Speakers and Sessions

The Conference is SOLD OUT though there are some spaces left in the Pre-Conference workshops.

Please call 781-449-4010 x101 to be added to the waiting list.

THE SCIENCE OF HOW WE LEARN

Our San Francisco 2017 Learning & the Brain Conference is sold out, but there still is plenty of room at our April 7-9, 2017 Conference in Arlington, VA.  Come hear about Positive, Resilient Minds from Dr. Martin E. P. Seligman and more than 40 other speakers at our Spring 2017 Learning & the Brain Conference. Click here for more information.

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.

Follow us on Facebook and Twitter (@learningandtheb / #latb46) for conference updates and news

Explore the Latest Research on:
  • The Science of How We Learn
  • Using Effective Instructional Strategies
  • Improving Learning, Memory and Testing
  • Developing Designers, Thinkers and Makers
  • Brain Benefits of Exploring and Explaining
  • Using Active, Student-Directed Learning
  • Empowering Motivation and Mindsets
  • Developing Expertise and Skills
  • Educating for Mastery and Competency
  • Teaching Inquiry and Critical Thinking
  • Promoting Effective Student Feedback
  • Self-Efficacy, Agency and Self-Regulation
  • The Power of Peers, Parents and Praise
  • Creating Curious, Creative, Self-Explorers
  • Raising Resilience and Teaching Teens
  • Visible Learning, Literacy and STEM

Featured Speakers

Conference Chair and Presider

Lynne M. Schrum

Lynne M. Schrum, PhD, Professor, Coordinator of Elementary and Secondary Education, College of Education and
Human Development, George Mason University; Editor, Journal of Research on Technology in Education; Past President, International Society for Technology in Education; Co-Author, Web 2.0: How-To for Educators (2010), Leading 21st- Century Schools: Harnessing Technology for Engagement and Achievement (2009) and Web 2.0: New Tools, New Schools (2007)

Laura Fleming, MS

Library Media Specialist, New Milford Public Schools; Recipient of the National School Boards '20 to Watch' in Educational Technology Leadership Award in 2014; Author, Worlds of Making: Best Practices for Establishing a Makerspace for Your School (2017); Co-Author, Makerspace Stories and Social Media: Leveraging the Learning" (2016, Edutopia)

Endre L. Balogh

Endre L. Balogh, MEd, Founder, Director and Lead Teacher, Toones Academic Music

Rachel A. Poliner, MAEd

Founder Partner, Leaders and Learners Consulting; Board Member, Social-Emotional Learning Alliance for Massachusetts; Co-Author, Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life (2016) and The Advisory Guide: Designing and Implementing Effective Advisory Programs for Secondary Schools (2004)

Kimberly G. Noble

Kimberly G. Noble, MD, PhD, Pediatrician; Developmental Cognitive Neuroscientist; Assistant Professor of Pediatrics,
Department of Pediatrics, and the G.H. Sergievsky Center, Columbia University; co-author, “Socioeconomic background predicts individual differences in neurocognitive abilities” (2007, Developmental Science) and “Poverty, privilege, and brain development: Empirical findings and ethical implications” (2005, Neuroethics: Defining the Issues in Theory, Practice, and Policy)

Jelena Obradovic

Jelena Obradovic, PhD, Assistant Professor, Developmental and Psychological Sciences Program, School of Education, Stanford University; Research Investigator, The Peers and Wellness Study (PAWS), University of California, Berkeley; Co-Author, "Executive functioning and developmental neuroscience" (2011, The Handbook of Early Education) and "BIological sensitivity to context: The interactive effects of stress reactivity and family adversity on social-emotional behavior and school readiness" (2010, Child Development)

Lisa Flook

Lisa Flook, PhD, Scientist, Center for Investigating Healthy Minds and Waisman Laboratory for Brain Imaging and Behavior, University of Wisconsin-Madison; Co-Author, “Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children Through a Mindfulness-Based Kindness Curriculum” (2014, Developmental Psychology)

