Learning & the Brain 43: Shaping Student Mindsets (LB43)

Venue: Fairmont Hotel

Location: San Francisco , California, United States

Event Date/Time: Feb 11, 2016 / 1:45 pm - (PST) End Date/Time: Feb 13, 2016 / 3:45 pm - (PST)
Registration Date: Jan 29, 2016 Time: 23:59:00 - (PST)
Early Registration Date: Jan 29, 2016 Time: 23:59:00 - (PST)
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Description

Psychological science has shown that changing student mindsets (beliefs and attitudes about themselves, their feelings about school and their sense of social belonging) can motivate them to work harder, be more persistent and achieve more. Research by Stanford’s Carol Dweck and others have found that students who were told their brains can change had a “growth mindset” (a belief that their success is based on effort and not talent or IQ) and were more likely to have successful outcomes than those who were not told. Discover how the “Psychology of Mindsets” can help boost academic motivation, persistence and performance and raise student achievement.

 

Explore the latest research on:       
  • The Psychological Science of Mindsets
  • The Science of Stress, Grit and Persistence
  • Boosting Achievement Among All Students
  • Battling Bias, Prejudice and Stereotypes
  • Developing Growth Mindsets in Students
  • Adolescents, Peers, Belonging and Success
  • Motivating Math and Science Mindsets
  • Strategies to Improve Student Motivation
  • Boosting Self-Control and Self-Efficacy
  • How Brains Can Change to Boost Success
  • Using Persistence and Persistent Practice
  • How Beliefs Shape Academic Performance
  • Benefits of Effort, Mistakes and Failure
  • Boosting Thinking and Reasoning Skills
  • Social-Emotions, Caring and Connections
  • STEM, Technology and Reading 

 

LEARNING OBJECTIVES  
  • Apply the psychological sciences of mindsets and persistence
  • Use strategies to increase student motivation, learning and performance
  • Apply mindsets research to change student attitudes, goals and achievement
  • Teach students about their brains and how this can help them be successful
  • Use research and interventions to combat bias, prejudice and stereotype threats
  • Achieve classroom goals by using effort, mistakes and failure to improve learning
  • Increase student performance through self-efficacy, self-regulation and affirmation
  • Explore ways mindsets and motivation can help teach math, science and technology
  • Examine teen social relationships and ways to foster a better sense of belonging
  • Apply strategies to increase scientific thinking, reasoning and problem solving
  • Discover strategies for reducing stress and strengthening academic persistence
  • Connect social-emotional learning, relationships, resilience and reading

"Mindsets change what people strive for and what they see as success..."

Mindset: The New Psychology of Success (2006) Carol S. Dweck, PhD

 

FEATURED SPEAKERS

Carol S. Dweck, PhD, Lewis and Virginia Eaton Professor of Psychology at Stanford University; one of the world’s leading researchers in the field of motivation, why people succeed and how to foster success; Author, “The Secret to Raising Smart Kids” (2015, Scientific American), “The Perils and Promise of Praise (2007, Educational Leadership) and Mindset: The New Psychology of Success (2006); Co-Author, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning (2014) and Self-Theories: Their Role in Motivation, Personality and Development (2000)

Ron E. Ritchhart, EdD, Senior Research Associate, Harvard Project Zero, Harvard Graduate School of Education; Author, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools (2015), Making Thinking Visible (2011) and Intellectual Character (2004)

Christine L. Carter, PhD, Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)

Joshua M. Aronson, PhD, Associate Professor of Applied Psychology; Director, Metro Center for Achievement Research and Evaluation, Steinhardt School of Culture, Education and Human Development, New York University; Author, “The Threat of Stereotype” (2004, Educational Leadership); Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)

Kelly M. McGonigal, PhD, Award-winning Psychology Lecturer, Stanford University, including the Stanford Center for Compassion and Altruism Research and Education and the Stanford School of Medicine’s Health Improvement Program; Co-Founder, Stanford Women’s Wellness Network; Author, The Upside of Stress: Why Stress is Good for You and How to Get Good at It (2015), The Willpower Instinct (2013) and The Neuroscience of Change (2012)

Kathleen Cushman, BA, Editor; Documentarian; Co-Founder, What Kids Can Do; Author, The Motivation Equation: Designing Lessons that Set Kids’ Minds on Fire (2013); Co-Author, Belonging and Becoming: The Power of Social and Emotional Learning in High Schools (2015)

Robert Brooks, PhD, Psychologist; Faculty of Harvard Medical School; Co-Author, “The Power of Mindsets: Nurturing Student Engagement, Motivation and Resilience in Students” (2012, Handbook of Research on Student Engagement), Raising a Self-Disciplined Child (2009), Handbook of Resilience in Children (2006) and The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life (2004)

