National Academy for Gifted and Talented Youth (NAGTY), based at the University of Warwick, where she published Room at the Top: Inclusive education for high performance (2016). Deborah holds an Honorary Professorship at the University of Warwick and Professorship from Oxford Brookes University. She is a practical academic and writes for a variety of audiences from policy makers to parents but her first love is teachers and teaching. Deborah had served on many board and is currently is Board Member of the Council of British International Schools (COBIS), a Trustee of the Swan Multi-Academy Trust (Oxford) and the Inspiring Futures Foundation, a Board member at Centre for Talented Youth, Ireland (CTYI) a Freeman of the City of London and a Fellow of the Royal Society of Arts. Social Links LinkedIn: @deborah-eyre Twitter: @eyre_deborah

In episode 32 of Reel Friends, Emily & Madison stick it to the man with 'School of Rock' & Other Talented Youth Ensembles. Join them as they talk about the movies rock influences, the plea Jack Black made to Led Zeppelin for song rights, and mostly just quote the movie. Join us next episode for 'Forrest Gump' & Other Movies That Can Never Be Remade.

Virginia Roach, executive director of the Johns Hopkins Center for Talented Youth, has a formidable track record as a nonprofit leader and higher education administrator and a strong commitment to ensuring that every student has the opportunity to work at the top of their potential. Over the course of her career Roach has been a professor, an executive for the National Association of State Boards of Education, and a special education teacher. From 2015 to 2020, she served as dean at Fordham's Graduate School of Education, and before that, was dean at Bank Street's Graduate School of Education. In both roles, she led the expansion of the schools' online programming and worked strategically to diversify the student population. As a professor and department chair at George Washington University, Roach built a departmental research infrastructure and was heavily engaged in the school's financial planning. She has a long record of academic publications in the K-12 education space and a deep understanding of the needs of—and assessment approaches for—different learners. One of the reasons she was drawn to CTY and its mission is her personal commitment to educating students who are not satisfactorily served by the current K-12 education system—a commitment formed through her experiences as a special education teacher early in her career. At CTY, Roach continues to take a research-oriented approach to her work, in particular to understanding what theoretical concepts about defining advanced learners transcend cultures, and what ideas or attitudes can create barriers that may stand in the way of assessing and educating academically gifted students. Other priorities include expanding partnerships to meet the needs of academically talented children from a variety of backgrounds through policy, programming, and social supports, and ensuring that CTY has the support and infrastructure needed to meet the challenges of a rapidly changing educational landscape, domestically and internationally. Roach earned a bachelor's degree in education from Michigan State University and attained a M.A.S. in public administration from Johns Hopkins University and an Ed.D. in educational administration from Columbia University. The Caring Economy made it onto FeedSpots Top 30 CSR Podcasts Don't forget to check out my book that inspired this podcast series, The Caring Economy: How to Win With Corporate Social Responsibility (CSR). --- Support this podcast: https://anchor.fm/toby-usnik/support

