Institute Dates:

November 22, 2019
8:00 am-4:00 pm

November 23, 2019
8:00 am-4:00 pm

March 17, 2020
8:00 am-4:00 pm

March 18, 2020
8:00 am-4:00 pm

Lunch is included

This is a two-part institute and will require attendance in both November and March. The institute will include brief lectures, small and whole group discussions, live classroom observations of the science of learning in action, individual reflection and research, and time to design and/or redesign lesson plans. We will provide a wealth of resources to deepen your understanding and opportunities to stay current with new developments in cognitive science.

Questions we will address during the institute include:

1. How do we make memories for effective learning?

  • How do we make, store, and retrieve memories?
  • How does prior knowledge influence learning?
  • What is cognitive load and how can it be optimized for learning?
  • How do we make enduring and usable memories?
  • What is retrieval practice and why is it so important?
  • What are some common misconceptions students and teachers have that hinder learning?

2. How do student mindsets and other “non-cognitive factors” influence learning?

  • What are growth and fixed mindsets?
  • How do students with fixed and growth mindsets respond differently to challenge academic challenges?
  • Why aren’t effort and hard work enough to ensure academic success?
  • How do student perspectives about struggling and belonging influence their learning?
  • Why do we have to be “stealthy” in addressing non-cognitive factors in learning?

3. What teaching strategies are most effective for enduring learning?

  • What does it mean to be a diagnostic and responsive teacher in an “inside/out” way?
  • What does it mean to create “desirable difficulties” for learners?
  • What does it mean to “scaffold” student learning, cognitively, and emotionally?
  • What are highly effective teaching strategies identified by research and how can they be incorporated into teaching practice?

4. How do we help students become self-regulated learners?

  • What are the habits of an effective self-regulated student?
  • Why are some common study strategies ineffective?
  • What is metacognition and why is it so important for self-regulated learning?
  • What role does motivation play in deep learning and how do we motivate young learners?
  • How does formative feedback enhance learning and what are ways to practice it?


Av. José Galante, 425
São Paulo, SP - Brazil - 05642-000
+55 11 3747 4800
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