Speakers and Sessions

CREATING THRIVING SCHOOLS IN UNCERTAIN TIMES

While the pandemic has left many students feeling stressed and uncertain about the future, schools can become places that help students learn and thrive in this uncertainty.

Psychological science research has found that providing a sense of purpose and meaning, fostering love and social connections, and encouraging curious exploration can help children thrive despite rising anxiety, trauma, economic hardship, and challenges. In fact, Psychologist Scott Barry Kaufman proposes that Abraham Maslow’s “Hierarchy of Needs” is more like a ship than a pyramid where the sails that propels self-actualization and helps buffer against fear and uncertainty are purpose, love, and exploration.

This virtual conference will show how students, teachers, and leaders can cope, grow, and thrive in a new normal of uncertainty. It will explore the science and benefits of promoting purpose, restoring connections, supporting self-stories, and cultivating curiosity. Discover ways to create thriving schools, meaningful learning, a sense of belonging, and collaborative, curious classrooms to boost learning and resilience in an uncertain Post-COVID Age.

Follow us on Facebook and Twitter (@learningandtheb / #latb59) for conference updates and news.
 

Imagine if schools weren't only a place to learn standardized academic material but were also places of wonder, awe, and self-actualization, as well as hope for humanity.”
— Scott Barry Kaufman, PhD, Columbia University


LEARNING OBJECTIVES

You will gain knowledge about:

  • Leading and changing schools for a changing world
  • The science of purpose and creating purposeful classrooms
  • Helping students, teachers, and leaders cope, grow, and thrive
  • The science of social connections and moving from just “me” to “we”
  • How curiosity counters anxiety and how to create curious classrooms
  • Strategies for self-care, resilience, and change for educators and leaders
  • Benefits of games, design thinking, and curiosity for math and reading
  • The need for purpose, meaning, and exploration in uncertain times
  • Ways to strengthen student resilience and agency for achievement
  • Creating schools of belonging and promoting positive self-stories
  • Providing purposeful, meaningful collaboration and teamwork



This Unique Conference Will Provide You With:

  • 2 days of LIVE keynote presentations and breakout sessions from renowned psychologists and cognitive scientists
  • LIVE Q&A periods with experts and ways to connect with colleagues through our social networking features
  • Up to 12 hours of LIVE Professional Development
  • More than 30 hours of conference recordings for a limited time after the conference
  • Access to slides and resources from presenters
  • The latest research on thriving, purpose, meaning, social connections, curiosity, and more...



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
Reading, Math, Science, Technology Teachers
Superintendents, Principals, School Heads
Adolescent Educators, Clinicians, Counselors
Social Workers, Mental Health Professionals
Guidance, Career, College Counselors
College, University Professors

Featured Speakers

Setting Sail: The Need for Purpose, Meaning, and Exploration in a Sea of Uncertainty

Scott Barry Kaufman, PhD

Cognitive and Humanistic Psychologist; Adjunct Associate Professor, Barnard College, Columbia University; Host of the #1 Psychology Podcast, The Psychology Podcast, with over 12 million downloads; Columnist, “Beautiful Minds,” Scientific American; Author, Transcend: The New Science of Self-Actualization (2020), “Post-Traumatic Growth: Finding Meaning and Creativity in Adversity” (2020, Scientific American), and “Self-Actualized People in the 21st Century: Integration With Contemporary Theory and Research on Personality and Wellbeing” (2018, Journal of Humanistic Psychology); Co-Author, Wired to Create (2016) and “Imagination Is the Seed of Creativity” (2018, The Cambridge Handbook of Creativity)

Building Resilience and Prosociality in Children Through Positive Social Connections

Barbara L. Fredrickson, PhD

Kenan Distinguished Professor; Director, Positive Emotions and Psychophysiology Laboratory (PEP Lab), University of North Carolina at Chapel Hill; Author, “Biological Underpinnings of Positive Emotions and Purpose” (2016, The Social Psychology of the Good Life), Love 2.0: How Our Supreme Emotion Affects Everything We Feel, Think, Do, and Become (2013), and Positivity (2009); Co-Author, “Staying ‘In Sync’ With Others During COVID-19: Positivity Resonance Mediates Cross-Sectional and Longitudinal Links Between Trait Resilience and Mental Health” (2020, In Review), and “The Lay Concept of a Meaningful Life: The Role of Subjective and Objective Factors in Attributions of Meaning” (2020, In Review)

The Neurobiology of Me and We (MWe): Integrating Both for Belonging and Thriving Relationships After COVID