It's easy to have a negative view of testing, but testing does have value in terms of content knowledge acquisition. In part two of this two-part interview, Dr. Cyndi Burnett and Dr. Matthew Worwood speak with researcher and creativity expert, Dr. Jonathan Plucker, about the relationship between gifted education and creativity. Jonathan also speaks on why he believes every school should have a Chief Creativity Officer and what that would look like.   Tune in to learn Jonathan's approach to testing students, assessing for gifted education programs, and how to identify students who are talented or gifted. He sheds light on why it's a huge mistake to drive advanced learning and creativity out of our schools. Plus, he shares his thoughts on why educators should be focusing on students with true potential who are underperforming and turning that potential into advanced performance.   “If a student's performing at advanced levels, I encourage people not to overthink that. Just accept it. Great, they're working at advanced levels. That's the goal. How much further can I push this student?... But we have so many students who are not performing at those advanced levels who have the potential to get there and that's what I'm really concerned about is we tend to look right past those students.” - Dr. Jonathan Plucker   Jonathan's Tips for Teachers, Administrators, and Parents: The best way to use teacher involvement is to focus on what they are trained to do: to help students, especially those who aren't being noticed. If you're going to be identifying for a talent, don't use teachers as gatekeepers. Collect all your data and then use teachers as the safety net to catch those whom the administrators missed. Modeling is incredibly important for creativity. If you run into a problem, have your students/children work with you to solve it.  Creative Articulation: Professional, long-term creators are very good at convincing people that their work is creative. They are also masterful at incorporating feedback and using it to improve their work. Help your students/children learn how to share their creativity and persuade others that their perspective is valuable… at ALL ages.   About Dr. Jonathan Plucker: Jonathan Plucker is a prominent education policy and talent development scholar, and the inaugural Julian C. Stanley Professor of Talent Development at Johns Hopkins University. He holds a joint appointment at the Center for Talented Youth and School of Education.   His work focuses on education policy and talent development and has been supported by over $40 million in external grants and contracts. Jonathan has published over 300 articles, chapters, and reports. He recently became editor for the Psychological Perspectives on Contemporary Educational Issues series at IAP. His work defining and studying excellence gaps (http://cepa.uconn.edu/mindthegap) is part of a larger effort to reorient policymakers' and educators' thinking about how best to promote success and high achievement for all children.   Visit Jonathan's website Follow him on Twitter Book & Publications by Dr. Jonathan Plucker Resources Mentioned: Book & Publications by Dr. Jonathan PluckerListen to the episode with Scott Barry Kaufman Listen to the episode with Sally Reis   Eager to bring more creativity into your home or classroom?  Access a variety of creativity resources and tools & listen to more episodes of The Fueling Creativity Podcast by visiting our website,  www.CreativityandEducation.com.   Subscribe to our monthly newsletter!   You can also find The Fueling Creativity Podcast on Apple Podcasts, Spotify, Audible, and PodBean! Make sure to rate, review, and share the podcast if you enjoy it!  

Our last guest of the season features a double expresso with President of the National Association for Gifted and Talented, Dr. Jonathan Plucker.  In part one of this two-part interview, Jonathan shares his thoughts on problems with achievement gaps and excellence gaps in education.    “I'm actually fully convinced that in the next 10-15 years, if we prioritize this, we can actually go a long way to solving this problem… and I could not have said that five or six years ago.” - Dr. Jonathan Plucker   Listen in to gain insight into the connection between academic excellence and creativity later in life, and why there's never a blank canvas to work with when being creative. Jonathan also shares his candid thoughts on creativity in imaginative play, as well as how we can diminish the harmful impact of poverty on children's ability to develop imagination.    “The more that students learn, the more information, the more ‘stuff'… that they have at their mental fingertips, the better off they will be as they try to be creative, especially as they move into their careers later in life.” - Dr. Jonathan Plucker   About Dr. Jonathan Plucker: Jonathan Plucker is a prominent education policy and talent development scholar, and the inaugural Julian C. Stanley Professor of Talent Development at Johns Hopkins University. He holds a joint appointment at the Center for Talented Youth and School of Education.   His work focuses on education policy and talent development and has been supported by over $40 million in external grants and contracts. Jonathan has published over 300 articles, chapters, and reports. He recently became editor for the Psychological Perspectives on Contemporary Educational Issues series at IAP. His work defining and studying excellence gaps (http://cepa.uconn.edu/mindthegap) is part of a larger effort to reorient policymakers' and educators' thinking about how best to promote success and high achievement for all children.   Visit Jonathan's website Follow him on Twitter Book & Publications by Dr. Jonathan Plucker Resources Mentioned: Book & Publications by Dr. Jonathan PluckerListen to the episode with Scott Barry Kaufman Listen to the episode with Sally Reis   Eager to bring more creativity into your home or classroom?  Access a variety of creativity resources and tools & listen to more episodes of The Fueling Creativity Podcast by visiting our website,  www.CreativityandEducation.com.   Subscribe to our monthly newsletter!   Follow Cyndi and Matt on Linkedin.   You can also find The Fueling Creativity Podcast on Apple Podcasts, Spotify, Audible, and PodBean! Make sure to rate, review, and share the podcast if you enjoy it!  

