The Future of Learning with Professor Robert A. Bjork

  • What is learning and how do we get more of it?

  • Ensure all students do the best they can in the new linear systems

  • Learning is not immediate: recalibrate your methods in order to support and measure learning


Do you ever feel like you are working hard on all the wrong things?

No longer waste time, money and effort on ineffective teaching and learning strategies – find out what does work.


Research and practice

Join Professor Robert A. Bjork and delve into his research, along with many other expert presenters who will offer insight into how to adopt and adapt these findings to improve your practice.


Discover how students really make progress, rather than why we think they make progress.


After the event you will be able to:

  • Spend less time planning lessons

  • Design an effective curriculum

  • Stop measuring progress for the short-term and concentrate on long-term progress

  • Make steps towards altering the accountability culture in your school

Will Emeny

Will Emeny

Date: 22nd Mar 2018

Will is the winner of the Gold Plato Award for Teacher of the Year. He is also the creator of Numeracy Ninjas, based on Professor Robert Bjork’s findings. Will offers insight and practical strategies for applying spacing and interleaving in classroom practice.

View all of Will Emeny's Courses

Stuart Kime

Stuart Kime

Date: 22nd Mar 2018

Stuart is a former school leader, researcher and policy advisor. His doctoral research work with Prof. Rob Coe and Prof. Steve Higgins at Durham University used an experimental design to answer the question: Student Evaluation of Teaching: can it raise attainment in secondary schools? Stuart is the co-author of the EEF's DIY Evaluation Guide and he has been involved in national and international education consultancy since 2012. 

View all of Stuart Kime's Courses

Robert Bjork

Robert Bjork

Date: 22nd Mar 2018

Robert Bjork is a world leading authority on human learning and memory. He is a Distinguished Research Professor in the Department of Psychology at the University of California, Los Angeles and his research focuses on the implications of the science of learning for instruction and training.

View all of Robert Bjork's Courses

Oliver Caviglioli

Oliver Caviglioli

Date: 22nd Mar 2018

Oliver led the initial launch of the Evidence Based Teaching project for the SSAT in London. His visual interpretation brings educational research alive, and he offers a permanent guide for transfer back into the classroom. A natural performer, Oliver will always stimulate and engage with ideas, solutions and fresh perspectives.

View all of Oliver Caviglioli's Courses

Nick Rose

Nick Rose

Date: 22nd Mar 2018

Nick is a former teacher and leading practitioner in Psychology and Research. He is also the co-author of 'What Every Teacher Needs to Know About Psychology'. Nick offers practical and simple strategies for teachers to use in the classroom.

View all of Nick Rose's Courses

Martin Robinson

Martin Robinson

Date: 22nd Mar 2018

Martin is internationally recognised as an expert presenter and consultant. His critically-acclaimed 2013 book 'Trivum 21c' is an example of Martin's passionate belief that a blend of knowledge, questioning expertise and communication skills forms the basis of a great education.

View all of Martin Robinson's Courses

David Didau

David Didau

Date: 22nd Mar 2018

David is an award-winning and highly influential education blogger. His blog is ranked as the second most influential education blog in the UK. David is an experienced school leader, trainer, speaker and author of three best-selling books.

View all of David Didau's Courses

09:40 - 10:25

How we learn versus how we think we learn

Keynote

 
- Find out why forgetting can be the friend, rather than the enemy, of learning – and why introducing “desirable difficulties” can enhance long-term retention and the transfer of skills and knowledge. - Discuss the unique characteristics of how humans learn and remember, or fail to learn and remember, and why: - teachers are vulnerable to choosing less-effective conditions of instruction over more-effective conditions; - students are susceptible to preferring less-effective instruction over more-effective instruction.

By Professor Robert Bjork

 

10:35 - 11:20

Choose from the following sessions

Workshop 1

 

Learning versus performance

- Teach students effectively by knowing how they learn. - Understand how schools can realign classroom practice to focus on learning rather than just on performance.

By David Didau

Exploiting the power of dual coding

- Explore the origins of dual coding theory and the evidence behind how it works. - Discover how this theory links with Cognitive Load Theory and receive techniques to use in the classroom.

By Oliver Caviglioli

 

11:35 - 12:20

Choose from the following sessions

Workshop 2

 

Curriculum – what are the issues arising from Bjork’s work?

- Designing a joined-up curriculum to allow pupils to acquire expertise and independence in their studies. - Bjork’s research during long-term curriculum planning. - How a joined-up approach can help pupils flourish.

By Martin Robinson

Applying desirable difficulties in real world maths classrooms

- Explore how to turn the theory behind desirable difficulties into effective classroom practice. - Discover Numeracy Ninjas, a whole-school numeracy intervention.

By Will Emeny

 

13:20 - 14:05

The future of learning

Keynote

 
- Research findings suggest that there exist innovative and unintuitive ways to upgrade both teaching and self-regulated learning. - But does what researchers have found in the laboratory transfer to the real world of teaching and learning?

By Professor Robert Bjork

 

14:15 - 15:00

Choose from the following sessions

Workshop 3

 

Cognitive science for the classroom

- How cognitive psychology underpins how people learn. - Practical and reliable strategies that all teachers can use to support students learning in the classroom.

By Nick Rose

Research into practice

- How to adopt and adapt findings from Robert Bjork’s work on retrieval practice to fit the context of a classroom. - Learn how to determine if test questions used in the classroom are desirably difficult, or just difficult.

By Dr Stuart Kime

 

15:15 - 16:00

The feedback continuum

Keynote

 
- Resolve tensions and explore a practical, common sense approach to reducing and delaying feedback over time. - Discover how to do this in a way that helps pupils to become increasingly independent.

By David Didau

 

16:00 - 16:30

Panel Discussion

Keynote

 
What next? What happens tomorrow?

By TBC

 

Regular delegate rate

£399 + VAT

Special delegate rate

£349 + VAT

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