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DTSTART;TZID=America/Toronto:20180425T080000
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DTSTAMP:20260513T203501
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SUMMARY:Tightly Knit Community… Successful Education!
DESCRIPTION:nternational Conference on Educational Success\, April 25\, 26\, 27\, 2018\nCentre des Congrès\, Québec City\, Canada \nOrganized as part of\n7th World Conference on « Violence in Schools and Public Policy »\nand\n7th Biennial Conference of the «Québec Committee for Youth with Behavioural Difficulties/ Comité québecois pourles jeunes en difficulté de comportement (CQJDC)
URL:https://www.edcan.ca/event/7e-conference-mondiale-violence-lecole-et-politiques-publiques-et-le-7e-congres-biennal-du-cqjdc/
LOCATION:Centre des congrès du Québec\, 1000 René-Lévesque Blvd E\, Québec City\, Québec\, G1A 1B4\, Canada
CATEGORIES:Member Events,Network Events
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DTSTART;TZID=America/Toronto:20151104T130000
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CREATED:20170329T173027Z
LAST-MODIFIED:20210604T194757Z
UID:1736-1446642000-1446741000@www.edcan.ca
SUMMARY:Dropping Out - What Neuroscience Can Teach Us
DESCRIPTION:View videos and discussions from the event:\n \nread our event report\nSlides From The Event\n \nThe Best Way for Children to Learn Math – Daniel Ansari \n \nBreaking Down Neuromyths in Education – Steve Masson \nThree Supersessions That Could change The Way You Think About Teaching And Learning\nLow levels of literacy and numeracy and poor physical condition can contribute to a longer-term process of student disengagement\, which leads to dropping out. Some traditional beliefs about how children learn might also be hindering our ability to adopt new teaching practices that are better suited to a student’s brain. At this symposium\, a select group of ambitious researchers will share the potential for neuroscience research to change the way we tackle these issues. Each Supersession includes a fast-paced presentation followed by challenging discussions on how these findings could impact classroom practice. \nSupersession 1\nTHE BEST WAY FOR CHILDREN TO LEARN MATH\nAn evidence-based truce in the ongoing ‘Math Wars’ \n \nDr. Daniel Ansari\nCanada Research Chair in Developmental Cognitive Neuroscience\nWestern University\nPrincipal Investigator at the Numerical Cognition Laboratory \nTraditional Math vs. Discovery Math – drilling and times tables vs. hands-on open-ended problem solving. Which side of the fence are you on? Cognitive neuroscientist Dr. Daniel Ansari shares what the research actually says about the best ways that children learn math\, and how this evidence could change the way we think about individual learning styles as well as addressing learning difficulties in literacy and numeracy. \nSharing what we have learned from psychology and neuroscience about how children learn math and the importance of early math\, Dr. Ansari’s presentation will slice through the current new math vs. old math debate – which relies on false extreme dichotomies – to showcase a long line of research on the ways that successful math learning is achieved. \nPublications\nhttp://www.numericalcognition.org/publications.html \nVideo Presentations\nhttp://www.numericalcognition.org/media.html \nTwitter: @numcog \nSupersession 2\nSHATTERING THE NEUROMYTHS IN EDUCATION\nTeaching methods that are better adapted to the brain function of students \n \nSteve Masson\nProfessor\, Faculty of Education\nUniversité du Québec à Montréal\nDirector of the Laboratory for Research in Neuroeducation \nThough not supported by research\, the neuromyths associated with students’ learning styles\, the idea of hemispheric dominance\, and the belief that coordination exercises can improve learning focus are known to be false and yet still widely believed. These neuromyths may lead teachers to use educational practices that are not entirely compatible with their students’ brain function\, and in this presentation\, two pedagogical principles that teachers should use will be shared. \nWith all of the educational games\, products and websites that claim to build intelligence or enhance learning using principles of neuroscience\, there are also a lot of recent research discoveries that have shattered many persistent ‘neuromyths’ in education\, which can serve as powerful indicators about teaching and learning best practices. Steve Masson will deconstruct several of these neuromyths and share practical ideas for teaching suited to the way students’ brains learn most effectively. \nPublications and Video Presentations \nLaboratory for Research in Neuroeducation\nwww.labneuroeducation.org \nAssociation for Research in Neuroeducation\nhttp://www.associationneuroeducation.org \nTwitter: @SteveMasson \nSupersession 3\nEXERCISING AND THE BRAIN IN CLASSROOMS\nHow a Students’ Physical Condition Affects Their Learning \n \nDr. Lindsay Thornton\nDr. Alex Thornton\nDr. Chris Gilbert\nRTSG Neuroscience\nSan Diego\, CA \nIt’s no secret that students need exercise to help them pay attention during class time. Three neuroscientists will share their fascinating discoveries of exactly how much exercise\, and which types\, influence the brain and how this and other outside factors such as sleep affects learning\, particularly among students with behavioural issues. \nDrs. Lindsay Thornton\, Alex Thornton and Chris Gilbert will demonstrate how exercise influences the brain and affects learning\, and the application of scientific findings in learning environments. They will define optimal pre-lesson exercise and how it can be a positive outlet for restlessness and negative feelings\, increase self-control and focus\, reduce class disruption\, and boost student performance in math and English. \nREGISTER HERE \nNo matter what role you play in the education sector\, you will return from this symposium better informed on how neuroscience research can improve your classroom practice and positively influence policy-making\, curriculum and evaluation design. \nJoin