Speakers and Sessions

 

NOTE: Due to high demand, additional attendees will view Friday's keynotes in the overflow room. Please call 781-449-4010 x 101 if you have any questions.


TEACHING SOCIAL SKILLS IN A DIGITAL AGE

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.

Follow us on Facebook and Twitter (@learningandtheb / #latb53) for conference updates and news

LEARNING OBJECTIVES

You will gain knowledge about:
  • The science of the social brain, networks, and interactions
  • Ways to teach social competence and social-emotional learning
  • Strategies and interventions for autistic and socially awkward kids
  • Why social skills are important for academic, college, and career success
  • The negative effects of digital technology on brains, addiction, and skills
  • Improving learning, equity, and teaching through intergroup collaboration
  • How face-to-face interaction synchronizes brainwaves and boosts learning
  • Using social curricula, VR, and theater for autism, ADHD, and anxiety
  • Understanding and appreciating nerds, geeks, and different minds
  • Ways to use technology to encourage interaction and collaboration
  • The science of making friends and teacher-child relationships
  • The power of group reading, talking, and conversations

Featured Speakers

Conference Chair / Co-Sponsor

Vanessa Rodriguez, EdD

Assistant Professor, Center for Early Child Health and Development, Department of Public Health, NYU Langone Health; Co-Director, Neuroscience & Education Collaborative, New York University; Former K-12 Teacher; Author, The Teaching Brain: An Evolutionary Trait at the Heart of Education (2014) and “Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating The Teaching Brain” (2013, Mind, Brain, & Education)

Conference Chair / Co-Sponsor

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, “Exploring Teacher Efficacy Beliefs in Puerto Rico: Results From a Neuroeducation Professional Development Study” (2018, AERA) and “Neuroeducation, Neuroethics, and Classroom Teaching: Where Brain Sciences Meet Pedagogy” (2012, Neuroethics)

Educating Students Who Have Different Kinds of Thinking Minds

Temple Grandin, PhD

Autism Rights Advocate; Professor, College of Agricultural Sciences, Colorado State University; Member, American Academy of Arts and Sciences; Author, Calling All Minds: How To Think and Create Like an Inventor (2018) and Thinking in Pictures: My Life With Autism (Expanded Edition, 2006); Co-Author, Unwritten Rules of Social Relationships: Decoding Social Mysteries Through the Unique Perspectives of Autism (2017) and The Autistic Brain: Helping Different Kinds of Minds Succeed (2014)

IRRESISTIBLE: The Rise of Addictive Technology on Children

Adam Alter, PhD

Associate Professor of Psychology and Marketing, Stern School of Business, New York University; Author, Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked (2018) and Drunk Tank Pink: And Other Unexpected Forces That Shape How We Think, Feel, and Behave (2014)

Face-to-Face Communication Even With a Digital Device in Hand: How Do We Manage It?

Michelle Garcia Winner, MA, CCC-SLP

Founder and CEO, Social Thinking; Author, Social Media, the Social Mind, and Social Thinking (2013, socialthinking.com) and Think Social (2006); Co-Author, Good Intentions Are Not Good Enough (2016), Socially Curious and Curiously Social: A Social Thinking Guidebook for Bright Teens and Young Adults (2011), and “Measuring the Effectiveness of Teaching Social Thinking to Children With Asperger Syndrome (AS) and High Functioning Autism (HFA)” (2008, Journal of Autism and Developmental Disorders)

The Disordered Mind and Memory

Eric R. Kandel, MD

University Professor and Kavli Professor of Brain Science; Director, Kavli Institute for Brain Science; Co-Director, Mind Brain Behavior Initiative; Founder, Center for Neurobiology and Behavior, Columbia University; Senior Investigator, Howard Hughes Medical Institute; Recipient, the Nobel Prize, the Lasker Award, the Gairdner Award, the Harvey Prize, and the National Medal of Science; Author, The Disordered Mind: What Unusual Brains Tell Us About Ourselves (2018), Reductionism in Art and Brain Science: Bridging the Two Cultures (2016), and In Search of Memory: The Emergence of a New Science of Mind (2006)

Social-Emotional Learning: Its Importance for Promoting Mental Health and Nurturing Success in School and Life

Mark T. Greenberg, PhD

Founding Director; Bennett Chair and Professor of Prevention Research in Human Development and Family Studies; Edna Bennett Pierce Prevention Research Center, College of Health and Human Development, The Pennsylvania State University; Co-Author, Social and Emotional Skills Training for Children: The Fast Track Friendship Group Manual (2017), "Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions" (2017, Journal of Educational Psychology), and "Thriving in School: The Role of Sixth Grade Adolescent-Parent-School Relationships in Predicting Eighth Grade Academic Outcomes" (2016, Youth & Society)

