1. Suggested Themes and/or Take-aways

2. M Foundations Current Theory & Knowledge Policy & Practice B Foundations Current Theory & Knowledge Policy & Practice E Foundations Current Theory & Knowledge Policy & Practice Synthesis of Theory & Practice in Mind, Brain, and Education

3.  Foundations  Intelligence(s) as a complex construct, culturally constructed with a history of poor assessment  Learning & development are ongoing in the organism, which is embedded in an environment; Language is a key tool for learning and development  Current Theory & Knowledge  Learning & development are dynamic processes instead of a stage like progression;  Learning & development occur along multiple pathways with individual differences  Policy & Practice  Two areas where we see dynamic interaction between the developing organism and the environment are in severely traumatized individuals and in struggling readers.

4.  Foundations  It’s not nature vs. nurture, but nature via nurture; interactions between biology & environment occur at multiple levels of analysis (gene-environment, child,- environment, etc.)  Affect matters…a lot!  Current Theory & Knowledge  Modularization & Neural Networks: the brain as an organ of distributed & integrated learning  Policy & Practice  Universal Design for Learning: remove barriers not content  Good Work

5.  Foundations  Brain? What’s the brain got to do with learning? (eek!)  Current Theory & Knowledge  Well, according to the OECD, researchers, and educators a lot!  Building bridges and paving pathways…  Policy & Practice  Executive Function & Early Childhood  Right Start & Number Sense  Research Schools & Ecologically Valid Assessment

6. Language & Literacy  Language & development  Multilingualism & MBE  The literate brain  Case Study: Four boys Language & Literacy  Language & development  Multilingualism & MBE  The literate brain  Case Study: Four boys Numeracy  Constructivism vs. Nativism  Core Concepts of Numeracy  Biology of Number & Dyscalculia  Educational Implications  Intervention: The Number Race Numeracy  Constructivism vs. Nativism  Core Concepts of Numeracy  Biology of Number & Dyscalculia  Educational Implications  Intervention: The Number Race Emotion & Motivation  Classic Views  Emotional self-regulation and attachment  Stress  Stereotype threat  In the classroom Emotion & Motivation  Classic Views  Emotional self-regulation and attachment  Stress  Stereotype threat  In the classroom Conceptual Development  Domain specificity  Learning as conceptual change  Adult development  In practice  MBE & you Conceptual Development  Domain specificity  Learning as conceptual change  Adult development  In practice  MBE & you