Podcasts about zpd

Barbara Smith, the editor of Urgent Care for Schools: Situating Responsibility as an Engaging Way for Students to Transform School Cultures, explores providing meaningful, memorable, and fulfilling learning experiences by situating responsibilities with learners. From her experiences in public, independent, charter, and international schools, Barbara explores expanding the student identity to include that of becoming service providers, injustice responders, action researchers, designers, apprentices and teachers. Visit the ZPD website and connect with Barbara here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

From her career as a teacher and school leader in public, independent, and international schools and having opened three new schools, Barbara Smith proposes the importance of situating responsibility with students and teachers.  She describes why change is urgent and needs to be transformative. Just as teachers need to be facilitators of student responsibility to create their learning, school leaders need to be facilitators of teachers' responsibility. Time and space for teacher collaboration and learning is a key. Connect with Barbara & visit the ZPD website here.  Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Finding the "Just Right" Challenge: How to Help Kids Grow Without OverwhelmLast week, we talked about the importance of resilience and how stress plays a role in helping kids develop the skills to navigate life's challenges. But how much challenge is too much? And how can we push kids just enough without overwhelming them?In this episode of Overpowering Emotions, we explore the Zone of Proximal Development (ZPD)—the sweet spot where kids stretch beyond their comfort zones while still feeling supported. Think of it as the "Goldilocks Principle" for learning: not too easy, not too hard, but just right.You'll learn: ✔️ How to recognize kids' ZPD and adjust challenges accordingly ✔️ The key difference between guiding and rescuing (and why less talking is often better!) ✔️ Why frustration and mistakes are essential for growth ✔️ Practical, real-life challenges you can use to build independence and problem-solving skillsPlus, check out below for activities designed to help kids push their limits in a way that fosters confidence, resilience, and lifelong motivation.

On today's Coffee with Rich, we will be joined by Jonathan Deal. MR. Deal operates full time as the founder and lead instructor of Zero Points Down Academy (ZPD) in South Africa. MR. Deal operates full time as the founder and lead instructor of Zero Points Down Academy (ZPD) in South Africa. ZPD is a bespoke training operation catering for Police mandated training of citizens on all small arms as well as advanced levels of sport shooting, including precision long-range shooting.   He is the IDPA State Coordinator for the Cape Province in South Africa and a keen Sport Shooter. In 2020 he founded the SAFE CITIZEN Campaign www.safecitizen.co.za – a civil rights group concerned with the safety of South Africans who daily face escalating and brutal crime. Writing on Travel and Tourism, his book, Timeless Karoo was published in 2007, and as a freelance journalist and photographer, he also writes for various publications, including the Rhodes Business School website and the Daily Maverick. He is a past chairman of the Southern African Freelancers Association and is sought after as a speaker and debater on environmental issues at international conferences. Deal presented at Al Gore's International Climate Leadership School in Johannesburg in March 2014 and was honored in the same year to be listed by City Press as 1 of 100 World Class South Africans, sharing the accolade with fellow citizens such as Nelson Mandela, Mark Shuttleworth and Charlize Theron. His background in journalism and public speaking has proved invaluable in moving Safe Citizen forward.   As a committed trainer, he holds a fierce passion for lawful and competent private gun ownership and regards himself as an influencer in this realm in South Africa. Reading widely on training and civil rights issues, Deal views SafeCitizenas a necessary vehicle to move lawful gun owners close to the police as trusted allies – proving that citizens who can defend themselves will be a powerful and positive influence on the communities in which they live. Deal intends to use every resource available to unite lawful South Africans who support private firearm ownership, to overturn the untrue perception that firearms are bad and that private firearm owners are to blame for the flood of illegal firearms in the country. He is determined that his fellow citizens should be able, via the lawful possession of a firearm to enjoy the Constitutional guarantee of freedom from public or private violence.   Do not miss this live stream! Zero Points Down Academy: www.zeropointsdownacademy.com