Daniel J. Siegel, MD

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (2020, 3rd Edition), Mind, Consciousness, and Well-Being (2020), and The Power of Showing Up (2020); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018)

Reimagining Leadership: Building Schools and Find Your Purpose

Robyn R. Jackson, PhD

CEO, Mindsteps Inc.; Middle School Administrator; Former Teacher and Instructional Coach; Author, Stop Leading, Start Building!: Turn Your School Into a Success Story With the People and Resources You Already Have (Forthcoming, 2021), "Making Every Teacher a Master Teacher" (2019, Educational Leadership), Never Work Harder Than Your Students and Other Principles of Great Teaching (2018, 2nd Edition), Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom (2013)

The Deep History of Ourselves

Joseph E. LeDoux, PhD

Director, Emotional Brain Institute ; Principal Investigator, Center for Neural Science, New York University; Researcher, Nathan S. Kline Institute for Psychiatric Research; Author, The Deep History of Ourselves: The Four-Billion-Year Story of How We Got Conscious Brains (2019), Anxious: Using the Brain to Understand and Treat Fear and Anxiety (2016), Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain (1996)

Leveraging Curiosity: Detailing Pathways for Maximal Student Wellbeing, Resilience, and Learning

Todd B. Kashdan, PhD

Senior Scientist, Center for the Advancement of Well-Being; Professor, Department of Psychology, George Mason University; Winner of the American Psychological Association's Distinguished Scientific Award for Early Career Contribution to Psychology; Author, “The Five Benefits of Curiosity” (2019, Experience Life); Co-Author, “Meaning in Life Buffers the Impact of Experiential Avoidance on Anxiety” (2020, Journal of Contextual Behavioral Science), The Upside of Your Dark Side (2014), and Curious? Discover the Missing Ingredient to a Fulfilling Life (2009)

The Power of Meaning

Emily Esfahani Smith, MA

Doctoral Student in Clinical Psychology at Catholic University; Instructor in Positive Psychology at the University of Pennsylvania; Author of the book, The Power of Meaning (2017), which was an international bestseller that has been translated into 16 languages; Journalist and Writer on psychology and culture whose articles have appeared in the New York Times, Wall Street Journal, and The Atlantic; Former Managing Editor of The New Criterion; Presenter who delivered a popular TED talk in 2017 called “There’s More to Life Than Being Happy”

The New Science of Thriving: Helping Children Flourish in a Post-COVID World

Christina D. Bethell, PhD

Professor, Department of Population, Family and Reproductive Health; Director, Child and Adolescent Health Measurement Initiative, Bloomberg School of Public Health, Johns Hopkins University; Founding Member of the Campaign for Trauma Informed Policy and Practice; Member of the American Academy of Pediatrics National Advisory Board on Screening; Director, the National Data Resource Center for Child and Adolescent Health; Co-Author, "Physical Distancing With Social Connectedness" (2020, The Annals of Family Medicine) and "Family Resilience and Connection Promotes Flourishing Among US Children, Even Amidst Adversity" (2019, Health Affairs)

1) PURPOSEFUL BRAINS: CREATING SCHOOLS OF MEANING & PURPOSE TO HELP KIDS THRIVE

Setting Sail: The Need for Purpose, Meaning, and Exploration in a Sea of Uncertainty

Scott Barry Kaufman, PhD

Cognitive and Humanistic Psychologist; Adjunct Associate Professor, Barnard College, Columbia University; Host of the #1 Psychology Podcast, The Psychology Podcast, with over 12 million downloads; Columnist, “Beautiful Minds,” Scientific American; Author, Transcend: The New Science of Self-Actualization (2020), “Post-Traumatic Growth: Finding Meaning and Creativity in Adversity” (2020, Scientific American), and “Self-Actualized People in the 21st Century: Integration With Contemporary Theory and Research on Personality and Wellbeing” (2018, Journal of Humanistic Psychology); Co-Author, Wired to Create (2016) and “Imagination Is the Seed of Creativity” (2018, The Cambridge Handbook of Creativity)

Reimagining Leadership: Building Schools and Find Your Purpose

Robyn R. Jackson, PhD

CEO, Mindsteps Inc.; Middle School Administrator; Former Teacher and Instructional Coach; Author, Stop Leading, Start Building!: Turn Your School Into a Success Story With the People and Resources You Already Have (Forthcoming, 2021), "Making Every Teacher a Master Teacher" (2019, Educational Leadership), Never Work Harder Than Your Students and Other Principles of Great Teaching (2018, 2nd Edition), Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom (2013)