Autism: A Uniquely Human Experience

Barry M. Prizant, PhD, CCC-SLP

Adjunct Professor, Artists and Scientists as Partners, Department of Theatre Arts and Performance Studies, Brown University; Director, Childhood Communication Services; Author, Uniquely Human: A Different Way of Seeing Autism (2016); Co-Author, The Scerts Model: A Comprehensive Educational Approach for Children With Autism Spectrum Disorders (2005)

Creating a Social, Emotion Revolution in our Nation's Schools and Workplaces

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Lead Developer, The RULER Approach to Social and Emotional Learning; Co-Author, "Creating Emotionally Intelligent Schools with RULER" (2016, Emotion Review) and "Advancing the Science and Practice of Social and Emotional Learning" (2016, Review of Research in Education)

The Science of Making Friends: Helping Socially Challenged Teens and Young Adults

Elizabeth A. Laugeson, PsyD

Founder and Director, UCLA PEERS Clinic, an outpatient hospital-based program providing parent-assisted social skills training for preschoolers, adolescents, and young adults with Autism Spectrum Disorders and other social impairments; Associate Clinical Professor, Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles; Author, PEERS for Young Adults: Social Skills Training for Adults with Autism Spectrum Disorder and Other Social Challenges (2017) and The Science of Making Friends: Helping Socially Challenged Teens and Young Adults (2013); Co-Author, Social Skills for Teenagers with Developmental and Autism Spectrum Disorders (2010)

1) SOCIAL BRAINS: PROMOTING SOCIAL SKILLS, COMPETENCE, & CONNECTIONS IN A DIGITAL AGE

The Disordered Mind and Memory

Eric R. Kandel, MD

University Professor and Kavli Professor of Brain Science; Director, Kavli Institute for Brain Science; Co-Director, Mind Brain Behavior Initiative; Founder, Center for Neurobiology and Behavior, Columbia University; Senior Investigator, Howard Hughes Medical Institute; Recipient, the Nobel Prize, the Lasker Award, the Gairdner Award, the Harvey Prize, and the National Medal of Science; Author, The Disordered Mind: What Unusual Brains Tell Us About Ourselves (2018), Reductionism in Art and Brain Science: Bridging the Two Cultures (2016), and In Search of Memory: The Emergence of a New Science of Mind (2006)

Promoting Social Skills for Kids Through Play, Games, and Activities (K-5)

Janine Halloran, LMHC

Licensed Mental Health Counselor; Founder, Encourage Play LLC; Founder/CEO, Coping Skills for Kids; Former School Adjustment Counselor; Author, Social Skills for Kids: Over 75 Fun Games & Activities for Building Better Relationships, Problem Solving & Improving Communication (2018) and Coping Skills for Kids Workbook: Over 75 Coping Strategies to Help Kids Deal with Stress, Anxiety and Anger (2016)

The Science of Making Friends: Helping Socially Challenged Teens and Young Adults

Elizabeth A. Laugeson, PsyD

Founder and Director, UCLA PEERS Clinic, an outpatient hospital-based program providing parent-assisted social skills training for preschoolers, adolescents, and young adults with Autism Spectrum Disorders and other social impairments; Associate Clinical Professor, Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles; Author, PEERS for Young Adults: Social Skills Training for Adults with Autism Spectrum Disorder and Other Social Challenges (2017) and The Science of Making Friends: Helping Socially Challenged Teens and Young Adults (2013); Co-Author, Social Skills for Teenagers with Developmental and Autism Spectrum Disorders (2010)

Promoting a Positive Emotional Climate for Learning: From Research to Practice

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, “Exploring Teacher Efficacy Beliefs in Puerto Rico: Results From a Neuroeducation Professional Development Study” (2018, AERA) and “Neuroeducation, Neuroethics, and Classroom Teaching: Where Brain Sciences Meet Pedagogy” (2012, Neuroethics)

The Significance of Friendship and Peer Relationships for the Quiet, Socially Anxious Child: A Developmental Perspective

Kenneth H. Rubin, PhD

Professor of Human Development and Quantitative Methodology; Founding Director, Center for Children, Relationships, and Culture, University of Maryland; Author, The Friendship Factor: Helping Our Children Navigate Their Social World -- And Why It Matters for Their Success and Happiness (2003); Co-Author, “Peer Relationships and Influences in Childhood” (2017, Neuroscience and Biobehavioral Psychology); Co-Editor, Handbook of Peer Interactions, Relationships, and Groups (2018, 2nd Edition)

