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The final episode of Teachersâ Voices season 3 opens with Sister Zeph, winner of the 2023 Global Teacher Prize, talking directly to teachers. âYou are a future makerâ, she says. These words inspired the rest of this mini-episode, which explores futures literacy. What is futures literacy? What do students gain from futures literacy? How can teachers incorporate it into their classrooms?
Former teacher Michelle Blanchet, co-author of the Startup Teacher Playbook and Co-Founder of The Educatorsâ Lab answers these questions for Nina. Michelle is based in Geneva, Switzerland. Futures literacy is âa way to encourage young people to use their imagination and their agency to adapt, invent, recover, prepare for all the changes that we're experiencingâ, Michelle explains.
Teachersâ Voices will be back for season 4 later this year.
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Guests and resources
Sister Zeph - LinkedIn, Twitter/X, Global Teacher Prize
ZWEE Foundation of Sister Zeph - Facebook, InstagramMichelle Blanchet - LinkedIn, Twitter/X
The Educatorsâ Lab - Twitter/X, Medium, FacebookUNESCO - Futures Literacy
Contact
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Why is it important to make sure children have words to name their emotions? How can teachers promote mental health and wellbeing? Is it possible to remove academic pressure from school?
In this episode, Nina first meets Sarah Griffiths, a Senior Research Fellow at University College London and Co-Director of the Wellbeing and Language Lab in UCLâs department of Clinical, Educational and Health Psychology. âLanguage, particularly words for emotions, are critical for understanding emotions,â Sarah explains. Emotion understanding is not innate, children learn about emotions through conversations.
Next, Nina meets Riffat Arif, known as Sister Zeph, winner of the 2023 Global Teacher Prize. Sister Zeph talks to Nina from Gujranwala in Pakistan. She has given thousands of marginalized children and women access to learning. âMental wellbeing has always been my priorityâ, Sister Zeph says. The children at her school are traumatised from poverty, hunger, and physical and mental violence, and Sister Zeph provides them a safe space.
Nina speaks to Virna Talarico, a teacher working in primary education in Zurich in Switzerland. Virna shares that they talk about emotions in the classroom - children have the right to feel emotions and other children have to respect that. âIt is important that the children feel they are taken seriouslyâ, she says.
Ninaâs final guest is Joyce Mininger, Learning Director of the LearnLife primary years hub near Barcelona in Spain. âWe take away the pressure of schoolâ, Joyce explains. At their school, they reduce academic pressure to support childrenâs wellbeing. They also foster healthy relationships between learners, and work on teacher wellbeing too, which impacts childrenâs wellbeing.
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Guests and resources
Sarah Griffiths - Lab, Twitter/X, UCL
Sister Zeph - LinkedIn, Twitter/X, Global Teacher Prize
ZWEE Foundation of Sister Zeph - Facebook, InstagramJoyce Mininger - LinkedIn
LearnLife, LinkedIn, Facebook, Twitter/XDr Ross Greene explains Plan B, a technique to solve problems collaboratively with children
Virna Talarico
Contact
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Fehlende Folgen?
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What types of physical activity benefit students? Can bringing movement and play into different academic classes help children learn? How can spaces and classes for movement be inclusive?
Nina first meets Fotini Vasilopoulos, a Postdoctoral researcher at the University of Sydney in Australia. âPhysical activity is important for physical health, for mental health, and it also can drive behaviours for learning.â Fotini suggests giving children different types of experiences - not just sports, but also play and dance, which can foster inclusivity.
Next, Nina speaks to Saumil Majmudar in the Himalayas, India. Saumil is the founder of Sportz Village, India's largest youth sports platform. âWe do something very simple,â Saumil says, âwe just get kids to playâ. The Sportz Village approach is to give children the time and space to play safely with others their own age.
Nina also hears from Tanya Sheckley, founder of the Up Academy and host of the Rebel educator podcast. Tanya is based in California in the US. Tanyaâs school incorporates movement and play into classroom time, and students can have breaks from work on a large monkey bar structure.
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Guests and resources
Fotini Vasilopoulos
Saumil Majmudar - LinkedIn, Twitter/X, Facebook
Sportz Village - LinkedIn, Twitter/X, Facebook
Tanya Sheckley â LinkedIn, Facebook, Rebel Educator podcast
UP Academy - Twitter/XContact
Join us on social media: @BOLD_insights and @VoicesTeachers.
