Podcasts about teaching conference

Book a complimentary meeting with us to help grow your business.  Learners can think a native teacher is a vaccine against poor pronunciation. Equally, native teachers can be misinformed in thinking that students should just follow them. We dive into pronunciation, intelligibility, and teacher effects on learner performance with the great John Levis.  John is Professor of Applied Linguistics and Technology at Iowa State University. He is founding editor of the Journal of Second Language Pronunciation and the founder of the annual Pronunciation in Second Language Learning and Teaching Conference. His research focuses on pronunciation, intelligibility, pronunciation, and accent. John has received university awards for Excellence in Graduate Teaching, for Career Achievement in Research, and was named Angela B. Pavitt Professor of English in 2018. In our conversation, John talks about: accent vs pronunciation the nativeness principle vs the intelligibility principle how he coined "the intelligibility principle" high and low value features of pronunciation  why some vowel sounds don't matter native and non-native teacher effects on learner performance learners viewing native speakers as a vaccine for poor pronunciation some native teachers believing learners should just follow them getting "caught" with accent For more from John Levis: 1. Pronunciation for Teachers 2. His faculty page 3. His publications  Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

At our 2024 Teaching Conference, Dr. John Cuddeback of Christendom College unpacked what boys need from their fathers and teachers in order to grow into the men they truly desire to be. And what boys desire, he argues, comes from their God-given nature: one that resonates with fatherhood, moral character, and the ability to speak truth. Chapters: 6:21 Today's rejection of masculinity 10:11 Education: formation of right appetites 15:33 What they enjoy and what pains them 18:52 What boys should desire 21:26 To be fathers 29:15 To be men of character 31:33 To articulate the truth 33:32 How we educate: by example 36:16 By curating influences 37:57 By great art 42:49 By direct articulation, in friendship Links: LifeCraft, John Cuddeback's website featuring free courses, videos, and articles True Friendship: Where Virtue Becomes Happiness by John Cuddeback The Intentional Household Podcast hosted by John and Sofia Cuddeback Also on the Forum: Made in the Image and Likeness: On Man and Masculinity featuring Bishop Erik Varden Friendship for Fathers featuring John Cuddeback The Man Fully Alive: On Our Vision featuring Alvaro de Vicente

The task of fatherhood is critical, dynamic—and daunting. How could one address hope to address it all? During the Fatherhood Conference at The Heights School this month, Headmaster Alvaro de Vicente boiled it down to this: God chose this for you. You are called. Accepting this simple starting point should give fathers the confidence to take on the role, and the humility to seek God's grace while doing so. Chapters: 3:02 Fatherhood as vocation 9:20 Vocation as your position on the team 12:09 The mission: bring your family to heaven 13:29 Fatherhood is a partnership with God 16:07 A father's example of piety and virtue 27:06 Offering our children direct guidance 30:37 Offering them our time 34:05 Witnessing to the world 36:54 Being open to God's grace 40:41 Messy is fine 45:20 You're the man for the job Links: Men in the Making, Alvaro de Vicente's substack featuring original articles Pastoral Letter on New Evangelization, 2 October 2011 by Javier Echevarría, former prelate of Opus Dei Christ Is Passing By by Josemaría Escrivá “In Joseph's Workshop” by Josemaría Escrivá Featured Opportunities: The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Episode 1: The Homework Problem, newly launched Forum Faculty Podcast hosted by Tom Cox featuring round-table discussions with veteran teachers On Emotional Presence and Imperfect Parenting featuring Alvaro de Vicente Paternal Presence featuring Alvaro de Vicente The Father and His Family featuring Michael Moynihan

What is beauty? Is it definable? What is it for, how are we drawn to it—and why do we sometimes resist it? This week we welcome Dr. George Harne, president of Christendom College and an accomplished medieval and music history scholar. Drawing on his perspective as head of a vibrant Catholic liberal arts college, he speaks to us about the liberal arts as a path of study driven by beauty and contemplation, in pursuit of a true vision of reality. Chapters: 2:02 Liberal arts: what free people study 5:51 Versus “humanities” or “classical education” 7:46 Why study them 9:43 Music as a liberal art, fine art, liturgical art 13:16 Teaching art and contemplation 18:24 Defining contemplation 21:21 Contemplating music 24:45 Music with our family 28:19 Receiving beauty objectively, subjectively 29:42 Beauty under suspicion today 34:24 A Catholic liberal arts education Links: Only the Lover Sings: Art and Contemplation by Josef Pieper The Arts of the Beautiful by Etienne Gilson Featured Opportunities: Fathers Conference at The Heights School (November 2, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Episode 1: The Homework Problem, newly launched Forum Faculty Podcast hosted by Tom Cox featuring round-table discussions with veteran teachers Defining the Liberal Arts featuring Dr. Matthew Mehan Order and Surprise: On Beauty and the Western Tradition featuring Dr. Lionel Yaceczko Why a Liberal Arts Education Today featuring Michael Moynihan The Idea of the Liberal Arts University featuring Dr. Thomas Hibbs

Dr. Jeremy Beer's study of American society over the last 200 years, overlaid with psychology research and statistics about American charitable giving, has brought about his recent book: The Quest for Belonging. The book directly advises nonprofit and fundraising leaders, though it just as much informs the everyday giver. This week on HeightsCast, Beer helps us see that charitable giving at its best is not a distant act of beneficence but an intimate act of community. It allows those who participate to become more rooted in the reality of social belonging, making for a healthier society in more ways than one. Chapters: 3:56 American cultural tradition of “association” 7:39 Four pillars of civil society 9:04 American society, in particular 16:53 Gradual decline of American association, of belonging 21:33 Giving and religious affiliation 25:04 Giving and localism 28:02 Giving as a democratic exercise 31:31 Nonprofits have a role in belonging 33:50 The goods of associating ourselves 34:36 To whom do you owe? 41:07 Giving and the Catholic tradition Links: The Quest for Belonging: How the Most Effective Nonprofit Leaders Understand the Psychology of Giving by Jeremy Beer Givers, Doers, and Thinkers, Jeremy Beer's podcast A Spirituality of Fundraising by Henri J. M. Nouwen Featured Opportunities: Fathers Conference at The Heights School (November 2, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024)

It turns out that modern psychology, neuroscience research, “habit hacks,” and popular self-help literature can all be summed up in one very classical idea: the virtues. So asserts Dr. Andrew Abela, founding dean of the Busch School of Business at The Catholic University of America. This week on HeightsCast, he helps us unpack his new book, Superhabits, in which he rebrands the virtues as “superhabits” to suit the contemporary discourse. Then, with the help of Thomas Aquinas and about a dozen gripping stories, Dr. Abela shows us how these superhabits of virtue are described, developed, and supported by modern research as the way to live a good life. Chapters: 2:20 Virtues: the essential human operating system 5:19 Humans pre-wired for virtue 9:14 Psychology research, self-help books all point back to virtues 17:57 “Anatomy of Virtue” diagram 25:57 The role emotions play 29:12 Virtue gets easier! 33:21 Translating virtue into “superhabits” 37:19 Redirecting anger with gentlefirmness 43:22 Finding restful leisure with eutrapelia 48:41 Where to begin Links: Superhabits: The Universal System for a Successful Life by Andrew Abela Dr. Abela's Substack featuring blog posts and articles “The Anatomy of Virtue” by Andrew Abela, including his diagram of Aquinas's categories of virtue Treatise on the Virtues by Thomas Aquinas Further reading: The Power of Habit by Charles Duhigg Atomic Habits by James Clear Tiny Habits by B. J. Fogg The Virtues by John Garvey Learning the Virtues that Lead You to God by Romano Guardini The Heart of Virtue: Lessons from Life and Literature Illustrating the Beauty and Value of Moral Character by Donald DeMarco Featured Opportunities: Fathers Conference at The Heights School (November 2, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Free Hearts and Magnanimity featuring Alexandre Havard From Anxiety to Adventure: On Reframing Challenges featuring Kevin Majeres Emotions Fully Alive: Forming Boys' Affectivity Pt. I featuring Joe Cardenas Emotions Fully Alive: Forming Boys' Affectivity Pt. II featuring Joe Cardenas