over 300 participants curious to learn more about the true potential for how neuroscience research can impact teaching and learning\, and influence current dropout prevention plans. \nWho Should Attend:\nSchool district superintendents and administrators\, Principals and Vice-Principals\, Faculty of Education Deans and Researchers\, Ministries of Education representatives\, Education not-for-profit leaders\, School Trustees\, Teachers\, Students and Parents. \n \nRecommended Hotels\nHôtel Château Laurier Québec\n1220 Place George-V West\, Québec\nPhone: 1-800-463-4453\nEmail: reservation@vieuxquebec.com\nGroup Code: 18388\nRates: Starting at $129 \nPalace Royal – SOLD OUT\n775 avenue Honoré-Mercier\, Québec\nWebsite: www.hotelsjaro.com\nPhone: 1-800-567-5276 or 418-694-2000\nGroup Number: 3485731\nRate: $139.99 (Hospitality & Deluxe Room)\nPreferred Rates are in effect until: September 21\, 2015 \nQuebec City Marriott Downtown – SOLD OUT\n850 Place d’Youville\, Québec\nPhone: 1-866-694-4004 or 418-694-4004\nGroup Code: Canadian Education Association/Association canadienne d’éducation\nRate: $145.00 (Single or Double Occupancy)\nPreferred Rates are in effect until: October 2\, 2015\nClick here to book your group rate \nBiographies\n \nDaniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience in the Department of Psychology and the Brain & Mind Institute at Western University in London\, Ontario\, where he heads the Numerical Cognition Laboratory. Ansari and his team explore the developmental trajectory underlying both the typical and atypical development of numerical and mathematical skills\, using both behavioural and neuroimaging methods. He has a keen interest in exploring connections between cognitive psychology\, neuroscience and education and currently serves as the President of the International Mind\, Brain and Education Society (IMBES). In 2009 Ansari received the ‘Early Career Contributions’ Award from the Society for Research in Child Development and in 2011\, he was recognized by the Boyd McCandless Early Researcher Award from the American Psychological Association. In 2014\, Ansari was named as a member of the inaugural cohort of the College of New Scholars\, Artists and Scientists of the Royal Society of Canada and in 2015 he received the E.W.R Steacie Memorial Fellowship from the Natural Sciences and Engineering Research Council of Canada. \n \nChris Gilbert studied Computational Neuropsychology at McMaster University and completed his PhD thesis on learning and the brain (simulating executive functions and memory through computer models of the brain). He has gone on to complete studies that use targeted exercise to improve outcomes in school\, at work\, and in life. Some examples include studies that examine: the benefit of biking on academics and among ADHD students\, the effect of using of the Kinect device in schools\, the effectiveness of police wellness programs on job performance\, and the use of exercise on a clinical population at schools\, among others. Chris is an expert in measuring mental processes and in the application of statistics in program evaluations. \n \nAfter being a teacher at elementary and high school levels for five years\, Steve Masson did one of the first doctorates in education using data from functional magnetic resonance imaging. Since 2012\, he has been a Professor in the Faculty of Education at Université du Québec à Montréal (UQAM) and director of the Laboratory for Research in Neuroeducation (LRN). Using functional magnetic resonance imaging (MRI)\, he explores the brain mechanisms associated to academic learning and teaching. He has a keen interest in studying the effects of learning and teaching sciences on the brain and the role of inhibition and neuronal recycling in challenging learnings. In addition to being the director and editor-in-chief of the Neuroeducation journal\, he is in charge of the neuroeducation courses offered by the Department of Pedagogy at UQAM and chair of the Association for Research in Neuroeducation\, an organization dedicated to developing and disseminating research on neuroeducation. In 2013\, he received the Pat Clifford Award for Early Career Research in Education for his work combining neuroscience and education. \n \nLindsay Thornton has her doctorate in Counseling and Sport Psychology. Previously\, she taught first grade\, coached gymnastics and researched Positive Psychology. Her current research focuses on better understanding psychophysiology (the relationship between psychology and brain/body responses) and optimal performance\, and she has published several papers and chapters in this domain. She is interested in identifying and teaching “expert” strategies to those with less expertise to accelerate development and performance. Lindsay has worked with elite sports teams\, military\, corporate and educational organizations. She is also a sport psychologist at the United States Olympic Committee specializing in performance psychophysiology. \n \nAlex Thornton\, a teacher for seven years\, has his doctorate in Educational Leadership. He has experiencing coaching nearly all team sports. His post doctoral work was with Dr. John Ratey focusing on using exercise to change school cultures and optimize student learning. He also collaborates closely with other leading thinkers to bring findings from sleep\, nutrition\, play\, and Neuro/Biofeedback research to educational and organizational settings. Alex’s goal is to merge neuroscience with education\, and teach people how to make sustainable positive changes in their lives to maximize their potential. \nInnovator Sponsor\n \nSupporter Sponsor\n \n \n \n \nFor sponsorship opportunities contact:\nGilles Latour\nglatour@cea-ace.ca\n416-591-6300 x237 or 1-866-803-9549 x237
URL:https://www.edcan.ca/event/dropping-out-what-neuroscience-can-teach-us/
LOCATION:Centre des congrès du Québec\, 1000 René-Lévesque Blvd E\, Québec City\, Québec\, G1A 1B4\, Canada
CATEGORIES:EdCan Events,Network Events,Professional Learning
GEO:46.8100496;-71.2158789
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