 

Venue

950 Mason St.
California
United States
MORE INFO ON THIS VENUE

Conference Speakers

Joshua M. Aronson, PhD, Associate Professor of Applied Psychology; Director, Metro Center for Achievement Research and Evaluation, Steinhardt School of Culture, Education and Human Development, New York University; Author, “The Threat of Stereotype” (2004, Educational Leadership); Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)

Jamil P. Bhanji, PhD, Post-Doctoral Fellow, Social and Affective Neuroscience Lab, Rutgers University; Co-Author, "Perceived Control Influences Neural Responses to Setbacks and Promotes Persistence" (2014, Neuron) and "The Social Brain and Reward: Social Information Processing in the Human Striatum" (2014, Cognitive Science)

Maya Bialik, MEd, Researcher; Editor, Center for Curriculum Design; Associate Director, The People’s Science

Barbara R. Blackburn, PhD, Consultant; Former Faculty, University of North Carolina at Charlotte; Author, Motivating Struggling Learners: 10 Ways to Build Student Success (2015), Rigor in Your Classroom: A Toolkit for Teachers (2014) and Classroom Motivation from A to Z (2005)

Jo Boaler, PhD, Professor, Stanford Graduate School of Education; Author, Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching (2015) and What’s Math Got To Do with It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject (2009)

Robert Brooks, PhD, Psychologist; Faculty of Harvard Medical School; Co-Author, “The Power of Mindsets: Nurturing Student Engagement, Motivation and Resilience in Students” (2012, Handbook of Research on Student Engagement), Raising a Self-Disciplined Child (2009), Handbook of Resilience in Children (2006) and The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life (2004)

Christine L. Carter, PhD, Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)

Geoffrey L. Cohen, PhD, Professor, Department of Psychology, Stanford University; Professor of Education, Stanford Graduate School of Education; Co-Author, "The Psychology of Change: Self-Affirmation and Social Psychological Intervention" (2014, Annual Review of Psychology) and “Addressing Achievement Gaps with Psychological Interventions” (2013, Phi Delta Kappan)

Joanna A. Christodoulou, EdD, Assistant Professor, Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Massachusetts General Hospital; Research Affiliate, Gabrieli Lab, McGovern Institute for Brain Research, Massachusetts Institute of Technology; Co-Author, “Auditory temporal structure processing in dyslexia” (2013, Journal of Cognitive Neuroscience)

Kathleen Cushman, BA, Consultant; Co-Founder, What Kids Can Do; Author, The Motivation Equation:Designing Lessons that Set Kids’ Minds on Fire (2013); Co-Author, Belonging and Becoming: The Power of Social and Emotional Learning in High Schools (2015)

David B. Daniel, PhD, Professor of Psychology, James Madison University; Managing Editor, Mind, Brain and Education Journal; Author, "Promising Principles: Translating the Science of Learning to Educational Practice" (2012, Journal of Applied Research in Memory and Cognition)

Carol S. Dweck, PhD, Lewis and Virginia Eaton Professor of Psychology at Stanford University; one of the world’s leading researchers in the field of motivation, why people succeed and how to foster success; Author, “The Secret to Raising Smart Kids” (2015, Scientific American), “The Perils and Promise of Praise (2007, Educational Leadership) and Mindset: The New Psychology of Success (2006); Co-Author, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning (2014) and Self-Theories: Their Role in Motivation, Personality and Development (2000)

Tanya M. Evans, PhD, Post-Doctoral Research Fellow in Child Psychiatry, Cognitive & Systems Neuroscience Lab, Stanford University School of Medicine; Author, “Brain Structural Integrity and Intrinsic Functional Connectivity Forecast 6-Year Longitudinal Growth In Children's Numerical Abilities” (2015, Journal of Neuroscience)

Camille A. Farrington, PhD, Research Associate, Consortium on Chicago School Research, University of Chicago; Co-Author, Foundations for Young Adult Success: A Developmental Framework (2015) and Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012); Author, Failing at School: Lessons for Redesigning Urban High Schools (2014)

Philippe R. Goldin, PhD, Assistant Professor and Founding Faculty, Betty Irene Moore School of Nursing, University of California, Davis; Co-Creator, Search Inside Yourself and Emotional Intelligence Program at Google; Co-Author, “Emotion Beliefs and Cognitive Behavioural Therapy for Social Anxiety Disorder” (2014, Cognitive Behavior Therapy) and “Beliefs About Emotion: Links to Emotion Regulation, Well-being and Psychological Distress” (2013, Basic and Applied Social Psychology)