On this episode of Doomer Optimism, repeat hosts Patrick Fitzgerald (@RizomaAT) and Dr. Jason Snyder (@cognazor) grab some beers and have a freewheeling discussion about the nature of Doomer Optimism, the future, and whether or not you'd kiss a llama. About Patrick Fitzgerald Patrick is one half of the power duo Rizoma Field School. He's been a Spanish teacher for over a decade at both the high school and college levels in the United States. He has a BA in Spanish Teaching from the University of Illinois and my MA in Foreign Languages and Cultures from Washington State University. Along with different kinds of language instruction (formal grammar and/or immersion training), he's also taught Spanish language literature and art, and currently teaches AP Spanish Literature through Johns Hopkins Center for Talented Youth. He almost got a hole in one once, and he used to be able to dunk. About Dr. Jason Snyder Metamodern localist | homesteading, permaculture, bioregional regeneration | meditation, self inquiry, embodied cognition | PhD from Michigan State University, faculty Appalachian State University

On this episode of Doomer Optimism, host Tres Crow (@dogeatcrow) and guest host Patrick Fitzgerald (@rizomaat) tease out some gems from the Twitter anon Anarcho-Contrarian (@anarcontrarian). Topics range from the importance of cities for a just transition to what it means to be politically homeless. About Anarcho-Contrarian They're anonymous so honestly not that much to share here. But here's their Twitter bio: Scale-Reductionism, Localism, Agrarianism, New Village-ism, Distributism... i.e. Redundant, Nostalgic & Politically Homeless. About Patrick Fitzgerald Patrick is one half of the power duo Rizoma Field School. He's been a Spanish teacher for over a decade at both the high school and college levels in the United States. He has a BA in Spanish Teaching from the University of Illinois and my MA in Foreign Languages and Cultures from Washington State University. Along with different kinds of language instruction (formal grammar and/or immersion training), he's also taught Spanish language literature and art, and currently teaches AP Spanish Literature through Johns Hopkins Center for Talented Youth. He almost got a hole in one once, and he used to be able to dunk. About Tres Crow Tres is making the world a greener place one urban space at a time with my friends Roots Down. He's a storyteller and marketing dude. He loves natural urbanism and climate justice

Diana Rodriguez Wallach and I discuss cults, demonic possession, and writing YA horror in her new novel, SMALL TOWN MONSTERS. It's a Halloween-themed episode, so we talk about Ed and Lorraine Warren, Stephen King, and that time Diana lived in a haunted house. Writing occasionally comes up as well, so we also discuss her journey through multiple literary agents, how she plots her fiction, her writing and reading habits, the importance of Latinx representation, a revelation about writing from a psychic, and so much more. Diana Rodriguez Wallach is a multi-published author of young adult novels. Her most recent, SMALL TOWN MONSTERS, is a YA Latinx horror novel that will publish in Fall 2021 through Random House's Underlined imprint. Additionally, Diana is the author of the Anastasia Phoenix Series (Entangled Publishing), a trilogy of young adult spy thrillers. The first book in the series, Proof of Lies, has been optioned for film and was chosen as a finalist for the 2018 International Thriller Awards for Best Young Adult Novel. Additionally, Bustle listed her as one of the “Top Nine Latinx Authors to Read for Women's History Month 2017,” and Paste named Proof of Lies one of the “Top 10 Best Young Adult Books for March 2017.” Diana is also the author of three Latina young adult novels: Amor and Summer Secrets, Amigas and School Scandals, and Adios to All The Drama (Kensington Books). Amor and Summer Secrets placed second at the 2009 International Latino Book Awards for Best Young Adult Novel. Diana also penned a YA Greek-myth inspired short-story collection entitled Mirror, Mirror (Buzz Books). In 2011, Diana published an essay in Dear Bully: 70 Authors Tell Their Stories (HarperCollins), which was the only essay from the anthology selected by Scholastic to be used in its classroom materials. Diana is also featured in the anthology, Latina Authors and Their Muses (Twilight Times Books, 2015). Diana has taught as a Creative Writing Instructor for Johns Hopkins University's Center for Talented Youth since 2015, and she has led Creative Writing Workshops in inner-city schools throughout the Philadelphia region for over ten years. She previously wrote as a blogger for Quirk Books, and she currently volunteers with the nonprofit organization Mighty Writers, which promotes writing in urban communities. Diana holds a B.S. in Journalism from Boston University, and currently lives in the Philadelphia area with her husband and two children.

