Podcasts about Visible Learning

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

In Season 5 | Episode 2 | We will be unpacking and discussing: How do we effectively implement Visible Learning practices into classrooms? In this episode, we are joined by Doug Fisher. If you would like more information about Doug and the work he does, please visit:⁠⁠ ⁠⁠https://www.instagram.com/dougfisher.educator/?hl=en View the show notes here: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://teachertakeawaypodcast.weebly.com/shownotes ⁠

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

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

Meist stehen die Probleme des Bildungssystems im Fokus. Doch wo kann direkt angesetzt werden, um Veränderungen im Schulbetrieb anzustoßen? Ein Beispiel: Lehrkräfte haben meist mehr Freiräume, um ihren Unterricht zu gestalten, als sie meinen. Diese Möglichkeiten zu nutzen, dafür plädiert Sebastian Schmidt. Der Lehrer, Blogger und Youtuber beschreibt außerdem, was mit einer guten Feedback-Kultur in der Schule erreicht werden kann und erzählt von seiner Idee zur Zusammenarbeit von Lehrkräften – die ihm den Deutschen Lehrkräftepreis 2019 eingebracht hat. Was genau es mit dem "Flipped Classroom" auf sich hat und welche Chancen er in der Digitalisierung sieht, darüber spricht er in dieser Episode mit Bob Blume. Link Blog-Beitrag von Sebastian Schmidt: Die Schule ist nicht kaputt! Flipped Classroom | https://www.flippedmathe.de/ Podcasts und Podcastfolgen Psychologie fürs Klassenzimmer | https://www.podcast.de/podcast/3059457/psychologie-fuers-klassenzimmer Christian Spannagel bei "Die Schule brennt" | https://www.ardaudiothek.de/episode/die-schule-brennt-der-bildungspodcast-mit-bob-blume/christian-spannagel-informatik-ist-demokratierelevant/swr/13090255/ Silke Müller bei "Die Schule brennt" | https://www.ardaudiothek.de/episode/die-schule-brennt-der-bildungspodcast-mit-bob-blume/silke-mueller-paedagogik-fuer-tiktok-kinder-zwischen-handyverbot-und-beziehungsarbeit/swr/13703635/ Literatur John Hattie: Lernen sichtbar machen (Visible learning) Klaus Zierer: Hattie für gestresste Lehrer 2.0: Kernbotschaften aus "Visible Learning" mit über 2100 Meta-Analysen Bei Fragen und Anregungen schreibt uns: dieschulebrennt@auf-die-ohren.com

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

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

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

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

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

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

When students receive error feedback it usually causes a negative emotional response, this in turn can impact learning.  If we could somehow elicit a positive emotional response to error feedback, research suggests that this will increase motivation, enhance the desire to continue on a learning task and promote the use of efficient metacognitive strategies.  In today's podcast with Dr Annalisa Soncini we discuss how using a simple smiley in written error feedback can nuance the feedback so that the emotional reaction is more positive and the surprising impact this has on a student's learning experience.  Annalisa's paper ‘Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students' is open source and can be found on this link: https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12679 You can find out more about Hattie's Visible Learning here: https://visible-learning.org/

