 |
|||||||||
 |
|||||||||
| Overview: | |||||||||
| Over the last several decades, our knowledge of learning and the brain has grown exponentially. During this highly engaging and interactive short-course, we will consider what this knowledge means for teachers and students. Beyond mere theory, we will explore how to best apply research to enhance practice within the classroom. If you ever wanted to understand how human beings learn, then this is the course for you. | |||||||||
| Agenda: | |||||||||
| Sat November 28 - Session 1 (2 hrs) Foundations of Thinking How does the brain work to make sense of reality, and what impact does this have on teaching & learning? During this engaging and interactive session, we will explore the often counter-intuitive foundations of thinking, the power of stories to drive perception, the role errors play in comprehension, and consider how these three concepts tie together to drive student learning. Buckle in - here's where things get real! Sun November 29 - Session 2 (2 hrs) Principles of Learning – Pt. 1 During this session, we will explore six principles of human learning and consider how each can be adapted for teaching practices. Drawn from brain, behavioural, and educational research, these principles are learning 'nuggets' that can shine a light on more traditional classroom practices. |
|||||||||
| HOMEWORK: Participants will each receive a chapter outlining an additional learning principle. They will be asked to prepare several responses to questions posed. | |||||||||
| Sat December 5 - Session 3 (2 hrs) Principles of Learning – Pt. 2 During this session, we will explore six additional principles of human learning and consider how each can be adapted for teaching practices. Participants will have read about one of the principles for homework and will be asked to respond to several questions exploring how they see the principle reflected in their practice. Sun December 6 - Session 4 (2 hrs) Turning Science into Strategies Despite decades of effort trying to marry scientific insights with classroom practice, very little (if anything) has changed in education. During this compelling and interactive session, we will explore why laboratory research has not impacted teacher practice, consider what is required in order to translate research for the classroom, and dive deeply into several concrete examples of this process in action. Enlightening and empowering, this session puts the teacher back in the driver’s seat! |
|||||||||
| HOMEWORK: Participants will be asked to undertake a pre-made Micro Project at some point over the ensuing weeks. Support and feedback will be offered. | |||||||||
| Sat December 12 - Session 5 (1 hr) Micro-Project Follow-Up Two weeks after our final lesson, we will reconvene to discuss our thoughts and reflections concerning micro-projects. In addition, we will consider how to continue pushing this work forward and address any additional thoughts/questions arising in the intervening weeks. |
|||||||||
| Potential Audience: | |||||||||
| All K-12 Educators | |||||||||
| JARED COONEY HORVATH | |||||||||
| Jared Cooney Horvath (PhD, MEd) is a neuroscientist, educator, and author of the best-selling book Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick. He has conducted research and lectured at Harvard University, Harvard Medical School, the University of Melbourne, and over 200 schools internationally. Jared has published 5 books, over 40 research articles, and his work has been featured in numerous popular publications, including The New Yorker, The Atlantic, The Economist, and WiRED. He currently serves as Director of LME Global: a team dedicated to bringing the latest brain and behavioural research to teachers, students, and parents alike. | |||||||||
| DATES & TIMES: Each Session is for 2 Hours. 28th & 29th November and 5th, 6th, 12th December 2020 London 7:00 am to 9:00 am | Dubai 10:00 am to 12:00 noon | Hong Kong 2:00 pm to 4:00 pm |
|||||||||
 |
|||||||||
|
|||||||||
|