In this podcast episode, host Jon interviews two guests from Australia, Darren Iselin and his daughter Beck, about the concept of wellbeing in schools. Beck, a teacher, discusses the increase in mental health issues among her students, such as anxiety and depression, as well as the rise in neurodivergent behaviors. She also shares her observations about the impact of the COVID-19 pandemic on student wellbeing. The conversation highlights the importance of relationships, trust, and cultural norms in fostering student wellbeing and flourishing. They conclude by expressing their hopes for the future of education, including a focus on connection and a joyful hope for student flourishing. To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student.   The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.   Be encouraged.   Mentioned: Flourishing Together by Lynn Swaner and Andy Wolfe Novice Advantage by Jon Eckert Connect with us: Baylor MA in School Leadership Baylor Doctorate in Education Jon Eckert: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon: Welcome back to Just Schools. Today we have two guests in from Australia. Darren Iselin is one of our only ever repeat people on this podcast, he was so good the first time we brought him back again. And this time he's also brought his daughter Beck. Beck is in her sixth year of teaching year four in Australia. And so today we are going to have a conversation where we make a case against wellbeing. So if you aren't intrigued already, hopefully you will be after we start to hear from some of our friends here. So let's start with Beck. So Beck, you're in your sixth year. So you've been teaching a little bit before Covid hit and then you've had almost half your time before and after Covid. How would you describe the wellbeing of your students in Australia now? And then we'll dig into why maybe that wellbeing is not the right term for our kids. Beck: Yeah, absolutely. Within my classroom context, in any given year post Covid, I generally have around 10 kids diagnosed anxiety. I've seen depression as well in addition to then neurodivergent behaviors, seeing a massive increase. Jon: Neuro divergent. I love the terms used. I mean five years ago, we never heard that but all right, so continue with neurodivergent. Sorry to interrupt. Beck: So that's an increase in that, in addition to what I was already seeing. I think there's been a lot of children coming in just not at their, we talk about battery packs and they're coming into that school day and their battery pack is just completely drained at the start of the school day. And I think Covid times are really interesting for me. I was still teaching grade one back then and in Australia we only had remote learning for a short time. But for my students, the students who attended school, their wellbeing if you want to call it that I guess, they just seemed happier and settled and then the students who were learning at home seemed the same. And so then coming back from Covid was really hard because the students at school that had had so much more attention had had a different school day, they then struggled with having everyone back together and then the students who were at home who had had Mom and Dad doting on them for the whole day and only having to do some hours. Jon: I want to be in that house. I don't think our kids felt like they were doted on our house. Beck: I know sitting in Mom and Dad's office chair, we saw Ugg boots with the school uniforms, so then they loved that time. And so what I found really interesting was the coming back to I guess what we had considered normal school. And I feel like we've kind of been struggling to still come back after that, if that makes sense. Jon: Yes. Well in the US some schools were out for long periods of time, so there's significant learning loss that's happened and they're not able to figure out ways to minimize that impact and then accelerate forward on top of all the shifts in the way kids have gone through schooling over the last four years. Darren, we had a conversation with a renowned education scholar and in that conversation we were talking about wellbeing and flourishing and some of the issues that Beck just alluded to because we're seeing that in college students, we're seeing in grad students, we're seeing it in K through 12 students for sure. He mentioned that he did not like the term wellbeing and he didn't like the term flourishing. From what you recall of that conversation, what was his beef with those two terms? To me those have been some of the most ubiquitous terms in schools and who's against wellbeing? And here I'm saying we're making a case against it. What was his problem with those terms? Darren: Yeah, I think it comes out of a sense that the way that we are orientating the whole educational process has become highly individualized, highly about the self, the atomized version of who we are, and we've lost sight of, I guess a larger understanding of community and understanding of relationship and understanding of how we do this educative process together as opposed to siloed and isolated. And I think his main concern was around that the notion of wellbeing has become more and more about an introspective subjective version of what that means as an outcome as opposed to something that is around a collective purpose and meaning making that can be shared in a journey together. Jon: So when you think about Aristotle's view of the purpose of education, it was to lead to a flourishing society, which is an individual component to that, but that also has a communal purpose, it's not just to flourish. That becomes an issue. So I think I agree that was one of his things that he was pushing back against. And then I felt like he was also pushing against the idea that if kids believe that when they go to school their wellbeing is going to be attended to, and educators see wellbeing as the end, that communicates to them a freedom from struggle. And in fact, in his view, and also I think in our shared view, education is struggle. It's not freedom from struggle, it's freedom to struggle well. So I know Beck, you were just in US schools, you were visiting and then you have your school context, and again, you just got to drop in on a US school. But do see kids struggling well in schools, do you think they think of wellbeing and flourishing including struggle? Is that something that your students in Australia... Or my perception is in the US that's not something that's expected as a part of wellbeing and that wellbeing is freedom from it. What do you see? Beck: I love that because I think some teachers can be so quick to put up the poster, the growth mindset poster of the struggle is healthy. And you might see it in a room in that sense physically, but I like to talk about it almost like this sense of accomplishment. And so at one point a school that I was in had a model where if students experienced struggle, the classroom was then no longer a safe space. And it was like, okay, we need to remove them from the struggle. We don't really know what we'll do with them at that point. We might have calm down strategies, we might do all sorts of things, but then what was happening was that these students never got to experience the sense of accomplishment that came from doing a task that they thought they couldn't do and then actually succeeding in that. And I've even heard students say to me like, "Oh, I had no idea I was able to do that," or "Oh, that was actually really fun." Or to the point where I had one student discover just a love of reading, had never wanted to touch a book or pick up a book before that. And then just with that I guess a sense of going, you can do it and being careful with the language that I used around her, she's now the student that literally walks around with her head in a book and that's just unlocked a whole new world for her as well. And so I think I'm cautious to never rob my students of that and to embrace that struggle. Jon: I love the idea of not robbing your students of it. And you mentioned in a conversation we had earlier about the space in a classroom you can go if you feel like you need a time to take a break and you just need to disengage and then not participate. And obviously there are times when kids are unregulated and they just need a space to calm down and that's real, but it becomes a crutch. And so then you've taken away the chance for a kid to struggle well. So how do you balance that? The kid who needs some time to regulate versus the kid who needs to be stretched, the cognitive endurance needs to be challenged, the push has to be there. How have you figured out how to balance that? I know you've figured out all the answers because in your sixth year of teaching, so how do you do that? Beck: I think I couldn't not mention relationship. So much comes down to the trust that is built. But I guess if I could say practically aside from that, I have had spaces like that in my classroom. In my grade one classroom we had the cool down couch. Jon: I want to go to the cool down couch. Beck: It was great. It was this bright green vinyl. I had kids asleep on that thing. It was great. But one thing I loved was having a space, I've seen tents, I've seen all sorts of things, having a space where the student was still in close proximity to their peers. They were still part of our discussions, but they just perhaps weren't sitting at their desk in a scratchy chair. Maybe it was a little bit quieter where they were, but there was always a sense of I feel that it's best for you to be in this room. We want you here. This is community, this is belonging. And what pathway is built if when they begin to struggle, I send them out. And so yeah, I guess what I saw then was children who maybe don't look like they're listening the way that we might expect. I've heard crisscross applesauce. That's a big thing here. Jon: Yes, it's a big thing here. Yes. Beck: Yeah. But then still being able to engage in discussion just might not look the way that I expect it to look. Jon: No, that's good. So Darren, when you look up the word flourish, so we've picked on wellbeing for a little bit, and again, I want to make it clear we're all for wellbeing. We know you can't do any of the work that we do in schools without wellbeing. But if we're communicating to kids that the definition of wellbeing or flourishing, if you look up in Merriam Webster's, the dictionary, it says flourish means to grow luxuriantly. I don't think anyone would read that and think, oh, that means I need to struggle. And so how do we as leaders of schools and catalysts for other school leaders, how do we help our educators communicate to students what it means to struggle well? Especially as Christians because I think we have a better view of what it means to flourish as human beings knowing that we're made in the image of God. So how do we do that? Have you had any success in Australia doing this? Do you have any hope for us? Darren: Look, I think there is hope, and I think it's very much around how we're framing that conversation, John. To talk about this notion of flourishing as though it's the removal of all of those mechanisms that will imply risk, that will imply struggle, that will imply a wrestling through actually goes against the very grain of what we're really after with genuine wellbeing and genuine flourishing which we want in our school communities. I think something that comes back to our training as educators is always around that Vygotskian term around the zone of proximal development. And of course what we can do together can be exponentially better than what we can do on our own. And I think that notion of proximal development, we could apply to very different frames. We can do that pedagogically, what that pedagogical zone of proximal development looks like. What does relational proximal development look like? Going back to Beck's couch and the safe spaces that we create within our classrooms, what does cultural proximal development look like? Where we're actually together working on solutions that will expand and what we end up with through struggle, through risk, through uncertainty is actually better rounded and better formed students, better formed teachers, better formed communities within our schools. Jon: I love that ZPD applied to relational development. So my question then for Beck is you're now in that sweet spot I feel like in the teaching profession. The first year you're just trying to figure it out. The second year you're trying to pick up what you muddled through the first year. And by the third year you hit a, if you've gotten to teach the same grade level subject, you kind of like, okay, I get this. And you can look around and see what colleagues do I pull into this? How can I be more intentional about things other than just being survival mode? So your zone of proximal development for relational development as a leader in your classroom and beyond, you have more capacity for that now. So how have you seen your capacity for struggle increase? Because now you have the ability to not constantly be thinking about what am I saying? What am I doing? What's the lesson plan? You have this bandwidth, how have you seen yourself grow in that relational ZPD? Beck: I think there's definitely been, as with probably comes with any job, just an easing into it. And so there is a sense of it just being a lot of second nature and also just coming back every day and just having eyes that would see beyond the behaviors and having eyes that would see beyond maybe the meltdowns and the language used not just from my students but from within the whole school community. I think that obviously with then success and going, oh, I've done this before. I remember when I did this for this student before, this really worked quite well. And it never is the same for two students, but there's definitely a confidence that grows. And whilst I am in my sixth year, I don't feel like I'm in my sixth year. I feel like I have so much more to learn. But I think teaching is just like that. I think that the point where you just say, no, I've learned everything there is to learn, that's a dangerous place to be in. And I think there's so much to learn from our students as well. They teach me so much every day. And one of my greatest joys is when I see them begin to celebrate each other's successes and interact with each other in the same way that I guess I'm trying to create that culture. Darren: And becomes a very cultural dimension, John, where there is that capacity for trust, for engagement, for that sense of that we are in this together. And because we're in it together both within the students but within our classroom, there are these cultural norms that are created that are so powerful. And as someone who, obviously I'm very biased going into my daughter's own classroom, but when I see classrooms that are actually reflecting a culture where that proximal development is taking place culturally, relationally, pedagogically, it really is a transformative space. It's a safe space, but it's not without risk. And so it's not safetyism, as Jonathan Haight would say, it's actually a place where people are entrusted to be able to be who they are, to be real and authentic in that space and allow for that image bearing capacity to find its fullness. Jon: Yeah. So when you say that, I go back to the, obviously we need schools to be safe, we need classrooms to be safe, but I think if we tell kids that they're going to wait until they feel safe to share, marginalized kids will never share. And so in fact, they need to be respectful spaces that celebrate the risk taking what you described about seeing kids and celebrating that. And I think what you also described was gritty optimism. It isn't the naive optimism of a beginner. So my first book I wrote was called The Novice Advantage, and I talk about the shift that happens when you go from naive optimism to gritty optimism where you're optimistic based on things you've seen kids grow and do that you didn't think they could do. And when you can take that from the classroom and make that be a school-wide value, that's when it gets fun. Because when we say struggle, nobody wants to struggle. I don't want to struggle. I know sanctification is a process of being stretched. I want to be stretched without having been stretched. I don't want to go through the process of it. I want the benefit of it on the back end. And so I think what I want to see as a profession or people like you Beck and you Darren, leading other educators in this struggle where we celebrate the growth that we see, when we do more than we thought we can do and that it be fun. I don't think that the way I'm conceiving of wellbeing, that includes freedom to struggle well as being something that's onerous and compliance driven. I see it as something that, no, I could do this in August. I can do this now in December. Beck, I could do this as a first year teacher. I can do this now in my sixth year and I can point to how I've grown. So if you were to think back over the six years, how are you fundamentally different as a teacher because of some of the hard things that you've gone through in your first six years? Beck: I think to throw another buzzword in, I would say resilient. Darren: Oh yes. Jon: Yes. Beck: I think there's been so many micro moments. It's very hard to pinpoint and say this class or this child or this parent or this moment, but it's just the micro moments every day. Teachers make thousands upon thousands of decisions daily. And I think there's almost a sense of empowerment in going, when I speak from my own successes, I then can call that out in someone else. I think every teacher starts their career one of two ways, very bright-eyed. I was like, I've got the rainbow- Jon: Idealistic. Beck: ... rainbow decor, I've got the cool down couch, everything's alliterated. And I think I was very blessed to actually have taught the two cohorts that I taught in first grade again in fourth grade. And that was very significant for me because one, I got to enjoy all of the great things I saw in grade one, but they was so much more independent. But also it was in some ways a second chance to go, Hey, that thing that I really didn't do well when I was fumbling around in grade one, let's do that again and let's do it together. You know that I was there and I know that I was there, but we're both on this journey together. And that then created stronger community and this sense of identity to the point where I had one of my students create a hashtag on Cecil, which is a platform that students can upload to. And one of the photos he goes, hashtag 4B for life. And I was like, "What did you mean, Luke? What is this?" And he was like, "Oh, it just means we've got each other's backs," and all these things that, I mean, I could have put signs up and said, we're a family and we have this and these are our class rules and whatever. But I would much rather that come from their mouth and just knowing that they felt it was safe, I didn't have to prove that something... I didn't have to prove that I was a safe person. I didn't have to prove that my classroom was a safe space. It just became that. And yeah, looking back, I think it just makes me more excited, I think for the years ahead. Jon: Well, they owned the culture. It wasn't you forcing the culture. They owned it and you have the evidence of it. So Darren, you've been in education a little bit longer than Beck. Darren: Just one or two more years. Jon: How do you see your growth or the growth of educators like Beck? Where are you encouraged by growth that you've seen in yourself or growth just in the profession and what you've seen in Australia or you've been all over the world seeing this, where do you see optimism for this growth? Darren: I think the optimism comes John, when you see the capacity for that transformative interaction between student and teacher. That sacred moment on day one, which for many of our schools in Australia are going back within one or two weeks for that day one. And we start afresh. We start afresh with the newness of a new year, a new class, new minds, new hearts, new relationships to engage with and to see the transformative impact that that has. And year after year, we come back to that core element of what it means to actually be about this ancient task of teaching. To be able to engage this space well through struggle, yes, through risk, through uncertainty, through all the things that will be thrown at us in this year. And yet there is something about being a part of a community, a network, a culture that is established within a classroom that truly is a microcosm of what that school should look like right through as you talked about those norms and values that flow, and then indeed what a wider community would look like. And that notion of flourishing of what shalom might look like in its holistic sense, I think is the responsibility that every teacher has. And I get excited at this time of the year, this beginning phase that every teacher goes in, whether they've been teaching for 30 years or this is their first year of teaching, when they stand before that class for the first day, that first hour when they're establishing those norms, those expectations, we are filled with hope. We are filled with expectation, we are filled that we want to be part of 4B forever- Jon: That's right. Darren: ... because of what we are endeavoring to achieve here with purpose and meaning and something that goes far beyond just a transactional arrangement. Jon: I mean, teaching is one of the most human things we do and it's what keeps us coming back to it. And I'm excited about the tools that are out there from AI to ChatGPT to whatever, but anything that takes the human out of it is a problem. And so in just teaching, I define wellbeing as purpose-driven, flourishing, and then feedback is purpose-driven wisdom for growth. There's this huge component. And that only comes from humans. Because AI is consensus, it's scraping whatever the web has said on a certain topic and says, Hey, here's what consensus is. That's not wisdom. And so we gain wisdom from struggle. We're much more able to help and have empathy for people once we've been through something hard. We become much less judgmental. And I think that's grounded in two Corinthians four, seven through 10. And I think as educators we get to live that out all the time. And so I was sharing with you before we jumped on, I memorized these verses as a kid, but I didn't memorize verse 10, which is the most important one. So if you remember Paul's writing to the Corinthians and they were known for pottery that would be cracked and you could put a light in it and the light would shine through it. So it makes this passage even more powerful. And it comes from our friend Lynn Swaner and Andy Wolfe's book Flourishing Together. And they use this as their paradigm for what this means. And it's super encouraging in this way. But we have this treasure in jars of clay to show that the all surpassing power is from God, not from us. We're hard-pressed on every side but not crushed, perplexed but not in despair, persecuted but not abandoned, struck down but not destroyed. So those are the ones that are there and those are daunting if you put in educators instead of we. Educators are hard-pressed on every side. Darren: Sums up our profession. Jon: It's felt like that, right? But that gives us the opportunity to show Christ. And so that's where verse 10 comes in. We always carry around in our bodies the death of Jesus so that the life of Jesus may also may be revealed in our bodies. So our creator had to come, suffer, die and we carry that around so that we can then reflect his glory to others because he's at work in us. So as we do this work, that's the hope, that's the joy. Darren: Absolutely. Jon: Right. And so we're going to wrap up our time with a lightning round. And so I always like to ask, I have five or six kind of go-to questions here. And so I'm curious and feel free to build on anything that we've talked about so far, but this is a word, phrase or sentence. I'm terrible at this. I always would go too long if I were asked this. But if you were to think back on this past year and what we've just talked about, what real wellbeing is, really that's what we're talking about. What is real wellbeing? What's one word that sums up for you how you've approached your own wellbeing in this past year? What would be a word that comes into mind? And in this one, I really do want the first word that pops in your head. Beck: Fulfillment for me. Jon: Great word, Beck. That was quick. She's younger than we are. Her mind works faster. So Darren, go for it. Darren: I'll tell you something quite random, gaming. Now I'm not a gamer, but I love games and Beck shares that passion. We often don't get to play them as much as we should, but we have room full of games that we can pick at any given time. But there is something that is dynamic about gaming. There's something about when you enter into play into that space of actually struggle, of risk, of uncertainty, of joy. And I think in all of that, that to me has been something that has really resonated with me as I've looked at this whole notion of wellbeing is we need to play more, we need to have more fun, John. We get to far too serious about too many things. Jon: That's right. Darren's a lightning round guy like I am. Beck had literally one word. Beck: I'm obedient. Follow the instructions. Jon: So I wasn't planning to ask this one, but in the last year, what has been your favorite game that you have played? One of your top five? Beck: I have to say Ticket to Ride for me. Jon: Oh, I love Ticket to Ride. Beck: And all the expansion packs. Jon: I've not done the expansion packs. All right. Ticket to Ride. Great. Darren: We just love our trivial games. So anything that's got trivia in it. And there are some really awful games of that, there are some really fantastic games that we play with that. Beck: Lots of eighties trivia. Darren: Lots of eighties and nineties trivia. Just to boost the points for- Beck: That's not my sweet spot. Darren: ... Mom and Dad. Jon: Yes. Well my kids love the Harry Potter Trivial Pursuit because I sit and listen to them and I am both proud and cringing that they know Harry Potter that well. Darren: My children are like that with Lord of the Rings and Star Wars. Beck: Or any sport. Jon: Oh well that's okay. Sport is all clear. All good. Okay. So what's the best book you've read in the last year? And it doesn't have to be education related, but it could be. Beck: Mine is a Hinds' Feet on High Places by Hannah Hurnard. Jon: Okay. Beck: Yeah. Fantastic book. It's an allegory, follows the story of a character called Much Afraid, who is on her way to the high places and has to walk in the hinds' feet of the shepherd leading her. Powerful. Jon: That sounds powerful. All right, Darren? Darren: Mine was a book by Andy Crouch called The Life We're Looking For, really about reclaiming relationships in a technological age. And I just found that such a riveting read. I read it almost in one sitting. It was that engaging. Jon: Wow. I love Andy Crouch. That's great. So two great recommendations there. All right. Worst piece of advice you've ever received as an educator? Either one of you. Beck: As an educator, that's tricky. Jon: Or you can just go, worst piece of advice that could be fun too. Darren: Well, the classic that is often rolled out is don't smile till Easter, right. Now it might have a different terminology in the US . Jon: It's Thanksgiving. Don't smile till Thanksgiving. Darren: From my day one of teaching John, I refused to even go to that space. It was just so against everything that I believed as far as the relational heart of teaching. Jon: That's great. Beck: I would've said the same. Non-educator worst advice, just add caramel syrup to American coffee and it tastes better. That's terrible advice. Nothing will save it. Jon: Nothing will save American coffee. Hey, it's a struggle. It's part of the struggle. There you go. It's not contributing to your wellbeing. Darren: The joy in the journey. Jon: That's good. All right. So I will say about 70% of the people on this give the worst piece of advice that they've ever received that don't smile till the thing. And so we get that every time. Beck: Original. Jon: It's so sad that- Darren: Tragic. Jon: ...that is so pervasive. Best piece of advice you've ever received? And this could be in general or as an educator. Darren: I will go with education again, John, that at the heart of education is the education of the heart. And so just keep it real and keep it relational. And it's all about relationships. Beck: As an educator, best advice I've received, I don't know if you could call it advice, but the quote "The kids who need love the most are the hardest to love." That's my favorite. Jon: That's good. Last question, last word for the listeners. What do you hope in the years ahead as an educator will best define what it means to flourish as a student? So word, phrase, or sentence. What would flourishing really look like for a kid moving forward? Beck: I would say a word, connection. And I would love to see Maslow's Hierarchy of Needs starting at the bottom not always at the top in our classrooms. Jon: Love it. Darren: Yeah. I think for me the word that constantly comes to mind is joyful hope, is a joyful hope in what we do, that what we've been entrusted with every year within our classrooms. That there's a joyful hope that awaits. Jon: Well, thank you for being with us today. It's been a huge blessing for me.  