Robb W. Lindgren, PhD

Assistant Professor of Curriculum and Instruction, University of Illinois at Urbana-Champaign; Principal Investigator of MEteor, which combines virtual reality with a room-sized simulation that allows students to physically interact with planets to teach physics; Co-Author, "Enhancing Learning and Engagement Through Embodied Interaction Within a Mixed Reality Simulation" (2016, Computers & Education) and "Virtual Environments as a Tool for Conceptual Learning" (2014, Handbook of Virtual Environments)

Robert W. Roeser, PhD

Bennett Pierce Professor of Caring and Compassion; Professor of Human Development and Family Studies, College of Health and Human Development, Pennsylvania State University; Co-Author, "Examining Ways That a Mindfulness-Based Intervention Reduces Stress in Public School Teachers: A Mixed-Methods Study" (2016, Mindfulness); Co-Editor, Handbook of Mindfulness in Education (2016)

1) The Science of Learning: Improving Memory, Testing & Feedback

The ABCs of How We Learn: From A is for Analogy to Z is for Sleep

Endre L. Balogh

Endre L. Balogh, MEd, Founder, Director and Lead Teacher, Toones Academic Music

A Meta-Synthesis on the Science of How We Learn

Laura Fleming, MS

Library Media Specialist, New Milford Public Schools; Recipient of the National School Boards '20 to Watch' in Educational Technology Leadership Award in 2014; Author, Worlds of Making: Best Practices for Establishing a Makerspace for Your School (2017); Co-Author, Makerspace Stories and Social Media: Leveraging the Learning" (2016, Edutopia)

Becoming Brilliant: What Science Tells Us About Education for the 21st Century

Rachel A. Poliner, MAEd

Founder Partner, Leaders and Learners Consulting; Board Member, Social-Emotional Learning Alliance for Massachusetts; Co-Author, Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life (2016) and The Advisory Guide: Designing and Implementing Effective Advisory Programs for Secondary Schools (2004)

Helping Students Achieve: Promising Practices and Strategies from Cognitive Science

David M. Eagleman, PhD

Neuroscientist; Guggenheim Fellow; Adjunct Associate Professor, Department of Psychiatry & Behavioral Sciences; Director, Laboratory for Perception and Action, Stanford University School of Medicine; Host of the Emmy-nominated PBS Series, The Brain; Writer for The Atlantic, New York Times, Discover Magazine, Slate, Wired, and New Scientist; Regular Guest on National Public Radio and BBC to discuss both science and literature; Internationally Bestselling Author of The Brain: The Story of You (2017) and Incognito: The Secret Lives of the Brain (2012); Co-Author, The Runaway Species: How Human Creativity Remakes the World (2017)

Learning Engineering (Rethinking Education)

Christopher J. Dede, EdD

Professor of Learning Technologies, Technology, Innovation, and Education Program, Harvard Graduate School of Education; Co-Prinicpal Investigator, ecoMOD, ecoMUVE and ecoMOBILE -- 3-D worlds that helps students learn about ecosystems and science thinking; Co-Editor, Teacher Learning in the Digital Age: Online Professional Development in STEM Education (2016); Co-Author, Digital Teaching Platforms (2013), Scaling Up Success: Lessons from Technology-Based Educational Improvement (2005), and The Virtual High School (2003)

Why Should Teachers Care About Cognitive Neuroscience?

Kimberly G. Noble

Kimberly G. Noble, MD, PhD, Pediatrician; Developmental Cognitive Neuroscientist; Assistant Professor of Pediatrics,
Department of Pediatrics, and the G.H. Sergievsky Center, Columbia University; co-author, “Socioeconomic background predicts individual differences in neurocognitive abilities” (2007, Developmental Science) and “Poverty, privilege, and brain development: Empirical findings and ethical implications” (2005, Neuroethics: Defining the Issues in Theory, Practice, and Policy)

Giving Effective Feedback to Students

Jihyun Kim, PhD

Assistant Professor, Educational Leadership Program, Lehigh University; Co-Author, "Burnout Contagion: Is It Due to Early Career Teachers' Social Networks or Organizational Exposure?" (2017, Teaching and Teacher Education)

