In this final episode of Season 1, Course of Mind unearths a question to ponder - What if the best use of technology in the classroom is to make education more human? In this second part of conversation with Dr. Bror Saxberg, Vice President of Learning Sciences at the Chan Zuckerberg Initiative, the Course of Mind podcast looks at the future of technology and education. Yes, advances in technology will no doubt deliver highly tailored learning for each student. But for Saxberg, the most exciting prospect is using technology to free up teachers to spend more time with students. Teachers could then focus on building a stress-free environment that's most conducive to learning. Saxberg also says technology could give teachers a holistic picture of how a class is faring. Finally, Saxberg sees technology helping teachers to find evidence-based solutions for their toughest learning problems.This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

In this final episode of Season 1, Course of Mind unearths a question to ponder - What if the best use of technology in the classroom is to make education more human? In this second part of conversation with Dr. Bror Saxberg, Vice President of Learning Sciences at the Chan Zuckerberg Initiative, the Course of Mind podcast looks at the future of technology and education. Yes, advances in technology will no doubt deliver highly tailored learning for each student. But for Saxberg, the most exciting prospect is using technology to free up teachers to spend more time with students. Teachers could then focus on building a stress-free environment that's most conducive to learning. Saxberg also says technology could give teachers a holistic picture of how a class is faring. Finally, Saxberg sees technology helping teachers to find evidence-based solutions for their toughest learning problems.This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the<a href="http://www.courseofmind.org/" rel="nofollow" target="_blank"> Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation. <a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

How technology can make education more human

When it comes to learning, technology isn’t always an enhancement. Static images can sometimes be better than video, and Powerpoint presentations can often be a hindrance. It is about how we use the technology. Not even the most cutting-edge technology can help students learn if it’s not used correctly. The principles of how people retain information remain constant whether the information is coming from a textbook or virtual reality. In this installment of Course of Mind, Dr. Cris Castro from the Center for Advanced Research in Education at the Universidad de Chile talks about learning  research that offers guidelines for how to use multimedia technology in the classroom. Cris stresses the importance of applying learning science principles while using technology as well as having a firm grasp on students’ knowledge and what they need to learn.This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

When it comes to learning, technology isn’t always an enhancement. Static images can sometimes be better than video, and Powerpoint presentations can often be a hindrance. It is about how we use the technology. Not even the most cutting-edge technology can help students learn if it’s not used correctly. The principles of how people retain information remain constant whether the information is coming from a textbook or virtual reality. In this installment of Course of Mind, Dr. <a href="https://twitter.com/DrCrisCastro?lang=en" rel="nofollow" target="_blank">Cris Castro</a> from the Center for Advanced Research in Education at the Universidad de Chile talks about learning  research that offers guidelines for how to use multimedia technology in the classroom. Cris stresses the importance of applying learning science principles while using technology as well as having a firm grasp on students’ knowledge and what they need to learn. This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the<a href="http://www.courseofmind.org/" rel="nofollow" target="_blank"> Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.<a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

Learning first, technology second

Forgetting what you were taught a week ago isn’t a shortcoming; it’s just part of being human. The inability to recall information may say more about teaching methods than your intellectual capacity. To help students really learn takes an understanding of how the brain works. Something as simple as changing the way a teacher asks questions can help ensure that learning is taking place. That’s the message of Dr. Pooja Agarwal, a cognitive scientist and former K-12 teacher, who has long sought to bridge the gap between the learning sciences and the classroom. In this episode of Course of Mind, she presents what scientists know about learning and how teachers can put it to use. This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

Forgetting what you were taught a week ago isn’t a shortcoming; it’s just part of being human. The inability to recall information may say more about teaching methods than your intellectual capacity. To help students really learn takes an understanding of how the brain works. Something as simple as changing the way a teacher asks questions can help ensure that learning is taking place. That’s the message of Dr. Pooja Agarwal, a cognitive scientist and former K-12 teacher, who has long sought to bridge the gap between the learning sciences and the classroom. In this episode of Course of Mind, she presents what scientists know about learning and how teachers can put it to use.  This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the<a href="http://www.courseofmind.org/" rel="nofollow" target="_blank"> Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation. <a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

Power learning with retrieval practice

 How do humans learn? How does technology help understanding how the brain works? Dr.Bror Saxberg, an engineering doctorate, a medical doctor, and Vice President of Learning Sciences at the Chan Zuckerberg Initiative explains how human learning works and identifies common roadblocks that teachers encounter. Unsurprisingly, learning is a complex process that involves not just academic skills but a person’s entirety including their social, emotional, physical and mental health. Even sleep, hydration and hunger play a role in students’ ability to learn. Despite the complexity, Bror offers ideas that teachers can use in their classrooms to identify what’s holding students back and come up with strategies to overcome barriers.This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

