Episodit
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All the talk about systems change in education is great, and a topic we cover lots on the podcast. But the current reality for many educators might feel very removed from such visions. And yet, when you get into the details of what really deep and energised inquiry looks like with curious and questioning young people in classrooms, the two worlds feel a lot closer. And there are few people that know the specifics of what great inquiry-based learning looks like in theory and practice better than Trevor Mackenzie, so it was fantastic to be able to sit down with him this week to chat about it.
We talk about teacher dispositions, question routines, provocations, levels of structure, and also the way that an inquiry stance can show up in all cultures in different ways as humility and curiosity.
Trevor MacKenzie (https://www.trevormackenzie.com/who-i-am) is an experienced teacher, author, keynote speaker and inquiry consultant who has worked in schools throughout Australia, Asia, North America, South Africa and Europe. Trevorâs passion is supporting schools in implementing inquiry-based learning practices. He is a highly regarded speaker known for his heartfelt storytelling, kind demeanour, and student-first philosophy.
Trevorâs graduate research focused on identifying and removing the barriers to implementing inquiry-based learning in the K-12 setting. He has three publications: Dive into Inquiry, Inquiry Mindset Elementary Edition, and Inquiry Mindset Assessment Edition all published by Elevate Books Edu. He has vast experience supporting schools across several years in implementation strategies in public schools, international schools, and International Baccalaureate programmes (PYP/MYP/DP).
As a classroom teacher in Victoria, BC, Canada, Trevor brings a unique lens to authorship, consultancy, keynoting, and research. He is in his own classroom working with scholars in inquiry and he visits schools around the world supporting them in their inquiry implementation. This provides rich context and experience, a holistic approach to the work, and authentic and refined resources to be shared.
Trevor is the best selling author of three publications: author of Inquiry Mindset Assessment Edition (2021), co-author of Inquiry Mindset Elementary Edition (2018), and the author of Dive into Inquiry (2016) all published by Elevate Books Edu.
Trevor's new book Inquiry Mindset Questions Edition will be published later this year: https://www.trevormackenzie.com/posts/2024/4/14/announcing-inquiry-mindset-questions-edition
Social Links
LinkedIn: @trevor-mackenzie - https://www.linkedin.com/in/trevor-mackenzie-37103b261/
Instagram: @trev_mackenzie - https://www.instagram.com/trev_mackenzie/
X: @trev_mackenzie - https://twitter.com/trev_mackenzie
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Over the last decade, there has been a surge of interest in the evidence and research-backing that support choices that educators and leaders are making in schools. In an effort to prove âwhat worksâ they reach for the Cognitive and so-called learning sciences. Personally, Iâve always felt a bit uncomfortable about how narrow these discussions are, focusing only on memory, cognitive load, retrieval and other terms that will be familiar to you if youâve been involved in these discussions. As youâll hear in this conversation with Dr Laura DesirĂše Di Paolo, our brains are not simply memory machines! In fact, our mind-brain-bodies are incredible production machines performing active inference constantly in order to make sense of and act in the world
Dr Laura DesirĂše Di Paolo is a researcher, Philosopher of Cognitive Science at the University of Sussex, UK and in the Moritz-Stern-Institut at the University of Göttingen, Germany. Her research is focused on the material world in education, development, and evolution and she is currently working in Andy Clarkâs team on XScape. Material Minds: Exploring the Interactions between Predictive Brains, Cultural Artifacts, and Embodied Visual Search - https://www.sussex.ac.uk/research/centres/media-arts-humanities-institute/research/project/science/xscape
Doctor of Philosophy, Philosophy of Life and Cognitive Sciences, âSapienzaâ - University of Rome (April, 14th 2014), cum Laude: âCulture Under Construction. The Role of Learning in Reading Othersâ Mind and Building a Cultural Nicheâ, supervisors: Prof. Elena Gagliasso, Prof. Roberto Cordeschi, Prof. Enrico Alleva; Commettee: Prof. Ines Crispini, Prof. Massimo DellâUtri, Prof. Francesco Ferretti. (https://sussex.academia.edu/LauraDesir%C3%A9eDiPaolo/CurriculumVitae)