Anthony G. Greenwald, PhD, Social Psychologist; Professor of Psychology, University of Washington; Co-Author, Blindspot: Hidden Biases of Good People (2013), "Math–Gender Stereotypes in Elementary-School Children" (2010, Child Development) and “Implicit Social Cognition: Attitudes, Self-Esteem, and Stereotypes” (1995, Psychological Review)

James J. Gross, PhD, Professor of Psychology; Director, Psychophysiology Laboratory, Stanford University; Editor, Handbook of Emotional Regulation (2015, 2nd Edition); Co-Author, “Self-Control in School-Age Children” (2014, Educational Psychologist), and “Self-Control and Grit: Related but Separable Determinants of Success” (2014, Current Directions in Psychological Science)

MarYam G. Hamedani, PhD, Associate Director, Center for Comparative Studies in Race and Ethnicity, Stanford University; Co-Author, “Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate and Empower Youth” (2015, Stanford Center for Opportunity Policy in Education) and "Closing the Social-Class Achievement Gap” (2014, Psychological Science)

Zaretta L. Hammond, MA, Lecturer, Kalmanovitz School of Education, Saint Mary’s College of California; Chief Instructional Strategist, Transformative Learning Solutions; Past Curriculum Development Manager, National Equity Project; Blogger, Ready for Rigor; Author, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (2014)

Fumiko Hoeft, MD, PhD, Associate Professor of Child and Adolescent Psychiatry; Director of UCSF Hoeft Laboratory for Educational Neuroscience (brainLENS.org), University of California, San Francisco School of Medicine; Researcher on connections between brain systems, mindsets and grit

Mary Helen Immordino-Yang, EdD, Associate Professor of Education, Psychology and Neuroscience, Rossier School of Education; Associate Professor of Psychology, Brain and Creativity Institute, University of Southern California; Co-Author, “Neural Correlates of Adolescents’ Viewing of Parents’ and Peers’ Emotions: Associations With Risk-Taking Behavior and Risky Peer Affiliations” (2015, Social Neuroscience) and “Correlations Between Social-Emotional Feelings and Anterior Insula Activity are Independent from Visceral States but Influenced by Culture” (2014, Frontiers in Human Neuroscience)

Kathleen M. Kryza, MA, President, Infinite Horizons; Co-Author, Transforming Teaching: Changing Today’s Classrooms Culturally, Academically and Emotionally (2015), Developing Growth Mindsets in the Inspiring Classroom (2011) and Differentiation for Real Classrooms (2009)

Lisa Legault, PhD, Assistant Professor, Department of Psychology, Clarkson University; Co-Author, "In Search of Best Practices for Multicultural Education” (2015, Making Sense of Beliefs and Values), “Self-Determination, Self-Regulation and the Brain: Autonomy Improves Performance by Enhancing Neuroaffective Responsiveness to Self-Regulation Failure” (2013, Journal of Personality and Social Psychology) and “Ironic Effects of Anti-Prejudice Messages: How Motivational Interventions Can Reduce (But Also Increase) Prejudice” (2011, Psychological Science)

Robert J. Marzano, PhD, Leading Educational Researcher; Co-Founder/CEO, Marzano Research and Jana S. Marzano, MA, Child and Adolescent Psychotherapist; Co-Authors, Managing the Inner World of Teaching: Emotions, Interpretations and Actions (2015)

Kelly M. McGonigal, PhD, Award-winning Psychology Lecturer, Stanford University, including the Stanford Center for Compassion and Altruism Research and Education and the Stanford School of Medicine’s Health Improvement Program; Co-Founder, Stanford Women’s Wellness Network; Author, The Upside of Stress: Why Stress is Good for You and How to Get Good at It (2015), The Willpower Instinct (2013) and The Neuroscience of Change (2012)

Jason S. Moser, PhD, Associate Professor, Department of Psychology, Michigan State University; Co-Author, "Mindset Induction Effects on Cognitive Control” (2014, Biological Psychology) and “Mind Your Errors: Evidence for a Neural Mechanism Linking Growth Mindset to Adaptive Post-error Adjustments” (2011, Psychological Science)

Jelena Obradovic, PhD, Director, Stanford Project on Adaptation and Resilience in Kids (SPARK); Assistant Professor, Developmental and Psychological Sciences Program, Stanford Graduate School of Education; Research Investigator, The Peers and Wellness Study (PAWS), University of California, Berkeley; Co-Author, “An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement and Teacher-Child Relationship Quality” (2015, Child Development)

Kathy Perez, EdD, Professor of Education; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100+ Brain-Friendly Tools and Strategies for Literacy Instruction (2008)

Denise C. Pope, PhD, Senior Lecturer, Stanford Graduate School of Education; Co-Founder, Challenge Success; Co-Author, Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015); Author, Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students (2003)

