The past several years have seen a serious uptick in interest around the application of cognitive science to teaching, due perhaps in large part to the efforts of ResearchED. But the time is right to take stock of the growth of these ideas and ask hard questions about whether they’re reaching all educators and students — or whether there’s a bit of an echo chamber developing.
Benjamin Riley is the founder and executive director of Deans for Impact, a national nonprofit organization working to improve and transform the way future educators are prepared. Deans for Impact is comprised of members who lead a diverse set of programs, including large research institutions, regional state colleges, historically black colleges and universities, Hispanic-serving institutions, and non-traditional programs. Prior to founding Deans for Impact, Ben conducted research on the New Zealand education system, worked as policy director for a national education nonprofit, and served as deputy attorney general for the State of California. He received his bachelor’s degree from the University of Washington and J.D. from Yale Law School
Deans for Impact is developing a new publication that will summarise principles from the emerging science of expertise and as developed through purposeful or deliberate practice, and connect these principles to concrete approaches to improving teaching. In this working session, we will explore together the ways in which deliberate- practice principles map to instructional practice — and where they do not. The conversation will draw upon research pioneered by Anders Ericsson, author of Peak: Secrets of the New Science of Expertise and will help guide the structure of our forthcoming publication.
The Emerging Science of Teacher Expertise – Session will explore the role of deliberate practice in developing and improving teaching skill.
New York 2017
The Persistence of Neuromyths
Time and again research has debunked the value of learning styles. Nevertheless, the neuromyth has persisted among teachers. Why? And is the persistence of this myth the result of some failure on their part…or the failure of advocates of learning science to communicate effectively with them? What if advocates of cognitive science in education are advancing strategies at odds with, well, cognitive science itself? This session is not a “safe space”: come only if ready to have your ideas challenged.