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TOP RESEARCHERS DISCUSS THE SCIENCE BEHIND CREATIVITY AND INNOVATION at the LEARNING & the BRAIN® CONFERENCE

MEDIA ADVISORY
February 1, 2013

Contact:
Kristin Dunay
(781)-449-4010 x 102
[email protected]

EDUCATING FOR CREATIVE MINDS: USING BRIAN SCIENCE TO IGNITE INNOVATION AND IMAGINATION

WHAT:

At this month’s Learning & the Brain® Conference at the Fairmont San Francisco Hotel, a national group of neuroscientists, creativity researchers and educators will explore some of the latest research on creativity, its importance to the brain and learning and ways to teach creativity and innovation to students. Neuroscience research is discovering how the creative process works in the brain and the importance of the arts and creativity for child development and learning.

A cross-spectrum of more than 1,500 educators will be attending to learn how creativity can be enhanced and nurtured in schools. A 2011 report by the Presidential Committee on the Arts and Humanities found that today’s high school graduates are “lacking the creative and critical thinking skills needed for success in the post secondary education and workforce.” However, today’s schools are for the most part not teaching the skills needed for the 21st Century and instead are reducing time devoted to play, the arts, thinking and reflection. The conference will provide evidence of the importance of the arts and creativity for the brain and learning.

Dr. Nancy C. Andreasen of the University of Iowa Carver College of Medicine and recipient of the President’s National Medal of Science will be giving one of the conference’s keynote addresses. She will discuss how the capacity to be creative—to produce new concepts, ideas, inventions, objects, or art—is perhaps the most important attribute of the human brain. Dr. Andreasen will be exploring issues such as how to define creativity, what psychological processes or environmental circumstance cause creative insights to occur and what is happening at the neural level during moments of creativity.

WHO:

The program is produced by Public Information Resources, Inc. and is co-sponsored by several organizations including Stanford University School of Education, the Greater Good Science Center and the Cognitive Control Lab, both of the University of California, Berkeley, the Dana Alliance for Brain Initiatives, and both the national associations of elementary and secondary school principals. In addition to Dr. Andreasen, some of the featured keynote speakers will be:

  • Milton Chen, PhD, will set the tone for the educational conference. He will discuss the creativity edge in education in the areas of arts, technology and passion. Senior fellow and executive director, emeritus at the George Lucas Educational Foundation (GLEF), Dr. Chen is the author of Education Nation: Seven Leading Edges of Innovation in Our Schools (2010).
  • Tina L. Seelig, PhD, Neuroscientist; Executive Director, Stanford Technology Ventures Program, School of Engineering; Director, Stanford Entrepreneurship Network, Stanford University; Director, National Center for Engineering Pathways to Innovation; Winner of the 2009 Bernard M. Gordon Prize from the National Academy of Engineering for Innovation in Engineering and Technology Education and the 2008 National Olympus Innovation Award; Author, inGenius: A Crash Course on Creativity (2012)
  • Yong Zhao, PhD, Presidential Chair; Associate Dean for Global Education, College of Education, University of Oregon; Director, Center for Advanced Technology in Education; Author, World Class Leaders: Educating Creative and Entrepreneurial Students (2012) and Catching Up or Leading the Way: American Education in the Age of Globalization (2009)
  • John Seely Brown, PhD, Visiting Scholar and Advisor, Provost, University of Southern California; Independent Co-Chairman, Center for the Edge, Deloitte; Co-Founder, Institute for Research on Learning; Member, American Academy of Arts and Sciences and the National Academy of Education; Co-Author, A New Culture of Learning: Cultivating the Imagination in a World of Constant Change (2011)

WHEN:

Thursday, February 14 through Saturday, February 16, 2013. Conference Begins 1:30 PM on Thursday. General Registration is $589.
Contact Kristin Dunay at 781-449- 4010 x 102 for media passes.

WHERE:

The Fairmont Hotel, San Francisco, CA
Learning & the Brain® is a series of educational conferences that brings the latest research in neuroscience and psychology and their potential applications to education to the wider educational community. Since its inception in 1999, this series has been attended by more than 35,000 people in Boston, San Francisco, Washington, D.C., New York and Chicago.

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Lauren O'Neil
Lauren O'Neil

                  In Why Don’t Students Like School? Daniel T. Willingham bridges the gap between isolated, laboratory research and busy, chaotic classrooms. He takes a systematic and sympathetic approach to addressing educators’ concerns about daily classroom activities. He sees the responsibilities that educators have to undertake and directly speaks to today’s realities of standardized testing, time constraints, and varying levels of ability in the classroom. Willingham not only provides teachers with current findings in neuroscience, but also validates their own activities and lesson plans. Additionally, there are real action plans that educators can apply in the Implications for the Classroom segment provided at the end of every chapter.

                  Each section begins with a relevant question that could be asked by teachers, principals, school psychologists, specialists, and classroom aides, for example: “Why Is It So Hard for Students to Understand Abstract Ideas?” (Chapter 4), “How Can I Help Slow Learners? (Chapter 8).”  He then links the neuroscience research with the question at hand providing a multitude of examples and explanations.

Willingham introduces Working Memory and Long-term Memory and, like an effective teacher, he scaffolds these ideas into more complex concepts over the course of the book. He discusses how the mind is not made for thinking because the connections are not yet in the brain to solve a problem presented to a student. So each child must think and connect the dots, and therefore the neurons! The next few chapters build upon each other to explain how introducing factual knowledge is necessary for building a foundation before higher order thinking skills can be asked of students.

Willingham goes on to reveal why background knowledge, a.k.a. prior knowledge, is fundamental to critical thinking, reading comprehension, and improving memory by connecting new material with prior knowledge. He covers a multitude of important topics such as forgetting, mnemonic devices, discovery or group learning, teachers’ personal style, practicing drills, and transfer to underscore a few. Particularly useful is the discussion of the visual-auditory-kinesthesia theory as it addresses the ever-popular multiple intelligences from a cognitive viewpoint.

While Daniel Willingham does not have years of personal K-12 classroom experience, his analyses and suggestions for educators are pragmatic and profound. He successfully reaches his goal of providing fundamental cognitive principles that are true in the laboratory and the classroom. Additional resources on a plethora of topics from Daniel Willingham can be found online at: http://www.danielwillingham.com/daniel-willingham-science-and-education-blog.html.

Why Don’t Students Like School? by Daniel T. Willingham, published by Jossey-Bass, 2009.