The sentimentalism of our greater culture is a formidable—yet surmountable—challenge to young men. Our sons are relentlessly encouraged to follow their affections and feelings wherever they might lead, whatever their commitments. How can we, as parents and teachers, help our boys to become men who love the world without being pulled off course by the sentiments and affections that are a natural aspect of our God-given humanity? As part of our parent lecture series at The Heights School, Headmaster Alvaro de Vicente offers his insights to navigating the cultural challenge of sentimentalism by using the virtue of loyalty as a ballast. For when the feelings fail, loyalty helps us to stay the virtuous course—where our yes is yes and our no is no. Chapters: [00:02:11] The erosion of loyalty, rise of sentimentalism [00:05:14] Loyalty: a virtue that trains other virtues [00:12:36] Sentimentalism: when feelings dominate [00:17:47] How sentimentalism undermines the good [00:30:01] Modern boys and sentimental morals [00:30:48] Training the sentiments [00:32:39] Naming them [00:35:22] Practicing self-discipline exercises [00:38:02] Setting limits on pleasurable activities [00:39:13] Confronting “emotional attacks” [00:42:16] Harnessing the sentiments to promote virtue [00:47:54] Stories of loyalty [00:55:21] Don't commit lightly: let your yes be yes [00:59:20] The grace to succeed as parents Links: The Screwtape Letters by C. S. Lewis Featured Opportunities: Fathers Conference at The Heights School (November 2, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Emotions Fully Alive: Forming Boys' Affectivity Pt. I featuring Joe Cardenas Emotions Fully Alive: Forming Boys' Affectivity Pt. II featuring Joe Cardenas

Last weekend, The Wall Street Journal published a front-page story on American young men and the crisis of masculinity. It featured hard stories of the “aimless and isolated”—but could ultimately offer no solutions. This week on HeightsCast, we're pleased to welcome Bishop Erik Varden of Trondheim, Norway. Bishop Varden has authored several books exploring human personhood, including topics of masculinity and femininity. He helps us get the lay of the land both culturally and spiritually in this so-called moment of crisis. His Excellency then shares the vision of masculinity that he finds in scripture and tradition, so that we may bring these ideas into our homes and to our sons. Chapters: 2:59 Man fully alive: is my life fruitful? 5:09 A crisis of masculinity 11:06 Language for a constructive conversation 14:11 ‘Man,' ‘woman,' ‘human person' called into question 17:39 Vision of the human person in Genesis 26:38 Complementarity of the sexes 30:19 Masculinity and femininity as dual poles 38:29 Manliness: to pour oneself out in protection of another 42:08 Accepting our fragility 48:49 Communicating masculinity to modern boys Links: Coram Fratribus, Bishop Erik Varden's blog featuring homilies, articles, and “marginalia” Chastity: Reconciliation of the Senses by Erik Varden Entering the Twofold Mystery: On Christian Conversion by Erik Varden The Shattering of Loneliness: On Christian Remembrance by Erik Varden “America's Young Men Are Falling Even Further Behind” by Rachel Wolfe, WSJ 28 September 2024 Featured Opportunities: Headmaster's Lecture at The Heights School (October 5, 2024) Fathers Conference at The Heights School (November 2, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Stewards of the Universe: Men Fully Alive featuring Alvaro de Vicente The Man Fully Alive: On Our Vision featuring Alvaro de Vicente

It is funny how mortals always picture us as putting things into their minds: in reality our best work is done by keeping things out. So writes the fictional devil Screwtape to his nephew Wormwood in C. S. Lewis's epistolary novel The Screwtape Letters. But where devils may wish to keep the good out, Heights headmaster Alvaro de Vicente highlights the ways we as parents can keep the good in. By aligning our family culture with the good voices we hope our sons will hear—and leaving space to allow the Divine voice and the voice of one's own conscience to be heard—we help our sons form a good vision of themselves and the world. Chapters: 4:55 Why The Screwtape Letters 8:18 A devil's job is keeping the good out 11:09 Three voices: people, the Divine, and the conscience 14:58 Unpacking the term ‘voice' Advice for keeping the good in: 18:05 Slow down the noise 23:45 Promote contemplative times 26:20 Reserve time to read 29:41 Cultivate the art of conversation 32:12 Conspire for the good with their teachers 36:40 A slow roll-out for new family initiatives Links: The Screwtape Letters by C. S. Lewis Featured Opportunities: Headmaster's Lecture at The Heights School (October 5, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Who am I?: The Question of Persona featuring Alvaro de Vicente Ways to Foster a Family Culture by Alvaro de Vicente Raising Contemplative Sons featuring Colin Gleason

Part of the Teaching Sovereign Knowers Collection In recent years, a number of HeightsCast guests have touched on the same resounding theme: the modern creep of curiositas and acedia, both considered classical vices. But where there are two vices, Aristotle encourages us to look for a virtue at the Golden Mean. Mr. Michael Moynihan, head of The Heights upper school, finds it in studiousness. Adding to his collection of work on Teaching Sovereign Knowers, this episode unpacks Michael's essay “Intellectual Virtue and Personal Sovereignty,” available on the Heights Forum. In it, he speaks to the why and how of pursuing studiousness as an intellectual virtue. For this, as with all virtues, allows us to stand before reality in an intentional way. Chapters: 3:43 Curiosity as an intellectual vice? 7:55 Acedia at the other end of the spectrum 10:15 Golden mean: studiousness 14:36 When is it curiositas, when is it engagement? 16:37 Studiousness as a virtue—of sorts 23:09 Standing before reality in an intentional way 26:23 Seeking the golden mean: sticking to a plan 29:21 Using “Great Books” well 34:46 Orienting students to the golden mean Links: Intellectual Virtue and Personal Sovereignty by Michael Moynihan The Idea of a University by John Henry Cardinal Newman Featured Opportunities: Headmaster's Lecture at The Heights School (October 5, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Teaching Sovereign Knowers Collection by Michael Moynihan On Hope and Despair featuring R. J. Snell Forming Deep Workers featuring Cal Newport

