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

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

Barbara A. Oakley, PhD, PE

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

Kenneth Shelton, MA

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

David B. Daniel, PhD

Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)

Transforming Education: The Science and Design of Learning

Daniel L. Schwartz, PhD

Time for Change! Four Essential Skills for Transformational Leaders

Anthony S. Muhammad, PhD

Learners Without Borders: Can COVID be a Catalyst for Real 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 (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

Terry L. Jernigan, PhD

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

Denise C. Pope, PhD

Senior Lecturer, Graduate School of Education, Stanford University; Co-Founder, Challenge Success; Co-Host, “School's In”, Sirius XM radio; Author, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001); Co-Author, “A Caring Climate That Promotes Belonging and Engagement” (2022, PHI DELTA KAPPAN), “Easing the Stress at Pressure-Cooker Schools" (2019, PHI DELTA KAPPAN), and Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015)

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

Eric C. Sheninger, MEd

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), “The Science of Effective Learning With Spacing and Retrieval Practice” (2022, Nature Review Psychology), and “How to Use Spaced Retrieval Practice to Boost Learning. Student and Teacher Practice Guide” (2019, Retrievalpractice.org)

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

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

David B. Daniel, PhD

Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)

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

Barbara A. Oakley, PhD, PE

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

Layne M. Kalbfleisch, PhD, MEd

Design Ed: Connecting Learning Science Research to Practice

Building a Science of Teaching and Learning: One Educator's Journey

David B. Daniel, PhD

Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)

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

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

Andrew C. Watson, MEd

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

Kenneth Shelton, MA

Transforming Education: The Science and Design of Learning

Daniel L. Schwartz, PhD

Learners Without Borders: Can COVID be a Catalyst for Real 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 (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

REBOUND: Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools

Douglas B. Fisher, PhD

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

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)

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 C. Pope, PhD

Senior Lecturer, Graduate School of Education, Stanford University; Co-Founder, Challenge Success; Co-Host, “School's In”, Sirius XM radio; Author, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001); Co-Author, “A Caring Climate That Promotes Belonging and Engagement” (2022, PHI DELTA KAPPAN), “Easing the Stress at Pressure-Cooker Schools" (2019, PHI DELTA KAPPAN), and Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015)

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

Eric C. Sheninger, MEd

Solve It: Problem-Based Learning and Design Thinking

Kenneth Shelton, MA

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

Robert W. Dillon, EdD

Insights From Wearable Brain Technologies on Engagement and School Schedules

Ido Davidesco, PhD

Assistant Professor of Learning Sciences; Principal Investigator, Brain Healthy Project, 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); "Making BrainWaves: Portable Brain Technology in Biology Education" (2021, bioRxiv), "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

Rafael Pelayo, MD, FAASM

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

Time for Change! Four Essential Skills for Transformational Leaders

Anthony S. Muhammad, PhD

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

Thomas R. Guskey, PhD

Embedding Formative Assessment: Practical Techniques for a Pandemic and After

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)

COVID Lessons Learned for Accelerated Learning and Engagement

Douglas B. Fisher, PhD

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

Nicole Barbaro, PhD

Learner-Centered Assessment Practices to Accelerate Learning and Growth

Katie L. Martin, PhD

Finding Balance: Partnering With Your Students to Reimagine Learning

Catlin R. Tucker, PhD

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

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

Terry L. Jernigan, PhD

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), “The Science of Effective Learning With Spacing and Retrieval Practice” (2022, Nature Review Psychology), and “How to Use Spaced Retrieval Practice to Boost Learning. Student and Teacher Practice Guide” (2019, Retrievalpractice.org)

Evolving Education: Shifting to a Learner-Centered Paradigm

Katie L. Martin, PhD

How Learning Works: A Playbook for Promising Principles

John T. Almarode, PhD

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

Bryan R. Goodwin, MA

Learning Science 101: Cognition for Teaching

Clark N. Quinn, PhD

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: Strategies for Success!

Kathy Perez, EdD

The Power of Learning Environments on Student Wellness and Engagement

Robert W. Dillon, EdD

Improving Teaching Practice With the Science of Learning

Benjamin Riley, JD