Presented and produced by Seán Delaney.

On this week's podcast my guest is Perry Share, who is Head of Student Success at Atlantic Technological University. Among the topics we discuss are:

• The impact of taking a module with Hilary Tovey on rural sociology and a module with Brian Torode and Barbara Bradby on language, discourse and French theory.
• Perry’s belief that artificial intelligence is a catalyst that helps us better understand and question contemporary practices around teaching, learning and assessment.
• Artificial intelligence forces us to ask questions like "What does it mean to assess students?" "How can we teach in ways that are engaging and productive for students?"
• In education, the arts and the humanities, we take text as a representation of what is in students’ heads and tend to make assumptions about the knowledge, understanding or learning held by the student. The foundation is taken out of this when we don’t know where the text comes from.
• Problems are outlined with the take-home assignment, oral assessments and standard written exams but the “unsolvable” problems may constitute a productive space for educators.
• The likes of ChatGPT can be used effectively in fields where you have knowledge. An area of concern in higher education is in relation to fields where people are just beginning to acquire knowledge and understanding. In addition, artificial intelligence threatens opportunities to learn on internships in professional placements.
• Perhaps the role of “learned” knowledge becomes increasingly important for novices in a field whereas in recent years the importance of critical thinking has been lauded.
• It is likely that resources will need to shift from activities we currently value to new – yet-to-be-determined – resources at secondary and higher education levels.
• What prompt engineering is.
• Ethan Mollick’s book Co-Intelligence. 
• Examples of good and not-so-good prompts.
• How Perry is using ChatGPT in his own work: summarising large documents; combining documents; Brainstorming; Outlining a proposed structure of a document or presentation. It has been used for computer programming and other tasks.
• Data protection implications may need to be considered in relation to some uses.
• In the future it may be used to grade and provide feedback for public exams.
• Various kinds of data on the results would be available almost immediately.
• Decline in language learning in many countries due to the dominance of English and due to the availability of translation tools.
• The days of the academic essay may be numbered.
• Simulations may be a future direction of assessment in professional settings but these too are not without complications.
• Can we avoid interacting with artificial intelligence?
• Impact on equity in education.
• If students can teach themselves, where does that leave the teacher? There is a job of imagination for teachers to start thinking about how they will work alongside artificial intelligence.
• The impact of artificial intelligence on what (and who) we can trust.
• People Perry respects on the topic of artificial intelligence: Anna Mills, a lecturer in academic writing in the United States; Charles Knight who works for Advance HE; Maha Bali at the America University of Cairo on critical artificial intelligence (environmental, commercial and ethical impacts).
• The purpose of school.
• Daryl Nation
• Raewyn Connell’s book The Good University.

Perry's own expanding list of resources on artificial intelligence is available here.

Presented and produced by Seán Delaney.

The format of this podcast differs a bit from the usual one in that I am joined by my colleague in Marino Institute of Education, Dr. Gene Mehigan to discuss a book that influenced him on his journey as a teacher and teacher educator. The Book is The Master by Bryan MacMahon, published by Poolbeg Press in 1992. Among the topics we discuss are the following:

• How a book about teaching in Rural Ireland from the 1930s to the 1970s could speak to a teacher in a DEIS band 1 school in Darndale in the 1980s and 1990s.
• The consequences of poverty on children in schools.
• The “stain” of large classes (and their impact on children with language difficulties in particular).
• The importance of reading
• How Bryan MacMahon encouraged children to collect words (red notebook) and Gene Mehigan’s variation of it (jar on teacher’s desk).
• Stages in a reading lesson as outlined by Bryan MacMahon (who noted that they are not rigid and may need modern modification):
  • Arousal of interest (day before)
  • Introduction (before lesson begins to heighten interest in the text)
  • Examination of matter expressed in the text (Comprehension)
  • Examination of matter implied in the text (Comprehension)
  • Write difficult words on blackboard (Tier 1, 2 and 3 words today)
  • Teacher models reading
  • Children read aloud or silently
  • Isolate phrases for composition usage
  • Informed organic chat (in style of everyday conversation)
  • Dramatisation of the text (Reader’s theatre today)
  • Committal to rote “not to be scorned on special occasions”
• Why a teacher needs to back down in a confrontational situation with a pupil
• Characteristics of a good teacher;
  • Dedication
  • Sense of humour
  • Clear penetration in the timbre of the teacher’s speaking voice
  • A love of learning
  • Versatility of approach to a lesson
  • A congenial monotony (that can be departed from)
  • Occasional informal language
  • Good blackboard use and being able to sketch
  • Act in harmony with the traditions and culture of the school area
• Bringing the extraordinary into your teaching.
• The teacher’s job is to help each child find their special gift.
• Bryan MacMahon: “I realised that each child had a gift, and that the ‘leading out’ of that gift was the proper goal of teaching. To me a great teacher was simply a great person teaching.”
• Thoughts on a school library, access to books and encouraging children to read.
• Trying to entice children to read by tidying books. Buddy reading – to help beginning or reluctant readers but also helping older children consolidate their interest it reading. Helping a teacher narrow down who in a class might have dyslexia
• How Brian MacMahon practised an early version of “home-school liaison”
• Contemporary resonances – children from Germany fostered by local families during World War II.
• How Bryan MacMahon recruited children to look after other children who were vulnerable in some way
• Resonances with Johathan Haidt’s book The Coddling of the American Mind (preparing the child for the road and not the road for the child).
• How learning tables enthusiastically helped a pupil later excel as an emigrant
• “A school is nothing if it is not a place of laughter and song.”
• Sources of creativity in education
• The importance of a teacher being a philomath.