  On today's Coffee with Rich, we will be joined by Jonathan Deal. MR. Deal operates full time as the founder and lead instructor of Zero Points Down Academy (ZPD) in South Africa. MR. Deal operates full time as the founder and lead instructor of Zero Points Down Academy (ZPD) in South Africa. ZPD is a bespoke training operation catering for Police mandated training of citizens on all small arms as well as advanced levels of sport shooting, including precision long-range shooting.   He is the IDPA State Coordinator for the Cape Province in South Africa and a keen Sport Shooter. In 2020 he founded the SAFE CITIZEN Campaign www.safecitizen.co.za – a civil rights group concerned with the safety of South Africans who daily face escalating and brutal crime. Writing on Travel and Tourism, his book, Timeless Karoo was published in 2007, and as a freelance journalist and photographer, he also writes for various publications, including the Rhodes Business School website and the Daily Maverick. He is a past chairman of the Southern African Freelancers Association and is sought after as a speaker and debater on environmental issues at international conferences. Deal presented at Al Gore's International Climate Leadership School in Johannesburg in March 2014 and was honored in the same year to be listed by City Press as 1 of 100 World Class South Africans, sharing the accolade with fellow citizens such as Nelson Mandela, Mark Shuttleworth and Charlize Theron.   His background in journalism and public speaking has proved invaluable in moving Safe Citizen forward.   As a committed trainer, he holds a fierce passion for lawful and competent private gun ownership and regards himself as an influencer in this realm in South Africa. Reading widely on training and civil rights issues, Deal views SafeCitizenas a necessary vehicle to move lawful gun owners close to the police as trusted allies – proving that citizens who can defend themselves will be a powerful and positive influence on the communities in which they live. Deal intends to use every resource available to unite lawful South Africans who support private firearm ownership, to overturn the untrue perception that firearms are bad and that private firearm owners are to blame for the flood of illegal firearms in the country. He is determined that his fellow citizens should be able, via the lawful possession of a firearm to enjoy the Constitutional guarantee of freedom from public or private violence. Do not miss this live stream! Zero Points Down Academy: www.zeropointsdownacademy.com Coffee with Rich Youtube Channel: https://www.youtube.com/user/rhodieusmc/videos American Warrior Show: https://americanwarriorshow.com/index.html SWAG: https://shop.americanwarriorsociety.com/ American Warrior Society please visit: https://americanwarriorsociety.com/

Shannon and Mary chat with Dr. Karen Gazith about her new book The Power of Effective Reading Instruction.   The conversation flowed through many topics but ultimately what you can gain from our discussion is the gifts we give our readers when we teach with intention.  Listen to this episode to gain fresh ideas for enhancing your own reading instruction.RECOMMENDED RESOURCES AND ONES MENTIONED DURING THE EPISODEAsk the Right Questions about RTIWait to Fail Model The Power of Effective Reading Instruction:  How Neuroscience Informs Instruction Across All Grades and Disciplines by Karen Gazith *Amazon affiliate linkTeaching with Purpose: How to Thoughtfully Implement Evidence-Based Practices in Your Classroom by Karen Gazith *Amazon affiliate linkWebsite for Karen GazithConnect with Karen on FacebookConnect with Karen on LinkedInConnect with Karen on TwitterKaren's E-mail:   Karen.gazith@hotmail.comSupport the showGet Literacy Support through our Patreon

In this episode, both of our hosts sat with Dr. Gethin Thomas for a conversation about the work of Lev Vygsotky applied to Sports Coaching. With a shared interest in the work of Vygostky, they discussed some of the most relevant concepts of his work and implications for coaches, including: mediation, tools, language, ZPD, the more knowledgeable other and perishivani.Yn y bennod hon, eisteddodd y ddau o'n gwesteiwr gyda Dr. Gethin Thomas am sgwrs am waith Lev Vygsotky ar Hyfforddi Chwaraeon. Gyda diddordeb a rennir yng ngwaith Vygostky, buont yn trafod rhai o gysyniadau mwyaf perthnasol ei waith a goblygiadau ar gyfer hyfforddwyr, gan gynnwys: cyfryngu, offer, iaith, ZPD, yr arall mwy gwybodus a perishivani.Link to article: https://www.scielo.br/j/motriz/a/BXKcbtcHKFnjmnb5YVLT5MC/?lang=enFollow us on Twitter: @thecoachinghubFollow us on Instagram: @thecoachinghubpodWebsite: https://www.cardiffmet.ac.uk/schoolofsport/research/Pages/Sports-Coaching-and-Pedagogy.aspx 

Inside this week's episode of The Modern Math Teacher, Kristen is joined by guest Mona Iehl-- the go-to expert on teaching and learning from word problems. After years of teaching in the classroom and working as an instructional coach for elementary and middle grades, Mona is no stranger to the struggles teachers and students have with word problems. Today she shares the biggest take aways she has had for why students struggle with word problems and her go to strategy for successfully utilizing word problems in your classroom!Today's Topics IncludeThe need for risk taking and creating a classroom community that supports itChanging when and how you use the word problemsChoosing the right kinds of tasks-- real, relevant and rigorous-- promoting thinking and culturally relevantThe power of student voice in the classroom discussionsIt's a bit of a longer episode this week, so listen in while you're cleaning the house or prepping the food for the holidays or check out the episode in bite sized pieces:Timestamped BitesThe Word Problem Workshop TM method (15 minutes in)Productive vs Unproductive Struggle and the ZPD (20 mins)Elevating Student Status -5D+ Friends check this one out!- (26 mins)Word Problems within Curriculum Constraints + Lesson Design (36 mins in)Math Class as Math Practice aka The Golden Goose (41 mins)Getting Started (43 mins)Meet MonaMona is a former math avoider, teacher & instructional coach in Chicago. Her passion for math came when she discovered how to engage every student in a subject she, too, disliked. Through intentionally changing her math class to help students BE mathematicians using a student centered approach math came alive for Mona and her students. Now Mona collaboratively coaches teachers in building a math culture through rigorous student centered math instruction. You can listen to Mona every Monday on her podcast, Honest Math Chat and connect with her anytime on Instagram @hellomonamath Resources That we MentionedBuilding Thinking ClassroomsTeaching Problems and the Problems of TeachingConnect with Kristen: Follow on Instagram @moorethanjustx Join the Facebook Community: The Modern Math Teachers Movement More About the Modern Math Teacher Podcast Kristen Moore, classroom teacher and instructional coach at Moore Than Just X, empowers modern secondary math teachers to transform the student experience with the strategies and the confidence to implement project-based learning, mastery-based assessment, and student engagement strategies in their classrooms. Whether you're a math education newbie or a seasoned veteran, you'll find something new and inspiring in every episode. You're already a listener, why not join the Movement inside ✨The Modern Math Teachers Movement Facebook group. Join the community of math teachers who are not afraid to shake things up and make math class the best part of the day for our students. So tune in each Tuesday, have some fun, and let's elevate our math teaching game together!

Nikki Krueger and Genry Garcia return to the podcast to talk about a recent IAQ & dehumidification case study on a vintage home in Miami. The home was very clean but had a musty odor and VOC concerns. You can read the case study in the “Literature” section at https://www.santa-fe-products.com/about-us/media-resources/ or https://hvacrschool.com/case-study.  Blower door tests and ZPD revealed that the home was leaky, and the crawlspace was also not properly encapsulated. The options were to tighten the building and/or mitigate the problem by improving the HVAC system. The homeowners chose to improve the HVAC, which Genry did by installing a ventilating dehumidifier (Santa Fe Ultra98H), reducing system tonnage (3.5 to 2 tons), and putting in new ductwork. One of Genry's key tips to address intermittent moisture issues is to pay attention to fluctuating pressures, not just under the blower door test conditions. Ongoing monitoring is crucial in these studies to measure the home under several different typical conditions. He also relies on blower door tests to determine if encapsulation is necessary or needs improvement, as insulation and encapsulation can bring new issues in their wake.  Extensive testing and working with other contractors (such as home insulators) are the best ways to get a solution that makes the homeowner happy. We need a holistic approach to design to achieve a homeowner's IAQ and comfort goals, not necessarily following strict design guidelines to a T. Nikki, Genry, and Bryan also discuss: Zonal pressure diagnostics (ZPD) Dehumidifier ductwork Dehumidifier selection Attic encapsulation, condensation, and duct leakage MAD AIR The importance of IAQ case studies and the insights we can get from them Effects of insulation Dehumidifier performance in part-load conditions Mechanical equipment design Consulting the ACCA design manuals Maintaining equipment and sustaining positive results   Stay tuned for the companion tech tip. Learn more about the 5th Annual HVACR Training Symposium at https://hvacrschool.com/Symposium24. If you have an iPhone, subscribe to the podcast HERE, and if you have an Android phone, subscribe HERE. Check out our handy calculators HERE.

Maureen Hunt, Early Years Consultant, talks to us about self-efficacy for under 5's. Angelica and Maureen discuss slowing down and making time for independence, and seeing children as capable and competent and allowing them to persevere and build confidence. They also consider anxiety in children, supporting a sense of self, encouraging feelings of pride and satisfaction, persisting during set backs and avoiding limiting beliefs.  Maureen and Angelica tap into: 00:50 - What is self-efficacy 01:30 - Performing certain tasks - is this too adult-led?  03:30 - Allowing children to struggle 06:30 - Seeing everything as a learning opportunity 07:00 - Anxiety in children 08:00 - Coping with challenges  09:00 - Preventing mental health issues through a good sense of self 10:00 - Working with families to support children's independance  12:30 - Sensitive ways of moving through frustration 13:50 - Praising for effort, not accomplishment 15:50 - Celebrating effort and small wins 18:00 - Developing resilience and the willingness to having a go 19:00 - Avoiding limiting beliefs: A key factor in poor mental health 20:10 - Exposing children to failure or encouraging to succeeed?  22:15 - Vygotsky: Scaffolding and the zone of proximal development  23:00 - Routines of the day becoming teachable moments  24:30 - Not comparing children to others, but focusing on their strengths 25:30 - Children need to have choices to have a sense of control over their lives 26:50 - Supporting self-efficacy from birth Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

It’s been a while since we’ve done an old style Mike and Mark jobby – remember when these were all we did? We’re tackling ZPD! Everyone’s favourite flipping long way of saying graspable learning. And we’re bouncing it off beloved stabby franchise, Assassin’s Creed. We mention a few things in the episode by the way,… Continue reading How does the Zone of Proximal Development make you a better parkour murderer in Assassin’s Creed?

In this episode titled "The Zone of Proximal Development," we delve into the powerful concept of the ZPD and its impact on our personal growth and development. Join us as we explore this key principle in education and personal development, with Dr. Zach McGeorge as our guide. In this episode, Dr. McGeorge helps us unpack the truths of the ZPD in a practical and insightful way, showing us how it can be applied to various areas of our lives. From our Christian walk to our fitness and career development, the ZPD has a significant impact on our growth potential. Dr. McGeorge shares his insights on how to identify and utilize the ZPD in our daily lives to reach our full potential. This episode is part one of a two-part series, and we are excited to share this knowledge with you. Join us on Cultivate Network as we explore "The Zone of Proximal Development" and its impact on our personal growth and development

In this episode titled "The Zone of Proximal Development," we delve into the powerful concept of the ZPD and its impact on our personal growth and development. Join us as we explore this key principle in education and personal development, with Dr. Zach McGeorge as our guide. In this episode, Dr. McGeorge helps us unpack the truths of the ZPD in a practical and insightful way, showing us how it can be applied to various areas of our lives. From our Christian walk to our fitness and career development, the ZPD has a significant impact on our growth potential. Dr. McGeorge shares his insights on how to identify and utilize the ZPD in our daily lives to reach our full potential. This episode is part two of a two-part series, and we are excited to share this knowledge with you. Join us on Cultivate Network as we explore "The Zone of Proximal Development" and its impact on our personal growth and development.

