You will examine how research on learning and the brain can support optimal lesson design and inform classroom instruction. In this highly interactive workshop, Dr. Armstrong will model key principles of effective lesson design (not just lesson plans) based on research on the brain and learning that will empower both teachers and learners. She will share findings from neuroscience related to memory systems, executive function, attention states, self-regulation and engagement of learners while looking through the lens of Common Core standards (as well as, other standards and competencies). Dr. Armstrong will highlight additional tools and strategies that focus on designing lessons that are differentiated for diverse learners. You will also learn strategies to activate visual memory systems like recall and thinking skills. Educators will gain insights on how neuroscience research can be applied to daily practice with "use tomorrow" strategies that focus on teaching smarter, not working harder!
Workshop hours: 8:30AM - 3:00PM
>>Download seminar brochure (pdf)
>>Download seminar brochure - ASHA version (pdf)
At this seminar, you will learn information about:
WHO SHOULD ATTEND
This seminar is applicable for all professionals in education, including teachers Pre-K through graduate school, administrators, curriculum designers, professional development coordinators, consultants for schools, teacher educators and those preparing to teach.
Sarah Armstrong, EdD, is Senior Director of K-12 Statewide Professional Development for the School of Continuing and Professional Studies, University of Virginia. She is also President of Leading and Learning Solutions, serving as a consultant on instructional improvement, specializing in the application of brain research and effective differentiation in the classroom. Dr. Armstrong has been a reading specialist, supervisor of gifted, elementary principal and assistant superintendent. She is the author of Teaching Smarter with the Brain in Focus (2008) and A Practical Guide to Tiering Instruction in the Differentiated Classroom (2010).