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Join us for the Illuminated Teaching Symposium: An Introduction to Neuroeducation for Teachers hosted by Universitat Pompeu Fabra featuring professional development workshops and presentations led by educational neuroscientists from the University of Helsinki and Autonoma University of Barcelona; and scholars from Universitat Pompeu Fabra. The Illuminated Teaching Symposium is an event primarily for school teachers (primary, secondary, vocational) but is open to anyone interested in knowing more about the Science of Learning from the perspective of educators. Reserve your place as space is limited for this free event that will give you insights into how to apply the Science of Learning to your educational practices.
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AGENDA
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Workshop 1A Designing Learning with the Science of Learning Language: English I Instructor: UPF Prerequisite Skills/Experience: No experience is required Audience: Later primary school years, high school, higher education A 2016 report analyzing teacher education programmes concluded that teachers ‘are not being taught — in textbooks or in their coursework and training — the foundational knowledge about cognitive strategies that can help ensure children will learn.’ [1]
The title of the 2-hour session is Designing Learning with the Science of Learning – Cognitive principles applied to the design of learning. The session highlights learning design and teaching practices that are consistent with cognitive principles of learning and are well-supported by empirical evidence. The objective of the session is for participants to better understand which instructional strategies support durable learning and which common strategies can lead to illusions of competence. The session has been designed in a manner that allows participants to experience how cognitive principles on learning can be applied to the design of learning. [1] Pomerance, L., Greenberg, J., & Walsh, K. (2016). Learning about Learning: What Every New Teacher Needs to Know. National Council on Teacher Quality. |
Workshop 1B La Ciencia del Aprendizaje Introducción para Docentes Language: Spanish I Instructor: UPF Prerequisite Skills/Experience: No experience is required Audience: Later primary school years, high school, higher education Studies from multiple countries suggest that teachers often hold misconceptions about how students learn [1] and that many teachers have not received training on the science of learning despite the significant advances being made in our understanding of how people acquire knowledge, skills, and competences.
The title of the 2-hour session is A Science of Learning Primer for Educators – The cognitive processes underlying student learning, Session participants will be introduced to key findings from the science of learning which involves the fields of neuroscience, education, technology, and psychology. The objective of the session is for participants to better understand the processes that underlie student learning and become aware of cognitive theories on how learning happens and does not happen. The session has been designed in a manner that allows participants to experience how cognitive principles on learning can be applied to the design of learning and emphasizes the need of educators to be aware of the constraints of human cognitive architecture. [1] Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in psychology, 3, 429. |
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Workshop 2A Music and Learning Language: English I Instructor: University of Helsinki Prerequisite Skills/Experience: No experience is required Audience: TBD - likely to introduce studies involving primary school teachers TBD – How music can be used to support classroom learning. Research mainly from primary school studies.
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Workshop 2B Music and Learning Language: Spanish I Instructor: UPF Prerequisite Skills/Experience: No experience is required. Audience: Later primary school years, high school, higher education A 2016 report analyzing teacher education programmes concluded that teachers ‘are not being taught — in textbooks or in their coursework and training — the foundational knowledge about cognitive strategies that can help ensure children will learn.’ [1]
The title of the 2-hour session is Designing Learning with the Science of Learning – Cognitive principles applied to the design of learning. The session highlights learning design and teaching practices that are consistent with cognitive principles of learning and are well-supported by empirical evidence. The objective of the session is for participants to better understand which instructional strategies support durable learning and which common strategies can lead to illusions of competence. The session will also introduce EdCrumble [2], a free, online learning design platform. [1] Pomerance, L., Greenberg, J., & Walsh, K. (2016). Learning about Learning: What Every New Teacher Needs to Know. National Council on Teacher Quality. [2] Albó, L., & Hernández-Leo, D. (2018, September). Identifying design principles for learning design tools: the case of edCrumble. In European Conference on Technology Enhanced Learning (pp. 406-411). Springer, Cham. |
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Workshop 2C (Tools to support Social Emotional Learning) Language: Spanish I Instructor: Marta Portero, Universitat Autònoma de Barcelona; Patricia Santos and Nicolas Gutierrez, Universitat Pompeu Fabra Prerequisite Skills/Experience: No experience is required. Audience: TBD The session introduces free, online technological tools that support social and emotional learning. The tools to be introduced include:
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