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Innhold levert av Stephanie Chasteen. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av Stephanie Chasteen eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
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Curated Questions: Conversations Celebrating the Power of Questions!
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Episode Notes [03:47] Seth's Early Understanding of Questions [04:33] The Power of Questions [05:25] Building Relationships Through Questions [06:41] This is Strategy: Focus on Questions [10:21] Gamifying Questions [11:34] Conversations as Infinite Games [15:32] Creating Tension with Questions [20:46] Effective Questioning Techniques [23:21] Empathy and Engagement [34:33] Strategy and Culture [35:22] Microsoft's Transformation [36:00] Global Perspectives on Questions [39:39] Caring in a Challenging World Resources Mentioned The Dip by Seth Godin Linchpin by Seth Godin Purple Cow by Seth Godin Tribes by Seth Godin This Is Marketing by Seth Godin The Carbon Almanac This is Strategy by Seth Godin Seth's Blog What Does it Sound Like When You Change Your Mind? by Seth Godin Value Creation Masterclass by Seth Godin on Udemy The Strategy Deck by Seth Godin Taylor Swift Jimmy Smith Jimmy Smith Curated Questions Episode Supercuts Priya Parker Techstars Satya Nadella Microsoft Steve Ballmer Acumen Jerry Colonna Unleashing the Idea Virus by Seth Godin Tim Ferriss podcast with Seth Godin Seth Godin website Beauty Pill Producer Ben Ford Questions Asked When did you first understand the power of questions? What do you do to get under the layer to really get down to those lower levels? Is it just follow-up questions, mindset, worldview, and how that works for you? How'd you get this job anyway? What are things like around here? What did your boss do before they were your boss? Wow did you end up with this job? Why are questions such a big part of This is Strategy? If you had to charge ten times as much as you charge now, what would you do differently? If it had to be free, what would you do differently? Who's it for, and what's it for? What is the change we seek to make? How did you choose the questions for The Strategy Deck? How big is our circle of us? How many people do I care about? Is the change we're making contagious? Are there other ways to gamify the use of questions? Any other thoughts on how questions might be gamified? How do we play games with other people where we're aware of what it would be for them to win and for us to win? What is it that you're challenged by? What is it that you want to share? What is it that you're afraid of? If there isn't a change, then why are we wasting our time? Can you define tension? What kind of haircut do you want? How long has it been since your last haircut? How might one think about intentionally creating that question? What factors should someone think about as they use questions to create tension? How was school today? What is the kind of interaction I'm hoping for over time? How do I ask a different sort of question that over time will be answered with how was school today? Were there any easy questions on your math homework? Did anything good happen at school today? What tension am I here to create? What wrong questions continue to be asked? What temperature is it outside? When the person you could have been meets the person you are becoming, is it going to be a cause for celebration or heartbreak? What are the questions we're going to ask each other? What was life like at the dinner table when you were growing up? What are we really trying to accomplish? How do you have this cogent two sentence explanation of what you do? How many clicks can we get per visit? What would happen if there was a webpage that was designed to get you to leave? What were the questions that were being asked by people in authority at Yahoo in 1999? How did the stock do today? Is anything broken? What can you do today that will make the stock go up tomorrow? What are risks worth taking? What are we doing that might not work but that supports our mission? What was the last thing you did that didn't work, and what did we learn from it? What have we done to so delight our core customers that they're telling other people? How has your international circle informed your life of questions? What do I believe that other people don't believe? What do I see that other people don't see? What do I take for granted that other people don't take for granted? What would blank do? What would Bob do? What would Jill do? What would Susan do? What happened to them? What system are they in that made them decide that that was the right thing to do? And then how do we change the system? How given the state of the world, do you manage to continue to care as much as you do? Do you walk to school or take your lunch? If you all can only care if things are going well, then what does that mean about caring? Should I have spent the last 50 years curled up in a ball? How do we go to the foundation and create community action?…
Learning About Teaching Physics
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Manage series 1286411
Innhold levert av Stephanie Chasteen. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av Stephanie Chasteen eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
We're getting the physics education research out of those stuffy journals and into your hands (or, rather, ears) with this little audio podcast. Co-hosted by veteran high school physics teacher Michael Fuchs and physicist and education researcher Stephanie Chasteen, each episode investigates a piece of the research literature and how it can relate to your classroom. Main website on PER User's Guide On iTunes On Compadre
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5 episoder
Merk alt (u)spilt...
