Podcasts about transformative teaching

Episode 58: Transforming Teaching and LearningWhat would it look like if a school went “all in” on training teachers to become experts in the neuroscience behind learning? Saint Andrews Episcopal School did just that, and in the process, created the Center for Transformative Teaching and Learning, dedicated to helping educators everywhere unlock the power of Mind Brain Education.Guest: Glenn WhitmanResources, Transcript, and Expanded Show NotesIn This Episode:“Look, we have vocabulary quizzes for kids in every discipline. Why can't we sort of have that for the adult learners in our school? And the fact is, we went after this research around collective teacher efficacy. The idea is that if we have some common language, common frameworks, common North stars, or mountaintops, or drivers that we're all moving towards, then that might make us collectively more effective for all our student population.” (16:45)“I'll get on my horse for one second about homework. You know, we have our kids, we are privileged to have our kids for eight or more hours a day in all our schools, especially when they get to high school, right? I once had an AP history student ask if we were violating child labor laws because then they still had to go home and do two more hours of homework. I thought that was interesting.” (26:43)“I can ask the AI for an early draft. I can edit it around. And look, every kid can get immediate feedback too, using these tools, right? Now, you're right though. Learning happens when you think hard. And generationally, I think our kids don't want to think as hard as we, maybe we were willing, and maybe we were foolish, but we know learning doesn't stick unless you think hard about things you're either intaking or doing or building or pondering. And again, I think that's going to be a little, a healthy tension point to figure out.” (34:21)“The teacher of the future has to do a better job working the room and working among the students. I still see too many times, when I'm in schools, students working independently, and teachers retreating to their laptop and missing– This is the best time to ask deeper questions, to see what kid, is it sticking or working. So I think more and more, you know, working the room and moving amongst kids, as opposed to being in the front of the room. So I think teachers, I'm just going to say heads of school, a new line item budget should be better shoes for teachers.” (39:01)Related Episodes: 53, 49, 47, 45, 35, 31, 18 Hosted on Acast. See acast.com/privacy for more information.

On this episode Joe sits down with "Friend of the Show" Glenn Whitman. Glenn is the Director of the Center for Transformative Teaching and Learning in Potomac, Maryland and the author of "Neuroteach". Joe and Glenn talk about The Meadows partnership with the CTTL, Mind Brain Education and the future of learning! 

BIBLE STUDY| MIRACLES OF JESUS SERIES.|THE FOURTH MIRACLE OF JESUS pt.4 | THE FEEDING OF 5,000 MEN WITH 5 LOAVES OF BREAD AND 2 FISHES| CHIMDI OHAHUNA. Mark 6:31-34 Jesus serves as the complete and ultimate revelation of the character and nature of God the Father. In studying the fourth miracle performed by Jesus, we understand that vision, rooted in a deep understanding of God's will and purpose, leads to a profound sense of compassion in his heart towards those in need. This compassion, in turn, moves Jesus towards taking action and demonstrating visionary leadership that embodies spiritual leadership and guidance. The interconnectedness of vision, compassion, and visionary leadership highlights the depth and complexity of Jesus' approach to ministry and leadership. Vision, as a clear understanding of God's plan and purposes, provides the foundation for compassionate action and empathetic response to the needs of others. This compassion, fueled by love and empathy, drives Jesus to act in ways that transcend mere human understanding and exhibit divine wisdom and insight. Furthermore, the concept of visionary leadership emphasizes the transformative and inspirational nature of Jesus' approach to guiding and leading others. His leadership style is not based on mere authority or power but is deeply rooted in spiritual principles, divine wisdom, and a vision for the Kingdom of God. This visionary leadership model serves as a powerful example for the body of Christ, encouraging believers to move beyond mere acts of compassion and into a realm of faith-filled, visionary action that can lead to the supernatural and manifestations of God's power. Vision helps the leader give the people their real needs hence, a visionary leader knows the right need to be met in the lives of their followers. The message is clear: while compassion is a vital component of Christian life and ministry, it is the combination of vision, compassion, and visionary leadership that paves the way for experiencing the fullness of God, and great miracles in and through the body of Christ. As the body of Christ, If we stop at the compassion level, we won't get to the point of experiencing great miracles. By aligning our hearts with God's vision, cultivating deep compassion for others, and stepping out in faith-filled visionary leadership, we can witness the incredible power and transformative presence of God at work in and through our lives and in the world around us. Following Christ is not just about outwardly declaring oneself as a follower; it is about undergoing a transformative process of being "made" into a new creation in Christ. This process of being made involves a spiritual journey of growth, learning, and development that aligns with the teachings and example of Jesus himself. The Book of Matthew 4:19 says, "  And he saith unto them, Follow me, and I will make you fishers of men." So, if we say we follow Christ and are not being "made", we ain't following right. Jesus calls his disciples to follow him and become fishers of men. This call to discipleship implies a commitment to not only imitating Christ but also being transformed by his teachings, actions, and love. It is through this continuous process of being made that individuals are reshaped, refined, and molded into the likeness of Christ, reflecting his character, values, and purpose in their lives. Often, quick fixes don't fix the root cause of a problem. Jesus' leadership style, particularly in guiding those who were lost or in need as in this study, exemplified the importance of teaching as a fundamental aspect of leading and guiding others. Teaching serves as a means of not only imparting knowledge but also nurturing understanding, wisdom, and growth in individuals. Hence, Jesus taught then, then healed as many that were sick, and then fed them with the loaves and fishes; changing this order doesn't align with the leadership and guidance operations of God. Listen! Jesus is Lord --- Send in a voice message: https://podcasters.spotify.com/pod/show/gracelife-comi/message Support this podcast: https://podcasters.spotify.com/pod/show/gracelife-comi/support