The Purposeful Classrooms: Lessons with Learning Goals in Mind

Dan Ryder, MEd

Education Director, Success and Innovation Center, Mt. Blue High School; Adjunct Instructor, University of Maine at Farmington; Co-Founder, Teachers Lounge Mafia Improv; Apple Distinguished Educator; Co-Founder, Wicked Decent Learning; Co-Author, Intention: Critical Creativity in the Classroom (2017) and "Literacy 3x3: Literary Analysis Remixed & Reshuffled" (2015, The Best Lesson Series: Literature)

Facilitating Student Learning Through Feedback: Small Changes Can Make a Big Difference

Brad Gustafson, EdD

Principal of Wayzata Public Schools, who has created space in his schools for creativity ad innovation to thrive; National Digital Innovation in Learning Award Winner; Bammy Award Finalist; 2016 National Distinguished Principal; Recently Named by the National School Board Association as one of the "20 to Watch" educators; Author, Renegade Leadership: Creating Innovative Schools for Digital-Age Students (2016); Co-Author, Personalized PD: Flipping Your Professional Development (2015) and "Leadership for Tomorrow" How to cultivate a mindset of innovation" (2015, Principal Magazine)

Making It Work: The Critical Role of the Educator in Applying the Science of Learning

Lynne M. Schrum

Lynne M. Schrum, PhD, Professor, Coordinator of Elementary and Secondary Education, College of Education and
Human Development, George Mason University; Editor, Journal of Research on Technology in Education; Past President, International Society for Technology in Education; Co-Author, Web 2.0: How-To for Educators (2010), Leading 21st- Century Schools: Harnessing Technology for Engagement and Achievement (2009) and Web 2.0: New Tools, New Schools (2007)

Why Neuroscience Matters in the Classroom

Amy Burvall, BA, FRSA

Learning and Creativity Consultant, Burvall Industries; Former Creativity Zone Curator and Host, The Learning and Performance Institute; Co-Author, Intention: Critical Creativity in the Classroom (2017)

2) The Science of Motivation & Mindsets: Empowering Engagement

Rebecca N. Baelen, MSEd Doctoral Student in Education Policy, University of Pennsylvania

Learning vs. Performing for Learning Mindsets Success

Elise Ogle, MA

Project Manager, Virtual Human Interaction Lab, Stanford University; Manager of VR projects include immersive environments to experience being an animal, homelessness, and the effects of a dying coral reefs under water; Co-Author, "Experiencing Nature: Embodying Animals in Immersive Virtual Environments Increases Inclusion of Nature in Self and Involvement in Nature" (2016, Journal of Computer-Mediated Communication)

The Influence of Teaching: Motivation, Mindsets and Agency

Wilma Koutstaal, PhD

Cognitive Scientist; Professor of Psychology, University of Minnesota; Fellow, American Association for the Advancement of Science; Author, The Agile Mind (2012); Co-Author, Innovating Minds: Rethinking Creativity to Inspire Change (2015) and "Improving Insight and Non-insight Problem Solving with Brief Interventions" (2013, British Journal of Psychology); Blogger, "Our Innovating Minds: The Many Origins of Creative Thought and Action," Psychology Today

Working the Clay While It’s Soft: Growing Early Mindsets (GEM™)

George Couros, MEd

Division Principal of Innovative Teaching and Learning, Parkland School Division, Alberta, Canada; Former Classroom Teacher; Author, The Innovator's Mindset: Empower Learning, Unleash Talent and Lead a Culture of Creativity (2015)

Getting Students Motivated and Engaged Through Interest-Based Learning

Judy H. Mullet, PhD

Professor of Psychology, Eastern Mennonite University; Author, “Restorative Discipline” (2014, Children and Schools)

Flipping the Switch: Creating a Learning Environment Designed for Real Engagement