Simultaneous Interventions: Tips for Teaching Social Competencies With Strategies for Anxiety Management

Michelle Garcia Winner, MA, CCC-SLP

Founder and CEO, Social Thinking; Author, Social Media, the Social Mind, and Social Thinking (2013, socialthinking.com) and Think Social (2006); Co-Author, Good Intentions Are Not Good Enough (2016), Socially Curious and Curiously Social: A Social Thinking Guidebook for Bright Teens and Young Adults (2011), and “Measuring the Effectiveness of Teaching Social Thinking to Children With Asperger Syndrome (AS) and High Functioning Autism (HFA)” (2008, Journal of Autism and Developmental Disorders)

Using Improv and Sketch Comedy to Practice "Real Time" Social Skills and Collaborative Skills

Shawn Amador, LCSW

School Social Worker; Therapist, CORE Connections Counseling; Developer of Social Theatre™, an afterschool group theater program designed to teach children social skills based on Michelle Garcia Winner's Social Thinking; Author, Teaching Social Skills Through Sketch Comedy and Improv Games: A Social Theatre™ Approach for Kids and Teens Including Those with ASD, ADHD, and Anxiety (2018)

Social Networks in the Brain: From Agents, to Actions, to Interactions

Julia Sliwa, PhD

Postdoctoral Researcher, Laboratory of Neural Systems, The Rockefeller University; Researcher, Neural Circuits for Intelligence, Center for Brains, Minds & Machines, Massachusetts Institute of Technology; Co-Author, “From Agents to Actions to Interactions: Uncovering Multiple Social Networks in the Primate Brain” (2017, Society for Social and Affective Neuroscience) and “A Dedicated Network for Social Interaction Processing in the Primate Brain” (2017, Science)

Developing Social Competence for Students with Social Deficits: From Curricula, to Group-Based Interventions, to Collaborative VR Environments

Janine P. Stichter, PhD

Professor, Department of Special Education, University of Missouri; Developer of the “Social Competence Curricula,” a program focusing on improving social competence in K-12 education; Developer of the “iSocial,” a 3-D virtual learning environment project; Co-Author, “A Six-Step Decision-Making Process to Guide Social Skills Instruction” (2018, Intervention in School and Clinic)

Inside Out: How Self-Awareness Leads to Social Competence in Children

Kathleen M. Kryza, MA

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)

MaryAnn Brittingham, MS

Professional Development Consultant; Graduate Course Instructor, State University of New York at New Paltz; Author, Motivating the Unmotivated (2008), Dealing with Difficult Parents: Powerful Strategies for Parent/Teacher Interactions (2005), and Respectful Discipline: Your Guide to Effective Classroom Management (2003)

2) COLLABORATIVE MINDS: IMPROVING GROUP LEARNING, EQUITY, AND INTERGROUP RELATIONSHIPS IN SCHOOLS & STEM CLASSROOMS

Co-Teaching and Collaboration: Learning to Work Together to Reach All Students

Kathleen M. Kryza, MA

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)

Social Group Influences on STEM Motivation in Young Children

Allison L. Master, PhD

Research Scientist, Institute for Learning & Brain Science, University of Washington; Author, "Making STEM Social to Motivate Preschoolers" (2017, NAEYC); Co-Author, "Social Group Membership Increases STEM Engagement Among Preschoolers" (2017, Developmental Psychology)

Working Together: Intergroup Relationships, Equity, and Problem Solving

Christina Rucinski, MA

Teaching Fellow; Graduate Research Assistant; Doctoral Candidate, Applied Developmental Psychology Program, Fordham University Graduate School of Arts and Sciences, whose dissertation research focused on racial-ethnic diversity in early elementary school classrooms and its links to children’s academic and social-emotional development; Content Researcher, Sesame Workshop; Co-Author, "Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development" (2018, Journal of Educational Psychology)

Supporting Student Success: Integrating Social-Emotional Learning in Flexible Classroom Environments

Kathy Perez, EdD

Professor, Teacher Leadership Program; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, 200+ Proven Strategies for Teaching Reading, Grades K-8 (2016), New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction (2008)

Seeing Clearly and Boldly in Mind, Brain, & Education: The Interplay of Neurodiversity, Race, and Learning from Adult-Child Interactions and Social Structures Through the Educational Systems