Marc Prensky, MBA, Executive Director/Vice President of the Board of Directors, The Global Education Foundation and Institute, LTD; Consultant; Futurist; Author, Global Empowered Kids: Reimagining K-12 Education for a New Age (Forthcoming), The World Needs a New Curriculum (2014), Brain Gain: Technology and the Quest for Digital Wisdom (2012) and Teaching Digital Natives (2010)

Sean F. Reardon, PhD, Professor of Poverty and Inequity in Education; Professor of Sociology, Stanford Graduate School of Education; Co-Author, “Patterns and Trends in Racial/ethnic and Socioeconomic Achievement Gaps” (2015, Handbook of Research in Education Finance and Policy), “Inequality Matters” (2014, William T. Grant Foundation Report) and “The Widening Income Achievement Gap” (2013, Educational Leadership)

Mary Cay Ricci, MA, Adjunct Professor, Johns Hopkins University Graduate School of Education; Supervisor of Advanced and Enriched Instruction, Prince George County Public Schools; Author, Ready to Use Resources for Mindsets in the Classroom (2015) and the New York Times Best Seller, Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools (2013)

Ron E. Ritchhart, EdD, Senior Research Associate, Harvard Project Zero, Harvard Graduate School of Education; Author, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools (2015), Making Thinking Visible (2011) and Intellectual Character (2004)

Horacio Sanchez, MEd, President/CEO, Resiliency Inc.; Teacher; School Administrator; Clinical Health Director; Leading authorities on child and adolescent behavioral disorders and resiliency; Author, A Brain Based Approach to Closing the Achievement Gap (2008) and A Mentor's Guide to Promoting Resiliency (2003)

Stephanie Fine Sasse, MEd, Researcher & Educational Program Developer, Harvard University; Executive Director, The People’s Science, a nonprofit organization dedicated to public access to scientific research

Alan H. Schoenfeld, PhD, Elizabeth and Edward Conner Professor of Education; Affiliate Professor of Mathematics, Graduate School of Education, University of California, Berkeley; Author, “What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them?” (2014, Educational Researcher) and How We Think (2010); Co-Editor, Mathematical Thinking and Problem Solving (1994)

Lee B. Shumow, PhD, Presidential Teaching Professor of Educational Psychology, Department of Leadership, Educational Psychology and Foundations, College of Education, Northern Illinois University; and Jennifer A. Schmidt, PhD, Associate Professor, Department of Leadership, Educational Psychology and Foundations, College of Education, Northern Illinois University; Co-Authors, Enhancing Motivation for Science: Research-Based Strategies for Teaching Male and Female Students (2013) and “Growth Mindset of Gifted Seventh Grade Students in Science” (2014, NCSSSMST Journal)

Tanner L. Wallace, PhD, Associate Professor, Psychology in Education, University of Pittsburg School of Education; Center Associate, Learning Research and Development Center, University of Pittsburg; Co-Author, "The Defining Features of Teacher Talk within Autonomy-Supportive Classroom Management" (2015, Teaching and Teacher Education), “‘Fitting In’ in High School: How Adolescent Belonging is Influenced by Locus of Control Beliefs” (2014, International Journal of Youth and Adolescence) and "Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships (2013, Urban Education)

David S. Yeager, PhD, Assistant Professor of Psychology, University of Texas at Austin; Co-Director, Mindset Scholars Network; Fellow, Productive Persistence, Carnegie Foundation for the Advancement of Teaching, Stanford University; Co-Author, “Academic Tenacity: Mindsets and Skills That Promote Long-Term Learning" (2015, Gates Foundation Report) and "Mindsets that Promote Resilience: When Students Believe that Personal Characteristics Can Be Developed" (2012, Educational Psychologist)

Additional Information

CO-SPONSORS

 

  • School of Education, Stanford University
  • Building Blocks of Cognition, University of California, Berkeley
  • The Greater Good Science Center, University of California, Berkeley
  • Lab. of Educational NeuroScience, University of California, San Francisco
  • Gazzaley Cognitive Neuroscience Lab, University of California, San Francisco
  • 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
  • LEARNING & the BRAIN® Foundation
  •  

Professional Development Credit

Certificates of attendance are suitable for use to meet professional development requirements for educators and clinicians. Attendees can earn 16 contact hours of credit by attending the three-day conference. An additional 4 hours of credit are available for educators and some clinicians for attending pre-conference workshops for a total of 20 hours. The conference is 16 contact hours = 1.60 CEU or CEs.

Graduate level credit is also available.

Exhibits included

Organizations that would like to exhibit at an upcoming Learning & the Brain conference can rent 6' long tables in our exhibit hall area.

Please contact Kristin Dunay at or 781-449-4010 x 104 for more information.