Speakers and Sessions

Join us for our 20th anniversary event, which will explore the science of effective teaching and ways to engage deeper learning

"Pretty much anyone can do better in any subject if they know about learning. Your brain is more powerful than you think."
– Barbara Oakley, PhD, Oakland University; Co-Author, Learning How to Learn

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Featured Speakers

David B. Daniel, PhD

Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

Linda Darling-Hammond, EdD

Charles E. Ducommun Professor of Education Emeritus, Stanford University; Faculty Sponsor, Stanford Teacher Education Program; President, California's State Board of Education; Co-Author, Preparing Teachers for Deeper Learning (2019), “Implications for Educational Practice of the Science of Learning and Development” (2018, Applied Developmental Science), Empowered Educators (2017), Be the Change: Reinventing School for Student Success (2016), and Teaching in the Flat World: Learning from High-Performing Systems (2015)

Barbara A. Oakley, PhD

Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens (2018); Author, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential (2017) and A Mind for Numbers: How to Excel at Math and Science (2014)

Sarah-Jayne Blakemore, PhD

Professor of Cognitive Neuroscience; Deputy Director, UCL Institute of Cognitive Neuroscience Group, University College London; Editor-in-Chief, Developmental Cognitive Neuroscience; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, The Learning Brain: Lessons for Education (2005)

Stanislas Dehaene, PhD

Professor, Experimental Cognitive Psychology, College de France; Director, INSERM-CEA Cognitive Neuroimaging Unit; Author, Space, Time, and Number in the Brain (2018), The Number Sense (2011), Reading in the Brain: The Science and Evolution of a Human Invention (2009)

David H. Rose, EdD

Founder and Chief Education Officer Emeritus, Center for Applied Special Technology (CAST); Lecturer, Harvard Graduate School of Education; Recipient, Special Education Lifetime Achievement Award from the Council for Exceptional Children; Co-Author, Universal Design for Learning: Theory and Practice (2016)

John T. Almarode, PhD

Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author, From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

1) TRANSFORMING SCHOOLS: PROMOTING DEEPER STUDENT LEARNING

Preparing Teachers for Deeper Learning: Implications of Science of Learning and Development

Linda Darling-Hammond, EdD

Charles E. Ducommun Professor of Education Emeritus, Stanford University; Faculty Sponsor, Stanford Teacher Education Program; President, California's State Board of Education; Co-Author, Preparing Teachers for Deeper Learning (2019), “Implications for Educational Practice of the Science of Learning and Development” (2018, Applied Developmental Science), Empowered Educators (2017), Be the Change: Reinventing School for Student Success (2016), and Teaching in the Flat World: Learning from High-Performing Systems (2015)

In Search of Deeper Learning in High Schools

Jal D. Mehta, PhD

Associate Professor of Education, Harvard Graduate School of Education; Co-Editor, Learning Deeply blog, Education Week; Author, The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling (2013)

The Secret Life of the Teen Brain

Sarah-Jayne Blakemore, PhD

Professor of Cognitive Neuroscience; Deputy Director, UCL Institute of Cognitive Neuroscience Group, University College London; Editor-in-Chief, Developmental Cognitive Neuroscience; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, The Learning Brain: Lessons for Education (2005)

Deeper Learning: Transforming Education in the Twenty-First Century

Monica R. Martinez, PhD

Education Strategist; Chief School Support Officer, XQ Institute; Presidential Appointee to the White House Commission of Educational Excellence for Hispanics; Co-Author, Deeper Learning: How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century (2014)

20 Instructional Strategies for Deeper, Unforgettable Teaching and Learning

Marcia L. Tate, EdD

Chief Executive Officer, Developing Minds, Inc.; Former Executive Director of Professional Development, DeKalb County School System; Author, Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning? (2016), Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain (2015), and Preparing Children for Success in School and Life: 20 Ways to Increase Your Child’s Brain Power (2011)