During this episode of Why Change? co-hosts Ashraf and Jeff discuss the importance of public and personal investment in narrative building. Ashraf interviews Dan Hudson, the executive director of the National Film Festival for Talented Youth. They discuss how technology, pedagogy, and adults can help young people cultivate their own stories. Ashraf and Jeff debrief about the importance of shifting narratives, debates about “talent,” and how privileged adults can use their power (or cede it) for the empowerment of young creatives. In this episode you'll learn: How organizations can structure their work to empower young creatives to build their own narratives; The impact of representation and technology to democratize youth participation in film; and How adults with privilege can navigate youth spaces to share power. ABOUT DAN HUDSON: Dan first started with NFFTY in 2015 as venue manager and outreach coordinator. Venue manager again in 2016 and 2017, and has programmed the animation and music video categories since NFFTY 2017. He joined NFFTY full-time in 2018, first as Festival Manager for NFFTY 2018, and has been NFFTY's Executive Director since January 2019. A graduate of Seattle University's MFA in Arts Leadership program, he has over ten years of professional experience working with arts nonprofits. He primarily has worked with theatre and film organizations—including Intiman, ArtsWest, SIFF, Northwest Film Forum, and Scarecrow Video—in a variety of marketing, development, and operations roles. He programs Seattle's Grand Illusion Cinema—where his programming was twice profiled by The Stranger—as well as Art House Theater Day, a nationwide event. He also serves on the board of TeenTix, an arts access and youth dev organization. WHERE TO FIND DAN: IG: @nfftyfilm TikTok: @nfftyfilm Facebook: facebook.com/nffty Twitter: @NFFTY This episode of Why Change? A Podcast for the Creative Generation was powered by Creative Generation. Produced and Edited by Daniel Stanley. For more information on this episode and Creative Generation please visit the episode webpage and follow us on social media @Campaign4GenC --- Support this podcast: https://anchor.fm/whychange/support

Today's guest, Dr. Matt Zakreski, is a longtime advocate for the underserved needs of Gifted kids, Dr. Matt has shaped his career around his passion for serving this population, starting with being a counselor (and a camper) at the Center for Talented Youth summer program as a teenager. Dr. Matt has his own private practice, The Neurodiversity Collective, LLC, and offers therapy, consultation/coaching, and assessment. Additionally, Dr. Matt's Facebook page has become a fun platform for mental health advocacy and humor. In this conversation, Dr. Matt and Ben discuss the state of our collective minds at this unique moment in history. Dr. Matt's empathy, humor, and insights come through full force. Links and Resources: Dr. Matt's Site Dr. Matt's LinkedIn More and NuMinds and Ben: NuMinds Enrichment Homepage Ben's Site --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/numinds-enrichment/support

Today I'm speaking with Dr Colm O'Reilly, Director of the Centre of Talented You at Ireland's Dublin City University, about their awesome program. In the episode, you'll hear all about the program CTYI offer, why they offer it and who get's to attend. We also talk at length about tips for parents of gifted kids. The CTYI engages about 6000 and has operated for 30 years so I was keen to know what Dr Colm O'Reilly has learned about gifted kids and parenting gifted kids during this time! Hit play and let's get started! Dr Colm O'Reilly “Sometimes with bright kids. You need to relax that a little bit because they're obviously doing quite well up to now. Sometimes you can be overly focused on what they're getting in scores and exams and tests and stuff, because we're constantly using that as a metric to judge them as to how well they're doing when the passion and the interest and what they believe and what they like is very important, too.” – Dr Colm O'Reilly Dr Colm O'Reilly has worked in the area of gifted education for decades, is a published academic and Director of the CTYI. Dr O'Reilly engages internationally with gifted education and is a wealth of knowledge and experience. Resources Centre for Talented Youth, Ireland Subscribe & Review If you enjoyed this episode and it inspired you in some way, I'd love to hear about your biggest takeaway in the comments. For more episodes, you can subscribe and to help others find our podcast please leave a review. You can find show notes and more resources at www.ourgiftedkids.com See you in the same place next week. Connect Connect with me on LinkedIn Instagram & Facebook!