How do humans learn? How does technology help understanding how the brain works? <a href="https://www.linkedin.com/in/bror-saxberg-017790" rel="nofollow" target="_blank">Dr.Bror Saxberg</a>, an engineering doctorate, a medical doctor, and Vice President of Learning Sciences at the <a href="https://chanzuckerberg.com/" rel="nofollow" target="_blank">Chan Zuckerberg Initiative</a> explains how human learning works and identifies common roadblocks that teachers encounter. Unsurprisingly, learning is a complex process that involves not just academic skills but a person’s entirety including their social, emotional, physical and mental health. Even sleep, hydration and hunger play a role in students’ ability to learn. Despite the complexity, Bror offers ideas that teachers can use in their classrooms to identify what’s holding students back and come up with strategies to overcome barriers. This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the<a href="http://www.courseofmind.org/" rel="nofollow" target="_blank"> Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation. <a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

What makes learning happen?

As educators, we teach the students we believe they are. But if we don’t know who we are as teachers, how do we know who our students are? Dr. Vanessa Rodriguez, co-author of the book “The Teaching Brain,” talks about how teachers can become better educators by being more keenly aware of how their personal beliefs and traits affect how they see students and approach the learning process. If teachers are never taught to explore those lenses, they are missing who their students truly are. By understanding three sides of themselves -- private, public and perceived - teachers can build  relationships that help students thrive. Vanessa reminds us that teachers are learners too and cautions that the education community’s focus on student-centered learning  ignores crucial components of the learning process - that learning is an interaction. This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

As educators, we teach the students we believe they are. But if we don’t know who we are as teachers, how do we know who our students are? Dr. Vanessa Rodriguez, co-author of the book “The Teaching Brain,” talks about how teachers can become better educators by being more keenly aware of how their personal beliefs and traits affect how they see students and approach the learning process. If teachers are never taught to explore those lenses, they are missing who their students truly are. By understanding three sides of themselves -- private, public and perceived - teachers can build  relationships that help students thrive. Vanessa reminds us that teachers are learners too and cautions that the education community’s focus on student-centered learning  ignores crucial components of the learning process - that learning is an interaction.  This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the<a href="http://www.courseofmind.org/" rel="nofollow" target="_blank"> Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.<a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

Know thyself: The power of a reflective educator

In this installment of the ISTE podcast series Course of Mind (@courseofmind), hosts Zac Chase (@MrChase) and Shana White (@ShanaVWhite) talk to Dr. Ranjini Johnbull, assistant professor at the Johns Hopkins University School of Education and faculty lead for the Mind, Brain and Teaching program, about how teachers can keep cultural differences and implicit biases from becoming walls between them and their students. Ranjini and hosts discuss how social bonding and a strong connection between teachers and students improves outcomes, especially at the middle and high school levels. Also included are discussions of ways in which educators can reach out to students on the fringes, build a culture of inclusiveness and create bridges to reach disruptive students.This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

In this installment of the<a href="https://www.iste.org/" rel="nofollow" target="_blank"> ISTE</a> podcast series Course of Mind (<a href="https://twitter.com/courseofmind" rel="nofollow" target="_blank">@courseofmind</a>), hosts Zac Chase (<a href="https://twitter.com/MrChase" rel="nofollow" target="_blank">@MrChase</a>) and Shana White (<a href="https://twitter.com/ShanaVWhite" rel="nofollow" target="_blank">@ShanaVWhite</a>) talk to Dr. Ranjini Johnbull, assistant professor at the Johns Hopkins University School of Education and faculty lead for the Mind, Brain and Teaching program, about how teachers can keep cultural differences and implicit biases from becoming walls between them and their students. Ranjini and hosts discuss how social bonding and a strong connection between teachers and students improves outcomes, especially at the middle and high school levels. Also included are discussions of ways in which educators can reach out to students on the fringes, build a culture of inclusiveness and create bridges to reach disruptive students. This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the<a href="http://www.courseofmind.org/" rel="nofollow" target="_blank"> Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation. <a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

How to break-down barriers in the classroom

In this installment of the ISTE podcast series Course of Mind (@courseofmind), hosts Zac Chase (@MrChase) and Shana White (@ShanaVWhite) talk to Dr. Ranjini Johnbull, assistant professor at the Johns Hopkins University School of Education and faculty lead for the Mind, Brain and Teaching program, about the importance of teachers believing in their own effectiveness and in the ability of their students to learn. These beliefs, which go beyond subject matter and teaching strategies, have a tremendous power to affect student outcomes. A teacher who believes in their ability to teach and believes that students can achieve results lays the groundwork for successful learning. Teachers can support students by understanding their cultural context and ensuring they feel safe in the classroom, both socially and physically. This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

