Breakout Session 1 - 10:10-10:50

Session: 1-Theater (notes/resources)

Title: Curious?  What is the Science of Learning?

Presenter: Patrice Bain

Bain’s classroom was the first in the U.S. where cognitive scientists studied how children

learn. This anecdote-filled session explains the basics, how the research evolved, and evidence-informed

strategies that you can use beginning Monday.

Session: 1-100 (notes/resources)

Title: The Multilingual Decoding & Language Transfer Framework: Improving Diagnostic Precision for Literacy Instruction at the Secondary Level 

Presenter: Maria Garrido Zoeller

Secondary multilingual learners are frequently over-identified for decoding intervention when challenges stem from language transfer. This session introduces the Multilingual Decoding & Language Transfer Framework, a practical approach for distinguishing decoding needs from language-based differences. Participants will explore a diagnostic tool, instructional routine, and AI-supported prompt that enable more precise placement and instructional response, along with early field-testing insights from secondary classrooms.

Session: 1-103 (notes/resources)

Title: Making Good Activities Even Better: The Power of Cognitive Alignment

Presenter: Elida Laski 

Why do standards-based math activities sometimes produce weak learning? This session introduces the concept of cognitive alignment. The central idea is simple: learning depends on whether activity features direct students’ attention to the target mathematical idea and relevant thinking processes. Using PreK–Grade 2 mathematics examples, I’ll show how small changes in activities can yield BIG improvements in learning. Attendees will leave with a simple, practical framework for improving alignment in their own instruction.

Session: 1-107 (notes/resources)

Title: Does Mastery Learning Still Work? Revisiting Bloom's Claim with New District Data

Presenter: Emmanuel Del Rio 

Bloom's 1984 "2 sigma" claim sparked decades of debate about mastery learning and decades of mixed implementation. This session revisits the evidence: where critiques have held up and what's changed in the era of blended instruction. We'll examine recent district-level data on mastery-based math instruction, discuss what conditions appear necessary for mastery approaches to deliver on their promise, and where the research still appears to be unsettled.

Session: 1-113 (notes/resources)

Title: What Struggling Readers Actually Need: Closing the Gap Between Literacy Research and Classroom Practice

Presenter: Vanessa Howard 

Many schools have adopted evidence-based literacy programs, yet struggling readers continue to fall behind when instructional delivery lacks clarity, responsiveness, and intentional scaffolding. This session explores how explicit instruction, diagnostic teaching, structured routines, and responsive coaching practices help bridge the gap between research and classroom implementation. Attendees will leave with practical strategies to strengthen literacy instruction for diverse learners, including students with dyslexia, multilingual learners, and students requiring intensive support.

Session: 1-201 (notes/resources)

Title: Empowering Kansas Educators: Evidence-Based Strategies from the Kansas Math Project

Presenter: Eileen Colling 

ALL math educators can benefit from the Kansas Math Project. Developed in partnership with the Kansas State Department of Education, Kansas MTSS & Alignment, Dr. Sarah Powell, and Dr. Bradley Witzel, the Kansas Math Project aims to build understanding of evidence-based teaching strategies and math content knowledge. This session explains the development and implementation of the systematic framework, with both synchronous and asynchronous options, educators use to build coherence from PreK through high school.

Breakout Session 2 - 11:00-11:40

Session: 2-Theater (notes/resources) 

Title:  Creating a Diversity-Affirming School

Presenter: Emily Kircher-Morris

What if the very things we’ve been taught to correct in students - like distractibility, intense interests, sensory sensitivities - were actually the keys to unlocking their potential?  This session invites educators to reimagine their classrooms as places where neurodivergent students can thrive without having to mask who they are. Blending stories, insights, and the AWARE framework, she explores how simple shifts in mindset and practice can make a lasting difference for learners who often feel misunderstood. Whether you’re new to the neurodiversity movement or already on the journey, you’ll leave inspired - and equipped - to help every student feel seen, supported, and empowered.

Session: 2-100 (notes/resources) 

Title: Teacher Perceptions of Self-Efficacy and Preparedness to Teach Multilingual Learners

Presenter: Jessica Smogorzewski

This session will examine a mixed-methods research study that evaluates teacher efficacy and its impact on MLL’s growth in vocabulary development and reading comprehension. A deep dive into the vocabulary and reading comprehension success of MLLs, in relation to the beliefs that their teachers hold about preparedness to teach students who are learning English as a second language. Every student in any school, within any district, should have equitable access to a quality education taught by teachers who have a high self-efficacy when it comes to their teaching practices. 