She has an academic background in social learning, the evolution of culture in humans and animals and comparative psychology. She is the co-editor of the book, Evolution of Primate Social Cognition. Most recently, and the thing that brought Lauraâs brilliant work to my attention was her paper published in January, âActive Inference Goes to School: The Importance of Active Learning in the Age of Large Language Modelsâ. January 2024 by Laura DesirĂše Di Paolo, Avel GuĂ©nin--Carlut, Axel Constant and Andy Clark - https://www.researchgate.net/publication/377634490_Active_Inference_Goes_to_School_The_Importance_of_Active_Learning_in_the_Age_of_Large_Language_Models
Other useful resources on Active Inference:
Andy Clark's book 'The Experience Machine: How Our Minds Predict and Shape Reality' - https://www.amazon.fr/Experience-Machine-Minds-Predict-Reality/dp/B0BFGK2KX4
Anil Seth's 2017 TED Talk 'Your brain hallucinates your conscious reality' - https://www.ted.com/talks/anil_seth_your_brain_hallucinates_your_conscious_reality?language=en
And if you're ready for something stronger, check out Karl Friston's co-authored book 'Active Inference: The Free Energy Principle in Mind, Brain, and Behavior' - https://mitpress.mit.edu/9780262045353/active-inference/
Subscribe to the Active Inference Institute channel on Youtube - https://www.youtube.com/@ActiveInference/featured
Social Links
Instagram: @lauraddp - https://www.instagram.com/lauraddp/
LinkedIn: @lauradesireedipaolo - https://www.linkedin.com/in/lauradesireedipaolo/
X: @LauraDesiree_DP - https://twitter.com/LauraDesiree_DP
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Eric Dozier (https://www.ericdozier.com/) is not only an incredible musician and, as he calls himself, itinerant blues preacher, but also a cultural activist and anti-racism educator.
We talk about the power of music as a social force that brings people together to learn, builds community and holds space for transformation, in particular in Ericâs critical work challenging white supremacy culture and racial injustice.
Eric is former musical director for the World Famous Harlem Gospel Choir and the award winning Childrenâs Theatre Company of NYC, co-founder and former National Director of Arts and Education for One Human Family Music Workshops, Inc., an organization devoted to eradicating discrimination by âUniting the World.. One Song at a Time"; and one-half of the duo Moanin' Sons, which develops a creative context, through music, to address racial inequality. Through his insightful lyrical stylings, soulful melodies, and interactive workshops, he continues to dedicate his musical, spiritual, and intellectual talents to welding the hearts and minds of a divided humanity into one loving fellowship.
Eric is also the co-founder of the Oneness Lab with Homa Tavangar a previous guest on the podcast (https://www.onenesslab.com/). And the co-composer of âHenry Box Brown - A Musical' a music about the true story of Henry Box Brown, an 1850âs enslaved Virginia man who shipped himself to freedom in a box with the help of African American and white abolitionists. Hopefully soon to be opening on Broadway!: https://www.henryboxbrownthemusical.com/ In this episode you can hear Eric perform his stunning song 'Cotton and the Cross' that he wrote, with Ketch Secor from Old Crow Medicine Show.
Social Links
Instagram: @ericdozier - https://www.instagram.com/ericdozier/
LinkedIn: @ericdozier - https://www.linkedin.com/in/ericdozier/
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What does it mean to help our young people understand all of the forces that have brought us to where we are, and also to take real responsibility for all of the benefits and harms that that has caused, in particular to indigenous communities around the world?
What kinds of education might 'enable healthier possibilities of (co)existence that are viable, but are unthinkable/unimaginable within our dominant cognitive and affective frames of reference.' (GTDF Collective, Global Citizenship Otherwise, p3)
An education of the gut and the heart, not just the head!
This week, it was an honour to chat to the amazing Dr. Vanessa de Oliveira Andreotti.
Vanessa is the Dean of the Faculty of Education at the University of Victoria. She is a former Canada Research Chair in Race, Inequalities and Global Change and a former David Lam Chair in Critical Multicultural Education.
Vanessa has worked extensively across sectors internationally in areas of education related to global justice, global citizenship, critical literacies, Indigenous knowledge systems and the climate and nature emergency.