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Stay up to date with all the latest research on child development and learning at bold.expert.
Get in touch with us: [email protected].
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In what ways do students differ from each other in their learning? How does one student vary in their own learning from day to day? How can schools embrace these types of learning variability?
In this episode, Nina talks to Julia Leonard, Assistant Professor of Psychology at Yale University. Learning variability, Julia explains, is both âmy learning might be different than your learningâ and âmy learning one day might be different from the other dayâ. It is also that âmy learning in one class might be different than another classâ. Juliaâs research asks how educators can create contexts that bring kids to the top of their potential.
Nina also meets Guyot Betoto, a secondary school teacher from Madagascar. Guyot teaches large groups of students and is always looking for ways to adapt to student variability. He explains how he moves around the group and identifies learnersâ needs, and empowers students to lead and motivate others in the group: âThey do it with pleasureâ.
Next, Nina speaks to two edupreneurs from LearnLife in Barcelona, where studentsâ interests and passions are at the centre of their learning. Emma Buckle, Community Partnerships & Development Director, explains that the LearnLife approach is a âtruly personal model that helps learners focus on and find their own personal passionâ.
Devin Carberry, LearnLifeâs Barcelona Hub Lead, tells Nina about the way students direct their own learning. âAmazing projects come out of this because we give learners a space to reconnect with learning how they like to do it.â
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
Julia Leonard - Lab website, Twitter/X
Guyot Betoto
Emma Buckle - LinkedIn, Twitter/X
Devin Carberry - LinkedIn
LearnLife - website, Facebook, YouTube
Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
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How can teachers help students make a positive change in their communities? How can schools better connect education with the future of work?
In this bonus mini episode of Teachersâ Voices, Nina hears practical tips from last episodeâs guests Alison Yang, Barbara Bilgre, Maud Seghers, and Larisa Akrofie. Nina is also joined by Tanya Sheckley, an edupreneur and host of the podcast Rebel Educator. All share their tips and inspiring resources for instilling an entrepreneurial mindset and preparing students for the future of work.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
Alison Yang - LinkedIn, website
Barbara Bilgre - LinkedIn
Global Issues Network
Round Square
African Leadership AcademyMaud Seghers - LinkedIn
VVOB - website, LinkedIn, Twitter/X, Facebook
Larisa Akrofie - LinkedIn, Twitter/X
Tanya Sheckley - website, Rebel Educator podcast
Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
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Get in touch with us: [email protected].
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What is an entrepreneurial mindset? Why should educators nurture entrepreneurial mindsets in young people? What entrepreneurial projects have teachers developed in classrooms around the world?
In this episode, Nina first speaks to Maud Seghers. Maud is a global education advisor at VVOB in Belgium, an international organisation devoted to education development. An entrepreneurial mindset is not just about starting and managing projects, programs, and businesses that generate wealth, Maud says, as a lot of entrepreneurs and young people also want to âmaximise benefits to society and the environmentâ.
Next, Nina meets Larisa Akrofie in Ghana. Larisa is Lead of Skills and Education at the Mastercard Foundation and believes that building entrepreneurial attitudes in the growing young population in Africa is really important. âHigh rates of entrepreneurial skills will go a long way to empower young people to create their own opportunities and contribute to the diversification of economies and address social challengesâ, Larisa says.
Nina then speaks to Alison Yang, an international school teacher in Hong Kong who specialises in entrepreneurship. Alison explains that students often acquire skills and knowledge but donât necessarily know how to apply them outside the classroom. âThat's why we have the entrepreneur projectâ, she explains, to explicitly show students how to apply their âknowledge and interest to create something that's usefulâ.
Finally, Nina hears from Barbara Bilgre, a marine biologist and science teacher in India. Barbara believes that âif you're going to be setting up a business, you should have in mind a purpose for social improvements and social justiceâ. Barbara tells Nina about the benefits of connecting schools with social entrepreneurs who are working to improve the environment.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resourcesMaud Seghers - LinkedIn
VVOB - website, LinkedIn, Twitter/X, FacebookLarisa Akrofie - LinkedIn, Twitter/X
Plugging African Youth - WhatsApp ChannelAlison Yang - LinkedIn, website
IB Middle Years Programme - Twitter/XBarbara Bilgre - LinkedIn
Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
Listen to all episodes of Teachersâ Voices.
