Speakers and Sessions

APPLYING BRAIN SCIENCE AND LESSONS LEARNED BACK TO THE CLASSROOM


The COVID-19 pandemic has not only disrupted the way schools, jobs, and society have operated since March of 2020, but is also creating more permanent changes in the way we do things.  The pandemic highlighted several problems in education, from digital divides to lack of student engagement, which has caused some educators and parents to want significant changes in schools. A May 2021 survey by EdNC found 28% of educators and parents surveyed hope to return to (pre-COVID) education with significant changes and 11% hope for a completely different experience in schools from the past. It also found greater support for virtual learning, flexible schedules, and later start times.  As we return to school and look beyond 2022, we have a unique opportunity to pause, reflect, and incorporate new brain science findings and lessons learned from the past year to improve education. Teachers can rethink personalized, student centered learning, instructional methods, changing teaching roles, culture and relationships, student and peer-lead curriculum, collaboration, and mentoring, virtual tools, and redesigning learning spaces and environments to improve learning in all students. And school administrators have a renewed justification for radically reinventing schools by rethinking school schedules, start times, seat times, extended learning opportunities, family-community connections, technology, grades, mixed age classrooms, career readiness, and leadership.


This conference will explore ways to improve teaching, learning, and schooling by combining the lessons learned from COVID with the science of learning. Discover new strategies, practices, and ideas to transform schools and classrooms and better prepare all students for this new disrupted and uncertain future.

 

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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.

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; Founding Director of the Center for Teaching and Technology; Executive Director of the Confucius Institute and the US-China Center for Research on Educational Excellence, Michigan State University; Author, Learners Without Borders: New Learning Pathways for All Students (Forthcoming 2021), What Works May Hurt – Side Effects in Education (2018), World Class Learners (2012), and Catching Up or Leading the Way (2009); Co-Author, Teaching Students to Become Self-Determined Learners (2020), An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019), and The Take Action Guide to World Class Learners (2016)

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 (Forthcoming 2021), Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn (Forthcoming 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)

Transforming Learning: 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)

Connecting Cognitive Science, Adolescent Brain Development, and Personalized Learning

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)

Time for Change: The Essential Skills for Transformational Leadership and Schools

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)

The Science of Teaching and Lessons Learned

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)

Disruptive Thinking: Rethinking Our Schools and Learning 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)