In this installment of the<a href="https://www.iste.org/" rel="nofollow" target="_blank"> ISTE</a> podcast series Course of Mind (<a href="https://twitter.com/courseofmind" rel="nofollow" target="_blank">@courseofmind</a>), hosts Zac Chase (<a href="https://twitter.com/MrChase" rel="nofollow" target="_blank">@MrChase</a>) and Shana White (<a href="https://twitter.com/ShanaVWhite" rel="nofollow" target="_blank">@ShanaVWhite</a>) talk to Dr. Ranjini Johnbull, assistant professor at the Johns Hopkins University School of Education and faculty lead for the Mind, Brain and Teaching program, about the importance of teachers believing in their own effectiveness and in the ability of their students to learn. These beliefs, which go beyond subject matter and teaching strategies, have a tremendous power to affect student outcomes. A teacher who believes in their ability to teach and believes that students can achieve results lays the groundwork for successful learning. Teachers can support students by understanding their cultural context and ensuring they feel safe in the classroom, both socially and physically. This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the<a href="http://www.courseofmind.org/" rel="nofollow" target="_blank"> Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.<a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

Believe in yourself and in your students

In this introduction to the ISTE podcast series Course of Mind (@courseofmind), hosts Zac Chase (@MrChase) and Shana White (@ShanaVWhite) talk to ISTE Chief Learning Officer Joseph South (@southjoseph) about what the learning sciences are and why educators should care. South acknowledges that teaching is a tall order. Educators are often dealing with 25-30 students in one class who come from different backgrounds, different cultural contexts, and have different beliefs and abilities. The learning sciences look at the whole child and offer an expanded toolbox to deal with a wider range of situations. This podcast series will cover the basic principles — or the big ideas — of the learning sciences and address key findings that have practical applications in the classroom.This podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.Support the show

In this introduction to the <a href="https://www.iste.org/" rel="nofollow" target="_blank">ISTE</a> podcast series Course of Mind (<a href="https://twitter.com/courseofmind" rel="nofollow" target="_blank">@courseofmind</a>), hosts Zac Chase (<a href="https://twitter.com/MrChase" rel="nofollow" target="_blank">@MrChase</a>) and Shana White (<a href="https://twitter.com/ShanaVWhite" rel="nofollow" target="_blank">@ShanaVWhite</a>) talk to ISTE Chief Learning Officer Joseph South (<a href="https://twitter.com/southjoseph" rel="nofollow" target="_blank">@southjoseph</a>) about what the learning sciences are and why educators should care. South acknowledges that teaching is a tall order. Educators are often dealing with 25-30 students in one class who come from different backgrounds, different cultural contexts, and have different beliefs and abilities. The learning sciences look at the whole child and offer an expanded toolbox to deal with a wider range of situations. This podcast series will cover the basic principles — or the big ideas — of the learning sciences and address key findings that have practical applications in the classroom. This podcast is produced by NarayanKripa Sundararajan (<a href="https://twitter.com/KripaSundar" rel="nofollow" target="_blank">@KripaSundar</a>) as part of the <a href="http://www.courseofmind.org" rel="nofollow" target="_blank">Course of Mind</a> project, an ISTE initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.<a href="http://www.iste.org" rel="payment nofollow" target="_blank">Support the show</a>

Why care about the learning sciences?

We learn from the moment we are born. How can we learn more effectively? This is the question that educator hosts Zac Chase (@MrChase) and Shana White (@ShanaVWhite) brainstorm with leading experts in the learning sciences to try answer in the 'Course of Mind', the new podcast from the International Society of Technology in Education (ISTE). In each episode, the hosts explore how the science of learning can shape the art of teaching for the whole child – with and without technology. Learn with us as we learn about what the learning sciences are and imagine the ways to make teaching and learning more efficient and effective, for all learners.Tell us what you learned! Tweet us @courseofmindThis podcast is produced by NarayanKripa Sundararajan (@KripaSundar) as part of the Course of Mind project, an ISTE (@iste) initiative made possible in part by a grant from the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.

Course of Mind

The best episodes for anyone looking to learn more about topics such as happiness, fulfillment, depression and psychology/mental health in general. With interviews with industry experts, personal stories of individuals, this topic has lessons applicable to everyone. Add episodes you're interested into your queue below!

Best Episodes on Mental Health, Emotions & Thoughts

The best podcast episodes of anyone with an interesting story. With famous guests like Obama, LeBron James, Drake, Oprah Winfrey, Richard Branson, Michelle Obama, Serena Williams, to anyone who has a unique and interesting story to tell. Add episodes you're interested into your queue below!