Daniel Pink explains the many ways that we can learn and grow within the new economy by using understanding our WHOLE mind, not just the parts we're already adept at using.

Daniel Pink- A Whole New Mind

Buddhist Priest, editor, and author Josh Bartok on the benefits of sitting still and meditating in the batter's box.

Josh Bartok - Meditating In The Batter's Box

Since working in the Baltimore Public School system for 30 years, Dr. Hardiman has become the Assistant Dean of Urban School Partnerships at the Johns Hopkins University and the co-founder and director of the Neuroeducation Initiative there. 
She has also recently published an excellent book, The Brain-Targeted Teaching Model for 21st-Century Schools, that offers invaluable explanations on the kinds of small adjustments to classes, assignments, and curricula that have been proven to boost students' cognitive capabilities. Her book presents 6 "targets," or ways we can help our students do their best thinking and work, with an accessible blend of scientific findings, examples from teachers using the approaches, and common sense that will resonate with every educator.

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Mariale Hardiman- The Brain-Targeted Teaching Model

If I had to choose the pioneer of brain-based learning applications in the classroom, I'd choose Eric Jensen. Though he wasn't the first to do the research, or break down the learning process into separate cognitive tasks, he was one of the first to experiment with and refine techniques that would literally allow him to hack students' mindsets into states much more receptive to learning.

His book, Teaching with the Brain in Mind, is a treasure trove of information about what can trigger students' minds to open up to new ideas and information, and how to use that knowledge to create more engaging, enriching, and challenging classes.

A champion of teachers as well as students, Eric gives a master class in this interview in research and experience-backed approaches to successfully begin, ldea, and end a course hour.

In this interview, he explains:

-How he used to teach when he first started, and why that didn't work;

-Why all teachers need to move away from the all-delivery model of teaching to an all-engagement one;

-What "gaudy goals" are and why they can help your students surpass their expectations of their own potential;

-How to break up a course hour into a variety of chunks that help students prepare, learn, reflect, and assess

-And much more.

EricJensen

Charles Fadel has been working for years on how to reform education from its roots in the agrarian age to the demands of the Innovating Age we are living in. He has worked with schools and governments all over the world to identify what is working and what is obsolete in a world being radically changed by disruptive innovations in global communications, outsourcing, and automation.

Through his work with the Center for Curriculum Redesign, Charles proposed a very different approach to curriculum, one informed by research in economics, education, and the neuroscience of learning, among others. Rather than modifying outdated approaches to learning, his model challenges schools and teachers to put students in the driver's seat by giving them the tools, knowledge, and opportunities to solve complex problems. It is this learner/practitioner-focused approach that he feels will enable students to develop the agility, adaptability, and resilience they'll need to thrive in a world that is leaving fixed-skill people behind.

Charles Fadel on 21st Century Skills

Though many journalists have explored how individual coaches have created particularly stellar athletes or teams, author, journalist, and editor Dan Coyle has looked far beyond one team or sport to gain new understanding into the larger question of how any kind of talent can be grown and brought to maturity. By merging his investigation of how a small number of unassuming "talent hotspots" around the globe manage to consistently create disproportionate numbers of stars with neuroscientists' investigations into how "deep practice," failure, and focused learning physically change the brain's circuitry and capabilities, he has arguably cracked The Talent Code. In this book, he gives an exciting account of not only how the talent hotspots do it, but also how the rest of us can do it with those we teach.

Because I have seen how effective the approaches he writes about can be in helping students achieve new levels of confidence and mastery, I invited Dan to explain what the "myelin revolution" and its implications for teachers and students are. In this interview, Dan goes into the necessity of repetition, struggle, failure, and reaching for clear targets to the development of new memories and abilities. Both in the interview and the book, he offers exciting new arguments for flipping the focus of classtime to student experimentation with and application of the skills and knowledge we want them to master. 

Regardless of the subject or age of students you teach, you're going to hear several useful and compelling ideas about teaching here.

Dan Coyle On the Learning Benefits of Failing, Flipping, and Cracking the Talent Code

In this interview, you'll learn:

-Why marriage gives people a happiness boost, and how long that lasts
-Why identifying and pursuing intrinsic goals can make us happier than extrinsic ones can
-What her “40% solution” of happiness is
-How you can start making yourself happier today

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