Episode 208: Building Bridges Between Sessions – Featuring First 5 Alameda County

First 5 Alameda County funds innovative programs and advocates for policies that produce better futures for children up to age 5. Beth Hoch from First 5 Alameda and Shawn Bryant from the Teaching Excellence Center talk about adapting “Mind in the Making”, an impactful training on children’s brain development, to a virtual setting. GLP consultant Sylvia Saenger shares how the addition of micro-learning nuggets helped increase the transfer of learning from the virtual sessions to their daily work.


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This show is produced by Global Learning Partners and Greg Tilton JR.

Theme music: ‘Pretty Face’ by Una Walkenhorst.


Read the transcript for the episode below.

Meg (11s): Hello, and welcome to Shift the Power: A Learning-Centered Podcast, where we talk about the revolutionary power of a learning-centered approach. Through this podcast, we hope to inspire creative thinking and provide practical tools and techniques to deepen learning through dialogue.

Peter (27s): I’m your host, Peter Noteboom. Today we’re joined by GLP Consultant Sylvia Saenger, Beth Hoch from First 5 Alameda in San Francisco and Shawn Bryant from the Teaching Excellence Center in Philadelphia. They’re here to talk about their recent experience adapting their training called Mind in the Making to an online setting in response to COVID-19. They brought Global Learning Partners in to help increase engagement and learning transfer. Welcome Beth, Sylvia, and Shawn. So to start off, could you please tell us just a little bit about yourself and your organizations? Maybe we could begin with Beth and then Shawn, if you could say a word about yourself and your organization and then Sylvia.

Beth (1m 16s): Hi! Thank you, Peter. Yeah, I’m Beth Hoch. I’m a licensed clinical social worker and I work as the Training Administrator at First 5 Alameda County. And we’re one of the commissions in California that is housed in Alameda and we get our mo- a lot of our money from Prop 10 that passed about 20, 22 years ago, that goes to programs that serve families with children zero to five. People can find information on First 5 website in California and learn more about our mission and our vision and what we do. But my role in particular is to build learning opportunities and events and capacity building opportunities for providers in Alameda County.

Shawn (2m 1s): I’m Shawn Bryant, Founding Director of Teaching Excellence Center. Came into this work with Beth on a variety of trainings, professional developments over the years. The Teaching Excellence Center basically provides professional development to adults with the goal of, you know, elevating their knowledge, their skill, their ability, and their disposition around how they enter the vast work of working diversely in this term called “early childhood education”.

Peter (2m 29s): Thank you, Shawn. And Sylvia —

Sylvia (2m 32s): Peter, thank you. So I am Sylvia Saenger, I’m a Partner here with Global Learning Partners, and I’m really excited about this work that we’re going to share today, working with First 5 Alameda in the specific area of learning transfer, using what we call learning nuggets.

Peter (2m 47s): Excellent. So what were we want to learn more about is your experience with this Mind in the Making course and Shawn, you’re the one most closely connected to that. So could you just tell us a little bit more about what that is? I mean, you’ve already hinted at it. You’ve given us a few- a bit of information, but what’s taught in that course? And how did you initially adapt it to an online setting?

Shawn (3m 8s): So I’m going to take a step back and then bring us to the present. So Mind in the Making is based on Ellen Galinsky’s bestselling book “Mind in the Making: The Seven Essential Life Skills”. So from that bestselling– New York Times bestseller, the modules came out of that, which really looks at the best science around neuroscience, psychology, early childhood education, developmental science — putting them together around what really works well for children, no matter where they are and who they are. And what do adults need to promote what works in young children? So Mind in the Making isn’t mine, I’m a certified national trainer. It is copyrighted material that’s owned by — the Bezos Family Foundation actually houses it and kind of encapsulates Ellen’s work to create a cadre of trainers across the country. So from that model where I was trained, I was able to bring it to First 5 Alameda County in California to offer a series of trainings. A training for the larger community, and then the training of trainer module for them to keep it going to consistently train others in Mind in the Making.

Peter (4m 21s): You’ve made the perfect link for me to Beth. Beth, you, you reached out to the Center for Teaching Excellence and the Mind in the Making course, but how does it fit into your work at First 5 Alameda? Can you tell us a little more about- about that work?

