Using the Science of Joyful, Deeper Learning to Rethink Assessment

Research suggests that students forget as much as 90 percent of what they learn in the classroom within 30 days of learning—largely because the traditional classroom model of teach-study-and-test does not reflect how our students’ brains are designed to work. The good news is that we now know more about the science of learning—and the teaching practices that support it—than at any time in human history. When we focus on planning for learning grounded in authentic assessment methods, we can create classroom experiences that are not only more effective, but also more joyful—for students and teachers.

During this session, Bryan Goodwin will share:

• a simple, six-phase brain-based model of learning that every teacher can use for any grade level and subject area to challenge and engage students in deep learning;
• why the last of these six phases of learning is the most powerful and engaging for students—but also conspicuously absent in many classrooms; and
• three powerful teaching strategies that align with this “missing” phase of learning (and reflect authentic assessment methods) and have been shown through scientific studies to dramatically improve student outcomes and close achievement gaps.

Framing Questions:

1. Why is the traditional teach-study-test-(and forget) model of instruction so prevalent and persistent in our classrooms?
2. What steps help teachers move beyond testing as the endpoint of learning and instead use authentic assessments that require students to demonstrate their ability to extend and apply their learning?
3. How can we help teachers develop more expert mental models of teaching and learning so they become more intentional in their teaching and assessment methods?