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Teaching Focused Minds
Fall 2014 Seminars-EC
Fall Seminars 2014 - WC
Willis 14 2
Focused, Organized Minds:
Using Brain Science to Engage Attention in a Distracted World
November 20-22, 2014
Boston, MA

Classroom attention is under siege. Today's technology is creating more classroom distractions and disorganization. Yet, academic tests and Common Core State Standards require students to be more focused and organized in order to succeed. Neuroscience may offer a way to engage these attention, organization and study skills.  Discover classroom strategies and cognitive technologies to improve student focus, planning and executive function.

 

LEARNING OBJECTIVES

At this conference, you will be able to:
 

• Explain the brain science of attention and distraction
• Apply strategies to increase focus and reduce boredom
• Examine ways digital devices are causing disconnected families
• Use iPads, apps and video games for attention, reading and STEM
• Apply organization skills to your life, classrooms, school and at home
• Implement teaching methods to boost executive function and thinking
• Use meditation and the arts to improve attention and executive skills
• Help children with sensory, processing speed and learning problems
• Connect cognitive skills to achievement, testing and Common Core
• Transform teaching through a better understanding of the brain
• Provide strategies to treat ADHD and reduce stress in children
• Explain the impact of adversity and brain injury on attention 
 

EXPLORE THE LATEST RESEARCH ON:


Brain Science of Attention

Media on Minds and Families
Organizing Student Minds Improving Executive Functioning
Focus in a Distracting Class Abuse and Adversity on Attention
Engaging Unengaged Brains Applying Brain Science to Educations
Mastering an Information Age Using Technology for Executive Skills
Sensory/ Processing Deficits Early Attention Skills on Achievement
Emotions on LD and ADHD The Arts on Attention and Engagement
Distractions and Multitasking Cognitive Skills and Common Core
Executive Skills and Thinking Teens, Technology and STEM
Dyslexia, Attention and iPads Meditation, Stress and ADHD

 

FEATURED SPEAKERS

goleman

FOCUS IN LEARNING

Daniel J. Goleman, PhD,
Psychologist; Science Journalist; 2 Time Pulitzer Prize Nominee; Former Visiting Faculty Member, Harvard University; Author, Focus: The Hidden Driver of Excellence (2013), Social Intelligence (2006) and Emotional Intelligence (2005)

moore ORGANIZE YOUR MIND IN A DISORGANIZED WORLD

Margaret A. Moore, MBA,
(aka Coach Meg), Co-Founder/ Co-Director, Institute of Coaching, McLean Hospital, Affiliate of Harvard Medical School; Author, Organize Your Mind, Organize Your Life (2012) and “Train Your Brain to Focus” (2012, Harvard Business Review)
levitin THE ORGANIZED MIND: THINKING STRAIGHT IN THE AGE OF INFORMATION OVERLOAD

Daniel J. Levitin, PhD, FRSC,
Professor of Psychology and Behavioral Neuroscience; Director of the Laboratory for Music Perception, Cognition and Expertise, McGill University; Author, The Organized Mind: Thinking Straight in the Age of Information Overload (2014), Foundations of Cognitive Psychology (2010) and This Is Your Brain On Music (2006)
 
steiner-adair

THE BIG DISCONNECT: RE-BOOTING CHILDHOOD, EDUCATION AND FAMILY FOCUS IN A DIGITAL AGE

 

Catherine Steiner-Adair, EdD, Clinical Instructor, Department of Psychiatry, Harvard Medical School; Associate Psychologist, McLean Hospital; Author, The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age (2013)

1) FOCUSED MINDS: ENGAGE ATTENTION AND REDUCE DISTRACTION

goleman Focus in Learning

Daniel J. Goleman, PhD, Psychologist; Science Journalist; 2 Time Pulitzer Prize Nominee; Former Visiting Faculty Member, Harvard University; Author, Focus: The Hidden Driver of Excellence (2013), Social Intelligence (2006) and Emotional Intelligence (2005)
 
gazzaley Distracted Minds Living in a Connected World

Adam H. Gazzaley, MD, PhD, Associate Professor of Neurology, Physiology and Psychiatry, University of California, San Francisco; Assistant Adjunct Professor, Helen Wills Neuroscience Institute, University of California, Berkeley; Host of the PBS-Special, The Distracted Mind; Co-Author, “Probing Plasticity of Attention and Working Memory” (2014, Cambridge Handbook on Applied Perception Research) and “Video Game Training Enhances Cognitive Control in Older Adults” (2013, Nature)
 