The vision of “man fully alive” involves a man motivated by faith, hope, and love. And the greatest of these, St. Paul tells us, is love. Our guest today, Mr. Tom Steenson, is a long-time teacher of the Heights fifth grade and also the upper school class History of Western Thought. He brings his experience and broad readings to bear on the question: How can we impart lessons of authentic love to rambunctious twenty-first century boys in a way they'll actually internalize? Tom's practical ideas span younger and older students, framing the endeavor as forming the boys for love by love. Chapters: 2:47 Teaching love to younger students 6:11 Teaching love to upper school students 11:26 Turning self-focus into self-knowledge 16:20 Images of love in the curriculum 19:36 Love and masculinity 23:47 Love in imitation of God 26:06 Passionately loving the world 31:00 Faith, hope, love: the greatest is love 34:46 Affirmation of their goodness Links: Augustine's Confessions translated by F. J. Sheed Phaedo by Plato Featured Opportunities: The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: The Man Fully Alive: On Our Vision featuring Alvaro de Vicente

In classrooms where the students can read for themselves, reading aloud often falls off the daily schedule. But it's a ritual well worth keeping—for the sake of literacy, the moral imagination, classroom bonds, and so much more. Long-time Heights teacher Tom Steenson encourages the teachers tending that flame, or wanting to rekindle it, in their own classrooms. Chapters: 2:08 Goals of reading aloud in the classroom 4:44 The artist sees, then helps others to see 11:47 Books that aren't landing 15:10 The read-aloud routine, scene-setting 18:35 Reading in a high school classroom 22:27 Separating instruction from narrative 24:59 The effect on teachers Links: Only the Lover Sings: Art and Contemplation by Josef Pieper The Hobbit by J. R. R. Tolkien Augustine's Confessions translated by F. J. Sheed Mrs. Frisby and the Rats of Nihm by Robert C. O'Brien The Phantom Tollbooth by Norton Juster Featured Opportunities: The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Classroom Ambience by Joseph Bissex The Read-Aloud Family featuring Sarah Mackenzie Stop Telling Your Son to Read: How to Inspire a Love of Reading featuring Tom Longao How to Master the Art of Reading Outside by Tom Longano

As we embark on a new school year, we are full of resolutions for the family routine. How will we order our week to support the highest goods? How will we fit it all in? Not to be overlooked while charting the course: our keeping of the Sabbath. Last April, author and teacher Daniel Fitzpatrick released his book Restoring the Lord's Day: How Reclaiming Sunday Can Revive Our Human Nature. Daniel sits down with us at HeightsCast to discuss the book, which examines the cultural drift away from a sense of Sabbath, why we should restore this God-given rhythm to our lives, and the scriptural support for how to do it. Chapters: 4:09 Inattention to the Sabbath: modern or ageless? 7:54 Acedia, primary vice against the Sabbath 12:32 Challenges of the five-day work week 17:24 Festivity and sacrifice 21:56 The draw of sports as they relate to beauty 24:30 The good, UNrestful activities of Sunday 31:09 Practical advice for young families 35:38 Preparing on Saturday 40:44 Concluding the Sabbath 43:22 Reckoning with the necessity of labor Links: Restoring the Lord's Day: How Reclaiming Sunday Can Revive Our Human Nature by Daniel Fitzpatrick Joie de Vivre: A Journal of Art, Culture, and Letters for South Louisiana edited by Daniel Fitzpatrick Grace Fitzpatrick Art, Byzantine iconography by Grace Fitzpatrick Featured Opportunities: The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Work and Acedia: On Our Original Vocation featuring R. J. Snell Leisure and Acedia: On Contemplative Homes in a Frenetic Age featuring R. J. Snell

“Picture yourself here.” “Become all you can be.” “This will be the best four years of your life.” The college pitch to high school seniors is alluring—though it doesn't sketch a very clear life plan for a young person entering higher education. As Heights Headmaster Alvaro de Vicente points out, a successful time in college can be measured in growth: Are you physically, spiritually, and intellectually stronger by the end of these four years? In order to answer yes, students will need to embark upon college with a plan and a healthy way of measuring those dimensions of growth. This week on HeightsCast, Mr. de Vicente shares incredibly practical advice for spending the college years well, drawing on a letter he sent this summer to the newly graduated Heights class of 2024. Chapters: 1:45 The best four years of your life? 6:44 Old truths remain fresh 9:17 College success measured by growth 12:05 Five battlefronts, five tools for success 12:36 One: Shower and eat breakfast 15:30 Two: Look at your day as a 9-to-5 job 19:26 Mr. de Vicente's study plan 25:32 Three: Find the right peer group 30:04 Four: Chart a path for spiritual growth 32:00 Five: Have a mentor 35:27 A reasonable study load, being effective without overloading 41:26 Laptop distractions in class 44:25 Breaking out of the “self-focused” college attitude 50:40 A truer pursuit of happiness Featured Opportunities: The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Considerations for College-Bound Students featuring Dr. Peter Kilpatrick of The Catholic University of America The College Experience featuring Dr. Jonathan Sanford of University of Dallas Rethinking College: Why Go? How? When? featuring Arthur Brooks

Charlotte Mason's simple framework for a teacher calls him a “guide, philosopher, and friend.” It's a lovely image—but what does that practical application look like? At the Forum Teaching Vocation Conference last winter, Heights teacher Tom Cox unpacked each of these terms citing ancient wisdom and loads of modern classroom experience. Chapters: 6:09 Charlotte Mason and the teacher as guide, philosopher, and friend 7:44 Guide: one who has been there before 10:53 Communicating the “why” 14:18 Philosopher: starting in wonder, ending in wisdom 15:59 A storyteller stirring up wonder 20:01 Friend: beginning with a mutual love of something 22:28 Modeling friendship with fellow faculty 23:57 St. Aelred of Rievaulx's qualities of friendship 24:19 Dilectio, outward benevolent acts 24:54 Affectio, interior feeling 26:29 Securitas, freedom from anxiety 27:42 Iucunditas, pleasantness 30:00 Orient towards hope: begin and begin again Links: Grammaticus.co, Tom Cox's website featuring Latin and history courses, his blog, and podcast The Plutarch Podcast by Tom Cox Spiritual Friendship by Aelred of Rievaulx Featured Opportunities: The Art of Teaching Conference at The Heights School (November 13-15, 2024) Also on the Forum: Living the Teaching Vocation by Michael Moynihan Teaching and the Vocation to Fatherhood featuring Tom Steenson On Preparation for Teaching: Six Attributes of Great Teachers featuring Colin Gleason The Teacher as Liberal Artist featuring Tom Longano

Where to begin with the lofty, almost nebulous virtue of magnanimity—what St. Thomas Aquinas called “stretching forth of the soul to great things”? Of course we want to raise great-souled children, who even outstrip us in their vision of the good and their commitment to serving it. But words alone will fail to impart such a personal and complex mission. At last April's Fatherhood Conference at The Heights, Headmaster Alvaro de Vicente tackled the challenge of how to teach magnanimity to our children. Following Fr. Carter Griffin's keynote address, Mr. de Vicente laid out the map: the obstacles we must navigate, the targets of opportunity we must seize, and the tools to pack for the mission. Chapters 4:30 Defining magnanimity: a vision of and commitment to the good External challenges to teaching magnanimity: 6:37 Identity culture 7:43 Sexualized culture 9:09 The “second-hand smoke” of culture 10:20 Materialism and affluence 13:18 Entertainment culture 16:01 Moral relativism Internal challenges to teaching magnanimity: 19:23 Selfishness, “I deserve” 22:33 Anxiety 24:26 Personal weakness 26:26 Playing the wrong role: acting coach, not director Opportunities for teaching magnanimity: 28:08 Dealing with our own anxiety 31:32 Communicating with God and spouse about each child 33:42 Emotional presence at home 37:50 Expressing affection Ways to discuss magnanimity with your child: 40:00 Positive framework for “the talk” 40:52 Examples of virtue 44:36 Through sports 47:00 Dependable routines 47:50 Financial awareness 48:59 Forming a boy's intellect with conversation Your best resources: 51:38 Friendship with like-minded parents 52:14 Online resources, podcasts 52:52 Spiritual direction53:46 Hope in God's grace Also on the Forum: Magnanimity and the Great-Souled Man featuring Fr. Carter Griffin Featured Opportunities: Mentoring Workshop at The Heights School (June 13-14, 2024) The Art of Teaching Conference at The Heights School (November 13-15, 2024) Leaders Initiative now accepting applications