Session: 2-103 (notes/resources) 

Title: Spectrum of Permissibility: How Music Theory Can Help Us Think about the Science of Learning

Presenter: Robert McEntarffer

A concept from music theory – the “spectrum of permissibility” – may be a useful structure during discussions and decisions regarding what the science of learning predicts about useful and non-useful technology use in our classrooms. Participants in this section will engage in a pre/post hands-on spectrum of permissibility activity and data collection process, review relevant cognitive psychology concepts from the science of learning literature, then discuss classroom teaching implications. 

Session: 2-107 (notes/resources) 

Title: Making Learning Make Sense for Ages 5-7 

Presenter: Jennifer Bacchiochi & Ashley Doty

Even young children can benefit from noticing and talking about how learning happens. Join this interactive session to explore practical ways to get the conversation started in primary classrooms through reflection, routines, and meaningful learning experiences. Participants will leave with simple strategies, grounded in cognitive science, that spark curiosity about how the brain learns and help students build confidence, awareness, and ownership as learners. 

Session: 2-113 (notes/resources) 

Title: Background Knowledge: They Don’t Know What They Don’t Know

Presenter: Seema Tejura

Learners come to us with varying degrees of background knowledge and vocabulary, yet these two areas are vital to reading comprehension. How can we develop these areas while still staying true to our curriculum? 

Session: 2-201 (notes/resources) 

Title: Beyond Burnout: What the Evidence Really Says About Teacher Retention

Presenter: Jen Spencer

This session bridges research and practice by examining teacher burnout and retention through an evidence-based lens grounded in Herzberg’s motivation theory and Bandura’s self-efficacy theory. Drawing on quantitative research from over 250 educators, it explores how workplace conditions, autonomy, and self-efficacy influence whether teachers stay or leave the profession. Participants will learn practical, research-informed strategies that strengthen motivation, reduce burnout, and support sustainable performance in real classroom environments.

Session: 2-212 (notes/resources) 

Title: Using Memory Principles to Improve Curriculum Activities 

Presenter: Dan Nguyen

The fundamental goal for any curriculum activity is that it should support students’ ability to transfer their learning into long-term memory. This session discusses fundamental memory principles and how to use them to evaluate curriculum activities for improvement. Participants will use this model to evaluate different commonly used note-taking systems and learn about a system that supports student thinking without overloading students' working memory, ensuring that new material endures.

Breakout Session 3 - 12:30-1:10

Session: 3-100  (notes/resources) 

Title: Healing Math Anxiety: Understanding and Addressing the Roots and Remedies 

Presenter: Daniel Roeder

Math anxiety is a pervasive issue that affects both students and teachers, often leading to a cycle of fear and avoidance that can hinder mathematical learning and teaching. In this presentation, we will delve into the causes of math anxiety, exploring psychological, social, and educational factors that contribute to the creation of the habitual anxiety response that individuals with math anxiety experience. We will also discuss practical strategies and solutions to help alleviate math anxiety.

Session: 3-103 (notes/resources) 

Title: Let’s Talk More About Instructional Design (and the Science of Learning)

Presenter: Gene Tavernetti

Session: 3-107  (notes/resources) 

Title: Masterful Modeling: Making Thinking Visible

Presenter: AJ Pettway

Humans have always learned by observing others, but in classrooms, demonstration is rarely enough. Effective modeling makes thinking visible, reduces cognitive load, and prepares students for independent success. In this session, we will examine what makes modeling effective and unpack several techniques that teachers can use immediately in their classrooms.

Session: 3-113 (notes/resources)

Title: Teaching Through Language: Constructing Knowledge and Developing Literacy

Presenter: Martin Mireles & Diana Martinez

This session examines how educators can strengthen literacy and language instruction across content areas by integrating cognitive science, structured literacy, and applied linguistics into daily practice. Participants will learn how to support all students in accessing and comprehending grade-level complex texts through intentional language scaffolds and text-dependent questioning. The session demonstrates how students can deconstruct challenging language in texts to deepen comprehension, build knowledge, and develop more precise academic expression.