The guest for this episode is Dr. Nick Monk, who joins me for a consideration of perhaps McCarthy's most idiosyncratic work.  The 90s were an exciting time for McCarthy fans.  In 92 he published the award winning All the Pretty Horses, followed two years later by the next installment in the Border Trilogy, The Crossing. Before he would go on to close out the trilogy in 98, however, in 1995 he also published a strange and fascinating play, The Stonemason. The play is about the Telfairs, a family of Black stone masons in Louisville, Kentucky.  The play examines the mystical and perhaps metafictional notion of stone masonry.  Using experimental techniques, we follow Ben Telfair in his worshipful relationship to his 100 year old stonemason grandfather, Papaw.  The play was canceled both figuratively and literally before it was ever fully produced.  Was it shut down because of McCarthy's appropriation of Black life? Or because the novelist included elements in the play which are more or less impossible to stage?  Both? Dr. Nick Monk is the author of True and Living Prophet of Destruction: Cormac McCarthy and Modernity, published in 2016 by the University of New Mexico Press, and he edited the collection Intertextual and Interdisciplinary Approaches to Cormac McCarthy: Borders and Crossings from 2012. Nick has also published on McCarthy and the ‘Desert Gothic,' Native American literature – particularly Leslie Silko – intercultural communication, identity, and teaching and learning in higher education. Nick is currently Director of the Center for Transformative Teaching, and Honorary Professor in the Department of English, at the University of Nebraska, Lincoln.As always, readers should beware: there be spoilers here.Thanks to Thomas Frye, who composed, performed, and produced the music for READING MCCARTHY.  The views of the host and his guests do not necessarily reflect the views of their home institutions or the Cormac McCarthy Society, although in our hearts we hope they'll someday see the light.  We appreciate favorable reviews on your favorite podcasting platform.  If you enjoy this podcast you may also enjoy the GREAT AMERICAN NOVEL PODCAST, hosted by myself and Kirk Curnutt. To contact me, please reach out to readingmccarthy(@)gmail.com. Despite the evening redness in the west Reading McCarthy is also on Twitter.  The website is at readingmccarthy.buzzsprout.com, and if you'd like to support the show you can click on the little heart symbol at the top of the webpage to buy the show a cappuccino.Support the showStarting in spring of 2023, the podcast will accept minor sponsorship offers to offset the costs of the podcast. This may cause a mild disconnect in earlier podcasts where the host asks for patrons in lieu of sponsorships. But if we compare it to a very large and naked bald man in the middle of the desert who leads you to an extinct volcano to create gunpowder, it seems pretty minor...

Dr. Eric Royer, an Instructional Developer at the Reinert Center for Transformative Teaching and Learning at Saint Louis University joins Megan and Tom talking about the life of Henry Kissinger and his impact on the world.    Credit: © H. Darr Beiser / USA TODAY NETWORK

Dennise Cardona sits down with Samantha Berg, a dedicated PhD candidate in Human Services Psychology at UMBC. Samantha shares her enriching journey through the College Teaching and Learning Science Graduate Certificate Program and offers valuable insights into how this program has been a game-changer for her.Discover how the program's dynamic approach to teaching has equipped Samantha with a diverse set of techniques for engaging learners of all kinds. From creative learning activities to the art of curriculum design, this conversation sheds light on the myriad ways education can be elevated.

Join us for a special episode of Math Teacher lounge where we take a break from our focus on math fluency to talk with scholar and author Nicole M. Joseph Ph.D. Tune in to this important conversation where Dr. Joseph shares her research and discusses how we can begin to uplift Black girls and empower them in our math classrooms.For more from Dr. Joseph, check out the following resources:Read Dr. Joseph's new book Making Black Girls Count in Math Education: A Black Feminist Vision for Transformative Teaching.Check out Dr. Joseph's Virtual Book Talk with Harvard Graduate School of Education.For more resources from Dr. Joseph, check out her website.To hear the latest from Dr. Joseph, follow her on X.

Mary Wright is the Associate Provost for Teaching and Learning, Executive Director of the Sheridan Center, and a Research Professor in Sociology. She is a former president of the POD Network in Higher Education. Before joining Brown, she served as Director of Assessment at the University of Michigan's CRLT. She holds degrees in sociology and higher education administration from Princeton and the University of Michigan. Her research focuses on teaching evaluation, educational development impact, and graduate student development. She is a co-author on the ACE-POD Center for Teaching and Learning Matrix (2017), which created operational standards for Centers for Teaching and Learning, as well as Defining What Matters (2018), which established guidelines for Center for Teaching and Learning evaluation. In 2021-22, she served on the commission (co-chaired by Barbara Snyder, AAU, and Peter McPherson, APLU) that authored The Equity/Excellence Imperative: A 2030 Blueprint for Undergraduate Education at U.S. Research Universities, a report which can be accessed at: https://ueru.org/boyer2030. Mary co-edits the International Journal for Academic Development, aiming to advance the field of academic development globally, and she has authored two books on educational development, including Centers for Teaching and Learning, the subject of our conversation in this episode ⁠Transcript ⁠ Get Your Copy: Centers for Teaching and Learning: The New Landscape of Higher Education (2023) by Mary Wright, published through ⁠JHUPress⁠. Use promo code HCTL23 in the check-out for a discount (active through 7/7/24). Below are CTL websites that Mary Wright identified as effectively presenting information that goes beyond offering resources for instructors or students. (1) Centers that offer a clear and concise overview of their statement of purpose (mission, goals, vision, values, and or/ guidelines) Coppin State University's Center for Excellence in Teaching and Learning (2) Centers that offer a clear picture of the norms of how they work UCLA's Center for the Advancement of Teaching and their visualization of collaborations  Saint Louis University's Reinert Center for Transformative Teaching and Learning UNC Asheville's Center for Teaching and Learning Washington & Lee's Harte Center for Teaching and Learning    (3) Centers that document, longitudinally, how might one expect to work with them over time (e.g., their curriculum) UCSF School of Medicine's Center for Faculty Educators* (4) Centers that offer an understanding of their history and origin story Oklahoma State University Institute of Technology's Center for Advancement of Teaching and Learning*  CUNY Hostos Community College's Professor Magda Vasillov Center for Teaching and Learning Auburn University's Biggio Center (5) Centers that have a sense of humor about how they make visible their work  Oklahoma City University's Center for Excellence in Teaching and Learning

In this question-provoking episode of Teaching Restored, we explore the profound impact of skillful questioning in the teaching process. Join us as we delve into the power of questioning assumptions and challenging beliefs, and discover how it can lead to growth and self-reflection. Through personal stories and examples, we learn how asking the right questions can foster engaging discussions, create transformative moments, and strengthen the connection between teacher and student. Elevate your teaching skills and unlock the potential for deeper learning by incorporating skillful questioning into your lessons.

In this episode, I speak with Michelle Blanchet. Michelle is the founder of the Educators' Lab, which supports teacher-driven solutions to educational challenges. Michelle is the co-author of The Startup Teacher Playbook, and Preventing Polarization: 50 Strategies for Teaching Kids About Empathy, Politics, and Civic Responsibility. She has worked with organizations like PBS Education, the Center for Transformative Teaching and Learning, the Center for Curriculum Redesign, and Ashoka. We discuss:

Dr. Nicholas Monk is Director of the Center for Transformative Teaching at UNL, in this episode, we discuss his book: True and Living Prophet of Destruction: Cormac McCarthy and Modernity, alongside discussions on nihilism and morality. --- Become part of the Hermitix community: Hermitix Twitter - https://twitter.com/Hermitixpodcast Support Hermitix: Patreon - https://www.patreon.com/hermitix Donations: - https://www.paypal.me/hermitixpod Hermitix Merchandise - http://teespring.com/stores/hermitix-2 Bitcoin Donation Address: 3LAGEKBXEuE2pgc4oubExGTWtrKPuXDDLK Ethereum Donation Address: 0x31e2a4a31B8563B8d238eC086daE9B75a00D9E74

Michelle Blanchet is co-author of The Startup Teacher (Times 10, 2020), co-author of Preventing Polarization (Times 10, 2023), and an educator and social entrepreneur striving to improve how we treat, train, and value our teachers. After ten years of experience working with young people, she founded the Educators' Lab, which supports teacher-driven solutions to educational challenges. Michelle earned a master's in international relations from Instituto de Empresa in Madrid. She has taught social studies in Switzerland and the U.S. and has presented at numerous events, including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum. She has worked with organizations like PBS Education, the Center for Transformative Teaching and Learning, Ashoka, and the Center for Curriculum Redesign. Brian has been in education for twenty-seven years teaching social studies and coaching varsity soccer in the US and abroad. Brian, a co-host of the 4 A Better Tomorrow Podcast, flew back and forth from Switzerland to run in the 2018 election as a US Congressional primary candidate from the 18th District of Illinois. Brian holds a master's degree in educational administration from Illinois State University, where he also served as an adjunct professor working in the field with student teachers in 2018 and 2019. He earned a bachelor's degree in Secondary Education from the University of Illinois in Urbana-Champaign. He currently teaches sociology and civics at Morton High School in Morton, Illinois. Brian is the co-author of Preventing Polarization (Times 10, 2023) where he and Michelle Blanchet show how all educators can equip our youth with skills to become active and engaged citizens. Social Links LinkedIn: @michelle-blanchet-edulab / @brian-deters Twitter: @educatorslab /

