|
Making Connections: The Art ghj_amp Science of Teaching
June 21-24, 2011, Groton, MA
|
|
Tuesday, June 21 |
Our bodies, our minds, our "selves": Neurobiological perspectives on learning |
|
11:00 AM - 12:00 PM |
Registration |
|
12:00 PM - 1:00 PM |
Working lunch: Introductions, overview of workshop, purpose and scope |
|
1:00 PM - 2:15 PM |
Using cognitive neuroscience and educational psychology to explore emotion in learning |
|
2:15 PM - 2:30 PM |
Coffee Break |
|
2:30 PM - 3:30 PM |
Neurobiological insights on social interaction, creativity and emotion |
|
3:30 PM - 4:00 PM |
Implications for learning and school. Participants form groups to begin applying what they have learned to a case study. Possibilities to focus on atypical learners or on innovative assessment. |
|
4:00 PM - 5:00 PM |
Free time |
|
5:00 PM - 6:00 PM |
Networking reception |
|
6:00 PM - 7:00 PM |
Dinner and discussion |
|
Wednesday, June 22 |
Cognitive Development and Education: Teaching as a developmental process |
|
9:00 AM - 10:15 AM |
Developmental trajectories and teaching for transfer. What does learning look like, and when does it happen? |
|
10:15 AM - 10:30 AM |
Coffee break |
|
10:30 AM - 12:00 PM |
What are the social, emotional and cognitive aspects of learning? What are the roles of the teacher and of the learner? How can we make the curriculum developmentally appropriate? |
|
12:00 PM - 1:00 PM |
Working lunch. Participants begin analyzing the cognitive, emotional, and social aspects of their case studies, using neurobiological and cognitive information. Possibilities to focus on atypical learners or on innovative assessment. |
|
1:00 PM - 2:45 PM |
Building assessments that give back. Considering social, emotional and cognitive contexts. |
|
2:45 PM - 3:00 PM |
Coffee Break |
|
3:00 PM - 4:00 PM |
What does learning look like and how do we know when it's happening? When do skills fall apart and why? Implications for schools |
|
4:00 PM - 5:00 PM |
Reflection Time |
|
5:00 PM - 6:00 PM |
Networking Reception |
|
6:00 PM - 7:00 PM |
Dinner |
|
After Dinner |
Group Projects |
|
Thursday, June 23 |
The state of the art: Teaching and learning in schools |
|
9:00 AM - 10:15 AM |
Continuing analysis of case studies from cognitive, social and emotional perspectives. Developmental analysis as a model for teacher as researcher. |
|
10:15 AM - 10:30 AM |
Coffee Break |
|
10:30 AM - 12:00 PM |
Continuing analysis of case studies from cognitive, social and emotional perspectives |
|
12:00 PM - 1:00 PM |
Working lunch. Participants engage in in-depth, collaborative analyses of case studies from their own practice and begin constructing a pedagogical plan. Possibilities to focus on atypical learners or on innovative assessment. |
|
1:00 PM - 2:45 PM |
The tools of cognitive neuroscience and education: an integrated cognitive, social and emotional perspective. |
|
2:45 PM - 3:00 PM |
Coffee Break |
|
3:00 PM - 4:00 PM |
Implications for learning in school. Self, social relatedness and whole child as learner. |
|
4:00 PM - 5:00 PM |
Free time |
|
5:00 PM - 6:00 PM |
Networking reception |
|
6:00 PM - 7:00 PM |
Dinner |
|
After Dinner |
Group projects - participants prepare presentations on an innovative pedagogical plan using the new tools |
|
Friday, June 24 |
Presentations and in-depth reflection |
|
9:00 AM - 10:15 AM |
Participant presentations, professional networking |
|
10:15 AM - 10:30 AM |
Coffee Break |
10:30 AM - 11:00 AM |
Participant presentations, professional networking |
|
11:00 AM - 12:00 PM |
Participants and instructors work to construct a set of summarizing principles for what was accomplished during the workshop. What was learned? What new information was generated about the intersection of neuroscience and education? What does this new information mean for practice? |
|
12:00 PM - 1:00 PM |
Lunch with wrap-up |
|
Please note: Schedule is preliminary
|
