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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.

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 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.

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!

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 56, Cindy interviews Andrew Watson (@AndrewWatsonTTB), author of The Goldilocks Map and founder of Translate the Brain. If you are interested in ordering a copy of The Goldilocks Map, you can enter code SCIENTISTS25 here to receive 25% off your order.

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 55, Carolina interviews two students who have been heavily involved in inclusivity in education, Ally Lloyd and Anna Gallagher. Together, they co-lead The Luna Project. Their goal is to increase awareness and support of young people with chronic illnesses disabilities and long-term health conditions.