A Blueprint for Deeper Learning

Lissa Pijanowski, EdD

Founder and Chief Learning Officer, Innovate 2 Educate; Senior Fellow, International Center for Leadership in Education; Author, Architects of Deeper Learning: Intentional Design for High Impact Instruction (2018)

2) LEARNING HOW TO LEARN: USING LEARNING SCIENCE TO ENGAGE & REFLECT

Learning How to Learn

Barbara A. Oakley, PhD

Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens (2018); Author, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential (2017) and A Mind for Numbers: How to Excel at Math and Science (2014)

The Science of How We Learn

Stanislas Dehaene, PhD

Professor, Experimental Cognitive Psychology, College de France; Director, INSERM-CEA Cognitive Neuroimaging Unit; Author, Space, Time, and Number in the Brain (2018), The Number Sense (2011), Reading in the Brain: The Science and Evolution of a Human Invention (2009)

The Learning Brain

Sarah-Jayne Blakemore, PhD

Professor of Cognitive Neuroscience; Deputy Director, UCL Institute of Cognitive Neuroscience Group, University College London; Editor-in-Chief, Developmental Cognitive Neuroscience; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, The Learning Brain: Lessons for Education (2005)

Learning How to Learn: The Science of Great Teaching Strategies, Self-Regulation, and Metacognition

John T. Dunlosky, PhD

Professor, Department of Psychological Sciences; Director, Science of Learning and Education Center, Kent University; Author, “Strengthening the Student Toolbox” (2013, American Educator); Co-Author, “Improving Students’ Learning with Effective Learning Techniques” (2013, Psychological Science in the Public Interest) and Metacognition (2008)

Teaching Students How to Learn: Strategies for Metacognition, Motivation, and Deep Learning

Saundra Y. McGuire, PhD

Director Emerita, Center for Academic Success; Former Professor of Chemistry, Louisiana State University; Author, Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation (2015) and "Metacognition: An Effective Tool to Promote Success in College Science Learning" (2014, Journal of College Science Teaching)

Digging Deeper into How to Learn and the Science of Learning

Barbara A. Oakley, PhD

Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens (2018); Author, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential (2017) and A Mind for Numbers: How to Excel at Math and Science (2014)

3) LEARNING HOW TO THINK: DEEPER REASONING & CRITICAL THINKING

Knowledge and Practice: The Real Keys to Critical Thinking

Daniel T. Willingham, PhD

Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” column for American Educator; Associate Editor, Mind, Brain, and Education Journal; Author, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017), Raising Kids Who Read: What Parents and Teachers Can Do (2015), When Can You Trust the Experts? (2012), Why Don’t Students Like School? (2010), and "Have Technology and Multitasking Rewired How Students Learn?" (2010, American Educator)

Reasoning and the Brain: Implications for Education and Deeper Thinking

Silvia A. Bunge, PhD

Professor of Psychology; Professor, Helen Wills Neuroscience Institute; Director, Building Blocks of Cognition Laboratory, University of California, Berkeley; Co-Author, “What Connections Can We Draw Between Research on Long-Term Memory and Student Learning?” (2016, Mind, Brain and Education) and “Analogical Reasoning in the Classroom: Insights from Cognitive Science” (2015, Mind, Brain, and Education)

Brain Briefs: Do Schools Teach the Way Kids Learn and Think?

Arthur B. Markman, PhD

Annabel Iron Worsham Centennial Professor of Psychology and Marketing, The University of Texas at Austin; Former Executive Editor, Cognitive Science; Author, Smart Change: Five Tools to Create New and Sustainable Habits in Yourself and Others (2014) and Smart Thinking: Three Essential Keys to Solve Problems, Innovate, and Get Things Done (2012); Co-Author, Brain Briefs: Answers to the Most (and Least) Pressing Questions About Your Mind (2016)

How to Be an Effective Skeptic: Critical Thinking Strategies to Evaluate Research-Based Practice