Presented and produced by Seán Delaney.

Theme tune by David Vesey.

On podcast 420, I welcome back Stanford University School of Education Professor William (Bill) Damon who was one of the first guests on this year's schedule to discuss his new book, A round of golf with my father: The new psychology of exploring your past to make peace with your present. Among the topics  we discuss on this bonus episode are the following:

• Different interpretations of what a life story is
• Life Studies by Robert Lowell
• Your intention for telling a life story
• What a life review is and why it can be done at any stage of life
• How William Damon adapted Robert Butler’s life review idea for his purpose.
• How to go about doing a life review
  • Talk to people who remember your past
  • Records (school and others, ancestry searches)
  • Memory search
  • Putting it all together – focusing on what gave you satisfaction and fulfillment
• Why he never met his father
• How school records have changed since the 1950s.
• How his father’s character developed over time, possibly through the demands and experiences of military service in World War II.
• What he learned about his own character from doing the life review
• Why character is a movie and not a snapshot
• Why he believes that psychological theories such as some of Freud’s work and the “big five personality traits” are wrong
• How he went about making a personal story interesting for an audience beyond his immediate circle of family and friends
• How a life review can help you find a purpose in your life
• How someone not looking for a purpose can find one
• His mother’s role in his life review
• His definition of purpose
• His memories of being taught by some of the pioneering psychologists of the twentieth century, including Erik Erikson and Jerome Kagan who was a guest on Inside Education a few years ago: Podcast 1 and Podcast 2  and who passed away in May 2021.
• Some of his earlier books: Some do care (with his wife, Anne Colby), Noble Purpose, The Moral Child and Greater Expectations.
• Why he called the book A Round of Golf with my Father when he never met his father!

Presented and produced by Seán Delaney.

On this week's programme I speak to four educational researchers who have just had their third book about educational research published by Bloomsbury. The new boook by Máirín Glenn, Mary Roche, Caitríona McDonagh, and Bernie Sullivan is titled Learning Communities in Educational Partnerships: Action Research as Transformation. They have also set up a website to support action researchers at www.eari.ie. Among the topics we discuss on the programme are:

• How this book differs to their previous ones
• The link between professional development and action research
• The transformative power of action research for teachers
• How the authors define research
• How action research works in practice
• Brookfield’s lenses

I have previously spoken to Máirín, Mary, Caitriona and Bernie on programmes 235 and 324,

Presented and produced by Seán Delaney.

On this week's programme I speak to online strength and fitness coach Mike Vacanti who runs the On the Regimen website. He also has his own YouTube Channel, which contains hundreds of vlogs and videos about health and fitness. I speak to Mike about his own physical education and about his participation in the Ultimate Sweat Challenge. Among the topics discussed are:

• His own physical and health education
• What would he prioritise in a physical education curriculum
• What kept him motivated to continue with sport through his teen years and beyond
• What would he say to a child who works hard at sport but who is never picked for the team
• His thoughts on motivating people who are not interested in physical education to be more participative in the subject
• How he plans videos on his website to make them educational
• His role as mentor for the Ultimate Sweat endeavour
• What he learned as mentor for the Ultimate Sweat
• Why consistency trumps perfection

Mike referred to websites he finds helpful in the areas of nutrition, fitness and strength. They include:

• Lyle MacDonald’s website
• Brad Schoenfeld's website
• Eric Helms's website
• Rhonda Patrick's website
• Mike Matthews's website

Presented and produced by Seán Delaney

On this week's programme I bring you my interview with Professor Sara Lawrence-Lightfoot from the Harvard Graduate School of Education. Professor Lawrence-Lightfoot has written 10 books, including The Good High School: Portraits of Character and Culture and The Essential Conversation: What Parents and Teachers Can Learn from Each Other. In the course of our interview, we discussed the following matters:

• Diversity and tokenism
• Why education research needs to move away from a pathological approach
• An alternative approach to conducting educational research
• Visibility of children in classrooms
• When global atrocities make the news, how can they be handled in classrooms?
• What looking at education through a sociological lens can make visible
• The importance of context in social science research
• Portraiture as a form of research
• Her book Exit: The Endings that Set Us Free
• Why truth matters more than facts

Presented and produced by Seán Delaney.