Kartika Budhwar is a writer, educator and editor based out of Ames, Iowa. She is an online writing instructor at the Johns Hopkins University Center for Talented Youth, and teaches composition and literature at the Iowa Western Community College. She serves as Senior Editor at the South Asian Avant-Garde Anthology and the forthcoming journal for work inspired by current events: Ripe Fiction. She was awarded Second place in the Arts and Letters Fiction Prize, the Blue Mesa Nonfiction Prize and the Indiana Review Fiction Prize; her prose and poetry appears in the same journals. She was also a Finalist for the Frank McCourt Memoir Prize. She has received the Albert L. Walker Excellence in Literature Award , a Research Excellence Award, the Hogrefe Grant for Creative Writers, Teaching Excellence Awards and a fellowship at the Iowa Lakeside Laboratory. The music for this podcast is "Ira" by Blake Shaw. Ongoing support comes from the National Endowment for the Arts, the Iowa Arts Council, and from the United States Regional Arts Resilience Fund. Phase 1 is an initiative of Arts Midwest and its peer United States Regional Arts Organizations made possible by The Andrew W. Mellon Foundation. The Writers of Color Reading Series is produced by the Englert in Iowa City, Iowa, and is supported by Friends of the Englert. Visit www.englert.org/friends to support our programming. -------------------- Host: Jesus “Chuy” Renteria Line Producer & Audio Engineer: Savannah Lane Executive Producers: John Schickedanz & Andre Perry

Gifted people often get lost in the shuffle within the neurodiversity movement. On episode 76 we talk with Dr. Matt Zakreski about how to keep them front and center, and ways to provide vital services to gifted and twice-exceptional people within the new neurodiversity framework. ABOUT THE GUEST - Dr. Matt Zakreski has shaped his career around his passion for serving gifted kids, starting with being a counselor (and a camper) at the Center for Talented Youth summer program as a teenager. He’s cofounder of The Neurodiversity Collective, LLC, and in his practice he offers therapy, consultation/coaching, and assessment. ​Matt is a board member of PAGE, the Pennsylvania Association for Gifted Education, and works closely with multiple organizations around the country. He consults schools, presents at conferences internationally, conducts webinars, and leads discussions at his local library. ​He earned BAs in Psychology and Communications at Wake Forest University in Winston Salem, NC.  He assisted with research at Harvard Psychophysiology Lab at the Harvard University Business School in Cambridge, MA before making his way to graduate school at Widener University, where he earned his Doctorate in Psychology (PsyD) from the Institute of Graduate Clinical Psychology. He currently serves as an adjunct professor in the psychology department at Goldey Beacom College in Wilmington, DE. You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

Elliott Willis. I had the privilege of chatting to this talented musician, who just happens to be completing Year 12 right now during isolation in Victoria - Australia. I wrote a blog about losing touch with our younger selves as we age and this conversation was an important one for me. To hear the way the world is percieved through the eyes of this 17 year old is something that needs to be out there right now, especially as these kids are the ones directly affected by learning through a screen. As I stated, Elliott his launching is musical career and I already have his new track 'Here with me' on repeat! Hope you're adding it to your playlists too. Where is Elliott Willis: Triple J Unearthed Instagram Facebook Spotify Apple Music  

Elliott Willis. I had the privilege of chatting to this talented musician, who just happens to be completing Year 12 right now during isolation in Victoria - Australia. I wrote a blog about losing touch with our younger selves as we age and this conversation was an important one for me. To hear the way the world is percieved through the eyes of this 17 year old is something that needs to be out in there right now, especially as these kids are the ones directly affected by learning through a screen. As I stated, Elliott is launching his musical career and I already have his new track 'Here with me' on repeat! Hope you're adding it to your playlists too. Where is Elliott Willis: Triple J Unearthed Instagram Facebook Spotify Apple Music --- Send in a voice message: https://anchor.fm/laura4712/message