Andrew C. Watson, MEd

Classroom Teacher with 16 years of experience, who has spent 9 years exploring and explaining the practical classroom uses of psychology and neuroscience; Founder/President of Translate the Brain, a professional development consultancy; Author, Learning Grows: The Science of Motivation for the Classroom Teacher (2019) and Learning Begins: A Teacher's Guide to the Learning Brain (2017); Blogger, Learning & the Brain Blog

STEM Education: Using Labs to Teach Critical Thinking

Natasha G. Holmes, PhD

Assistant Professor, Department of Physics; Primary Researcher, Cornell Physics Education Research Lab, Cornell University; Co-Author, "Examining and Contrasting the Cognitive Activities Engaged in Undergraduate Research Experiences and Lab Courses" (2016, Physical Review Physics Education Research) and "Teaching Critical Thinking" (2015, Proceedings of the National Academies of Sciences)

Boosting Cognitive Engagement and Critical Thinking in K-12 Classrooms

Rebecca Stobaugh, PhD

Associate Professor, School of Teacher Education, Western Kentucky University; Former Principal and Classroom Teacher; Author, 50 Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (2019) and Real-World Learning Framework for Elementary Schools: Digital Tools and Practical Strategies for Successful Implementation (2017)

4) MAKING LEARNING STICK: DEEPER TEACHING, MEMORY, PRACTICE, & RETRIEVAL

Making Learning Stick

Mark A. McDaniel, PhD

Professor of Psychological and Brain Sciences; Director, Center for Integrative Research on Cognition, Learning, and Education (CIRCLE); Principal Investigator, Memory and Complex Learning Lab, Washington University in St. Louis; Co-Author, "Understanding the cognitive processes in writing to learn" (2017, Journal of Experimental Psychology) and Make It Stick: The Science of Successful Learning (2014)

What Stress Does to Memory, Monitoring, and Regulation of Learning

Ayanna K. Thomas, PhD

Professor, Department of Psychology; Principal Investigator, Cognitive Memory and Aging Laboratory, Tufts University; Co-Author, "Reducing the Consequences of Acute Stress on Memory and Retrieval (2017, The Journal of Applied Research in Memory & Cognition) and "Retrieval Practice Protects Memory Against Acute Stress" (2016, Science)

Powerful Teaching: Unleash the Science of Learning

Pooja K. Agarwal, PhD

Cognitive Scientist; Former K-12 Teacher; Former Director of K-12 Student Assessment, Illinois State Department of Education; Founder, RetrievalPractice.org; Assistant Professor, Berklee College of Music; Former Project Lead, HarvardX (Massive Open Online Courses), Harvard University; Author, Powerful Teaching: Unleash the Science of Learning (2019); Co-Author, "Benefits from Retrieval Practice are Greater for Students with Lower Working Memory Capacity" (2017, Memory), "Both Multiple-choice and Short-answer Quizzes Enhance Later Exam Performance in Middle and High School Classes" (2014, Journal of Experimental Psychology), and "Advances in Cognitive Psychology Relevant to Education" (2012, Educational Psychology Review)

Working Memory Capacity and the Spacing Effect in Cued Recall

LaTasha R. Holden, PhD

Provost’s Postdoctoral Fellow in Psychology, Florida State University; research interests revolve around inter- and intra- individual differences in learning, performance, and achievement, especially pertaining to educational attainment and achievement; Co-Author, "Working Memory Capacity and the Spacing Effect in Cued Recall" (2017, Memory)

How Knowledge of Learning Sciences Has Influenced Teacher Practice and Teacher Efficacy Beliefs

Mariale M. Hardiman, EdD

Co-Founder and Director, Neuro-Education Initiative (NEI); Professor of Clinical Education and Vice Dean of Academic Affairs, School of Education, Johns Hopkins University; Co-Author, “Professional Development Effects on Teacher Efficacy: Exploring how Knowledge of Neuro- and Cognitive Sciences Changes Beliefs and Practices” (2013) and “Neuroeducation, Neuroethics, and Classroom Teaching: Where Brain Sciences meet Pedagogy” (2012, Neuroethics)

