Foundational strategies for teaching, whatever school looks like

January 14, January 28,
February 11, and February 25

Inspired by articles published on

Whether you are teaching in a distance, hybrid, or in-person school experience, one thing is certain: the organ of learning is the brain. How are you leveraging what we know about the science of learning and development to create challenging yet supportive learning experiences in this complex school year? 

The internationally recognized Center for Transformative Teaching and Learning has created the Winter Webinar Series to bring together public and private school students, teachers, researchers, policymakers, and leaders to address specific topics connected to student engagement, educational technology, project-based learning, and diversity, equity, inclusion and belonging that are all critical in the academic, social, and emotional recovery from COVID.

Each of these webinars is anchored in the most promising research and strategies in how the student brain learns, works, and thrives and is inspired by articles the CTTL team wrote in collaboration with Edutopia. We hope you might read the relevant article prior to or after each session to prime your brain or space your practice.

  • Bi-weekly from January 14 to February 25, 2021
  • Facilitated by everyday classroom teachers that lead the CTTL and are the co-authors and co-designers of Neuroteach: Brain Science and the Future of Education and the Neuroteach Global professional development platform.
  • $80 for the four sessions that are available live or via recording that includes a workbook
  • 5 hours of professional development time and certificate of completion
  • Content and support to translate to your school or program and students
  • Engage with a global community of teachers and school leaders in breakout rooms
Three students work around a computer

January 14, 2021

MBE and Ed Tech: What Have We learned about Distance, Hybrid, and On-Campus Teaching, Learning and Motivation?

Inspired by the Edutopia article, The Science of Keeping Kids Engaged – Even From Home and the CTTL’s Science of Learning Guides to Educational Technology (for elementary, middle, high school and college teachers)

Student works at a computer

January 28, 2021

The MBE of a Learning Management System (LMS)

Inspired by the Edutopia article, How to Align Your LMS with the Science of Learning

Students sit in a circle on the floor

February 11, 2021

At the Intersection of MBE and DEI & B (Diversity, Equity, Inclusion and Belonging)

Inspired by the Edutopia article, Using High Expectations to Boost Students’ Sense of Belonging

Student works on a project

February 25, 2021

The MBE of Project-Based Learning (PBL)

Inspired by the Edutopia article, Your Checklist for Virtual Project-Based Learning

Meet our Faculty

Dr. Ian Kelleher

Dr. Ian Kelleher is a leader in translating the latest research in how the brain learns into classroom practice for K-12 teachers around the world. As a science teacher at St. Andrew’s and The Dreyfuss Chair of Research for the Center for Transformative Teaching and Learning, he spends his days teaching physics and robotics while working on projects that help teachers translate the science of learning into everyday practices in their own classrooms. He is the co-author of “Neuroteach: Brain Science and the Future of Education”, and his latest project is Neuroteach Global – online professional development for teachers that utilizes the science of learning to teach the science of learning. Ian grew up in the United Kingdom, went to the University of Cambridge for his PhD, was an undergraduate at Manchester University, but has been teaching in the United States for more than twenty years. 

Christine Lewis

Christine Lewis is the Lower School Teaching and Learning Strategist at St. Andrew’s and the  CTTL Lower School Research Lead. For the past 14 years, Christine has served the St. Andrew’s Episcopal School community, teaching kindergarten through fourth grade, as well as supporting the early childhood and elementary faculty investigate research-informed, evidence-driven pedagogy for academic growth and student well-being. She is a constant learner, focused on the broad body of emerging research in the fields of education, human development, psychology, neurobiology, and sociology fortified with practical wisdom and a healthy balance of historical understanding and current thinking. Christine earned her Master of Science (science of instruction) at Drexel University and her Bachelor of Science (Chemistry) at Waikato University (New Zealand). 

Lorraine Martinez Hanley

Lorraine Martinez Hanley has been a diversity practitioner, an activist, and an educator for over 30 years. She is the Director of Diversity, Equity, and Inclusion at St. Andrew’s Episcopal School in Maryland and is an Omidyar Faculty Fellow for the Center for Transformative Teaching and Learning (CTTL). She is a contributor to “America to Me” docu-series on Starz as a member of their “Real Talk” advisory committee and co-writer for the series’ online discussion guide and digital experience. A gifted educator committed to responsive and inclusive pedagogy, Lorraine is a certified All Kinds of Minds (AKOM) trainer and a 14-year veteran faculty member of the National Association of Independent School’s Student Diversity Leadership Conference. Born in Los Angeles, California, she attended San Diego State University, the University of Southern California, and the University of Maryland University College and has a B.A. in Humanities. 

Shultis_Eva

Eva Shultis

Eva Shultis contributes to the research and development of Neuroteach Global, facilitates workshops for teachers and school leaders, and coordinates the Science of Teaching and School Leadership Academy. She also teaches and advises 7th graders at St. Andrew’s Episcopal School (though Biology and Psychology equally hold a special place in her heart). Eva has taught middle and high school science since 2010, interspersed with work on problem-based learning at the New England Board of Higher Education and research on causal understanding at Project Zero. She cares deeply about the intersection of cognitive science and equity work. Eva earned her Sc.B. in Human Biology from Brown University and an Ed.M. in Mind, Brain & Education from the Harvard Graduate School of Education.

Stephanie Tellis

Stephanie Tellis is a Humanities and English teacher and the Middle School Diversity Coordinator at St. Andrew’s Episcopal School. Her work is grounded in social justice activism, specifically in the areas of diversity, equity, and inclusion.  She has delivered workshops, consulted with educators, schools, and non-profit organizations, and presented at numerous conferences. A graduate of the illustrious Clark Atlanta University with a degree in History, and Bard College with a Master of Arts in Teaching, Stephanie is also the founder and executive director of The Anti-Bias Educator, LLC, an educational consulting firm, dedicated to helping educators build more equitable learning environments through the use of equitable and inclusive practices.

Glenn Whitman

Glenn Whitman is a History teacher at St. Andrew’s where he also directs the Center for Transformative Teaching and Learning that was awarded the International Mind, Brain, and Education Society’s “Mission Award”. Glenn is the co-author of “Neuroteach: Brain Science and the Future of Education” and co-designer of Neuroteach Global. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of “Dialogue with the Past: Engaging Students and Meeting Standards through Oral History” as well as co-editor of “Think Differently and Deeply,” the international publication of the CTTL. Glenn has presented at public, private, and international school conferences world-wide. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College.

Read the Articles

Student works on a project

Your Checklist for Virtual Project-Based Learning

Projects are still a good way to motivate students during challenging circumstances, but we need to take care so that learning actually takes place. How can we use what we know about the science of learning to design projects that truly work?

Read More »
Students work around a computer

The Science of Keeping Kids Engaged—Even From Home

Motivating students with carrots and sticks—through endless, demoralizing cycles of high-stakes testing and assessment—is not getting us the deep learning and love of learning we desire. Fortunately there is a science of motivation, and we need to design it into the very fiber of our virtual courses.

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