Sat, Jun 13 | Online Webinar

Integrating How We Teach with the Science of How We Learn

Registration is Closed
Integrating How We Teach with the Science of How We Learn

Time & Location

Jun 13, 2020, 12:00 PM – 3:15 PM EDT
Online Webinar

About the event

With almost a full semester of experience teaching remotely, we have lessons to learn from the lessons we taught. Beginning with our strengths and challenges as a teacher, this edge-of-your seat, eye-opening webinar will probe the strategies we used to adapt to the sudden move online and look forward to building strategies for the future. We will discuss the importance of integrating your strengths of practice with relevant findings from the science of learning and core principles of Universal Design, as we select and leverage technology to elevate our teaching in what are, to many of us, less than optimal circumstances as we prepare for the newish normal this Fall.

SUCCESS CRITERIA:

  • I can identify my strengths of practice as a teacher.
  • I can utilize my strengths and weakness when designing a distance-delivered course.
  • I can describe key findings from the science of learning.
  • I can recognize where they are revealed in my practice.
  • I can describe the core principles of Universal Design for Learning.
  • I can design my practice around my strengths of practice, the science of learning, and the principles of Universal Design for Learning.
WORKSHOP LEADER

John T. Almarode, PhD, Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author,Clarity for Learning (2018), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

David B. Daniel, PhD, L&B Conference Chair; Professor of Psychology, James Madison University; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 Transforming Education Through Neuroscience Award; Co-Author, "Educational Neuroscience: Are We There Yet?" (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Journal of Applied Research in Memory and Cognition)

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