First Presenter's Institution

Francis Marion University

First Presenter's Brief Biography

Tammy Pawloski has led more than 1500 professional learning events for teachers, school leaders, and stakeholders. She understands the challenges and opportunities of teaching, and has devoted the last 20 years to the study of learners with limited resources—why they struggle and which strategies have the greatest impact. Pawloski serves as Professor of Education and Director of the Center of Excellence to Prepare Teachers of Children of Poverty at Francis Marion University. She holds a Ph.D. from the University of South Carolina, and prior to her current position, she served on the faculties of USC in South Carolina, and Ventura College and Pepperdine University in Southern California.

Document Type

Individual Presentation

Primary Strand

Social-Emotional Learning

Relevance to Primary Strand

Educators learn a common set of best practices that they are encouraged to embed in their pedagogy. These practices can be simple to follow under the best of circumstances, but when challenges arise, a natural human tendency is to allow the emotional brain to inform responses to those challenges. The science of learning provides the 'why' behind best practices, and when we understand that 'why,' we are far more likely to respond cognitively, rather than emotionally when it matters most in terms of cultivating positive student engagement. This session will explore the science of learning--the 'why'-- to educational practices that support the development of key social and emotional skills that are critical for school and life success.

Brief Program Description

Best practices make sense when everything goes smoothly but staying the course amidst challenges is not so simple. Explore brain-based ‘whys’ behind pedagogy and learn how this knowledge can avert the natural human tendency for emotions to negatively inform actions. Take away teacher moves informed by the science of learning that can de-escalate challenges and support social-emotional learning that leads to school and life success.

Summary

Discussions around the impact of life with limited resources on school and life success have long occurred, but evolving findings grounded by the science of learning have become even more important to pedagogical opportunities and decisions. Common best practices are generally accepted within the profession, but these practices are frequently abandoned when day-to-day challenges emerge that shift educators toward the natural human tendency to respond emotionally, rather than cognitively, to stressful or difficult situations. This session will focus on the important ‘whys’ that can be used to inform practice every day—the theory that can, in fact, provide the scientific foundation that is more likely to lead to cognitive, rather than emotional, responses to student behaviors.

This session will be divided into three sections. The first section will provide a practical look at the impact of life with limited resources and how that can impact the way the brain fires and wires. A quick look at the how brains are wired will be provided to ensure that all attendees have the basic foundation for considering pedagogy that is informed by neuroscience. The second section will develop the importance of understanding brain-based theory behind every best practice. An engaging group activity will be used to illustrate the power of “why” to shift human behaviors. Finally, the third section will consider specific pedagogical practices through the lens of cognitive science, exploring these questions:

Why does this practice matter for the brains of the students I teach?

How will my responses impact student brains and, subsequently, student engagement?

While all of the 25 Best Practices that provide the pedagogical foundation for the research and practice through which this model has been developed cannot be addressed in this brief session, attendees will have access to a 75+ page document that provides background information on each.

Evidence

Discussions around the impact of life with limited resources on school and life success have long occurred, but findings grounded by the science of learning or cognitive neuroscience are important to pedagogical opportunities and decisions. Studies associated with the impact of absent financial resources as well as socio-emotional, physical, and cognitive resources indicate pedagogical challenges and opportunities. Common best practices have been identified, but they are often abandoned by educators when day-to-day barriers emerge that demand immediate actions. This presentation is informed by 18 years of research focused on what matters most in high-poverty schools and with students who may have a variety of absent resources. Specific evidence-based, high-yield practices and the neuroscientific foundations have been identified, because when we know 'why,' we are more likely to consistently implement with fidelity and with an over-arching sense of urgency. Practices have been implemented in P-12 schools with measurable outcomes including movement from an F to an A on the ESEA school report card in just one year, and shift from a 1 to a 5 EVAAS rating, also in just one year.

Biographical Sketch

N/A

Learning Objective 1

Describe ways in which life with limited resources may impact neural structures and functions.

Learning Objective 2

Use the science of learning to explain the "whys" behind common pedagogical best practices.

Learning Objective 3

Take away specific strategies for using the science of learning to inform teacher practices, and the urgency of applying these even during challenging times.

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'Why' matters! Choosing to leverage the science of learning to shift student success

Discussions around the impact of life with limited resources on school and life success have long occurred, but evolving findings grounded by the science of learning have become even more important to pedagogical opportunities and decisions. Common best practices are generally accepted within the profession, but these practices are frequently abandoned when day-to-day challenges emerge that shift educators toward the natural human tendency to respond emotionally, rather than cognitively, to stressful or difficult situations. This session will focus on the important ‘whys’ that can be used to inform practice every day—the theory that can, in fact, provide the scientific foundation that is more likely to lead to cognitive, rather than emotional, responses to student behaviors.

This session will be divided into three sections. The first section will provide a practical look at the impact of life with limited resources and how that can impact the way the brain fires and wires. A quick look at the how brains are wired will be provided to ensure that all attendees have the basic foundation for considering pedagogy that is informed by neuroscience. The second section will develop the importance of understanding brain-based theory behind every best practice. An engaging group activity will be used to illustrate the power of “why” to shift human behaviors. Finally, the third section will consider specific pedagogical practices through the lens of cognitive science, exploring these questions:

Why does this practice matter for the brains of the students I teach?

How will my responses impact student brains and, subsequently, student engagement?

While all of the 25 Best Practices that provide the pedagogical foundation for the research and practice through which this model has been developed cannot be addressed in this brief session, attendees will have access to a 75+ page document that provides background information on each.