Can the relentless pursuit of perfection hinder a child’s academic development? Dr. Michelle Muratori, research psychologist and counselor at the Center for Talented Youth at Johns Hopkins and CTY’s Jonathan Plucker explore what parents of gifted children can do to balance striving for greatness with the social and emotional pitfalls of maladaptive perfectionism.

Adam is a well-known bass player in the Twin Cities jazz scene. He co-leads the internationally award-winning group Fat Kid Wednesdays with childhood friends Mike Lewis and JT Bates, touring extensively throughout Europe and North America. Adam has taught at Macalester College, Augsburg College, Minnesota Institute for Talented Youth and EDAM Music outreach in Paris, … Continue reading "Adam Linz, bass, Part One"

Adam is a well-known bass player in the Twin Cities jazz scene. He co-leads the internationally award-winning group Fat Kid Wednesdays with childhood friends Mike Lewis and JT Bates, touring extensively throughout Europe and North America. Adam has taught at Macalester College, Augsburg College, Minnesota Institute for Talented Youth and EDAM Music outreach in Paris, …Continue reading "Adam Linz, bass, Part One"

In the first part of this three part series we talk with Dr. Linda Brody, Director of the Study of Exceptional Talent (SET) at the Johns Hopkins Center for Talented Youth, about common misconceptions academically advanced students and their families have about the college search and admissions process, how the college search experience is (and isn't) different for bright students, and whether college is the right path for every bright student.

Robert Wuhl joins the Sports Reporters! What will Arizona do with the top pick in the NFL draft? Who is the best player in the draft? Damian Lillard has officially arrived. And why the guys are looking forward to the second round of the NBA playoffs. The injury riddled Yankees keep on winning. And the amazing amount of young talent in the game today...

Coming soon from Partyfish Media: The NFFTY Podcast, recorded during NFFTY 2018 presented by Oculus, in Seattle, WA. The National Film Festival for Talented Youth is the world's largest for filmmakers age 24 and younger and is proud to spotlight its 2018 selection of over 250 films by inviting you to a weekly interview diving into an extended look at the filmmakers' film, their process, and their inspirations - hosted by NFFTY's programmers and staff. Premiering in November 2018, the NFFTY Podcast presented by Oculus and Partyfish Media will be available wherever you get your podcasts. Stay up to date with NFFTY: Website: NFFTY.org FB: facebook.com/nffty Twitter: facebook.com/nffty Insta: instagram.com/nfftyfilm

Coming soon from Partyfish Media: The NFFTY Podcast, recorded during NFFTY 2018 presented by Oculus, in Seattle, WA. The National Film Festival for Talented Youth is the world’s largest for filmmakers age 24 and younger and is proud to spotlight its 2018 selection of over 250 films by inviting you to a weekly interview diving into an extended look at the filmmakers’ film, their process, and their inspirations - hosted by NFFTY’s programmers and staff. Premiering in November 2018, the NFFTY Podcast presented by Oculus and Partyfish Media will be available wherever you get your podcasts. Stay up to date with NFFTY: Website: NFFTY.org FB: facebook.com/nffty Twitter: facebook.com/nffty Insta: instagram.com/nfftyfilm --- Support this podcast: https://anchor.fm/24flamespod/support

Coming soon from Partyfish Media: The NFFTY Podcast, recorded during NFFTY 2018 presented by Oculus, in Seattle, WA. The National Film Festival for Talented Youth is the world’s largest for filmmakers age 24 and younger and is proud to spotlight its 2018 selection of over 250 films by inviting you to a weekly interview diving into an extended look at the filmmakers’ film, their process, and their inspirations - hosted by NFFTY’s programmers and staff. Premiering in November 2018, the NFFTY Podcast presented by Oculus and Partyfish Media will be available wherever you get your podcasts. Stay up to date with NFFTY: Website: NFFTY.org FB: facebook.com/nffty Twitter: facebook.com/nffty Insta: instagram.com/nfftyfilm