5) ENGAGING MINDS: USING TECHNOLOGY, INQUIRY, & PROJECTS FOR DEEPER LEARNING

The Science of Learning: Mind, Brain, & Technology

John D.E. Gabrieli, PhD

Grover Hermann Professor of Health Sciences and Technology and Cognitive Neuroscience; Professor of Brain and Cognitive Sciences; Co-Director, Clinical Research Center; Associate Director, Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research; Director, MIT’s Integrated Learning Initiative (which has started a new collaboration with the Chan Zuckerberg Initiative called “Reach Every Reader” for a scientific approach to personalize learning for literacy and develop diagnostic tools), Massachusetts Institute of Technology; Author, “Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function” (2018, Psychological Science)

Inquiry-Based Learning: Promoting Critical Thinking and Reflection Through Technology

Teresa L. Coffman, PhD

Professor of Education, College of Arts and Science, University of Mary Washington; Author, Inquiry-Based Learning: Designing Instruction to Promote Higher Level Thinking (2017) and Using Inquiry in the Classroom: Developing Creative Thinkers And Information Literate Students (2013); Co-Author, "Mobile Technologies for Making Meaning in Education: Using Augmented Reality to Connect Learning" (2019, book chapter in Mobile Technologies in Educational Organizations)

Real-World Learning: Using Digital Tools and Projects for Deeper Learning

Rebecca Stobaugh, PhD

Associate Professor, School of Teacher Education, Western Kentucky University; Former Principal and Classroom Teacher; Author, 50 Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (2019) and Real-World Learning Framework for Elementary Schools: Digital Tools and Practical Strategies for Successful Implementation (2017)

Thinking Like Socrates: Creating a Culture of Questions, Thinking, Inquiry, and Deeper Learning

Shanna Peeples, MEd

Doctoral Candidate in Education Leadership, Harvard Graduate School of Education; Teaching Fellow, Harvard University; Former Educator in Residence for TED Conferences; 2015 National Teacher of the Year; Author, Think Like Socrates: Invite Wonder and Empathy Into the Classroom (2018)

6) TRANSFORMING LITERACY: USING THE SCIENCE OF LANGUAGE & READING

The Reading Mind

Daniel T. Willingham, PhD

Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” column for American Educator; Associate Editor, Mind, Brain, and Education Journal; Author, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017), Raising Kids Who Read: What Parents and Teachers Can Do (2015), When Can You Trust the Experts? (2012), Why Don’t Students Like School? (2010), and "Have Technology and Multitasking Rewired How Students Learn?" (2010, American Educator)

How Language Begins: The Evolutionary Story of Humanity's Greatest Invention

Daniel Everett, PhD

Linguist; Trustee Professor of Cognitive Science, Bentley University; Author, How Language Began: The Story of Humanity’s Greatest Invention (2017), Language: The Cultural Tool (2012), and Don't Sleep, There Are Snakes: Life and Language in the Amazonian Jungle (2009)

Bridging the Gap Between Science of Reading and Best Classroom Practices

Richard Gentry, PhD

Independent Researcher; Educational Consultant; Former University Professor; Blogger, Psychology Today; Co-Author, Brain Words: How the Science of Reading Informs Teaching (2019); Author, Raising Confident Readers: How to Teach Your Child to Read and Write--from Baby to Age 7 (2010) and Step-by-Step Assessment Guide to Code Breaking: Pinpoint Young Students' Reading Development and Provide Just-Right Instruction (2008)

Understanding and Overcoming Dyslexia in Light of Reading Science

Richard Gentry, PhD

Independent Researcher; Educational Consultant; Former University Professor; Blogger, Psychology Today; Co-Author, Brain Words: How the Science of Reading Informs Teaching (2019); Author, Raising Confident Readers: How to Teach Your Child to Read and Write--from Baby to Age 7 (2010) and Step-by-Step Assessment Guide to Code Breaking: Pinpoint Young Students' Reading Development and Provide Just-Right Instruction (2008)