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Stay up to date with all the latest research on child development and learning at bold.expert.
Get in touch with us: [email protected].
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What barriers keep girls from fulfilling their potential in STEAM â science, technology, engineering, arts, and mathematics â subjects?
Nina first meets Maliha Fawzia, the interim Global Head of Girlsâ Education at Teach For All. Maliha joins Nina from Bangladesh. Maliha explains that the first barrier for girls studying maths and science is feeling welcome in the classroom as girls. âIt's first and most important to feel safe, to be seen, to feel confident, to share their opinionâ, she says.
Next, Nina meets math teacher Patrycja Janekankit, based in Poland. Patrycja gets to know her students as well as possible, and makes sure they get to know her â for example, through telling them about her previous work as a financial analyst. âMy teaching methods are built on authenticity and honestyâ, she says.
Next, Nina speaks to chemistry teacher Shulammite Ajayi from Nigeria. âI use role models and guest speakers for my science projectsâ, Shulammite tells Nina. She shows students that they can solve real life problems using science. âI try as much as possible to relate each of the topics with what they see in their environment.â
Finally, Nina speaks to biology teacher Kainat Rohail from Pakistan, who, like Shulammite, connects studentsâ work with their daily lives. Kainat also invites people with STEAM careers to talk to students, and she arranges lab and university visits for students. This helps students to focus not just on their grades, but also their careers. It is âhelping them to achieve their long term goalsâ, Kainat explains.
This episode was made in collaboration with Teach For All, a global network in more than 60 countries around the world, developing collective leadership to ensure all children can fulfil their potential. The teachers in this episode are Fellows of the Teach For All Global Girls' Education program.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
Maliha Fawzia - LinkedIn
Teach For All - website, Girlsâ Education, LinkedIn, Facebook, Instagram, Twitter/X
Patrycja Janekankit â LinkedIn, Facebook
STEAM projects are a pathway to modern education, Teach For All blog
Teach For Poland
Shulammite Ajayi - LinkedIn
Teach For Nigeria
Kainat Rohail - LinkedIn
Teach For PakistanContact
Join us on social media: @BOLD_insights and @VoicesTeachers.
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Get in touch with us:[email protected] -
What is neurodiversity? How does it differ from neurodevelopmental disorders? How can schools make sure all children feel like they belong?
In this episode, Nina meets Alyssa Alcorn, lead researcher for the Learning About Neurodiversity at School (LEANS) project at the University of Edinburgh in Scotland. Alyssa explains that neurodiversity concerns everyone, because everyone has a brain. Neurodiversity is a biological fact. âWe are all different in how we think and feel and learn because our brains process information differentlyâ, she says. âNeurodivergence is not about having a diagnosis, it means that youâre different from the majority in terms of your processing.â
Nina also speaks to Silvana Gili, a primary school teacher in Brazil. Silvana teaches 6- and 7-year-olds in an international school. Silvana explains that the classroom is organised according to studentsâ different needs, and tells Nina about their work on diversity, equity, inclusion, and belonging. âWe as a school believe that students can only learn if they feel like they belong to that learning communityâ, she says.
Educator Chesta Dhingra tells Nina about inclusive education at her school in India. They have a tool for following the principles of Universal Design for Learning (UDL), creating accessible learning environments for all learners. Chesta explains that they also have an individual educational plan for each child based on their needs.
Nina hears from Inés Bertoni from Argentina, who describes the challenge of providing the assistance kids need when resources and time are limited and classes are big. Not all schools have adequate resources.
Alyssa rounds off the episode with some useful tips for supporting all children in the classroom. Are there supports available for some children in the class with special arrangement? If so, could these be available to everyone, so that anyone can benefit - even those who might never think to ask?
