[WEBINAR] Schooling as if Learning Mattered: Addressing Learning Loss & Inequity Through the Science of Learning Event Logo

[WEBINAR] Schooling as if Learning Mattered: Addressing Learning Loss & Inequity Through the Science of Learning

by Washington, DC

Webinar

Wed, May 19, 2021

5 PM – 6:30 PM EDT (GMT-4)

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Join an esteemed panel of experts in education as they discuss traditional schooling and how to modernize it for the 21st century. In the discussion, moderated by Javier Arguello '03, panelists will speak to the following questions and reserve time for audience Q&A at the end of the session. More info on the session's panelists is included below.

Challenges with Traditional Schooling:
 

  • The way students think they learn differs greatly from how they learn and as a result they rely on ineffective strategies to learn.
  • The current approach to teaching is often disconnected from how students learn and causes too many students to drop-out, struggle, and/or work too hard to do well.
  • Schooling decreases creativity and student engagement.
  • We produce a surplus of graduates with a deficit of skills that the economy demands.

Science of Learning to Modernize Schooling:
 

  • Top performing schools embrace the science of learning. In this virtual symposium, you will learn from renowned experts on human learning as well as school leaders to address the following questions:
  • Why are schooling and learning not synonymous terms?
  • What is learning success? How can teachers foster learning success?
  • What is the science of learning, and how can it help us modernize our educational system?
  • Why is research on human learning often trapped in academia?
  • How does adversity and trauma affect learning and how prevalent is the effect?
  • How have successful school leaders transformed their culture and learning outcomes by incorporating learning science?

When: Wednesday, May 19, 2021 | 5:00 p.m. ET
Where:
https://yale.zoom.us/webinar/register/WN_jlYZFzENRemiYNCWjA1FzA

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Speakers

Javier Arguello ’03's profile photo

Javier Arguello '03

Founder & Executive Director

COGx

Javier is the Founder & Executive Director of COGx, a research and development firm in applied cognitive science. Since 2010 COGx has partnered with leading academics to translate the science of learning into programs that train school leaders and educators on the science of learning coupled with programs that target cognition to improve learning ability for students. COGx programs democratize access to decades of research on learning science, which is translated to ensure effective application through an affordable multilingual online platform. COGx programs have been adopted globally and endorsed by Ministries of Education. Javier holds graduate degrees from Yale & Harvard, and an undergraduate from George Washington University.

Mary Helen Immordino-Yang's profile photo

Mary Helen Immordino-Yang

Professor of Education, Psychology and Neuroscience

University of Southern California and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE)

Mary Helen Immordino-Yang, EdD is a Professor of Education, Psychology and Neuroscience at the University of Southern California and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE). She studies the psychological and neurobiological development of emotion and self-awareness, and connections to social, cognitive and moral development in educational settings. Her work has a special focus on adolescents from low-SES communities, and she involves youths from these communities as junior scientists in her work.

A former urban public junior high-school science teacher, she earned her doctorate at Harvard University in 2005 in human development and psychology. Since then, she has received numerous awards for her research and impact on education and society. She served on the U.S. National Academy of Sciences committee writing How People Learn II: Learners, Contexts and Cultures, and on the Aspen Institute’s National Commission on Social, Emotional and Academic Development.

 

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Robert Bjork

Professor of Psychology

University of California, Los Angeles

Robert Bjork is a Distinguished Professor of Psychology at the University of California, Los Angeles. The focus of his research is applying cognitive psychology to enhance educational practice. He is the creator of the directed forgetting paradigm and is principal investigator at UCLA’s Bjork Learning & Forgetting Lab.

Dr. Bjork has served as Editor of Memory & Cognition (1981-85) and Psychological Review (1995-2000), Co-editor of Psychological Science in the Public Interest (1998-2004), and Chair of a National Research Council Committee on Techniques for the Enhancement of Human Performance (1988-1994).

Dr Bjork is a recipient of UCLA’s Distinguished Teaching Award; the American Psychological Association’s Distinguished Scientist Lecturer and Distinguished Service to Psychological Science Awards; the American Physiological Society’s Claude Bernard Distinguished Lectureship Award, and the Society of Experimental Psychologists’ Norman Anderson Lifetime Achievement Award.



 

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Professor Steve Joordens

Professor of Psychology

University of Toronto

Steve Joordens is Professor of Psychology and Director of the Advanced Learning Technologies Lab at the University of Toronto.  Originally trained as a Cognitive Psychologist with expertise in memory and attention, his more recent work has focused on translating basic research from the learning sciences through the creation and assessment of educational technologies that amplify the learning experience and allow it to be used at scale. 

Steve is especially passionate about the formative peer-assessment process which he sees as deepening the learning of content while exercising core transversal skills - like critical and creative thought - in a formal and structured manner.  Professor Joordens has won awards at the institutional, provincial and national levels for his teaching and teaching innovations including, in 2015, being named a 3M National Teaching Fellow, the highest award for significant and sustained impact on higher education in Canada.



 

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Professor David B. Daniel

Professor or Psychology

James Madison University

Professor David B. Daniel is an award-winning educator with over 25 years of classroom experience. He is a highly sought international speaker and scholar focused on developing evidence demonstrated usable knowledge for educational practice and policy.

A Fellow of the Association for Psychological Science, David has been honored numerous times for his teaching and translational efforts. David’s national honors include the Society for the Teaching of Psychology’s Teaching Excellence Award, the Transforming Education through Neuroscience Award and being recognized as one of the top 1% of educational researchers influencing public debate in the US. He was recently appointed to a select panel of the National Academy of Sciences to update and extend the influential NRC report How People Learn: Brain, Mind, Experience, and School and featured in the Princeton Review’s 300 Best Professors.

 

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Richard Boerner

Superintendent

Graded, The American School of São Paolo, Brazil

Richard Boerner has served as superintendent at Graded, The American School of São Paulo since 2015. For the past 29 years, Richard has held a variety of administrative and teaching positions in an array of international and US educational settings.  He began his career in the public school system in Washington state before transitioning to the international school arena. From 2005 to 2010, Richard held various administrative roles, including that of director, at Korea International School. From 2010-2015, he served as superintendent at the American International School Dhaka in Bangladesh.

Richard currently serves as Board president of American Association of Schools in Brazil (AASB), Board president of the American International Schools in the Americas (AMISA), and Board member of Academy of International School Heads (AISH).  Richard holds an MA in educational administration and has served as a fellow in Columbia University's Klingenstein Heads of School Fellowship.



 

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Ross Lescano Lipstein

Partner, Learning Engineering

Transcend

Ross leads Product & Capacity development at Transcend, a nonprofit whose mission is to support communities to create and spread extraordinary, equitable learning environments. Ross also works directly with school partners in Nashville and the Bay Area, helping them improve their school designs and share innovations with other school communities around the country. Before joining Transcend, Ross managed several components of Summit’s R&D work at Summit Public Schools, and prior to that, Ross worked in international development focused on both education and agriculture, spending time especially in Ethiopia, India, and South Africa. Ross has an MBA from Stanford, an MPA/ID from Harvard, and an M.Ed. from the Broad Center (The Broad Residency 2015-17).