Program

Cognitive and Social Neuroscience research has found that social-emotional skills, such as self-awareness, self-regulation and resilience, are often more important than IQ for academic and later life success. Yet, many students today lack these necessary skills. Discover strategies for boosting self-awareness, self-control, relationships and resilience so students can succeed in a standards-based, distracted, disconnected, digital age.

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LEARNING OBJECTIVES

Ways to boost student self-control and motivation

Teaching a Teen “Me First” Generation in the digital age

Strategies for social-emotional instruction and assessment

Promoting student self-awareness, self-regulation and efficacy

How to raise resilience and success in a stressful standards age

Applying brain and social science to improve student learning

Using games and technology to improve cognitive and math skills

Connections between self-control, social skills and achievement

Linking attachment, compassion and collaboration to learning

Impacts of digital technology on distraction, ADHD and Autism

Combining Common Core, Language Arts and emotions

Co-Sponsors Include:

School of Education, Stanford University

Building Blocks of Cognition, University of California, Berkeley

Greater Good Science Center, University of California, Berkeley

The Neuroscience Research Institute, University of California, Santa Barbara

Mind, Brain and Education Program, Harvard Graduate School of Education

Comer School Development Program, Yale University School of Medicine

The Dana Alliance for Brain Initiatives, The Dana Foundation

National Association of Elementary School Principals (NAESP)

National Association of Secondary School Principals (NASSP)

Edutopia, The George Lucas Educational Foundation

Laboratory for Educational NeuroScience (brainLENS), University of California, San Francisco

LEARNING & the BRAIN® Foundation

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Program

LEARNING OBJECTIVES

Co-Sponsors Include: