Speakers and Sessions


TEACHING STUDENTS HOW TO LEARN

Today's knowledge-based, rapidly changing world requires that students have deeper knowledge, skills, and competencies in order to succeed at work and life. But how should schools promote deeper learning skills, such as problem solving, critical thinking, reasoning, inquiry, reflection, retention, transfer, and mastery? Fortunately, insights from the brain and learning sciences are providing the most effective ways to teach and learn these skills. Join us for our 20th anniversary event to explore the science of learning and deeper learning. Discover how the brain learns, ways to teach students how to learn, and strategies to make learning stick. Learn new ways to improve student reflection, reasoning, and critical thinking skills; engage deeper learning and reading through science, digital tools, gaming, projects, and problem-based learning; and deepen content knowledge and mastery by boosting retrieval practice and memory retention.

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LEARNING OBJECTIVES

You will gain knowledge about:
  • Helping students understand how they learn
  • More effective and efficient instructional strategies
  • Using the science of learning for deeper student learning
  • Ways to promote deeper thinking, inquiry, and reasoning
  • The science of reading, writing, and language learning
  • How to make learning stick to remember more and forget less
  • Engaging students with digital tools, badges, projects, and problems
  • Strategies, blueprints, and examples of successful deeper learning
  • Using practice and spacing to boost retention, retrieval, and recall
  • Teaching students critical thinking, metacognition, and reflection
  • Providing rigorous, relevant, and engaging learning experiences
  • The science of motivation and ways to increase student engagement



WHO SHOULD ATTEND

This conference is applicable for K-12 teachers, administrators, curriculum and staff developers, learning specialists, school psychologists and counselors, early childhood professionals, reading, language, science, and technology teachers, superintendents, principals and school heads, staff development trainers, project-based learning professionals, testing/assessment staff, college and university professors, and other educators that support classroom instruction.

Featured Speakers

David B. Daniel, PhD

Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)

Barbara A. Oakley, PhD, PE

Ramon y Cajal Distinguished Scholar of Global Digital Learning, McMaster University; Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learn Like a Pro (2021), Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn (2021), and Learning How to Learn (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)

John T. Almarode, PhD

Professor of Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author, How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning (2021), How Learning Works (2021), Clarity for Learning (2018), 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) THE SCIENCE OF DEEPER LEARNING: TEACH STUDENTS HOW TO LEARN

Teaching for Deeper Learning: Implications of Science of Learning and Development

Linda Darling-Hammond, EdD

In Search of Deeper Learning

Jal D. Mehta, PhD

The Science of How We Learn

Stanislas Dehaene, PhD

The Learning Brain: Lessons for Education

Sarah-Jayne Blakemore, PhD, FMedSci, FBA

Diving Into Deeper Learning and the Science of Learning: Putting It All Together

John T. Almarode, PhD

Professor of Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author, How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning (2021), How Learning Works (2021), Clarity for Learning (2018), 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)

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

Mariale M. Hardiman, EdD

Co-Founder and Director, Neuro-Education Initiative (NEI); Professor, School of Education, Johns Hopkins University; Author, The Brain-Targeted Teaching Model for 21st Century Schools (2012) and Connecting Brain Research With Effective Teaching: The Brain-Targeted Teaching Model (2003), and “Informing Pedagogy Through the Brain-Targeted Teaching Model (2012, Journal of Microbiology and Biology Education); Co-Author, “Exploring Changes in Teacher Self-Efficacy Through Neuroeducation Professional Development” (2023, The Teacher Educator) and “The Effects of Arts-Integrated Instruction on Memory for Science Content.” (2019, Trends in Neuroscience and Education)

Digging Deeper Into How to Learn and the Science of Learning (Follow-Up Session)

Barbara A. Oakley, PhD, PE

Ramon y Cajal Distinguished Scholar of Global Digital Learning, McMaster University; Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learn Like a Pro (2021), Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn (2021), and Learning How to Learn (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)

Deeper Learning: Transforming High School Education in the Twenty-First Century

Monica R. Martinez, PhD

The State of the Onion: Peeling Back Twenty Years of the Science of Learning and Instruction

David B. Daniel, PhD

Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)

A Blueprint for Deeper Learning

Lissa Pijanowski, EdD

Powerful Teaching: Unleash the Science of Learning

Pooja K. Agarwal, PhD

2) THE SCIENCE OF DEEPER THINKING: BOOST CRITICAL THINKING & REASONING SKILLS

Think Like Socrates: Create a Culture of Inquiry, Critical Thinking, and Deeper Learning

Shanna Peeples, MEd

Dispelling the Myths: Understanding Neuromyths and Misconceptions About Learning and Thinking

Laura T. Germine, PhD

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

Arthur B. Markman, PhD

How Does Education Shape Reasoning and the Brain?