On this week's programme I bring you the second part of my interview with someone who was listed as one of the most eminent psychologists of the twentieth century, Professor Jerome Kagan of Harvard University. In the course of this interview we discuss some of Professor Kagan's recent publications. The topics covered included:

• Psychology's Ghosts: The Crisis in the Profession and the Way Back
• Attention Deficit Hyperactivity Disorder (ADHD)
• Stress
• Language and phenomena in psychology
• The crisis in psychology and what can be done about it
• The biggest unanswered question of all in developmental psychology
• Unresolved issues in human morality
• Five Constraints on Predicting Behavior

Presented and produced by Seán Delaney.

On this week's programme I speak to one of the pre-eminent developmental psychologists of the twentieth century who continues publishing books and articles up to the present day. Professor Jerome Kagan of Harvard University has conducted research into infants' temperaments and how they are related to personality in later life. He is interested in how psychology can inform teachers' work. Among the topics we discuss in this part of the interview are:

• The relationship between temperament and personality
• How knowing about temperament helps teachers
• Children who find it harder to work in groups
• Insights the discipline of psychology offers to teachers
  • Auditory and visual acuity
  • Short-term, recall and episodic memory
  • Ability to Infer
  • Deduction
• Questions he’d like educational psychologists to answer
• What teachers need to know about human emotions

Presented and produced by Seán Delaney

This week I look ahead to the upcoming conference of the Association of Secondary Teachers in Ireland (ASTI) with Professor Ciarán Sugrue. The theme of the conference is "50 Years On: Reflecting on the Legacy of Free Second-Level Education." In the interview we discuss educational research, teacher education, and the impact that free education has had on the teaching profession.

Presented and produced by Seán Delaney.

On this week's programme I am in conversation with five people asking them questions about education. I begin with Dr Pádraig Hogan, a Senior Lecturer in Maynooth University and then I speak to the authors of a new book on educational research titled Learning Communities in Educational Partnerships: Action Research as Transformation. The authors are Máirín Glenn, Mary Roche, Caitríona McDonagh and Bernie Sullivan and they coordinate Educational Action Research Ireland.

Among the books mentioned on the programme are the following:

Pedagogy of the Oppressed by Paolo Freire

Teacher by Sylvia Ashton-Warner

An Experiment in Education by Sybil Marshall

This book doesn’t make ... by Jean Augur

Presented and produced by Seán Delaney.

On this week's programme my guest is teacher educator and philosopher Dr. Pádraig Hogan of the Department of Education at Maynooth University. I spoke to Pádraig at the annual conference of the Educational Studies Association of Ireland. Among the topics we discussed in a wide-ranging interview were:

• The purpose of schools
• Truth and education
• Teaching as a way of life
• Learning as a way of life for teachers
• Supervision on school placement
• Challenging our prejudices as teachers and teacher educators
• Deference and difference in education
• Ethics and education

Ethics and teaching

Becoming a discerning reader of your own teaching

Presented and produced by Seán Delaney

On this week's programme I speak to two keynote speakers from the 2018 annual conference of the Computer Education Society of Ireland, Elizabeth Oldham and Richard Millwood, both from Trinity College Dublin. They discuss the past, present and future of the organisation and among other topics Richard discusses how computational thinking relates to teaching the visual arts. 

Presented and produced by Seán Delaney

On this week's programme my guest is Joanna Norton, a lecturer at the University of the Arts in London. In the course of our interview she told me about the App she developed called Keywords Biology.

Presented and produced by Seán Delaney

On this week's podcast I speak to Deirdre Hodson who works in the European Commission’s department for Education, Youth, Sports and Culture in Brussels. She provides a European Union policy perspective on technology and sustainability in education. Among the topics we discuss are:

• How she came to work in the area of digital education policy and her studies in the area
• Ben Williamson
• Neil Selwyn
• How her studies contributed to her work as a policymaker
• How the pandemic is likely to impact on policy and practice
• The need for schools to have digital strategies
• The importance of the school as a whole being the unit of change and of hearing the student voice
• The difference between emergency remote teaching and online learning
• How countries reaped the benefits of investment in digital resources in education during the pandemic
• Asking what we can learn from remote teaching and learning as a result of the pandemic
• Broadening the education infrastructure to include collaboration with libraries and museums
• The origin, purpose and launch of the SELFIE diagnostic/planning tool she was involved in developing
• How SELFIE has been used and a new SELFIE tool for teachers to be launched in October 2021.
• Report on Artificial Intelligence in Education
• Examples of interesting practices in digital education across Europe
• An account of a visit to a school in Finland and the phenomenon-based learning and to one in Austria
• Sustainability, digital technologies, accessibility and inclusion
• Risks and threats of technology alongside opportunities (e.g. data protection; student and teacher agency)
• Differences between aspects of a teacher’s job that are routine (e.g. marking) and those that are human (e.g. coaching and mentoring)
• Neil Selwyn Should robots replace teachers?
• Challenges of not being able to hold the regular Leaving Certificate examinations in 2020.
• The value of learning languages
• Erasmus and E-Twinning: Léargas
• Neil Selwyn’s book Distrusting Educational Technology: Critical Questions for Changing Times

Presented and produced by Seán Delaney

This week I speak to the Chairperson of the Computer Education Society of Ireland (CESI), Adrienne Webb, about the new Leaving Certificate course in Computer Science and other matters.