Join hosts Chelsea Jones and Curtis Maloley as they dive into the world of open education and digital technology with Dr. Bonnie Stewart, a keynote speaker at the 2024 TMU Learning and Teaching Conference and associate professor at the University of Windsor. In this episode, Dr. Stewart shares her insights on generative AI, reflecting on her initial skepticism and her current views shaped by decades of experience in educational technology. They discuss the Gartner Hype Cycle, the ethical implications of AI in education, and the potential for both transformative and problematic impacts. Dr. Stewart emphasizes the need for educators to engage with AI thoughtfully, balancing innovation with a critical understanding of its effects on students and teaching practices. This episode is a must-listen for educators navigating the complexities of AI in the classroom. Read the transcript: https://tinyurl.com/yckaxcsa

In this episode, Dr Neil Speirs narrates real life stories depicting the challenging lived experiences of working class students at the University. He is a Widening Participation manager, practitioner and researcher at The University of Edinburgh. This podcast accompanies the July-August Learning & Teaching enhancement theme: Learning and Teaching Conference 2023. Transcript of this episode Time stamps: 1:06: Chapter 1: Getting there 2:19: Chapter 2: Class 19:00: Chapter 3: Solidarity 21:49: Chapter 4: Home time 22:26: Concluding remarks by Neil Speirs Music for this episode was provided by Hooksounds. 

Title University of Hertfordshire Learning and Teaching Conference - Content Localization for UH Franchised Modules : Challenges, Lessons Learned, and Implications for Delivery Improvement Authors Prof. Wael Badawy, PhD, SIEEE, SACM; and Prof. Simon Jones, PhD, Dean of Business School, Abstract At University of Hertfordshire, student have the privilege of attending education programs and courses in partnership organisations in approx. 35 locations. Although the University of Hertfordshire's curriculum is designed in UK for UK/EU marketplace, it is delivered in country specific modes through the efforts of partnership academics to contextualise the learning materials. The challenges of delivering awards in international settings is not only differing cultures and learning environments, but also governing rules and regulations that determine the academic culture of those students. Graduates, as a product of the satellite-campuses, are preparing for opportunities both in country, the EU and potentially the UK, along worldwide regions. In each case there are different laws, regulations, practices, languages, cultures, etc. that will affect the individual's “work ready” potential. This presentation will demonstrate the effective use of pedagogies to localise the content does not compromise any modules' Indented Learning Outcomes. It will present lesson learned from Global Academic Foundation, Egypt; when transferring learning ensuring a dilution of the UK-centric curriculum and learning environment. The presentation will showcase success examples of exchange programs where both international students and UK based students enjoying education experience in both satellite and UK campus while achieves the same ILO and excel. The presentation will focus on the practices with the Information Technology Management for Business, in School of Business hosted by Global Academic Foundation in Egypt. However, it also provides a set of quantitive and qualitative measurable metrics to assess the localization components. Therefore, the practices is transferable to any other academic program to develop an agile-graduate that meets both requirements of UK / EU marketplace and local workforce.

As teachers and parents, it is often difficult to find the balance between leniency and strictness, love and fear. Getting the right tone, being firm in principle and flexible in preference, is indeed an art and an especially difficult one. While nothing can replace personal experience for growing in this art, self-reflection is a great aid to this end.  This week on HeightsCast, Mr. Colin Gleason, Head of the Lower School, offers an aid to our personal reflection. The episode features a presentation by Mr. Gleason from our recent Art of Teaching Conference. At that conference, he spoke to seventy men from across the United States and beyond about how we, as teachers, can foster an environment of respectful dominion in the classroom. Colin offers a list of twelve principles, together with a great many practical pointers and delightful anecdotes. In the end, the point of discipline is to foster the right tone for learning, the proper culture for growth. Whether this growth occurs in the home or in the classroom, having the right tone is ultimately about love. Rome, they say, was not loved because she was great; she was great because she was first loved. So too our sons and students.  Chapters  2:25 Beginning with the end 3:50 A question of balance  6:35 Principle #1: Discipline begins before class begins 8:32 Principle #2: Best disciplinary tool is a good lesson plan 12:25 Principle #3: Fostering class culture is more effective than listing class rules 14:40 Principle #4: We earn capital outside to spend inside  17:05 Principle #5: Smiling isn't enough; we need to laugh 19:45 Principle #6: Let them love what they see and fear what they don't  24:45 Principle #7: Don't confuse personal preference with principles  25:40 Principle #8: Non-correction corrections 27:35 Principle #9: Replace star stickers with handshakes 29:15 Principle #10: Learners over lessons 31:25 Principle #11: Replace line-writing with push-ups 34:30 Principle #12: When you send students to the principal's office, your authority goes with them  Also on the Forum  Boys, Education, and The Heights with Alvaro de Vicente Raising Contemplative Sons: The Problem with Boys with Colin Gleason  Our Little Protectors: How Do WE See Our Boys? with Alvaro de Vicente On Recess: The Benefits of Free Play with Colin Gleason Toughness for the Adolescent Boy by Kyle Blackmer Seeing Our Boys with Loving Eyes: Not Projects, but Persons with Tom Royals Why Boys Need to Be Given Freedom by Andy Reed Material Order and the Middle School Boy with Kyle Blackmer  Can I Catch It?: On Handling Wildlife with Eric Heil *For lyrics and history of  the Ave Regina Caelorum, please visit adoremus.org.

