Glenn Whitman

Director, the Center for Transformative Teaching and Learning

Ian Kelleher

Head of Research for the CTTL

Session

Using the Science of Learning to Teach Teachers the Science of Learning

A teacher or school leader’s understanding of the Science of Learning is essential for maximizing the potential of each individual student. How to deliver this research to teachers throughout the world that leads to research-informed changes in one’s instructional practice or school design can be achieved by leveraging how much more we know about how the adult brain learns, quality professional learning, and engaging and flexible technological platforms. This session will use the Science of Learning (mindsets, novelty, choice, feedback, play, executive functions, memory, meta-cognition, and play) to teach and model the Science of Learning in order that participants will leave this session with “next day” strategies for their districts, schools, or individual students.

Bio

Glenn Whitman is a history teacher and Director of the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School. Glenn is the co-author of Neuroteach: Brain Science and the Future of Education, co-designer of Neuroteach Global, and co-editor of Think Differently and Deeply, the international publication of the CTTL. Glenn collaborates with public, charter, private, and international schools worldwide and has presented at more than a dozen, major educational conferences. Glenn’s most recently co-authored peer reviewed articles in Mind, Brain and Education and Impact: The Journal of the Chartered College of Teaching.

Ian Kelleher is a science teacher and Head of Research for the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School. Ian is the co-author of Neuroteach: Brain Science and the Future of Education, co-designer of Neuroteach Global, and co-editor of Think Differently and Deeply, the international publication of the CTTL. Ian collaborates with public, charter, private, and international schools worldwide and has presented at more than a dozen, major educational conferences. Ian most recently co-authored peer reviewed articles in Mind, Brain and Education and Impact: The Journal of the Chartered College of Teaching.

Archive

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”.

Ontario 2018

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.
Learning Objectives:
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.

Philadelphia 2018

How to Create a Research-Informed School (and the best teachers in the world)?

Every day each individual student will bring his or her brain, the organ of learning, to class. What if there existed an evidence-based professional growth framework that can help how teachers and school leaders better understand how the brain learns? This session provides participants the opportunity to identify ways the work of the internationally recognized Center for Transformative Teaching Learning can guide new and veteran teachers and school leaders to use research from educational neuroscience to inform and improve their understanding of how the student brain learns, works, and thrives. All professional professions have a research base. Mind, Brain, and Education Science is the most promising research being applied to close the teacher quality and student achievement gap and puts teachers and school leaders at the forefront of research-informed professional development and classroom strategies. Participants will leave with a greater understanding of the Science of Learning and “next day” strategies that they can bring back to elevate the current use of research to inform and transform teaching and learning at their schools.