Make It Mindful: Insights for Global Learning

Seth Fleischauer
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Make It Mindful: Insights for Global Learning is a podcast for globally minded educators who want deep, long-form conversations about how teaching and learning are changing — and what to do about it. Hosted by former classroom teacher and Banyan Global Learning founder Seth Fleischauer, the show explores how people, cultures, technologies, cognitive processes, and school systems shape what happens in classrooms around the world. Each long-form episode looks closely at the conditions that help students and educators thrive — from executive functioning and identity development to virtual learning, multilingual education, global competence, and the rise of AI. Seth talks with teachers, researchers, psychologists, and school leaders who look closely at how students understand themselves, build relationships, and develop the capacities that underlie deep learning — skills like perspective-taking, communication, and global competence that are essential for navigating an interconnected world. These conversations surface the kinds of cross-cultural experiences and hard-to-measure abilities that shape real achievement. Together, they consider how to integrate new technologies in ways that strengthen—not replace—the human center of learning. The result is a set of ideas, stories, and practical strategies educators can apply to help students succeed in a complex and fast-changing world.

  1. #78 AI Is an Entry Point to a Much Deeper Conversation About Education with AIEdu's Christian Pinedo

    3D AGO

    #78 AI Is an Entry Point to a Much Deeper Conversation About Education with AIEdu's Christian Pinedo

    In this episode of Make It Mindful, Seth Fleischauer welcomes Christian Pinedo of AIEDU to explore what artificial intelligence actually means for the future of education. Rather than focusing on tools or hype, the conversation digs into how AI is exposing deeper challenges in the education system—from outdated assessment models to the need for systemic change. Drawing on his experience at Stanford’s Institute for Human-Centered AI and now working directly with educators across the U.S., Pinedo argues that AI should not be treated as a technology problem but as an opportunity to rethink how schools prepare students for a rapidly changing world. Together, Seth and Christian explore how AI became “real” for educators with the arrival of large language models, why concerns about cheating are really conversations about assessment design, and how meaningful change requires both grassroots engagement with teachers and broader policy shifts at the state level. The episode highlights the importance of human-centered thinking, deeper professional learning for teachers, and the role of AI as a catalyst for broader educational transformation. Key Topics Discussed: How Christian Pinedo moved from classroom teaching to working at Stanford’s Institute for Human-Centered AI and eventually to AIEDU.Why large language models made AI suddenly real for educators after years of research and speculation.The concept of human-centered AI and why conversations about AI must include educators, policymakers, historians, and communities—not just technologists.Why teacher concerns about AI “cheating” are really conversations about assessment design in a digital world.The limits of focusing on AI tools instead of addressing deeper systemic challenges in education.AIEDU’s AI Readiness Framework, which outlines competencies for students, teachers, school leaders, and districts.Why sustainable education reform requires both grassroots engagement with teachers and grass-tops policy change at the state level.How AIEDU’s Teacher Trailblazers Fellowship creates deeper professional learning through multi-week, collaborative teacher cohorts.Real classroom projects emerging from the fellowship, including:Indigenous students exploring data sovereignty and AIStudents using AI to build a platform encouraging voter registration in rural communitiesThe difference between information and knowledge in the age of AI—and why friction in learning still matters.How international contexts change the conversation around AI in education, especially for English language learners and communities with different assumptions about privacy and data.Guest Bio: Christian Pinedo works with AIEDU to help schools and policymakers navigate the impact of artificial intelligence on education. A former classroom teacher, he previously worked at Stanford’s Institute for Human-Centered AI (HAI), where he explored how AI intersects with society, policy, and education. His work now focuses on helping educators and school systems develop the skills, frameworks, and policies needed to prepare students for a future shaped by AI. Host Bio: Seth Fleischauer is the founder of Banyan Global Learning and host of the Make It Mindful podcast. His work focuses on global learning, cultural competency, and the evolving role of technology in education. Through Banyan Global Learning, he develops live virtual learning experiences that connect students to people, places, and ideas around the world. Episode Links: AIEDU: https://aiedu.orgAIEDU Podcast – Raising Kids in the Age of AIStanford Institute for Human-Centered AI (HAI) - https://hai.stanford.edu/World Savvy