In this episode, I reflect on some of the key learnings that came during the Effective Teaching Conference from the likes of John Larmer, Suzie Boss, Jay McTighe, Alice Kim, Kasey Bell, Kelly Bell, Brendan Lee, Jen Giffen, John Hattie and many more. Get access to the recordings for just $97

In many schools, education is understood in reductively intellectual terms. The point of teaching, it would seem, is merely to inform, to fill the mind with data, to train the intellect to perform tasks and solve puzzles. To be sure, information and intellectual virtues are essential aspects of education; but they are not the whole, and to make them so would be to reduce the person to his mind.  In this talk, taken from our recent Art of Teaching Conference, Anton Vorozhko helps us understand the role of the heart in the education of the whole human person. Starting with a reflection on the greatest of teachers, Christ—the one to whom all other teachers ought ultimately to point—Anton offers advice at once practical and personal. His talk centers on three areas, or apostolates, which he suggests teachers should consider: presence, correction, and prayer.  In the end, considering these three apostolates will help teachers turn their daily work into what St. John Henry Newman called a cor ad cor loquitur—a heart speaking unto heart—making his task not only to inform the mind but equally to move the heart. Chapters 0:05 Other men are teaching! 1:00 Looking to the ultimate models: Our Lord and many of the saints  3:40 The dream of Don Bosco and the Preventive System  7:20 Conquer through love: seeing Christ in our classroom  10:03 Not a job, a vocation  11:24 Three apostolates of the teacher: presence, correction, prayer 11:40 Apostolate of presence  15:30 Apostolate of correction 17:48 Suggestions from Don Bosco  19:05 Apostolate of prayer 21:45 St.  John Paul II as a university professor  Additional Resources  Forty Dreams of St. John Bosco: From St. John Bosco's Biographical Memoirs by St. John Bosco  Witness to Hope: The Biography of Pope John Paul II by George Weigel  Also on The Forum  The Art of Teaching: On Forming Contemplative Souls with Rich Moss Developing Your Son's Will with Andy Reed The Freedom to Form Bonds: Kevin Majeres on Mindfulness and Attention with Dr. Kevin Majeres The Talk and Beyond with Michael Moynihan

I am back from Tallinn. The “Learning to teach, teaching to learn” conference was inspiring, collegiate and Biblical. What are my reflections?  I will need to keep this report necessarily brief because I'm deep in preparation for the next Athens Institute of Ministry for the UK and Ireland session starting on Saturday 24th September.  You can watch the lessons here: https://tmc.krist.ee/.  Reflections Conference are worth attending - when they have a clear purpose Conference are worth attending - when there is time for meaningful conversations Conference are worth attending - when you have new experiences Conference are worth attending - when you make new friends Conference are worth attending - when you get below the surface Conference are worth attending - when God is the focus Conference are worth attending - when disagreement is possible Resolutions Work harder at getting AIM better known Refocus the Apollos group (perhaps see if we can establish more groups) Have deeper teaching-type conversations with others who are interested in teaching The next AIM module is Christian doctrine. I shall be teaching on Catholicism, the Orthodox church, Protestantism, the prosperity gospel and megachurches. Please pray I do justice to the doctrines of these groups. My terrific teaching colleagues, Douglas Jacoby and Andy Boakye, will be covering other aspects of Christian doctrines. You can find details on the website: https://www.aimukandireland.com/home  Please add your comments on this week's topic. We learn best when we learn in community.  Do you have a question about teaching the Bible? Is it theological, technical, practical? Send me your questions or suggestions. Here's the email: [malcolm@malcolmcox.org](mailto:malcolm@malcolmcox.org).  If you'd like a copy of my free eBook on spiritual disciplines, “How God grows His people”, sign up at my website: http://[www.malcolmcox.org](http://www.malcolmcox.org/).  Please pass the link on, subscribe, leave a review.  “Worship the LORD with gladness; come before him with joyful songs.” (Psalms 100:2 NIV11)  Keep calm and carry on teaching God bless, Malcolm

Redeemed Pilgrims National Prayer Teaching Conference Florida

This week on Self Publish N 30 Days Podcast join us for a Special Edition Author Spotlight as Self Publish -N- 30 Days President of Sales, Rob “YB” Youngblood takes you behind the scenes into the private life of Best-Selling Author, Family Nurse Practitioner, and Pastor's Wife Yolanda Livingston.Yolanda is a native of Detroit Michigan born to the late Mr. & Mrs. Walter and Nettie Olive Sr.  She is the forth of four children to this union.  Yolanda is the wife of Dr. Carl Livingston, Pastor of Walnut Grove Missionary Baptist Church.  They have been married for over twenty-four years and are the proud parents of Baby Girl Jireh Ivery.  They have resided in the city of Clarksville for the past fifteen years.Yolanda is a Family Nurse Practitioner.  She is a graduate of the Wayne County Community College in Detroit.  She holds two Associate degrees, one in science and the other in nursing.  She earned both a Bachelorette and Master's Degree in Nursing from South University, Savannah, Georgia.  Yolanda has also completed informal training in ministry by her former church, Faith Tabernacle, Highland Park, Michigan.  In addition, Yolanda is a lay member of the William's Expository Preaching and Teaching Conference, L.A. California.  Likewise, she attended William Tyndale Bible College, Farmington Hills, Michigan, where she met her husband.  Yolanda has a warm, charming, and caring disposition.  She is a passionate and high-spirited woman of praise.  She enjoys singing and spending time with her family.  Yolanda enjoys her role in supporting and ministering to her husband in his pastoral ministry.  She is excited about the Word of God and the God of the Word.   To God belongs Glory for Sister Yolanda Livingston. Tune in for a new episode of the Self Publish N 30 Days Podcast every Tuesday night at 7:00 pm (CST). Just choose "Self Publish -N- 30 Days Podcast" when you click the magic link below!https://linktr.ee/selfpublishn30daysYou can also watch this episode on our YouTube channel!https://youtu.be/QWLYu8jMJXwDon't miss another episode… Subscribe to our podcasts on iTunes, Spotify, or Stitcher.If you have been thinking about how to publish a book but you're not sure how Self Publish -N- 30 Days is the company for you! As the #1 Self Publishing Company in the world we are able to publish your book faster and with less stress than other services. We offer the same services as KDP Amazon but with a personalized approach. We know that to publish on Amazon, there are several steps that seem intimidating if you don't know what to do. At Self Publish -N- 30 Days our skilled team will walk you through the whole process of how to write a book step by step. Contact Us Today!“This Is The Year For Your New Book!”

Interview hosted by Rev. Erik Nelson, The Huddle MS Ministries with Rev. Barbara Williams

Interview hosted by Rev. Erik Nelson, The Huddle MS Ministries with Rev. Barbara Williams

Interview hosted by Rev. Erik Nelson, The Huddle MS Ministries with Rev. Barbara Williams

Karen has over 20 years of experience in the learning field. She led the process of creating a formal online learning program at the Community College of Rhode Island. At Johnson & Wales University, she created training faculty for online course development and delivery and worked closely with faculty developing online courses and managed a team of instructional designers and technologists. She has served as a reviewer for Blackboard's Exemplary Course Program, OLC Innovate & Accelerate conferences. She is an alum of the OLC Institute for Emerging Leaders in Online Learning and have presented at OLC's Accelerate, NEAAN, and the Distance Learning and Teaching Conference. Previous to joining higher education, Karen was a content developer for a museum exhibit design firm and the peer review manager for the American Alliance of Museums. Currently, Karen is a doctoral student in the URI-RIC Education program. Her interests are in faculty support and development, digital teaching, and equitable teaching and learning practices, particularly in digital learning environments. She holds a M.A. in Educational Technology Leadership from The George Washington University, a M.S. in Developmental Psychology from the University of California, Santa Cruz and B.A., Psychology & Anthropology, Washington University in St. Louis.Support the show (https://www.patreon.com/rjhogue)

