Speakers and Sessions

USING THE SCIENCE OF LEARNING FOR ‘PANDEMIC TEACHING’

Many students are struggling to stay focused, engaged, and motivated in today’s constantly changing, distracting, disconnected, and distance-learning environments due to the pandemic. Fortunately, research findings from the brain and cognitive sciences may provide insights to improve teaching and learning in online, blended, and in-person classrooms.

This virtual conference will bring the Science of Learning to educators and clinicians to help with the challenges of teaching online and in schools. You will explore the science behind how students learn and effective instruction; ways to boost motivation and support student autonomy; methods to keep students focused despite distraction; ideas for playful, active, and interactive learning experiences in any setting; strategies for reading and math; and ways to embed feedback and assessments in the classroom and online.

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LEARNING OBJECTIVES

You will gain knowledge about:

  • Effective teaching strategies online and in classrooms
  • Keeping learners engaged and motivated during a pandemic
  • The science behind attention and ways to improve concentration
  • Understanding apathy and ways teachers can support autonomy
  • Applying the Science of Learning to remote/in-classroom environments
  • Promoting play, collaboration, and active learning online and in schools
  • Ways to improve math and reading in person and in distance learning
  • How play and active learning improve self-regulation and executive skills
  • Strategies to increase student focus in an age of digital distractions
  • Developing early literacy through active learning experiences
  • Strategies for inclusive feedback and formative assessment



This Unique Conference Will Provide You With:

  • 1 day of LIVE keynote presentations and breakout sessions from renowned psychologists and cognitive scientists
  • LIVE interaction with learning experts and social networking features to connect with colleagues
  • The latest research on using the Science of Learning in remote and in-school settings
  • More than 20 hours of conference recordings for a limited time after the conference
  • Up to 7 hours of LIVE Professional Development
  • Access to slides and resources from presenters



WHO SHOULD ATTEND

Educators, Parents
Curriculum, Staff Developers
Speech-Language Pathologists
PreK-12 Teachers, Administrators
Learning Specialists, Special Educators
Psychologists, School Psychologists, Counselors
Early Childhood Educators, Professionals
Literacy, Reading, Math, Technology Teachers
Superintendents, Principals, School Heads
Remote and Distance Learning Educators
Testing and Assessment Professionals
Teacher Educators, Master Teachers
College, University Professors

Featured Speakers

How Learning Happens in the Classroom and Online

Paul A. Kirschner, PhD

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)

Uncommon Sense Teaching: Keeping Students Focused, Motivated, and Engaged in the Classroom and Online

Barbara A. Oakley, PhD, PE

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)

The Science of Attention and Executive Function: The Importance of Play, Hands-on Learning, Staying Focused

Adele D. Diamond, PhD, FRSC

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)

Helping Kids Teach Themselves

Daniel T. Willingham, PhD

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)

Developing Early Literacy Through Active Learning Experiences

Kenneth Wesson, PhD

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)

The Distance Learning Playbook: Improving Engagement and Assessment in Any Setting (K-12)

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting (2020), The On-Your-Feet Guide to Building Authentic Student-Teacher Relationships (2019), Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning (2019), All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond (2019), The Teacher Clarity Playbook (2018), Building Equity: Policies and Practices to Empower All Learners (2017), Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management (2015)

1) THE SCIENCE OF LEARNING: EFFECTIVE TEACHING ONLINE & IN SCHOOL

How Learning Happens in the Classroom and Online

Paul A. Kirschner, PhD

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)

Uncommon Sense Teaching: Keeping Students Focused, Motivated, and Engaged in the Classroom and Online

Barbara A. Oakley, PhD, PE

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)

The Cognitive Challenges of Effective Teaching

Stephen L. Chew, PhD

Cognitive Psychologist; Professor of Psychology, Howard College of Arts and Sciences, Samford University; Chair, National Institute on the Teaching of Psychology; Carnegie Scholar; Named “U.S. Professor of the Year” by The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education; Co-Author, “The Cognitive Challenges of Effective Teaching” (2020, The Journal of Economic Education), “Practice What We Teach: Improving Teaching and Learning in Psychology” (2018, Teaching of Psychology), and “The Cognitive Principles of Effective Teaching” (2015, APA)

Teaching in a Pandemic: How Research in Education and Neuroscience Can Show Us the Way

Carol Ann Tomlinson, EdD

William Clay Parrish Jr. Professor; Chair of Educational Leadership, Foundations, and Policy; Co-Director, Institute on Academic Diversity, Curry School of Education and Human Development, University of Virginia; Author, How to Differentiate Instruction in Academically Diverse Classrooms (2017, 3rd Edition); Co-Author, “The Science of Teaching” (2020, Educational Leadership), Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (2018, 2nd Edition), and Assessment and Student Success in a Differentiated Classroom (2013)