Transformative Teaching speaks with Jenny Deranek

Learning to teach math teachers better with Dr. Nicole Joseph, as she shares her experiences and advice on being a mathematics teacher educator. Nicole also shares her research on Black women and girls, their identity development, and their experiences in mathematics as well as sharing her work running the Joseph's Mathematics Education Lab. Links from the epidose Nicole Joseph Bio Page @ Vanderbilt University (https://peabody.vanderbilt.edu/bio/nicole-joseph) Making Black Girls Count in Math Education A Black Feminist Vision for Transformative Teaching by Nicole M. Joseph (https://www.hepg.org/hep-home/books/making-black-girls-count-in-math-education) Jones, Stephanie. "Identities of race, class, and gender inside and outside the math classroom: A girls' math club as a hybrid possibility." Feminist Teacher (2003): 220-233. Joseph's Mathematics Education Lab (https://my.vanderbilt.edu/jmel/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Nicole Joseph.

Executive Director Marjorie Malpiede interviews Joe Tranquillo, Associate Provost at Bucknell University, who applies “UX” (user experience) thinking to a host of academic priorities, including retention. The Associate Provost for Transformative Teaching & Learning and Professor of Biomedical Engineering refers to the principles of the Coalition for Life Transformative Education (CLTE), in advising institutions to identify what it takes for students to thrive and apply that to “everything you do.”

Welcome to Transformative Teaching, a new podcast presented by the Faculty Academy on Excellence in Teaching at Indiana University. In our first episode, FACET director Michael Morrone sits down with Katie Metz (FACET class of 2018), a senior lecturer in accounting at IU Bloomington and FACET's Statewide Selection Committee Chair, to discuss her approach to teaching, how her classrooms have changed over the years, and what motivates her to continue to learn and grow in her profession. Tune in to hear Michael talk with Katie about blended learning, professional growth, and staying current in a constantly changing field - plus a surprise plot twist at the end!

Glenn Whitman is a History teacher and Executive Director of the Center for Transformative Teaching and Learning (CTTL) at St. Andrew's Episcopal School. Glenn is the co-author of Neuroteach: Brain Science and the Future of Education, the co-designer of Neuroteach Global and Neuroteach Global Student and co-editor of Think Differently and Deeply, the international publication of the CTTL. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College and has shared the work of the CTTL through publications such as Edutopia, ASCD Express and EdSurge and presented around the world at public, private, and international school conferences including: Learning Forward, New Teacher Center, Learning & Brain and SXSWedu. Social Links Twitter: @gwhitmancttl LinkedIn: @glenn-whitman

Eunice Kamaara is a professor of Religion at Moi University, Eldoret, Kenya, and International Affiliate of Indiana University Purdue University, Indianapolis (US). She holds MPhil in Religion, MSc. in International Health Research Ethics, and PhD in African Christian Ethics. Her three-in-one public role involves teaching/training, research, and community service. She trains on Advanced Research Methodology including Research Ethics and Integrity; Transformative Teaching and Learning; Gender Mainstreaming; Higher Education Management; Quality Management; Project Planning and Development including Monitoring and Evaluation; Adolescent Sexual/Reproductive Health; and HIV Prevention and Intervention. She conducts trans/multi-disciplinary and community participatory research on gender, character values, and holistic health, and has over 100 publications.  Eunice is passionate about translating research findings into practical development through policy influence and community uptake. She is President of the Eldoret Based Gender and Development Network (EldoGaDNet), a community participatory self-development agent. She enjoys mentoring adolescents and youth.  She has served on the  board of CWS (Church World Service) for several years and is an observer of the CWS Innovation Hub. Her public role overlaps with her private role as mother, daughter, wife, sister, aunt, neighbor, among others. She is Presbyterian by birth, Roman Catholic by marriage, and Christian by choice. Eunice is a Top 30 WHO Africa health innovator: https://www.afro.who.int/news/who-innovation-challenge-announce-30-finalists-africa-health-forum-cabo-verde    For more info about CWS, please check out this website.    We are also making a special Playlist #CWSsongs consisting of songs chosen by our podcast guests.   Please let me/us know via our email innovationhub@cwsglobal.org what you think about this new series. We would love to hear from you.   Please like/follow our Walk Talk Listen podcast and follow @mauricebloem on twitter and instagram.  Or check us out on our website 100mile.org (and find out more about our app (android and iPhone) that enables you to walk and do good at the same time!

This is Episode 14 of "Centering Centers", a POD Network podcast that explores the work of Centers of Teaching and Learning and the vision and insights of educational developers in higher education. This episode features Nick Monk, Director, and Brian Wilson and Steven Cain, Senior Instructional Designers, Center for Transformative Teaching at the University of Nebraska-Lincoln. Here is a transcript of the podcast. Links: https://news.unl.edu/newsrooms/today/article/reflective-practitioner-program-aims-to-recognize-professional-development/ https://teaching.unl.edu/rpp/

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. In this penultimate conversation of Series Nine, we talk with Glenn Whitman. Glenn is a History teacher at St. Andrew's where he is also the Executive Director for the Center for Transformative Teaching and Learning. He is the co-author of Neuroteach: Brain Science and the Future of Education and co-designer of Neuroteach Global. Glenn loves the challenge and opportunity to help students, teachers, schools, and districts translate the most promising research and strategies in how the brain learns to their practice or programs. He is driven to meet the CTTL's vision--A world where every teacher understands how every student's brain learns--through the CTTL's Bridge and contributions to Edutopia and EdSurge in addition to presentations and workshops at public, private, and international school conferences world-wide. When not thinking about the student and adult learning brain, Glenn can be found working on his own brain by listening to Bruce Springsteen or playing a round of golf. Our series sponsor is a School for tomorrow. To find out more, visit https://www.aschoolfortomorrow.com/strategic-educational-development-program The Game Changers podcast is produced by Oliver Cummins for Orbital Productions, supported by a School for tomorrow (aSchoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Play, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Philip SA Cummins and Adriano Di Prato via LinkedIn and Twitter. Let's go!

Gina Merys, Director of the Reinert Center for Transformative Teaching and Learning, speaks with us about what the Reinert Center has to offer, how it expresses SLU's mission, and what programs are available to faculty.

This new episode features South Carolina-based, transformation activist Drisana (Dru) McDaniel. Dru is a co-founder of the Transformative Teaching Collective, a worker-owned cooperative which promotes social justice education. She designs and facilitates customized workshops that awaken and enable intergroup dialogue to advance Anti-Racism, Diversity, Equity, and Inclusion. In this conversion, Dru also talks about her approach centred around contemplation and spirituality to facilitate dialogue on social issues, through her consulting practice for Cultural Transformation ‘The Alchemy of Now'. Listen to her story.   Transformative Teaching Collective website: https://www.transformativeteaching.coop Drisana's expert consulting practice 'The Alchemy of Now' website: https://drisanamcdaniel.com/  Additional links available on the podcast website: https://narratives-of-purpose.podcastpage.io/episode/on-transformative-teaching-for-social-change-a-conversation-with-drisana-dru-mcdaniel 

These are challenging times, but what if you're trying to find some normalcy amidst the challenges? Today's guest, Michelle Blanchet, co-author of the Startup Teacher Playbook talks about a method she teaches teachers to help determine the specific issues of concern so that improvements can be made and the teacher can have a sense of forward progress. Social Emotional Learning isn't just for students, this episode focuses on teachers. https://www.coolcatteacher.com/e764 Today's sponsor is NaliniKIDS, creator of wordworkouts.org, a fantastic free SEL resource that will bring reflection and movement to your classroom. At wordworkouts.org you can select a word as the focus to help students get in the right mindset for a day of learning while making connections between academics and daily life. Wordworkouts.org is great for morning meetings, brain breaks, class transitions or advisory and is a wonderful relationship-building tool for your classroom community. Michelle Blanchet - Bio as Submitted Michelle is an educator striving to improve how we treat, train, and value our teachers. After ten years of experience working with young people, she founded the Educators' Lab, which supports teacher-driven solutions to educational challenges. Michelle earned a master's in international relations from Instituto de Empresa in Madrid. She has taught social studies in Switzerland and the U.S. and has presented at numerous events, including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum. She has worked with organizations like PBS Education, the Center for Transformative Teaching and Learning, Ashoka, and the Center for Curriculum Redesign. The Startup Teacher Playbook through Times 10 Publications is her first book. She occasionally blogs for Edutopia.

Glenn Whitman was just a history teacher before learning about the importance of neuroscience in education. Now he serves as the Executive Director of the Center for Transformative Teaching and Learning, where they train teachers to use research-informed and personalized strategies to help their students.

