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)

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)

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)

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

In Search of Deeper Learning

The Science of How We Learn

The Learning Brain: Lessons for Education

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

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

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); Co-Author “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)

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

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

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

Powerful Teaching: Unleash the Science of Learning

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

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

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

How Does Education Shape Reasoning and the Brain?

Boosting Cognitive Engagement and Critical Thinking in K-12 Classrooms

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

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

The Secret Life of the Teen Brain

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

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

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

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

Engaging Brains: Increasing Student Engagement in the Classroom

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)

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

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

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

The Science of Learning: Mind, Brain, and Technology

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

Using Technology for Motivation, Transfer, and Deeper Learning

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

Demonstrating Student Mastery Through Technology, Digital Badges, and Portfolios

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

Make Learning Stick

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

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

Instructional Strategies for Deeper, Unforgettable Teaching and Learning

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

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

Dynamic Teaching for Deeper Reading

Bridging the Gap Between Science of Reading and Best Classroom Practices