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.
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. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the international publication of the CTTL. Glenn is also a blogger for Edutopia. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College and has presented at more than a dozen, major conferences world-wide including: New Teacher Center Symposium, SXSWedu, researchED, and Africa’s 1st Mind, Brain, and Education Seminar.
Dr. Ian Kelleher is the co-author of Neuroteach: Brain Science and the Future of Education and Head of Research for Center for Transformative Teaching and Learning. He grew up in Cambridge, England and went to the University of Manchester as an undergraduate where he received a Bachelor of Science degree in geochemistry. He returned to Cambridge as a Ph.D. student at the University of Cambridge, Churchill College. Ian teaches Chemistry, Physics and Robotics, as well as coaches soccer at St. Andrew’s. Ian has presented at more than a dozen conferences world-wide including: SXSWedu, New Teacher Center Symposium, Festival of Education, Ideas in Education Festival, and researchEd.
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.
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”.