Vanessa is the author of Hospicing Modernity: Facing humanityâs wrongs and the implications for social activismâ : https://www.northatlanticbooks.com/shop/hospicing-modernity/
You can find links to her Gesturing Towards Decolonial Futures Arts/Research Collectiveâ : https://decolonialfutures.net/
Global Citizenship Otherwise Study Program, created by Gesturing Towards Decolonial Futures: https://decolonialfutures.net/wp-content/uploads/2019/05/decolonial-futures-gce-otherwise-1.pdf
Vanessa is also one of the designers of the course 'Facing Human Wrongs: Climate Complexity and Relational Accountability'â : https://continuingstudies.uvic.ca/teaching-learning-and-development/courses/facing-human-wrongs-2-0-climate-complexity-and-relational-accountability/
Social Links
LinkedIn: @vanessa-andreotti
GTDF Youtube channel: https://www.youtube.com/@DecolonialFuturesCollective
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With so much talk about 'systems thinking' in education, sometimes it can become framework overload! Which one should I pick? What's the difference between them anyway?! This week, it is a huge privilege to chat to someone who has been doing this longer than most! Professor Ray Ison has been teaching systems practice for the Open University for the last 4 decades. He shares his wisdom to cut through the jargon!
Ray is a cybernetician, systems scientist, and Professor of Systems at the Open University in the UK. He is currently President of the International Federation for Systems Research (IFSR). He was also Professor Systems for Sustainability at Monash University, and fellow at the Centre for Policy Development, and President of the International Society for the Systems Sciences in the year 2014-15. He is known for his work on systems praxeology within rural development,[1] sustainable management,[2] systemic governance and the design and enactment of learning systems.
An incredibly useful and practical overview of many ofthe topics discussed in this episode can be found in Ray's book, Systems Practice: How to Act. In situations of uncertainty and complexity in a climate-change world. (2017): https://oro.open.ac.uk/51143/
For a full overview of Ray's life and work you can read his Wikipedia page here: â https://en.wikipedia.org/wiki/Ray_Isonâ
Social Links
LinkedIn: @ray-ison
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This week Iâm chatting with Jamilah Pitts, whose incredible work challenges us to root our educational practices in activism, healing and love. This is so that we tell the truth about the deep biases and harms that continue to persist within our societies and many of our educational settings. Jamilahâs work follows in the incredible tradition of bell hooks, Audre Lorde, James Baldwin and many others.
Jamilah is an educator, writer, social entrepreneur and yoga teacher whose work centers the liberation, healing and holistic development of communities of the global majority. She has served in various roles and spaces to promote racial justice and healing as a teacher, coach, assistant principal and as a dean.
As the Founder and CEO of Jamilah Pitts Consulting, Jamilah partners with schools, communities and organizations to advance the work of social and intersectional justice through an emphasis on wellness and educator training. Jamilah is also the Founder of She, Imprints, an organization designed to support the unique wellness needs of women and girls of color through advocacy, coaching programs, curriculum design, training and wellness retreats.
Jamilahâs written work has appeared in the Huffington Post, Learning for Justice, and Edweek.
Jamilahâs amazing book, Toward Liberation: Educational Practices Rooted in Activism, Healing and Love, was published in November.
She can be found at â jamilahpitts.comâ .
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In this week’s conversation, with Professor Rex Li and Dr Clara Cheng, we take a wide-ranging look at how we can take inspiration and ideas from past educational projects, such as those of John Dewey and Howard Gardner, as we develop education into the future. But also learning from their experience at GT College in Hong Kong, how can we use research and inquiry themselves as practices to enable students and educators to deepen their own learning and growth as individuals, but also as part of a broader learning community.