Unity, Teaching, Love Recently I enjoyed the very great privilege of travelling to Tallinn in Estonia to attend a teaching conference. The details of getting there were somewhat stressful because of Covid-19. But it was well worth the effort. You can find all the classes here: https://www.youtube.com/c/KristlikVabakogudus My own lesson on Colossians 2 is up on my site here: https://youtu.be/bY2lGBNK0Dg Time will not allow a detailed report here, but I will say that it was a thrill to be there. I was inspired by what is going on in continental Europe as well as continental Africa regarding developing a teaching ministry. There was an atmosphere of soberness, but hope. The fellowship was deep, warm and meaningful. Our hosts went out of their way to make us welcome. It can't be easy organising a conference whilst Covid is still with us. It seems to me that in our fellowship of churches one of the most adventurous aspects of our development is in the area of teaching. I departed with a lighter heart and the one with which I arrived. Apart from the fact that we heard wonderful lessons about God, I got a renewed vision for the maturing impact of good quality teaching for young and old alike. The main practical conviction I came back with was to make sure that we get the UK and Ireland Athens Institute of ministry program going as soon as possible. The plan is January, so please pray it becomes a reality. Let's review what has gone up on the site and my YouTube channel recently...... “We live in Christ” – Colossians 2 “Five Ways The Holy Spirit Unites Disciples of Christ” | Class 1 – Confession Joy in the mourning: episode 16 TVCOC Gift for poor 2021 “A new thing”, Episode 14. “We're back together again” Post-COVID church “Tallinn Teaching Conference” | Report 2021 | Tuesday Teaching Tips: Episode 233 “A new thing”, Episode 13. Live-streaming and Precautions | Post-COVID church “Jesus and the law in Matthew” | Class 4 | Chris Birtles The near future Working on plans (together with Andy Boakye and Douglas Jacoby) for a UK & Ireland teaching programme based on the Athens Institute of Ministry. We hope to launch in January 2022. Working on a new five part series on the holy spirit, relationships and unity for the Thames Valley churches of Christ. First class is linked above. Trying to catch up with reading in advance of starting my Masters in theology next month.  God bless, Malcolm

In this episode, Rachel Hunt, a lecturer in Geohumanities, Clare Barnes, an Interdisciplinary Lecturer in Sustainable Livelihoods and Gabrielle King, a research assistant in Geosciences and supporter of widening participation, introduce their research on inclusive culture within the School of Geosciences. This episode accompanies our July-August ‘Hot Topic': “Lessons from the Learning and Teaching Conference 2021“. Which experiences leave students feeling like they belong, and which leave them feeling excluded? Rachel, Claire, and Gabrielle's ongoing research involves asking students to reflect on moments of inclusion and exclusion, aiming to better understand and improve widening participation interventions. In their presentation, they stitch together student testimonials to provide their data in narrative form, allowing the listener to hear stories of belonging and exclusion throughout the university experience. These stories can help us better understand student belonging, making this episode an essential listen for anyone in the teaching and learning environment. Timestamps: 2:03 - Eric's episode-specific introduction 5:40 - Beginning of student testimonials in narrative form 12:35 - Rachel, Claire and Gabriel's recommendations on widening participation from their research Music featured is Longest Year by Scott Holmes Music, and otherwise provided by Tunesounds.

A brief report on a truly inspirational conference held in Tallinn, Estonia last week. It was my privilege to not only attend but to teach there. You can find all the lessons at this link: https://www.youtube.com/c/KristlikVabakogudus/ Please add your comments on this week's topic. We learn best when we learn in community.  Do you have a question about teaching the Bible? Is it theological, technical, practical? Send me your questions or suggestions. Here's the email: [malcolm@malcolmcox.org](mailto:malcolm@malcolmcox.org).  If you'd like a copy of my free eBook on spiritual disciplines, “How God grows His people”, sign up at my website: http://[www.malcolmcox.org](http://www.malcolmcox.org/).  Please pass the link on, subscribe, leave a review.  “Worship the LORD with gladness; come before him with joyful songs.” (Psalms 100:2 NIV11)  God bless, Malcolm

In this episode, Dr. Michael Daw, Director of Quality in the Deanery of Biomedical Sciences, continues discussing his analysis of marking schemes and assessment styles, particularly addressing why it using the full range of marks might be something to strive for. This episode accompanies our July-August ‘Hot Topic': “Lessons from the Learning and Teaching Conference 2021“.

Do the assessments we prepare for students allow them to fully showcase what they've learned? Do marking schemes affect the distribution of marks? And what kind of assessments lead to, or don't lead to, the full range of marks? Today's episode, the fourth of our Learning and Teaching Conference series, features Dr. Michael Daw, Director of Quality in the Deanery of Biomedical Sciences. Michael's presentation from the conference, "The unintended consequences of approaches to marking and assessment & supporting criteria-based marking", caught our eye with its counterintuitive findings of marking schemes and assessment styles, along with Michael's commitment towards an evidence-based approach towards advising course organizers. In this episode, Michael discusses what drew him to this analysis and showcases a few of his findings. The conversation then expands, introducing the idea of 'marking culture' within schools with Michael offering a few of his personal experiences. He also speaks about contextual marking and how different styles of assessment generally achieve different outcomes, at least in regards to the range of marks. This conversation begs the question: does your assessment really discriminate learning attainment? And if it doesn't, perhaps Michael's analysis can help steer you in the right direction. This episode is part one of our conversation with Michael, with part two coming next week, which will entertain the question: why might it be beneficial to use the full range of marks? Is there anything wrong with using a narrow range of marks? Timestamps 2:02 - Episode specific introduction and Michael on what drew him to this analysis 8:30 - Michael on some of his counterintuitive findings, and why marking schemes may not affect distribution of marks as much as initially thought 15:28 - Michael on marking culture, assessment styles and authentic vs non-authentic assessment

Is there a 'hidden curriculum' which is working against working-class students? Dr. Neil Speirs, a Widening Participation manager, practitioner and researcher at The University of Edinburgh, introduces the concept of the hidden curriculum, how we may be complicit in it, and what we can do about it. His call to action is compelling, inspiring, and maybe most importantly, actionable for anyone in the university environment, making this an essential listen for teachers and learners everywhere. This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“. Timestamps: 2:02 - Episode specific introduction and Neil on the role of hidden subtexts and habitus on the university experience 8:30 - Neil on education being inherently political, Paulo Friere, and the role of doxa and illusio in the hidden curriculum 16:10 - Neil on how we can individually address the injustice of the hidden curriculum, and the Freirean notion of conscientization 22:08 - Neil on his personal experiences with working-class students and episode conclusions

In this episode, Dr. Nini Fang, lecturer in Counselling, Psychotherapy and Applied Social Sciences and Associate Director for the Centre of Creative-Relational Inquiry at The University of Edinburgh, shares her tumultuous, personal experience delivering classes on racism and colonisation at an English university. This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“. In the second episode of our Learning and Teaching Conference series, Nini Fang gives an intimate retelling of her experience getting in trouble as a University Lecturer after delivering sessions on racism and decolonisation on a Difference and Diversity course. Her story poses large questions. What role does endurance play in an antiracist curriciulum? How does one walk the line of educating students on decolonisation and antiracism when these lessons may recontextualise some students' identity while being familiar and deeply personal to other students? And how does one manage the divide that may emerge from these differing dispositions? This episode serves as a rare behind-the-scenes look at the experience of a University Lecturer attempting to get collaborative reflection about racism and colonisation, and the unjust fallout which results. At Teaching Matters, we celebrate Nini sharing her story at the 2021 Learning and Teaching Conference and appreciate her allowing it to be translated into this gripping podcast episode. Nini's story begins at 3:10.