In part 2, the team continues the discussion of what the beginning season of our Family Road Trip might look like. Oh listen in and learn about a very helpful tool for all stages of parenthood -ZPD.

(Originally posted September 14, 2020) Nikolai Veresov argues that Vygotsky's zone of proximal development (ZPD) was created as a research tool, specifically as a means of helping researchers "find the buds" of development, i.e., to determine which psychological functions are in their earliest stage of development. The ZPD, therefore, is the conceptual tool that aligns with research principle #1: 'the principle of buds of development' (more here: http://tiny.cc/gvxusz) Excerpted from "Cultural-historical genetic research methodology-Part 1 by Nikolai Veresov" http://tiny.cc/9g2usz

(Originally posted Sept 25, 2021) Nikolai Veresov, with contributions from David Kellogg, demonstrates how Vygotsky's cultural-historical theory is built as a system of concepts. To best understand (and use) one concept, it's important to understand its place and role in the theory, along with its relationships to other concepts and important ideas. 1:33 - ZPD 2:27 - ZPD + motivation 3:55 - ZPD + motivation + drama & emotion 5:16 - ZPD + motivation + drama & emotion + whole person 6:22 - ZPD + motivation + drama & emotion + whole person + perezhivanie 10:13 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development 11:38 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + General Genetic Law 12:26 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts 13:02 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions 16:26 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools 18:41 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition 23:55 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition + refraction 26:59 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition + refraction + social situation of development 28:19 - Cultural-historical theory as a system of concepts Original source: http://tiny.cc/dvjjuz "Asia-Pacific Sociocultural, Cultural-historical & Activity Theory Summer School, January 2021"

Get your Challenge Coin! https://train.americanwarriorsociety.com/home Listen to the American Warrior Show: https://americanwarriorshow.com/index.html Coffee with Rich: Rich Brown is the Co-Host of America's leading Self-Defense podcast, the American Warrior Show. On today's Coffee with Rich, we will be joined by Jonathan Deal. MR. Deal operates full time as the founder and lead instructor of Zero Points Down Academy (ZPD) in South Africa. ZPD is a bespoke training operation catering for Police mandated training of citizens on all small arms as well as advanced levels of sport shooting, including precision long-range shooting. He is the IDPA State Coordinator for the Cape Province in South Africa and a keen Sport Shooter. In 2020 he founded the SAFE CITIZEN Campaign www.safecitizen.co.za – a civil rights group concerned with the safety of South Africans who daily face escalating and brutal crime. Writing on Travel and Tourism, his book, Timeless Karoo was published in 2007, and as a freelance journalist and photographer, he also writes for various publications, including the Rhodes Business School website and the Daily Maverick. He is a past chairman of the Southern African Freelancers Association and is sought after as a speaker and debater on environmental issues at international conferences. Deal presented at Al Gore's International Climate Leadership School in Johannesburg in March 2014 and was honored in the same year to be listed by City Press as 1 of 100 World Class South Africans, sharing the accolade with fellow citizens such as Nelson Mandela, Mark Shuttleworth and Charlize Theron. His background in journalism and public speaking has proved invaluable in moving Safe Citizen forward. As a committed trainer, he holds a fierce passion for lawful and competent private gun ownership and regards himself as an influencer in this realm in South Africa. Reading widely on training and civil rights issues, Deal views SafeCitizenas a necessary vehicle to move lawful gun owners close to the police as trusted allies – proving that citizens who can defend themselves will be a powerful and positive influence on the communities in which they live. Deal intends to use every resource available to unite lawful South Africans who support private firearm ownership, to overturn the untrue perception that firearms are bad and that private firearm owners are to blame for the flood of illegal firearms in the country. He is determined that his fellow citizens should be able, via the lawful possession of a firearm to enjoy the Constitutional guarantee of freedom from public or private violence. Do not miss this live stream! Zero Points Down Academy: www.zeropointsdownacademy.com American Warrior Show: https://americanwarriorshow.com/index.html SWAG: https://shop.americanwarriorsociety.com/ American Warrior Society please visit: https://americanwarriorsociety.com/

Ronja Schubert ist 27 Jahre alt, Polizeibeamtin und seit Sommer 2020 eine von vier InstaCops der Zentralen Polizeidirektion Niedersachsen (ZPD). Was sie in der ZPD macht, warum sie InstaCop geworden ist und was genau das für ihre Arbeit bedeutet, verrät sie uns in der aktuellen Podcast-Folge. Viel Spaß beim Zuhören! Hier geht es zum InstaCop-Profil von Ronja: https://www.instagram.com/polizei.zpd.rs/

Nikolai Veresov discusses ZPD's role in Vygotsky's conceptual system. Excerpted from http://tiny.cc/da2muz

“The only constant in the world is change” - Heraclitus Welcome to Episode 10 of Two Wives And A SPARK! Today's episode is all about the inevitable less-talked-about side of growth: resistance, change, breaks, and breakthroughs. We delve into these topics, and share a few stories both personally and professionally. Tune in as we discuss:  Our own relationship break and how it lead to a major breakthrough  How we navigate resistance professionally while facilitating conversations around race  The importance of creating space for discomfort, discernment, and reflection throughout the growth and change process   We invite you to reflect on these questions with us:  What has been hard for you to share out loud with others about your experience and your identity?  What's your ZPD (zone of proximal development) when it comes to conversations about race and racial dynamics? What breaks have led to breakthroughs in your life?    Let's stay connected! We'd love to hear from you. Send us an audio message on Instagram or email twowivesandaspark@gmail.com and share your thoughts. And check out our site: www.twowivesandaspark.com    If you're curious, here's more information on S.P.A.R.K. products and services  

You may be familiar with first-party data strategies that are set to take the spotlight when all the major browsers go cookieless next year. But have you heard of zero-party data? Daniel Henriksen, Head of Programmatic Strategy, joins us to talk about both first-party and zero-party data, as well as how brands can create trust among consumers to facilitate the sharing of ZPD. Image Credit: faithie | Shutterstock

Nikolai Veresov, with contributions from David Kellogg, demonstrates how Vygotsky's cultural-historical theory is built as a system of concepts. To best understand (and use) one concept, it's important to understand its place and role in the theory, along with its relationships to other concepts and important ideas. 1:33 - ZPD 2:27 - ZPD + motivation 3:55 - ZPD + motivation + drama & emotion 5:16 - ZPD + motivation + drama & emotion + whole person 6:22 - ZPD + motivation + drama & emotion + whole person + perezhivanie 10:13 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development 11:38 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + General Genetic Law 12:26 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts 13:02 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions 16:26 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools 18:41 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition 23:55 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition + refraction 26:59 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition + refraction + social situation of development 28:19 - Cultural-historical theory as a system of concepts Original source: http://tiny.cc/dvjjuz "Asia-Pacific Sociocultural, Cultural-historical & Activity Theory Summer School, January 2021"

Oft sind Großeinsätze von Konflikten geprägt. Die Polizei verfügt in solchen Lagen über 'Konfliktmanager'. Heute reden wir über Demonstrationseinsätze und wie die Polizei Konfliktmanager einsetzt.

Expert: Understanding the Path to MasteryThe Qualities of Being An Expert In this episode: How anyone can become an expert. The future of work. Improvisation skills, thread management, innovation, ZPD theory. Why having expertise and being an expert isn't necessarily the same thing.   For More of SuperCreativity Podcast By James Taylor What could a […] The post How To Become An Expert – #294 appeared first on James Taylor.

Expert: Understanding the Path to MasteryThe Qualities of Being An Expert In this episode: How anyone can become an expert. The future of work. Improvisation skills, thread management, innovation, ZPD theory. Why having expertise and being an expert isn’t necessarily the same thing.   For More of SuperCreativity Podcast By James Taylor What could a […] The post How To Become An Expert – #294 appeared first on James Taylor.

Episode 071: Special Guest, Kris Hackbusch, Principal Reno High School Check out our patreon page and become a supporter—early access to all episodes, fun videos, polls, exclusives…it’s all on patreon.   Don’t forget to sign up for our newsletter here. Questions we asked Principal Hackbusch What do you love about being Principal of this School?  How does coaching inform your leadership style?  You had a big reading year last year - how many books?  What kinds of books did you read last year?  Do you have a personal reading goal for this year?  Why does reading matter in your adult life and how does it impact you positively?  What are your favorite sports picks? Reno High School Equity Team Book Club Recommendations  Stamped From the Beginning by Ibram X. Kendi White Privilege: Essential Readings on the Other Side of Racism by Paula S. Rothenberg White Fragility: Why its so Hard for White People to Talk about Racism by Robin DiAngelo and Michael Eric Dyson A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O'Connor Grading for Equity: What it is, Why it Matters, and How It Can transform Schools and Classrooms by Joe Feldman  Principal Hackbusch's Favorites For Kids  The Secret of Terror Castle (The Three Investigators #1) by Robert Arthur Hardy Boys Starter Set - Books 1-5 by Franklin W. Dixon The Hobbit by J.R.R. Tolkien Harry Potter and the Sorcerer's Stone by J.K. Rowling The Most Dangerous Game by Richard Connell  The Giver by Louis Lowry Farewell to Manzanar by Jeanne Wakatsuki Houston The Odyssey by Homer  Principal Hackbusch's Spy / Thriller Favorites The Terminal List by Jack Carr  The Grey Man by Mark Greaney Gunmetal Gray by Mark Greaney Jurassic Park by Michael Crichton State of Fear by Michael Crichton Prey by Michael Crichton Patriot Games by Tom Clancy  American Assassin: Mitch Rapp book 1 by Vince Flynn American Sniper by Chris Kyle  Principal Hackbusch's Sports Favorites Sacred Hoops: Spiritual Lessons of a Hardwood Warrior by Phil Jackson and Hugh Delehanty  Life on the Run by Bill Bradley Driven: My Unlikely Journey from Classroom to Cage by Charlie Brenneman  Principal Hackbusch's Leadership Role Book Recommendations The Dichotomy of Leadership: Balancing The Challenges of Extremem Ownership to Lead and Win by Jocko Willink and Leif Babin The Starbuck's Experience: 5 Principles for Turning Ordinary into Extraordinary by Joseph A. Michelli Award Winning Culture: Building School-Wide Intentionality and Action Through Character, Excellence, and Community by Hans Appel We Can All Do Better by Bill Bradley Other Books Mentioned Angels & Demons by Dan Brown Origin by Dan Brown Game of Thrones by George R.R. Martin The Stand by Stephen King Media Mentioned Game of Thrones Series Accelerated Reader and Star Testing Info We briefly talked about using two products from Renaissance Learning. One is Star Testing that gives students a reading comprehension test that gives them a reading level (grade and month) and a ZPD (zone of proximal development) of what level books they should be reading to improve their reading ability. Renaissance Learning is expensive and not the only product available but one that our school district uses. .

The ZPD and scaffolding process are demonstrated through the six communication techniques taught by Dr. Himmer.

Warum gibt es ein Polizeiorchester? Wer spielt dort was? Wie werde ich Musiker bei der Polizei? Natürlich hören wir auch mal in ein paar Stücke.

ZPD is the distance between the actual development of a person and the potential learning capability under the guidance of a more knowledgable other (MKO). It is the difference between “knowing" and "knowing how."

ZPD is the distance between the actual development of a person and the potential learning capability under the guidance of a more knowledgable other (MKO). It is the difference between “knowing" and "knowing how."

