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

Ramon y Cajal Distinguished Scholar of Global Digital Learning, McMaster University; 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)

Design Matters: Rethinking Learning Environments

Educational Consultant; Instructional Designer; Education Technology Specialist; Former Middle School Technology Teacher; Apple Distinguished Educator; a Microsoft Innovative Educator Expert; and a Google Certified Innovator; Appointed to the Education Technology Task Force formed by a previous California State Superintendent of Public Instruction; Named by EdTech Magazine as an influencer to follow

Useable Knowledge: Developing An Authentic Science of Teaching for, and by, Educators

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)

Transforming Education: The Science and Design of Learning

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)

Time for Change! Four Essential Skills for Transformational Leaders

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)

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

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)

Bringing Cognitive Science, Population Neuroscience, and Personalized Learning into the Classroom

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)

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

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

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

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)

Useable Knowledge: Developing An Authentic Science of Teaching for, and by, Educators

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

Ramon y Cajal Distinguished Scholar of Global Digital Learning, McMaster University; 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: Using Neuroscience Lessons to Liberate Learners

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)

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)

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

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)

Science of Teaching and Learning Lead, who is implementing the science of teaching and learning into her school; Health and Wellness Coordinator, Delta County School District; Occupational Therapist

Cognitive Science in the COVID Classroom: One Teacher’s Journey to Discover What Works and What Doesn’t

Classroom Teacher; Founder/President of Translate the Brain, a professional development consultancy; Author, The Goldilocks Map: A Classroom Teacher’s Quest to Evaluate ‘Brain-Based’ Teaching Advice (2021), Learning Grows: The Science of Motivation for the Classroom Teacher (2019), and Learning Begins: A Teacher's Guide to the Learning Brain (2017); Blogger, Learning & the Brain Blog

Design Matters: Rethinking Learning Environments

Educational Consultant; Instructional Designer; Education Technology Specialist; Former Middle School Technology Teacher; Apple Distinguished Educator; a Microsoft Innovative Educator Expert; and a Google Certified Innovator; Appointed to the Education Technology Task Force formed by a previous California State Superintendent of Public Instruction; Named by EdTech Magazine as an influencer to follow

Transforming Education: The Science and Design of Learning

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 Change?

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

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: Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Confronting the Crisis of Engagement: Creating Focus and Resilience for Students, Staff, and Communities (2022), The Social-Emotional Learning Playbook (2022), The Restorative Practices Playbook: Tools for Transforming Discipline in Schools (2022), and Removing Labels: 40 Techniques to Disrupt Negative Expectations About Students and Schools (2021)

Creating the Schools Our Children Need

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)

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

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

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)

Solve It: Problem-Based Learning and Design Thinking

Educational Consultant; Instructional Designer; Education Technology Specialist; Former Middle School Technology Teacher; Apple Distinguished Educator; a Microsoft Innovative Educator Expert; and a Google Certified Innovator; Appointed to the Education Technology Task Force formed by a previous California State Superintendent of Public Instruction; Named by EdTech Magazine as an influencer to follow

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

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)

Insights From Wearable Brain Technologies on Engagement and School Schedules

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)

The Science of Sleep: Teens and School Start Times

Clinical Professor in Psychiatry and Behavioral Sciences, Stanford Center for Sleep Sciences and Medicine; Associate Division Chief for Community Commitment and Engagement, Sleep Medicine Division, School of Medicine, Stanford University; President, California Sleep Society; Author, How to Sleep: The New Science-Based Solutions for Sleeping Through the Night (2020); Co-Author, "School Start Time: A Public Health Crisis" (2020, Journal of Clinical Sleep Medicine)

Time for Change! Four Essential Skills for Transformational Leaders

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

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 Assessment: Practical Techniques for a Pandemic and After

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)

COVID Lessons Learned for Accelerated Learning and Engagement

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Confronting the Crisis of Engagement: Creating Focus and Resilience for Students, Staff, and Communities (2022), The Social-Emotional Learning Playbook (2022), The Restorative Practices Playbook: Tools for Transforming Discipline in Schools (2022), and Removing Labels: 40 Techniques to Disrupt Negative Expectations About Students and Schools (2021)

The New Digital Divide: EdTech Self-Efficacy and Implications for Online Learning Environments

Social Scientist; Scientific Writer, Educational Research Scientist, WGU Labs; Adjunct Professor, Utah Valley University; Blogger, Communications Officer, Human Behavior and Evolution Society; Co-Author of the report, "The New Digital Divide: How EdTech Self-Efficacy is Shaping the Online Student Learning Experience in Higher Ed" (2021), which studied online learning during the pandemic

Learner-Centered Assessment Practices to Accelerate Learning and Growth

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)

Finding Balance: Partnering With Your Students to Reimagine Learning

Google Certified Innovator; Educational Consultant; Professor, Master of Arts In Teaching Program, Pepperdine University; "Teacher of the Year" in Sonoma County in 2010; Author, Balance With Blended Learning (2020), Power Up Blended Learning (2018), and Blended Learning in Grades 4-12 (2012); Co-Author, UDL and Blended Learning: Thriving in Flexible Learning Landscapes (2021), and Blended Learning in Action (2016)

Bringing Cognitive Science, Population Neuroscience, and Personalized Learning into the Classroom

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

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

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

Professor of 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), How Learning Works (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)

Using Brain Science to Help Learning Stick

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 101: Cognition for Teaching

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

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: Strategies for Success!

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

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)

Improving Teaching Practice With the Science of Learning

Founder and Executive Director, Deans for Impact, a national organization dedicated to improving student-learning outcomes by transforming the field of educator preparation; Former Public Policy Fellow, Ministry of Education, New Zealand; Former Director of Policy and Advocacy, NewSchools Venture Fund; Former Deputy Attorney General for the State of California