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| Agenda: | |||||||||
| Day 1 Session 1 (Morning: 2hrs) 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! Session 2 (Afternoon: 2hrs) Principles of Learning – Pt. 1 Can students listen to music while they study? Are hard-copy or digital books better for learning? What’s the one key to forming deep, lasting memories? 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. |
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| END DAY 1 HOMEWORK: Participants will each receive a chapter outlining an additional learning principle. They will be asked to prepare several responses to questions posed. | |||||||||
| Day 2 Session 3 (Morning: 2hrs) 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. Session 4 (Afternoon: 2hrs) 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! |
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| END DAY 2 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. |
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| 2-Days Post (15min) Short video review of learned material (sent via e-mail) | |||||||||
| 5-Days Post (15min) Short guided recall session (sent via e-mail) | |||||||||
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Session 5 (1hr) - 14 Days Post Session 4 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. |
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| 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. | |||||||||
| TIMINGS: 12th - 13th September 2020 London - 7:00 am to 9:00 am and 11:00 am to 1:00 pm Dubai - 10:00 am to 12:00 noon and 2:00 pm to 4:00 pm Hong Kong - 2:00 pm to 4:00 pm and 6:00 pm to 8:00 pm |
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