Science of Teaching and School
July 23-27, 2017
The Academy is now FULL for 2017. If you add your name to this waitlist, we will contact you if spots become available,
and you will have priority registration for the Academy in 2018.
Credentialing Opportunities Available to Registered Participants:
Participants can choose to earn CEUs from Johns Hopkins University School of Education (additional costs apply), earn graduate credit from the Institute for Graduate Studies (additional costs apply), and/or earn micro-credentials from Digital Promise (no additional cost). Email Julia Dean at firstname.lastname@example.org if you are interested in any of these credentialing opportunities.
Earn CEUs from Johns Hopkins University School of Education. The cost of earning 4 CEUs is only $200. Click here to register. To learn more about the CTTL's collaborative efforts with Johns Hopkins University, click here.
Earn graduate credit from the Institute for Graduate Studies. The cost of earning three credit hours is $720. To register, follow the steps below:
1) Visit this link: http://www.attendigs.com/enroll-for-courses/
2) Click on Registration form
3) Complete the form given the following information:
a) This is a Face-to-Face course AND an Online course (Hybrid), so check both boxes
b) T&L number is 900c) The title of the course is "Brain Based Learning (P-12)"
- A copy of the syllabus for your reference can be emailed to you. Contact email@example.com for more information.
- Earn micro-credentials from Digital Promise (no additional cost). More information will be available at the Academy.
The work of the CTTL, and specifically the Academy, seeks to help teachers and school leaders apply the growing body of educational neuroscience research to the design of their schools and classrooms and work with each individual student. Our goal is for all students–regardless of zip code or school type—to learn and develop with the guidance of a teacher who knows the research behind how his or her brain works, learns, and changes.
There is no greater challenge or opportunity facing schools today than attracting and retaining the next generation of high-quality teachers and school leaders. But what if teachers and school leaders knew more about how the student and adult brain learns, changes, and thrives?
In the spring of 2015, the CTTL received an Educational Leadership Grant from the E.E. Ford Foundation to design and launch the first of its kind Science of Teaching and School Leadership Academy, a five-day professional development workshop with two strands: one for teachers and another for school leaders. The Academy is co-designed by the Center for Transformative Teaching and Learning and individual faculty from Harvard’s Graduate School of Education, the Johns Hopkins University Science of Learning Institute, and the Johns Hopkins University School of Education.
With the Science of Teaching and School Leadership Academy, the CTTL and its partners seek to develop a high-quality professional development training program to educate teachers and school leaders about Mind, Brain, and Education science research and its application to educational practice through action research. Each summer participants, including independent and public school teachers, Teach for America (DC) corps members, and school leaders from 4 different countries and 20 different states, will participate in this Academy and receive ongoing mentoring and programmatic support throughout the school year.
The aims of the Academy are to help educators and school leaders:
- develop knowledge about Mind, Brain, Education science
- identify ways in which MBE research may or may not inform educational practice
- develop action research projects to implement MBE-informed strategies in classrooms and evaluate their effectiveness
Structure of the Academy:
To help the CTTL accomplish these goals, the Academy will include the following types of sessions:
Mind, Brain, and Education (MBE) Sessions: Sessions are designed to provide attendees with foundational content knowledge in MBE topical areas, highlight examples of how MBE may inform classroom practices, and showcase basic components of research design. Note: the first MBE session will also provide a high-level introduction to research design. (All attendees will participate in each MBE session).
Deep Dive Sessions: Sessions are designed to provide attendees with foundational content knowledge in particular topical areas, highlight examples of how they may inform classroom practices, and showcase basic components of research design. (Attendees will select deep dive sessions to attend. Each deep dive session will include approximately 30 teachers).
Translation Sessions: Sessions are designed to build upon attendees’ new knowledge gained from MBE and Deep Dive sessions and develop their foundational skills for conducting action-based research. Specifically, sessions will focus on identifying possible research-informed instructional strategies (e.g., changes to curriculum, pedagogies, class structure, etc.) and corresponding action research questions, research designs, and data plans. (All attendees will participate in each Translation session).
Johns Hopkins University Science in Action Day. Attendees will visit Johns Hopkins University for ½ day. They will learn about the translation pipeline (from foundational to applied research to practice), visit two laboratories to learn how foundational and applied science is conducted, and explore how such research may inform classroom practice. (All attendees will participate in the Science in Action Day; each attendee will select two labs of interest to visit).
Research-informed Project Design Day. The last day encourages attendees to draw upon their knowledge gained over the Academy to create action research plans that they will implement in their classrooms.