Speakers and Sessions

THE SCIENCE OF IMPROVING TEACHING AND SCHOOLS


The pandemic has highlighted many problems in the educational system, from inflexible schedules to bored students. A May 2021 survey by EdNC found that 43% of educators and parents want some school changes, 28% want significant changes, and 11% want a completely different learning experience after COVID. At the same time, brain and learning sciences are transforming teaching, classrooms, schedules, and learning spaces.

This conference will combine COVID lessons learned with the Science of Learning to create a new “Science of Teaching” to improve education. You will explore ways learning sciences, portable EEG devices, and researcher-teacher partnerships are changing teaching, as well as how design science is reshaping school schedules, start times, and learning environments. Discover ways to create more flexible, personal, engaging, and blended learning; use design thinking and instructional design; rethink grades, assessments, and leadership; and redesign learning spaces to improve learning.

 

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This conference will be presented as a hybrid conference.  You can either attend in person in San Francisco or participate virtually. Click here for more details.
 
Click here for COVID-19 policies at the venue and for COVID-19 cancellation policies.

The public's appetite is high and with new discoveries from the brain and learning sciences coupled with innovations in technology, we can help create the satisfying and individually tuned learning experiences all teachers aspire to deliver.”
— Daniel L. Schwartz, PhD
      Stanford University


LEARNING OBJECTIVES

You will gain knowledge about:

  • Ways to create personalized, learner-centered classrooms
  • The science of sleep and improving schedules and start times
  • How COVID lessons learned can be used to improve education
  • The science of teaching and using brain research in the classroom
  • Using design thinking and redesigning spaces for effective learning
  • The science of learning and making learning engaging and personal
  • How EEG devices and partnerships are bringing research into schools
  • Improving blended learning, teen learning, and brain development
  • Strategies for spacing, retrieval practice, memory, and motivation
  • Rethinking reading, grades, assessments, and school leadership
  • Ways to improve mindsets and social-emotional learning

 

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
Administrators, Deans, Curriculum Directors
Guidance, Career, College Counselors
College, University Professors

Featured Speakers

Learners Without Borders: Can COVID be a Catalyst for Real Educational Change?

Yong Zhao, PhD

Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (Forthcoming 2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)

The Science of Teaching

David B. Daniel, PhD

L&B Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, "Educational Neuroscience: Are We There Yet?" (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

Rethinking Learning: Lessons From the Science of Learning, Remote Learning, and COVID for Schools

Barbara A. Oakley, PhD, PE

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)

Time for Change: Essential Skills for Transformational School Leaders

Anthony Muhammad, PhD

International Consultant; CEO, New Frontier 21 Consulting; Former MIddle School Teacher and Principal; Former High School Principal; Recognized by the Global Gurus organization as one of the "30 Most Influential Educational Thought Leaders" in the world in 2021; Best-Selling Author of the books, Revisiting Professional Learning Communities at Work (2021, 2nd Edition), Time for Change: The Four Essential Skills of a Transformational School Leader (2019), Transforming School Culture: How to Overcome Staff Division (2017, 2nd Edition), Overcoming the Achievement Gap Trap: Liberating Mindsets to Effect Change (2015), and The Will to Lead and the Skill to Teach: Transforming Schools at Every Level (2011)

Transforming Schools: The Science and Design of Learning

Daniel L. Schwartz, PhD

I. James Quillen Dean; Nomellini & Olivier Professor of Educational Technology, Stanford Graduate School of Education; Director of Stanford’s "Transforming Learning Accelerator," a major interdisciplinary initiative advancing the science and design of learning to bring effective and equitable solutions to the world; Director, AAALab, Stanford University; Co-Host of the Stanford podcast and SiriusXM radio show School’s In; Co-Author, 'The Relation Between Academic Achievement and the Spontaneous Use of Design-Thinking Strategies" (2020, Computers & Education), "Educating and Measuring Choice" (2019, Journal of the Learning Sciences), "Cognitive Science Foundations of Integer Understanding and Instruction" (2019, Constructing Number), The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them ( 2016), and Measuring What Matters Most (2013)

Kids Under Pressure During COVID: Providing SPACE to Address Student Stress, Sleep, Schedules, and Engagement