Professor Rex Li (https://www.profrexli.com/ ) is a psychologist and a prominent educator of the gifted in Hong Kong. He is the Founder and Curriculum Director of GT (Ellen Yeung) College, Hong Kong and founder of the Gifted Education Council. He is the author of ‘Rediscovering John Dewey: How His Psychology Transforms Our Education’ (2020): https://www.amazon.co.uk/Rediscovering-John-Dewey-Psychology-Transforms/dp/9811579407 and many other books on gifted education and multiple intelligences: https://www.gtcollege.edu.hk/books-publications/
Dr Clara M. L. Cheng is the Head of Research and Training, English Language Panel Head (Senior Form) and Vice Head of International Exchange Group at GT (Ellen Yeung) College: https://www.linkedin.com/in/clara-cheng-632aa7a1/
Social Links
GT (Ellen Yeung) College - â https://www.gtcollege.edu.hk/â
Contact Prof. Li at https://www.profrexli.com/ -
Homa Tavangar (https://homatavangar.com/ ) is an incredible educator and leader. She is the co-founder of the Oneness Lab with Eric Dozier (https://www.onenesslab.com/ ) where she helps schools and companies go âdeeper than diversity,â as well as the Big Questions Institute, (https://bigquestions.institute/) where, with her co-founder Will Richardson, she leads professional learning opportunities to build capacity and design the future with fearless inquiry for individuals, schools, and many other education-related organisations.
Homa is the author of widely-acclaimed books, including Growing Up Global: Raising Children to Be At Home in the World (Random House, 2009), Global Kids: 50+ Games, Crafts, Recipes & More from Around the World (Barefoot Books, 2019), The Global Education Toolkit for Elementary Learners (Sage/Corwin, 2014), co-author of a 3-book series with Professor Yong Zhao on educating creative, entrepreneurial World Class Learners (Corwin, 2016), and contributor to Mastering Global Literacy, by Heidi Hayes-Jacobs, ed. (Solution Tree, 2013). Most recently she co-authored 9 BIG Questions Schools Must Answer to Avoid Going âBack to Normalâ (*Because âNormalâ Wasnât That Great to Begin With).
Social Links
LinkedIn: @homatavangar - https://www.linkedin.com/in/homatavangar/
Instagram: @homatavangar - https://www.instagram.com/homatavangar/
X: @homatav - https://twitter.com/homatav?lang=en
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How are the knowledge and skills that we choose to teach or not teach implicated in the power structures and political histories of the places in which we live?
Professor Jonathan Jansen (â https://www.jonathanjansen.org/â ) is Distinguished Professor of Education at the University of Stellenbosch, South Africa. He is currently President of the South African Academy of Science and the Knight-Hennessey Fellow at Stanford University (2020).
In his work, Professor Jansen explores how we keep radical ideas alive in bureaucratic structures. Is there a destination we arrive at called a decolonised curriculum or is it an ongoing process of meeting power structures and institutionalised biases? What's the role of language in the decolonising process if we can't even communicate with each other? What is the role of education in constructing national identities in ways that are inclusive of the diversity of people in most communities?
A selection of his most recent books:
Decolonisation in Universities: The Politics of Knowledge (2019) - https://www.google.fr/books/edition/Decolonisation_in_Universities/efWADwAAQBAJ?hl=en&gbpv=0
The Decolonization of Knowledge: Radical Ideas and the Shaping of Institutions in South Africa and Beyond [with Cyrill A. Walters] (2022) - https://www.google.fr/books/edition/The_Decolonization_of_Knowledge/KNduEAAAQBAJ?hl=en&gbpv=0
Corrupted: A study of chronic dysfunction in South African universities (2023) - https://www.google.fr/books/edition/Corrupted/saeUEAAAQBAJ
Social Links
X: @JJ_Stellies - https://twitter.com/JJ_Stelliesâ
LinkedIn: @jonathan-jansen - https://www.linkedin.com/in/jonathan-jansen-543123b1/
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This weekâs episode is a conversation about the importance of play and playfulness with the fantastic Dr. Jane Hession and Ronan Healy. Based on their extensive research and expertise of the Lego Serious Play method, Jane and Ronan are successfully reintroducing play to learning and work environments as an invitation to qualitatively different modes and types of experiences for teams. We also talk about the way in which play using boundary objects such as Lego, can enable inclusive learning environments.
Ronan and Jane are the Co-founders of How Might We, a Limerick-based design consultancy. Jane is a published author whose book âWomen In The Modern Workplaceâ examines how family, finance, networking and mentoring affect womenâs decisions to establish a business. Jane and Ronan are also the hosts of the Seeking Play podcast: https://open.spotify.com/show/42Rp28RCD0DmyjjA1vQQIU?si=620ca36a318a413b
Social Links
Web: www.howmightwe.ie
Email: [email protected] / [email protected]
LinkedIn: https://www.linkedin.com/company/how-might-we-service-design
X: https://twitter.com/howmightwe
Instagram: https://www.instagram.com/howmightwe.ie/
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Professor Natalia Kucirkova is Professor of Reading and Early Childhood Development at the University of Stavanger.
