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.

In Episode 69, Cindy interviews Garth Neufeld from Cascadia College and Eric Landrum from Boise State University. Eric and Garth co-host the Psych Sessions Podcast. On their podcast, they interview psychology teachers from all levels of education and have conversations about teaching.

This episode was funded by listeners like you. In today's episode, we feature one of our patrons, David Handel, MD. David is the CEO and co-founder of iDoRecall.com. iDoRecall is a unique spaced repetition flashcard app that enables you to create flashcards linked to the relevant location in your learning materials, where you just learned something, and you want to ensure that you’ll remember it.

Recently iDoRecall embarked on an ambitious project that led to our becoming an OpenStax EdTech Ally Partner. We hired subject-matter expert educators to create comprehensive sets of linked flashcards for most of the OpenStax textbooks. We have made these flashcard sets available for 100% free use by you, your students, and your schools. We are also offering educators, just like you, the opportunity to obtain a free iDoRecall educator’s license that will enable you to monitor your students’ engagement and metrics as they use the OpenStax flashcards to learn and remember what they learn Please fill out this form if you are interested in this free license (that we usually sell).

For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.

In Episode 68, Carolina interviews Dr Zayba Ghazali-Mohammed (@Zayba_G) and Dr Arun Verma (@drarunverma) to learn more about the concept of intersectionality. Zayba is a Lecturer (Assistant Professor) in Psychology at the School of Psychology and Neuroscience at the University of Glasgow and founder of the Race and Equality Network (RaEN). Arun is a leader in advising on implementing intersectionality, equity, and diversity in various contexts. In this episode, they share why it is important to raise awareness for intersectionality in any context, and specifically in education. They discuss challenges and opportunities of acknowledging and even embracing intersectionality in the classroom – and share many tips for teachers and students on how to proactively create “intersectional educational spaces” that provide room for diversity and learning. The first step is recognizing that intersectionality exists and educating oneself about what it is. This episode is a good starting point. Enjoy!

Further resources for this episode:

• The Race and Equality Network (RaEN) on Twitter and further resources

• Anti-Racism in Higher Education: An Action Guide for Change edited by Arun Verma

• Dr Arun Verma’s website with many resources

• The intersectionality wheel by Simpson (2009)

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.

In Episode 67, Megan interviews Eva Dundas from Branching Minds (@BranchingMinds). Visit Branching Minds www.branchingminds.com, for free resources for teachers and leaders. Information about the December 2022 Summit can be found here. You can also join the MTSS Facebook that Eva mentions to connect with other educators.

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.

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.

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.

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 Events

References 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.

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.

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.

In Episode 62, Cindy interviews Dr. Laura Nevins (Linkedin) and Dr. Frank Patranella (Linkedin, @FACP0401) on making professional development workshops effective. This one is a bit longer than our typical interviews, but it is packed with exciting and useful information about motivation, social connection, reflection, building habits, and just generally making information sticky!

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.

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.

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.