Denise Pope, PhD

Senior Lecturer, Graduate School of Education, Stanford University; Co-Founder, Challenge Success; Co-Author, Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015); Author, "Doing School": How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001)

Bringing Cognitive Science, Adolescent Brain Development, and Personalized Learning Into the Classroom

Terry L. Jernigan, PhD

Professor of Cognitive Science, Psychiatry, and Radiology; Director, Center for Human Development, University of California, San Diego; Co-Director of the Coordinating Center for the National "Adolescent Brain Cognitive Development" (ABCD) Study®; who has served on the National Advisory Council on Drug Abuse, the Council of Councils of the National Institutes of Health, and she currently serves on the NIH “Helping End Addiction Long Term” (HEAL) Multidisciplinary Workgroup; Co-Author, "Meaningful Associations in the Adolescent Brain Cognitive Development Study" (2021, Neuroimage), "Economic, Social, and Physiological Resilience Predict Brain Structure and Cognitive Performance in 9-10-Year-Old Children" (2019, BioRxiv), and "Toward an Integrative Science of the Developing Human Mind and Brain: Focus on the Developing Cortex" (2016, Developmental Cognitive Neuroscience)

Disruptive Thinking: Rethinking and Redesigning Our Schools for an Unknown Future

Eric C. Sheninger, MEd

Associate Partner, International Center for Leadership in Education; Google Certified Teacher; Author, Disruptive Thinking in Our Classroom: Preparing Learners for Their Future (2021), Uncommon Learning: Creating Schools That Work for Kids (2015) and Digital Leadership (2014); Co-Author, Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today (2017)

Implementing Principles From the Science of Learning Within Educational Practice

Shana K. Carpenter, PhD

Cognitive Psychologist; Professor, Department of Psychology, Iowa State University; Principal Investigator/Project Lead, “Implementing Principles from the Science of Learning Within Educational Practice,” a $4.6-million grant awarded by the James S. McDonnell Foundation to incorporate insights from the “science of learning” into teaching practice and student achievement; Co-Author, “The Rich- Get-Richer Effect: Prior Knowledge Predicts New Learning of Domain-Relevant Information” (2021, Journal of Experimental Psychology), “Students' Use of Retrieval in Self-Regulated Learning: Implications For Monitoring and Regulating Effortful Learning Experiences” (2020, Educational Psychology Review), and “How to Use Spaced Retrieval Practice to Boost Learning. Student and Teacher Practice Guide” (2019, Report, Retrievalpractice.org)

1) THE SCIENCE OF TEACHING: USING BRAIN SCIENCE TO IMPROVE PRACTICE

The Science of Teaching

David B. Daniel, PhD

L&B Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, "Educational Neuroscience: Are We There Yet?" (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

Teachers as "Learning Engineers": Using Brain Research-Practice Partnerships to Advance Teaching Practice

Melina R. Uncapher, PhD

Director of the Education Program, Neuroscape; Assistant Professor, Department of Neurology, University of California, San Francisco; Research Scientist, Stanford University; Director of the EF+Math Program; CEO and Co-Founder, Institute for Applied Neuroscience and the Nonprofit "Science of Good" Program; Leader of the Multi-University “Science of Learning Network”; Contributing Author, The Science of Learning and Development: Enhancing the Lives of All Young People (2021); Co-Author, “Development of Executive Function in Middle Childhood” (2021, PsyArXiv), “The Science of Learning and Learning Engineering: Advancing the Relationship Between Learning Sciences and Teaching Practice” (2019, Learning Sciences), and “Design Considerations for Conducting Large-Scale Learning Research Using Innovative Technologies in Schools” (2019, Mind, Brain and Education)

Rethinking Teaching: Lessons from the Science of Learning, Remote, and COVID for Schools

Barbara A. Oakley, PhD, PE

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)

Teaching to Every Kid’s Potential

Layne M. Kalbfleisch, PhD, MEd

Cognitive Neuroscientist; Educational Psychologist; Founder of 2E Consults® LLC; Adjunct Professor, Northern New Mexico College; Adjunct Faculty, Department of Pediatrics, George Washington University School of Medicine and Health Sciences; Co-Principal Investigator, NSF Group Brain Dynamics in Learning Project; Author, Teaching to Every Kid's Potential: Simple Neuroscience Lessons to Liberate Learners (2021)