During the interview we discuss how CESI has been working with various players, such as the NCCA and the PDST, to facilitate the smooth introduction of the syllabus; Adrienne tells us about how she became interested in technology; she discusses resources for teaching computer science; and she describes her approach to working with technology in school.

Presented and produced by Seán Delaney.

On this week's programme I speak to lecturer in mathematics and programming at LIT (Tipperary Campus), Pamela O'Brien. Among the topics we discuss are:

• Her workshop on “Breakoutedu”
• Her job at LIT – Tipperary Campus
• The ICT in Education Conference
• The difference between coding and computer science
• Transitions she made from working in insurance to lecturing and from mathematics to computer science
• How teachers can become more involved in coding
• Who inspires her
• Why she likes EDCHATIE

Presented and produced by Seán Delaney.

On this week's programme I bring you the second part of my interview with primary teacher and mathematics teacher educator, Claire Corroon. You can access resources and opinions about mathematics teaching on her website, Primary CPD. Among the topics we discuss this week are the following:

• Her Views on Curriculum Revision in primary mathematics
• Differentiation in mathematics
• Assessment in mathematics
• Mathematics curricula in other countries
• Jerome Bruner
• Singapore Maths
• Sherry Parrish (https://twitter.com/numbertalks?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor)
• Jo Boaler
• Marilyn Burns
• Christina Tondevold
• Graham Fletcher (three act tasks for maths)
• The usefulness of mini-whiteboards

Presented and produced by Seán Delaney.

This week my guest on the programme is Claire Corroon a primary teacher and teacher educator with a particular interest in mathematics education. She has many resources on her website, Primary CPD, where she also blogs. In this, the first part of our interview, among the topics discussed are:

• How she got involved in mathematics education
• Courses she gives for teachers in summer and at evenings
• Number talks
• Concrete, pictorial and abstract representations in mathematics
• Her approach to teaching tables

Presented and produced by Seán Delaney.

This week I conclude my interview with Dr. Alf Coles from the School of Education at the University of Bristol. Among the topics we discuss this week are:

• Planning for the unexpected in mathematics classes
• His work with the charity “Five by Five by Five Equals Creativity”
• Using Cuisenaire rods and a tens chart to teach mathematics
• How the number naming system in the English language makes learning mathematics more difficult and what you can do about it
• Using the tens chart to teach decimals
• How our current curriculum limits children’s understanding of number
• Creativity in primary school mathematics
• What inspires him
• Whose work in education he likes to read
• What he would change about his current institution
• How his own schooling influences his practice in education today

Presented and produced by Seán Delaney.

On this week's programme my guest is Dr. Alf Coles from the University of Bristol School of Education. Among the topics discussed are:

• What teachers learn from using video
• Responding to video through description versus judgment
• Using video clubs for teacher professional development
• The centre for researching education across boundaries
• Who was Caleb Gattegno
• What is the Silent Way of learning a language
• What is an energy budget for learning?
• Four stages of awareness
• Inventing the geoboard
• Book, What we owe children by Caleb Gattegno
• How he became a teacher educator
• How he balances his teaching and research work
• How he practices teacher education
• Greg Simon’s blog: https://gregsimonmusic.com/blog/
• Gregory Bateson: https://mri.org/gregory-bateson/

Presented and produced by Seán Delaney

On this week's programme I bring you the second part of my interview with Páiríc Clerkin, the Chief Executive Officer of the Irish Primary Principals' Network (IPPN). In this part of the interview our conversation covers topics such as:

• What the IPPN does
• How he finds the role of CEO of the IPPN
• What teachers should think about before applying for roles as principal or deputy principal
• How will job of principal be different in ten years’ time to what it is today
• What inspires him
• What he likes to read/listen to
• Changes he’d make in the IPPN
• The five minute bench break
• How his own education influences his work as an educator

Presented and produced by Seán Delaney

On this week's programme I look ahead to the 2018 annual conference of the Irish Primary Principals' Network with the Chief Executive Officer of the Network, Páiric Clerkin. Among the topics we discuss are:

• Priorities for principals at this time
• School funding
• Droichead
• What to expect at the IPPN Conference

Presented and produced by Seán Delaney

On this week's programme I bring you the second part of my interview with Dr. Gerry O'Connell from the Marino Institute of Education where we talk about religious education and much more.