The Power of Meaning

Emily Esfahani Smith, MA

Doctoral Student in Clinical Psychology at Catholic University; Instructor in Positive Psychology at the University of Pennsylvania; Author of the book, The Power of Meaning (2017), which was an international bestseller that has been translated into 16 languages; Journalist and Writer on psychology and culture whose articles have appeared in the New York Times, Wall Street Journal, and The Atlantic; Former Managing Editor of The New Criterion; Presenter who delivered a popular TED talk in 2017 called “There’s More to Life Than Being Happy”

Promoting Purposeful Learning in Teens and Schools

Patrick Cook-Deegan, BA

Lecturer, Stanford University; Social Entrepreneur who has developed experiential education programs for mindfulness education (Inward Bound Mindfulness Education), wilderness education (Back to Earth), and social innovation (Brown University’s Social Innovation Initiative); Founder, Director, and CEO, Project Wayfinder - an educational organization funded by the Stanford University d.School to equip students and teachers with tools and skills to create purposeful lives; Former Fulbright Scholar; Author, Redesigning American High Schools for the 21st Century” (2016, Stanford Social Innovation Review)

Helping Children and Teens Discover Their Purpose in Life and Thrive

Kendall Cotton Bronk, PhD

Professor of Psychology, Division of Behavioral and Social Sciences; Director, Adolescent Moral Development Laboratory, Claremont Graduate University; Former Research Fellow, Stanford Center for Adolescence, Stanford University; Author, Purpose in Life: A Critical Component of Optimal Youth Development (2013); Co-Author, “Purpose Among Youth From Low-Income Backgrounds” (2020, Child Development), “Youth Purpose During the Great Recession” (2018, Journal of Positive Psychology), and “Persevering with Positivity and Purpose” (2014, Journal of Happiness Studies)

Thrive: Reinventing the Purpose of Schools for a Changing World

Valerie Hannon, MEd

Former Teacher; Former Director of Education, UK Department of Education; Co-Founder and Board Director, Innovation Unit; Founding Member and Co-Chair, Global Education Leader Partnership; Senior Advisor, Organization for Economic Cooperation and Development (OECD) and its Project 2030; Contributor to the World Summit on Innovation in Education; Member, National Committee on Creativity in Education; Co-Author, Thrive: The Purpose of Education in a Changing World (2020, 2nd Edition) and Redesigning Education: Shaping Learning Systems Around the World (2013)

The Human Side of Education: Leading and Changing Schools in Uncertain Times

Julie M. Jungalwala, MEd

Founder and Executive Director, Institute for the Future of Education; Co-Founder and President, Academic Leadership Group; Advisor, Innovation Lab, Harvard University; Recipient of the “Harvard Hero” Award for outstanding contributions to the university; Author, The Human Side of Changing Education: How to Lead Change With Clarity, Conviction, and Courage (2018)

Purposeful Classrooms: Establishing Purpose for Yourself and Your Students

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)

2) THRIVING SCHOOLS: RAISING RESILIENCE IN STUDENTS, TEACHERS, & SCHOOL LEADERS

The New Science of Thriving: Helping Children Flourish in a Post-COVID World

Christina D. Bethell, PhD

Professor, Department of Population, Family and Reproductive Health; Director, Child and Adolescent Health Measurement Initiative, Bloomberg School of Public Health, Johns Hopkins University; Founding Member of the Campaign for Trauma Informed Policy and Practice; Member of the American Academy of Pediatrics National Advisory Board on Screening; Director, the National Data Resource Center for Child and Adolescent Health; Co-Author, "Physical Distancing With Social Connectedness" (2020, The Annals of Family Medicine) and "Family Resilience and Connection Promotes Flourishing Among US Children, Even Amidst Adversity" (2019, Health Affairs)

A Neuroscience Approach to Improving Student Resiliency in Uncertain Times

Horacio Sanchez, MEd

President/CEO, Resiliency Inc.; Former Teacher; Former Mental Health Director and Consultant; Author, The Poverty Problem: How Education Can Promote Resilience and Counter Poverty’s Impact on Brain Development and Functioning (2021), The Education Revolution: How to Apply Brain Science to Improve Instruction and School Climate (2016) and A Brain-Based Approach to Closing the Achievement Gap (2008)

The First Step to Resilience: Don't Make Things Harder on Yourself

Mark R. Leary, PhD

Garonzik Professor of Psychology and Neuroscience, Duke University; Author, The Curse of the Self (2007); Co-Author, “Self-Judgements of Authenticity” (2020, Self and Identity), Selfhood: Identity, Esteem, and Regulation (2019), and “Self-Compassion and Responses to Negative Social Feedback” (2018, Self and Identity); Co-Editor, Handbook of Self and Identity (2013)

