Presented by Pooja K. Agarwal, Ph.D., Cognitive Scientist and Founder of RetrievalPractice.org; Patrice M. Bain, Ed.S., Educational Specialist, Veteran Teacher, and Author; and Alison R. Shell, Research Fellow, the Learner Variability Project, Digital Promise
Hosted by Barbara Pape, Communications Director, the Learner Variability Project, Digital Promise Global
Sponsored by Digital Promise

Watch the Recording

The teacher-researcher partnership is discussed as key to connecting learning sciences research to practice. But what does an authentic partnership look like? This edWebinar explores the unique collaboration between Pooja Agarwal, Ph.D. and Patrice Bain, Ed.S., one that is true to the rigors of cognitive science and also practical with today’s teachers in mind.

Look at their partnership through the lens of their work in retrieval practice, spacing, and metacognition as a way for learners to improve their memory for schoolwork and exams and reduce test-taking stress. Drawing on their joint expertise, Pooja and Patrice decipher cognitive science research, illustrate how they have applied the science of learning in their teaching, and provide evidence-based recommendations to empower viewers to unleash the science of learning in their classroom. Gget a sneak peek into Pooja and Patrice’s upcoming book, Powerful Teaching: Unleash the Science of Learning, as they discuss powerful evidence-based strategies you can apply in your classroom.

The session also highlights research curated by the Learner Variability Project, which will focus on long-term memory and metacognition, including several classroom strategies that can be used immediately.

In this edWebinar, viewers will:

• Gain insight into how scientifically based strategies are effectively implemented without additional preparation, classroom, or grading time
• Think critically about current teaching practices and classroom culture from a research-based perspective
• Identify next steps to transform teaching and unleash the science of learning in classrooms

Teachers, librarians, and school and district leaders of all levels will benefit from watching this recorded session. Now is the time to challenge perceptions of learning and take teaching to the next level. Time to power up!

About the Presenters
Pooja K. Agarwal, Ph.D. is an expert in the field of cognitive science, passionate about bridging gaps between education and the science of learning. She has conducted research on learning in K-12 public schools for more than 15 years. As a cognitive scientist and founder of RetrievalPractice.org, Pooja’s research has been published in leading peer-reviewed psychology journals; featured in The New York Times, Education Week, and Scientific American; and highlighted in numerous books and podcasts. Pooja is an assistant professor at the Berklee College of Music in Boston, teaching psychological science to exceptional undergraduate musicians, and an adjunct professor at Vanderbilt University, leading graduate-level courses for leaders in education. For more information about Pooja, visit poojaagarwal.com and follow her on Twitter @poojaagarwal and @retrievelearn.

Patrice M. Bain, Ed.S. is passionate about student success using research-based strategies. As a veteran K-12 teacher, Patrice recently completed more than 25 years teaching social studies at a middle school in Illinois. She is the only teacher-author of the popular practice guide, Organizing Instruction and Study to Improve Student Learning, commissioned by the Institute of Education Sciences. Patrice’s teaching approaches have been featured on TV (PBS’s NOVA), radio (NPR), in popular press, and in multiple books. She frequently presents professional development workshops and webinars throughout the United States. She has taught education courses at the graduate level, and she was a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Russia. You can follow Patrice on Twitter @patricebain1

Alison R. Shell is a research fellow on the Learner Variability Project team at Digital Promise. Her work focuses on digging up evidence to support the factors that underlie learner success. She also is currently finishing her Ph.D. in cognitive psychology at the University of Maryland, with a focus on the cognitive processes that underlie language.

Prior to moving to Washington D.C., she was involved in research projects in the Boston area, including investigating the biological underpinnings of autism and working to develop more linguistically sound reading assessments for young-adult readers. Alison received her M.S. in psychology from the University of Maryland and her B.A. in cognitive science from Vassar College.

About the Host
Barbara Pape is the communications director for the Learner Variability Project at Digital Promise Global (DPG). She has 20 years of experience in strategic communications, writing, and policy analysis, primarily in education. Previously, she served as Executive Producer of the award-winning Teaching & Learning conference, sponsored by the National Board for Professional Teaching Standards, where she developed content and oversaw outreach and communications. As a writer, she has written for numerous publications, including Harvard University, the National Education Goals Panel (U.S. Department of Education) and Parents magazine. Barbara also served as editor and publisher of the first electronically delivered education newsletter, the Daily Report Card. She earned an EdM at Harvard University’s Graduate School of Education and 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 fourth installment in Digital Promise Global’s Making Learning Personal For All series, Policies and Practices that Meet Learners Where They Are highlights the promise of personalized learning to meet the needs of the full diversity of learners. It also examines policy actions and investments that district, state, and federal and national levels can take to help each learner master content and a broad range of skills. It makes clear that personalization must consider the whole child, put learner voice and choice front and center, and be built on the learning sciences.