Welcome back to America‘s premier K12 education podcast! In this fantastic episode of The EdUp Edge Dr. Stacey Gonzales speaks with Michelle Blanchet, educational consultant and author of The Startup Teacher. In this episode, we discuss the need to reinvent the education system. The Startup Teacher provides educators with an education canvas (modeled after a business canvas) in order to intentionally design creative learning experiences for students. We discuss how polarization is impacting learning in classrooms across the U.S. and the distrust many teachers are facing but lack autonomy. Michelle is an educator striving to improve how we treat, train, and value our teachers. After ten years of experience working with young people, she founded the Educators' Lab, which supports teacher-driven solutions to educational challenges. Michelle earned a master's in international relations from Instituto de Empresa in Madrid. She has taught social studies in Switzerland and the U.S. and has presented at numerous events, including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum. She has worked with organizations like PBS Education, the Center for Transformative Teaching and Learning, Ashoka, and the Center for Curriculum Redesign. She is the co-author of The Startup Teacher Playbook. Her new book Preventing Polarization: How any teacher can promote civic-mindedness and constructive dialogue is expected to come out Fall of 2021. Thanks so much for tuning in. Join us again next time for another episode! Contact Us! Connect with the host - Dr. Stacey Gonzales Check out our other episodes at The Ed Up Edge! Join the EdUp community at The EdUp Experience! --- Send in a voice message: https://podcasters.spotify.com/pod/show/edupedgek12/message

Michelle is an educator striving to improve how we treat, train, and value our teachers. After ten years of experience working with young people, she founded the Educators' Lab, which supports teacher-driven solutions to educational challenges. Michelle earned a master's in international relations from Instituto de Empresa in Madrid. She has taught social studies in Switzerland and the U.S. and has presented at numerous events, including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum. She has worked with organizations like PBS Education, the Center for Transformative Teaching and Learning, Ashoka, and the Center for Curriculum Redesign. The Startup Teacher Playbook is her first book.Darcy is an English/Theatre teacher and professional development coach who got tired of traditional sit-n-get PD and now creates the type of PD she always wanted. With 10 years of experience teaching English and Theatre, Darcy specializes in interactive strategies for the classroom, meaningful tech integration, and building relationships with students. Darcy is an ISTE Certified Educator, an experienced international presenter, and empowerer of teachers. She loves helping teachers rekindle their spark for teaching and helping them make PD meaningful.

This episode covers Cognitive Load, a topic that I have recently learned about in more detail. Dr. Ian Kelleher, Mind, Brain, and Education researcher at The Center for Transformative Teaching and Learning offered a wonderful review of CL and inspired me to do some deeper thinking on the topic. This week's podcast is a solo, shorter podcast, so I hope you give it a listen! More interviews on the way! --- Send in a voice message: https://anchor.fm/cgramatges/message Support this podcast: https://anchor.fm/cgramatges/support

Sometimes teachers feel like they struggle to get bang for buck from bigger and longer lessons. But when it comes to literacy, Mini Lessons can be used strategically and effectively.So, what is an effective Mini Lesson?Mini Lessons are the time when we bring the whole class together, and then we reveal what we have noticed about our students as readers and writers. And when we fully understand our students, we launch into the ‘just right’ next actions/processes/strategies for them, letting them in on the secret of what good readers and writers do as we demonstrate the process/action/strategy for our students to take immediately into their reading and writing.1. The Mini Lesson:a.  What to Teach - Good reader/writer goal shared with studentsb. To & With - Modelling strategies/skills/processes/actions using Texts (Read Aloud and/or Shared Enlarged Text) and Think Aloud2. Independent Practice by students with teacher Conferring/Supporting/Questioning/Leading.3. Sharing - Thinker's Talking and Transforming LearningThe Mini Lesson needs to preface the reading or writing time, so that students can immediately practise what we have just explored in the Mini Lesson - less time teaching, more time reading. That’s the way to get impact. Mini Lessons make total sense because they are an everyday tool - leading into the every day, independent practice (reading/writing) that students need. They need both - a third of the time is a good guide for the Mini Lesson, with two thirds on actual reading/writing.Why are Mini Lessons important?The Mini Lesson promotes a good reader and writer action - seeing it done, doing it together, being aware of the habits and behaviours of good readers and writers. The Mini Lesson without a doubt invites every child, every day to be an active and engaged member of the literacy club.Tune in for more!To find out about upcoming webinars, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/.And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don’t miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.Produced by Apiro Media  https://apiropodcasts.com

In this episode, Errica chats with Dr. Shaun Woodly of Teach Hustle Inspire about the power of transformative teaching. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Don and Mark visit with Dr. Jeff King, Executive Director of the Center for Excellence in Transformative Teaching and Learning at the University of Central Oklahoma.