Nikolai Veresov argues that Vygotsky's zone of proximal development (ZPD) was created as a research tool, specifically as a means of helping researchers "find the buds" of development, i.e., to determine which psychological functions are in their earliest stage of development. (Originally published September 14, 2020) The ZPD, therefore, is the conceptual tool that aligns with research principle #1: 'the principle of buds of development' (more here: http://tiny.cc/gvxusz) Excerpted from "Cultural-historical genetic research methodology-Part 1 by Nikolai Veresov" http://tiny.cc/9g2usz

How can we learn more by seeing more? This fascinating piece looks at how learning and the zone of proximal development (ZPD) of a student can be used to help the process. We are learning about learning, thanks partly to the use of algorithms that monitor our progress and performance. This talk asks challenging questions; "In terms of performance, just think technical procedures at the moment, is there such a thing as an 'expert performance' of any of the techniques we do daily"? How do we get training to produce clinically meaningful performances? The articles mentioned in this piece are here: "Looking and seeing" by Roger Kneebone: https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(19)30507-0.pdf "Machine Learning Identification of Surgical and Operative Factors Associated With Surgical Expertise in Virtual Reality Simulation", published by The Journal of the American Medical Association (JAMA) is here: https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2740782 And, "Proficiency-based progression training: an ‘end to end’ model for decreasing error applied to achievement of effective epidural analgesia during labour: a randomised control study" is here: https://bmjopen.bmj.com/content/8/10/e020099 This talk, originally titled "Recent research articles in medical education", presented by George Shorten, Professor, Anaesthesiology and Intensive Care Medicine and Consultant Anaesthesiologist at Cork University Hospital, at last year's "21st Current Controversies in Anaesthesia & Peri-Operative Medicine and SIAA Autumn Congress" at the Dingle Skellig Hotel, Ireland. -- EBPOM | Dingle - the hottest tickets in anaesthesia and perioperative medicine - go now to the website: https://www.ebpom.org/

The fifth of an interesting set of clips from 2014 Holbrook Mahn talk. Clip 5: Mahn's take on #ZPD, yet another update (corrective?) to Vygotsky's most cited (and most misinterpreted?) concept. Full video: http://tiny.cc/eybwiz *Compare this take to @psmagorinsky's ZND (http://tiny.cc/a5bwiz), Nikolai Veresov's 'levels' of HPFs (http://tiny.cc/zdcwiz), & Chaiklin's (http://tiny.cc/d315hz) (This excerpt was published on January 30, 2020 at http://tiny.cc/vr3nsz)

Peter Smagorinsky compares the well-known ZPD concept (zone of proximal development) with the less-known, longer-looking ZND (zone of next development). (Originally published Mar 11, 2020) Source: http://tiny.cc/t6e5kz References: "Is Instructional Scaffolding Actually Vygotskian, and Why Should It Matter to Literacy Teachers?" https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/jaal.756 The Butterflies of Zagorsk: https://en.wikipedia.org/wiki/The_Butterflies_of_Zagorsk

What is ZPD? And what the heck does it have to do with my classroom, and especially my struggling learners??? Today, we talk about how identifying and using the ZPD can help our struggling learners make long term progress. First, we start by explaining what ZPD is in simple terms, with lots of examples....then we move on into why you should use it in your classroom. Subscribe & Review in iTunesAre you subscribed to my podcast? If you're not, I want to encourage you to do that today. I don't want you to miss an episode. I'm adding a bunch of bonus episodes to the mix and if you're not subscribed there's a good chance you'll miss out on those. Click here for iTunes. Now if you're feeling extra loving, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other people find my podcast and they're also fun for me to go in and read. Click here to leave a review, select “Ratings and Reviews” and “Write a Review” and let me know what your favorite part of the podcast is. Thank you!Links Mentioned in the Show:https://everydayteachingadventures.com/

This is the first of a series of chats with Vygotskian psychologist, Nikolai Veresov, who discusses the enduring relevance and popularity of Vygotsky's work, distinctions between learning and development, continuing misconceptions of ZPD, the value of cultivating difficulty, and key principles for conducting Vygotskian experiments. (Originally published Jan 10, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 1:04 - Our target audience & our main goals 2:01 - The enduring relevance of Vygotsky's theory -- and the challenge of understanding it accurately 6:49 - Huge interest in the theory is developing outside of academia 9:55 - "Vygotsky discovered the fundamental laws of the cultural development the human being" 11:37 - Learning vs. Development (not all learning is developmental) 18:27 - ZPD is only one, and not the main, concept of cultural-historical theory 22:49 - Is this a blank slate theory, or something else? 26:28 - We can't understand zone of proximal Development until we understand Development 27:26 - "ZPD as a concept, used everywhere, is a victim of misunderstanding" 36:00 - Are our objectives merely Task-oriented or Developmentally-oriented? 43:04 - 5 Principles for Designing and Conducting a Vygotskian Experiment 55:44 - Principle 2: the necessity of Drama, Collision, Contradiction (V's General Law) 1:00:56 - How Vygotsky applied dialectics to psychology (no development without contradiction) 1:07:38 - Advice for teachers: Cultivate Frustration, Create Small Crises, Help Find Solutions 1:10:11 - Relationship between personal dramas & personal values 1:15:33 - Is the Trump era a collective drama, or category? Collective development? Dog playing Jenga: http://tiny.cc/ul55hz Referenced sources: "How to Use a Vygotskian Approach: a short guide for teachers & researchers" (Barra 2019) - http://tiny.cc/0oe4hz "Nikolai Veresov's video-lecture, Fu Jen Catholic University, Taipei, Taiwan" (Veresov 2010) - http://tiny.cc/hse4hz "Reading 'Thinking and Speech' (Vygotsky)" (Veresov 2010)- http://tiny.cc/0re4hz “Zone of proximal development (ZPD): the hidden dimension?” (Veresov 2004) - http://tiny.cc/sse4hz "The zone of proximal development in Vygotsky's analysis of learning and instruction" (Chaiklin 2003) - http://tiny.cc/d315hz

On the topic of education, Peter Smagorinsky has likely WRITTEN more words than I have read. Though long, our conversation was not linear, and listening out of order might be the ideal way to go. (Originally published January 20, 2020 at Chats about CHT http://tiny.cc/kmylsz) Highlights include: 1:00 - After 31 years, is Peter an expert? 3:19 - Anthony most certainly is not (feel free to skip to 9:22) 9:22 - Peter uniquely describes higher and lower mental functions 13:45 - Challenges of reading Vygotsky and studying 'murky' social concepts 17:10 - Why isn't there scientific agreement on 'good teaching'? 21:58 - Where would Peter locate himself on the purist to pragmatist spectrum? 26:56 - The difference between 'scaffolding' and ZPD -- and ZND! 32:43 - Learning how to write like a scholar - and like a public columnist 34:32 - The emotional confidence needed to write simply 36:40 - Advice for teaching short-term and long-term simultaneously 41:42 - Vygotsky's "great overlooked work" & the topic of 'deficit thinking' 44:55 - Disastrous utopianism and equalitarian blindspots 48:05 - Was Vygotsky more interested in how thinking develops or in how to develop thinking? 50:21 - Distinguishing the unsavory from the useful (includes a bit on perspective-hopping) 1:00:33 - What does Vygotsky have to offer teachers? (Peter's unique take) 1:11:55 - (Vygotskian) frameworks and methodologies for Peter's research 1:22:23 - Why do 5-paragraph papers get a bad rap? 1:25:00 - Rounding out Peter's methodology (telos, setting, and tools is "a way to do it") 1:28:32 - MLK, Vygotsky, nonviolence, and violence 1:34:32 - The development of individuals and the development of collectives 1:38:36 - A.I. and Vygotsky 1:41:25 - Peter recommends . . . References: "Smagorinsky on Meaning - Text, Tool, Culture" (Excerpt) - http://tiny.cc/gbvkjz "What Does Vygotsky Provide for the 21st-Century Language Arts Teacher?" - http://www.petersmagorinsky.net/About/PDF/LA/LA2013.pdf Peter's public essays - http://www.petersmagorinsky.net/Vita/vitaweb.htm#PublicEssays "Educating the Public on the Public's Terms: An Open Letter to Academics" - https://writerswhocare.wordpress.com/2014/07/21/educating-the-public-on-the-publics-terms-an-open-letter-to-academics/

How can we learn more by seeing more? This fascinating piece looks at how learning and the zone of proximal development (ZPD) of a student can be used to help the process. We are learning about learning, thanks partly to the use of algorithms that monitor our progress and performance. This talk asks challenging questions; "In terms of performance, just think technical procedures at the moment, is there such a thing as an 'expert performance' of any of the techniques we do daily"? How do we get training to produce clinically meaningful performances? The articles mentioned in this piece are here: "Looking and seeing" by Roger Kneebone: https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(19)30507-0.pdf "Machine Learning Identification of Surgical and Operative Factors Associated With Surgical Expertise in Virtual Reality Simulation", published by The Journal of the American Medical Association (JAMA) is here: https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2740782 And, "Proficiency-based progression training: an ‘end to end’ model for decreasing error applied to achievement of effective epidural analgesia during labour: a randomised control study" is here: https://bmjopen.bmj.com/content/8/10/e020099 This talk, originally titled "Recent research articles in medical education", presented by George Shorten, Professor, Anaesthesiology and Intensive Care Medicine and Consultant Anaesthesiologist at Cork University Hospital, at last year's "21st Current Controversies in Anaesthesia & Peri-Operative Medicine and SIAA Autumn Congress" at the Dingle Skellig Hotel, Ireland. -- EBPOM "Live from London" - the hottest tickets in anaesthesia and perioperative medicine - go now to the website: https://www.ebpom.org/EBPOM2020

Sport Scientists Ciaran Deely & Ross Bennett are joined by Chris Ramsey- the world-renowned football coach at Tottenham Hotspurs, QPR and The FA, and former First Team Manager in the Premier League and Championship. Chris speaks about coaching the individual player in the team setting; positional essentials; what is the zone of proximal development (ZPD); how to design a player's individual learning plan (ILP); bringing through Harry Kane at Tottenham Academy; losing a FA Cup Final to Man Utd at Wembley in 1983 in front of 99,000 people; and some thoughts around what makes a good sport scientist and S&C coach in his eyes.

Failure and Resilience: Hitting the ZPD.