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
Alyssa Alcorn - LinkedIn, Twitter/X
Learning About Neurodiversity at School (LEANS)Silvana Gili
Graded - The American School of SĂŁo Paulo - LinkedIn, Facebook, Instagram, Twitter/XChesta Dhingra - LinkedIn, Twitter/X
Lancers International School - Instagram, Facebook, Twitter/X
Universal design for learning (UDL) and inclusive practices in IB World SchoolsInés Bertoni - LinkedIn, Instagram
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In this bonus episode, Nina celebrates International Day of Education with former science teacher, Sarah Horley. Sarah is Programme Manager from Teachers for the Planet, a program that aims to improve climate change education. Teachers for the Planet are showcasing teacher-led climate change education solutions. Three of the teachers showcased in the Teachers for the Planet repository share their solutions with Nina.
First, secondary school teacher Astrid Hugli in Switzerland explains how she helps students understand whether common statements about climate change are true or false. Astrid also helps students understand how to reduce their carbon footprint. âInstead of just doing theory, I prefer to activate them with models and with experiments,â she tells Nina. Astrid uses a game with her students called Climate Fresk.
Next, Nina meets Nicole Swedlow from Mexico. Nicole tells Nina about an organisation called Compass Education, âa global network of educators who have come together because they believe that a flourishing world begins with sustainability in schoolsâ. Compass Educationâs tool helps teachers focus on systems thinking - an approach that acknowledges the interconnectedness of the challenges in the world.
Finally, Nina speaks to Scott Sinclair from a teacherâs network called TIDE - teachers in development education. They are asking: What are the educational implications of climate change? How is the world going to change and how will that affect schools? Teachers share their creativity and thoughts with each other through their magazine called the Elephant Times. Scott believes that teachers need to âconnect and communicate in order to have a sense of the wholeâ.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
Sarah Horley - LinkedIn
Teachers for the Planet
Learning Planet Institute - Twitter/XLearning Planet Festival
Colegio Mbaracayu - InstagramMbaracayu Technical Baccalaureate in Environmental Sciences
Astrid Hugli - LinkedIn
Climate Fresk
ICOS Cities Education ProjectNicole Swedlow - LinkedIn, Twitter/X
Compass Education - Resources, Toolkit, Twitter/X, FacebookScott Sinclair - LinkedIn, Twitter/X
Tide - Twitter/X
Elephant Times Magazine -
Why is education important for conflict-affected children? How are teachers in conflict zones using EdTech? Can EdTech adapt to childrenâs changing learning conditions and help them to thrive?
In this episode, Nina talks to Jasmine Turner and Olena Onyshchenko from War Child about the EdTech solution Canât Wait to Learn. Talking to Nina from Uganda, Researcher Jasmine explains that Canât Wait to Learn is a digitized adaptive self-paced personal learning program, aligned with the national curriculum in each country it is used in.
Jasmine believes that education should not be an additional burden on parents and teachers in conflict zones. âOverall, it should be something supporting everybody, rather than adding to their stress.â
Olena is Senior Project Lead of Can't Wait to Learn for Ukraine. Based in the Netherlands, she explains what they learnt when the program was adapted for use in Ukraine, a more high-resource setting than previous contexts. As devices and video games are more common in Ukraine, the program had to be more sophisticated to capture childrenâs attention. âWe're competing with other video gamesâ, Olena tells Nina. The gaming, playful element is essential, she says, to reduce the stress of learning as much as possible.
Next, Nina meets Yuliana Dovhopol, a teacher who uses Canât Wait to Learn with her students in Ukraine. âWhen we hear the sound of the siren, we immediately go down to the shelterâ, Yuliana says. They donât take any notebooks, so the students use their phones in the shelter and continue their learning with Canât Wait to Learn.Lastly, Nina hears from Oksana Kostyuchenko, a teacher who works in a hospital in Ukraine. âOur students are not at school desks, but in hospital bedsâ, she tells Nina. Oksana explains how students use the app to make up for topics theyâve missed, and how the repetition in the app is beneficial.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
War Child Holland - LinkedIn, Twitter, InstagramCanât Wait to Learn - YouTube
Jasmine Turner
LinkedInOlena Onyshchenko
LinkedInYuliana Dovhopol
Facebook
Instagram
Oksana Kostyuchenko
School of Superheroes
Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
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In this episode, Nina talks to two experts from International Baccalaureate (IB) in Washington DC. Nicole Bien, Chief Schools Officer at IB, tells Nina that since the start of the pandemic, the IB has ensured wellbeing is at the core of the learning experience in their schools. âWellbeing is so central to learning. Without it, thereâs little space in a studentâs mind and body to focus on learningâ, Nicole says.