Vanessa Rodriguez, EdD

Assistant Professor, Center for Early Child Health and Development, Department of Public Health, NYU Langone Health; Co-Director, Neuroscience & Education Collaborative, New York University; Former K-12 Teacher; Author, The Teaching Brain: An Evolutionary Trait at the Heart of Education (2014) and “Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating The Teaching Brain” (2013, Mind, Brain, & Education)

Natalie H. Brito, PhD

Assistant Professor of Applied Psychology, Steinhardt School of Culture, Education and Human Development, New York University; Co-Author, "The Independent and Interacting Effects of Socioeconomic Status and Dual-language Use on Brain Structure and Cognition" (2018, Developmental Science) and "Influence of the Home Linguistic Environment on Early Language Development" (2017, Policy Insights from Behavioral and Brain Science)

Luis A. Rodriguez, PhD

Assistant Professor of Education Leadership, Department of Administration, Leadership, and Technology, New York University; Co-Author, "Teacher and Principal Diversity and the Representation of Students of Color in Gifted Programs: Evidence from National Data" (2017, The Elementary School Journal)

Hua-Yu Sebastian Cherng, PhD

Assistant Professor of International Education, Steinhardt School of Culture, Education and Human Development, New York University; Co-Author, "Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education" (2017, Journal of Teacher Education)

Morénike Giwa Onaiwu, EdD Candidate

Co-Executive Director, Autistic Women & Nonbinary Network; Autism Self-Advocate; Former K-12 Teacher; Board Member, Autistic Self-Advocacy Network; Advisory Board Member, Ethical Autism Research Project, National Resource Center for Parents with Disabilities, National Center for Mental Health & I/DD; Co-Editor, All the Weight of Our Dreams: On Living Racialized Autism

Fostering Staff Collaboration, Teams, and Co-Teaching

Jeffrey R. Benson, MA

Former Teacher and Administrator; Author, Hanging In: Strategies for Teaching the Students Who Challenge Us Most (2014); Co-Author, Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life (2016)

Rachel A. Poliner, MAEd

Former Teacher and Faculty Member; Founder Partner, Leaders and Learners Consulting; Board Member, Social-Emotional Learning Alliance for Massachusetts; Co-Author, Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life (2016) and The Advisory Guide: Designing and Implementing Effective Advisory Programs for Secondary Schools (2004)

The Neuroscience of Social Learning: Brain-To-Brain Synchrony and Group Interaction

Ido Davidesco, PhD

Research Assistant Professor, Steinhardt School of Culture, Education, and Human Development, New York University; Co-Director, NYU Neuroscience & Education Collaborative, where he is developing two neuroscience education programs: Brain 101, a neuroscience enrichment program for elementary and middle school students and BrainWaves, an EEG-based neuroscience curriculum for high school students

Jay Van Bavel, PhD

Director, Social Perception and Evaluation Lab; Associate Professor of Psychology and Neural Science, New York University; Co-Author, “Brain-to-Brain Synchrony Tracks Real-World Dynamic Group Interactions in the Classroom” (2017, Current Biology) and "Dissociable contributions of the prefrontal cortex in group-based cooperation" (2017, Neural Systems of Cooperation)

Small Groups, Big Gains: Making Mathematics Accessible and Equitable in Small Group Settings

Juli K. Dixon, PhD

Professor of Mathematics Education, School of Teacher Education, College of Community Innovation and Education, University of Central Florida; Co-Author, Make Sense of Mathematics for Teaching the Small Group (2018), Making Sense of Mathematics for Teaching Grades K-2, 3-5, 6-8 and High School (2016), and A Stroke of Luck: A Girl's Second Chance at Life (2014)

Alex Dixon

Alex, a third-year college student enrolled in Early Childhood Education shares her story related to educational struggles.

Jessica Dixon

Jessica, a college freshman double majoring in neuroscience and statistics and co-author of A Stroke of Luck: A Girl’s Second Chance at Life provides the position of a high achieving student with disabilities.

3) SOCIAL MEDIA MINDS: MANAGING SCREEN TIME & ITS IMPACT ON SOCIAL EMOTIONAL DEVELOPMENT

IRRESISTIBLE: The Rise of Addictive Technology on Children

Adam Alter, PhD

Associate Professor of Psychology and Marketing, Stern School of Business, New York University; Author, Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked (2018) and Drunk Tank Pink: And Other Unexpected Forces That Shape How We Think, Feel, and Behave (2014)

Face-to-Face Communication Even With a Digital Device in Hand: How Do We Manage It?