    45 min
  2. #77 Belonging Before Brilliance: Arts Integration, Wonderment, and Human-Centered Design with Ryan Nuckols-Rosa

    FEB 23

    #77 Belonging Before Brilliance: Arts Integration, Wonderment, and Human-Centered Design with Ryan Nuckols-Rosa

    Ryan Nuckolls-Rosa, Executive Director of Dramatic Results, joins Seth to talk about what it takes to build classrooms where students feel safe enough to create, collaborate, and think critically. They unpack “art scars,” why belonging is not a “nice-to-have,” and how arts integration and human-centered design can help students see themselves as problem-solvers early—especially in Title I contexts where time, space, and capacity are stretched thin. Along the way, Ryan explains Dramatic Results’ ecosystem approach (artists + community experts), why real STEAM work often requires slowing down, and how long-term partnerships with teachers shift what’s possible in the classroom. What this conversation gets into At the center of Ryan’s work is a practical claim: students don’t reliably take creative risks until the room feels emotionally safe—and that safety is built through routines, shared agreements, and adult modeling, not slogans. Seth connects this to his own experience watching a teacher reframe his son’s “mess” as creativity, and to the podcast’s broader focus on wonderment (and awe) as a driver of intrinsic motivation. Ryan also makes the case that design thinking (which Dramatic Results increasingly frames as human-centered design) isn’t just a student activity—it becomes an organizational operating system for identifying real needs, prototyping fast, and iterating without shame. Time-stamped highlights 00:00 — Who Ryan is; what Dramatic Results does; what this episode is about 01:58 — Early experiences: growing up in Asheville, identity, and seeking “bigger” worlds 04:14 — What a step team is (and why Ryan joined one) 06:21 — The through-line: belonging, curiosity, and interdisciplinary learning 09:18 — “Art scars”: early shaming moments that shrink creativity 11:41 — The sequencing Ryan believes matters: communication → collaboration → creativity → critical thinking 14:15 — Seth’s story: the art class moment that rewired his parenting assumptions 17:39 — How Dramatic Results supports teachers: modeling, relationship-building, and right-sizing expectations 21:27 — Concrete classroom moves: agenda visibility, shared agreements, co-designing space, and the sacred check-in 24:20 — Seth hears Responsive Classroom; Ryan clarifies STEAM vs arts integration 25:43 — Why true STEAM is hard alone; the ecosystem model and community experts 29:44 — Design thinking as human-centered design; prototyping as an anti-shame practice 33:42 — Lightning round: what Ryan is rethinking (the power of a single moment) 35:46 — Ryan’s media recommendation: Invisible Women by Caroline Criado Perez 37:54 — Funding uncertainty: could disruption force reinvention? 41:01 — What Ryan hopes educators remember: one person can matter more than they think 42:49 — Where to find Dramatic Results + connect with Ryan Mentions and references (from the conversation) - Dramatic Results - https://dramaticresults.org/- Power of Moments by Chip Heath - Invisible Women: Data Bias in a World Designed for Men — Caroline Criado Perez- Ryan Nuckolls-Rose on LinkedIn Guest Ryan Nuckolls-Rosa is the Executive Director of Dramatic Results, an arts education nonprofit based in Southern California. The organization partners with schools (often Title I), teaching artists, and community experts to build student belonging, collaboration, and creativity through arts integration, interdisciplinary learning, and human-centered design. HostSeth Fleischauer is the Founder of Banyan Global Learning—an international education company that designs and delivers live, interactive distance learning programs connecting students with new people, places, and ways of thinking.

    42 min
  3. #76 AI Is an Experiment: "Local Science" and Tech Hype Cycles with The Homework Machine's Justin Reich

    FEB 9

    #76 AI Is an Experiment: "Local Science" and Tech Hype Cycles with The Homework Machine's Justin Reich