Jennifer Merriman, Global Director of Research, Policy & Design at IB, tells Nina about how the IB worked with Oxford Wellbeing Research Center to come up with a definition and framework for wellbeing. âWhere they landed with the definition was student life satisfactionâ, Jennifer says, and there are three components within that. One of their biggest insights is that there is âno trade-off to be had between wellbeing and academic performanceâ.
Nina also speaks to Charlotte Hankin, a teacher based in Bali. Charlotte describes the psychological, cognitive, social and physical components of wellbeing that she sees in the classroom. She believes that wellbeing is complex and dynamic, and that âeveryone is part of the student's wellbeingâ.
Lastly, Nina speaks to Yvette Larsson who works in an IB school in Sweden. Yvette tells a story about the changes her school made to support wellbeing when the pandemic hit and schools remained open while the rest of the world seemed to be in lockdown.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
Mamadou Diakhaté
TwitterMamadouâs association building new schools, water wells and toilets for schools: Twitter
Ingrid Delange
LinkedInNicole Bien
LinkedInJennifer Merriman
LinkedInCharlotte Hankin
LinkedInYvette Larsson
LinkedIn
AHA! WellbeingInternational Baccalaureate
LinkedIn, Twitter, FacebookFestival of Hope: LinkedIn, Community Guide, YouTube trailer
Wellbeing research: What is well-being?, Supporting student well-being in a digital learning environment, Why well-being matters during a time of crisis, Well-being in education in childhood and adolescence, Join our student wellbeing learning journey with schools
Digital Promise
Designing an Intervention for Enhancing Student Wellbeing -
What are children around the world learning about looking after finances and other resources? What should be in a financial and social education curriculum? How can teachers involve parents in discussions on these topics?
In this episode, Nina talks to two experts from Aflatoun, an international organisation based in the Netherlands that brings financial and social education to children worldwide. Cristina Peña, Programme Manager for the Americas, believes that ânow more than ever, we need to really understand how to manage our resourcesâ. Cristina says that children arenât necessarily taught these skills or given opportunities to practise them.
Curriculum Specialist Chandni Mehta tells Nina about the education Aflatoun offers. Itâs not just about saving money â itâs also about saving food, resources, and the environment. âWe are trying to help children and youth understand the broader societal impacts of the financial decisionâ, Chandni says.
Nina also meets two teachers implementing Aflatounâs programs. Aura Juarez in El Salvador runs workshops for students to discuss finances with their parents. âFor most of them, it was the first time that they actually discussed home financingâ, Aura says. For some kids, it changed how they saw money.
Nina also speaks to Induni Dandeniya in Sri Lanka. Induni shares the five core elements of the Aflatoun club she runs: personal understanding, saving, budgeting, social and financial enterprise, and childrenâs rights. Induni says the club is very popular in the school. âMost of these activities are done as gamesâ, she says, âso they enjoy it and they love thisâ.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resourcesCristina Peña
LinkedInChandni Mehta
LinkedInAura Juarez
Programa Oportunidades- FGK (Facebook)Induni Dandeniya
Aflatoun profileAflatoun
Website
YouTube
LinkedIn
Facebook
Twitter -
In episodes 2 and 3 of Teachersâ Voices season 3, Nina explored lots of questions about AI in the classroom. What are teachersâ concerns about AI, and what opportunities do they see? How can AI adapt to individual students? And how can teachers take a human-centred approach to AI?
This special mini episode briefly introduces some AI resources that might help in the classroom. Nina hears from Harvey Spencer, ex-teacher and host of the podcast AI for Teachers based in Australia. Harvey recommends starting the integration of AI into your practice by reflecting on the challenges you want to address with AI, then picking the right solution for you. All of the resources Nina and Harvey mention are listed below.
Join the Teachers' Voices WhatsApp group and read the community guidelines.
How can educators use AI to support their students' learning? In this episode of Teachersâ Voices, Nina explores the concerns and opportunities around AI in the classroom.
How can teachers take a human-centred approach to AI? In this episode of Teachersâ Voices, Nina asks how AI can adjust to the needs of individuals, and how it can keep the human element of teaching.