Design Ed: Connecting Learning Science Research to Practice

Angela Elkordy, PhD

Chair and Assistant Professor, Learning Sciences; Director, Learning Technologies, National Louis University; Co-Author, "Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts" (2021, Digital Transformation for Learning Organizations) and Design Ed: Connecting Learning Science Research to Practice (2019)

Ayn F. Keneman, EdD

Professor, National College of Education, National Louis University; Co-Author, Design Ed: Connecting Learning Science Research to Practice (2019)

2) THE SCIENCE OF SCHOOL: USING COVID LESSONS TO IMPROVE EDUCATION

Transforming Schools: The Science and Design of Learning

Daniel L. Schwartz, PhD

I. James Quillen Dean; Nomellini & Olivier Professor of Educational Technology, Stanford Graduate School of Education; Director of Stanford’s "Transforming Learning Accelerator," a major interdisciplinary initiative advancing the science and design of learning to bring effective and equitable solutions to the world; Director, AAALab, Stanford University; Co-Host of the Stanford podcast and SiriusXM radio show School’s In; Co-Author, 'The Relation Between Academic Achievement and the Spontaneous Use of Design-Thinking Strategies" (2020, Computers & Education), "Educating and Measuring Choice" (2019, Journal of the Learning Sciences), "Cognitive Science Foundations of Integer Understanding and Instruction" (2019, Constructing Number), The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them ( 2016), and Measuring What Matters Most (2013)

Learners Without Borders: Can COVID be a Catalyst for Real Educational Change?

Yong Zhao, PhD

Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (Forthcoming 2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)

Lessons Learned: Restarting and Reinventing Schools

Monica R. Martinez, PhD

Director of Strategic Initiative, Learning Policy Institute, Stanford University; Former Senior Advisor, XQ Institute; Presidential Appointee to the White House Commission of Educational Excellence for Hispanics; Co-Author, “Restarting and Reinventing School: Learning in the Time of COVID and Beyond” (2020, Learning Policy Institute), Deeper Learning: How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century (2018, Reprint Edition), and “Playbook for Redesigning Schools for the 21st Century” (2016, William and Flora Hewlett Foundation)

REBOUND: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools After COVID

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, How Tutoring Works (2021), REBOUND, Grades K-12: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools (2021), Leading the Rebound (2021), The Quick Guide to Simultaneous, Hybrid, and Blended Learning (2021), The Teacher Clarity Playbook, Grades K-12 (2021), and The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting (2020)

Creating the Schools Our Children Need

Dylan A. R. 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)

How Cognitive Science Can Inform the Future of Education

Lindsay Portnoy, PhD

Cognitive Scientist; Associate Teaching Professor in the Curriculum, Teaching, Learning, and Leadership, Doctor of Education Program, Northeastern University; Former Teacher; Co-Founder of Immersive Science Learning Company, Killer Snails; Author, “An Opportunity for an Improved Post-Pandemic Education” (2021, Age of Awareness), 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)

3) THE SCIENCE OF DESIGN: REDESIGNING SCHEDULES AND LEARNING SPACES

Kids Under Pressure During COVID: Providing SPACE to Address Student Stress, Sleep, Schedules, and Engagement

Denise Pope, PhD

Senior Lecturer, Graduate School of Education, Stanford University; Co-Founder, Challenge Success; Co-Author, Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015); Author, "Doing School": How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001)

Disruptive Thinking: Rethinking and Redesigning Our Schools for an Unknown Future

Eric C. Sheninger, MEd

Associate Partner, International Center for Leadership in Education; Google Certified Teacher; Author, Disruptive Thinking in Our Classroom: Preparing Learners for Their Future (2021), Uncommon Learning: Creating Schools That Work for Kids (2015) and Digital Leadership (2014); Co-Author, Learning Transformed: 8 Keys to Designing Tomorrow's Schools Today (2017)

Designed to Learn: Using Design Thinking to Engage Learning

Lindsay Portnoy, PhD

Cognitive Scientist; Associate Teaching Professor in the Curriculum, Teaching, Learning, and Leadership, Doctor of Education Program, Northeastern University; Former Teacher; Co-Founder of Immersive Science Learning Company, Killer Snails; Author, “An Opportunity for an Improved Post-Pandemic Education” (2021, Age of Awareness), 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)