The Neuroscience of Learning: Play, Movement, and Active Learning

Kenneth Wesson, PhD

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)

2) FOCUSED BRAINS: PAYING ATTENTION DESPITE DIGITAL DISTRACTIONS

The Science of Attention and Executive Function: The Importance of Play, Hands-on Learning, and Staying Focused

Adele D. Diamond, PhD, FRSC

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)

Concentration: Helping Students Stay Focused in Times of Distraction

Stefan van der Stigchel, PhD

Professor of Cognitive Psychology, Department of Experimental Psychology; Principal Investigator, Attention Lab, Utrecht University; Member of the Young Academy, Royal Netherlands Academy of Arts and Science; Author, Concentration: Staying Focused in Times of Distraction (2020) and How Attention Works: Finding Your Way in a World Full of Distraction (2019)

Teaching Distracted Minds

James M. Lang, PhD

Professor of English; Director, D’Amour Center for Teaching Excellence, Assumption College; Columnist on teaching and learning for The Chronicle of Higher Education; Author, Distracted: Why Students Can't Focus and What You Can Do About It (2020) and Small Teaching: Everyday Lessons from the Science of Learning (2016); Co-Author, Small Teaching Online: Applying Learning Science in Online Classes (2019)

Why Attention Matters: How Active Learning Strategies and Synchronized Brain Activity Support Attention and Learning

Ido Davidesco, PhD

Assistant Professor of Learning Sciences, NEAG School of Education, University of Connecticut; Brain Researcher who studies how students learn in real classrooms using portable Electroencephalography (EEG) and eye tracking technologies; Co-Author, "Attention Matters: How Orchestrating Attention Relates to Classroom Learning" (2020, CBE-Life Sciences Education) and "Brain-to- Brain Synchrony and Learning Outcomes Vary by Student-Teacher Dynamics: Evidence from a Real-world Classroom EEG study" (2019, Journal of Cognitive Neuroscience)

Why Attention Matters: How Active Learning Strategies and Synchronized Brain Activity Support Attention and Learning

Arielle Keller, PhD Candidate

Doctoral student, Wu Tsai Neurosciences Institute, Stanford University; Fellow, U.S. Department of Defense's National Defense Science and Engineering Graduate Fellowship Program; Co-Author, "Attention Matters: How Orchestrating Attention Relates to Classroom Learning" (2020, CBE-Life Sciences Education) and "Unpacking 'Concentration Difficulties': Early Life Stress Mediates the Association Between Anxiety and Impairments of Selective and Divided Attention With Specific Neural Circuit and Neurophysiological Correlates" (2020, Neuropsychopharmacology)

3) MOTIVATED BRAINS: ENGAGING STUDENT MOTIVATION & AUTONOMY

The Science of Reading: Developing Early Literacy Through Active Learning Experiences

Kenneth Wesson, PhD

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)

A New Path to Education Reform: Playful Learning Reduces COVID Slide and Promote Learning in School and Beyond

Kathy Hirsh-Pasek, PhD

Stanley and Debra Lefkowitz Faculty Fellow; Department of Psychology, Temple University; Senior Fellow, Brookings Institution; Fellow, Cognitive Science Society, the American Psychological Association, the American Psychological Society, and American Educational Research Association; Co-Author, “Play Could Help Reduce ‘COVID-19’ Slump in Learning” (2020, Child & Family Blog), “Cognitive Behavioral Science Behind the Value of Play: Leveraging Everyday Experiences to Promote Play, Learning, and Positive Interactions” (2020, Journal of Infant, Child, and Adolescent Psychotherapy), Becoming Brilliant (2016), Play = Learning (2009), and A Mandate for Playful Learning in Preschool (2008)

The Science of Active Learning (Online and in School)

Stephen M. Kosslyn, PhD

Cognitive Scientist; President of Active Learning Sciences; President and Chief Academic Officer of Foundry College; Founding Dean, Minerva Schools at the Keck Graduate Institute, Claremont Colleges; Former Director, Center for Advanced Study in the Behavioral Sciences, Stanford University; Author, Active Learning Online: Five Principles that Make Online Courses Come Alive (2020), Building the Intentional University (2017), Top Brain, Bottom Brain (2013), and Wet Mind: The New Cognitive Neuroscience (2010)

Empowering Minds: Promoting Risk-Taking, Collaboration, Active Learning, and Change in Our Schools