She researches childrenâs use of media and technologies. She is especially interested in childrenâs use of e-books and literacy apps, particularly in relation to the use of personal data (digital personalization) and evidence-based approach to EdTech. Her latest project "Sensory Books" is about reading that engage children's sense of smell.
She is a passionate advocate for social justice, women leadership and embedded research impact.
Natalia is also CEO and Co-Founder of WiKIT which is a university spin-out based in Norway, with a global network of specially trained researchers, to match scientists with ethical EdTech and enable properly evidence-driven edtech products.
She is also the author of The Future of the Self: Understanding Personalization in Childhood and Beyondâ.
Social Links
LinkedIn: @natalia-kucirkova
YouTube: @edtechchildrenliteracy
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â Yong Zhaoâ is a Foundation Distinguished Professor in the â School of Education at the University of Kansasâ and a professor in Educational Leadership at the Faculty of Education, University of Melbourne in Australia. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the â Confucius Instituteâ , as well as the US-China Center for Research on Educational Excellence. He is an elected member of the â National Academy of Educationâ and a fellow of the â International Academy of Educationâ .
In this conversation we chat about why the US should abandon PISA - the "nonsensical global academic horse race": https://dianeravitch.net/2024/02/12/yong-zhao-why-doesnt-the-u-s-scrap-pisa/
"If ChatGPT had taken the 2022 PISA, it is highly likely that it would outscore all the students in the world.â
We also discuss why countries generally should stop comparing and borrowing from each other, and why diversity and localisation and personalisation are Yongâs keys to how the educational landscape needs to develop in the future.
Recent books and articles:
Duck and Cover: Confronting and Correcting Dubious Practices in Education with Rick Ginsberg (2023)
'Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China' (2018).
'âTesting treats students as enemies and are often launched against them in an ambushâ, wrote Mao in 1964, âIt works against the active and lively development of youth morally, intellectually, and physicallyâ'
Learning for Uncertainty: Reach for greatness (2023)
Social Links
LinkedIn: @yong-zhao
X: @YongZhaoEd
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Alicia Juarrero, is Co-Founder and President of VectorAnalytica and Professor Emerita of Philosophy at Prince Georgeâs Community College (MD).
She is the author of Context Changes Everything: How Constraints Create Coherence, published last year: https://direct.mit.edu/books/oa-monograph/5600/Context-Changes-EverythingHow-Constraints-Createâ
Her other books are Dynamics in Action: Intentional Behavior as a Complex System (MIT 1999) and co-editor of Reframing Complexity: Perspectives from North and South (ISCE Publishing, 2007), and Emergence, Self-Organization and Complexity: Precursors and Prototypes (ISCE Publishing, 2008).
Alicia was named the 2002 U.S. Professor of the Year by the Council for the Advancement and Support of Education (CASE) and the Carnegie Foundation for the Advancement of Teaching; in 2003 she received the Edward T. Foote Alumnus of Distinction Award of the University of Miami; in 1995 the Distinguished Humanities Educator Award of the Community College Humanities Association. In 1992 Alicia was appointed by the President of the United States and confirmed by the U.S. Senate to the Advisory Board of the National Endowment for the Humanities (NEH) where, from 1992-2000 she served as NEHâs Chair of Council Committee on State Programs. In that capacity she was responsible for the oversight of approximately $32 million in NEH funds distributed annually to the States Humanities Councils.
Born in Cuba, Alicia has played a leading role in introducing complexity concepts and theory to that island nation and currently serves as Secretary-Treasurer of Friends of Havanaâs January Complexity Seminars, a 501(c)3 not for profit organization which supports the work of complexity scholars in Cuba.
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Dr. Jared Cooney Horvath is an award-winning cognitive neuroscientist, best-selling author and renowned keynote speaker with an expertise in human learning, memory, and brain stimulation.