Building Resilience and Psychological Thriving in Times of Chaos and Uncertainty

Emma Seppala, PhD

Co-Director, Yale College Emotional Intelligence Project, Yale Center for Emotional Intelligence; Lecturer, Yale School of Management; Faculty Director, Yale Executive Programs and Women’s Leadership Program, Yale University; Science Director, Center for Compassion and Altruism Research and Education, Stanford University; Co-Editor, The Oxford Handbook of Compassion Science (2017); Author, The Happiness Track: How to Apply the Science of Happiness to Accelerate Your Success (2017)

Taking Time for You: Utilizing Self-Care for Educators to Help Them Thrive

Tina H. Boogren, PhD

Former Teacher; Instructional Coach; Professional Developer; Author, 180 Days of Self-Care for Busy Educators (2019), Take Time for You: Self-Care Action Plans for Educators Using Maslow's Hierarchy of Needs and Positive Psychology (2018); Co-Author, Motivation and Inspiration: Strategies to Awaken the Learner - Helping Students Connect to Something Greater Than Themselves (2016)

Training the Brain to Thrive: A Framework for Promoting Purpose, Connections, and Curiosity

Cortland Dahl, PhD

Research Scientist, Center for Healthy Minds; Chief Contemplative Officer, Healthy Minds Innovations, University of Wisconsin-Madison, Co-Author, “The Plasticity of Wellbeing: A Training-Based Framework for Cultivating Human Flourishing” (2020, Proceeds for the National Academy of Sciences) and “Mindfulness and Contemplative Life: Pathways to Connection, Insight, and Purpose” (2019, Current Opinion in Psychology)

3) CONNECTED BRAINS: BUILDING SCHOOLS OF BELONGING, COLLABORATION, & TEAMWORK

Building Resilience and Prosociality in Children Through Positive Social Connections

Barbara L. Fredrickson, PhD

Kenan Distinguished Professor; Director, Positive Emotions and Psychophysiology Laboratory (PEP Lab), University of North Carolina at Chapel Hill; Author, “Biological Underpinnings of Positive Emotions and Purpose” (2016, The Social Psychology of the Good Life), Love 2.0: How Our Supreme Emotion Affects Everything We Feel, Think, Do, and Become (2013), and Positivity (2009); Co-Author, “Staying ‘In Sync’ With Others During COVID-19: Positivity Resonance Mediates Cross-Sectional and Longitudinal Links Between Trait Resilience and Mental Health” (2020, In Review), and “The Lay Concept of a Meaningful Life: The Role of Subjective and Objective Factors in Attributions of Meaning” (2020, In Review)

The Neurobiology of Me and We (MWe): Integrating Both for Belonging and Thriving Relationships After COVID

Daniel J. Siegel, MD

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (2020, 3rd Edition), Mind, Consciousness, and Well-Being (2020), and The Power of Showing Up (2020); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018)

We Are Crew: Creating Schools of Belonging and Teamwork

Ron Berger, MEd

Chief Academic Officer, EL Education; Annenberg Foundation Teacher Scholar; Co-Author, We are Crew: A Teamwork Approach to School Culture (2020), Learning That Lasts: Challenging, Engaging, and Empowering Students With Deeper Instruction (2016), Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment (2014), and Transformational Literacy (2014)

Purposeful, Meaningful Collaboration: Teaching Students How to Work Together

Trevor Muir, MA

Lecturer, Grand Valley State University; Former Teacher at New Tech Project Based Learning School; Author, The Collaborative Classroom: Teaching Students How to Work Together Now (2019) and The Epic Classroom: How to Boost Engagement, Make Learning Memorable, and Transform Lives (2017)

4) CURIOUS MINDS: CULTIVATING CURIOSITY FOR LEARNING, COPING, & MENTAL HEALTH

Leveraging Curiosity: Detailing Pathways for Maximal Student Wellbeing, Resilience, and Learning

Todd B. Kashdan, PhD

Senior Scientist, Center for the Advancement of Well-Being; Professor, Department of Psychology, George Mason University; Winner of the American Psychological Association's Distinguished Scientific Award for Early Career Contribution to Psychology; Author, “The Five Benefits of Curiosity” (2019, Experience Life); Co-Author, “Meaning in Life Buffers the Impact of Experiential Avoidance on Anxiety” (2020, Journal of Contextual Behavioral Science), The Upside of Your Dark Side (2014), and Curious? Discover the Missing Ingredient to a Fulfilling Life (2009)