Rethinking SPACE: Using Brain Science and COVID Lessons to Redesign Learning Spaces

Robert W. Dillon, EdD

School Designer, Sustainable Education Solutions; Former Director of Innovative Learning, School District of University City; Co-Founder, ConnectEd Learning; Author, Leading Connected Schools (2015) and Engage, Empower, Energize: Leading Tomorrow's Schools Today (2014); Co-Author, The SPACE: A Guide for Leaders (2021), The SPACE: A Guide for Educators (2019), and Redesigning Learning Spaces (2016)

Using Neuroscience Research in the Classroom: Measuring Student Brain Waves for Insights on Sleep, Class Times, Attention, and Engagement

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, "Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research" (2021, Educational Researcher); "Morning Brain: Real-World Neural Evidence that High School Class Times Matter" (2020, Social Cognitive and Affective Neuroscience), and "Measuring Brain Waves in the Classroom" (2020, Frontiers for Young Minds)

Design Thinking for Every Classroom: A Practical Guide for Educators

Shelley V. Goldman, EdD

Professor; Associate Dean for Faculty Affairs and for Student Affairs, Stanford Graduate School of Education; Faculty, Learning Design and Technology Master’s Program and Learning Sciences and Technology Design Doctoral Program; Principal Investigator, Research in Education and Design Lab (REDlab), Stanford University; Co-Author, Design Thinking for Every Classroom: A Practical Guide for Educators (2021) and Taking Design Thinking to School (2016)

Molly B. Zielezinski, PhD

Founder/CEO, MBZ Labs; Board Member, The Burkard School; Former Teaching Assistant, Stanford University; Co-Author, Design Thinking for Every Classroom: A Practical Guide for Educators (2021)

4) COVID LESSONS: RETHINKING GRADES, TECHNOLOGY, & LEADERSHIP

Time for Change: Essential Skills for Transformational School Leadership

Anthony Muhammad, PhD

International Consultant; CEO, New Frontier 21 Consulting; Former MIddle School Teacher and Principal; Former High School Principal; Recognized by the Global Gurus organization as one of the "30 Most Influential Educational Thought Leaders" in the world in 2021; Best-Selling Author of the books, Revisiting Professional Learning Communities at Work (2021, 2nd Edition), Time for Change: The Four Essential Skills of a Transformational School Leader (2019), Transforming School Culture: How to Overcome Staff Division (2017, 2nd Edition), Overcoming the Achievement Gap Trap: Liberating Mindsets to Effect Change (2015), and The Will to Lead and the Skill to Teach: Transforming Schools at Every Level (2011)

Making Grades Fair, Accurate, Meaningful, and Equitable: Lessons Learned from COVID

Thomas R. Guskey, PhD,

Professor Emeritus, College of Education, University of Kentucky; Fellow, American Educational Research Association; Former Director, Center for the Improvement of Teaching and Learning; Author, Get Set, Go!: Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2014)

Embedding Formative Assessments: Practical Techniques for a Pandemic

Dylan A. R. 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)

Rethinking Technology and Assessment: A Guide to Simultaneous, Hybrid, and Blended Learning

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, How Tutoring Works (2021), REBOUND, Grades K-12: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools (2021), Leading the Rebound (2021), The Quick Guide to Simultaneous, Hybrid, and Blended Learning (2021), The Teacher Clarity Playbook, Grades K-12 (2021), and The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting (2020)

Leveraging Technology to Create Learner-Centered Experiences

Katie L. Martin, PhD

Katie L. Martin, PhD, Chief Impact Officer, Learner-Centered Collaborative; Chief Impact Officer, Altitude Learning; Former Director of Professional Learning, University of San Diego; Author, Evolving Education: Shifting to a Learner-Centered Paradigm (2021) and Learner-Centered Innovations (2018)

5) THE SCIENCE OF LEARNING: MAKING LEARNING PERSONAL & ENGAGING

Bringing Cognitive Science, Adolescent Brain Development, and Personalized Learning into the Classroom