This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“. In what has the student experience changed such that needs outmatch support? What skills do recent Edinburgh graduates consider most valuable? How do we model an ‘Edinburgh Graduate' without sacrificing diversity and individuality? These questions are addressed by the Curriculum Transformation Programme Board in this exciting premiere of our Learning and Teaching Conference series. Members of the board Colm Harmon, Vice-Principal of Students, Richard Andrews, Head of Moray House School of Education and Sport, Iain Gordon, Head of School of Mathematics, and Lisa Kendall, Director of Academic and Student Administration for CAHSS, peel back the curtain on the Curriculum Transformation Programme and the future of the student experience. This episode serves as an introduction to the Curriculum Transformation Programme for those unfamiliar and a holistic update for those who are. We hope you enjoy the panel's insights and look forward to bringing more insights from the Learning and Teaching Conference next week! Timestamps 3:15 – Colm Harmon on the landscape of the modern student experience, the role of the university in student development, and mentality for transformation 13:20 – Richard Andrews on perceptions of the ‘Edinburgh Graduate' 16:50 – Ian Gordon on curriculum transformation from a college's perspective and deconstruction of ‘curriculum' and ‘transformation' 21:15 – Lisa Kendall on goals for transformation, student wellbeing and streamlining pathways Transcript Cathy Bovill and Cherie Woolmer's paper, "How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum"

In this episode of the Teaching Matters Podcast, we explore how co-creation helped academic staff navigate the move to hybrid teaching and learning. Student-staff co-creation involves shared decision-making and negotiation of curriculum design or elements of the curriculum. You can watch extended conversations with the contributors on the Edinburgh Hybrid Teaching Exchange and linked below and discover more about co-creation on the Teaching Matters blog... Featuring Catherine Bovill Dr Catherine Bovill is Senior Lecturer in Student Engagement at the Institute for Academic Development, University of Edinburgh and Visiting Fellow at the University of Winchester. She is a Principal Fellow of the Higher Education Academy, Fellow of the Staff and Educational Development Association and an Editorial Board member for Teaching in Higher Education. At Edinburgh she leads the IAD programme and course design team and the Learning and Teaching Conference team as well as supporting a range of strategic projects focused on student engagement. She regularly publishes and presents her work on partnership and co-creating curriculum internationally. In 2019-2020 she was a Fulbright Scholar based in the USA. Tina Harrison Tina is Assistant Principal Academic Standards and Quality Assurance and Professor of Financial Services Marketing and Consumption. Tina joined the University in 1993 and continues to maintain an active academic role in the Business School. She has had overall responsibility for the University’s quality assurance framework as Assistant Principal since 2009. She plays a key role in the Scottish HE quality landscape as a member of QAA Scotland’s Advisory Board, chair of the sparqs University Advisory Group, and member of the Quality Arrangements for Scottish Higher Education (QASHE) group. Video: Defining Community and Belonging for Hybrid Rayya Ghul Rayya is a National Teaching Fellow and lecturer in University Learning and Teaching. She is based in the Institute for Academic Development where she is the University Lead for the Edinburgh Teaching Award and convenes the course on Accessible and Inclusive Learning. Rayya runs Practical Strategies sessions on embedding access and inclusion into the curriculum and also ways to apply a solution focused approach to supporting students in a variety of roles. Video: Co-Creating the Classroom Tim Fawns Dr Tim Fawns is Deputy Programme Director of the MSc in Clinical Education and part-time tutor on the MSc in Digital Education. He is also the director of the international Edinburgh Summer School in Clinical Education. His main academic interests are in education, technology and memory. Video: Designing Assessments for Hybrid Teaching

Sharon L. Goldmacher is a veteran in the marketing and public relations industry, beginning her career in Atlanta in 1987. She develops integrated, results-focused marketing, PR, and digital campaigns for clients in real estate, community improvement districts, food/beverage, professional services, sports, nonprofits, and technology.Competitive by nature, she created communications 21 in 1992, at the naïve age of 28, to see if she could do it. Within the first two years, she won the DeKalb Chamber’s Stargazer award for “Small Business Start-Up of the Year” and the Young Advertising Professional Award presented by the Atlanta Ad Club. In 2013, she won Business to Business Magazine’s Woman of Excellence award. Over the next 28 years, the company has garnered 80+ awards for its campaigns.While often accused of telling long stories, Sharon enjoys presenting and has spoken on marketing, PR and digital strategies and tactics to various organizations such as the Association of Public Gardens, the American Marketing Association’s Annual Summit, the Exhibit Design and Producers Association, NewComm (Society for New Communications Research conference), MBA Conclave Curriculum and Teaching Conference, PRSA chapters in Washington, D.C., and Florida and more.

Interview hosted by Rev. Erik Nelson, The Huddle MS Ministries with Rev. Barbara Williams

Interview hosted by Rev. Erik Nelson, The Huddle MS Ministries with Rev. Barbara Williams

Interview hosted by Rev. Erik Nelson, The Huddle MS Ministries with Rev. Barbara Williams

Our first guest of the conference! Kristan Morales Talks About Lifting Students through creative math lessons and approaches at CTA Good Teaching Conference North 2020. Michelle Voye on next week’s episode. This episode is full of ideas for engaging students and enhancing your teaching strategies.  Thanks to Teachingsuperhero.com for supporting our free educational podcast, and Podbean.com for this bandwidth! Learning the skills to teach financial literacy may be the boost you've been needed in your teaching to reach more students and have a huge impact.  This episode of Inspiring Teachers is brought to you by AmpedUpLearning.com - Are you looking for new and engaging ways to get your students up and moving in the classroom? Get out of the Sit and Get rut of teaching by checking out AmpedUpLearning.com, a 2 teacher owned and operated company in Texas that is looking to gamify teaching with creative new activities for the classroom.  From their FRECK! resources and Escape Rooms for Social Studies and Science to SPEED Squares and task cards for Math and English they have TONS of teacher created resources...and don't forget to check out their apparel designed specifically for teachers.  Use code HAUGERHISTORY10 to save 10% on all items and follow them on social media @AmpedUpLearning for their monthly giveaways of Amazon giftcards, lessons and apparel.  

How does the fear of failure hurt students, and how can students turn the fear around into excitement for learning. Tavis and Danny, in part one of a four part series, live from San Jose California, at the Good teaching Conference North. Tavis talks about setting up a class for procedures, and approach to failing forward. Danny Hauger discusses how conferences enhance learning, and some tips he has gained from conferences that enhance his own instruction. This week’s episode if the first half hour of Danny and Tavs’ live episode, tune in next week for some of our amazing guests and presenters from the conference. Thanks to Teachingsuperhero.com for supporting our free educational podcast, and Podbean.com for this bandwidth! Learning the skills to teach financial literacy may be the boost you've been needed in your teaching to reach more students and have a huge impact.  This episode of Inspiring Teachers is brought to you by AmpedUpLearning.com - Are you looking for new and engaging ways to get your students up and moving in the classroom? Get out of the Sit and Get rut of teaching by checking out AmpedUpLearning.com, a 2 teacher owned and operated company in Texas that is looking to gamify teaching with creative new activities for the classroom.  From their FRECK! resources and Escape Rooms for Social Studies and Science to SPEED Squares and task cards for Math and English they have TONS of teacher created resources...and don't forget to check out their apparel designed specifically for teachers.  Use code HAUGERHISTORY10 to save 10% on all items and follow them on social media @AmpedUpLearning for their monthly giveaways of Amazon giftcards, lessons and apparel.  