Jared has published 6 books, including most recently with co-author David Bott: 10 THINGS SCHOOLS GET WRONG (and how we can get them right)
Other books include:
â Stop Talking, Start Influencing: 12 Insights From Brain Science to Make Your Message Stickâ
From the Laboratory to the Classroom with Jason Lodge and John Hattie
Jared is the Director of LME Global, host of the popular Youtube channel, From Theory to Practice, and previously honorary researcher at the University of Melbourne and St. Vincent's Hospital in Melbourne.
Jaredâs research has been featured in The New York Times, WIRED, BBC, The Economist, PBS's Nova and ABCâs Catalyst.
Social Links
LinkedIn: @jared-cooney-horvath
Instagram: @jared.cooney.horvath
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It is increasingly clear that recruiting, developing and retaining teachers is a very real issue around the world. Dr. Rachel Lofthouse is at the forefront of thinking through how we might be able to address some of these challenges.
Rachel is the Professor of Teacher Education in the Carnegie School of Education at Leeds Beckett University. She has established the Research and Practice hub, CollectivED: Centre for Coaching, Mentoring and Professional Learning.
Rachelâs research interests focuses on the transformation of professional learning through partnerships of scholarship and practice development. She is keen to find out how educational workplaces can both offer, and constrain, professional learning, with a current focus on coaching and lesson study and the inter-relationships between practice, well-being, professional learning and leadership.
We also talk about Rachel's recent involvement in the Reimagining A Positive Direction for Education (RAPIDE) project designed to understand through narratives underline the enormous energy of educators to adapt to external disruptions.
Social Links
X: @DrRLofthouse
LinkedIn: â @rachel-lofthouseâ
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As an elementary teacher by training, Dr. Gary Stager has taught students from preschool through doctoral studies. In 1990, Gary led professional development in the worldâs first laptop schools and played a major role in the early days of online education. Gary is the founder of the Constructing Modern Knowledge summer institute for educators.
Gary is co-author of Invent To Learn â Making, Tinkering, and Engineering in the Classroom, called the âbible of the maker movement in schools,â by Larry Magid of CBS and The San Jose Mercury News. Invent To Learn has been translated into nine languages. Garyâs most recent book is Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomonâs Seminal Work.
When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Garyâs doctoral dissertation and documented Papertâs most-recent institutional research project.
Garyâs work has earned a Ph.D. in Science and Mathematics Education and he collaborated on a project that won a Grammy Award. Recently, Gary was invited by Fondazione Reggio Children to lead public seminars, and even teach children, in Reggio Emilia, Italy.
Gary was also on the advisory board of the NSF-funded project, BJC4NYC: Bringing a Rigorous Computer Science Principles Course to the Largest School System in the US. Gary also maintains the worldâs largest archive of text and multimedia by Seymour Papert at The Daily Papert.
X: @garystager
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Todayâs guest has been doing amazing work in this areas alongside Peter Senge, Daniel Goleman and colleagues at the IB, through the Center for Systems Awareness at MIT. Dr Mette Miriam Böll is the is the Co-founder and Executive Director of the centre, as well as the co-founded of The MIT Systems Awareness Lab with Peter Senge.
Her academic background is as a biologist specialized in the evolution of complex social systems, mammalian play behavior and philosophy of nature. Mette has a Ph.D. in organizational ethology and holds additional degrees in contemplative leadership and the philosophy and history of science.
She uses her training in these diverse areas to research how emotions and feelings are transmitted in social relations and how the resulting relational fields in turn shape the larger systems human beings are parts of, with a particular focus on education.
Mette previously held a position as head of research at Metropol University College, a teachersâ college in Copenhagen and before that she taught neuroscience of emotions.
You can find out more about the Compassionate Systems Framework and upcoming trainings here: https://systemsawareness.org/introduction-to-compassionate-systems-framework-in-schools/
Social Links
LinkedIn: @mette-miriam-rakel-böll
Instagram: @centerforsystemsawareness
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Professor Barbara Oakley is a Distinguished Professor of Engineering at Oakland University. Barbaraâs research has been described as ârevolutionaryâ in the Wall Street Journal. She is New York Times best-selling author who has published in outlets as varied as the Proceedings of the National Academy of Sciences, the Wall Street Journal, and The New York Times. Her book A Mind for Numbers, on effective learning in STEM disciplines, has sold over a million copies worldwide.