Thriving and Curiosity: Ensuring Young Children’s Wellbeing, Achievement, and Curiosity

Prachi E. Shah, MD

Associate Professor, Division of Developmental Behavioral Pediatrics; Associate Research Professor, Center for Human Growth and Development, University of Michigan; Co-Author, “Emotional Regulation in Children and Adolescents” (2020, Developmental and Behavioral Pediatrics) and “Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement” (2018, Pediatric Research)

Curiosity in the Classroom: Promoting Curiosity, Exploration, and Scientific Thinking

Jamie J. Jirout, PhD

Assistant Professor; Principal Investigator, Research in Education and Learning Lab, University of Virginia; Co-Author, “Curiosity in Schools” (2018, The New Science of Curiosity), “Children's Scientific Curiosity: In Search of an Operational Definition of an Elusive Concept” (2012, Developmental Review) and “Children's Recognition of Uncertainty and Exploratory Curiosity” (2009, Society for Research in Child Development)

Building a Curious School

Bryan Goodwin, MA

President and CEO, McREL International; Former Teacher; Author, Building a Curious School: Restore the Joy That Brought You to School (2020) and Out of Curiosity: Restoring the Power of Hungry Minds for Better Schools, Workplaces, and Lives (2018); Co-Author, Learning That Sticks: A Brain-Based Model for K-12 Instructional Design and Delivery (2020) and Pursuing Greatness: Empowering Teachers to Take Charge of Their Professional Growth (2019)

Creating Curious Classrooms

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)

The Future of Education: Applying Cognitive Science, Design Thinking, and Games to Bring Purpose, Passion, and Curiosity to the Classroom

Lindsay Portnoy, PhD

Cognitive Scientist; Associate Teaching Professor in the Curriculum, Teaching, Learning, and Leadership, Doctor of Education Program, Northeastern University; Former Teacher; Member of the World Economic Forum’s Expert Network; Author, Game On? Brain On! The Surprising Relationship Between Play and Gray (Matter) (2020) and Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom (2019)

5) STORYTELLING BRAINS: SUPPORTING SELF-STORIES, AUTHENTICITY, & AGENCY

The Deep History of Ourselves

Joseph E. LeDoux, PhD

Director, Emotional Brain Institute ; Principal Investigator, Center for Neural Science, New York University; Researcher, Nathan S. Kline Institute for Psychiatric Research; Author, The Deep History of Ourselves: The Four-Billion-Year Story of How We Got Conscious Brains (2019), Anxious: Using the Brain to Understand and Treat Fear and Anxiety (2016), Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain (1996)

Redirect: Strengthening Students by Editing Their Self-Stories

Timothy D. Wilson, PhD

Sherrell J. Aston Professor of Psychology, Department of Psychology, University of Virginia; Winner of the Association for Psychological Science’s “William James Fellow Award” for a “lifetime of significant intellectual contributions to the basic science of psychology”; Author, Redirect: The Surprising New Science of Psychological Change (2011) and Strangers to Ourselves (2004); Co-Author, The Handbook of Self-Knowledge (2012) and Social Psychology (2012, 8th Edition)

The Power of Student Agency: Developing Purpose, Grit, and Positive Change

Anindya Kundu, PhD

Education Sociologist; Senior Research Fellow, Graduate Center, City University of New York; Former Adjunct Professor, New York University; Author, The Power of Student Agency: Looking Beyond Grit to Close the Opportunity Gap (2020)

A Neurological Approach to Thriving: Building Student Strengths and Self-Stories in Schools

Paula Prentis, LMSW

Licensed Social Worker and Therapist; Co-Founder, YourSelfSeries.com, a a free online platform on mental and physical health; Expert in whole child health and wellness, social-emotional learning, adolescent development; Co-Author, Reach Before You Teach: Ignite Passion and Purpose in Your Classroom (2013) and Express Yourself: The Middle School Years (2010)

Strengthen Literacy by Focusing on Self-Efficacy, Relevance, Agency, and Authenticity

Leslie E. Laud, EdD

Founding Director, thinkSRSD; Adjunct Professor, Columbia University; Former Learning Specialist, United Nations International School; Co-Author, Releasing Writers: Evidence-Based Strategies for Developing Self-Regulated Writers (2020) and Using Formative Assessment to Differentiate Middle School Literacy Instruction (2012); Editor, Differentiated Instruction in Literacy, Math, and Science (2011)