Children today spend more time using digital devices than ever before, but it has come with a loss of face-to-face interaction and social skills. A 2018 Pew Research Center study found that with 95 percent of U.S. teens now having access to a smartphone, 45 percent feel overwhelmed by social media drama, 48 percent feel they don't fit in with peers, and 36 percent feel they have too little face-to-face time with friends. However, brain and psychological research has shown that having face-to-face interactions and developing social skills are essential for learning, making lasting friendships, and for academic and career success. Join us in New York to explore how our brains are wired for face-to-face social interactions, how digital devices are affecting social skills development and addiction, and how social groups, and using classroom collaborations improve learning. Discover ways to help all students, including the socially awkward and those with autism, feel accepted, make friends, and develop the social and emotional skills needed for school and life success.
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Co-Founder and Director, Neuro-Education Initiative (NEI); Professor, School of Education, Johns Hopkins University; Author, The Brain-Targeted Teaching Model for 21st Century Schools (2012) and Connecting Brain Research With Effective Teaching: The Brain-Targeted Teaching Model (2003); Co-Author “The Effects of Arts-Integrated Instruction on Memory for Science Content.” (2019, Trends in Neuroscience and Education)
Co-Founder and Director, Neuro-Education Initiative (NEI); Professor, School of Education, Johns Hopkins University; Author, The Brain-Targeted Teaching Model for 21st Century Schools (2012) and Connecting Brain Research With Effective Teaching: The Brain-Targeted Teaching Model (2003); Co-Author “The Effects of Arts-Integrated Instruction on Memory for Science Content.” (2019, Trends in Neuroscience and Education)
Master Teacher; CIO, Infinite Horizons; Co-Author, Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally (2015), Developing Growth Mindsets in the Inspiring Classroom (2011), Inspiring Elementary Learners (2008), Inspiring Middle and Secondary Learners (2007), and Differentiation for Real Classrooms (2009)
Assistant Professor of Learning Sciences; Principal Investigator, Brain Healthy Project, NEAG School of Education, University of Connecticut; Brain Researcher who studies how students learn in real classrooms using portable Electroencephalography (EEG) and eye tracking technologies; Co-Author, "Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research" (2021, Educational Researcher); "Making BrainWaves: Portable Brain Technology in Biology Education" (2021, bioRxiv), "Morning Brain: Real-World Neural Evidence that High School Class Times Matter" (2020, Social Cognitive and Affective Neuroscience), and "Measuring Brain Waves in the Classroom" (2020, Frontiers for Young Minds)
Director, Social Identity and Morality Lab; Associate Professor of Psychology and Neural Science, Department of Psychology, New York University; Co-Author, “Out-Group Animosity Drives Engagement on Social Media” (2022, Proceedings of the National Academy of Sciences), The Power of Us: Harnessing Our Shared Identities to Improve Performance, Increase Cooperation, and Promote Social Harmony (2021), and “The Social Neuroscience of Cooperation” (2020, The Cognitive Neurosciences)