Math+Literacy = A Winning STEAM ComboDiscover how to blend math and literacy into the joy of everyday play and learning. Dr. Kateri Thunder shares her incredible strategies for sparking children's innate mathematical curiosity through storytelling, play, and intentional language. From the pages of The Very Hungry Caterpillar to the adventures of Jabari Jumps, learn how you can turn any story time into an opportunity for young minds to explore mathematical concepts in a fun and engaging way.Join the conversation this week with Dr. Kateri Thunder, an expert in early childhood education, as she shares her top strategies for recognizing and nurturing young children's innate mathematical thinking. Through intentional language and fun-filled activities, discover how everyday interactions like reading and playing can ignite a lifelong love for math in young learners.Embrace the power of open-ended questions to transform your teaching practice, inspired by Eric Carle's beloved story The Very Hungry Caterpillar.  We discuss how letting children's natural curiosity lead can deepen their engagement with mathematical concepts. Learn how to use concrete, representational, and abstract methods—such as cubes and number charts—to foster critical thinking and a strong mathematical identity in young learners, making every moment in the classroom a joyful journey of discovery and problem-solving.Finally, dive into the creative integration of math and literacy using multicultural children's literature, as we discuss strategies for connecting math, literacy and STEM using books like Jabari Jumps and Jabari Tries. We also explore the profound impact of unplugged coding activities and the significance of including diverse fairy tales that reflect all children's experiences. Empower yourself as an educator or parent with a treasure trove of innovative techniques designed to make every classroom moment a delightful journey of discovery and problem-solving for our early learners.Don't miss out on this enlightening conversation with Dr. Kateri Thunder that promises to ignite a love for math in the hearts of children and provide fresh inspiration for educators everywhere!Listen now and join us in transforming early childhood education, one playful moment at a time! About Our Guest:Kateri Thunder, Ph.D. is an educator, researcher, author, and coach who collaborates with learners and educators from school divisions around the world to translate research into practice. Kateri has served as an inclusive, early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project. Kateri researches, writes, and presents on equity and access in education and the intersection of literacy and mathematics for teaching and learning. She has partnered with thousands of educators to catalyze change in their classrooms and schools. Kateri is a best-selling author for Corwin, including Visible Learning in Early Childhood and The Early Childhood Education Playbook. Support the Show.Read the full show notes, visit the website, and check out my on-demand virtual course. Continue the adventure at LinkedIn or Instagram. *Disclosure: I am a Bookshop.org. affiliate.

En este episodio estaremos dialogando sobre cómo podemos establecer cuándo tus prácticas tienen efecto y su impacto en el aprendizaje. Si te interesa reconocer cuándo el efecto de una estrategia es el deseado, este episodio es para tí. --- Send in a voice message: https://podcasters.spotify.com/pod/show/entremaestrospodcast/message

Sara Delano Moore - Vice President of Research & Content - ORIGO Education: Spaced Learning: Helping Children Learn Mathematics Sara Delano Moore focuses on helping teachers and students understand mathematics as a coherent and connected discipline.  An experienced teacher and nationally recognized speaker, her work emphasizes the power of deep understanding and multiple representations for learning.  Sara's interests include building conceptual understanding of mathematics to support procedural fluency and applications, incorporating engaging literature into mathematics & science instruction, and connecting mathematics to engineering design in meaningful ways. She is a fourth-generation educator with experience teaching mathematics and science to K-8 students as well as experience teaching pre-service and in-service teachers at the university level.  Sara is an author of the Visible Learning for Mathematics series, the Mathematize It series, and the Mastering Math Manipulatives series of books for Corwin Mathematics. She currently serves as Vice President of Research and Content at ORIGO Education and Chair of ORIGO's Mathematics Advisory Board. Awesome conversation! Lots to share. Thanks for listening! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Thanks so much! Connect & Learn More: https://www.origoeducation.com/ https://twitter.com/origomath?lang=en https://www.facebook.com/OrigoEducation/ https://www.linkedin.com/in/saradelanomoore/overlay/photo/ Length - 39:12

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

In this episode, Craig Randall interviews Stephanie Guy, an elementary teacher at Sacred Heart Catholic School in Boise, Idaho. Stefanie shares her journey from a career in fashion to becoming an educator, now in her ninth year. She discusses the positive impact of her customer service experience at Nordstrom on her teaching approach, emphasizing the importance of catering to students' needs. She elaborates on her teaching strategies, highlighting the use of songs, peer teaching, and student-led learning to enhance engagement and understanding. The episode explores Stephanie's focus on building a classroom community based on trust, respect, and high expectations, where mistakes are viewed as learning opportunities. She also underscores the significance of visible learning, self-assessment, and feedback in fostering student ownership and success.01:27 Stefanie's Journey from Fashion to Education02:33 Incorporating Business Strategies into Teaching03:41 Visible Learning and Student Engagement Techniques11:01 Creating a Classroom Culture of Trust and Learning13:19 Effective Classroom and Student Behavior Management16:15 Building Strong Relationships and Community in the Classroom18:03 Leveraging Music and Student Leadership in Lessons24:32 The Power of Self-Assessment and Feedback in Learning