Michelle Garcia Winner, MA, CCC-SLP

Founder and CEO, Social Thinking; Author, Social Media, the Social Mind, and Social Thinking (2013, socialthinking.com) and Think Social (2006); Co-Author, Good Intentions Are Not Good Enough (2016), Socially Curious and Curiously Social: A Social Thinking Guidebook for Bright Teens and Young Adults (2011), and “Measuring the Effectiveness of Teaching Social Thinking to Children With Asperger Syndrome (AS) and High Functioning Autism (HFA)” (2008, Journal of Autism and Developmental Disorders)

The Overstimulated Child: Physiology, Symptoms, and Reversal of Screen Time Impacts on Mental Health

Victoria L. Dunckley, MD

Integrative Child, Adolescent & Adult Psychiatry, Centre for Life; Child Psychiatrist; Blogger, Psychology Today; Author, Reset Your Child's Brain: A Four-Week Plan to End Meltdowns, Raise Grades, and Boost Social Skills by Reversing the Effects of Electronic Screen-Time (2015) and “Gray Matters: Too Much Screen Time Damages the Brain” (2014, Psychology Today)

Child Development in the Digital Age: Impacts of Prolonged Screen Times on Children and Teens

Sarah E. Domoff, PhD

Clinical Child Psychologist; Director of the Family Health Lab, Central Michigan University; Expert on Children's Media Use and Problematic Media Use in Adolescents

Growing Up Social: Raising Children in a Screen-Driven World

Arlene Pellicane, MA

Speaker; Former Journalist; Co-Author, Growing Up Social: Raising Relational Kids in a Screen-Driven World (2014)

The Impact of Social Media on Adolescent Aggression

Jillian K. Peterson, PhD

Assistant Professor, Department of Criminal Justice and Forensic Science, Hamline University; Co-Author, "Cyber-Violence: What Do We Know and Where Do We Go From Here?" (2017, Aggression and Violent Behavior)

Friendships in the Digital Age

Eileen Kennedy-Moore, PhD

Psychologist; Advisory Board Member, Parents Magazine; Blogger for Psychology Today, PBS Parents, and US News & World Report; Creator, DrFriendtastic.com, which features friendship advice for kids; Professor for The Great Courses audio/video series, Raising Emotionally and Socially Healthy Kids; Co-Author, Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem (Forthcoming, 2019), Growing Friendships: A Kids’ Guide to Making and Keeping Friends (2017), Smart Parenting for Smart Kids (2011), and The Unwritten Rules of Friendship (2008)

Teaching Cyber Civics: Helping Kids Build Healthy Relationships in a Digital World

Diana Graber, MA

Co-Founder, Cyberwise; Founder, Cyber Civics, a digital literacy program currently being taught in schools in 42 US states and internationally which was recognized as an "Innovation in Education" finalist by Project Tomorrow and the O.C. Tech Alliance; Former Adjunct Faculty of the Media Psychology M.A. Program, Massachusetts School of Professional Psychology; Author, Raising Humans in a Digital World: Helping Kids Build a Healthy Relationship with Technology (2019)

Can An App Support Students' Gratitude, Social Emotional Wellbeing, and Academic Outcomes?

Christina Hinton, PhD

Founder and Executive Director, Research Schools International, which has partnered with schools around the globe to inspire research-based innovation that supports students' learning and well-being and is studying the effects of a school-based gratitude, SEL digital app; Researcher with expertise in neuroscience and education, social-emotional learning, and global education; Editor, Understanding the Brain: The Birth of a Learning Science and Languages in a Global World: Learning for Better Cultural Understanding (2012, Organization for Economic Cooperation and Development)

Ian Kelleher, PhD

Head of Research, Center for Transformative Teaching and Learning, St. Andrew’s Episcopal School; Co-Creator of Neuroteach Global; Co-Author, Neuroteach: Brain Science and the Future of Education (2016); Co-Editor of “Think Differently and Deeply” (2013, CTTL Journal)

4) SOCIAL-EMOTIONAL MINDS: PROMOTING SEL, SOCIAL INTERACTIONS, & TEACHER-CHILD RELATIONSHIPS

Teachers as Learners: Developing the Social-Emotional Learning of Teachers

Vanessa Rodriguez, EdD

Assistant Professor, Center for Early Child Health and Development, Department of Public Health, NYU Langone Health; Co-Director, Neuroscience & Education Collaborative, New York University; Former K-12 Teacher; Author, The Teaching Brain: An Evolutionary Trait at the Heart of Education (2014) and “Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating The Teaching Brain” (2013, Mind, Brain, & Education)