Beth (4m 36s): Sure, sure. At First 5 Alameda County, we work really hard to provide support and capacity building to providers, working with young children, zero to five, and their families in the community. And Shawn is really a consummate trainer and someone that we use a lot, and about a year ago, as everyone knows, we hit the pandemic and all of our in-person training stopped and we needed to flip pretty quickly to an online way of providing training. And Shawn changed over right with us and helped us move to an online platform using Zoom. And one of the things we know about training and about change in practice and development, of any kind, young children and adults, is that it’s really about a relationship that you have with the trainer and also with the content.

And we, you know, here we were on Zoom, just looking at people’s heads and feeling very flat. We thought, what are we going to do to help deepen this experience that people are having on Zoom? And I saw an email that came through from Global Learning Partners about this new venture they were taking on called “learning nuggets” and had a light bulb, and reached out to say, “look, we’d like to pilot this, because we really think that this might be a way for participants to deepen their relationship with the learning the content and also with the trainer.”

So we, we started out with a little pilot of a two-series training with one of our trainers Daralong Griffin on strengthening families and family engagement. And got really positive results from the pilot. And so then knowing that we had these two series of trainings coming up Mind in the Making the general course, and then Mind in the Making train-the-training series, we decided and asked Sylvia if she’d help us create these “mind minutes,” I think we called them.

Peter (6m 47s): You know, I can hear just listening to both of you talk that you’re- you’re adult learning professionals. You’re, you’re speaking about all the principles of adult learning that are well-known. We don’t always practice them very well, and especially moving into two-dimensional Zoom platforms and other online things, as you said, it can sound and feel kind of flat. I wonder if you could just tell us a little more about what came to mind for you when you saw that opportunity from Global Learning Partners about these learning nuggets and what was your vision — initial vision — for what difference that might make in your work?

Beth (7m 24s): Sure. Well, you know, to be honest, we’ve been wanting to do online- more online training. We have the opportunity to provide training to early care and education professionals and early childhood professionals from all different disciplines, and not all counties are able to bring in the kinds of trainers that we have. So we really wanted to be able to spread our trainings out to a broader community, which would have only happened pre-COVID by virtual types of events. So it’s something we’ve been wanting to do, but we literally did not have the bandwidth, physically and time-wise, we didn’t have the bandwidth.

So knowing that we were- we were turning to this new platform, we knew that we needed to add other things to our palette of training. One of the things that’s another adult learning concept is micro-learning — little- little bites of learning that people can do. And thinking, okay, how can we add that? How can we add little micro-learning moments? So that early care and educational professionals of all kinds can have a moment to think about the work that they’re- that they’re in and the families that they’re working with, and, you know, learning nuggets seem like and has proven to be a great resource to make this happen.

Peter (8m 46s): You know, I’m so curious to hear from Sylvia. But before we go there, I still want to hear yet from Shawn. What about you, when Beth started to talk you about Mind in the Making, plus these micro-learning and nuggets and some of this other additional layers to it, what was your reaction? What opportunities did you see or challenges did you forget?

Shawn (9m 8s): I stepped in and embraced it immediately. I think —

Beth (9m 14s): Yeah.

Shawn (9m 16s): You know, each time First 5 has attempted to like position and elevate how they’re servicing such a large county with so many diverse needs, even at- at the beginning of the pandemic. I actually had a training scheduled that Monday and Beth was out of the state. So I was literally flying back to California and got a text message around — “You’re going to be doing a Zoom and people might show up.” So it was really weird. There were 11 people in the room with me, but I was on a Zoom with like 50 people watching me. And learning through that experience. So I feel like that was like the launching pad for what was about to happen over the next 12 months.

So when Global Learning Partners was introduced, I said, “Oh, this looks like it’s going to be extremely rich” around Beth and I having conversations around how do we support the ongoing learning so that it’s not a one and done? So after they leave the training space, what can we do to support it — around them, learning it, putting into action and really going deeper? And the text messaging, learning nuggets I felt, and I think Beth agreed, was a perfect blend of one of the things we were, we were looking for. So it was for me like a hand-in-glove or a natural, a natural pairing.

Peter (10m 33s): Hmm. When you use that phrase about, you know, what will they do afterward? I had one of those Jane Vella moments where she used to say, “I got shivers up my spine.” Interesting to hear you- you say that. Sylvia, what about you? What did it feel like to be connected to have that first connection with Beth? And how, how did you decide how to respond and approach the challenge of, you know, really increasing both engagement in the learning itself, but also afterward — the transfer?

