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
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.