lazar The Brain, Meditation, Attention and Cognition

Sara W. Lazar, PhD, Assistant Professor in Psychology, Harvard Medical School; Associate Researcher in the Psychiatry Department at Massachusetts General Hospital; Board Member of the Institute for Meditation and Psychotherapy; Co-Author, “Mindfulness Starts With the Body: Somatosensory Attention and Top-Down Modulation Of Cortical Alpha Rhythms in Mindfulness Meditation” (2013, Frontiers in Human Neuroscience)
 
rabiner Early Attention Problems and Achievement – Can Attention Skills Be Trained?

David L. Rabiner, PhD, Associate Dean, Trinity College of Arts and Sciences; Faculty Fellow, Center for Child and Family Policy, Duke University; Founder, Attention Research Update Newsletter; Co-Author, “Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects?” (2014, Journal of Attention Disorders)
 
oneal Laser Focus: Using the Arts as a Tool to Harness Creativity and Increase Attention

Ivonne Chand O’Neal, PhD, Director of Evaluation, The John F. Kennedy Center for the Performing Arts; Former Co-Investigator and Research Director at the UCLA David Geffen School of Medicine, University of California at Los Angeles; Researcher studying creativity and the arts in the classroom
 
fenske The Unengaged Mind: Understanding Boredom and Attention in the Classroom

Mark J. Fenske, PhD, Assistant Professor of Neuroscience and Applied Cognition, University of Guelph; Co-Author, “The Unengaged Mind Defining Boredom in Terms of Attention” (2012, Perspectives on Psychological Science) and The Winner's Brain: Eight Strategies Great Minds Use to Achieve Success (2010)
 
almarode Focused Minds: Maximizing Student Attention and Engagement

John T. Almarode, PhD, Assistant Professor, College of Education, James Madison University; Co-Author, “Energizing Students: Maximizing Student Attention and Engagement in the Science Classroom” (2008, The Science Teacher)
watson Focus on Classroom Attention and Learning

Andrew C. Watson, MEd, Founder and President, Translate the Brain; Former Dean of Faculty, The Loomis Chaffee School; Named “2011 Teacher of the Year” by Loomis Chaffee Student Council
 


2) ORGANIZED MINDS: ENHANCE EXECUTIVE AND ORGANIZATION SKILLS

levitin The Organized Mind: Thinking Straight In The Age Of Information Overload

Daniel J. Levitin, PhD, FRSC, Professor of Psychology and Behavioral Neuroscience, McGill University; Author, The Organized Mind: Thinking Straight in the Age of Information Overload (2014), Foundations of Cognitive Psychology (2010) and This Is Your Brain On Music (2006)
 
Kutscher Organizing the Disorganized Child: Simple Strategies to Help Executive Function in Order to Achieve Success in School

Martin L. Kutscher, MD, PLLC, Pediatric Neurologist; Assistant Clinical Professor of Pediatrics and Neurology, New York Medical College; Author, Kids in the Syndrome Mix of ADHD, LD, Autism Spectrum, Tourette's, Anxiety, and More (2014, 2nd Edition); Co-Author, ADHD—Living Without Breaks (2009) and Organizing the Disorganized Child: Simple Strategies to Succeed in School (2009)
 
dalgliesh Helping Sensory Children Get Organized in a Disorganized World

Carolyn G. Dalgliesh, BA, Professional Organizer and Member of the National Association of Professional Organizers (NAPO); Founder of Systems for Sensory Kids, LLC; Creator of the SSK Sensory Organizing® System; Member of the Board of Governors for Bradley Hospital, Brown University; Author, The Sensory Child Gets Organized: Proven Systems for Rigid, Anxious, or Distracted Kids (2013)
 
goldstein PASS Theory and the Focused, Organized Mind

Sam J. Goldstein, PhD, Assistant Clinical Instructor, Department of Psychiatry, School of Medicine, University of Utah; Affiliate Research Professor of Psychology, George Mason University; Editor-in-Chief, Journal of Attention Disorders; Co-Author, Handbook of Executive Functioning (2014) and Comprehensive Executive Functioning Inventory (2013)
 
ward Teaching Students to be Organized Thinkers

Sarah J. Ward, MS, CCC-SLP, Speech Language Pathologist; Adjunct Faculty, MGH Institute of Health Professions, Massachusetts General Hospital; Co-Director, Cognitive Connections Therapy
 
kros Teaching Executive Function Skills In and Out of the Classroom

Frank J. Kros, MSW, JD, Social Worker; Child Advocate; President and Co-Founder, The Upside Down Organization; Executive Vice President of The Children’s Guild; Director of the National-At-Risk Education Network; Co-Author, Creating the Upside Down Organization: Transforming Staff to Save Troubled Children (2005)
 
tuckman Organizing the ADHD Brain in Children and Teens

Ari Tuckman, PsyD, MBA, Clinical Psychologist; Author, Understand Your Brain, Get More Done: The ADHD Executive Functions Workbook (2012), More Attention, Less Deficit: Success Strategies for Adults with ADHD (2009) and Integrative Treatment for Adult ADHD (2007)
 
 
 



3) UNFOCUSED MINDS: HELP STUDENTS FOCUS, DE-STRESS AND CONNECT

brown Smart But Stuck in School: Emotions and Unfocused Minds in Teens and Young Adults

Thomas E. Brown, PhD, Assistant Clinical Professor of Psychiatry; Associate Director, Yale Clinic for Attention and Related Disorders, Yale University; Author, Smart But Stuck: Emotions in Teens and Adults with ADHD (2014) and A New Understanding of ADHD in Children and Adults: Executive Function Impairments (2013)
 
gabrieli New Insights into ADHD from Neuroimaging of the Brain

John D.E. Gabrieli, PhD, Professor of Brain and Cognitive Sciences; Director, Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology; Co-Author, “Brain Differences Between Persistent and Remitted Attention Deficit Hyperactivity Disorder” (2013, Brain)
 
steiner-adair The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age

Catherine Steiner-Adair, EdD, Clinical Instructor, Department of Psychiatry, Harvard Medical School; Associate Psychologist, McLean Hospital; Author, The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age (2013)
 
surman Helping Young Adults with ADHD or Executive Challenges Transition to Adulthood

Craig B. Surman, MD, Assistant Psychiatry Instructor, Harvard Medical School; Scientific Coordinator, Massachusetts General Hospital; Author, ADHD in Adults (2012); Co-Author, Fast Minds: How to Thrive if You Have ADHD - Or Think You Might (2014)
 
schultz Nowhere to Hide: The Impact of Stress on the Brains and Behavior of Students with LD and ADHD

Jerome J. Schultz, PhD, Clinical Neuropsychologist, Department of Psychiatry, Harvard Medical School; Former Co-Director, Center for Child and Adolescent Development; Author, NOWHERE TO HIDE: Why Kids with ADHD and LD Hate School and What We Can Do About It (2011)
 
stixrud Stress, Meditation and ADHD

William R. Stixrud, PhD, Assistant Clinical Professor of Psychiatry, George Washington School of Medicine; Adjunct Faculty, Children’s National Medical Center; Director, The Stixrud Group; Co-Author, “ADHD, Brain Functioning and Transcendental Meditation Practice” (2011, The Journal of Psychiatry)
 
nelson The Effects of Early Adversity on the Brain, Attention and Cognitive Development

Charles A. Nelson, III, PhD, Director of Pediatrics, Harvard Medical School; Research Director, Division of Developmental Medicine, Boston Children’s Hospital; Co-Author, Romania's Abandoned Children: Deprivation, Brain Development, and the Struggle for Recovery (2013)
 
goldstein When Traumatic Brain Injury Causes a Child's Mind to Become Unfocused and Disorganized: What Educators Need to Know and What They Can Do

Sam J. Goldstein, PhD, Assistant Clinical Instructor, Department of Psychiatry, School of Medicine, University of Utah; Past Board of Directors, Brain Injury Association of Utah; Author of the e-book, Understanding and Managing Traumatic Brain Injury Cases for Attorneys (2014)
 



4) TRAINED MINDS: USE GAMES/APPS TO TRAIN ATTENTION AND SKILLS

desimone The Top-Down Control of Attention

Robert Desimone, PhD, Doris and Don Berkey Professor of Neuroscience, Department of Brain and Cognitive Sciences; Director, McGovern Institute for Brain Research, Massachusetts Institute of Technology; Co-Author, “Neural Mechanisms of Object-Based Attention” (2014, Science)
 
steiner Can Computers Train Attention at School? Impact of Computer Cognitive and Neuro-feedback Training on Childhood Attention and ADHD

