Many students are struggling to stay focused and motivated in today’s distracting, disconnected, and distance-hybrid learning environments. Fortunately, research from brain and cognitive sciences may provide insights to improve teaching, instructional design, and learning online and in classrooms.
This virtual conference will bring the Science of Learning to teaching online and in school. It will explore evidence-based strategies to provide effective instruction; rethink instructional design, use assessments and feedback; rebuild knowledge and mastery; motivate students and develop autonomy; increase focus and reduce distractions; create active, interactive, and hands-on learning; and use interventions, tools, and technology to improve student learning.
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Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens (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)
Cognitive Scientist; Professor of Psychology, University of Virginia; Blogger, Science and Education Blog; Writer, “Ask the Cognitive Scientist” Column, American Educator; Associate Editor, Mind, Brain, and Education Journal;Member, Board of Trustees, Core Knowledge Foundation and Advisor of the “Knowledge Matters” Campaign; Appointed in 2017 to serve as a Member of the National Board for Education Sciences; Author, Why Don’t Students Like School? (Forthcoming 2021, 2nd Edition); “A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers” (2017, Mind, Brain, & Education),The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017), Raising Kids Who Read: What Parents and Teachers Can Do (2015), and When Can You Trust the Experts? How to Tell Good Science from Bad in Education (2012)
Tier I Canada Research Chair; Professor of Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia; Co-Author, “Review of the Evidence on, and Fundamental Questions About, Efforts to Improve Executive Functions, Including Working Memory” (2020, Cognitive and Working Memory Training) and “Randomized control trial of Tools of the Mind: Marked Benefits to Kindergarten Children and Their Teachers” (2019, Plos One)
Emeritus Professor of Educational Psychology, Open University of the Netherlands; Guest Professor, Thomas More University of Applied Science in Belgium; President, International Society for Learning Sciences; Co-Author, How Learning Happens (2020), Evidence-Informed Learning Design: Creating Training to Improve Performance (2020), More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts (2019),Ten Steps to Complex Learning (2017, 3rd Edition), and Urban Myths about Learning and Education (2015)
Educational Consultant specializing in neuroscience and cognitive psychology; Former College Faculty and Administrator; Advisory Board Member, Korean Institute of Brain Science, Kids at Science, and the International Association of STEM Leaders; Member, Scientists Without Borders; Author, "Revolutionizing How We Teach Reading: Reverse Direction Decoding" (2020, Brain World) and "Education for the Real World" (2019, Brain World)