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<\/a><\/p>\nIn some cases, I’m happy to see family favorites return to the LatB microphone:<\/p>\n
Dan Willingham<\/strong> wrote the book that launched a thousand MBE careers. If you haven’t read\u00a0Why Don’t Students Like School?<\/em>, do so. If you HAVE read it, good news: the second edition is coming out soon.<\/p>\n Barbara Oakley<\/strong> has created some of the most popular online courses EVAH. Her topic: “learning how to learn.” Every time I hear her, I’m reminded why so many people rely on her wisdom and experience.<\/p>\n John Almarode<\/strong> and Doug Fisher<\/strong> both manage to apply the learning sciences to their own daily work in inspiring and unexpected ways. They make you think that good teaching\u00a0really is possible<\/em>: a reminder we all need these days.<\/p>\n I could go on. And on.<\/p>\n However excited I am to hear these speakers again, I might be even more verklempt<\/em> at the new speakers — or, more precisely, speakers new to Learning and the Brain.<\/p>\n Paul Kirschner<\/strong> is a real giant in this field. He reminds us constantly to be sure that teaching ideas don’t just need to sound good<\/em>; they need to benefit students<\/em>. His article\u00a0Why Minimal Guidance Instruction Does Not Work<\/em> [link<\/a>], written with John Sweller and Richard Clark, remains a frequency-cited manifesto for teaching methods that really help students learn.<\/p>\n Daisy Christodoulou<\/strong> has written several field-defining books, beginning with\u00a0Seven Myths about Education<\/em>. (I once described this book as having the highest mic-drop\/page ratio I know of.) You can see our review of her latest book — Teachers vs. Tech: The Case for an Ed Tech Revolution<\/em> — here<\/a>.<\/p>\n Kenneth Wesson<\/strong> brings a\u00a0neuroscience<\/em> perspective to fields that have traditionally been the focus of psychology: for instance, reading instruction<\/em>, or, the importance of play<\/em> for learning. I’m deeply curious to hear how his work on the\u00a0brain<\/strong> can inform our understanding of the\u00a0mind<\/strong>.<\/p>\n Dylan Wiliam<\/strong> (yes, that’s the correct spelling) helped launch the idea of\u00a0assessment<\/em> for learning<\/em>, and he hasn’t stopped there. His reminder that — in the world of educational innovation —\u00a0 “everything works somewhere, but nothing works everywhere” keeps us humble and grounded.<\/p>\n Again, I could list many more.<\/p>\nNew Voices<\/h2>\n