Sylvia (11m 2s): Yeah, that was, it was actually great because Beth and Shawn, as you can tell, both they’re amazing people who understand adult learning and they also very much care about relationships and engagement. And really that’s what learning and learning transfer is all about. And it was just so exciting to work with them, because, first of all, it’s obvious Shawn knows his stuff. He knows the material, he understands his audience. And so when you’re going to try to put together learning nuggets, which are small asks of people — they’re delivered to a phone and they’re delivered over time at any particular cadence or frequency that we decide is necessary.

But the idea is that between the live events, they are ways to engage people. And it sounds pretty easy, but it’s actually, it’s not the easiest thing in the world to actually do, unless you have trainers and people who really know the content. And boy, that was just wonderful, because Shawn clearly knew his- knew his material and knew the audience. So it really, I was excited the very first time we met, I was like, “Oh, this is going to be good.”

Peter (12m 19s): Okay. Can you paint that picture for us just a little more? I mean, we really have listeners here, none of us have it in front of us on a phone or on a screen. What kind of things come through that- that- that phone that- that are these micro-learning moments or nuggets? Is it a text, a video? What kind of things can come through there?

Sylvia (12m 41s): So, great question. Really, anything can come through there, and that’s the really neat part. What we know is everybody looks at their phone all the time, and SMS messages or text messages can really contain anything. So basically what we do is we send th- they can either be just short messages that, you know, a simple statement — ask you to do something or think about something — or they are a message followed by a link. And that link takes you then into a very app like experience. So you’ll have basically information on the screen and that information could include a video, it can include images, it can include text, and then they invite the learner in.

So they invite the learner to engage with either the video or the text or whatever it is that’s, that’s presented, they invite them in. So for example, one of the things that Shawn did so beautifully is — you can tell, Shawn knows how to engage people, and he- he is very beloved. I would literally get texts going, “Oh, Shawn was so great in that video” — responses and stuff, but basically you can, Shawn could record a video and we could put that in, on- on a nugget and then he could invite a response. So a very simple prompt and he could invite a response. So we did a lot of use here for Mind in the Making, we did a lot of use of video and very short, very quick prompts.

Peter (14m 17s): So were, was that all pre-designed as part of the course? Kind of queued up like any other curriculum or learning design, or was it in some way responsive to, you know, every session?

Sylvia (14m 29s): It was, it was very responsive. So what we did, Shawn and I got together before the class, before the session started and what we did was we created the skeleton, and we mapped out kind of, how frequently did we kind of want to touch the learner? And with, with what kind of prompts? And how did we want these to build? So again, Shawn knows this material so well, so he knew kind of where are the sticking points? Where are they going to have trouble? Where do they need to practice? And so basically we laid out a cadence of, so the sessions, the live sessions were on Thursdays, and then we decided that we would do nuggets anywhere from — it- it really varied every week, one to three nuggets before the session. So Monday, Tuesday, Wednesday. And then after the session on Friday, there was always, we kind of called it our culminating or synthesis nugget, the Mind in the Making content.

And I don’t want to get into this too far. This is Shawn’s arena, but it culminates in creating a plan. The way we did this was we kind of designed the nuggets so that we would get them ready for the session, and we would have them practice what they had learned before the session happened. And then, after the session, we would ask them for a plan. So we set up this- this cadence ahead of time. We had that notion and we laid them out.

But then every week we would get together after Shawn’s teaching and we’d say, “okay, you know, what do we like about this? What do we want to tweak? How are we going to do things differently?” That kind of thing. So it was a very iterative design, even though we had a framework in place that we pretty much followed.

Peter (16m 17s): Good story. I love- I love hearing about that- that experience. Shawn, could you- could you help bring this to life for us a bit? What was that experience like for you? How did you notice that- that, you know, extended your already extensive practice and of- of adult education? Was there a moment when a light bulb went on for you?

Shawn (16m 39s): I think throughout the whole process, light bulbs were going on for me. I think from the very beginning of like removing the nature of how humans learn — elbow-to-elbow, knee-to-knee — like that in-person, cause relationship is at the center of it all, and even it’s at the center of Mind in the Making around building healthy relationships with children and promoting those goals in your self as an adult so that you can then promote it in a young child. So for me, because the Zoom kind of in many ways, took us away from being able to sit at a table with other people, get to know them, hear their story, share your story, and be reflective without even knowing that one is being reflective.

The learning nuggets for me, the light that went off was — wow, okay. So we get to do that thing. We’re going to learn, they’re going to do some sharing, but we can’t spend as much time, because we can’t keep them here for eight hours. You know, it’s a short burst of time, but in between the week, this is a great way for them to dig deeper on their own and reflect back to me as a facilitator, they’re learning, because I could see what they were typing in, it come on the sheet. Then I could see, Oh, this person has it in terms of like the, the learning journey, which starts with like the finding the life skill. So let’s say the life skill is focusing self-control perspective, taking, communicating, critical thinking, and taking on challenges.