    Justin Reich (MIT) on “local science,” AI hype cycles, and why schools need to do less. Justin Reich returns to the podcast with an “applied historian” lens: not dismissing generative AI as just another hype cycle, but insisting we treat early classroom uses as experiments—because history says our first instincts about new tech in schools are often wrong. We talk about what Reich learned while making the excellent podcast The Homework Machine (hundreds of teacher conversations, dozens of student interviews), why “policy” isn’t enough without social movements, and what educators can do right now while the research base lags behind practice. The throughline: experiment with humility, collect local evidence, share what you’re learning—and beware the trap of “efficiency” that just increases the amount of work schools try to do. A late pivot goes straight at the emotional core: if Justin had the power to “turn off” AI forever, would he? His answer is less about tools and more about what developing humans most need—time with their own thoughts, and time with each other. Key moments (approx.) 00:00 — Back on the show + Seth’s “homework” assignment: The Homework Machine 02:18 — “It is different… they’re all different”: tech revolutions and the education pattern that repeats 06:47 — Tech won’t solve inequality; social movements change norms, politics, and resource distribution 09:05 — The web literacy cautionary tale: 25 years of teaching the wrong methods 11:19 — “Local science”: teach as experimentation, then look hard for evidence it helped 15:11 — When there’s no historical control: talk to students, use “Looking at Student Work” protocols 18:49 — Why “big science” takes so long—and why expert practice has to exist before we can teach it 20:45 — The “copilot” problem: even elite engineers don’t yet know how to train novices well 32:46 — What’s likely to happen: business incentives degrade “consumer” tools schools rely on 35:06 — “Subtraction in Action”: schools are maxed out; improvement often requires doing less 38:57 — Listener question: if he could turn off AI, would he? 40:33 — The case for schools as a refuge from attention-harvesting tech: boredom, thought, and people Themes you’ll hear recur Reich draws a sharp line between healthy teacher experimentation and premature system-wide adoption. He argues schools can run experiments, but they should label them as experiments, gather some evidence (even simple comparisons), and share results—because otherwise we risk repeating the web-literacy story: good-faith instruction that felt right, wasn’t obviously failing day-to-day, and later turned out to be counterproductive. He also pushes against the fantasy that AI will “solve” structural problems (inequality, overburdened systems, disengagement) without political and social work. And he returns to a point that’s easy to miss in the AI noise: when systems get “more efficient,” they often don’t get simpler—they just try to do more. Links mentioned TeachLab Presents: The Homework Machine (TeachLab) — https://www.teachlabpodcast.com/ MIT Teaching Systems Lab — https://tsl.mit.edu/ A Guide to AI in Schools: Perspectives for the Perplexed (TSL guidebook page) — https://tsl.mit.edu/ai-guidebook/ Teacher Moments (digital clinical simulations) — https://tsl.mit.edu/practice_space/teacher-moments/ National Tutoring Observatory — https://nationaltutoringobservatory.org/ Closing thought If you’re waiting for definitive answers about “best practice,” this episode is a reality check: we’re early, the expert playbooks are still being invented, and schools can’t afford to improvise at scale. But you can run local experiments with honesty, protect what already works, and prioritize the rare thing schools can uniquely give students now: space away from the machines—space for thinking, writing, and relationship. Support for Make It Mindful is brought to you by Banyan Global Learning, creating live, human-centered global learning experiences that help students use language in real contexts—through virtual field trips and international collaborations.

    47 min
  4. #75 Systems Thinking for Clinical Impact with Karen Dudek-Brannan

    JAN 26

    #75 Systems Thinking for Clinical Impact with Karen Dudek-Brannan

    What happens when the “direct service” model—pull-out support, isolated practice, and heroic effort—doesn’t translate into real independence for students in real classrooms? In this episode, Seth Fleischauer is joined again by Dr. Karen Dudek-Brannan—speech-language pathologist, executive functioning specialist, and host of the De Facto Leaders podcast—to talk about what breaks down when clinicians become the bottleneck, why generalization fails (especially with EF and social “read the room” skills), and how to build systems that scale beyond one specialist’s calendar. Karen’s core argument is simple: even if schools had more money and more staff, direct sessions alone can’t carry the full weight of the cognitive + language demands students face. The answer isn’t “do more.” It’s design repeatable routines, simplify what works, and make it transferable—first to teachers, then to whole-building practices. We dig into: Why executive functioning doesn’t generalize well from isolated support sessions into classrooms—especially “soft skills” like social executive functioning and real-time feedback loops.The clinical decision-making bottleneck: how highly skilled clinicians unintentionally make themselves irreplaceable (and exhausted) by re-inventing everything.Why burnout often isn’t about being busy—it’s about not feeling effective (and why “self-care as escape” doesn’t fix the core problem).Karen’s idea of “clinical containers”: a way to organize EF and language work so you can iterate without chaos, and document without pretending your system is “finished.”Change management in schools: don’t go nuclear. Build a minimum viable version, pilot with willing partners, and scale through phased rollout.The practical reality: teachers don’t need “one more thing.” They need support that fits existing workflows and solves problems in their language, not yours.Lightning round Karen shares what she’s rethinking right now: micromanaging vs. scaffolding (when are you over-controlling, and when are you responsibly building capacity?).Her comfort-watch recommendation—surprisingly relevant to public-sector life: Parks and Recreation.We also surface a leadership tool Seth has been leaning on: The Coaching Habit (the “ask more, tell less” approach). (Leadership Foundations)One actionable starting point (Karen’s): If you want to shift from “I can’t possibly do building-wide influence” to actually moving the system: Create a non-negotiable block of weekly time to build the solution. The content of that block can change, but the container has to exist first. Links and resources mentioned Dr. Karen Dudek-Brannan — main site + leadership resources (drkarendudekbrannan.com)De Facto Leaders podcast (De Facto Leaders)Dr. Karen Speech — language therapy + “containers” training (Dr. Karen Speech and Language)The Coaching Habit (Michael Bungay Stanier) – 7 questions framework (Leadership Foundations)Prior Make It Mindful context: Episode 50 with Karen (Executive Functioning Part 2) + Part 1 with Mitch Weathers (Organized Binder)Organized Binder (Mitch Weathers) (Organized Binder)Guest Dr. Karen Dudek-Brannan is a speech-language pathologist and executive functioning specialist who helps clinicians and school teams build sustainable systems that improve transfer, reduce bottlenecks, and increase impact across the school day. (Dr. Karen Speech and Language) About the sponsor Support for Make It Mindful is brought to you by Banyan Global Learning, creating live, human-centered global learning experiences that help students use language in real contexts—through virtual field trips and international collaborations. If this episode moved you, share it with a colleague who’s stuck in the “we’re doing so much but nothing is sticking” problem—and leave a rating or review.

    41 min
  5. BONUS: Why We Trust Numbers More Than Words

    JAN 19

    BONUS: Why We Trust Numbers More Than Words

    In this short bonus episode, Host Seth Fleischauer reflects on a question sparked by a recent conversation with Stephanie Frenel of SchoolOps AI: why do schools so often default to quantitative data and shy away from qualitative insight? Drawing on his own teaching experience and conversations with fellow educators, Seth explores how numbers feel safer, more objective, and easier to defend—while words require judgment, confidence, and accountability. He contrasts traditional grading systems with narrative assessments at The Earth School, where qualitative data demanded deeper observation and, ultimately, better teaching. The episode makes a simple case for mixed methods and for reclaiming qualitative data as a rigorous, human-centered tool—especially in a system that often asks teachers to hide behind numbers.