Social-Emotional Learning: Its Importance for Promoting Mental Health and Nurturing Success in School and Life

Mark T. Greenberg, PhD

Founding Director; Bennett Chair and Professor of Prevention Research in Human Development and Family Studies; Edna Bennett Pierce Prevention Research Center, College of Health and Human Development, The Pennsylvania State University; Co-Author, Social and Emotional Skills Training for Children: The Fast Track Friendship Group Manual (2017), "Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions" (2017, Journal of Educational Psychology), and "Thriving in School: The Role of Sixth Grade Adolescent-Parent-School Relationships in Predicting Eighth Grade Academic Outcomes" (2016, Youth & Society)

Promoting Teachers’ Social-Emotional Competence and Teacher-Child Relationships

Joshua L. Brown, PhD

Associate Professor of Psychology; Director, Applied Developmental Psychology Program, Fordham University; Co-Author, “Teacher-Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development” (2017, Educational Psychology), “Impacts of the CARE for Teachers Program on Teacher’s Social Emotional Competence and Classroom Interactions” (2017, Educational Psychology), and “Selection and Socialization of Aggressive and Prosocial Behavior: The Moderating Role of Social-Cognitive Processes” (2013, Research on Adolescence)

Creating a Social, Emotion Revolution in our Nation's Schools and Workplaces

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Lead Developer, The RULER Approach to Social and Emotional Learning; Co-Author, "Creating Emotionally Intelligent Schools with RULER" (2016, Emotion Review) and "Advancing the Science and Practice of Social and Emotional Learning" (2016, Review of Research in Education)

Mindful Classrooms: Progress, Problems, and Promise

Joshua M. Aronson, PhD

Associate Professor of Applied Psychology; Co-Director, Mindful Education Lab; Director, the Metro Center For Achievement Research and Evaluation (Metro CARE); Founding Director, Center for Research on Culture, Development and Education, Steinhardt School of Culture, Education and Human Development, New York University; Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)

Understanding Social Learning, Social Networks, and Social Regulation of Emotions

Kevin N. Ochsner, PhD

Professor and Director of Graduate Studies, Department of Psychology; Director, Social Cognitive and Affective Neuroscience (SCAN) Lab, Columbia University; Co-Author, “Evidence That Default Network Connectivity During Rest Consolidates Social Information” (2018, Cerebral Cortex), “From Striving to Thriving in the Face of Threats: The Emerging Science of Emotion Regulation Training” (2018, Current Opinion in Behavioral Sciences), “Social Networks in the Brain” (2017, Nature Human Behaviour), and “Social Cognition as Reinforcement Learning” (2016, Cognitive Neuroscience)

Artificial Intelligence and Real Intelligence: Can We Tell the Difference?

Kenneth S. Kosik, MD

Co-Director, Neuroscience Research Institute; Harriman Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; Co-Founder, Learning & the Brain; Author, Outsmarting Alzheimer's: What You Can Do to Reduce Your Risk (2017); Co-Author, The Alzheimer's Solution: How Today's Care is Failing Millions and How We Can Do Better (2010)

The New Childhood and Empathy in a Digitally Connected World

Jordan Shapiro, PhD

World-renowned Thought Leader; Assistant Professor, Temple University; Senior Fellow, Joan Cooney Center at Sesame Workshop; Nonresident Fellow, Global Economic and Development Program, Brookings Institution; Member, "Teach For All" Global Advisory Council; Advisor, UNESCO and The World Economic Forum; Author, The New Childhood: Raising Kids to Thrive in a Digitally Connected World (2019), Digital Play for Global Citizens (2018), and "These Are the Digital Playgrounds Where Tomorrow's Global Citizens Can Build Social Skills" (2018, Joan Cooney Center)

Creating Flexible SEL Classrooms

Amber Chandler, MA

2018 Association of Middle Level Educators Educator of the Year; National Board Certified middle school ELA teacher; Author of The Flexible SEL Classroom and The Flexible ELA Classroom: Differentiation for Grades 4-8; Adjunct Professor of New Literacy and Differentiation, Canisius College in New York; Columnist,"Milestones" and "Mentor Me"; President of Frontier Central Teachers Association; Education Partner AFT's ShareMyLesson; Recipient of NoVo Foundation SEL in Action grant 2016 and 2017; Recipient of Teaching Tolerance Educator in Action Grant 2018; Director of Frontier Central School Summer Learning; Association of Middle Level Educators Board of Trustees 2018-2021

