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. #84 Hidden Oases: The Programs Holding Schools Together with Dr. Maggie Broderick

    Jun 1

    #84 Hidden Oases: The Programs Holding Schools Together with Dr. Maggie Broderick

    In this episode of Make It Mindful, Seth talks with Dr. Maggie Broderick — academic program director of the Master of Arts in Social Emotional Learning at National University's Sanford College of Education — about teacher dispositions, the classrooms inside schools where marginalized students find belonging, and what's happening to teacher attrition when emotion labor goes unsupported. Maggie's current qualitative research centers on what she calls "hidden oases" — music rooms, art classrooms, and specialist spaces — and builds on her published work integrating SEL into the formative development of educator dispositions. Together, Seth and Maggie explore why SEL became politicized and why Maggie chose not to rebrand around the backlash, how critical thinking and perspective-taking sit alongside SEL as facets of the same whole-human education, the link between teacher emotion labor and the attrition crisis, and the role of arts and specialist classrooms as belonging infrastructure for students who don't feel at home in the rest of the building. Maggie shares an early finding from her in-progress study: many of the teachers she's interviewed told her no one had ever asked them about the students who came to school primarily because of their music or art class. Key topics "Hidden oases" — specialist classrooms as belonging infrastructureSEL across the full age span, including adult and doctoral learnersTeacher emotion labor and the attrition crisisPerspective-taking and critical thinking as parts of SELEducator dispositions and how they're formedStarting small with vetted SEL resourcesLinks & Resources Dr. Maggie Broderick — National University faculty page: https://www.nu.edu/degrees/teacher-education/faculty/margaret-broderick/Maggie on ResearchGate: https://www.researchgate.net/profile/Maggie-BroderickMaggie on LinkedIn: https://www.linkedin.com/in/maggie-broderick-19321414/International Journal of Online Graduate Education (Maggie, editor): https://joge.scholasticahq.com/Email: mbroderick@nu.eduCASEL (Collaborative for Academic, Social, and Emotional Learning): https://casel.orgHarmony Academy: https://harmony-academy.orgAmerican Educational Research Association (AERA): https://www.aera.netWorld Savvy (referenced in conversation): https://worldsavvy.orgBroderick, M., & Lyn, A. E. (2022). "Integrating Social Emotional Learning Into the Formative Development of Educator Dispositions," in Dispositional Development and Assessment in Teacher Preparation Programs (S. Clemm von Hohenberg, Ed.). IGI Global. https://www.igi-global.com/chapter/integrating-social-emotional-learning-into-the-formative-development-of-educator-dispositions/308385Broderick, M. "Development and Evolution of Teacher Dispositions Framework and Assessment." IGI Global. https://www.igi-global.com/chapter/development-and-evolution-of-teacher-dispositions-framework-and-assessment/308394Guest Bio: Dr. Maggie Broderick Dr. Maggie Broderick is an academic program director and dissertation chair at National University's Sanford College of Education, where she leads the Master of Arts in Social Emotional Learning and directs the Advanced Research Center — an online hub supporting faculty and graduate-student scholarship. Her research examines educator dispositions, SEL across the full age span of learners, and the role of specialist classrooms — music, art, theater, language — as "hidden oases" for students who feel marginalized elsewhere in their schools. She holds a Ph.D. in Foreign Language Education from the University of Pittsburgh and is the editor of the International Journal of Online Graduate Education. About the Host: Seth Fleischauer is the founder of Banyan Global Learning and host of Make It Mindful: Insights for Global Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered learning the podcast explores. See https://banyangloballearning.com/

    34 min
  2. #83 Audience Changes Everything: Rushton Hurley on Storytelling and the Power of the Showcase

    May 18

    #83 Audience Changes Everything: Rushton Hurley on Storytelling and the Power of the Showcase