Then we define that. Then it would go into, you know, what are they going to understand? And then what are they, what is the behavior change? And then it would end with like, we would go through the research behind it. Then they had to create a plan of, this is what I’m going to do as an adult to build the skill in myself. And then I’m creating a plan to promote it in young children, which is fundamental. They’re not going to say, I want the kids around me to do this, or what my child to do this. What am I specifically doing in terms of behavior change to promote this. We were able to see their thinking behind it using the nuggets from all the participants would usually never happens. In live sessions what often happens is you hear from five people who speak up from the time it starts until the time it ends. So you don’t hear from the other people. So here I was able to actually read through and see the thinking, then embed their thinking into the next session. So when they would come to the session, I would have some of them on the screen. You know, ones that were done really well, where they fundamentally understood it. Other people who were having some difficulty with the planning process and the goal setting. In- in real time, without saying who who’s it was of course, but go through it. And then where others were completely off the path, really giving them the lived examples of these are the people you’re learning with and how we’re all at different places.

And that’s okay, but let’s all get to this place, and kind of tweak or course correct what- what’s needed to get there. And for me, those were all light bulbs. Those were all light bulbs because it really helpful to go back and say, Oh, you know what, I’m going to create another goal planning for myself the next time and get better at it. So that practice piece was really, for me, the other light bulb, they were just light bulbs throughout the whole process.

Peter (19m 56s): Practice. So important. And then another kind of idea I heard you talk about was congruence. You know, what’s going on in the course itself, you’re actually practicing, and the way you’re doing things too — the relational piece, especially. So, you know, it’s fascinating to hear Sylvia and Shawn, you tell the stories about, you know, how that happened with Mind in the Making. But Beth, you’re the one who has the people who are going through the programming. What did it feel like for you?

Beth (20m 24s): It’s just been a wonderful experience. You know, we, at First 5 Alameda County, we use public money. It’s public money that- that runs our program. A lot of our programming with other funding too. But we want to provide training and capacity-building opportunities to the providers in our community that really enhances in and is something that they want and that they’re looking for. And so to be able to add another tool to our strategy to make that happen was, you know, a wonderful opportunity. And I have to say our, the leadership team at First 5 being willing to take on this pilot and be able to provide this opportunity for the participants in Mind in the Making has really been wonderful.

So I think, I can’t imagine us not using this- using learning nuggets in some form or fashion with our training in the future. We, we we’ve already, we do a pre-survey and we do a post evaluation, and then we do an evaluation three months later to help people remember about what they learned three months ago, and see if they can give us some feedback about how has that impacted their work, and use that as our data for reporting. And this is just another tool that we can use for data collection and to see if indeed, you know, we are not just providing new information, but changing practice — are people getting what they need and changing their practice in a- in a good way.

Peter (22m 6s): You know, it seems that the demand for- for this and the development of it has really come because of the pandemic in some way with people moving online. But I can see that it’s going to continue well afterward, too. You know, I know just listening to you, I can get just very excited about adult learning principles and techniques and ways of doing things, but the real proof is in the learners. What did you hear from the learners?

Beth (22m 33s): Oh, we had so many positive comments. I was looking through some of our evaluation data and looking at some of the comments and, you know, we could spend another hour or so going over some of those. But, you know, one thing that struck me was that people commented on Shawn’s ability to give them a moment to think about what it is they’re doing. A lot of the nuggets went out when people were actually in their work, and if they’re an early care and education professional, or they’re out in the field, working with families or doing their work at home, they could actually — live, while they’re working with someone while they’re getting ready to go on a Zoom visit with somebody — look at what this nugget said, and with Shawn’s voice and this little videos feel calm. A number of people commented that it made them think, and it helped them stay engaged in the topic and actually use these concepts and think about them while they were in their practice, working with a child or a family. And reminding people, somebody said, “I felt encouraged during my everyday work with families and young children, and to think about the topics and what else I could do with this family I’m working with.” There just were so many that– there just were so many comments. It was pretty remarkable.