Silvia A. Bunge, PhD

Boosting Cognitive Engagement and Critical Thinking in K-12 Classrooms

Rebecca Stobaugh, PhD

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

Andrew C. Watson, MEd

Classroom Teacher; Founder/President of Translate the Brain, a professional development consultancy; Author, The Goldilocks Map: A Classroom Teacher’s Quest to Evaluate ‘Brain-Based’ Teaching Advice (2021), 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

3) TEENS BRAINS: PROMOTE DEEPER SELF-REFLECTION & MOTIVATION

The Secret Life of the Teen Brain

Sarah-Jayne Blakemore, PhD, FMedSci, FBA

Adolescent Learning and Goal-Directed Behavior: Developing Brain Advantages and Challenges

Juliet Y. Davidow, PhD

Metacognition, Mindsets, and Motivation: The Keys to Teaching College Students How to Learn

Saundra Y. McGuire, PhD

STEM Education: Using Labs to Teach Critical Thinking to Teens and Young Adults

Natasha G. Holmes, PhD

What Stress Does to Memory, Monitoring, and Regulation of Learning in Teens and Adults

Ayanna K. Thomas, PhD

Engaging Brains: Increasing Student Engagement in the Classroom

John T. Almarode, PhD

Professor of Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author, How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning (2021), How Learning Works (2021), Clarity for Learning (2018), 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)

Emotions, Engagement, Empowerment: Brain-Based Instruction That Makes Learning Stick!

Janeen Antonelli, MA

Co-Founder and Chief Culture Coach, Thriving YOUniversity; Former Teacher, Principal, and County Office Administrator with expertise in reaching and teaching at-promise youth; Consultant; Professional Learning Designer and Facilitator

Joelle Hood, EdD

Co-Founder and Chief Empowerment Officer, Thriving YOUniversity; Certified Life Coach; Consultant; Professional Learning Designer and Facilitator; Former Principal; Former Senior Consultant, Collaborative Learning Solutions; Awarded Teacher of the Year and Principal of the Year; Passionately committed to empowering individuals and organizations to THRIVE

4) DIGITAL MINDS: USE TECHNOLOGY & PROJECTS FOR DEEPER INQUIRY

Deeper Learning for EVERY Student: Neuroscience, Technology, and Diversity

David H. Rose, EdD

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

Teresa L. Coffman, PhD

The Science of Learning: Mind, Brain, and Technology

John D.E. Gabrieli, PhD

Director, MIT’s Integrated Learning Initiative; 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, Massachusetts Institute of Technology; Co-Author, “Reward-Related Neural Circuitry in Depressed and Anxious Adolescents: A Human Connectome Project” (2021, Journal of the American Academy), “Mindfulness Supports Emotional Resilience in Children During the COVID-19 Pandemic” (2022, MedRxiv), “Sleep Quality, Duration, and Consistency Are Associated With Better Academic Performance in College Students” (2019, NPI Science of Learning), and “Greater Mindfulness Is Associated With Better Academic Achievement in Middle School” (2019, Mind, Brain, and Education)

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

Rebecca Stobaugh, PhD

Using Technology for Motivation, Transfer, and Deeper Learning

Christopher J. Dede, EdD

Using Learning Sciences to Understand How Making, Micro-Credentials, and Gamification Promotes Deeper Learning

Samuel Abramovich, PhD

Demonstrating Student Mastery Through Technology, Digital Badges, and Portfolios

David Niguidula, EdD

Developing Deeper, Authentic Learning and Critical Thinking Through Project-Based Learning

Dayna Laur, MEd

5) THE SCIENCE OF MEMORY & RETENTION: MAKE LEARNING & INSTRUCTION STICK

Make Learning Stick

Mark A. McDaniel, PhD

Harnessing Successive Relearning: The Power and Pitfalls of Self-Regulated Strategies for Improving Student Success

John T. Dunlosky, PhD

Learning in Context: Considering Student Identity, Attitudes, and Working Memory Capacity

LaTasha R. Holden, PhD

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, Healthy Teachers, Happy Classrooms: Twelve Brain-Based Principles to Avoid Burnout, Increase Optimism, and Support Physical Well-Being (2022), Preparing Children for Success in School and Life (2022, 2nd Edition), and Worksheets Don’t Grow Dendrites (2015)

A Historical Perspective of Memory Research and Learning & the Brain®

Kenneth S. Kosik, MD

6) THE SCIENCE OF LANGUAGE: HOW THE BRAIN LEARNS TO READ & SPEAK

The Science of Language: Why Language Learning Gets Harder As You Get Older

Joshua K. Hartshorne, PhD

Dynamic Teaching for Deeper Reading

Vicki Vinton, MFA

Bridging the Gap Between Science of Reading and Best Classroom Practices

J. Richard Gentry, PhD