    In this episode of Make It Mindful, Seth talks with Rushton Hurley — founder of Next Vista for Learning and Director of Innovation at Junipero Serra High School — about the annual showcase that brings student projects from Serra in California together with student projects from Parklands College in Cape Town. Rushton's claim, sharpened over years of running the Creative Solutions for the Global Good class: students aim for "good" when they know other people will see their work, and "good enough" when only the teacher will. The episode works through what changes — in design, in motivation, in resource requirements — when the audience expands. Together, Seth and Rushton explore the design of the Creative Solutions for the Global Good class, the Serra–Parklands College partnership, the iterative storytelling model that replaces the year-end capstone, AI as a tough-questions generator (not a writing tool), and the minimum viable conditions for replicating this kind of work at less-resourced schools. The episode closes with a project from a Parklands student who redesigned the desiccant sachets used in pharmaceutical packaging — the original ones can leak when saturated, and her version changes color when it crosses the threshold. Key topics Audience as motivator: "good" vs. "good enough"Iterative storytelling as pedagogy, not summative assessmentThe Serra–Parklands College partnership across continentsAI as a tough-questions generatorMinimum viable conditions for project-based learning at any schoolConcrete student projects: Scale Bridge, Fruit Share, the desiccant sachetLinks & Resources Next Vista for Learning — https://www.nextvista.orgRotary.cool — http://rotary.cool (Rushton's Rotary club, the connector to many of the showcase's global audience members)Junipero Serra High School — https://www.serrahs.com Parklands College, Cape Town — https://www.parklands.co.za/Kevin Brookhouser, The 20 Time Project — https://www.20time.org/More or Less (BBC) — Rushton's recommendation - https://www.bbc.co.uk/programmes/b006qshdRushton's previous appearance on Make It Mindful: "Education Futurist: Rushton Hurley" — https://makeitmindful.transistor.fm/episodes/40-education-furturist-rushton-hurleyTo request access to the recorded showcase: email rhurley@serrahs.comGuest Bio: Rushton Hurley Rushton Hurley is the founder of Next Vista for Learning, a nonprofit video library and student video contest platform he started in 2005, and the Director of Innovation at Junipero Serra High School in San Mateo, California. His work centers on giving students agency over project-based work, building partnerships between schools across continents, and treating storytelling — the act of telling and retelling a project's story to different audiences — as the primary mechanism through which students improve. He previously taught as an assistant language teacher in Japan. About the Host: Seth Fleischauer is the founder of Banyan Global Learning and host of Make It Mindful: Insights for Global Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered learning the podcast explores. See https://banyangloballearning.com/

    45 min
  3. #82 Executive Functioning (for the Littles!) with Mitch Weathers and Sarah Oberle

    May 4

    #82 Executive Functioning (for the Littles!) with Mitch Weathers and Sarah Oberle

    In this episode of Make It Mindful, Seth talks with Mitch Weathers and Sarah Oberle, Ed.D. — a middle/high school teacher-turned-author and a primary educator who completed her doctorate studying working memory — about why executive functioning looks fundamentally different in grades K–3 than it does anywhere else in school. Their new co-authored book grew directly out of feedback that K–3 teachers had been handed materials written for older students and told to make them work. The episode makes the case that what happens in the primary years isn't just preparation for real learning — it is real learning, and most schools treat it as invisible. Together, Seth, Mitch, and Sarah explore what the three core executive functions — working memory, inhibition, and cognitive flexibility — actually look like when a child is five versus eight versus twelve, and why the developmental arc across those years matters for how teachers structure everything from transitions to independent work time. Sarah draws on her years teaching emerging readers to describe how cognitive load quietly derails decoding, how visual clutter competes with attention, and why playing music with lyrics during work time is, as she puts it, "really cruel." The conversation gets genuinely interesting when Seth pushes back on inhibition — asking whether what looks like off-task behavior might just be a child doing exactly what they need — and the discussion that follows is one of the more honest treatments of classroom compliance versus developmental reality you'll hear on an education podcast. Key Topics The three core executive functions: working memory, inhibition, cognitive flexibilityWhy K–3 materials can't simply be adapted from K–12 resourcesCognitive load and how instructional design either protects or depletes itThe developmental arc from preschool through third grade and what changes around grades 3–4Classroom environment design: visuals, acoustics, physical layout, and attentionRoutines as an executive functioning tool, not just a management strategyWhen off-task behavior reflects unmet developmental needs vs. instructional design failuresLinks & Resources'Executive Functions for Every K-3 Classroom by Mitch Weathers and Sarah Oberle, Ed.D. (K–3 focus) — https://organizedbinder.com/product/ef-k3-book/  Executive Functions for Every K-3 Classroom by Mitch Weathers and Sarah Oberle, Ed.D. (K–3 focus) — https://organizedbinder.com/product/ef-k3-book/ Executive Functions for Every Classroom (Mitch Weathers' first book, grades 3–12) — https://organizedbinder.com/product/executive-functions-for-every-classroom/Mitch Weathers' website: OrganizeBinder — https://organizedbinder.com/Guest Bios Mitch Weathers works with educators on applying executive functioning research to classroom practice. His first book focused on grades 3–12 and was widely used in school professional development. His new book, co-authored with Sarah Oberle, extends that work into the primary grades (K–3), an audience he intentionally left out of the first book because, as he says, he's not a primary teacher. He writes and consults under the OrganizeBinder brand. Sarah Oberle, Ed.D. is an early childhood educator who spent years teaching emerging readers before pursuing doctoral research on working memory. Her classroom experience — figuring out through trial and error why some things worked and others didn't — eventually met the research, and the alignment gave her a framework for anticipating where instruction breaks down before it does. She brings that practitioner-to-researcher perspective to the book. About the Host: Seth Fleischauer is a former classroom teacher and the founder of Banyan Global Learning. Make It Mindful explores how people, cultures, technologies, cognitive processes, and school systems shape what happens in classrooms around the world.

