Teaching Motivated Minds: Austin TX, November 12-14
Listen to conversations about learning, teaching, cognitive science, and the research that shapes classroom practice.
Shane Leaning hosts a conversation about what teachers and school leaders should do when they hear “research says.” We discuss how to evaluate research thoughtfully without letting it override professional judgment or classroom context.
Melissa and Lori Love Literacy host a conversation about evaluating research claims with healthy skepticism. We discuss how teachers can take research seriously without assuming that every “research-based” recommendation belongs in every classroom.
Jon Harper hosts Dylan Wiliam, Zach Groshell, Laura Patranella, Laura Stam, and me. We discuss cognitive load, working-memory limitations, and teaching choices that can make learning more manageable.
Glenn Whitman hosts a conversation about finding the right balance in research-informed teaching. We discuss the difference between mind and brain, healthy skepticism, and how educators can evaluate research claims.
Zach Groshell hosts Kristin Simmers and me for a conversation about neuroscience in education. We discuss where neuroscience can inform teaching—and why cognitive psychology is often more directly useful in the classroom.
Jon Harper hosts a conversation about when mini-whiteboards support learning—and when they might not. We discuss working memory, attention, motivation, and the importance of classroom routines.
Drew Perkins hosts Cindy Nebel, Fox Demoisey, and me for a conversation about the science of learning, project-based learning, and inquiry—and where these perspectives intersect.
Cindy Nebel hosts a conversation about the relationship between education research and classroom practice—and how researchers and teachers can learn from one another.
Start with “Beyond ‘Research Says’.”
Start with “Teaching Practices that Make Learning Stick.”
Start with “The Role of Neuroscience in Education.”