Together with Terrence Sejnowski, the Francis Crick Professor at the Salk Institute, Barbara co-teaches Courseraâs âLearning How to Learn,â one of the worldâs most popular massive open online courses with some four million registered students, along with a number of other leading MOOCs.
Barbara has adventured widely through her lifetime. She rose from the ranks of Private to Captain in the U.S. Army, during which time she was recognized as a Distinguished Military Scholar. She also worked as a communications expert at the South Pole Station in Antarctica, and has served as a Russian translator on board Soviet trawlers on the Bering Sea.
Barbara's latest books:
Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn
Learn Like a Pro: Science-Based Tools to Become Better at Anything
Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens
You can find others here: https://barbaraoakley.com/books/
Social Links
LinkedIn: @barbaraoakley
Instagram: @barb_oakley
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Nicole Dyson is a multi-award-winning educator and entrepreneur, and a global authority on project-based learning and youth entrepreneurship. With an extensive background in school teaching and leadership in the public education system in Australia, she is the founder of Future Anything, an award-winning education provider that works with 15000+ young people (and their educators) each year. Nicole also founded YouthX, Australiaâs only startup accelerator program for school-aged entrepreneurs, and Catapult Cards, a design thinking toolkit for classrooms and corporates that donates 50% of its profits back to providing micro-grants for youth-led startups.
Future Anything was the winner of the Xero Outstanding Micro-Business Award at the 2021 Lord Mayorâs Business Awards and was listed as one of only ten initiatives around the globe realizing the employment and entrepreneurship ambitions of young people in the Princeâs Trust Groupâs Report (2021) on The Future of Work. Future Anything was also the winner in the 2023 Business Champion Awards for Oustanding Education Services.
Nicole was listed in the inaugural 40 Under 40 for Queensland in 2023, as well as winning the âGamechanger Awardâ, recognizing a person who has âre-written the rules of business to challenge, inspire and spark significant change.â She was also recognized in The Educatorâs âMost Influentialâ list for 2023, acknowledging 45 educators significantly influencing culture and reform within Australiaâs education sector, and was the recipient of SBEâs âUnsung Heroâ Award in 2022.
Social Links
LinkedIn: @nicdyson
Instagram: @nicdyso_ / @Future_Anything
X: @nicoledyson
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Formerly Principal of an award-winning international school in the Middle East, and with a long and varied career in school leadership both in the UK and internationally, Matthew Savage now works closely with premium schools and school groups worldwide, helping them to use data wisely and well.
In recent years, he has worked face-to-face or remotely with thousands of educators across hundreds of schools in more than 60 countries, exploring the intersection of wellbeing and DEIJ through the prism of triangulated, "warm" and "street" data.
His keynotes and workshops have featured in educational conferences worldwide, including for COBIS, BSME, ECIS, TAISI, 21st Century Learning and Outstanding Schools.
He writes regularly for numerous, international magazines and blogs, including for Wellbeing in International Schools Magazine, International School Leader, School Management Plus, International Teacher Magazine, SchoolRubric, the International Schools Network, Diverse Educators, Teach Middle East and CIS.
He has been interviewed for numerous podcasts, including Teach Middle East, Flourishing at School, WISEducation, ISC Research, and Noonchi, for which he is a Thought Partner. He is also the host of The Data Conversation and Jack and Me podcasts himself.
Matthew is proud to be an Associate Consultant for LSC Education, in which role he coaches senior leaders in the UK and internationally, and also leads governance training with international school boards.
He is also fortunate to be one of the Editors of InterACT magazine, in which role he aims to be a lightning rod for the most valuable and least heard voices in the sector.
In addition, for the past ten years, he has loved being a trainer for GL Education globally, both face-to-face and online, through which work he continues to make and build connections worldwide.
Matthew is a passionate advocate for and ally of DEIJ worldwide, and member of ECISâ DEIJ team and the Global Equality Collective; a member of the Diverse Educators network, and contributor to their 2022 book.
In this work, he helps schools both in the UK and around the world review their intersectional #DEIJ journey through the personal lenses of gender identity and disability.
Social Links
LinkedIn: @savageeducation
Web: https://monalisaeffect.me/
Email: [email protected]
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