Session: 3-201 (notes/resources)

Title: From Campus to Classroom: Equipping New Teachers to Start Strong and Stay

Presenter: Monica Amos, Jennifer Gabrian, Evelyn Gilliam, Karla Henderson, & Carin Rook

When new teachers are aware of how the brain learns, connects, and retains information, they can use instructional practices based in the learning sciences (such as retrieval, pattern prediction, and evidence-based instruction) to best support students.  Educators often find that these science-based practices lead to better student outcomes.  When new teachers can build learning spaces to connect students to the intended learning, see evidence of success, and build on it, their efficacy as learning facilitators increases.

Session: 3-212 (notes/resources)

Title: "Are We Getting Paid for This?":  What One Teacher's 8th Grade Data Reveals About Retrieval Practice

Presenter: Mike Schulist

Middle schoolers are wired for survival, not studying, and their typical study habits prove it. This session connects the neuroscience of brain plasticity and productive struggle to what actually happened when 8th graders were taught to study differently. Two classroom studies examine retrieval practice in action: one focused on vocabulary, one on individual learners. The data may change how you think about what studying actually is.

Session: 3-213 (notes/resources)

Title: Closing Opportunity Gaps: Research-Informed Practices to Support Black Male Student Success

Presenter: Kenneth Waters

Black male students continue to face persistent opportunity gaps in academic and postsecondary outcomes. This session moves beyond deficit-based narratives to examine research-informed practices that foster success. Participants will explore how instructional practice, adult–student relationships, school culture, and accountability systems influence outcomes. Through reflection and practical examples, attendees will gain actionable strategies to disrupt inequitable practices, strengthen supports, and lead with intention to advance equity, belonging, and high expectations for Black male students.

Breakout Session 4 - 1:20-2:00

Session: 4-100 (notes/resources) 

Title: How Can We Make High Expectations Work for Our Students?

Presenter: Edward Liu

Educators emphasize the importance of having high expectations for our students, but how often are teachers taught specifically how to make those expectations work? While many teachers want to maintain high standards, they often face challenges implementing them in ways that truly elevate student outcomes. This session will explore the research-backed mindsets behind why high expectations are essential for student success. We will also break down specific high expectation approaches and strategies to address common challenges when working with high-needs students.

Session: 4-103 (notes/resources)

Title: Getting to Grips with the Research: Lessons from 38 Book Summaries (and Counting!)

Presenter: Helen Reynolds

A lot of books have been written about the research that has been done at the intersection of psychology, cognitive science and education. In this session:

•        I will explore the themes that have emerged from the research-informed books I’ve summarized

•        I will highlight some practical applications of those themes for the classroom

•        You will have a chance to identify resources to match your particular interests and needs. 

Session: 4-107 (notes/resources) 

Title: Excluded by Inclusion: Are Least Restrictive Environments Least Restrictive for Struggling Middle School Readers?

Presenter: Elena Behar Lazarova

This session examines how current interpretations of Least Restrictive Environment (LRE) may unintentionally create inequitable learning experiences for struggling middle school readers. Drawing on qualitative findings from urban special education settings, the presentation explores how affective filtering, fear of social exclusion, and refusal of differentiated supports impact engagement during reading instruction. Participants will consider whether “least restrictive” environments are always the most enabling for neurodivergent learners.

Session: 4-113 (notes/resources)

Title: From Reluctance to Engagement: Reframing Literacy Through Motivation

Presenter: Shea Kerkhoff

As students transition to secondary school, motivation becomes an increasing challenge. As students adjust to a new learning environment, they might struggle to meet rising literacy demands if teachers do not attend to questions of motivation–what makes them confident, what sparks their interests, and what drives them to persist even when they struggle? We present a framework for literacy motivation that integrates research on motivationally-supportive practices with high quality literacy instruction in grades 4-12.

Session: 4-201 (notes/resources) 

Title: Taming Stress, Overwhelm, and Imposter Syndrome: An Evidence-based Survival Kit for Teachers

Presenter: Adam Sandell

The lesson plan that unravels, challenging behavior, grading that multiplies daily, difficult emails, evening and weekend work, the sense that everyone else is better at this than you: you're overwhelmed and perpetually behind.