Naomi J. Steiner, MD, Developmental-Behavioral Pediatrician, Tufts Medical Center; Assistant Professor, Tufts University School of Medicine; Co-Author, “Neurofeedback and Cognitive Attention Training for Children With Attention-Deficit Hyperactivity Disorder in Schools” (2014, Journal of Developmental and Behavioral Pediatrics)
 
green Neuro-Gaming: Enhancing Perception, Attention and Cognition with Video Games

C. Shawn Green, PhD, Assistant Professor, Department of Psychology, College of Letters and Sciences, McPherson Eye Research Institute; Affiliate Faculty Member in the Games+Learning Society, University of Wisconsin-Madison; Co-Author, “Learning, Attentional Control and Action Video Games” (2012, Current Biology) and “Increasing Speed of Processing with Action Video Games” (2009, Current Directions in Psychological Science)
 
stoner Playing Smarter in a Digital World: Improving Attention and Executive Functioning Through Video Games, iPads, and Apps

Gary D. Stoner, PhD, School Psychologist; Director, School Psychology Program, University of Rhode Island; Co-Author, ADHD in the Schools (2014, 3rd Edition) and “The Effects of Computerized Reading Instruction on the Academic Performance of Students Identified With ADHD” (2005, School Psychology Review) and Randy Kulman, PhD, Psychologist; Founder and President, LearningWorks for Kids; Author, Playing Smart in the Digital World: A Guide to Choosing and Using Popular Video Games and Apps to Improve Executive Functioning in Children and Teens (2014) and Train Your Brain for Success: A Teenager's Guide to Executive Functions (2012)
 
Schneps Paying Attention to Dyslexia: How Phonology and Attention Work Together in Reading

Matthew H. Schneps, PhD, Director Laboratory for Visual Learning; Founding Member, Science Education Department, Harvard-Smithsonian Center for Astrophysics, Harvard University; Renowned for his award-winning media shows, A Private Universe and Minds of Our Own; Co-Author, “E-Readers Are More Effective Then Paper for Some With Dyslexia” (2013, PLOS One)
 
harrar Multisensory Integration and Attention Shifting with Dyslexia

Vanessa Harrar, PhD, Banting Postdoctoral Research Fellow, School of Optometry, University of Montreal; Co-Author, “Multisensory Integration and Attention: Differences in Dyslexics” (2014, Current Biology)
 
wood TechnoTeaching: Digital Literacy in the 21st Century

Julie M. Wood, EdD, Faculty Member and Former Director of the Jeanne Chall Reading Laboratory, Harvard Graduate School of Education; Founder and Director, Julie Wood Educational Consultant; Co-Author, TechnoTeaching: Taking Practice to the Next Level in a Digital World (2014)
 
ward Using Technology to Enhance Executive and Academic Skills

Sarah Ward, MS, CCC-SLP, Speech Language Pathologist; Adjunct Faculty, MGH Institute of Health Professions, Massachusetts General Hospital; Co-Director, Cognitive Connections Therapy
 



5) STRUGGLING MINDS: IMPROVE BRAIN PROCESSING, READING AND MATH

waber Brain, Development and Processing: New Paradigms for Understanding Struggling Learners

Deborah P. Waber, PhD, Senior Associate in Psychology; Director, Behavioral Science Core, Children’s Hospital Boston; Associate Professor, Harvard Medical School; Author, Rethinking Learning Disabilities: Understanding Children Who Struggle in School (2010); Co-Author, “Cognitive Ability Changes and Dynamics of Cortical Thickness Development in Healthy Children and Adolescents” (2013, Neuroimaging) and “Information Processing Deficits in Children with ADHD, Inattentive Type and Children with Reading Disability (2002, Journal of Learning Disabilities)
 
braaten Bright But Can't Keep Up: Helping Children with Slow Processing Speed in a Fast-Paced World

Ellen B. Braaten, PhD, Director of the Learning and Emotional Assessment Program (LEAP), Massachusetts General Hospital; Assistant Professor of Psychology, Harvard Medical School; Co-Author, Bright Kids Who Can't Keep Up: Help Your Child Overcome Slow Processing Speed and Succeed in a Fast-Paced World (2014)
 