Derek L. McCoy, MEd

Principal/ Lead Learner, North Asheboro Middle School; Former Instructor, Central Piedmont Community College; Named the 2014 “National Digital Principal” by the National Association of Secondary School Principals; Recognized as a Top 25 NC Educators to Follow and 30 Edu-Tweeters To Follow; Co-Author, The Revolution: It’s Time to Empower Change in Our Schools (2019)

4) ACTIVE MINDS: PROMOTING PLAYFUL, ACTIVE, & COLLABORATIVE LEARNING

Helping Kids Teach Themselves

Daniel T. Willingham, PhD

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)

The Science of Autonomy: Supporting Student Motivation and Wellbeing by Focusing on Autonomy

Erika A. Patall, PhD

Associate Professor of Education and Psychology; Supervisor, Motivation and Education Research Group, Rossier School of Education, University of Southern California; Associate Editor, Journal of Personality; Co-Author, “Facilitation Student Outcomes by Supporting Autonomy: Implications for Practice and Policy” (2019, Policy Insights from the Behavioral and Brain Sciences) and “Agency and High School Science Students’ Motivation, Engagement, and Classroom Support Experiences” (2019, Journal of Applied Developmental Psychology)

Quit Point During Coronavirus: Insights into Apathy, Engagement, and Motivation in the Classroom and Virtual Environment

Adam Chamberlin, MEd

Co-Founder, Pomme LLC; Social Studies Teacher, Franklin Heights High School; Co-Author, Quit Point: Understanding Apathy, Engagement, and Motivation in the Classroom (2018)

Quit Point During Coronavirus: Insights into Apathy, Engagement, and Motivation in the Classroom and Virtual Environment

Svetoslav Matejic, MEd

Co-Founder, Pomme LLC; History Teacher, Franklin Heights High School; Co-Authors, Quit Point: Understanding Apathy, Engagement, and Motivation in the Classroom (2018)

Maximize Learning: Engaging ALL Learners at a Distance

John T. Almarode, PhD

Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author,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)

5) ASSESSING MINDS ONLINE: USING TECHNOLOGY, FEEDBACK, & FORMATIVE ASSESSMENT

The Science of Learning and Online Teaching

Richard E. Mayer, PhD

Distinguished Professor of Psychology, University of California, Santa Barbara; Author, Multimedia Learning (2020, 3rd Edition), “Thirty Years of Research on Online Learning” (2019, Applied Cognitive Psychology), and Applying the Science of Learning (2011); Co-Author, Handbook of Game-Based Learning (2020), Handbook of Research on Learning and Instruction (2017, 2nd Edition), and e-Learning and the Science of Instruction (2016, 4th Edition)

The Distance Learning Playbook: Improving Engagement and Assessment in Any Setting (K-12)

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting (2020), The On-Your-Feet Guide to Building Authentic Student-Teacher Relationships (2019), Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning (2019), All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond (2019), The Teacher Clarity Playbook (2018), Building Equity: Policies and Practices to Empower All Learners (2017), Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management (2015)

Embedding Formative Assessments in Schools: Using Strategies That Drive Student Motivation, Self-Regulation, and Learning

Dylan Wiliam, PhD

Professor Emeritus of Educational Assessment, Institute of Education, University of London; Former Dean and Head of the School of Education, King’s College London; One of the World’s Leading Authorities on Formative Assessments; Author, Creating the Schools Our Children Need (2018), Embedded Formative Assessment: Strategies for Classroom Assessment That Drives Student Engagement and Learning (2017, 2nd Edition), Leadership to Teacher Learning (2016), and “The Secret of Effective Feedback” (2016, Educational Leadership)

The Future of Technology and Assessment in Schools

Daisy Christodoulou, MA

Director of Education at No More Marking, an online engine which aims to help teachers with comparative-judgment assessment of school work; Former Head of Assessment at Ark Schools, a group of academy schools in the UK; Named in 2017 as one of “The 20 Most Influential Figures in British Education"; Author, Teachers vs Tech: The Case for an Ed Tech Revolution (2020), Making Good Progress: The Future of Assessment for Learning (2017), Seven Myths About Education (2014), and “Minding the Knowledge Gap: The Importance of Content in Student Learning” (2014, American Educator)

Empowered at a Distance: Building Student Ownership, Choice, Collaboration, and Assessment in Remote and Hybrid Learning

John T. Spencer, EdD

Assistant Professor of Education, George Fox University; Technology Specialist; Former 6-8th Grade Teacher; Co-Founder/ Tech Developer, Write About; Author, Vintage Innovation: Leveraging Retro Tools and Classic Ideas to Design Deeper Learning Experiences (2019); Co-Author, Empowered at a Distance: How to Build Student Self-Direction into Remote and Hybrid Learning (2020), Empower: What Happens When Student Own Their Learning (2017), and LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student (2016)