This evidence-based session draws on cognitive-behavioural techniques, stress mindset research, and the science of fatigue to offer practical strategies for moving from overwhelm to equilibrium, taming imposter feelings, and managing your energy. Strategies you can implement on Monday morning; no yoga required.

Session: 4-212  (notes/resources) 

Title: Beyond One & Done PD: Create a Science of Learning Collaborative

Presenter: Shane Saeed and Suzy Evans 

Developing a Science of Learning Collaborative for PK-12 educators can transform teaching practices. This session explores the foundational steps to establish such a professional learning collaborative within your school or district. We'll discuss strategies for fostering evidence-based practices, implementing effective professional development, and building a sustainable community dedicated to applying cognitive science and learning research to enhance student outcomes.

Session: 4-213 (notes/resources) 

Title: Behaviour by Design: Designing Scaffolds to Improve Student Decision-Making

Presenter: Richard Wheadon

Scaffolds play a vital role in promoting equity when designing curriculum and making pedagogical decisions in the classroom. In this session, we will explore how scaffolding can be used to support student behaviour, moving beyond management towards intentional design. Drawing on research from behavioural psychology, we will examine how small, practical adjustments can guide students towards better decision-making and the formation of more effective, independent learning habits over time. 

Breakout Session 5 - 2:20-3:00

Session: 5-100 (notes/resources) 

Title: Science Learning Through Civic Narratives

Presenter: Kevin Fulton 

We psychologically privilege narratives and value argumentation, but each is often excluded from our curricula, or included in ways that negatively impact learning. This session draws on elementary science classroom research to explore how and when to create curricular narratives and opportunities for argumentation that draw students into the curriculum while improving learning (and other outcomes). Teachers will leave this session understanding how to apply this approach to their own classes across grade-levels and subjects. 

Session: 5-103  (notes/resources) 

Title: Brain Myths Your Students Probably Believe: Overcoming Wrong Thinking with the Science of Learning

Presenter: Beth Hawks 

Research has debunked much of what we were taught about our brains and learning, but the myths persist among teachers and society at large. This session will explore four common myths - their history and persistence - and give practical ways to use the kernel of truth in each to improve instruction.

Session: 5-107 (notes/resources) 

Title: Embedding Vocabulary Learning into the Classroom 

Presenter: Emily Chandler 

Vocabulary is essential for students to access the curriculum, engage deeply with the content, and become effective communicators and inquirers. This session will explore the vital role that vocabulary plays in enabling students to communicate confidently, both in writing and verbally, as well as to develop a deeper understanding of the subject material. The session will also provide attendees with simple, research informed, easy to implement strategies for teaching and embedding vocabulary into the classroom.

Session: 5-113 (notes/resources) 

Title: Learning Science in Action: Rethinking Academic Writing Frameworks

Presenter: Sheila Daly & Nancy Brown 

Step into your students’ shoes and experience learning by doing. In this interactive session, participants engage with Power Tools from learning science trailblazer Patrice Bain and apply them to real classroom practice. Using a writing framework grounded in effortful thinking, you’ll uncover what students truly understand about content and academic vocabulary and learn how to turn their responses into targeted, high-impact next steps for stronger sentence structure and expressive language growth. 

Session: 5-201 (notes/resources) 

Title: The Power of Studying Student Work

Presenter: Paul Powell 

The Power of Studying Student Work offers teachers, school leaders, and systems leaders the knowledge and tools to unlock the tremendous opportunity to drive achievement and improve teaching. Offering research-backed frameworks, insight into practice that actually works on the ground in schools, as well as a comprehensive set of resources that can be applied in any school context, this session creates a clear and replicable path to grow teachers and leaders so students can soar.

Session: 5-212 (notes/resources)

Title: The Working Memory Mini-Lesson Teachers Couldn't Wait to Share: One District's Unexpected Results

Presenter: Gretchen Wegner, Shane Saeed, & Suzannah Evans

When a 15-minute working memory mini-lesson entered Saint Vrain Valley's Science of Learning Collaborative, something unexpected happened: within 24 hours, teachers were teaching their students about cognitive overload — and students spontaneously began using the language to advocate for their own learning. In this session, you'll experience the mini-lesson firsthand, learn about the unique PD model that amplified it, and leave with two concrete tools: the mini-lesson itself and a blueprint for replicating that model.

