Presented by Mary Helen Immordino-Yang, EdD, Professor of Education, Psychology and Neuroscience at the University of Southern California; and Medha Tare, Senior Research Scientist
Hosted by Barbara Pape, Communications Director, Learner Positioning Systems, Digital Promise Global
Sponsored by Digital Promise

The video recording for this edWebinar is not available.

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In this edWebinar, Mary Helen Immordino-Yang, EdD, Professor of Education, Psychology and Neuroscience at the University of Southern California; and Medha Tare, Senior Research Scientist, explore how emotion is fundamentally tied to student learning. Medha discusses the overall issue of learner variability in classrooms and walk through Digital Promise Global’s Learner Positioning System (LPS) web app, particularly how it addresses the factor of emotion in learning.

As background, learner variability has grown tremendously over the past 30 to 40 years. However, our education system has been slow to support millions of students who are bright, capable, and eager to learn, but are held back by traditional pathways designed for the mythical “average.” To meet this challenge, Digital Promise Global has developed the Learner Positioning SystemsTM (LPS) project. Steeped in learning science research, LPS helps educators and product developers understand how learners vary and provides instructional and product design strategies to support the full diversity of learners.

This session will be of interest to PreK through elementary teachers and administrators, instructional technology coordinators, curriculum coordinators, and edtech developers and entrepreneurs.

About the Presenters

Mary Helen Immordino-Yang, EdD, is Professor of Education, Psychology and Neuroscience at the University of Southern California. She studies the psychological and neurobiological bases of social emotion, self-awareness and culture and their implications for learning, development and schools. A former urban public junior high school science teacher, she earned her doctorate at Harvard University. Dr. Immordino-Yang was elected 2016-2018 president of the International Mind, Brain and Education Society by the society’s membership (www.IMBES.org). She is serving as a distinguished scientist on the Aspen Institute’s National Commission on Social, Emotional and Academic Development. She is the author of Emotions,Learning and the Brain: Exploring the Educational Implications of Affective Neuroscience.

Medha Tare has more than ten years of experience conducting applied research in the learning sciences. She enjoys translating research to non-academic audiences so it can be used by practitioners in the classroom and by the learners themselves. She holds a B.A. from Rutgers University and a Ph.D. in Psychology from the University of Michigan

About the Host

Barbara Pape is Communications Director of Learner Positioning Systems (LPS) at Digital Promise Global (DPG). Her focus is on creating communications strategies for LPS through white papers, storytelling, videos, social media, blogs, and other outlets. She also creates communication strategies for LPS’s partners, showcasing how both teams work together to infuse edtech products with learning sciences research. Barbara has 20 years’ experience in communications and education policy. Previously, she served as Executive Producer of the Teaching & Learning conference, sponsored by the National Board for Professional Teaching Standards. As a communications consultant, she has worked for organizations including the Learning Policy Institute, Harvard University, and WETA’s Reading Rockets. She also was editor and publisher of the first electronically delivered education newsletter, the Daily Report Card. Barbara launched her career as a middle school language arts teacher.

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Digital Promise was created with the mission to accelerate innovation in education to improve opportunities to learn.

The third installment in Digital Promise Global’s Making Learning Personal For All series, “Supporting Research-Based Personalization for Reading Success,” provides an overview of the learning science research behind learning to read. As a supplement to the research summaries presented on the LPS website, this report details each area of LPS’s K-3 Reading research and provides links to full annotated bibliographies for each Factor.

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