    9 min
  6. #74 What School Leaders Actually Need From AI with Stephanie Frenel

    JAN 12

    #74 What School Leaders Actually Need From AI with Stephanie Frenel

    School leaders are drowning in data—test scores, surveys, observations, behavior reports—but starving for insight. In this episode of Make It Mindful, Seth Fleischauer is joined by Stephanie Frenel, founder and CEO of SchoolOps AI, for a deep conversation about what it actually takes to make sense of complexity in schools—and how AI can support that work without stripping out the human judgment that matters most. Stephanie brings a rare combination of experience to this conversation: former principal, instructional coach, systems-level leader, and now founder working at the intersection of school leadership and artificial intelligence. Drawing on her work at Fair Schools, Rocketship Public Schools, and Shusterman Family Philanthropies, she shares why mixed-methods data—quantitative and qualitative—is essential for understanding what’s really happening inside a school. Together, Seth and Stephanie explore how principals can move beyond dashboards and compliance metrics toward tools that surface root causes, support collaborative decision-making, and reduce operational burden—freeing leaders to spend more time with students, families, and teachers. This conversation is not about AI replacing educators. It’s about AI working quietly in the background to help schools become more coherent, more humane, and more responsive. In This Episode, We Discuss Why school leaders are overwhelmed by data—but still lack actionable insightThe limits of purely quantitative metrics in understanding student learning and school cultureHow qualitative data (observations, interviews, rubrics) can be analyzed responsibly at scaleWhat “mixed-methods” analysis looks like in real school improvement workHow SchoolOps AI integrates academic, behavioral, and social-emotional data without compromising privacyFERPA compliance, data security, and why AI shouldn’t retain student-level memoryThe role of AI as a collaborative tool for principals, coaches, and teacher teamsWhy coaching remains essential—and how AI can support, not replace, human relationshipsWhat meaningful impact looks like beyond test scoresA case study where triangulated data revealed student agency—not academics—as the real lever for changeAbout the Guest Stephanie Frenel is the founder and CEO of SchoolOps AI, a platform designed to help school leaders make sense of complex data systems through research-backed, human-centered insights. She is a Pahara Institute Fellow and former Teach For America corps member, with degrees from Georgetown University and Stanford University. Her career spans teaching, instructional coaching, school leadership, and system-level philanthropy, including leadership roles at Fair Schools, Rocketship Public Schools, and Shusterman Family Philanthropies. Recommended Listening Stephanie recommends: The Knowledge ProjectThe Diary of a CEOLinks & Resources SchoolOps AI: https://schoolops.aiStephanie Frenel on LinkedInMake It Mindful #26 Navigating Change and Ambiguity with World SavvyWorld Savvy - Building future-ready schoolsPahara Institute - Developmental opportunities for educationHost Bio Seth Fleischauer is the founder and president of Banyan Global Learning, an international education organization delivering experiential and distance learning programs that build global competency. A former classroom teacher, Seth explores how mindful innovation—across psychology, technology, and global learning—can strengthen education systems and support the wellbeing of young people. Credits Hosted, written, and produced by Seth FleischauerEdited by Lucas Salazar

    39 min
  7. #73 Global Competence Starts with Belonging: Managing Transitions with Valerie Besanceney

    12/29/2025

    #73 Global Competence Starts with Belonging: Managing Transitions with Valerie Besanceney

    In this episode, Seth speaks with Valérie Besanceney, an international educator, author, former Executive Director of Safe Passage Across Networks (SPAN), and current International Advisor on Transitions, Care, and Mobility Services for the Council of International Schools (CIS). Her work focuses on helping globally mobile students—and the educators and institutions that support them—navigate transitions with clarity, care, and a grounded sense of belonging. The conversation traces Valérie’s journey as a third culture kid, her early ease with adapting to new environments, and the later reckoning with identity, rootlessness, and belonging that many cross-cultural students eventually face. She describes how those experiences shaped her writing, her consulting practice Roots with Boots, and her broader mission to ensure schools understand that belonging is not a destination but a lifelong practice. Together, Seth and Valérie explore: Identity formation as a prerequisite for genuine belongingThe distinction between belonging and fitting in, and why the latter often demands self-abandonmentHow cross-cultural mobility affects learning, confidence, and relationshipsWhy help-seeking is an essential skill for all students—not only those who move between countriesThe systems-level work required for schools to create coherent, sustainable transitions-care programsThe role of teachers, counselors, admissions teams, parents, and students in building cultures of careHow intentional schoolwide practices can transform mobility from an isolating experience into one that strengthens self-knowledge and global competenceValérie also discusses her children’s book B at Home: Emma Moves Again and the companion My Moving Booklet, both designed to help young people name emotions, anticipate challenges, and talk openly with adults during relocation. Her core message: even in difficult transitions, you are not alone, and conversation—grounded in honesty and curiosity—is a powerful tool for resilience. A brief lightning round touches on linguistics in the age of AI, books that challenge us to seek out differing perspectives, and the value of connection during personal hardship. Books Mentioned Third Culture Kids: Growing Up Among Worlds by David Pollock, Michael Pollock, & Ruth Van RekenSeek: How Curiosity Can Transform Your Life and Change the World by Scott ShigeokaBelonging by Owen EastwoodDemon Copperhead by Barbara KingsolverGuest Links Valérie’s work: https://rootswithboots.com