    47 min
  4. #81 When Burnout Is a Rational Response — and How to Start Fixing What Causes It with Dr. Jessica Werner

    Apr 20

    #81 When Burnout Is a Rational Response — and How to Start Fixing What Causes It with Dr. Jessica Werner

    In this episode of Make It Mindful, Seth talks with Jessica Werner, Ph.D., founder and CEO of Northshore Learning, about why teacher burnout is better understood as a systems problem than a personal one — and what happens when schools try to fix it without addressing the foundations that are already shaky. Jessica draws on her doctoral research in Uganda, where a policy expanding secondary school access flooded classrooms without providing additional support, and connects that experience directly to what she's seeing now in U.S. schools facing school choice expansion, teacher shortages, and the pressure to adopt every new initiative at once. Together, Seth and Jessica explore why measuring teacher wellbeing is so difficult and why qualitative judgment still matters, how cultural context shapes what counts as a behavior problem and what motivates students, what schedules and workloads quietly signal to teachers about how much their effectiveness actually matters, and why adding initiatives on top of weak foundations accelerates burnout rather than solving it. Jessica also shares a specific example from a school in Colombia where an American teacher adapted her math instruction to work with — rather than against — the social, collective culture of her students, offering a concrete picture of what culturally responsive intervention looks like in practice. Key topics: Teacher efficacy as a component of job satisfaction and retentionThe limits of quantitative measurement for wellbeingCultural differences in student motivation: intrinsic vs. extrinsicSchedule design and its unintended impact on teachersAddition without subtraction: the workload problemSchool choice policy and the costs of rapid enrollment growthNeuroscience basics that translate directly into classroom managementSchool-student "match" as a framework for the future of school choiceLinks & Resources: Northshore Learning — coaching, school partnerships, and on-demand courses for educators: northshorelearning.orgJessica Werner on LinkedIn: linkedin.com/in/jessica-werner-ph-d-818032163Northshore Learning YouTube channel: https://www.youtube.com/channel/UCznAU47jszmmJyFBWd_1LvwHidden Brain podcast with Shankar Vedantam (recommended by Jessica): hiddenbrain.orgJustin Reich, MIT Teaching Systems Lab — referenced by Seth on "addition by subtraction" in schools: https://makeitmindful.transistor.fm/episodes/76-experiment-with-humility-teaching-in-the-ai-evidence-gap-with-justin-reichGuest Bio: Jessica Werner, Ph.D. Jessica Werner is the founder and CEO of Northshore Learning, where she works with schools in the U.S. and internationally to support teacher effectiveness and student behavior through personalized coaching, group training, and on-demand professional development. Her work is grounded in neuroscience and centers on what actually allows teachers to feel effective — and what systematically undermines that feeling over time. Jessica holds a Ph.D. in education, with doctoral research focused on the implementation challenges of Uganda's universal secondary education policy, and has over 20 years of experience as a classroom teacher, professor of education, and consultant. About the Host: Seth Fleischauer is the founder of Banyan Global Learning and host of Make It Mindful: Insights for Global Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators. See banyangloballearning.com.

    42 min
  5. #80 Narrative Therapy, Resilience, and Cross-Cultural Understanding in Schools with Chris O'Shaughnessy

    Apr 6

    #80 Narrative Therapy, Resilience, and Cross-Cultural Understanding in Schools with Chris O'Shaughnessy