Terry L. Jernigan, PhD

Professor of Cognitive Science, Psychiatry, and Radiology; Director, Center for Human Development, University of California, San Diego; Co-Director of the Coordinating Center for the National "Adolescent Brain Cognitive Development" (ABCD) Study®; who has served on the National Advisory Council on Drug Abuse, the Council of Councils of the National Institutes of Health, and she currently serves on the NIH “Helping End Addiction Long Term” (HEAL) Multidisciplinary Workgroup; Co-Author, "Meaningful Associations in the Adolescent Brain Cognitive Development Study" (2021, Neuroimage), "Economic, Social, and Physiological Resilience Predict Brain Structure and Cognitive Performance in 9-10-Year-Old Children" (2019, BioRxiv), and "Toward an Integrative Science of the Developing Human Mind and Brain: Focus on the Developing Cortex" (2016, Developmental Cognitive Neuroscience)

Implementing Principles from the Science of Learning Within Educational Practice

Shana K. Carpenter, PhD

Cognitive Psychologist; Professor, Department of Psychology, Iowa State University; Principal Investigator/Project Lead, “Implementing Principles from the Science of Learning Within Educational Practice,” a $4.6-million grant awarded by the James S. McDonnell Foundation to incorporate insights from the “science of learning” into teaching practice and student achievement; Co-Author, “The Rich- Get-Richer Effect: Prior Knowledge Predicts New Learning of Domain-Relevant Information” (2021, Journal of Experimental Psychology), “Students' Use of Retrieval in Self-Regulated Learning: Implications For Monitoring and Regulating Effortful Learning Experiences” (2020, Educational Psychology Review), and “How to Use Spaced Retrieval Practice to Boost Learning. Student and Teacher Practice Guide” (2019, Report, Retrievalpractice.org)

Evolving Education: Shifting to a Learner-Centered Paradigm

Katie L. Martin, PhD

Katie L. Martin, PhD, Chief Impact Officer, Learner-Centered Collaborative; Chief Impact Officer, Altitude Learning; Former Director of Professional Learning, University of San Diego; Author, Evolving Education: Shifting to a Learner-Centered Paradigm (2021) and Learner-Centered Innovations (2018)

How Learning Works: A Playbook for Promising Principles

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, How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning (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)

Learning That Sticks: A Brain-Based Model for K-12 Instructional Design and Delivery

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)

Learning Science for Instructional Designers

Clark N. Quinn, PhD

Cognitive Scientist; Learning Technology Consultant; Executive Director, Quinnovation; Former Researcher at the Center for Research in Mathematics and Science Education at the San Diego State University and at the Learning Research and Development Center at the University of Pittsburgh; Author, Learning Sciences for Instructional Designers: From Cognition to Application (2021), Millennials, Goldfish & Other Training Misconceptions: Debunking Learning Myths and Superstitions (2018), and Revolutionize Learning & Development: Performance and Innovation Strategy for the Information Age (2014), and Engaging Learning: Designing eLearning Simulation Games (2005)

The Engagement Equation: Giving Students the Keys to Control Their Own Learning

Dustin Bindreiff, EdD

Senior Education Consultant; Former Behavior and Mental Health Program Manager, Belmont- Redwood Shores School District; Former Special Education Coordinator, Nevada County Superintendent of Schools; Former Professional Learning Specialist, Mindsets Works; Author, “From On Edge to On Task: Exploring Elements of Trauma- Sensitive Schools” (2021, NASSP), “Giving Students the Keys to Control Their Own Learning Outcomes” (2018, Houghton Mifflin Harcourt Blog), and “Mindsets Impact Perceptions of Student Behavior” (2016, Mindset Works Blog)

Brain-Friendly Tools for Teaching: Improving Student Engagement

Kathy Perez, EdD

Professor, Teacher Leadership Program; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, 200+ Proven Strategies for Teaching Reading, Grades K-8 (2016), New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction (2008)

The Power of Learning Environments on Student Wellness and Engagement

Robert W. Dillon, EdD

School Designer, Sustainable Education Solutions; Former Director of Innovative Learning, School District of University City; Co-Founder, ConnectEd Learning; Author, Leading Connected Schools (2015) and Engage, Empower, Energize: Leading Tomorrow's Schools Today (2014); Co-Author, The SPACE: A Guide for Leaders (2021), The SPACE: A Guide for Educators (2019), and Redesigning Learning Spaces (2016)