Reflection in Teacher Education (with Ben Beaumont) - TranscriptRoss Thorburn: Hi, everyone. This week our guest is Ben Beaumont, TESOL qualifications manager at Trinity College, London. If you've done a qualification before, like the Trinity CertTESOL or the Trinity Diploma in TESOL, those qualifications are managed by Ben.Ben in the past has also worked as a CELTA trainer and he's currently studying his doctorate into the effect of English medium of instruction on lecturers in higher education.I spoke with Ben when he was in Shanghai recently, and we talked about teacher qualifications and reflection, reflective practice, reflexive practice, and how trainers can encourage those skills in their trainees.Ross: I thought I could start off by asking about teacher qualifications, because...Ben Beaumont: What I do think?Ross: Yeah. What's been your personal experience with doing teacher qualifications?Ben: They've helped me a lot. My undergraduate degree was in English Language and Linguistics, so I learned about phonetics and phonology, and that led me to having an interest in teaching.I went out to Japan for two years. I was an unqualified teacher working as an assistant English language teacher at a senior high school in Japan.I didn't have any qualifications, but I did have subject knowledge, and I noticed I was lacking in a skill. Then, when I went back to the UK and did my CertTESOL, I learned what I was missing.There were skills that a teacher has that someone who isn't a teacher doesn't have. The course enabled me to learn those skills. I then thought I was a good teacher. I had some skills, and I had some subject knowledge.I taught for a couple of years. I then went on to do my Delta. I thought I was a good teacher. That showed me that I wasn't actually a good teacher.By doing the qualification, I learned more about what I should be doing. I know "should" is a difficult word, but it enabled me to analyze mine and others' teaching, which had a cyclical effect of just making me better and better and better as a teacher.It was a case of "You're teaching like this. Think about it. How does it work with the class you're teaching?" It made me be quite evaluative and reflective on my teaching, which then in turn made me better.Ross: Do you want to talk a bit more about those skills to reflect? What are they, and how does a trainer help a teacher getting those skills? Because it does seem to be almost more like a personality characteristic, isn't it?You're a reflective person, rather than maybe a specific skill that you might think people can learn.Ben: Some might say if you're more introverted or extroverted, as to whether or not you think more about yourself or other people, and so on. Some people have more of a natural aptitude at it than others, but I think it is something that can be learnt, because I wasn't very good at it. Now I am, I would like to think, fairly good at it.There's definitely a piece about self-awareness, and I think there's a piece about maturity there as well. The more self-aware you are in relation to your context and your fellow human beings, I think that helps.There are of course loads of different models that you can follow to be reflective. Kolb's reflective cycle. It's a very concrete experience. What went wrong? Why did it go wrong? Change it for next time. Gibbs, he talks about adding in an emotional element.There's Brookfield's four lenses, where you look at yourself from your own point of view, from a colleague's point of view, from your students' point of view, and from a theoretical literature point of view. Think, "If my colleague was watching this lesson, what would they think?"Or, "If I was that student, student X, how would they look at my lesson?" Or, "If I was Bruner or Vygotsky watching this, how would they look at my lesson through a constructivist lens?" Doing those activities, it helps you become more aware of how different people will see doing different things.I think raises that self-awareness which makes you think, "Actually, I thought that was a really good lesson, but then X student probably thought it was a rubbish lesson. Then somebody else probably thought it was an even better lesson and the best lesson they ever saw."It's all very subjective, and you start to appreciate the subjectivity. I think yes, some people are like that naturally, but it can be encouraged through using different models of reflection or simply by Socratic method. Just by asking questions.At a CertTESOL CELTA level, that's what happens on the reflection form at the end of a teaching session. What went wrong? What went well? What didn't go well? What do you plan to do next time? Those questions. Those questions are mirroring the Kolb or Gibbs level of reflection.The TESOL delta level, hopefully you're going through something a bit more, bringing in emotional elements. You're bringing in theoretical elements. It's up to the trainer very much to guide the trainee, the course participant.Just as you can't expect anyone to know something they haven't been taught, it's imperative and inherent in the role of the trainer to be able to ask the types of questions which follow the kind of models of Brookfield or whoever to guide the course participant, the teacher to make that reflection.Ross: Is that kind of Vygotsky type thing, where the trainees can't quite get there themselves, but the trainer is asking these questions and pushing the person a bit beyond that.Ben: Absolutely. You've mentioned Vygotsky, you got the ZPD, the Zone of Proximal Development, and where the teacher is, or the learner, whoever it is, and you need to help them move on. Or you might, you're on this scaffolding.What questions do we ask to scaffold that learning, to make it move to this, where you are now, plus one? If you ask a question which is too high, then of course, let's say a plus two type question, intelligence plus two, then whoever it is -- the teacher, the learner -- isn't going to get there.Ross: You're moving them beyond the zone of proximal [inaudible 6:38]. It's too far.Ben: Exactly, and it's a really important skill for a trainer to be able to develop. You said in another conversation we had earlier, if you could have one sentence about teaching, it would be...actually, tell me what it was.Ross: [laughs] I think it was like ascertain where the learner is and teach them accordingly, something like that.Ben: Exactly, and it's the same thing for the trainer. Find out where the teacher is, and train them accordingly. For some, they'll be at a basic level of Kolb or Gibbs reflective cycle, and some might be at a much deeper level and able to understand reflexive practice instead of reflective practice, and that's why you can push them that far.[music]Ross: Did you want to talk about that, and a bit about going through that reflection, how does that then impact maybe the teachers' thought processes when they're in the class?Ben: I think teachers know, when they're teaching, and I think you were alluding a bit to Schon, I guess, reflection in action and reflection on action. When you're in a class and you know that something is going well or not going well and you have that horrible feeling inside when a class or an activity isn't going well, and you just want it to stop.Or you just want to change it, but you don't know how to change it. If you can change it and make an intervention, brilliant, why we call it reflection in action. You think, "OK, this has gone wrong. I'm going to do it now and change it."Whereas after the class, it might take a bit of time to think about it, discuss it, under a Socratic dialogue model, talk about it with a colleague, with a peer, with a knowing other. Then reflect on what happened and think about, "Well, next time, how can I change that?"Ross: How do those two interact? Is it a case of you ideally want people to be the reflecting in action, where they're able to solve the problems in real time, and the reflection on action is, "Well, how did I not manage to make that happen?" Or is it more complex than that?Ben: It's probably more complex. I know that the thinking about Schon's reflection in action and on action, there's some debate about exactly what is "in action," and what is "on action."It's perhaps saying that in action is when it happens, and on action is afterwards, is perhaps a little simplistic. For the purposes of discussion, I think it's OK to talk about it like that.Yes, we do want teachers to be able to reflect in action, but there are some times there's just not the cognitive processing ability of the teacher to be able to do that.To give an example, when a student asks you a tricky question and says, "Teacher, why do we say X, Y, Z?" First thing you say as a teacher is, "Good question."Ross: [laughs] Ask me after class.Ben: "Ask me after class." One technique. The other one is, "Good question," and you pause. "Let's just get some examples on the board." You say good question. Why do you say good question? Why do you say let's get some examples on the board?You turn to the board, and you start to write some examples. The students give you examples, you write them on the board. When I'm at the board, I'm no longer looking at the students. I no longer have 10 pairs of eyes staring at me, waiting for an answer.I'm at the board and I'm just writing. Whereas my mind is furiously processing something and coming up with the answer to answer the student's question. I just need that time to think. When you're in a classroom, sometimes you don't have that time to think.You're standing in front of a group of 10, 20, 30 people. They're all looking at you wanting an answer, and you're trying to arrange a class, arrange your activities, think about what's next, think about what happened, how to respond. There isn't that cognitive ability to process it all.Sometimes we need to make the cognitive space. Cognitive breathing room, we might say, in order to reflect in action. Sometimes it's just not possible. Where it's not possible, then we might do it afterwards. It might be reflection on action, when you have that space to think about it.Ross: In terms of getting teachers to reflect in action, I've sometimes heard about trainers doing things in the class, while the teacher is teaching, to prompt the teacher maybe to do something.You're echoing, or look at the student in the back row, their clothes are on fire, or whatever it is. What do you think about that? Is that something in action? Is that something that trainers can prompt teachers to do, or is it...?Ben: I think that depends very much on what the trainer believes is an effective training method. Some trainers like to have a fourth wall, to borrow from the theater stage expression, where you go to the theater, action takes place on the stage, you pretend the audiences isn't there.Similar kind of thing. In a classroom, you're teaching the class, but then behind, off the stage, you've got the trainer watching. You pretend they're not there, but actually they are there, so this pretend situation. Is it a pretend situation that the observer, the assessor, whatever, is at the back, not interacting, or do they...How much do they lend a hand?I've heard of classes where a trainer will get up, tell the teacher to re-instruct, in a live class. There are problems with that. I have big issues with that, because I think that removes the autonomy, the power of the teacher. But it depends on the needs of the teacher or the trainee.I've had a situation where a trainee has just frozen in front of a class and I've had to take over for them while they recover and just get their stuff back together, and then they can carry on.Except in those serious situations, I'd probably say try not to be overly interventionalist. You've got to respect the teacher's role in front of the class. You don't want them to lose the trust of the students. However, saying that, you also don't want them to do rubbish stuff. It's a balancing act.Ross: You have two sets of learners, don't you? There's the students. You don't want them to have an awful experience, which means that you want the teaching to be good. But also, the teacher's a learner. You don't want to impact on their learning experience.Ben: Indeed. Just as we might say with a student, if there's some kind of discussion and the student makes an error, do you stop them straightaway mid-discussion and say, "You've made an error. Fix this." Or, "You've made the error, what's the right thing?" You've interrupted that natural flow of dialogue.Then, they start again. You say, "Oh no, you've made another error. You've made another error." Slowly, what you're doing is preventing that learner from being fluent. They stop and they hesitate, and they look at you, "Am I doing it right? Am I not doing it right?" They lose the fluency, the confidence in being able to speak.I believe that's very much the same way for the teacher. You keep interrupting the teacher and saying that, "You've done it wrong, do it this way. You've done it wrong, do it this way." The teacher is always going to be trying to second-guess the trainer at the back of the room. They're going to lose their fluency of teaching. They're not going to have that confidence.Teaching, like speaking, requires a great deal of confidence to carry it through and help the students. Of course, it does depend on the role of that person, that trainer or assessor at the back of the room. Is the person there for evaluation? Are they there for guidance or support?The role of the trainer at the back of the room will very much depend on the type of interventions they have with the teacher, if any.If there is going to be some intervention, that should be made absolutely clear with the teacher, beforehand, so the teacher knows, "OK, this trainer is going to interrupt if they think there's something bad." Then they know it's not going to be a problem.Ross: Once again, that was Ben Beaumont, TESOL qualifications manager at Trinity College, London. Hope you enjoyed the show, and see you again next time.