I think another thing I’d like to just add that I noticed was when you have people in-person, in the classroom, you’re very, you’re out. You and you speak up, you raise your hand and you make a comment. You- it’s kind of vulnerable. You’re you’re out there and you’re, you’re kind of vulnerable. But with the learning nuggets, people were able to respond to the prompts in a very honest way. I think maybe even more so just feeling, I think people were very transparent about where they were with the learning and how they were understanding it, and maybe what other kinds of things they needed to know. So it- it almost felt like we got maybe a deeper level of information from- from folks. I don’t know, Shawn, what do you kind of agree with that?

Shawn (24m 51s): I think you’re spot on Beth. I think just the way the, the text messages and the learning nuggets help us to situate the learning — that we’re in this space with everyone, there’s some learning there and then they’re gone. And they’re like at the course of the day, when things are beginning to wind down, you know, they’re getting this little one minute video from me. So it really, again, attempting to have that relationship piece where they got to hear my voice again, thinking of neurodiversity, you know, some people need to hear someone read the instructions while others prefer to read it. So giving them choice in the prompts that they would then go into for me was, I think I agree with you, Beth. It all melded really well together.

Beth (25m 38s): And people were quite vulnerable in some of their comments.

Shawn (25m 41s): Yeah. Cause, cause they had, they were able to do it in the comfort of their car, their home, their office. So it wasn’t, I just wrote this really personal thing down. Now you want me to raise my hand and share it in a room for the people I don’t know, or for people who I do know because I work with them every day and I don’t want them to know this about me. So I, I think the learning nuggets really remove that barrier of “I can be vulnerable, but just with myself and at the same time simultaneously help someone else who may have the same thought that I have,” but we have the anonymity city because our names are removed from it. And I get to do it in this space. That’s not rushed or hurried.

So the facilitator isn’t saying, we’re going to take three minutes and do this. It actually can take me what 12 minutes to do this. Or I could start it and come back to it. So I think all of that enriched the learning transfer for the- the adult learners in, in this, in the Institute.

Sylvia (26m 39s): And if I might- I might add, Shawn, you know, when you and I would get together, you could see. So as we met week after week, you could actually start to see the responses, get deeper. You know, they were getting it. So the first week, you know, a few people got it, you know, spot on. And Shawn had a few examples, he could work. But by the end he had a lot more examples that he could use as, you know, lift up as the absolute positive examples. And so you could really feel the learning deepen. You want to speak into that, Shawn? Cause I know we had a few conversations on that.

Shawn (27m 15s): I think, definitely. And I actually wanted to start with me, Sylvia, I think in terms of the learning process. And it was, I think it’s easy to miss this, that while we were situated on the attendees, the learning the process that Sylvia was having with me, I think it was iterative because you know, I’m in the work in a different way. She’s presenting this other learning tool that was new to me. So she was asking questions that forced me to become succinct and to, you know, articulate it with this other level of clarity around needing to create the nugget, needing to create a short sentence around what are they going to get — in terms of from us, cause I’m not there to respond.

So I think that for me, was elevating on my end to really support the learning differently. I think had Sylvia not been a part of that process, the questions probably would have been written differently and the feedback would have been different. So I think just all of that process of Sylvia and I going back and forth through that reflective process, that required a lot of editing, so when they received it I think their answers were so rich for a number of reasons. They were going through the process each week. So each week they were able to strengthen that muscle. And the process that we were doing behind the scenes supported that. So I think they all work together as a buildup.

Peter (28m 39s): You know, I get the feeling we’ve just started the conversation. There’s so many paths we could go down. There’s one I don’t want to neglect to go down, because I’ve heard you use this word now a few times, Shawn, and I would love it if you could just briefly say what you mean by it: “Neurodiversity”?

Shawn (28m 58s): In short, neurodiversity is like a traditional way of looking at learning. This notion of sit-and-get, there’s one person who’s in the front of the room, everyone else is sitting down and listening to that person, pour into you as a way to learn. Not that it’s bad or wrong, but what we know is most people don’t learn that way effectively. You know, what we’re doing is we’re capturing information that we think we can funnel into what we already know, and we carry it away if we can. That’s a very neurodiverse way to learn, but to actually engage adult learners, we’ve got to do more, which is that understanding of the diverse population that people learn in multiple ways. They need to engage with each other. It’s not just facilitative, but it’s interactive — in terms of serve-and-return. The facilitator isn’t saying, “I have all this knowledge that I need to pour into you,” but they’re facilitating this learning for each individual to think deeply about how they’re entering the work, no matter what the topic is, why are they there? How are they situating themselves and how do they, how can they take this back? Not just to work but in life, because much of what we do in early childhood transcends just being a human-being — around human kindness and how we treat ourselves and how we treat others around practices.