    In this episode of Make It Mindful, Seth Fleischauer talks with international school consultant Chris O'Shaughnessy about narrative therapy — what it is, why it matters, and how its techniques can quietly transform the way educators approach empathy, resilience, and cross-cultural understanding. What begins as a conversation about storytelling opens into something much bigger: a practical framework for helping students separate fact from interpretation, build emotional muscle in measurable steps, and find common ground even when values genuinely clash. Along the way, Chris draws on everything from gym metaphors to the Enneagram to a sociology study involving voluntary self-electrocution to make the case that the oldest human art form — telling stories — might also be one of the most powerful tools in a teacher's toolkit. Together, Seth and Chris explore the neuroscience of narrative, the taxonomy of resilience, and what it looks like to introduce intentional discomfort into a classroom — including the surprisingly radical act of letting kids be bored. Key Topics Discussed: What narrative therapy actually is — and why it's less about therapy and more about learning to hold your own story at arm's lengthThe description → evaluation → interpretation framework, and how a photograph of a woman in a wedding dress teaches you more about assumptions than any lecture couldWhy our brains prefer a complete story to an accurate one — and what that costs usThe "gym as intentional inefficiency" model: how to introduce beneficial discomfort in measurable, safe stepsDr. Wong's taxonomy of resilience — cognitive, behavioral, emotional, relational, and motivational — and why giving students language for these differences is itself an act of empowermentWhat to do when cross-cultural conflict isn't a misunderstanding — it's a genuine clash of valuesThe Enneagram as a tool for digging beneath belief systems to find the shared motivations underneathWhy boredom might be the most underrated creative catalyst in schools — and the sociology study that proves people would rather electrocute themselves than sit with itAwe as an emerging opportunity in education (Seth's answer to Chris's lightning round question)Guest Bio: Chris O'Shaughnessy is an international school consultant whose work takes him into schools across cultures and contexts around the world. Drawing on a background in sociology, he helps educators build the skills — empathy, resilience, cross-cultural communication — that don't show up on a standardized test but determine everything about how students navigate the world. He is based at chris-o.com. 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 new people, places, and ways of thinking. Episode Links: Chris O'Shaughnessy's website: chris-o.comUnselfie: Why Empathetic Kids Succeed in Our All-About-Me World — Michele BorbaSticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy — Emily BazelonProject Hail Mary — Andy WeirThe Homework Machine podcast — Justin Reich, MIT Teaching Systems Lab

    47 min
  6. #79 Awe Is Contagious: The Science of Wonder with Deborah Farmer Kris

    Mar 23

    #79 Awe Is Contagious: The Science of Wonder with Deborah Farmer Kris

    In this episode of Make It Mindful, Seth Fleischauer talks with child development expert and author Deborah Farmer Kris about awe — what it is, why it matters, and why it might be the missing piece at the center of meaningful education. What begins as a conversation about a single emotion opens up into something much bigger: a research-backed framework for understanding how wonder drives curiosity, curiosity drives intrinsic motivation, and motivation unlocks the kind of deep learning that tests can't easily measure. Along the way, Seth reflects on how awe has been quietly powering his own work at Banyan Global Learning all along — he just didn't have a word for it until now. Together, Seth and Deborah explore the neuroscience of wonder, the contagious nature of teacher enthusiasm, and what it means to make your classroom an oasis of awe — even inside a system that doesn't always make space for it. Key Topics Discussed: What awe actually is — and how researchers know when someone is feeling it (hint: it's not just the Grand Canyon)The difference between awe and curiosity, and why they're more intertwined than most educators realizeThe research-backed chain from awe → curiosity → intrinsic motivation → deeper learningHow awe primes the brain for memory — and why starting with wonder, not ending with it, changes everythingCollective effervescence and neurosynchronicity: why learning together in a state of shared wonder produces measurably better outcomesWhy teacher awe is contagious — and what that means for how we think about subject mastery and classroom cultureThe "small self" effect: how awe quiets cognitive chatter, restores perspective, and makes us more likely to help a strangerWhy human kindness and bravery — not nature — turn out to be the most common source of awe across culturesThe tension between awe and the structures of schooling: mystery vs. certainty, slow attention vs. coverage, wonder vs. testingWhy Montessori education may be quietly ahead of the curve as AI reshapes what schools need to doA real conversation about teenagers, art museums, and whether you can — or should — engineer awe for your kidsGuest Bio: Deborah Farmer Kris is a child development expert, educator, and author whose work explores the intersection of social-emotional learning, positive psychology, and how children grow. She writes regularly for PBS Kids and NPR's MindShift, and her Substack, Raising Awe-Seekers, brings the latest research on wonder and well-being directly to parents and educators. Her book on the science of awe and childhood is available now. 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: Deborah Farmer Kris's website and resources: parenthood365.comRaising Awe-Seekers Substack: raisingaweseekers.substack.comDacher Keltner's awe research at UC Berkeley: https://greatergood.berkeley.eduEthan Cross, Author of Chatter and Shift: https://www.ethankross.com/Mary Oliver, "The Summer Day"The Good Whale podcast (New York Times)The Overstory by Richard Powers

    46 min
  7. #78 AI Is an Entry Point to a Much Deeper Conversation About Education with AIEdu's Christian Pinedo

    Mar 6

    #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
  8. #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
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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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