Robb W. Lindgren, PhD

Assistant Professor of Curriculum and Instruction, University of Illinois at Urbana-Champaign; Principal Investigator of MEteor, which combines virtual reality with a room-sized simulation that allows students to physically interact with planets to teach physics; Co-Author, "Enhancing Learning and Engagement Through Embodied Interaction Within a Mixed Reality Simulation" (2016, Computers & Education) and "Virtual Environments as a Tool for Conceptual Learning" (2014, Handbook of Virtual Environments)

Creating Classrooms Where Everyone Is Active, Engaged and Learning

Keith Oatley

Keith Oatley, PhD, Novelist; Professor Emeritus, Department of Applied Psychology & Human Development, Universit of Toronto; Fellow of the Royal Society of Canada; Blogger, OnFiction.ca; Author, The Passionate Muse: Exploring Emotion in Stories (2012) and Such Stuff of Dreams: The Psychology of Fiction (2011); Co-Author, Understanding Emotions (2013)

Motivation Equation: Practical Growth Mindset Applications for Grades 6-12

Jennifer A. Fredricks, PhD

Professor of Human Development, Connecticut College; Author, Eight Myths of Student Disengagement (2014); Co-Author, “Development of Achievement Motivation and Engagement” (2015, The Handbook of Child Psychology)

Fostering Growth Mindsets in Readers

Peter Hall, MA

Executive Director, EducationHall; 2004 Winner of ASCD's "Outstanding Young Educator" Award; Author, Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom (2015) and The Principal Influence (2016); Co-Author, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016)

3) The Science of Hands-On Making: Developing Designers & Makers

Taking Design Thinking to K-12 Schools

Margaret L. Bauman

Margaret L. Bauman, MD

Learning by Thinking, Questioning and Explaining

YJ Kim, PhD

Research Scientist, Teaching Systems Lab, Massachusetts Institute of Technology; Assessment Design and Analytics Consultant; Researcher on the effects of real-time scaffolding of science inquiry driven by automated performance assessment, National Science Foundation; Reviewer, International Journal of Artificial Intelligence in Education; Co-Author, "The Future of Assessments in Technology Rich Environments" (2016, Learning, Design and Technology) and "School-Based Badging System and Interest-Based Learning" (2015, International Journal of Learning & Media)

Why the Maker Movement Matters for Every Student: Design Thinking in K-12 Classroom

Jennie Magiera, MS

Chief Program Officer, EdTechTeam; Former Chief Innovation Officer, Des Plaines School District; Author, Courageous Edventures: Navigating Obstacles to Discover Classroom Innovation (2016)

Design Thinking: How to Unleash Student Innovation

Amy Wilkinson, MBA

Lecturer in Management, Stanford Graduate School of Business; Founder and CEO, Ingenuity Corp; Author, The Creator's Code: The Six Essential Skills of Extraordinary Entrepreneurs (2015)

The Promise of the Maker Movement for Education

Coeylen (Co) Barry, MA

Founder and Head of Professional Development, Createdu; Lecturer, Stanford University

4) The Science of Active Inquiry and Learning: Creating Curious Self-Directed Explorers

Counting What Counts: Why Curiosity, Creativity and Student-Centered Learning Matter

Jelena Obradovic

Jelena Obradovic, PhD, Assistant Professor, Developmental and Psychological Sciences Program, School of Education, Stanford University; Research Investigator, The Peers and Wellness Study (PAWS), University of California, Berkeley; Co-Author, "Executive functioning and developmental neuroscience" (2011, The Handbook of Early Education) and "BIological sensitivity to context: The interactive effects of stress reactivity and family adversity on social-emotional behavior and school readiness" (2010, Child Development)

Cultivating Curiosity in the K-12 Classroom: How to Foster Engagement, Exploration and Experimentation for Deeper Learning

Lisa Flook

Lisa Flook, PhD, Scientist, Center for Investigating Healthy Minds and Waisman Laboratory for Brain Imaging and Behavior, University of Wisconsin-Madison; Co-Author, “Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children Through a Mindfulness-Based Kindness Curriculum” (2014, Developmental Psychology)