Among the topics discussed this week are the following:

• Prayer and religious education and how mindfulness was introduced to Catholic schools over two decades ago
• The power of prayer and mindfulness
• How do you define a practising Catholic if not by their attendance at church?
• The problem with large class sizes
• How to develop one’s religious imagination
• Integrating religious education with other subjects
• Accommodating children who don’t take religious education in a religious school
• How do prospective teachers learn to teach religion? Dr. Gerry O’Connel outlines seven elements that are key to his approach:
  • Waiting and wondering
  • The threshold experience
  • Asking the question
  • Gathering around the subject
  • Journalling ( What did I learn? What does it say to where I am? What am I going to do about it?)
  • Pushing back the horizon
  • Concluding ritual

Presented and produced by Seán Delaney

On this week's programme I speak to my colleague in the Marino Institute of Education, Dr. Gerry O'Connell about religious education. Gerry is a primary teacher and a teacher educator with vast experience and his ideas are grounded in this experience and in his scholarly work in the field. Among the topics discussed this week are the following:

• The difference between teaching religion and religious education
• The importance of starting with the students’ experiences
• The challenges of working with diverse student experiences
• The teaching methodology “Godly Play”
• Social media as a force of oppression
• Why contemplative space, depth of conversation or wonder and symbol or story are central to religious education
• Whether sacraments should be taught in school or in parishes
• What makes a teacher?
• Teaching as a vocation
• A perceived secularist agenda in some media organisations

Presented and produced by Seán Delaney.

In this podcast I explore the topic of education and autism by speaking to a classroom teacher, Graham Manning from Cork, and a university researcher, Professor Steffie van der Steen from the University of Groningen in the Netherlands.

Among the topics we discuss are:

• How Graham became coordinator of classes for autistic students in school
• The organisation with which Graham undertook training on helping students develop good sleeping habits.
• How Steffie became interested in researching autism and the education of students with autism in the Netherlands.
• The Salamanca Statement on special needs education:
• Graham’s class arrangements from a student’s perspective
• Different needs of autistic students from primary to secondary school
• Graham’s problem with the United Nations Convention on the Rights of Persons with Disabilities and Inclusive Education in New Brunswick and that province's views on inclusion versus segregation
• Excellence in practice: visiting homes of students who apply for the special class and managing transitions from primary to secondary school and from secondary to third level.
• Graham referred to a quote widely attributed to Dr. Stephen Shore that “when you meet one person with autism, you’ve met one person with autism.”
• Steffie’s research findings that are relevant for teachers: assessing young children on science concepts (Marble task and air pressure task); four categories of teachers’ needs in relation to teaching students with special needs: cooperation, academic tools, social aspects, reassurance for insecure newly qualified teachers; her hypothesis about the need to ask students both higher- and lower- order questions.
• Students learned from years of experience with students with autism and getting to know them.
• Lessons teachers can take from her experience of assessing young students with special education needs: variation in questions and hands-on tasks.
• Classroom interactions in Graham’s class for autistic students (Building relationships, subject planning, spending time outdoors, making meals together in the “home room,” creating a safe space)
• Steffie’s research (with her doctoral student, Lisette de Jonge-Hoekstra) on the relationship between children’s speech and their gestures when working on a task (including “gesture-speech mismatch)
• Steffie on animal-assisted therapy for students with autism
• Graham on why there are insufficient special classes in post-primary schools
• Steffie recommends: https://scholar.google.com/.
• Graham recommends The Reason I Jump by Naoki Higashida.

Presented and produced by Seán Delaney.

On this week's programme I am joined once again by philosopher and retired primary school teacher, John Doyle. In the interview, John reflects on the role of questions in teaching.

Presented and produced by Seán Delaney

On this week's programme I bring you the third and final part of my interview with David Didau, author of What if Everything You Knew about Education Was Wrong? Among the people and websites referred to in this part of our discussion are the following:

The Neuroscience of Intelligence by Richard J Haier

How to Teach by Phil Beadle

Dylan William

Dan Willingham

Doug Lemov

Rob Coe

My second guest this week is Jane Shimizu who is a primary teacher in a DEIS school in county Galway. For many years she kept a busy classroom blog and current updates are on the school website. As part of her discussion on science week, she mentioned the website www.rokit.com.

Presented and produced by Seán Delaney.

On this week's programme I welcome back a guest who was on the programme before, Brendan Culligan. Brendan was a keynote speaker at the 2017 annual conference of the Literacy Association of Ireland. His presentation was titled “More than one hundred and twenty five years of Crushing ‘Garlic’!" - in which he honours the memory of an educator who had insightful ideas about teaching spelling.