So oftentimes those are the pieces that are coming up. So understanding that so that people can continue with that and giving them appropriate tools to use when they leave the space, for me is a neurodiverse- neurodiversity that shows up, that is easy to miss because I think it’s easy to center yourself in — this is how I like to facilitate this is how I like to present and just move in that direction. And you know, and think, well, they’re going to capture what they can capture. But if we actually think of neurodiversity, which is really inclusion — thinking of, you know, when the other path of inclusion that we have multiple people with multiple lived experiences with multiple ways of knowing, multiple ways of doing who all show up in the same space.

So how are they actually — the neurodiversity word, I’m going to use it as attuned. How can a facilitator attune to the adults in this space that they’re sharing with them in-person or virtually? And there’s a way to do that, if we move away from just all things being neurotypical and more neurodiverse in terms of, in terms of learning. And we’re doing it right now, that we’re recording a podcast, which is a different way to learn and experience learning and knowledge and sharing, which is fundamentally different around how people have to hear. And they can hear it multiple ways. They can hear walking on their cell phone, they can hear driving in their car. They can hear sitting at the table. They can put it on while they’re cooking dinner. So this diverse way of taking in the knowledge, which is really different around the only way to learn is to show up in the classroom and have someone stand in front of you and give you things in the very, very neurotypical way, as opposed to being neurodiverse.

Peter (31m 59s): Thank you for teaching us, Shawn and Sylvia and Beth. I feel like I could use a couple of learning nuggets about now or shortly. I believe we need to, to wrap up a little bit, but I wonder if I could, you know, phrase this in a bit of a learning nugget approach. What were some key– What are some key takeaways for you from this conversation that we’ve had today? Beth– What, what really strikes you from what you’ve heard us talk about today?

Beth (32m 27s): Yeah. Thank you. I feel like adult learning in general can learn a lot from a preschool classroom. Talk about the diversity and the ways that the professionals there work with children in so many neurodiverse ways, giving them things to read, to touch, to taste, to experience learning. And I think, I think that’s what learning nuggets is bringing to the adult classroom are more ways for learning to transfer and for practice to change. So that’s what I’m kind of coming away with today.

Peter (33m 3s): That’s great. How about you Sylvia? What’s your big takeaway from our conversation?

Sylvia (33m 7s): The big thing that really happened with working with Shawn and Beth was recognizing how much when the trainer can really engage with the audience, how much you can use that in the learning nuggets. So Shawn was, he- he creates this wonderful relationship with people in the classroom and then he was able to record those videos, those very short videos and we were able to use them in the learning nuggets. And so people, they were really able to transfer that learning because it was their trainer, right there. You know, there it was Shawn, again, helping them understand, helping them take that richness and, and get it into their bones, as I say. That’s what nuggets help you do is just get that learning into your bones. And in this case with a wonderfully familiar face.

Peter (33m 51s): Great. Get it into your bones. What about you, Shawn? What’s your big takeaway from our conversation today?

Shawn (33m 57s): I think my big takeaway is two things. It’s more than one person. I keep hearing Sylvia name me, which I appreciate, but I think behind that, it wasn’t just me. It was Beth and Sylvia and Leah and a team of people who make, who made it happen. And the second thing is, I want to do it all over again. I want to like do learning nuggets, do another training and go deeper with it as an additional learning tool. So that’s, those are my two big takeaways.

Peter (34m 28s): Thank you, Shawn. Thank you, Beth. And thank you, Sylvia.

Beth (34m 32s): Thank you, Peter, for the opportunity.

Peter (34m 33s): Yeah, it was great to great to have this conversation that we’re really privileged to- to have you with us. As I move into the wrap up here, I’ll, I’ll follow our tradition of closing with an opportunity for you, the listeners to reflect on what you’ve just heard. And so I ask you: what was your big takeaway for from this session? What’s one way that you see that you might be able to shift the power and your learning events by using nuggets? And in what way do you think you could attend to more neurodiversity in your next learning event?


Meg (35m 20s): Thank you for tuning in to another episode of shift, the power, a learning centered podcast. This podcast is produced by Global Learning Partners and Greg Tilton, with music by Una Walkenhorst. To find out more about Global Learning Partners, whether it be our course offerings, consulting services, free resources or blogs, go to www.globallearningpartners.com. We invite you to sign up for our mailing list, subscribe to our podcast and find us on social media to continue the dialogue. If you enjoy the show, please consider leaving us a review on Apple Podcasts or your preferred podcast player. [ MUSIC FADES ]

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