The Learning Scientists Podcast

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.Show Notes:In Episode 66, Cindy interviews Rebecca Rolland, a speech pathologist, Harvard Lecturer, author of The Art of Talking with Children, and mom of two! Listen to learn about talking with your own children, as well as the children in your classroom.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.Show Notes:In Episode 65, Althea interviews Lyndsey-Lee Dunwoody (@LyndseyDunwoody) of 1851 Trust (@1851Trust) about their new platform Protect Our Future.New research amongst 11-16 year-olds commissioned by 1851 Trust and environmental charity Hubbub reveals that more than half of children (51%) are worried about what the planet will be like in the future. However, the research also found that almost a third (31%) of 11-16 year-olds say they are unclear on what measures they can take to be more environmentally friendly, which is acting as a barrier to them taking action. Only a quarter feel climate change is something they can fix, while 14% said they don't feel like their actions will make a difference.  Teachers are feeling similarly at a loss as to what they can do to support learning in this area, with 70% saying they do not feel equipped to teach about climate change effectively.Climate and sustainability education are soon to become part of the school curriculum in the UK, yet young people and teachers alike are feeling ill-equipped and powerless to play their part in the vital action needed to tackle the climate emergency. In response to this, the education charity 1851 Trust has declared its ambition to help 1 million young people take action to protect nature, people and the planet through its new Protect Our Future platform. Listen to the episode to learn more.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.Show Notes:In Episode 64, Carolina interviews Emma Noble who is a final year Psychology student at the University of Glasgow. Emma gives an overview of her final year dissertation project where she explored the lived experience of Higher Education students with a formal dyslexia diagnosis. She goes into detail what the ‘dyslexia label’ means to them, how it is linked to their identity as a person, and what it would mean to lose the label. Emma provides tips for teachers and students, too. Enjoy.Further resources mentioned in this episode:Dyslexia Scotland Dyslexia Scotland EventsReferences mentioned in this episode:Barnard-Brak, L., Schmidt, M., Wei, T., Hodges, T., & Baylor, E. R. L. (2014). Providing postsecondary transition services to youth with disabilities: Results of a pilot program. Journal of Postsecondary Education and Disability, 26(2), 135-144.  Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa    Loveland-Armour, L. A. (2018). Recently identified university students navigate dyslexia. Journal of Applied Research in Higher Education, 10(2), 170–181. https://doi.org/10.1108/JARHE-04-2017-0033 Pitt, S., & Soni, A. (2017). Students’ experiences of academic success with dyslexia: A call for alternative intervention. Support for Learning, 32(4), 387-405. https://doi.org/10.1111/1467-9604.12182  Valeras, A. B. (2010). We don’t have a box: Understanding hidden disability identity utilizing narrative research methodology. Disability Studies Quarterly, 30(3/4). doi: 10.18061/dsq.v30i3/4.1267 

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.Show Notes:In Episode 63, Megan chats with the hosts of the Lab Out Loud Podcast, Brian Bartel and Dale Basler. Last month (February 2022) we talked on the Lab Out Loud Podcast about research methods and the application of cognition to education. We recommend that you listen to that episode first, and you can listen to the episode here. In this episode, we continue our conversation and dig into all kinds of topics, like teaching the scientific method, teaching science, technology, online learning, and even how to figure out who stole the pens when Megan was a PhD student!About the Lab Out Loud Podcast Co-Hosts:Brian Bartel taught biology and chemistry at Appleton West High School from 1999-2013. In 2013, Brian left the classroom to pursue a new position as Technology Integration Specialist for a portion of the Appleton Area School District’s K-6 schools.Dale Basler was a teacher of science for the Appleton Area School District from 1998 to 2012 where he primarily taught physics and physical science. In the fall of 2012, Dale stepped away from teaching science to take on a new position as Technology Integration Specialist for a portion of the Appleton Area School District’s K-6 schools.Read more about them here.

Dr. Laura Nevins and Dr. Frank Patranella discuss effective professional development workshops. They cover motivation, social connection, reflection, and making information sticky. They explore the importance of creating social connections, fostering culture change, and embedding motivation in professional development.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.Show Notes:In Episode 61, Althea interviews Amber Birsen, @memorablemaths. Amber Birsen lives and works in England in the UK. She has been a qualified teacher now for around 7 years. She is currently a Year 2 class teacher and the subject lead for mathematics at St Michael's CofE Primary School in Bournemouth, Dorset. Amber recently made a contribution to a report by Oxford University Press called, ‘Addressing the Deepening Digital Divide’. Much of what she discusses she learned and has taken from the report as well as her experiences as a teacher over the last two years.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.Show Notes:In Episode 60, Cindy interviews Mary Chappell (@LiteracyMary), a Department of Education Special Education Curriculum Specialist. With 25 years of education experience teaching elementary and special education, she is now supporting special education teachers, especially related to literacy. She found herself needing to motivate teachers to utilize a mandated program, and wanting to support them in doing so. Therefore, she turned to the literature.Mary gave a presentation that provides an overview of her findings, recurring themes, key takeaways, actionable steps, and her references. You can view the slides here.

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes:In this bite-size research episode, Megan discusses research on delayed vs. immediate feedback in the classroom. Like with many effective learning strategies, what students think is helping them learn is not what actually helps them learn. In two experiments presented by Mullet and colleagues (2014), University engineering students received relatively immediate feedback or delayed feedback on homework assignments. Students reported that they liked immediate feedback better and that it helped them learn more. In reality, the delayed feedback led to better performance on their course exams.References: Mullet, H. G., Butler, A. C., Verdin, B., von Borries, R., & Marsh, E. J. (2014). Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately. Journal of Applied Research in Memory and Cognition, 3, 222-229. DOI: http://dx.doi.org/10.1016/j.jarmac.2014.05.001

This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page. Show Notes:In Episode 57, Cindy interviews Kathryn Desmarais, a Senior Director of Global Education Solutions at Johnson & Johnson. (You can check out her LinkedIn profile here.) In Kathryn’s line of work, she is less concerned with what an individual can look up or figure out. Her reps need to be confident and know a great deal on the spot in high-pressure situations. So, she has been implementing strategies from the science of learning into her training!