Presented and produced by Seán Delaney

This week I bring you the second part of my interview with writer, blogger, speaker, trainer and former English teacher David Didau. We focus particularly on his book, What if everything you knew about education was wrong? Among the topics discussed are the following:

• How teachers can use research
• Why less feedback is more
• Carol Dweck’s research on mindsets
• The difficulties in telling if what children learn is retained or transferable
• Why a sat-nav is the perfect “assessment for learning machine”
• The illusion of knowledge
• Assessment for learning
• Why testing should be rebranded as quizzing
• Why differentiation is a “dark art”

Presented and produced by Seán Delaney.

On this week's programme I speak to David Didau, who is also known as "The Learning Spy." I wanted to find out more about his book, What if everything you knew about education was wrong? Among the topics discussed on the programme with David are the following:

• Opportunity costs in teaching
• Choices teachers make
• Criticism of the teacher education he received
• Who he trusts on questions about education
• How teachers are acquiring incorrect information about education
• The lack of evidence behind learning styles and educational outcome

On next week's programme I'll bring you the second part of my interview with David.

Presented and produced by Seán Delaney.

On this week's programme I spoke to three people who presented workshops at the 2017 Annual Conference of the Literacy Association of Ireland. They were Claire Dunne from the Marino Institute of Education, Damien Quinn from seomraranga.com and Anne Burke from Memorial University of Newfoundland, Canada. Among the websites mentioned on the programme were:

Children's Literature Association of Ireland

http://bookcentre.ca/

https://www.goodreads.com/book/show/13586750-bully

Kidblog software

Animoto

Presented and produced by Seán Delaney.

On this week's programme Ciarán Gray from North Bay Educate Together National School and Company B talks about his own interest in dance and shares some of his thoughts on primary teaching.

Presented and produced by Seán Delaney.

On this week's programme primary school teacher Ciarán Gray talks about dance education and about Company B, the dance company he set up for young males. Ciarán teaches in North Bay Educate Together National School.

Presented and produced by Seán Delaney.

On this week's programme I speak to a young researcher, Craig Skerritt, who works in the Centre for Evaluation, Quality and Inspection, Dublin City University. We discuss how the work of Basil Bernstein can shed a light on educating students in schools serving areas designated as disadvantaged. We also learn about Craig's experience of teaching in England.

Presented and produced by Seán Delaney.

My guest on this week's programme is Laureate na nÓg, PJ Lynch, who is also an award-winning illustrator and author. I spoke to him on the occasion of his giving the keynote address at the 41st Annual Conference of the Literacy Association of Ireland, which held its conference in Marino Institute of Education on October 5 and 6 this year.

During the interview Pj Lynch referred to many children's illustrators and authors, including:Louise O'Neill, Derek Landy, Eoin Colfer, E.R. Murray, Matt Griffin, Nicola Pierce, Mo Willems, Lisbeth Zwerger, Sandy Turner, Oliver Jeffers, Chris Haughton, Niamh Sharkey and Marie Louise Fitzpatrick. He also mentioned the book, Gone Girl, by Gillian Flynn.

Presented and produced by Seán Delaney.

This week my guest on the podcast is expert on assessment, feedback and academic integrity, Professor Phillip Dawson from Deakin University. Among the topics we discuss on the podcast are the following:

• How academic integrity is learned throughout our lives – and how even Peppa Pig has been known to flout academic integrity.
• What a secondary school teacher needs to know about academic integrity – values and technical skills
• Academic integrity travels with us: Medical students who have more academic integrity problems have more professional integrity problems as doctors
• Acknowledging student work that is original
• Scalable feedback practices at feedbackforlearning.org.
• Text matching software (e.g. Turn-it-in) can help provide feedback at scale.
• Recognising patterns in errors legitimately made by students on a module
• Estimated instances of cheating among university students, by “outsourcing” their work, range from 6% to 16%
• When the student signals that an assignment is tough, the temptation to cheat appears, literally.
• Intellectual streaking and intellectual candour (Margaret Bearman and Elizabeth Molloy. The importance of faculty sharing their own experiences of receiving feedback with students.
• Contract cheating and blackmail. Lesley Sefcik and Jon Yorke.
• University faculty are more likely to spot contract cheating when they are looking out for it.
• Initial suspicion versus investigation of contract cheating
• Resources to combat contract cheating from the Australian Tertiary Education Quality and Standards Agency.
• Cheating and Assessment Project
• The difference between referencing blunders and contract cheating
• Where students are more/less likely to cheat: types of work, disciplines
• The work of Tracey Bretag and colleagues
• Designing assessments to minimise the likelihood of contract cheating
• Authentic assessments
• Benefits of few, enforceable authentic restrictions
• Review of authentic assessments by Villarroel et al (2020)
• Article on authentic assessment and authentic feedback by Dawson, Carless and Lee (2021).
• Assessment rubrics Article by Dawson
• Article 1 and Article 2 on assessment by James Popham: and
• Analytical, holistic and co-constructed rubrics
• Alfie Kohn podcast
• Winstone and Bowd (2020): the need to disentangle assessment and feedback in higher education
• Pitt & Norton (2017) Student Responses to feedback
• Sustainable assessment and evaluative judgment
• One person who inspires Phillip is his boss, David Boud: https://www.deakin.edu.au/about-deakin/people/david-boud.
• One of David Boud’s articles on sustainable assessment.

