This webinar will use Zoom.
This webinar will run from 12:00 pm - 3:15 pm ET / 9:00 am - 12:15 pm PT on Saturday, June 12, 2021 for a total of 3 credit hours.
For those who cannot attend the live webinar on June 12, a recording will be available to stream for one week following the live webinar.
The pandemic caused a rapid switch from face-to-face teaching to online and encouraged a number of adaptations. As a consequence of our efforts to adapt, we will return to the face-to-face classroom forever changed…and, much of that will be for the better. But what have we learned about what works and we can bring back with us, and what did not and we should drop? And, what criteria will we use to decide what to keep?
We were forced to rethink daily schedules, pedagogy, delivery mechanisms, teaching strategies, assessments, and even learning outcomes. We also learned to appreciate and design for a variety of learner characteristics that, while almost implicit to many when face-to-face, became essential elements to design for in our efforts to promote learning in alternative delivery formats. For example, we gained a renewed appreciation for concepts such as self-regulation, scaffolding, engagement, time management, socio-emotional issues, even sleep! Our efforts mandated building a relationship with technology that both propelled and sometimes subverted our teaching efforts.
This session will look back on lessons learned and will focus on the development and agency of the teacher, as well as the crucial elements as we move from crisis teaching toward teaching with greater intention and impact. You will also have an opportunity to hear from and share your perspectives from the past 14 months with other elementary, middle and high school teachers and participate in breakout groups to consider what we might “keep doing, tweak, start doing, and stop doing” in the new school year based on evidence, experience, and good judgement.
Reflect on changes and adaptations made to teaching over the past 14 months
Evaluate the effectiveness of those changes and their relevance to teaching in the coming academic year
Understand the role of scaffolding and its strategic removal to develop the learner
Understand the need for each teacher, school, and district to encourage the use of evidence to guide practice
Exchange ideas with teachers facilitating elementary, middle, and high school and university breakout rooms
WHO SHOULD ATTEND
K-12 teachers and administrators; building- and district-level curriculum directors
Glenn Whitman, MALS, Executive Director, Center for Transformative Teaching and Learning; Co-Designer, NeuroTeach Global; Dean of Studies, St. Andrew’s Episcopal School; Co-Author, "Every Educator Needs to Know How the Brain Works" (2020, ASCD Express) and Neuroteach: Brain Science and the Future of Education (2016)
David 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)