ChatGPT: Educational friend or foe? Kathy Hirsh-Pasek and Elias Blinkoff argue that artificial intelligence should be used to enhance, not limit, studentsâ learning.
Should ChatGPT replace teachersâ red pens? In episode 1 of our guest podcast Ed-Technical, hosts Libby Hills and Owen Henkel talk to assessment expert Daisy Christodoulou MBE.
Is AI the answer to better feedback for teachers? In episode 2, Libby and Owen speak to Dora Demszky, Assistant Professor in Education Data Science at Stanford University, about the potential and limitations of using large language models.
Guests and resources
Harvey Spencer
AI for Teachers podcast
Cognimates - A platform for building games, programming robots and training AI models.
OctoStudio - A mobile coding app for learners to experiment with coding and training language models.
Teacher Time Machine - A tool for generating digital resources like lesson plans and assessments.
Querium - Personalised, bite-sized lessons for mastering STEM skills.
Brilliant - Interactive courses and quizzes across STEM topics.
Gradescope - A tool to administer and grade assessments.
UNESCO Guidance for generative AI in education and research
Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
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How can AI adjust learning materials and feedback to the needs of individual students? How can teachers make sure that the human element is kept?
In this episode, Nina speaks to Inge Molenaar, director of the National Education Lab AI in the Netherlands (NOLAI). Inge is a Professor in Behavioral Science who specialises in the interface between education and technology. Inge tells Nina how AI can help to personalise studentsâ learning. âThe technology is being used to adjust the learning materials, and the instruction, and the feedback to the needs of individual students.â
Nina also speaks to Cecilia Aguilera Campos, a teacher in Spain. Cecilia uses robotics to support her teaching in different subjects with primary school children. âI teach programming, 3D design, 3D printing, virtual reality, augmented realityâ, Cecilia says. She doesnât teach robotics on its own, itâs always alongside other areas of education such as maths or music.
Next Nina meets Zarqaish Sheharyar, a science teacher working with secondary school students in Pakistan. Zarqaish uses AI to help her be more efficient in her own work. Zarqaish turns to ChatGPT âwhen I don't have time enough to plan my lessons or design the questionsâ. She also guides her students to use it. âTâhey can use the ideas given to them by the AI and then translate it into their own words, based on their own understanding.â
Finally, Nina hears from Yvette Larsson, a teacher in Sweden. Yvette has important conversations about the use of AI tools with her middle school learners. She also uses AI herself. For Yvette, ChatGPT is âlike a brainstorm friendâ for teachers who can be stressed with lots of admin to do. Yvette thinks ChatGPT can make teacher life a little easier. âWhat am I, as a teacher, going to put my energy and focus on?â
Join the Teachers' Voices WhatsApp group and read the community guidelines.
Guests and resources
Inge Molenaar
LinkedIn
Twitter
National Education Lab AI (NOLAI)
Journal article: Towards hybrid human-AI learning technologies
Jacobs Foundation
Cecilia Aguilera Campos
LinkedIn
Zarqaish Sheharyar
LinkedIn
Facebook
Yvette Larsson
LinkedIn
Twitter
Blog
AHA! Accelerating Education
Guidance for generative AI in education and research
Ed-Technical: Insights on AI in education
Contact
Join us on social media: @BOLD_insights and @VoicesTeachers.
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What are the main concerns that teachers have about artificial intelligence in the classroom? What opportunities does AI open up for students? How can AI focus on automation while helping humans do what theyâre best at?
In the second episode of Teachersâ Voices season three, Nina speaks to Stefania Druga, Principal Researcher at the Center of Applied AI Research at the University of Chicago. Stefania is the founder of Cognimates, an AI education platform for building games, programming robots, and training AI models.
Stefania believes that AI is âbecoming one of the basic literacies along with reading and writingâ. It is becoming embedded in every aspect of our lives, so we need to understand it, she argues. Stefania teaches programming to children so they can understand how it works, and to become critical users of AI.
Stefania understands the fear that some teachers feel about AI. âI understand itâs overwhelming, but we need to be in the driverâs seat. And what better way to support people to be in the driver's seat than starting very early?â Teachers donât have to know everything about AI, but they can guide their students and have conversations around values.