Presented and produced by Seán Delaney

This week I bring you the second part of my interview with Dr. Sandra Austin from the Marino Institute of Education on garden-based learning.

Presented and produced by Seán Delaney

This week I speak to scientist, horticulturalist, and educator Dr. Sandra Austin about her research on school gardens. Sandra Austin lectures in social, environmental, and scientific education in the Marino Institute of Education.

Presented and produced by Seán Delaney.

On this week's programme philosopher and retired primary school teacher, John Doyle, explores his relationship to the Irish language. It's a complicated picture but one that he attempts to portray because it informs his teaching of the language. He considers such excavation for teaching as being like the preparation a boxer does in the gym before stepping into a boxing ring for a fight. The essay is abridged in order to fit in the 30-minute duration of the radio programme.

Presented and produced by Seán Delaney.

On this week's programme, philosopher and retired primary school teacher, John Doyle, reflects on teaching. First he uses the boxing ring as a metaphor for the classroom and preparation for teaching is like the time spent in a gym. Later in the programme he answers questions on books that influenced his teaching and advice for a beginning teacher. John taught for several years in St. Brigid's National School in Castleknock; I first met him when I was placed as a student teacher in his class in the mid 1980s. 

Presented and produced by Seán Delaney.

On this week's programme I continue my interview with Dr. Michael Flannery from the Marino Institute of Education about the teaching of visual arts. We spoke to mark the launch of the new Master's in Education Studies course in the Visual Arts offered by the Institute.

Among the topics we covered in this part of the interview were the following:

• The kind of art he likes
• Do you have to be good at the visual arts to teach it well?
• The role of specialists in visual arts education
• Incorporating imagination, integration and innovation into a teacher education course
• Bringing children to work on visual arts using the college facilities
• The new Master’s course in visual arts offered by Marino Institute of Education
• The benefits of slowing down

Presented and produced by Seán Delaney.

On this week's programme I speak to Dr. Michael Flannery from the Marino Institute of Education about the teaching of visual arts. We spoke to mark the launch of the new Master's in Education Studies course in the Visual Arts offered by the Institute.

Among the topics we covered in this part of the interview were the following:

• How he became interested in the visual arts
• Benefits for children in learning visual arts
• Stages in producing visual art
• Starting points for visual art lessons
• Introducing children to genres or kinds of art that are often neglected
• Stages of development in learning art
• Using art to mark significant events in the school year
• Assessment in the visual arts

Presented and Produced by Seán Delaney.

On this week's programme I bring you interview sections from previous guests which did not fit into the space available in the original programmes. First we hear Stanford University Professor of Education, Hilda Borko who talks about how she does her research. Then Dr. Katie Novak discusses the challenges and opportunities involved in applying Universal Design for Learning principles. Finally, Professor Akihiko Takahashi from De Paul University presents a Japanese perspective on mathematics teaching and on education more generally.

The programmes they orginally featured on are here:

Hilda Borko

Katie Novak

Akihiko Takahashi

Presented and produced by Seán Delaney.

On this week's programme I bring you an interview I conducted with Stanford University Graduate School of Education Professor, Hilda Borko. Among the topics we discuss are the following:

• Summer schools for children in the United States
• Professional Development for science teachers
• Argumentation in science lessons
• How she uses video in professional development
• Work she is most proud of in education to date
• Key ingredients of professional development for teachers
• How she chose a career in education
• How she started a school when she was a graduate student

Presented and produced by Seán Delaney.

On this week's programme I bring you the second part of my interview with members of the Mulcahy family who are originally from Cork but who are now working as education professors in the United States. Donal G Mulcahy and Cara Mulcahy are in the School of Education and Professional Studies at Central Connecticut State University. Donal E Mulcahy is a professor and Director of Elementary Education in the Department of Education at Wake Forest University.

Among the topics we discussed in this part of the interview are the following:

• Donal G's career trajectory
• Comparing features of the US and Irish education systems
• The establishment of the Education Studies Association of Ireland
• Diane Ravitch and her influence in US education
• What constitutes a liberal education?
• Having faith in teachers
• Sources of Inspiration

Presented and produced by Seán Delaney.

On this week's programme I interview three members of the Mulcahy family who are originally from Cork but who all work as education professors in the United States. The father, Donal G. Mulcahy, and daughter, Cara Mulcahy both work in the School of Education and Professional Studies at Central Connecticut State University and Cara's brother, Donal E. Mulcahy is a professor and Director of Elementary Education in the Department of Education at Wake Forest University. They each addressed the 2017 annual confernece of the Education Studies Association of Ireland, of which Donal G. was a founding member.