How Experience Shapes the Neural Circuitry of the Frontal Cortex During Childhood/Adolescence

Amanda Strawhacker, PhD Candidate

Doctoral Student in robotics, DevTech Research Group, Eliot-Pearson Department of Child Study and Human Development, Tufts University; Intern, Project Zero, Harvard Graduate School of Education; Co-Founder, The Amanda’s Consulting, LLC; Project Coordinator, ScratchJr Research Project; Co-Author, “Teaching Tools, Teacher’s Rules: Exploring the Impact of Teaching Styles on Young Children’s Programing Knowledge in ScratchJr” (2017, International Journal of Technology and Design Education)

The Cognitive Consequences of Active Inquiry and Self-Directed Learning

Aron K. Barbey

Aron K. Barbey, PhD, Assistant Professor; Director, Decision Neuroscience Laboratory, Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign; Associate Editor, Frontiers in Human Neuroscience; Co-Author, “Architecture of Fluid Intelligence and Working Memory Revealed by Lesion Mapping” (2013, Brain Structure and Function)

The Science of Being Little: The Power of Play, Creativity and Exploration in Young Children

Robert W. Roeser, PhD

Bennett Pierce Professor of Caring and Compassion; Professor of Human Development and Family Studies, College of Health and Human Development, Pennsylvania State University; Co-Author, "Examining Ways That a Mindfulness-Based Intervention Reduces Stress in Public School Teachers: A Mixed-Methods Study" (2016, Mindfulness); Co-Editor, Handbook of Mindfulness in Education (2016)

Inquiry and Innovation in the Classroom: Empowering Student Engagement with Choice, Purpose and Technology

Jennie Magiera, MS

Chief Program Officer, EdTechTeam; Former Chief Innovation Officer, Des Plaines School District; Author, Courageous Edventures: Navigating Obstacles to Discover Classroom Innovation (2016)

Designing Questions to Assess Student Inquiry and Thinking

Jihyun Kim, PhD

Assistant Professor, Educational Leadership Program, Lehigh University; Co-Author, "Burnout Contagion: Is It Due to Early Career Teachers' Social Networks or Organizational Exposure?" (2017, Teaching and Teacher Education)

5) The Science of Mastery: Teaching for Expertise & Competency

Secrets from the New Science of Expertise: Implications for Education and Life-Long Learning

Sapna Cheryan, PhD

Associate Professor, Department of Psychology; Primary Investigator, Stereotypes, Identity, & Belonging Lab, University of Washington; Co-Author, "(Robot) Programming Experience Promotes Higher STEM Motivation Among First-Grade Girls" (2017, Journal of Experimental Child Psychology), "Designing Classrooms to Maximize Student Achievement" (2014, Policy Insights from the Behavioral and Brain Sciences) and "Classroom Matters: The Designing of Virtual Classrooms Influences Gender Disparities in Computer Science Class" (2011, Computers & Education)

How to Train Knowledge and Skills for Peak Performance

Susan B. Neuman, EdD

Professor and Chair of Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University; Author, "Preschoolers' Story Comprehension Similar for Print and Digital Books" (2017, ScienceDaily), All About Words (2013), Giving Our Children a Fighting Chance (2012), Multimedia and Literacy Development (2008), and Nurturing Knowledge (2007)

Taking a Scientific Approach to STEM Education: Expertise and Active Learning

Angela Stockman, MS

Fellow, New York Educator Voice; Owner/Director, WNY Education Associates and WNY Young Writer’s Studio; Former Christa McAuliffe Fellow; Author, Make Writing: 5 Teaching Strategies That Turn Writer’s Workshops Into a Maker Space (2015)

The Cognitive Development of Mathematical Brains

Kimberly G. Noble

Kimberly G. Noble, MD, PhD, Pediatrician; Developmental Cognitive Neuroscientist; Assistant Professor of Pediatrics,
Department of Pediatrics, and the G.H. Sergievsky Center, Columbia University; co-author, “Socioeconomic background predicts individual differences in neurocognitive abilities” (2007, Developmental Science) and “Poverty, privilege, and brain development: Empirical findings and ethical implications” (2005, Neuroethics: Defining the Issues in Theory, Practice, and Policy)