Nina also hears from three educators â Marisa LĂłpez, Paul Abok, and Yvette Larsson â who share some concerns about AI, such as privacy, security, and equity, as well as the opportunities they see, for personalised learning, for example. In the next episode, hear more from teachers in their own words talking about their experiences using AI for lesson planning and classroom instruction.
Join the new Teachers' Voices WhatsApp group and read the community guidelines.Guests and resources
Stefania Druga
Personal website
LinkedIn
Twitter
The University of Chicago Booth School of Business Center for Applied AI
Research publications
Cognimates AI education platform: Free resources
TEDx talk: The Power of Play
TEDx talk: HacKIDemia -- creative making for social impact
TEDx talk: Boys and girls should play together
TEDx talk: Tapping into children's creativity & technology to change the world (Romanian)
Marisa LĂłpez
Facebook
Paul Abok
LinkedIn
Yvette Larsson
LinkedIn
Ed-Technical
Podcast about AI in education
ContactJoin us on social media: @BOLD_insights and @VoicesTeachers.
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Get in touch with us: podcastte -
Welcome to the first episode in the third season of Teachersâ Voices. In this episode, Nina talks to Stefania Giannini, the UNESCO Assistant Director-General for Education, in Paris. Stefania tells Nina that âeducation must be protected from all the threats around it, including climate change.â Education is also part of the solution, she says. Hear Stefania describe the four pillars of UNESCOâs Greening Education Partnership.
Nina also meets Jimmy Brian Kayangue, a former teacher now implementing teacher training in rural Malawi. Jimmy tells Nina about a tree planting project to bring back what has been lost to floods and cyclones. Teachers plant trees with the communities they teach in, Jimmy explains, and âthey understand that they are agents of change in their communitiesâ.
Next, Nina meets Francis Bizoza who works with teachers and students in refugee camps in North Uganda. Francis has been putting together a project-based learning curriculum for out of school refugee children, so they can preserve the environment. Francis also tells Nina about the importance of teaching about global citizenship. âIt helps us to bring in a sense of responsibility irrespective of where you are â whether you're in your home country, whether you're in a different community.â
Lastly, Nina hears from Celia Hogan, an educator, author, and founder of Little Kiwis Nature Play in New Zealand. âThe children, when we go foraging, theyâre learning identification, theyâre learning taste, theyâre understanding the leaves of the different plants. Itâs a connection to nature.â Celia tells Nina that the children often want to share what they have learnt with their parents, sometimes bringing them back at the weekend to show what theyâve been doing.
Guests and resources
Stefania Giannini, Assistant Director-General for Education at UNESCO
LinkedIn
UNESCOâs Greening Education Partnership
On the road to COP 28: webinar series
Jimmy Brian Kayangue
LinkedIn
DAPP Supports Primary Schools to Plant More Trees
Francis Bizoza
LinkedIn
YouTube: The African Travelling Teacher
Celia Hogan
LinkedIn
Little Kiwis Nature Play
Contact
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Teachers are one of the most influential and powerful forces for equity, access and quality in education. They provide children with the knowledge, skills, attitude and tools needed to reach their full potential.
Join Nina Alonso for the third season of the podcast in which she shares powerful stories from teachers around the world, talking in their own words about their own experiences. Every episode, Nina invites international experts on learning and child development to give their thoughts on the big topics in education.
What challenges and opportunities does AI bring to school life? How can children be more connected to nature and be agents of social and environmental change? Explore these questions and many more in our third season, and hear from inspiring teachers and amazing guests including Stefania Giannini, Assistant Director General for Education at UNESCO.
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Stay up to date with all the latest research on child development and learning: https://bold.exper
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Join educational researcher Nina Alonso for this podcast series as she shares powerful stories from teachers around the world, talking in their own words about their own experiences.
In the previous episode of Teachersâ Voices, Nina heard from four inspiring guests about connecting children to nature so that it becomes more central in their learning and development.
In this special mini episode, Nina ends the season with recommendations and tips from those guests. Hear from Luis Alberto Camargo, Joaquin Leguia, Jeff Barrett, and Sal Gordon. Nina also speaks to Emma, a forest school teacher, who shares helpful resources for teachers and families to bring nature to kidsâ lives.