Among the points raised on the programme are:

• The purpose of Education
• Control of education and the role of teachers, policymakers, administrators, foundations and corporations
• The workshop approach to teaching reading and writing 18’26” Authors referred to include Lucy Calkins, author of The Art of Teaching Writing; Linda Rief, author of Seeking Diversity: Language Arts with Adolescents; and Nancy Atwell, author of In the Middle.
• Why policymakers pay insufficient heed to education research.

Presented and produced by Seán Delaney.

On this week's podcast I speak to Professor Gregory Cajete from Santa Clara Pueblo and the University of New Mexico about indigenous education and what contemporary western education can learn from such rich traditions. Among the topics we discuss are:

• Belonging to the Tewa tribe and what is particular about that tribe.
• Numbers in different tribes such as the Navajo, Cherokee, the Hopi and the Tewa.
• Being the first member of his family to attend public school
• Previously native Americans would have attended federal boarding schools (created by Pratt), with a basic academic curriculum
• Professor Cajete refers to “Charles Pratt” but this may be a mistaken reference to Richard Henry Pratt, to whom the expression “Kill the Indian, save the man” was attributed.
• Tribal College Union established in the 1970s (36 colleges – like first and second year of colleges; giving 2-year degrees)
• Defining indigenous education: Distinction between native American students attending US public schools (including the Bureau of Indian affair schools and religious denominational schools) – education as assimilation versus traditional indigenous education including stories, history, customs and language of the people.
• Relationality as the basis of indigenous education – developing a relationship to the place in which we live
• In indigenous education people ask the question, “how am I related to this?” versus the predominant “western” question “What is this?”
• Currently attempts are being made to introduce native American language, culture and traditions into US public schools
• Epistemology (how we come to know what we know) of indigenous education involves storytelling, ceremony, participation in community, rhythm and dance.
• Axiology (what is the focus of/what has value in?) of indigenous education is about establishing a balanced relationship with your environment, including human and other-than-human entities; a place-based world view (based on where you live).
• Logic of indigenous education is ecological and is one of balanced interdependence. It is part of an understanding that everything you do impacts everything around you.
• The Lakota people say “We are all related.”
• The “intractable conflict” between indigenous education and public school education in the United States
• Why the curriculum focused on subject-matter is object-focused and parts-oriented whereas native education is ecological, sustainable and holistic.
• Shortcomings of the subject-based curriculum include that it doesn’t teach for relationality or about the ecological mandate, the pre-requisite for sustainability; these are “specialised fields” whereas in indigenous education, you learn these from the day you’re born and reinforced consistently throughout one’s lifetime. Consequently you acquire a life-centred focus.
• Many native artists are entrepreneurial while maintaining a traditional viewpoint. An economic focus is on benefiting the community, not just oneself.
• Gary Nabhan is not native American but he writes about native forms of agriculture.
• Enrique Salmón too has written on this topic.
• Books Greg Cajete has written:
  • Look to the Mountain
  • Igniting the Sparkle: An Indigenous Science Education Model.
  • Native Science: Natural Laws of Interdependence 
  • Spirit of the Game.
  • Indigenous Community: Rekindling the teachings of the seventh fire.
  • Native Minds Rising: Exploring Transformative Indigenous Education
  • Sacred Journeys: Personal visions of indigenous transformation
• Values that underpin indigenous education
• O. Wilson’s biophilic sensibility – caring and empathy for each other, caring and empathy for the natural world and caring and empathy for your soul
• The indigenous stages of developmental learning; finding the essence of your soul.
• Question: What does it mean to become a full human being? Chant: One must first find one’s face (you identity), one must then find one’s heart, finally one must find one’s foundation (what you stand on) in the context of relationship, responsibility, respect and resonance, with one’s self, one’s community, one’s place, then with one’s world, within the context of your relationship with the cosmos.

Presented and produced by Seán Delaney

On this week's programme I bring you the second part of my interview with Jacinta Kitt to mark the publication of her book, Positive Behaviours, Relationships and Emotions: The Heart of Leadership in a School by the National Association of Principals and Deputy Principals. Among the topics we discussed in this part of the interview wiere the following:

• Cooperative learning
• Democratic relationships between teachers and students
• Managing your emotions in teaching and leading
• Preventing workplace bullying in teaching

Presented and produced by Seán Delaney.

On this week's programme I speak to Jacinta Kitt to mark the publication of her new book Positive Behaviours, Relations and Emotions: The Heart of Leadership in a School published by the National Association of Principals and Deputy Principals.

Presented and produced by Seán Delaney

On this week's programme I bring you the second part of my interview with Professor Kathy Short from the College of Education at the University of Arizona. In this programme she talks about how she became interested in inquiry-based learning, the Worlds of Words initiative she established and about being on the award committee for the Caldecott Medal. She was in Ireland to address the Symposium on Inquiry Based Learning organised by the Marino Institute of Education to mark the launch of a new masters degree in inquiry-based learning being offered in the Marino Institute of Education.