What does the so-called “marshmallow” test really say about kids learning to delay gratification? What does research say about the teenage brain? How can reporters better describe the ways educators can teach children how to accept criticism and learn from mistakes, and why that matters?
Hear from notable researchers including Carol Dweck, Linda Darling-Hammond and Tyrone Howard on the latest research and education policy around motivation, and how it’s influencing efforts to boost both short-term academic achievement and the long-term well being of students.
The research is replete with insights on how to encourage deeper thinking, collaboration and risk-taking among students, particularly those who have struggled academically. Now, schools are implementing those ideas in innovative ways that raise provocative questions, including: Are grades in the initial weeks of a class an impediment to learning? Do group projects that last several months challenge students to learn more than a string of tests and quizzes? Can students who set their own terms for what to learn — with buy-in from educators — come out better prepared to collaborate, tackle complex tasks, and compete in the fast-changing workforce?
Join EWA Nov. 11 – 12 at Stanford University for an interactive and informative seminar to explore those questions and more. You’ll hear from scholars at the forefront of the field and their reasons for optimism and worry. You’ll learn from students and educators while visiting classrooms that are petri dishes for new approaches to fostering motivation, grit, and deeper learning. We’ll go beyond the jargon to get at the heart of a movement with plenty of fans and detractors. And you’ll leave with a wealth of new contacts, resources, and story ideas to pursue.