My guest is Dr. Jeff King, who is the Executive Director of the University of Central Oklahoma’s Center for Excellence in Transformative Teaching and Learning (CETTL). His research and application interests have long focused on use of engaging educational strategies and activities, on how faculty can help students learn and be motivated toward deep learning processes, and on the ways faculty and institutions can help students persist in their educations. This interest has found its way into his work at CETTL and as project director for UCO’s Student Transformative Learning Record (STLR) initiative, a process that develops students’ employability skills while raising persistence. Over the years as a college faculty member and in faculty professional development, Jeff has been able to match passion to position in helping faculty and students succeed. Connect with my guest: You can connect with Jeff King through the University of Central Oklahoma website at https://www3.uco.edu/centraldirectory/profiles/821521, or by email at jking47@uco.edu. Resources mentioned in this episode: The University of Central Oklahoma https://www.uco.edu/ UCO Center for Excellence in Transformative Teaching and Learning https://www.uco.edu/academic-affairs/cettl/ (and on Facebook @ UCOCTL) UCO Student Transformative Learning Record https://stlr.uco.edu (and on Facebook and Instagram @ ucostlr) Donate to UCO STLR https://www.centralconnection.org/stlr Share and subscribe: Share this podcast https://www.fullintegrationcoaching.com/liveyourpurpose For more ways to share and subscribe https://anchor.fm/liveyourpurpose Thank you! Connect with Charles: Learn more about my life coaching, public speaking, and retreat services https://www.fullintegrationcoaching.com Follow along with me on Facebook and Instagram @ fullintegrationcoaching

Michelle Blanchet is a teacher turned entrepreneur. She has been working with young people for the past ten years and founded The Educators' Lab, which supports teacher driven solutions to educational challenges. Michelle earned a Master in International Relations from Instituto de Empresa in Madrid. She taught sociology and economics, and has presented at numerous events including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum. She has worked with organizations like PBS Education, Ashoka's Youth Venture, the Center for Transformative Teaching and Learning, and the Center for Curriculum Redesign. She occasionally blogs for Edutopia and PBS TeacherLounge.

In episode 5, we talk with Dr. Debie Rudder Lohe, Director of the Policy Reinert Center for Transformative Teaching and Learning at St. Louis University. Dr. Lohe was also appointed acting Associate Provost for Faculty Affairs and Development. Topics that are discussed include transformation teaching and learning through writing and pedagogy, undergraduate education at a Jesuit or Catholic university, the forming of self for an educated person, the role and pattern of language and the training of a humanistic eye, mending the tension between the value of disciplines and the value of inter-disciplines, the role and strengths within a writing center, and using the POD Network as a UVP member.

On October 29, 2018, Steve Goodman, founding director of the Educational Video Center, came to Teachers College to discuss his new book “It’s Not About Grit: Trauma, Inequity, and the Power of Transformative Teaching.” The Educational Video Center is a social justice youth arts organization that builds the capacity of young people in transfer schools and international schools to create documentary films and to think and engage deeply with social justice. On this episode of the Media and Social Change Podcast, we will hear from Steve Goodman about what grit is, from his lens, and its relation with urban youth and education. You can buy It’s Not About Grit by Steve Goodman where books are sold, and you can check out films by Educational Video Center participants at evc.org. The Media and Social Change Podcast theme song is Kelp Grooves by Little Glass Men (CC BY 2.0): http://freemusicarchive.org/music/Little_Glass_Men/Kelp_Grooves/Kelp_Grooves

Mike and Dan welcome two great guests, Bror Saxberg and Glenn Whitman, to discuss the Chan Zuckerberg Initiative, The Center for Transformative Teaching and Learning, neuroscience and learning, and how a holistic approach to education applies to teaching and teacher development. Phew! Bror, Vice President, Learning Science at CZI, discusses the mission of the organization and how it recently invested in CTTL. Glenn describes the work that's been done on a local level at the St. Andrew's Episcopal School in Maryland and how that work is being scaled across the US and globally through CZI. Can training teachers on how the brain works make them more effective in the classroom? We talk often about teaching the whole student, but can we miss out on reaching the whole teacher? CTTL has done some great work in the field and have partnered with CZI to build NeuroTeach, which is set to launch broadly in January. Tune in for a wide-ranging discussion on neuroscience, learning engineering, growth mindset, microlearninf, and much more. We may even debunk a few neuromyths before we’re done. Enjoy!

A conversation with Glenn Whitman, Director of the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School in Potomac, MD. Hear how their center meets the mission of their school and the needs of schools across the country and see if you can figure out when our conversation was interrupted by a fire drill!

