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How Teaching & Learning Happens: Equity-Driven and Evidence-Informed Classrooms

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ASCD Annual Content

Preregistration Required

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Session description

Developing excellent teachers who understand how learning happens and what that means for teaching is a game-changer for schools and districts. Strengthen your school system’s ability to leverage key components of learning science to improve student learning and recruit and retain educators who are equity-driven and evidence-informed.

Outline

It is important that the experience of the workshop be aligned to the principles of learning science that make up the content. Through independent and collaborative reflection, retrieval practice, and metacognitive strategies, we will increase the likelihood that content moves from working to long-term memory. Each participant will use a Power Packet for note-taking, processing, and reflection. Participants will engage with the presenters and one another to create meaningful connections with the content and its future application in their own contexts.

Welcome, energizer designed to determine participant background with evidence-informed practice (10 min)

Introduce the materials, resources, and action plan that will be used throughout the session (5 min)

Learning Science principles: model of the mind & cognitive science overview (30 min)

In-depth Journey into one high-leverage, equity-driven Learning Science Principle, Effortful Thinking, including: overview; variety of examples in practice, different contexts; opportunities to experience/identify principle in action; and discussion about where it fits into own context (60 min)

Implementation of equity-driven, evidence-informed practice in the day-to-day instructional moves of a classroom, school, or district (45 min)

Activator: Participants choose one next step to move their own practice forward and begin putting it into action (10 min)

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Supporting research

Our work is informed by the award-winning books How Learning Happens: Seminal Works in Educational Psychology and What They Mean In Practice (Paul Kirschner & Carl Hendrick) and How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice (Paul Kirschner, Carl Hendrick, & Jim Heal).

In addition, the following support our session topic and importance and reflect our own contributions to the field:

https://my.chartered.college/impact_article/just-because-theyre-engaged-it-doesnt-mean-theyre-learning/

https://ascd.org/el/articles/moving-from-engagement-to-deeper-thinking

https://gse.harvard.edu/ideas/usable-knowledge/20/04/applied-science-learning

https://edsurge.com/news/2022-05-27-the-science-of-coaching-teachers

https://www.gse.harvard.edu/ideas/usable-knowledge/22/03/if-you-want-remember-something-think-hard-and-dig-deep

https://www.the74million.org/article/what-happens-when-a-48k-student-district-commits-to-the-science-of-learning/

https://docs.google.com/document/d/151dsfebe2PYteJ6HiuRW9zFJRLBVlIr3nR-BVEdvcVw/edit?usp=sharing

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Presenters

Jim Heal

Professor of Evidence-Informed Education

Academica University of Applied Sciences

Margaret Lee

Learning Science Implementation Expert

Learning Science Partners

Session specifications

Topic:

Cognitive Development and the Science of Learning

TLP:

Yes

Grade level:

PK-12

Audience:

District Level Leadership, School Level Leadership, Teacher Development

Attendee devices:

Devices not needed

Subject area:

Teacher Education

TLPs:

Ensure Equity, Develop Expertise

Influencer Disclosure:

This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.