Session: 5-213 (notes/resources) 

Title: Executive Functions for Every Classroom

Presenter: Mitch Weathers 

In this session, educators will learn how to incorporate executive functions as a universal MTSS tier 1 intervention in every classroom. We will focus on both Core and Higher Order executive functions that support planning, organization, and flexible problem-solving, and the fostering of student agency. We will explore how clarity, predictable routines, and intentional modeling can create the conditions for students to strengthen these skills and apply them across academic and social contexts. Participants will also examine strategies for engaging families to reinforce consistency between home and school, ensuring that students experience aligned support. They will leave with practical tools and evidence-informed strategies to apply in their own settings.

Breakout Session 6 - 3:10-3:50

Session: 6-100 (notes/resources) 

Title: The Executive Function Conversation That Changes How You See Your Students

Presenter: Crista Hopp 

You know that student. Bright, capable, great in conversation, and then completely stuck when it is time to do the work. Most teachers have never been given a useful framework for understanding why. This session introduces the three core executive functions, what they look like when they break down in your classroom, and three student-facing activities you can use immediately. You will leave seeing your students differently and knowing exactly where to look first.

Session: 6-103 (notes/resources) 

Title: How Will I Know What They’re Really Learning? Improving Instruction Through Formative Assessment

Presenter: Beth Hawks 

No matter how innovative our classrooms are, our pedagogy is only effective if we can evaluate what students are learning in the moment.  Formative assessment allows us to adapt as we teach, but many teachers don’t know how to use it effectively.  The purpose of this session is to define formative assessment, understand its important for improving instruction, provide research evidence for its impact, and give practical, low-cost ways of employing it in the classroom.

Session: 6-107 (notes/resources) 

Title: Implementing Explicit Teaching of Literacy across the Curriculum

Presenter: Troy Edwards 

This session will explore practical ways of implementing the principles of the science of learning into the curriculum.

Session: 6-113 (notes/resources) 

Title: SDI and Tier One Phonics 

Presenter: Lalita Karpen

This session addresses the current literacy crisis by exploring how Specially Designed Instruction (SDI) can be effectively embedded within Tier 1 phonics lessons to support every learner. Participants will discover essential, evidence-based micro-SDI moves, including pre-corrects and think-alouds, designed to remove instructional barriers while maintaining grade-level rigor. We will also examine flexible response systems and real-time progress monitoring tools to ensure equitable access to the code of written language for all students with disabilities.

Session: 6-201 (notes/resources)

Title: Are You Wrong Like Me?

Presenter: Mike Mercanti-Anthony 

I have been wrong a lot. For a quarter-century, I have done my best as a teacher and administrator in public K-12 education to improve learning outcomes. Yet for most of my career, I did not do it the right way. I was ignorant of a vast body of scientific knowledge on learning that would have significantly improved my practice.

During this talk, I will explore several core ideas about the science of learning I wish I had known earlier in my career.  For each, we will discuss how I approached teaching then and how I approach it now that I know better.  If you are new to the science of learning or wondering where these ideas can apply in the classroom, this session is for you.  

Session: 6-212 (notes/resources) 

Title: How to Prevent AI Study Tools from Eroding Student Learning

Presenter: Andrew Cohen and Richard Wheadon 

If AI replaces thinking with convenience, it risks reinforcing unproductive habits by removing desirable difficulty from the learning process.  

In this session, veteran educator & author Richard Wheadon discusses key lessons for using AI correctly with students, while Brainscape CEO Andrew Cohen shares some alarming evidence from a recent large-scale analysis of AI study tool usage, along with critical remedies for adjusting curricula before it is too late.

Session: 6-213 (notes/resources) 

Title: How to Create Equitable Classrooms using JUMP Math

Presenter: John Mighton 

Differences in achievement seem natural in mathematics: by high school, many students have fallen behind. New research in cognitive science suggests that math should be the most accessible subject for everyone's brain. Dr. Mighton will explain how to use evidence-based methods of instruction to help all students realize their potential in math. Learn about JUMP Math’s approach using scaffolded lessons to close knowledge gaps while motivating whole classes to reach new levels of math achievement.