We discussed the Toronto Blue Jays and how they're talented use from their minor league system will help them go to the playoffs --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/birdwatchinggc/message

GIFTED EDUCATION: EQUITY AT AND FOR ADVANCED LEVELS...From Johns Hopkins Center for Talented Youth, we have Dr . Jonathan Plucker. Dr. Plucker is  also President-Elect of The National Association for Gifted Children

GIFTED EDUCATION: EQUITY AT AND FOR ADVANCED LEVELS...From Johns Hopkins Center for Talented Youth, we have Dr . Jonathan Plucker. Dr. Plucker is  also President-Elect of The National Association for Gifted Children

Is the EEOC's investigation into Hollywood's hiring practices of women valid? Are women really not treated equitably in Hollywood. According to Scott Baio, the answer is a resounding "No!"From teen heart-throb to conservative political activist, Scott Baio has some provocative political ideologies that is fair to say isn't the common mindset in what has traditionally been a very liberally-minded, Democrat-populated town. From speaking at the Republic National Convention to appearing on the conservative Fox News program The Five to decry the government's investigation into hiring practices, Mr. Baio is unafraid and unashamed to make his thoughts and politics known. Good for him! I mean that. I totally disagree with his opinion on the matter, but I do commend his fortitude to speak up for what he believes in a town where he has to know it will be met with criticism.Well, it was the appearance on the aforementioned Fox News program that prompted today's episode of our miniseries "Breaking the Glass." I had miniseries co-producer and recurring guest on the show, Yolanda Cochran, listen to the entire segment. We then hopped on Skype to have a conversation about it. She gives some valuable insight into the business from the perspective of a person who has worked in the business for over 20 years (more than half of that time in some kind of producing role).In the last part of the show today, guest podcast producer Stefanie Malone (Emmy award-winning documentary producer and Executive Director of the National Film Festival for Talented Youth) arranges a conversation with director Jen McGowan. Jen's first feature film, "Kelly and Cal", starred Juliet Lewis and won the Gamechanger Director Award at the 2014 SXSW Film Festival. Jen is also the creator of Filmpowered.com, a site for connecting with and hiring female filmmakers. Jen gives a look at the situation from the point of view of a person currently in the system trying to get the next job, just like every other hard-working director, man or woman. Her thoughts about why we should have diversity in hiring practices are inspiring.About the Mini-seriesBreaking the Glass is a Radio Film School podcast mini-series and short film docu-series addressing the issues of gender inequality in film and television. You can catch all the podcast and video episodes at daredreamer.fm/breakingtheglass.Support Our Sponsors and You Support the ShowSong Freedom: when you need high-quality music for your productions, including mainstream music as well as "oldies but goodies". Sign up for a new account at songfreedom.com/radio and get a free standard gold level license worth $30.VideoBlocks: a subscription-based stock media company that gives you unlimited access to premium stock footage everyone can afford. Unlimited daily downloads from a library of 115,000+ HD video clips, After Effects templates, motion backgrounds, and cinemagraphs. Click here for a 7-day free trial allowing you to download up to 140 pieces of content. You can also sign up for their annual plan which is $99 for unlimited access to their library.MusicMusic in this episode was curated from FreeMusicArchive.org. Songs in order of appearance were:Mothership by Kellee Maize (CC BY)Explode by Kellee Maize (CC BY)It Looks Like The Future, But It Feels Like The Past by Doctor Turtle (CC BY)Takeover by Kellee Maize (CC BY)

ARE YOUR STUDENTS ACTUALLY ONE LEVEL ABOVE THEIR GRADE? The results of a new study suggest that the number may be larger than you think. We'll be discussing that topic and how to close excellence gaps with Jonathan Plucker, the Julian C. Stanley Professor of Talent Development at Johns Hopkins University, where he works at the Center for Talented Youth.