Visible Learning in Literacy

Kirke H. Olson

Kirke H. Olson, PsyD, Nationally Certified School Psychologist; President, The Positivity Company; Former Student/ Assistant of renowned Positive Psychologist Martin Seligman, PhD; Author, The Invisible Classroom: Relationships, Neuroscience and Mindfulness in Schools (2014)

Over-Tested and Under-Prepared: Using a Competency Based Instruction Model

Kristina J. Doubet, PhD

Professor, College of Education, James Madison University; Co-Author, Differentiation in the Elementary Grades: Strategies to Engage and Equip all Learners (2017), The Differentiated Flipped Classroom: A Practical Guide to Digital Learning (2016) and Differentiation in Middle and High School: Strategies to Engage All Learners (2015)

Neuroimaging, Instruction and Expertise in Reading

Gary W. Evans

Gary W. Evans, PhD, Professor, College of Human Ecology, Cornell University; Author, “Childhood poverty, chronic stress and adult working memory” (2009, Proceedings of the National Academy of Sciences) and “Childhood poverty and health” (2007, Psychological Science)

Teaching Moves that Create Reading Mastery, Independence, Motivation, and Growth

Kristin Souers, MA

Licensed Mental Health Counselor; Adjunct Faculty, Counselor Education Department, Gonzaga University School of Education; Assistant Director, Child and Family Research Unit, Washington State University; Co-Author, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016) and "Address Trauma with Calm, Consistant Care: Strategies to Help Educators Avoid Burnout While Keeping Students Learning-Ready" (2015, Principal Magazine)

6) The Power of Parents & Peers: Promoting Praise & Resilience

The Praise Paradox: How Well-Intended Words Can Backfire

Kristen H. Turner, PhD

Associate Professor of English Education, Division of Curriculum and Teaching; Director, Digital Literacies Collaborative; Director, Contemporary and Interdisciplinary Research; Program Coordinator, Adolescent English Education, Graduate School of Education, Fordham University; Consultant, National Writing Project; Co-Author, Argument in the Real World: Teaching Adolescents to Read and Write Digital Text (2017) and Connected Reading: Teaching Adolescent Readers in a Digital World (2015)

The Power of Parents: How Beliefs About Failure Shape Mindsets and Motivation

Noelle R. Leonard, PhD

Senior Research Scientist, Rory Meyers College of Nursing; Associate Director, Transdisciplinary Research Methods Core, Center for Drug Use and HIV Research (CDUHR), New York University; Co-Author, "A Multi-Method Exploratory Study of Stress, Coping, and Substance Use Among High School Youth in Private Schools" (2015, Frontiers in Psychology)

The Science of Social-Emotional and Cognitive Resilience in Learning

Kurt W. Fischer

Kurt W. Fischer, PhD; Charles Bigelow Professor; Director, Mind, Brain & Education Program (MBE), Harvard University Graduate School of Education; Director, International Mind, Brain and Education Society (IMBES); Editor, Mind, Brain & Education Journal

Helping Children Develop Self-Regulation, Resilience and Empathy

Kristina J. Doubet, PhD

Professor, College of Education, James Madison University; Co-Author, Differentiation in the Elementary Grades: Strategies to Engage and Equip all Learners (2017), The Differentiated Flipped Classroom: A Practical Guide to Digital Learning (2016) and Differentiation in Middle and High School: Strategies to Engage All Learners (2015)

Rebels Love a Cause: Harnessing the Motivational Effects of Pubertal Testosterone on the Adolescent Brain

Deirdre V. Lovecky

Deirdre V. Lovecky, PhD, Director, Gifted Resource Center of New England; Clinical Psychologist; Author, Di#erent Minds: Gifted Children with ADHD, Aspergers Syndrome and Other Learning Deficits (2003)