What Have You Changed Your Mind About? With Carol Lethaby, Dave Weller, Karin Xie, Matt Courtois, Paul Nation Simon Galloway - TranscriptTracy Yu: Hi, everyone.Ross Thorburn: Welcome to the podcast. This, as you probably noticed, is our third‑anniversary episode. To celebrate, we're doing a special long podcast, the longest one we've ever done. We've got six special guests for you, and all of them are going to answer the same question. That question is, "What have you changed your mind about?"Tracy: First, we've got Dave Weller and Simon Galloway. Dave currently works as an online diploma and TESOL tutor and blogs at barefootteflteacher.com. Simon runs his distance learning courses for teachers and managers. Both of them have been on our podcast multiple times before.Ross: The second up is Paul Nation, emeritus professor in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. Paul's one of the most influential writers and researchers in vocabulary acquisition in the world. You'll have heard him before in our second‑anniversary episode about reading last year.Tracy: The third is Matt Courtois, who currently works as an academic director in a young learner language school, and Karin Xie, who works as an academic manager at Trinity College London in China. You might remember Karin from our previous episode about applying learning, and Matt from episodes about observations, minimalism, and also teaching writing.Ross: In the fourth segment, we'll hear from Carol Lethaby, who's a teacher, a teacher trainer, and materials writer based in the US and Mexico. You might remember Carol from our episode about neuroscience. You can learn more from her on her website, www.clethaby.com.Tracy: Finally, Ross and myself will talk about what we have changed our minds about over the years.Ross: Great. Enjoy the podcast, the longest one ever.David Weller & Simon GallowayRoss: Dave Weller, Simon Galloway, you've both been involved in English education for what, 12, 15 years?Dave Weller: It's 15 years for me.Simon Galloway: Same, pretty much.Ross: What have you changed your mind about? There must be one thing, Dave.[laughter]Dave: You're talking about since the beginning of my teaching?Ross: It could be at any point at all.Dave: The biggest thing I've changed my mind about since I began ‑‑ for myself, and for students, trainees, and everything ‑‑ is I used to think in quite a fixed mindset. I used to think, "Well, some teachers are good, some teachers aren't. And some students are smart and some students are not."The more I do this the more I realize what it's really about. Attitude and effort are going to be the things that make the difference. It's a bit of a cliché because I know everyone starts to think that way these days. Is it a bit of a...Ross: I don't know. I think that's still true to an extent, isn't it? I'm not sure. I ultimately do think in those terms that, for trainees for example. You find some at the beginning of the course, and you probably think these guys are the stars, the A‑People, the B‑People, and the C‑People.I almost think that fixed mindset, growth mindset is one of those things that I know as a fact but I'm not sure the extent to which I'd genuinely apply it or really believe in it deep down. Have you seen courses where people who you thought they were the weakest people at the beginning, ended up becoming the strongest at the end?Dave: I don't think the courses long enough for that, but there are definitely teachers that start at about that level and end about that level because they're not really trying to grow. There are other people that actually use the effort.I can see that through my distance learning courses, too. There are some people that start with a pretty bad first assignment and by the end, they're way up here. There are other people that just...Ross: I think of people on diplomas that we run. We, for example, observe them at the beginning before they got on the course. Some people that we thought, "They're not good enough to get on the course." There was a big kerfuffle. Eventually, they got on the course and they did really well.I've also seen the opposite of people that we said, "Yep you'll have no problems on this course," and the people go on to fail.Dave: Yeah, and I wonder if actually what we're saying to them is even affecting that. If we tell them, "You're going to do great," then that actually fosters a fixed mindset in them.Simon: It goes back to what we were saying earlier about praising the effort. If you tell someone, "You'll have no problem in this course" you, in a way, set them up to fail. Maybe they won't put the effort in as much because they think they're intrinsically or naturally intelligent enough or they're already at that skill level ‑‑ they won't need to put as much effort ‑‑ and they struggle.Dave: It certainly happens with some people.Ross: It's almost like there's an unspoken assumption that these people are going to put in X amount of effort. That's the bit that doesn't get said. "You'll be fine. You're going to do really well in this course."Dave: Assuming that you spend 10 hours a week?Ross: Yeah, but a lot of people don't know. Dave, let me guess. You didn't used to believe in learning styles but now you do?[laughter]Dave: No, actually. I think that when I was a new teacher, perhaps one year or two years in, I was always so certain of everything. On my original course, I took everything as gospel. I held my opinions so strongly, and I was so sure about everything. I knew I had a lot to learn, but what I did already know, I was certain that this is just the way things are.Since then, I've changed my mind and been exposed to new ideas, new evidence. I've changed everything so many times over the years. I can't remember who said it, it was something like, "You have strong ideas, held lightly," something like that. The longer I'm in this industry, the more I fully agree with that.I fully believe in what I do and how I do it, but if you show me some evidence or a compelling study, or show me a different way of doing things, I'll willingly change and try something new. That willingness to change, I guess that's [inaudible 06:13] . My willingness to change and to be shown to be wrong, I actually welcome now.Ross: That sounds like a perfect description of the Dunning‑Kruger effect. After your cert course, you believed a hundred percent in everything, like it was the gospel. The more you learned, the less confident you've become in those things.Do you think there's a problem then in how we present information to trainees on cert courses? I always find that maybe it's at diploma level that we maybe encourage people to think critically about the things that are being shown to them. The emphasis on introductory courses is, "Here's what you need to just be OK in the classroom and survive your first year."Maybe we're giving people false confidence. Maybe the more effective learner autonomy, long‑term strategy to teach people is, "I'm going to show you these things, these principles, but you also need to be able to question them."Simon: That goes back to something I've said before. You can take it to the wider education industry as a whole. In the language class, should we even be teaching language? Should we just be teaching skills and applying motivation? If you give someone the motivation to learn and the skills to be able to do so independently, then they're inevitably going to be able to learn a language.It's the same with any course, almost. I think the days of the tutor being gatekeeper to information are long gone with the advent of the Internet. Sure, a curated course is much easier to work through step‑by‑step because you can trust the authority of the source. It's broken down and spoon‑fed to you in a certain way.I do think that, in most courses that we run, there is that lack of teaching meta‑skills at the beginning or teaching to think critically. I think every course assumes that a course before has done that, even going back to initial education from 5 to 18. It's something, I think, missing in that, but that's a much larger issue.Dave: Yeah, we assume that everyone's got a degree or whatever, so they must know this. Then the university course, "They must have learned it before."[laughter]Dave: At secondary school, "They must have learned this at primary school."Simon: They thought, "Oh, parents must have...Dave: "The parents must have taught them that."[laughter]Simon: It might make a flip‑side argument. We're saying this from a position of 10, 15 years in the industry. As a new teacher, I can still vividly remember going, "Just tell me what to do next. I just want to get through my next lesson. I want to survive."I think it is a responsibility for initial teacher training courses to be able to provide that to teachers, so they can go into the class with the confidence that the learners will probably learn something. If you just give them a bunch of meta‑skills to work with, and then throw them into a highly pressured environment, they're going to fall to pieces. They need to have something to fall back on.Ross: Maybe there's an advantage of the Dunning‑Kruger effect. If you know almost nothing and you're really confident in it, that will overcome your lack of skill. If you're a new teacher and you said, "I'm telling you all these things, but maybe they're true. Maybe they're not."You maybe go into the classroom, and you wouldn't have the confidence to make up for your lack of skills. Maybe that Dunning‑Kruger effect, maybe there is some benefit to having that and believing in something even when you don't know much about it ‑‑ as a new teacher.Dave: It is to some extent, but every time, just keep on reminding the trainees that they can make their own...Simon: "This is the best way to do something. Or is it?[laughter]Dave: Just keep on pushing for deeper questions, like, "Was that effective in your lesson today? How do you know that? What real evidence were you going on? I saw the student do this. Why do you think that was? Do you think the same thing would work in another class?"Simon: What's the point of life? Why are you here?[laughter]Simon: Yes. Is anything even worth it?Ross: It's interesting. There must be a point where it would become counter‑productive and you just end up with...[crosstalk]Dave: Yeah, there's in so much doubt.Simon: No, it's true. Again, as a good trainer or a good manager, you should be able to spot when your teachers are ready, if they're not been challenged. When I was at [inaudible 10:14] you could see teachers that are ready to be pushed to the next level. People reach plateaus, and you could see when somebody goes, "Well I know everything now."Ross: That's a good point.Simon: "Actually, you don't. [laughs] Let me introduce you to some new ideas, like differentiation in the classroom or some of the higher‑level teaching skills." They go, "Oh wow! I had no idea you could do this." When their ability to implement what they know reaches what they know, then that's the time to give them more knowledge so they then turn that knowledge into skill.Dave: I like this idea of that plateau. If someone's already on like a slope, you don't want to stick them on a much steeper slope just for the sake of it.[crosstalk]Dave: ...just pick a Sisyphean boulder something. But if you're on a plateau already, you've got to get them on the slope.Ross: If you've had a trainee at the beginning of the course who's really struggling to give instructions, and you're like, "OK, here's a three‑step way of doing it," tell them in simple language, model it, and then ask questions.Dave: Show them, tell them, ask them, give them, Ross.Ross: Right, but then you wouldn't want to do afterward, "Well, when would that not be effective?" Do you know what I mean? You're just trying to get that person to that basic level.Simon: When you're observing them, you wouldn't want to sidle up to them and, "Sorry, um, you know that, according to Vygotsky, that's actually [inaudible 11:27] what you shouldn't have really done that there. This kid's ZPD is way off.[laughter]Ross: That might be too much.Paul Nation Ross: Hi, Paul. Welcome back. You published your first paper on language teaching in about 1970. You've had a very long career as well as a fascinating one. Can you tell us what's one thing that you've changed your mind about during your time from being a teacher all the way up to the present?Paul Nation: First of all, I like to think I always got it right from the beginning, [laughs] but I guess the main change that has occurred to me is the idea of the roles of the teacher and how the role of the teacher as a teacher becomes an important role but not the major role of the teacher.I say there's four or five roles of the teacher, and I always forget one of them. You know the number one role is the planner. The number two role is the organizer of activities and opportunities to learn. The third role's something like the trainer who trains the learners in strategies to learn, vocabulary and strategies to deal with the language learning.The fourth role would be the teacher as the tester who's giving learners feedback about their progress and showing them how much vocab they know and so on. The fifth role is the teacher as the teacher who actually gets up in front of the class or guides them through an intensive reading passage or something like that.I think that those roles are sort of ranked in the order of planner, organizer, trainer, tester, and teacher. That probably would be the major change I've come to during my reading of research, doing research, and so on. On the other hand, I also have to say that just about every PhD student I've had, and I've had a lot, have proved me wrong about the topic that they were working with.That's virtually without exception, sometimes proved me spectacularly wrong. I remember, for example, Teresa Chung doing research on technical vocabulary. I'd said in the first edition of "Learning Vocabulary in Another Language" that technical vocabulary probably made up about 5 percent of the running words in text.When she did her research, she found it made between 20 and 30 percent of the running words in the text, which is quite a bit different, one word out three compared to one word out of twenty. [laughs] That was sort of major changes, once people have done the research, to say, "Wow! I think I'm going to step back and change my ideas about that."I would say that the biggest one is the idea of you need a balanced approach to vocabulary learning and you need to see that teaching is a part of that, but only a part of it. You've got to make sure that the others are there. I would've given a much greater role to teaching very early on in my career.Matt Courtois Ross: Matt, what's something that you have changed your mind about, and why did you change your mind?Matt Courtois: What haven't I changed my mind about?[laughter]Matt: Looking back to my first year in Korea compared to now, I don't think there's a single belief that I still have that I had then. The biggest underlying thing that has changed in me was, at first when I was a teacher, I kind of thought the more knowledge I had about the language I could acquire, the better teacher I would become.I actually don't think that's really necessary. Being able to discuss any grammar point at the drop of the hat to me is not what makes a good teacher anymore. Having some of the skills to draw that from people, to run a good activity, and to facilitate improvement is much more essential to being a teacher than just knowing the subject matter.Ross: Can you remember when you changed your mind about that? Was it a long process?[crosstalk]Matt: It was a really long process. I taught in Korea and Russia, and probably my first year within China, I looked at teaching language in this way. Within my first year of teaching at my last company, there's a job opening for a content developer, content writer, something like that.I remember I took one of my favorite grammar skills lessons ‑‑ I think it was about the passive voice ‑‑ and I submitted it to the manager of this department. He sent me back an email that was three pages full of criticisms. The most positive things he said were basically about some of the animations that I had in my PPT...[laughter]Matt: ...not about the content of this deep analysis of the passive voice. He was just saying, "The method in what you're doing it, it's not about the grammar itself. It's how you present it," and stuff like this. I think I improved so much when that manager sent me such a critical feedback.I started approaching teaching grammar from, "What context am I going to use?" rather than having this giant scope of understanding the passive voice, every tense in English, rather than looking at myself as somebody who analyzes language. That's not my job.So many English teachers talk about how being prescriptive is so bad, but they're teachers. That's what they're doing. They're not writing dictionaries. They're not contributing to the corpus. We're not describing the language here. We're taking what those guys have and then presenting it to students in a way that they can practice it.Once I got over that mindset that, "I'm holding the key to the language, and I'm the person who's defining the language," and said, "No, I'm coming up with situations and facilitating situations in which they can use it," I think I improved a lot as a teacher and a trainer.Karin XieKarin: Teachers used to just think, "Well, my English is good, so I can teach English," or "I'm not confident in teaching English because I'm not confident in my English." Language awareness, like your knowledge in phonology, lexis, and grammar, they are important and are very helpful. It's just the teaching skills, they are very important, and they should be emphasized more.Ross: You need both, don't you?Karin: Yeah.Ross: If you don't know any English and you're the best teacher in the world, you can't teach English. Equally, if you're amazing in English and you can't teach at all, that's not going to work, either. You need a bit of both. At some point, especially for lower levels, the knowledge of English becomes less important than the skill to put it across.Karin: Because I was trained in the CertTESOL, DipTESOL way, I always believed that I need to build the classes around the learners, and I need to train teachers a reflective coaching way. I believed that was more effective than any other ways.Recently, I just come to realize that not necessarily, and use that as good challenge or good chance for me to try out different things, or give people different options and see how things goes. It's not one way better than the others. It's just there are different ways of doing things.Ross: This is one of the dangers of just working in one environment for a very long time. You're often only exposed to one way of doing things. You get transposed to another place, and you automatically just assume, "Well this isn't the right way to do things. This is wrong. This isn't the most effective." But is that true? Is there any evidence?Karin: Exactly. I think all the things that I've tried out shaped how I do training and classes now. They're definitely not the same as when I was in the old environment for such a long time.Carol Lethaby Tracy: Hi CarolRoss: Hi Carol. I think you're very well known for integrating ideas from research into your practice. We'd love to hear from you about what was one of the most important or the most interesting things that you've changed your mind about over the years.Carol Lethaby: I think the example that came to mind here certainly was not using the mother tongue in the classroom. I did my PGCE in the UK in learning to teach French and German. This was mid‑'80s, and the communicative approach in foreign language teaching then had a big hold on the profession.We were explicitly taught not to use English at all when we were teaching French or teaching German. Of course, I carried this on when I started teaching English. I did my Delta and the same thing, it came up all along the way. I remember it seemed to go against my intuition, but as I know now, don't always rely on your intuitions, because they might not be right.I actually did some research into this as a part of my master's degree here in Mexico and found out that, when you ask learners, one of the things I asked them in a piece of research I did, was, "Do you want your teacher to have English as their first language? Do you want your teacher to be a native speaker of English?" a list of pedigrees.The one that came out top at all levels, especially at beginner level, was they don't care if their teacher is a native speaker. They want a teacher who can speak their first language, who knows their first language.It made me think about, "Why then are we telling people you don't need to speak the learners' first language, you don't need to know the learners' first language, and you don't use the learners' first language. It's better not to"? Obviously, I was reading the history of English language teaching, Phillipson's Linguistic Imperialism.You realize how this happened and how this idea was transmitted and perpetuated. Now, knowing more about the brain and how we learn, I really don't believe that. I am convinced that we need to use the learner's first language in order to teach them another language.Ross: How would that look like in the classroom then, Carol? Do you have any examples of what that might look like with a group of students?Carol: I remember trying to teach the difference between first and second conditionals when I was teaching the younger Mexicans in Guadalajara here. There was this explanation that I was trying to work with them with levels of probability. It depended if you were an optimist or a pessimist whether you would use the first conditional or the second conditional.How confusing that was and how unsatisfactory that was for a learner, I'm sure. Now I would just tell those learners, "This is how you say it. The first conditional corresponds to this in Spanish and the second conditional corresponds to this in Spanish."Spending ages trying to define a word or an expression when just a quick translation could really help in that case, using the learners' language for effective reasons.I remember I didn't speak a word of Spanish when I first arrived here. I was given beginner's classes precisely because it was the idea that this would be a genuine communication situation, etc. I couldn't get to know my students.It means I couldn't ask them, "How are things going? How are you getting on in these certain situations?" Or, "What things are worrying you about learning English? Don't worry about this [inaudible 23:43] . It just means this. I can help you with this later."All these kinds of things that really enhanced language learning, I wasn't able to do because the idea was that we couldn't speak each other's language and only think in monolingual situations. It's just ridiculous not to take into account and use the learner's mother tongue.Ross Thorburn & Tracy Yu Ross: We heard there from a bunch of our favorite guests over the last couple of years about things that they have changed their minds about. Tracy, to finish the podcast, what have you changed your mind about?Tracy: There are a lot of things I have changed over the last few years. One thing is how I can connect on education‑related either theories or practice and into what I'm doing, my work in context. In the past, I remember when I started being a trainer, I read a lot of books about teaching, training, and theories in ESL, TESL, exactly related to this industry.Then, I realized maybe I just focused too specific to this industry, to this area. When I listened to podcasts and watch TV, or read other books, magazines, or journals, sometimes I realize that actually something that relates to this industry could really help what I'm doing. I need to give you an example, right?Ross: Give us an example, yeah.Tracy: I read a book about how marriage works. The book is "The Seven Principles for Making Marriage Work." When I started reading this book, I didn't expect any connection to work, but the more I read about it, I realize actually there were a lot of principles [laughs] can apply to work, to manage a team.For example, there's one thing mentioned about criticism versus complaint. You can see the difference between these two. You can say...Ross: What's the difference? Do you want to give us an example of each?Tracy: A complaint, you can say, "Oh, you didn't do this very well," or "You didn't complete this on time," for example, at work. Criticism, it's like, "Oh, you always did this this way. You're not able to do this," something like that.Ross: It sounds like more you're talking about the person rather than the actions that they've taken or not taken.Tracy: Yeah. Of course, people can complain. You can give constructive feedback to the other person. You can talk about the facts, you can talk about the behavior, but you don't jump into conclusion and say, "Oh, this person is not able to," or "This is always like this." You're not giving the person another chance to reflect and then to make things better.When you're working with colleagues or you're managing a team, it's really important to distinguish the difference between a complaint and a criticism. Another thing is super, super useful, when I had a difficult conversation or tried to give feedback to our staff, just try not to have a harsh start‑up when you're having a conversation.Even though before you start a conversation, you knew it's probably towards some kind of a conflict or uncomfortable situation, still try to avoid a harsh start‑up in a conversation. Maybe you want to ask this person how they feel, what's going on, and what happened, and find out more information.Then provide more specific information to the person. Then give the feedback and then action plan, rather than at the beginning is said something very negative. It's difficult for the person to receive your feedback.For you, Ross, you work in different roles for the last 12, 13 years. You were a civil engineer, and then you work in education. Anything that you've changed over the last few years?Ross: Something I'm in the process of changing my mind about is a lot of the things that we talk about here and we do on teacher training courses in materials design and management is we concentrate so much on what goes on in the classroom as that's where the learning and everything takes place. That's fundamentally the most important thing.I used to believe that, but I'm coming to believe more that what happens in the classroom might not be the most important part of their learning process. What might actually be more important is what happens before the class and what happens after the class.I found a nice quote yesterday from someone called Ausubel, hope I'm pronouncing that correctly. He says, "If I were to block out and reduce all of education's psychology to just one principle, I would say this. The most important single factor influencing learning is what the learner already knows. Ascertain this and teach them accordingly."That was really cool. How much time do we ever spend actually finding out what students already know? I would guess, generally, not very much time or not a lot of time. Certainly, on this podcast, we don't talk about that very much.I think the same thing for what happens after class. We tend to assume that things finish once the students walk out the door. We know from memory curves and things, if students don't revise what they've already learned, then they forget the vast majority of things that happen in classroom.That's something I've changed my mind about. I think we need to spend more time focusing on what happens outside the classroom every bit as much, if not more, compared to what happens inside the classroom.Tracy: How can you do that then, to find out more information before the class about the students?Ross: I don't have all the answers to it, but I think it's more important that we think, like ascertaining what students already know before lessons, finding out what problems do they have, and designing our lessons to try and solve specific issues that students have.What normally what happens is students get placed in a certain level. Then they just work through a course book, which roughly approximates what they know and what they don't know.We don't go into enough effort to find out what are the holes and the gaps, or the peaks and the troughs, in students' current ability and knowledge, and try and smooth over the troughs, to make sure what we're doing in class fills those in.Tracy: Have you ever seen any examples or some teachers who were able to focus on what happened before the class or after the class?Ross: Some things, like the whole flipped classroom principle, goes towards that. Some educational technology works towards aiming to find out what students know before the class. It has them answering questions and makes sure that they reach a level of mastery before they move on to the next topic.I don't think that's the norm in most scenarios. It's something that we don't talk about enough, and I think those things are every bit is important probably as what goes on in the classroom and deserve our attention a lot.Everyone, I hope that was interesting. I presume for a lot of people that the reason that you're listening to this podcast in the first place is so that we can change your minds about some issues that are important. Hopefully, it was useful hearing how some of our favorite guests have changed their minds about different things over the years.Tracy: Thanks very much for listening.Ross: For the last three years, thank you. Good‑bye.Tracy: Bye.

