The Conference is SOLD OUT though there are some spaces left in the Pre-Conference workshops.
Please call 857-444-1500 x1 to be added to the waiting list.
A consensus is emerging from mind, brain, cognitive and education research on the most effective strategies for learning,memory and motivation. Research by John Hattie, Carol Dweck and Daniel Schwartz, along with scientific reports such as "The Science of Learning" from Deans for Impact, point to the most effective, scientifically-based strategies for boosting achievement. Explore the latest research on ways to improve instruction, motivation and mindsets, content mastery, makerspace and design thinking, hands-on exploration, active student-directed inquiry, effective feedback, and praise.
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Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)
Unidel H. Rodney Sharp Chair and Professor, School of Education; Joint Appointments in the Departments of Psychological and Brain Sciences, and Linguistics and Cognitive Science, University of Delaware; Co-Director, Child's Play, Learning, and Development Laboratory; Co-Author, Making Schools Work: Bringing the Science of Learning to Joyful Classroom Practice (2022), "Active Learning: 'Hands-on' Meets 'Minds-on'" (2021, Science), “Brain Science and Guided Play” (2019, Serious Fun: How Guided Play Extends Learning), Becoming Brilliant (2016), Play = Learning (2009), and A Mandate for Playful Learning in Preschool (2008)
Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)
Unidel H. Rodney Sharp Chair and Professor, School of Education; Joint Appointments in the Departments of Psychological and Brain Sciences, and Linguistics and Cognitive Science, University of Delaware; Co-Director, Child's Play, Learning, and Development Laboratory; Co-Author, Making Schools Work: Bringing the Science of Learning to Joyful Classroom Practice (2022), "Active Learning: 'Hands-on' Meets 'Minds-on'" (2021, Science), “Brain Science and Guided Play” (2019, Serious Fun: How Guided Play Extends Learning), Becoming Brilliant (2016), Play = Learning (2009), and A Mandate for Playful Learning in Preschool (2008)
Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)
International Speaker, Educator, and Consultant; Former Director of Gifted Programs; Author, “Enhancing Social-Emotional Learning With Self-Regulation for Learning” (2019, Free Spirit Publishing Blog), Advancing Differentiation: Thinking and Learning for the 21st Century (2017), and Self-Regulation in the Classroom: Helping Students Learn How to Learn (2016); Co-Author, Differentiation for Gifted Learners: Going Beyond the Basics (2013)
Education Consultant, Houghton-Mifflin Harcourt; Director of School Partnerships, Revolution Prep; Director, K-12 Professional Learning and Curriculum Design, Mindset Works; Author, “Growth Mindsets for Learning: Effective Effort” (2017, Optimizing Learning Outcomes)
Educational Consultant; Former Assistant Professor of Education, Iona College; Former Instructor and Staff Developer, Teachers College, Columbia University; Author, Teach Like Yourself (2018) and Mindsets and Moves: Strategies That Help Readers Take Charge (2015); Co-Author, Active Learning: 40 Teaching Methods to Engage Students in Every and Subject (2023), What Do I Teach Readers Tomorrow? (2017), and Conferring With Readers (2007)
Founder, Adaptable Learning; Director, Learning and Innovation; Instructor, UPenn Graduate School of Education; Author, Adaptable: How to Create an Adaptable Curriculum and Flexible Learning Experiences That Work in Any Environment (2021), Learning by Choice (2015), and Inquiry and Innovation in the Classroom (2014); Co-Author, Empower: What Happens When Students Own Their Learning (2017)
Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)
Founder, Adaptable Learning; Director, Learning and Innovation; Instructor, UPenn Graduate School of Education; Author, Adaptable: How to Create an Adaptable Curriculum and Flexible Learning Experiences That Work in Any Environment (2021), Learning by Choice (2015), and Inquiry and Innovation in the Classroom (2014); Co-Author, Empower: What Happens When Students Own Their Learning (2017)
Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Confronting the Crisis of Engagement: Creating Focus and Resilience for Students, Staff, and Communities (2022), The Social-Emotional Learning Playbook (2022), The Restorative Practices Playbook: Tools for Transforming Discipline in Schools (2022), and Removing Labels: 40 Techniques to Disrupt Negative Expectations About Students and Schools (2021)
Professor, Caspersen School of Graduate Studies; Director, Drew Writing Project and Digital Literacies Collaborative; Director of Teacher Education, Drew University; Director, Contemporary Learning and Interdisciplinary Research (CLAIR), Fordham University Graduate School of Education; Consultant, National Writing Project; Lead Editor, "Teachers, Profs, Parents: Writers Who Care" Blog; Co-Author, Argument in the Real World: Teaching Adolescents to Read and Write Digital Texts (2017) and Connected Reading: Teaching Adolescent Readers in a Digital Age (2015)