Using Mind, Brain and Education Science to Help Make the Best Teachers in the World
Think of the best teacher you ever had. What made them great? How many of your teachers were that good? What if every teacher a child had, from Pre-K to 12th grade, was as great, in their own way, as that teacher? Research tells us that the factor that makes the largest difference to learning outcomes is teacher quality. This session describes how the Center for Transformative Teaching Learning is helping teachers and school leaders use research from educational neuroscience to inform and improve their practice. All professional professions have a research base – teaching and school leadership have been disconnected from theirs for too long. ‘Translation’ can be done.
Understand some key, easily implementable strategies from educational neuroscience research that all teachers SHOULD be doing to improve learning.
Identify parts of the classic teaching repertoire that teachers should stop doing or avoid because research suggests they hurt or hinder learning.
Understand a sustainable professional development model that helps teachers translate research into practices that work in the context of their class.
Glenn Whitman is the co-author of Neuroteach: Brain Science and the Future of Education and directs the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School where he teaches history and coaches varsity girls soccer. In 2016, the CTTL’s global contribution in the field of educational neuroscience was recognized by the International Mind, Brain, and Education Society’s “Mission Award.” Glenn is a former Martin Institute for Teaching Excellence Fellow and has presented at more than a dozen major educational conferences, including IMBES, SXSWedu, Learning and the Brain, Festival of Education, ResearchEd, and the National Association of Independent Schools Conference.
Dr. Ian Kelleher is the co-author of Neuroteach: Brain Science and the Future of Education. He grew up in the UK, got a Ph.D. at the University of Cambridge, then moved to the U.S., where he has spent the last twenty years teaching Chemistry, Physics and Robotics and coaching soccer. As well as being a classroom teacher, Ian is Head of Research for the CTTL, where is work focuses on helping teachers translate Mind, Brain and Education research into classroom practices, and measuring the impact. Ian has presented at Learning & the Brain, SXSWedu, the Daily Telegraph Festival of Education, ResearchED, and the National Association of Independent Schools Annual Conference.
Washington DC 2016
Most professional professions use research to inform practice, why not teaching? This framework is the answer – Schools are clamoring for a model to develop a teacher’s ability to identify, read, apply, and conduct research. The co-authors of Neuroteach want to use this session to share an evolving professional growth pathway informed by the latest research in the interdisciplinary field of mind, brain, and education science (MBE) that has been built in collaboration with EvidencedBased Education (UK). We call it the Research Engagement Framework. Participants will explore and help design a professional pathway that moves a teacher from being a research informed “Novice” to a research informed “Leader”.