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

Las investigaciones educativas cada día nos brindan más evidencia de cómo se está transformando la educación y hacia dónde debemos dirigirnos. El poder de la investigación Visible Learning reside en ayudar a los educadores a comprender, medir y evaluar el impacto que pueden tener en el crecimiento y el rendimiento de los alumnos. Si te interesa conocer qué es la investigación Visible Learning y cómo conocer sus resultados pueden beneficiarnos en la gestión académica, este episodio es para tí. --- Send in a voice message: https://podcasters.spotify.com/pod/show/entremaestrospodcast/message

Did you know that one of the best ways to empower your teenage girl is through writing and education? In this podcast episode, we will uncover the significant role of writing in promoting mental well-being, personal growth, and self-discovery. I'll share practical tips with you on how to incorporate English and empowerment education into daily life, helping your teenage girl thrive. Together, we'll delve into the transformative power of gratitude, mentors, and self-expression. We will explore how mentors can provide wisdom, guidance, and practical examples that can profoundly impact a young person's life. This episode is full of insights from research studies, my teaching experiences, personal anecdotes, and even poetry! So if you're a parent who believes in your teenage girl's untapped potential, this episode is a must-listen. Tune in to unlock the secrets of empowering your teenage girl through writing and help her rise to her full potential.Topics covered on this episode:The importance of mentors in empowering teen girls' personal growth and transformation.Why is feedback considered the most powerful tool for enhancing achievement?The connection between writing for enjoyment and mental well-being, and how can it benefit your teen girl?How can writing help teen girls make sense of their feelings and seek support when needed?How can English and empowerment learning help your teen girl rise to her potential?How can we encourage teen girls to develop their own unique writing voice and style?A few poems to empower teen girls.Connect with Sonal:Instagram:  @sonalrisegirlsResources from this episode:Visible Learning by John Hattie Descriptosaurus Personal Writing by Alison Wilcox Related episodes:Episode 2 Empowering Your Teen Girl Through English EducationEpisode 1 Empower Your Teen Girl With the Key Lessons I Learned from My JourneyQuote:"The point of education is not to pass school exams. The point of education is to pass the exam of life." - Sonal, Rise Girls-------Disclaimer: This podcast is not a replacement for professional, medical help or therapy. It is intended for educational and informational purposes only. The use of this information is at the listener's discretion. Seek the advice of a qualified medical professional before trying any of the suggestions offered through our services. For medical advice, contact your doctor or a qualified medical professional.Tap Here to Book a free Student Success Callhttps://calendly.com/rise-girls/english-empowerment-student-success-plan Connect with Sonal: Instagram: @sonalrisegirls Disclaimer: This podcast is not a replacement for professional, medical help or therapy. It is intended for educational and informational purposes only. The use of this information is at the listener's discretion. Seek the advice of a qualified medical professional before trying any of the suggestions offered through our services.

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

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

Join us on the Coaching Conversations podcast for an illuminating episode featuring Dr. Kristin Anderson, founder and CEO of The Brilliance Project. With over two decades of experience as an educator, researcher, and thought leader, Dr. Anderson has empowered thousands of educators, leaders, and aspiring world-changers to unlock their personal power and potential. Her early career, working with marginalized students, ignited her passion for education's transformative potential and its challenges. Today, she focuses on building trust, hope, and belief through personal efficacy, alongside a deep commitment to adult learning and wellbeing.Dr. Anderson's extensive career includes roles in diverse K-12 settings and the development of professional learning programs for prestigious organizations. She's known for introducing Visible Learning to North America and holds advanced degrees from several esteemed institutions. In recent years, she's collaborated with global leaders to drive sustainable change in education, blending behavioral and decision science with practical research implementation. Discover her insights, her upcoming book on Educator Wellbeing, and the future of education as we delve into her remarkable journey, all from her base in Thousand Oaks, California. Don't miss this inspiring episode on Coaching ConversationsKristin will be a breakout presenter at this years TLC Conference in Orlando. Sign up to attend in-person or virtually here. To learn more about Better Conversations, click here.