Today we learn about Gamification and the Zone of Proximal Development. Miary and Monica discuss the concepts related to the Zone of Proximal Development theory, describe how those concepts can be used to optimize gamification project design, and how ZPD concepts can be integrated in gamification initiatives. About our Guest: Dr. Andriamiarisoa is an innovative leader in the use of gamification aimed at creating engaging environments conducive to deep learning through the use of technology. With 20+ years of experience in the field of technology and learning, he has created technology-enabled gamified learning components powered by a range of low-tech and hi-tech solutions. His background in computer science and expertise in the field of education has given him the opportunity to leverage technology in order to create fun, engaging, and rich learning experiences. His greatest passion lies in the gamification of learning using both simple and advanced technologies. Connect with Miary on LinkedIn at: https://www.linkedin.com/in/miary/ About your Host: A gamification speaker and designer, Monica Cornetti is rated as a #1 Gamification Guru in the world by UK-based Leaderboarded. She is the Founder and CEO of Sententia Gamification, the Founder and Gamemaster of GamiCon, hosts the Gamification Talk Radio program, and is author of the book Totally Awesome Training Activity Guide: Put Gamification to Work for You. Monica's niche is gamification strategy design that can be used within the framework of employee engagement, corporate talent development, HR, and adult education. Connect with Monica on www.GamiCon.us or www.SententiaGamification.com and on Twitter @monicacornetti

Today we learn about Gamification and the Zone of Proximal Development. Miary and Monica discuss the concepts related to the Zone of Proximal Development theory, describe how those concepts can be used to optimize gamification project design, and how ZPD concepts can be integrated in gamification initiatives. About our Guest:  Dr. Andriamiarisoa is an innovative leader in the use of gamification aimed at creating engaging environments conducive to deep learning through the use of technology. With 20+ years of experience in the field of technology and learning, he has created technology-enabled gamified learning components powered by a range of low-tech and hi-tech solutions. His background in computer science and expertise in the field of education has given him the opportunity to leverage technology in order to create fun, engaging, and rich learning experiences. His greatest passion lies in the gamification of learning using both simple and advanced technologies. Connect with Miary on LinkedIn at:  https://www.linkedin.com/in/miary/    About your Host:  A gamification speaker and designer, Monica Cornetti is rated as a #1 Gamification Guru in the world by UK-based Leaderboarded. She is the Founder and CEO of Sententia Gamification, the Founder and Gamemaster of GamiCon, hosts the Gamification Talk Radio program, and is author of the book Totally Awesome Training Activity Guide: Put Gamification to Work for You. Monica's niche is gamification strategy design that can be used within the framework of employee engagement, corporate talent development, HR, and adult education. Connect with Monica on www.GamiCon.us or www.SententiaGamification.com and on Twitter @monicacornetti  

When I started talking with people about the idea for this podcast, one theme that came up consistently was the idea of supporting our children’s growth and development. A friend of mine summed it up most concisely and articulately by asking “how do I know when to lead and when I should step back and let my daughter lead?” This episode covers the concept of “scaffolding,” which is a method parents can use to observe and support their children’s development by providing just enough assistance to keep the child in their “Zone of Proximal Development.” This tool can help you to know you’re providing enough support…but not so much that your child will never learn to be self-sufficient. References Berk, L.E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and Early Childhood Education. Washington, D.C.: National Association for the Education of Young Children. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher 18(4), 32-42. Courtin (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf Studies and Deaf Education 5,3 266-276. Retrieved from: http://jdsde.oxfordjournals.org/content/5/3/266.full.pdf (http://jdsde.oxfordjournals.org/content/5/3/266.full.pdf) Greenough, W.T., Black, J.E., & Wallace, C.S. (1987). Experience and Brain Development. Child Development 58, 539-559. Full article available at: https://www.researchgate.net/profile/James_Black11/publication/20116762_Experience_and_Brain_Development/links/552b9d830cf21acb091e4d90.pdf (https://www.researchgate.net/profile/James_Black11/publication/20116762_Experience_and_Brain_Development/links/552b9d830cf21acb091e4d90.pdf) Hirsh-Pasek, K. & Golinkoff, R.M. (2003). Einstein never used flash cards. Emmaus, PA: Rodale. Johnson, J.S. & Newport, E.L. (1989). Critical period effects in second language learning: The influence of maturational stage on the acquisition of English as a second language. Cognitive Psychology 21, 60-99. Full article available at: http://www.psy.cmu.edu/~siegler/JohnsnNewprt89.pdf (http://www.psy.cmu.edu/~siegler/JohnsnNewprt89.pdf) Lancy, D.F. (2015). The Anthropology of Childhood: Cherubs, Chattel, Changelings. Cambridge: Cambridge University Press McCarthy, E.M. (1992). Anatomy of a teaching interaction: The components of teaching in the ZPD. Paper presented at the annual meeting of the American Educational Research Association, April, San Francisco, CA. Pratt, M.W., Green, D., MacVicar, J., & Bountrogianni, M. (1992). The mathematical parent: Parental scaffolding, parent style, and learning outcomes in long-division mathematics homework. Journal of Applied Developmental Psychology 13, 17-34. Retrieved from: http://www.sciencedirect.com/science/article/pii/019339739290003Z Roberts, R.N. & Barnes, M.L. (1992). “Let momma show you how”: Maternal-child interactions and their effects on children’s cognitive performance. Journal of Applied Developmental Psychology 13, 363-376. Retrieved from: http://www.sciencedirect.com/science/article/pii/019339739290036H Thompson, R.A., & Nelson, C. (2001). Developmental science and the media: Early brain development. American Psychologist 55(1) 5-15. Full article available at: https://www.researchgate.net/publication/12089227_Developmental_Science_and_the_Media_Early_Brain_Development   (#) Transcript When I started talking with people about the idea for this podcast series, one theme that came up consistently was the idea of supporting our children’s growth and development.  A friend of mine summed it up most concisely and articulately by asking “how do I know when to lead and when I should step back and let my daughter lead?” I’ve taken quite a journey on my learning on this topic and wanted to share a bit of

Assemblies, Ultranet, ZPD & Windy Interruptions

The avian inner perivitelline layer (IPVL), a homologous structure to the mammalian zona pellucida, is deposited between the granulosa cells and the oocyte cell membrane during folliculogenesis. The glycoprotein meshwork of the IPVL forms a 3-dimensional matrix and possesses important functions in the fertilization process: it contributes to the binding of avian spermatozoa to the oocyte and induces acrosomal exocytosis. In contrast to the zona pellucida of mammals, the IPVL does not prevent the physiological polyspermy found in birds. Previous studies have shown that in the Japanese quail (Cotumix japonica) at least 5 glycoproteins are constituents of the IPVL (ZP1, ZP2, ZP3, ZP4, and ZPD). In this study, we investigated the spatiotennporal assembly pattern of the IPVL during folliculogenesis using immunohistochemical and ultrastructural methods. The obtained results clearly show that these glycoproteins are incorporated into the IPVL at distinct points during follicular development, supporting the hypothesis that ZP2 and ZP4 form a type of prematrix into which ZP1, ZP3, and ZPD are integrated at a later stage of development. Copyright (C) 2011 S. Karger AG, Basel

Transcript -- In this archive interview Professor Harry Daniels discusses his long-standing interest in Vygotsky’s theories about cognitive development and on the ways these theories can inform educational practice.

In this archive interview Professor Harry Daniels discusses his long-standing interest in Vygotsky’s theories about cognitive development and on the ways these theories can inform educational practice.

Transcript -- In this archive interview Professor Harry Daniels discusses his long-standing interest in Vygotsky’s theories about cognitive development and on the ways these theories can inform educational practice.

In this archive interview Professor Harry Daniels discusses his long-standing interest in Vygotsky’s theories about cognitive development and on the ways these theories can inform educational practice.