Thank you to all of the educators and researchers who contributed to the second season of Teachersâ Voices. Weâre busy working on season three and canât wait to share more stories from teachers around the world with you later in the year.Guests
Luis Alberto Camargo
LinkedIn
Twitter
OpEPA
Sal Gordon
LinkedIn
Green School â Twitter, Instagram, Facebook
Jeff Barrett
Blue Mountain Wild School â Research, Facebook, Instagram
Emma
Joaquin Leguia
LinkedIn
FacebookResources and recommendations
IUCN Resources
âBelongingâ, an inspiring wordless picture book about re-greening the cities by Jeannie Baker
The Woodland Trust
David Sobel
Childrenâs land TiNi
Forest schools
Do children benefit from forest school?Contact
Join us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachers
Listen to all episodes of Teachersâ Voices here: https://bold.expert/teachers-voices/
Subscribe to BOLDâs newsletter: https://bold.expert/newsletter
Stay up to date with all the latest research on child development and learning: https://bold.expert
Get in touch with us: [email protected]
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What is the role of nature in childrenâs learning and development? How are schools around the world connecting children to nature?
In this episode, Nina talks to Luis Alberto Camargo, a social entrepreneur who specialises in nature-based education. Luis tells Nina about the scientific research exploring the role of nature in childrenâs wellbeing. Nina also speaks to Joaquin Leguia, the founder of an approach that promotes healthy relationships between children and the Earth.
Nina also meets Jeff Barrett, an outdoor adventurer and the founder of a school in the Canadian forests, and Sal Gordon, the principal of a school in the jungles of Bali that aims to make the world sustainable.
Guests and resources
Luis Alberto Camargo
LinkedIn
Twitter
OpEPA
Education for Regeneration â Why EE Is Natural for Personal Growth and Understanding
Education for Regeneration â A Nature-Based Approach
Leading Change Beyond Sustainability
IUCN #NatureForAll
Children & Nature Network Resources
Global Lessons on Greening School Grounds & Outdoor Learning
OpEPA - Bringing Nature into Learning on HundrEdJoaquin Leguia
LinkedIn
Facebook
Ania â Instagram, Facebook
Childrenâs Land (TiNi) â TiNi on UNESCO en español YouTubeJeff Barrett
Blue Mountain Wild School â Research, Facebook, InstagramSal Gordon
LinkedIn
Green School â Instagram, FacebookCoconut Thinking Podcast
Contact
Join us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachers
Listen to all episodes of Teachersâ Voices here: https://bold.expert/teachers-voices/
Subscribe to BOLDâs newsletter: https://bold.expert/newsletter
Stay up to date with all the latest research on child development and learning: https://bold.expert
Get in touch with us: [email protected]
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How can educators take some of the stress and anxiety out of mathematics?
In this episode, Nina talks to Lindsey Richland, Associate Professor at the University of California, Irvine. Lindsey talks about the importance of teaching methods that incorporate reasoning skills. Nina also speaks to Dror Dotan, Head of the Mathematical Thinking Lab at Tel Aviv University, who describes the different knowledge processes that mathematical learning entails. Dror explains how understanding this can help in supporting individual learners.
Nina also hears from two former mathematics teachers â Elena Flores, Principal of Colegio Madrid in Spain, and Nate Madick in California, the Educators Outreach Lead of the digital platform Brilliant. Both discuss digital resources for mathematics teachers.Guests and resources
Lindsey Richland, University of California Irvine
Dror Dotan, Mathematical Thinking Lab
Elena Florez, Colegio Madrid, LinkedIn
Nate Madick, Brilliant, LinkedIn, Twitter
Smartick
Listen to Lindsey Richland discuss the importance of developing childrenâs reasoning skills on a previous episode of Teachersâ Voices.
Read more by Dror Dotan: Whatâs the most effective way to learn the times table?
Thanks Laura Villar for dubbing Elena FlorezContact
Join us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachers
Listen to all episodes of Teachersâ Voices here: https://bold.expert/teachers-voices/
Subscribe to BOLDâs newsletter: https://bold.expert/newsletter
Stay up to date with all the latest research on child development and learning: https://bold.expert
Get in touch with us: [email protected]
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