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

¿Qué mejor manera que aprender con los grandes? En este episodio resumimos 5 libros de referencia que ningún docente debe perderse. Además, te cuento cómo puedes aplicar en tu aula el contenido de estos libros en el nuevo curso de ⁠⁠⁠jose-david.com⁠⁠⁠ :) Libros de Educación Los libros de educación que resumimos y analizamos son: El Elemento: Descubrir tu pasión lo cambia todo (Ken Robinson). Crear Hoy La Escuela De Mañana (Richard Gerver). Visible Learning for Teachers: Maximizing Impact on Learning (John Hattie). rEDUvolution: Hacer la revolución en la educación (María Acaso). Neuroeducación en el aula: De la teoría a la práctica (Jesús Guillén). ¡Espero que te guste!

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

We know that every child deserves a quality education, but did you know where the roots started to form for universal design for learning (UDL)? This week on the podcast, I'm talking to a powerhouse in education about the power of teaching different students in different ways. Something just makes sense when you consider how very different we all are.   In this episode, Dr. Virginia (Ginny) Simmons, an advocate for UDL, shares her journey of transforming education to create inclusive classrooms that cater to the unique needs of every student. Reflecting on the limitations of traditional special education, Ginny emphasizes the importance of recognizing different "brain prints" and implementing innovative teaching methods.    UDL shifts the focus from textbooks to empowering teachers as they tailor goals and objectives to meet the individual needs of their students. By embracing multiple intelligences, incorporating personal interests, and integrating technology, educators can create engaging and inclusive learning environments that foster higher-order thinking skills. Ginny's insights inspire educators to harness the power of UDL, ensuring that every student has the opportunity to thrive and reach their full potential in the classroom. About Dr. Virginia Simmons:   Dr. Virginia Simmons makes over achievers look like lightweights. Not only is she serving learners and supporting educators fully well past when many may have retired, but she has more degrees than a room full of educators. Ginny has undergrad degrees in elementary ed, English, social studies, four master's degrees in mental disabilities, behavior disorders, learning disabilities, gifted and talented, and then a doctorate in special education and admin.   Jump in the Conversation:   [2:24] - Her accomplishments started when a principal told her to go to college [5:07] - Think in an open way; don't close the door [5:48] - Where Ginny started in special education [8:50] - Educators looked at reasons for universal design and applied it to learning [11:50] - We were creating isolated worlds [14:12] - Research started to show the way to teaching special education [15:38] - Universal Design for Learning is caring for every student in the classroom [16:46] - The textbook is just a book; the teacher is who implements the goals and objectives [18:30] - How many intelligences can you include in one lesson [19:19] - Higher-order thinking skills and technology [24:21] - Teaching prosody [29:03] - How teachers can implement universal learning in their classrooms [32:16] - Turbo Time [43:30] - Ginny's Magic Wand [44:53] - Maureen's Takeaways   Links & Resources   What is Universal Design for Learning? Visible Learning and John Hattie Gardner's Multiple Intelligences Critical Thinking and other Higher-Order Skills What is prosody? Email Maureen Maureen's TEDx: Changing My Mind to Change Our Schools The Education Evolution Facebook: Follow Education Evolution Twitter: Follow Education Evolution LinkedIn: Follow Education Evolution EdActive Collective Maureen's book: Creating Micro-Schools for Colorful Mismatched Kids Micro-school feature on Good Morning America The Micro-School Coalition Facebook: The Micro-School Coalition LEADPrep

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

In this episode I'm speaking with Julie Stern. Julie is a four-time, best selling author with titles that include: Learning that Transfers, Visible Learning for Social Studies, The On-Your-Feet Guide to Learning Transfer and Tools for Teaching Conceptual Understanding. She is an advocate for sustainability, equity and well being in education and has spoken internationally to help facilitate this in many schools around the world. We discuss: 1. How conceptual learning and transfer compliment each other2. How teachers or schools can accurately assess that transfer has taken place3. Julie's stratification of different kinds of concepts and how this might apply to English 4. David Perkin's book, Future Wise, and where his 'lifeworthy knowledge' would they fit in this conceptual stratification5. Whether Julie thinks the current paradigm of dividing schools up into: Math, Social Studies, English etc is an appropriate model looking into the future6. When designing the closest thing to a perfect assessment, what she thinks it should entail for students7. And lastly - when, if ever, is a good time to do project based learning with a class?Thanks so much to Julie for being a passionate and engaging voice on the topic of conceptual learning and offering a framework that better allows IB educators and beyond to crystallize their teaching approaches. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk

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

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

During this episode we talk about important ways we can help our youngest students learn and grow. We talk about what teacher clarity looks like with preK and kindergarten students as well as the different types of play. Kateri's book has real-life examples on some of the best teaching practices for student learning and I can't recommend it enough.   KATERI'S BOOK: https://amzn.to/3W1b3d3   BECOME A PATRON, FOLLOW US ON SOCIAL, AND MORE: https://create-abilities.com/afterthebell/

When the original Visible Learning® was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing "teaching's Holy Grail". Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood – and at times misunderstood – and what future directions research should take. Visible Learning: The Sequel reiterates the author's desire to move beyond claiming what works to what works best by asking crucial questions such as: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include: The evidence base and reactions to Visible Learning The Visible Learning model The intentional alignment of learning and teaching strategies The influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievement The impact of technology Building upon the success of the original, this highly anticipated sequel expands Hattie's model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker.

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

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

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

Let's talk coaching! “Coaching is unlocking a person's potential to maximize their own performance. It is helping them to learn rather than teaching them.” In today's episode Angela and Lisa discuss how professional development has changed for teachers and how coaching has taken on a more crucial role. You'll hear some tips for effective professional learning before our interview with Amber Birch-Trujillo, consultant for The Student Centered Coaching Model. Highlights of this episode: Angela and Lisa talk successful professional learning How blended learning has improved opportunities for teachers to learn on their own time Lisa gets “edunerdy” with John Hattie's Visible Learning research Learn how coaching can support student learning Discover why fixing teachers is NEVER the goal Get an insight into what it's like for an “outsider” to work with educators in RCISD Meet Cinnabinna with clean hair To learn more about our guest and her quotable quotes, visit our expanded show notes at bit.ly/rcttep33

Let's talk coaching! “Coaching is unlocking a person's potential to maximize their own performance. It is helping them to learn rather than teaching them.” In today's episode Angela and Lisa discuss how professional development has changed for teachers and how coaching has taken on a more crucial role. You'll hear some tips for effective professional learning before our interview with Amber Birch-Trujillo, consultant for The Student Centered Coaching Model. Highlights of this episode: Angela and Lisa talk successful professional learning How blended learning has improved opportunities for teachers to learn on their own time Lisa gets “edunerdy” with John Hattie's Visible Learning research Learn how coaching can support student learning Discover why fixing teachers is NEVER the goal Get an insight into what it's like for an “outsider” to work with educators in RCISD Meet Cinnabinna with clean hair To learn more about our guest and her quotable quotes, visit our expanded show notes at bit.ly/rcttep33

Julie Stern has nearly two decades experience facilitating adult learning, and feels lucky to partner with educators to take their practice to the next level. She is passionate about synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a four-time best-selling author of Learning that Transfers, Visible Learning for Social Studies, The On-Your-Feet-Guide to Learning Transfer and Tools for Teaching Conceptual Understanding, Elementary and Secondary. She is a certified trainer in Visible Learning Plus and Concept-Based Curriculum and Instruction. Julie is also a James Madison Constitutional Fellow and taught social studies for many years in Washington, DC and her native Louisiana. She moves internationally every few years with her husband, a US diplomat, and her two children. You can find further info and resources at Julie's website is edtosavetheworld.com. Social Links LinkedIn: @julieharrisstern Twitter: @JulieHStern