Thanks for reading CPTP168: The Ultimate Piano Teaching Conference: Piano Pivot Live 2020 from Top Music Co. Have you ever been to a piano teaching conference and loved every single minute of it? Chances are, although you probably learned some great tips and met some awesome people, there was a bit of room for improvement. I’m putting on my first piano teaching conference in January 2020 in Melbourne and there a few […] The post CPTP168: The Ultimate Piano Teaching Conference: Piano Pivot Live 2020 appeared first on Top Music Co - Supporting Creative Music Teaching.

Can we really decolonize classrooms? In this episode, Dr. Sheila Cote-Meek cautions against jumping into "decolonization" too quickly. She describes her research on Indigenous learners and teachers' classroom experiences and strategizes around teaching difficult knowledge. Cote-Meek is the author of Colonized Classrooms: Racism, Trauma, and Resistance in Postsecondary Education and was the 2018 keynote speaker at Ryerson’s Learning and Teaching Conference. Send your thoughts to podagogies@ryerson.ca or comment below. A transcript of this episode is available here: https://goo.gl/JNeeBw

A visit to the 2018 Inspired Teaching Conference where we learn about a new technique for helping your students - and possibly yourself - better understand course textbooks.  To find the full transcript for this episode, click here. Run time: 40min 11sec

Spring Teaching Conference Session 2, Dr. Lane Tipton by Evangelical Fellowship Church

Spring Teaching Conference Session 7, Dr. Lane Tipton by Evangelical Fellowship Church

Spring Teaching Conference Session 4, Dr. Lane Tipton by Evangelical Fellowship Church

Spring Teaching Conference Session 3, Dr. Lane Tipton by Evangelical Fellowship Church

Spring Teaching Conference Session 6, Dr. Lane Tipton by Evangelical Fellowship Church

Spring Teaching Conference Session 1, Dr. Lane Tipton by Evangelical Fellowship Church

Spring Teaching Conference Session 5, Dr. Lane Tipton by Evangelical Fellowship Church

The Total Tutor Neil Haley, Jason The Public School Guy, and Peter Elvidge will provide tips tp prepare for your child's teacher conference.

This poster presentation is from the Music team of the Royal Welsh College of Music & Drama, and looks at two aspects: 'Concert Management: Developing Professionals' and 'Music Performativity and Holistic Learning'. This resource was originally shared at the University of South Wales Learning & Teaching Conference, June 2016. The academic contacts for further information are Zoë Smith and Andrea Jones at the RWCMD (http://www.rwcmd.ac.uk).

This poster is from our Chemistry and Pharmaceutical Science team in the Faculty of Computing, Engineering and Science. It highlights two specific teaching approaches that are used to improve and enhance the students’ learning experience: ‘Thematic Teaching’ and ‘Immersive Learning’. This resource was originally shared at the University of South Wales Learning & Teaching Conference, June 2016. The academic contact for further information is Dr Suzanna Kean (http://staff.southwales.ac.uk/users/1249-sdkean).

Greg Mankiw is the Robert M. Beren Professor of Economics at Harvard University. His research includes work on price adjustment, consumer behavior, financial markets, monetary and fiscal policy, and economic growth. He has written two popular textbooks—the intermediate-level textbook Macroeconomics and the introductory textbook Principles of Economics. Principles of Economics has sold over two million copies and has been translated into twenty languages. In addition to his teaching, research, and writing, Professor Mankiw has been a research associate of the National Bureau of Economic Research, an adviser to the Congressional Budget Office and the Federal Reserve Banks of Boston and New York, and a member of the ETS test development committee for the advanced placement exam in economics. From 2003 to 2005 he served as Chairman of the President's Council of Economic Advisers. Check out all the links, resources and books mentioned by Professor Mankiw at www.economicrockstar.com/gregmankiw

Formula Student is a UK, national engineering competition in which universities design and build a race car. This was introduced to our students as an extracurricula activity, to give them both practical experience and experience of all the elements of running a business. The students have to consider not only the engineering aspects of designing and manufacturing the car but the business aspects of working to a budget, working to deadlines, working to standards, team work, sponsorship, marketing, branding, safety, and much more. The competition judges the team on their business plan as well as the performance of the car. The experience of taking part in Formula Student reinforces the academic lessons and gives a context to the studies. This resource was originally designed as a pop-up banner for the University of South Wales Learning & Teaching Conference, June 2016. The academic contact for further information is Dr Rae Gordon (http://staff.southwales.ac.uk/users/724-rgordon).

SAFE is an initiative to help students understand the marking criteria in order to enhance their overall grade. Both students and lecturers assess the work using the same rubric and the differences in the grades are analysed for the benefit of both the staff member and student alike. Through repeated self-assessment, students become as accurate at assessing their own work as we would expect from a second assessor. This resource was originally designed as a pop-up banner for the University of South Wales Learning & Teaching Conference, June 2016. The academic contact for further information is Dr Ross Davies (http://staff.southwales.ac.uk/users/5284-rsdavie1).

This system allows academician the USW Faculty of Computing, Engineering and Science to keep a record of any assessments they are setting or their students are undertaking as part of their course. The system produces a calendar of assessments for the students once completely populated. The Assessment Calendar is updated by module leaders at the beginning of the year, and can be used as a planning tool by students, lecturers and course managers. This resource was originally shared at the University of South Wales Learning & Teaching Conference, June 2016. The academic contact for further information is Louise Pennell (http://staff.southwales.ac.uk/users/1907-lpennell).

This PDF document (originally designed for a set of pop-up banners) gives an overview of our work with iTunes U Courses and Collections, as well as interactive books published through the iBooks Store. This resource was originally shared at the University of South Wales Learning & Teaching Conference, June 2016.

The Green Chair Interviews is a video series where faculty interview faculty about teaching related subjects. In this episode Dr. Bruce MacKay interviews Dr. Tom Perks about attending a teaching conference.

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Presentation at the UH Learning and Teaching Conference 5 May 2011

Robert Reich, Professor of Public Policy in Berkeley’s Goldman School and former Secretary of Labor in the Clinton administration, delivers the keynote address at the Fall 2008 Teaching Conference for new Graduate Student Instructors (GSIs). This event was sponsored by the GSI Teaching and Resource Center, Graduate Division   The GSI Teaching and Resource Center, an academic unit in Berkeley’s Graduate Division, prepares GSIs for the teaching they will do at Berkeley and the teaching they may do in future academic and nonacademic careers.

Robert Reich, Professor of Public Policy in Berkeley’s Goldman School and former Secretary of Labor in the Clinton administration, delivers the keynote address at the Fall 2008 Teaching Conference for new Graduate Student Instructors (GSIs). This event was sponsored by the GSI Teaching and Resource Center, Graduate Division   The GSI Teaching and Resource Center, an academic unit in Berkeley’s Graduate Division, prepares GSIs for the teaching they will do at Berkeley and the teaching they may do in future academic and nonacademic careers.