Screen-Schooled Kids: The Overuse, Misuse, and Best Use of Technology in the Classroom

Joe Clement, MEd

Teacher; Co-Author, Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber (2017)

Matt Miles, MEd

Teacher; Co-Author, Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber (2017)

5) DIFFERENT MINDS, PEERS, & POPULARITY: APPRECIATING SOCIALLY-CHALLENGED CHILDREN & TEENS

Educating Students Who Have Different Kinds of Thinking Minds

Temple Grandin, PhD

Autism Rights Advocate; Professor, College of Agricultural Sciences, Colorado State University; Member, American Academy of Arts and Sciences; Author, Calling All Minds: How To Think and Create Like an Inventor (2018) and Thinking in Pictures: My Life With Autism (Expanded Edition, 2006); Co-Author, Unwritten Rules of Social Relationships: Decoding Social Mysteries Through the Unique Perspectives of Autism (2017) and The Autistic Brain: Helping Different Kinds of Minds Succeed (2014)

The Science of Why We Are Socially Awkward and Why It Is Awesome to be Awkward

Ty Tashiro, PhD

Social Scientist; Relationship Expert; Consultant; Former Award-Winning Professor, University of Maryland and University of Colorado; Author, Awkward: The Science of Why We’re Socially Awkward and Why That’s Awesome (2018) and The Science of Happily Ever After: What Really Matters in the Quest for Enduring Love (2014)

Pathologizing Precision: “Nerdy” Kids in Elementary School Settings

David Anderegg, PhD

Psychotherapist; Faculty in Psychology, Bennington College; Faculty, Berkshire Medical Center; Author, Nerds: How Dorks, Dweebs, Techies and Trekkies Can Save America... and Why They Might Be Our Last Hope (2011), Worried All the Time: Rediscovering the Joy in Parenthood in an Age of Anxiety (2010), and Nerds: Who They Are and Why We Need More of Them (2007)

Autism: A Uniquely Human Experience

Barry M. Prizant, PhD, CCC-SLP

Adjunct Professor, Artists and Scientists as Partners, Department of Theatre Arts and Performance Studies, Brown University; Director, Childhood Communication Services; Author, Uniquely Human: A Different Way of Seeing Autism (2016); Co-Author, The Scerts Model: A Comprehensive Educational Approach for Children With Autism Spectrum Disorders (2005)

Adolescent Brain Development: Implications for Social Development, Peer Relationships, and Peer Pressure

Laurence D. Steinberg, PhD

Distinguished University Professor, Temple University; Author, The Ten Basic Principles of Good Parenting (2017), Adolescence (2016, 11th Edition), Age of Opportunity: Lessons from the New Science of Adolescence (2014), and You and Your Adolescent: The Essential Guide for Ages 10-25 (2011, Revised Edition); Co-Author, "Around the World, Adolescence is a Time of Heightened Sensation Seeksing and Immature Self-Regulation" (2018, Developmental Science), "Adolscents in Peer Groups Make More Prudent Decisions When a Slightly Older Adult is Present" (2016, Psychological Science), and "Peers Increase Late Adolescents' Exploratory Behavior and Sensitivity to Positive and Negative Feedback" (2016, Journal of Research on Adolescence)

POPULAR: Finding Happiness and Success in a World That Cares Too Much About the Wrong Types of Relationships

Mitch Prinstein, PhD, ABPP

John Van Seters Distinguished Professor, Department of Psychology and Neuroscience; Director of Graduate Studies, University of North Carolina, Chapel Hill; Author, Popular: Finding Happiness and Success in a World That Cares Too Much About the Wrong Relationships (2017); Co-Author, The Great Myths of Adolescence (2018) and "In Search of Likes: Longitudinal Associations Between Adolescents' Digital Status Seeking and Health-Risk Behaviors" (2018, Journal of Clinical Child and Adolescent Psychology); Co-Editor, Understanding Peer Influence in Children and Adolescents (2010)

Outsiders and the Popularity Myth: Why Being Excluded in School Doesn't Mean Anything is Wrong with You

Alexandra Robbins, BA

Researcher; Award-Winning Investigative Reporter; New York Times Bestselling Author; Contributing Editor at Marie Claire and Washingtonian Magazine; Recipient of the John Bartlow Martin Award for Public Interest Magazine Journalism, and the Heartsongs Award for contributions to the mental health of children and young adults; Author, Fraternity: An Inside Look at a College Boys Becoming Men (2019), Geeks Shall Inherit the Earth: Popularity, Quirk Theory, and Why Outsiders Thrive After High School (2011, which won Best Nonfiction Book of the Year), and The Overachievers: The Secret Lives of Driven Kids (2006)