Manage series 1286411
Innhold levert av Stephanie Chasteen. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av Stephanie Chasteen eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
We're getting the physics education research out of those stuffy journals and into your hands (or, rather, ears) with this little audio podcast. Co-hosted by veteran high school physics teacher Michael Fuchs and physicist and education researcher Stephanie Chasteen, each episode investigates a piece of the research literature and how it can relate to your classroom. Main website on PER User's Guide On iTunes On Compadre
…
continue reading
5 episoder
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Learning About Teaching Physics
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1 Preparing Students to Learn from Lecture: Creating a "Time for Telling" 21:07
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If interactive classrooms are the best way for students to learn, then is it bad to tell things to students? Not necessarily. In this podcast, we hear from researchers and instructors how we might prepare students to learn effectively from lecture. Thanks to Daniel Schwartz of Stanford University, Doug Bonn and Jessica Lamb of the University of British Columbia, and Corinne Manogue of Oregon State University.…
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Learning About Teaching Physics
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1 Visual, verbal, or auditory? The truth behind the myth behind the truth of learning styles. 15:19
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Are you a visual learner or an auditory learner? I bet you can tell me which you think you are. But does it matter? In this podcast, we discuss the research on individual learning styles, and how science learning requires us to blend the visual and the verbal. Thanks to Hal Pashler of UC San Diego and Richard Mayer of UC Santa Barbara for their participation in this podcast. (Hal Pashler: http://www.pashler.com/ Rich Mayer: http://www.psych.ucsb.edu/people/faculty/mayer/index.php)…
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Learning About Teaching Physics
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1 The Art (and Science) of In-Class Questioning via Clickers 15:34
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Are "clickers" or "personal response systems" just the latest fad in education? Or is there solid research behind their use? In this episode we share some recent studies that really highlight how clickers can be used most effectively, and how they can save the world! Show notes: Guests on today's podcast were Eric Mazur of Harvard University, Jenny Knight of University of Colorado at Boulder, and Ed Prather of the University of Arizona. Studies cited were: Why Peer Discussion Improves Student Performance on In-Class Concept Questions Michelle Smith, William Wood, Wendy Adams, Carl Wieman, Jenny Knight, Nancy Guild, and Tin Tin Su, Science, Vol. 323 no. 5910, pp. 122-124 (2009). Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions. Michelle Smith, William Wood, K. Krauter, and Jenny Knight. CBE - Life Sciences Education, 10, 55-63 (2011). Listening to student conversations during clicker questions: What you have not heard might surprise you! Mark James and Shannon Willoughby, AM. J. Phys., 79(1), 123-133 (2011). Described here. Credits Learning About Teaching Physics is supported by a grant from the American Association of Physics Teachers (Physics Education Research Topical Group). Today's music was: DC 3000 by the Thievery Corporation (Creative Commons) Funkorama, Firmament and Rumination by Kevin McLeod Sunshine by Mark Crawford Sound effects by audiofruit, SFX Bible, Rebecca Parnell and SFX Source, on Soundsnap. Other Resources There are a wide variety of instructor resources on clicker use available at STEMclickers.colorado.edu, including videos, literature, and an instructor's guide. Ed Prather's version of Peer Instruction is called Think Pair Share (and you can read more about it at that link). Books include: Peer Instruction: A User's Manual (by Eric Mazur) Teaching with Classroom Response Systems (by Derek Bruff)…
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Learning About Teaching Physics
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1 Seeing isn't believing: Do classroom demonstrations help students learn? 18:12
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Physics is the study of nature. So, physics classes typically include demonstrations of how those laws of nature play out, often in surprising ways. But do students see what we intend them to see? In this episode, we find out what the research says about classroom demos, and how to help students get the most out of them. Show notes: Thanks to Eric Mazur of Harvard University and Catherine Crouch of Swarthmore College for their participation in this podcast. Study cited in this episode: Classroom demonstrations: Learning tools or entertainment? Mazur, Fagen, Crouch and Callan, American Journal of Physics, 72 (6), 835 - 838 (2004). Andrew Fagen's more detailed thesis can be found here. Credits: Audio of Mazur's talk at Harvard provided by the Harvard Smithsonian Center for Astrophysics' Science Media Group. View the whole video here. Audio of Shoot the Monkey from Science Theater Show music: "DC 3000" by the Thievery Corporation, "Watidori" by Cornelius, "Action at a Distance" by Matmos, and Mesa State by Mark Crawford. All music is licensed under the Creative Commons except for music by Mark Crawford. Coin on water image from Roger McLassus on Wikimedia Other resources: The Interactive Lecture Demonstration Project, a descriptive paper, and an accompanying study on their effectiveness. University of Maryland Scientific Community Labs, which ask students to design their own experiments The Investigative Science Learning Environment (ISLE), cultivates students' ability to design investigations. This introductory paper has a good overview. Below is the image of the scale demonstration described in the podcast:…
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