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

In Don't @ Me (2:15), Tom shares his thoughts on the recent social media phenomenon called "Quiet Quitting." Then, Tom is joined by Dr. John Hattie (12:16) for part one of a conversation about the Visible Learning research. Finally, in Assessment Corner (51:11), Tom discusses why it might be time to push back against those who push back at the elimination of punitive grading practices.   Visible Learning Website: www.visible-learning.org Hattie Foundation Website: www.hattieff.org   NEW BOOKS BY TOM: "Concise Answers to FAQs about Assessment & Grading"   "Jackpot: Nurturing Student Investment through Assessment"     UPCOMING PROFESSIONAL LEARNING   Grading from the Inside Out (2-Day Workshop)  Virtual Workshop (Octo. 4 & 11, 2022) Register Here   Minneapolis, MN (December 1-2, 2022) Register Here     Teach Better Conference (CODE: Schimmer22) Akron, OH (October 14-15, 2022) Register Here   Michigan Assessment Consortium November 2, 2022 (1:00-3:30pm ET) Register Here   CONNECT WITH TOM SCHIMMER Email: tomschimmerpod@gmail.com Twitter: @TomSchimmerPod Twitter: @TomSchimmer Instagram: @tomschimmerpodcast TikTok: @tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com  

In this episode, we find out what it takes to make a great learner with the help of the very well known education expert and researcher, John Hattie. 

Julie Stern is a global consultant and author: Julie has nearly two decades experience facilitating adult learning, and feels lucky to partner with educators to take their practice to the next level. She is a four-time, best-selling author of Learning That Transfers, Visible Learning for Social Studies, The On-Your-Feet-Guide to Learning Transfer, and Tools for Teaching Conceptual Understanding, Elementary and Secondary. Show Highlights Tips to move beyond capacity and dig deep into the reserves. Ideas to honor educators,students and leader's wellbeing and still improve their craft. How to find the intersection of professional development and well being? Say Goodbye to being overwhelmed with a 7-day reset and Time Audit for Teachers Stop dividing equally to move past topical level learning in your school. Find your most essential elements in 3 words Build excitement and momentum for your staff by asking 2 questions. ACT, to transfer and facilitate learning that is contagious. Solution surveys to eliminate time constraints for teachers in your building. “How many of us have thought I got nothing left? Many of us have broken and many teachers are leaving the profession. Many leaders are leaving the profession, which breaks my heart. My passion is the intersection of how do we get better while not maintaining our well being, our own personal well being. My life's work is: how do we update teaching and learning to prepare kids for an ever-changing world while we still are healthy.” -Julie Stern Julie Stern's Resources & Contact Info:   Teacher time audit template Goodbye to Overwhelm free course  7-Day Reset free course  Twitter.com Podcast | learning that transfers Instagram Julie Stern - YouTube learning that transfers | Facebook Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog     SHOW SPONSORS: HARVARD GRADUATE SCHOOL OF EDUCATION Transform how you lead to become a resilient and empowered change agent with Harvard's online Certificate in School Management and Leadership. Grow your professional network with a global cohort of fellow school leaders as you collaborate in case studies bridging the fields of education and business. Apply today at http://hgse.me/leader.   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a “Fitbit for teachers” that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs.   ORGANIZED BINDER Organized Binder is the missing piece in many classrooms. Many teachers are great with the main content of the lesson. Organized Binder helps with powerful introductions, savvy transitions, and memorable lesson closings. Your students will grow their executive functioning skills (and as a bonus), your teachers will become more organized too. Help your students and staff level up with Organized Binder.   Copyright © 2022 Twelve Practices LLC

Show Sponsor Thank you to TeacherWit  Book time to chat with Jeff Utecht Our Guest: John & Kyle Hattie John Hattie is Emeritus Laureate Professor at the Graduate School of Education, University of Melbourne, Australia. He is one of the world's best known and most widely read education experts and his Visible Learning series of books have been translated into 29 different languages and have sold over 1 million copies. Kyle Hattie is a Year 6 Teacher working in a primary school in the northern suburbs of Melbourne, Australia. Over his 10-year career, he has taught at many year levels, from Prep to Year 6 in both Australia and New Zealand. Kyle has held various leadership titles and has a passion for understanding how students become learners. Link to book on Amazon John Hattie's Website Twitter: John Hattie Twitter: Kyle Hattie

During this episode we talk about Dr. John Hattie's visible learning research. We focus on teacher efficacy and expertise and the impact those two things have on student achievement. He talks about the need for courage and the safety we need to create to be able to have the hard conversations that will change the face of education.   JOHN'S WEBSITE: https://visible-learning.org/   BECOME A PATRON, FOLLOW US ON SOCIAL, AND MORE: https://create-abilities.com/afterthebell/