    41 min
  8. BONUS: Is AI Slay or Cringe? Gen Alpha Weighs In

    12/22/2025

    BONUS: Is AI Slay or Cringe? Gen Alpha Weighs In

    In this short follow-up episode, Seth revisits a moment from his recent conversation with Karle Delo about student use of AI. While recording that episode, Karle mentioned catching a student actively using AI to cheat on math homework during her workshop—an anecdote that raised a question Seth forgot to ask in the moment: When she paused the workshop and asked students why any of this matters, what did they actually say? So Seth reached out afterward. Karle shared her students’ answers, and Seth decided to run his own tiny, completely unscientific survey by asking kids in his own life—from Gen Alpha to teenagers—how they think about AI, what they use it for, and what worries them. The result is a  snapshot of how young people are forming their early beliefs, habits, and anxieties around AI long before adults have caught up. This episode explores what Karle's students said, what Seth’s informal sample revealed, and what this all means for parents and educators who want to help kids build a healthy relationship with AI rather than default to avoidance, fear, or unchecked dependence. What Karle's Students Said AI will shape future careers. Students are hearing this in school—even if they can’t yet articulate the implications.Misuse leads to trouble. Kids associate AI with academic integrity issues, even if some (like a student Seth heard from) think, “My work is handwritten, so it doesn’t matter.”AI is a tool they’ll need later. This was the strongest theme, echoed repeatedly by Seth’s sample of students.AI can help, but overuse can stunt learning. Only one student in Seth’s survey—his daughter—expressed this strongly, with a visceral “this feels wrong” reaction.It’s advancing fast, and kids know it. Students feel the need to “keep up,” even if that feeling comes more from cultural osmosis than formal instruction.What Seth Heard from Kids in His Life Kids are already using AI in highly practical ways: A 10-year-old using AI to analyze a story draft, choosing which feedback to accept or reject.A student generating quizzes to help study.Another using it for creative programming.A teen redesigning his bedroom with his mom using AI for visualization.They’re also experimenting: One student making joke assignments with a deepfaked LeBron James.Another generating an image of himself with exaggerated features “for fun.”But beneath the experimentation sits a surprising emotional and moral range: Environmental concerns. Kids who care about climate see AI’s energy use and question whether it’s worth it.Moral boundaries. A young musician is troubled by AI systems that can copy an artist’s voice or style without permission.Therapeutic utility. A student with AuDHD uses character.ai to safely practice social interactions—while simultaneously feeling uneasy about the technology’s footprint.The contrast between moral discomfort and personal utility appears again and again. The Most Consistent Theme: Parents Aren’t Talking About AI. The answer Seth heard most often: “We haven't talked about it at home.” This silence leaves kids without guidance and leaves adults unable to speak from experience when young people ask for support. Seth argues that adults don’t need to love AI—but they do need to engage with it enough to understand their own stance. Otherwise, conversations about learning, opportunity, ethics, creativity, and risk happen without them. What’s Coming Up on Make It Mindful Valerie Besonceney on cultural competency and the complexities of student transitions—especially in international school contexts.Dr. Karen Dudek-Brannan returns for a new conversation about executive functioning, following one of the podcast’s most popular episodes.

    8 min
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About

Make It Mindful: Insights for Global Learning is a podcast for globally minded educators who want deep, long-form conversations about how teaching and learning are changing — and what to do about it. Hosted by former classroom teacher and Banyan Global Learning founder Seth Fleischauer, the show explores how people, cultures, technologies, cognitive processes, and school systems shape what happens in classrooms around the world. Each long-form episode looks closely at the conditions that help students and educators thrive — from executive functioning and identity development to virtual learning, multilingual education, global competence, and the rise of AI. Seth talks with teachers, researchers, psychologists, and school leaders who look closely at how students understand themselves, build relationships, and develop the capacities that underlie deep learning — skills like perspective-taking, communication, and global competence that are essential for navigating an interconnected world. These conversations surface the kinds of cross-cultural experiences and hard-to-measure abilities that shape real achievement. Together, they consider how to integrate new technologies in ways that strengthen—not replace—the human center of learning. The result is a set of ideas, stories, and practical strategies educators can apply to help students succeed in a complex and fast-changing world.

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