\u27Why\u27 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