Episode 008: Glenn Whitman, NeuroTeach Today we talk with one of the authors of NeuroTeach: Brain Science and the Future of Education, Mr. Glenn Whitman. His dedication to understanding neuroscience and learning in order to effect change at the school building level permeates policy at the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School in Potomac, Maryland. Glenn speaks to us about the ways in which learning about the brain can enhance our instruction. Connect with Glenn Whitman Twitter: @gwhitmancttl | Website: thecttl.org | Book: NeuroTeach: Brain Science and the Future of Education Links & Show Notes Out of our heads and into the classroom Memory Palace / Memory Journey (1:35) ..* Kevin Horsley, International Grandmaster of Memory ..* Priming (2:55) ..* Spacing (3:25) ..* Hidden Brain (3:49) ..* Thinking Fast & Slow / You are Not So Smart (4:11) ..* “The more you know, the easier it is to know more.” ..* Science of Success episode with Kevin Horsley ..* Storytelling (5:00) ..* Dreams as a story to create narrative from chaos ..* Broca’s Area (5:37) ..* Brain lighting up when hearing stories same as if action was happening to you (fMRI) ..* Stillmotion: touch the heart to move the mind Intro to Glenn Whitman (6:50) ..* NeuroTeach ..* CTTL ..* Think Differently & Deeply One educational truth: Every day every kid will bring his or her brain to class (7:54) How do kids actually learn, never trained (8:37) In 2007 - asked ourselves ‘What makes an Expert Teacher?’ (9:02) ..* Do we know enough about the organ of learning, the brain? Only 20% of teachers have been exposed to that sort of training, per Glenn’s experience Mind Brain Education - train St Andrews Teachers in the Learning Brain + ongoing PD in Educational Neuroscience (10:17) ..* Denise Pope at Stanford ..* Dan Willingham at UVA ..* Rob Coe at University of Durham in UK Mission-driven (12:55) Teacher enthusiasm for working with research (13:41) “Can you change the culture of a school through research?” (14:22) ..* We don’t intentionally use research enough in the learning space to improve instruction. ..* Teacher as researcher ..* Ready-made research (15:25) ..* E.g. Memory (16:00) ..* Spacing effect, active retrieval, dual coding, flashcards being misused ..* Action Research (17:01) ..* Original Research studies (17:25) Unconscionable List (18:12) - “detrimental pedagogy” ..* Labeling students (19:15) ..* Surprise quizzes that count for substantial points (19:51) ..* Wasting the beginning and the end of class (20:34) ..* Ebbinghaus Curve of Forgetting (21:55) ..* Exclusive Content: add 2 more to the list ..* No high school should start before 830 am (22:42) ..* No more than 4 subjects a day (23:20) ..* Other unconscionable list items: ..* Balance between project-based learning and the content knowledge necessary to be successful in those projects (23:38) ..* The Myth of Learning styles (24:34) ..* Howard Gardner Start and end of class (25:31) 3 questions every Monday from one teacher - one thing you remember from last week, 1 thing you remember from last month, 1 thing you remember from September (28:19) ..* Primacy recency effect Labeling (29:09) ..* What labels do to our mindset (29:57) ..* Create a fixed mindset & a self-fulfilling prophecy ..* Neuroplasticity (31:09) The Mindset Scholars Network (31:40) ..* Belonging Mindset ..* Purpose & Relevance Mindset Study - Reminded participants of race before a math assessment (33:34) ..* Hardiman out of Johns Hopkins ..* Downshifting (33:55) 12 Things Teachers should do for every student every day (35:16) ..* Choice Final Exams (35:38) ..* Low stakes Formative Assessment (37:08) ..* Connection between emotion and learning (37:37) ..* Rick Wormeli “Fair is not always equal.” ..* Spacing / active retrieval / dual coding ..* Exclusive Content ..* Teaching students the neuroanatomy behind learning (39:37) Making the podcast better (40:03) ..* Think Differently & Deeply - authors podcast (40:25) ..* Acknowledging prior knowledge Teaching is a learning profession for the adult (42:03) ..* You should be better in June than you were in September ..* Project Zero’s Thinking Routines ..* Ron Ritchhart ..* CTTL - Center for Transformative Teaching and Learning Mind, Brain, Education (44:10) ..* Twitter is a great lifeline - the Learning Scientists - subscribe! ..* @gwhitmancttl ..* “NeuroTeach Global” being released in January 2019 (45:01) Multitasking (46:41) - think about the pace and the amount of activities we’re giving our students Self-testing is the million dollar strategy (49:00) - how much do you know without referencing anything, then build upon the gaps We want doctors that have studied the organs of the body; we want teachers that have studied the organ of learning (50:47) ..* Studying the learning brain should be the foundation in our professional learning for improving at other pedagogical techniques Takeaways (53:21)

Glenn Whitman, Director of the Center for Transformative Teaching and Learning, joins Design Movement to discuss his book, Neuroteach: Brain Science and Future of Education.  Design Movement is a podcast of the Mount Vernon Institute for Innovation. Connect with Brett on Twitter - @jbrettjacobsen www.mvifi.org  www.mountvernonschool.org

Glenn Whitman, Director of the Center for Transformative Teaching and Learning, joins Design Movement to discuss his book, Neuroteach: Brain Science and Future of Education.  Design Movement is a podcast of the Mount Vernon Institute for Innovation. Connect with Brett on Twitter - @jbrettjacobsen www.mvifi.org  www.mountvernonschool.org

What if teachers knew more about mind/brain education science? Would they be more likely to do those things that create opportunities for students to thrive in ways that are not similar to the traditional classroom setting? This webinar focuses on how the Center for Transformative Teaching and Learning provides training to its teachers in mind, brain, and education science, as well as its efforts to scale its work to reach public school teachers and their students.