Guests: Julia Salce and Wendy Peterson In this episode, we chat about what we are currently reading and provide a 'taste' of each instructional book and what it has to offer educators.  Instructional Books Discussed: Uncommon Sense Teaching by Barbara Oakley PhD, Beth Rogowsky EdD, Terrence J. Sejnowski   10 Mindframes for Visible Learning by John Hattie & Klaus Zierer  Instructional Agility by Cassandra Erkens, Tom Schimmer, and Nicole Dimich Vagle John Hattie's Visible Learning Website: John Hattie's Visible Learning MetaX  Other Instructional Books We Love: Love to Teach: Research And Resources For Every Classroom by Kate Jones Retrieval Practice: Resources and Research for Every Classroom by Kate Jones Ready-to-Go Instructional Strategies that Build Collaboration, Communication, and Critical Thinking by Denise White and Alisa Braddy Worksheets Don't Grow Dendrites by Marcia Tate Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning by Peter Liljedahl Our Favorite Instructional Websites for Articles: Edutopia.com Teachthought.com Cultofpedagogy.com Edweek.org

What can concerned parents and teachers do to ensure their children, of all ages, develop great learning habits which will help them achieve their maximum at school and in life? This is probably one of the most important questions any parent can ask and now John Hattie, one of the most respected and renowned Education researchers in the world draws on his globally famous Visible Learning research to provide some answers.Working with his own son Kyle, himself a respected teacher, the Hatties have written a book titled “10 Steps to Develop Great Learners”, which offers a 10-step plan to nurturing curiosity and intellectual ambition and providing a home environment that encourages and values learning. These simple steps based on the strongest of research evidence and packed full of practical advice can be followed by any parent or teacher to support and enhance learning and maximize the potential of their children.  During this episode we will discuss:How to communicate effectively with teachersHow to be the ‘first learner' and demonstrate openness to new ideas and thinkingHow to choose the right school for your childHow to promote the ‘language of learning'How to have appropriate high expectations and how to understand the power of feedback

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

So often our experience with our team meetings can feel unproductive or basic - how do we really leverage our Professional Learning Community into dynamic teams that truly impact our students? Join us for today's conversation with Professor Douglas Fisher as we dive into the elements of PLCs and what actually makes them effective. Dr. Douglas Fisher, is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High. Previously, he was an early intervention teacher and elementary school educator. Dr. Fisher is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How Learning Works. Dr. Fisher loves being an educator and hopes to share that passion with others. 

June 25 2021 - Episode 55The Ignite EdTech Podcast with @mrkempnz1. Introduction2. Question for you - What are your go-to podcasts to listen to?3. EdTech Tool of the Week - Desmos4. EdTech Tip of the Week - My Top 5 Podcasts to listen to over the coming months5. Interview with Clint Hamada6. Win this weeks prize (1 book from my bookshelf) by going to bit.ly/edtechwin and completing the short form (Competition ends 9am SGT on Wednesday 30 June).7. Subscribe, Rate and ShareIf you have a question that you want answered on the podcast please emailinfo@igniteedtech.comConnect with Mark Quinn here or via email markquinn9129@gmail.com - Make a Difference Podcast (Mark Quinn)Links from PodcastTHE BIG ANNOUNCEMENT - Sign up for updates at EduSpark.WorldClint on TwitterThe Art of Screen Time bookBook - Visible Learning by John HattieBook - Creating Innovators: The Making of Young People Who Will Change the World by Tony WagnerBook - The Unschooled Mind by Howard GardnerBook - Out Of Our Minds by Ken RobinsonPodcast 1 - A Bit of Optimism by Simon SinekPodcast 2 - Cult of Pedagogy Podcast by Jennifer GonzalezPodcast 3 - Make a Difference Podcast by Mark QuinnPodcast 4 - Leading Equity Podcast by Sheldon EakinsPodcast 5 - Design Cast Podcast by Jason ReaginWE ARE TAKING A BREAK (for 3 weeks) - See you back on July 23!