Christodoulou Reading In A Disorganized Brain

Joanna A. Christodoulou, EdD, Assistant Professor, Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Massachusetts General Hospital; Co-Author, “Auditory Temporal Structure Processing in Dyslexia: Processing of Prosodic Phrase Boundaries is Not Impaired in Children with Dyslexia” (2013, Journal of Cognitive Neuroscience)
 
clark Early Executive Control and Academic Achievement: Implications for Education

Caron A. C. Clark, PhD, Research Fellow, Department of Psychology, University of Arizona; Co-Author, “Gaining Control: Changing Relationships Between Executive Control and Processing Speed and their Relevance for Mathematic Achievement Over Course of the Preschool Period” (2014, Frontiers in Psychology) and “Preschool Executive Functioning Abilities Predict Early Mathematics Achievement” (2010, Developmental Psychology )
 
gabrieli Executive Functions, Schools and Academic Achievement

John D.E. Gabrieli, PhD, Professor of Brain and Cognitive Sciences; Director, Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology; Co-Author, “Cognitive Skills, Student Achievement Tests and Schools” (2014, Psychological Science)
 
youmans Using Cognitive Training to Improve Attention and Retention in the Collage Classroom

Robert J. Youmans, PhD, Cognitive Psychologist; Assistant Professor of Psychology, George Mason University; Co-Author, “Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention During Lectures” (2013, Mindfulness)
 
Schneps Paying Attention to STEM: How Mobile Technology and 3-D Simulations Can Improve Math and Science Education

Matthew H. Schneps, PhD, Director, Laboratory for Visual Learning; Founding Member, Science Education Department, Harvard-Smithsonian Center for Astrophysics, Harvard University; Co-Author, “Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions” (2014, Computers & Education) and “Using Technology to Support STEM Reading” (2010, Journal of Special Education Technology)
 
gordon messer The Radix Endeavor: Engaging Students with a Multiplayer Online Game for Deeper Learning in STEM

Susannah Gordon-Messer, PhD, Education Content Manager, The Education Arcade, MIT Scheller Teacher Education Program, Massachusetts Institute of Technology, designer and researcher of The Radix Endeavor, a multiplayer online game for STEM learning for middle and high school students
 



6) NETWORKED MINDS: APPLY NEUROSCIENCE TO INSTRUCTION

daniel The Dark Side of Pedagogy: Bringing Learning into Focus

David B. Daniel, PhD, Professor, James Madison University; Managing Editor, Mind, Brain and Education Journal; Featured in Princeton Review’s 300 Best Professors; Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)
 
rodriguez The Teaching Brain: The Evolutionary Trait at the Heart of Education

Vanessa Rodriguez, MSEd, Doctoral Student, Mind, Brain and Education Program, Harvard Graduate School of Education; Program Officer, International Teaching Brain Consortium and International Mind Brain and Education Society; Author, The Teaching Brain: The Evolutionary Trait at the Heart of Education (2014); Co-Author, “Teachers' Awareness of the Learner-Teacher Interaction (2013, Mind, Brain and Education Journal)
 
daniel NETWORKING: Applying Neuroscience to Instruction

Extend your learning to beyond the sessions and explore how to apply what you have learned. Take part in this networking session to reflect, consolidate, and consider how to apply this new knowledge. Meet in groups to explore attention problems in the classroom, and find solutions, reconnect with old friends and meet new acquaintances. You can facilitate your own discussion or be lead by facilitators and experts in neuro-education.

Facilitators:
David B. Daniel, PhD, Professor, James Madison University; Managing Editor, Mind, Brain and Education Journal; Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition) and John T. Almarode, PhD, Assistant Professor, College of Education, James Madison University; Co-Author, Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6-12 (2013)
 
fischer NETWORKING: Applying Mind, Brain and Education

Extend your learning to beyond the sessions and explore how to apply what you have learned. Take part in this networking session to reflect, consolidate, and consider how to apply this new knowledge. Meet in groups to explore Mind, Brain and Education theory in the classroom, and find solutions, reconnect with old friends and meet new acquaintances. You can facilitate your own discussion or be lead by facilitators from the Harvard Graduate School of Education.

Lead Facilitator: Kurt W. Fischer, PhD; Charles Bigelow Professor; Director, Mind, Brain & Education Program (MBE), Harvard University Graduate School of Education; Founding President, International Mind, Brain and Education Society (IMBES); Founding Editor, Mind, Brain and Education Journal; helped launch LearnNow, free site for parents, educators, practitioners, and researchers in search of information about raising and educating today’s children from birth all the way to 12th grade