In this episode, we sit down with Josh Hutton, MS in Neuroscience. He is an Adjunct Professor of Microbiology, Anatomy and Physiology, and Cadaver Dissection at Chatham University in Pittsburgh, PA. Josh has a background working in infectious disease research at Virginia College of Osteopathic Medicine and is also a former instructor of Introduction to the Biomedical Sciences at Johns Hopkins University: Center for Talented Youth. We dive into what translational medicine is and how it will play a role in healthcare moving forward. We also discuss how the media has an influential role in research and how we as a public access our health information. Enjoy this episode as Josh breaks down one of the hottest topics in health and wellness.

In this first part of our two-part series on Walking Away, I explain four evidence-based reasons why talented youth baseball players walk away from the game. Plus Justin Stone of elitebaseball.tv answers the "Ask Justin" Question Of The Week about preparing players for the next level. If you love the show, please let us (and others) know by giving us an honest review & rating on iTunes!

Topic - Gifted Children.  I get these “Can I just ask you a question?” phone calls and most of them focus on the needs of gifted and academically talented kids.   Public schools offer little in the way of programs to encourage these students and parents want to know “What else is there?”   One of the most well-respected programs is the Johns Hopkins Center for Talented Youth which began in 1979.  They have summer programs, online programs and events for families.   They address the needs of students from preschool through the 12th grade.   Resources to help you find exciting experiences for your child include the National Association for Gifted Children as well as the National Society for the Gifted and Talented.   The Hoagies Gifted Organization will guide you toward resources in your state (and country!).  They offer a wealth of information.   Raising a gifted child has unique demands.  Have your child's ability level tested and feed that hungry brain! --- Send in a voice message: https://anchor.fm/drclaudia/message

Topic - Gifted Children.  Father beamed as he announced his son's incredibly high IQ at a dinner party.  As friends joked that he better start saving for Harvard, mother just looked exhausted.  She knew that Aaron wore her out.  He was 4 and asking about 500 questions a day, 75 more than the average 4 year old.  And they weren't just any questions.  “Mommy, why is it cold on the mountain top when it's closer to the sun?”  Exactly how do you raise a gifted child?  The answer:  Creatively. You don't have to know everything; you just have to know where to find answers.  The Johns Hopkins Center for Talented Youth provides a wide array of activities for children as young as pre-kindergarten.  Other great resources are out there!  Since boredom is a huge issue, public schools may not be a good fit.  Behavioral problems may erupt because many schools do not have gifted programming.  Offer to supplement Aaron's classroom with materials and activities to spark his interests. --- Send in a voice message: https://anchor.fm/drclaudia/message

Daniel Hoyos is an indie film producer and new director of the popular Seattle Shorts Film Festival now in it’s 4th year. After graduating with a degree in film and communications in 2009, Daniel got his first job working for the nationally syndicated TV Show “Biz Kids” on PBS, as a production assistant. The following year, he got hired at the international film festival “National Film Festival for Talented Youth” as the submissions and programming intern. Since then, he worked at the “Children’s Film Festival of Seattle” where he helped program the week long 2011 festival, at the Northwest Film Forum.  In 2012, his short film “Play for Me” won best cinematography at the 2012 Sierra Canyon Film Festival in Hollywood. That same year, Daniel produced  “No One Knows." The two lead child actors -- Sami Isler and Caleb Barwick -- went on to star in NBC's "Sean Saves the World," and Lifetime's "Army Wives." The film was accepted into 18 film festivals and will premiere on the Shorts HD Network, part of Direct TV, later this year. Daniel is also the film editor at the national magazine "I Am Entertainment."In December 2013, Daniel became the festival director of the Seattle Shorts Film Festival after taking over from the founder of who retired in 2012. The Seattle Shorts Film Festival begins November 15th at SIFF Film Center. This year, 28 filmmakers are expected to attend  from across the country, along with special guest speaker sag-actress Venus Demilo Thomas from Nickelodeon's "Salute Your Shorts."Some of the films Daniel will be discussing are "A Fish Tale," "Lunch," "The First Hope," "Water, Ice, Snow" and "The Father."www.seattleshort.org.