Different Minds: The Superpowers of Autism

Stephen M. Shore, EdD

Self Advocate for Autism; Assistant Professor, Adelphi University; Board Member, Autism Speaks; Advisory Board Member, Autism Society; President Emeritus, Asperger's Association of New England; Author, Beyond the Wall: Personal Experiences with Asperger's and Autism (2003); Co-Author, College for Students With Disabilities (2015) and Understanding Autism for Dummies (2006)

Want to Work on Social Communication with Neurodiverse Thinkers? Try Being Less Neurotypical About It!

Susan E. Brennan, CCC-SLP

Speech-Language Pathologist; Consultant to ASD Nest Support Project, The Metropolitan Center for Research on Equity and the Transformation of Schools, New York University, where she developed Social Development Intervention (SDI): a developmental and social cognitive language intervention for students with ASD; Director, The Social Underground

6) CONVERSATIONAL MINDS: THE POWER OF TALKING & SOCIAL GROUPS IN READING AND WRITING

Brain Research, Literacy, and Some Impacts on Curriculum and Instruction

Marie H. Alcock, PhD

President, Learning Systems Associates; International Education Consultant; Founder, Tomorrow's Education Network; Co-Author, Quest for Learning: How to Maximize Student Engagement (2017), Bold Moves for Schools, How We Create Remarkable Learning Environments (2017), and The Power of the Social Brain: Teaching, Learning, and Using Interdependent Thinking (2013)

Improving Reading Comprehension, Groups, and Differentiation

Jennifer Serravallo, MA

Literacy Consultant; Former Staff Developer at the Teachers College Reading and Writing Project, Columbia University; Former NYC Public School Teacher; Creator of the Digital Campus Course entitled, Teaching Reading in Small Groups; Author, A Teacher's Guide to Reading Conferences (2019), Understanding Texts & Readers: Responsive Comprehension Instruction with Leveled Texts (2018), The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers (2017), and Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers (2010)

What We Say and How We Say It Matters

Mike Anderson, MS

Former Elementary School Teacher; National Milken Educator Award recipient; Former Program Developer, Northeast Foundation for Children; Author, What We Say and How We Say It Matters: Teacher Talk That Improves Student Learning and Behavior (Forthcoming, 2019), Learning to Choose, Choosing to Learn (2016), The First Six Weeks of School (2015, 2nd Edition), and The Well-Balanced Teacher (2010); Co-Author, What Every Teacher Needs to Know K-5 Series (2011)

The Power of We: Getting Started With Face-to-Face Academic Conversations

Ronald J. Nash, MA

Former Classroom Teacher and Administrator; Author, The Power of We: Creating Positive and Collaborative Classroom Communities (2018), And What About Your? Getting Started with Interactive Pairs and Small Groups (2018), From Seatwork to Feetwork (2015), The Active Workshop (2010), and The Active Classroom: Practical Strategies for Involving Students in the Learning Process (2008)

Build Social Awareness and Peer Relationships Through Your Writing Instruction

Leslie E. Laud, EdD

Founding Director, thinkSRSD; Instructor, Bank Street College of Education; Former Learning Specialist, United Nations International School; Co-Author, Releasing Writers: Evidence-Based Strategies for Developing Self-Regulated Writers (Forthcoming) and Using Formative Assessment to Differentiate Middle School Literacy Instruction: Seven Practices to Maximize Learning (2012)

Improving Teen Talk: Skills for Classrooms and Community

Jeffrey R. Benson, MA

Former Teacher and Administrator; Author, Hanging In: Strategies for Teaching the Students Who Challenge Us Most (2014); Co-Author, Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life (2016)

Rachel A. Poliner, MAEd

Former Teacher and Faculty Member; Founder Partner, Leaders and Learners Consulting; Board Member, Social-Emotional Learning Alliance for Massachusetts; Co-Author, Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life (2016) and The Advisory Guide: Designing and Implementing Effective Advisory Programs for Secondary Schools (2004)

Daring Conversations Between Educators

Kathleen M. Kryza, MA

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)

MaryAnn Brittingham, MS

Professional Development Consultant; Graduate Course Instructor, State University of New York at New Paltz; Author, Motivating the Unmotivated (2008), Dealing with Difficult Parents: Powerful Strategies for Parent/Teacher Interactions (2005), and Respectful Discipline: Your Guide to Effective Classroom Management (2003)