The Stanford Transforming Learning Accelerator presents the Winter Lightning Talk Series. Each 30 minute multi-disciplinary conversation will focus on three key initiatives within the TLA; Early Childhood Learning, Personalized Learning and Learning Differences. The sessions will examine research methods, breakthroughs, and opportunities to create new ways forward.
All three conversations will be virtual, from 4:00 p.m.- 4:30 p.m. (Pacific), and include time for Q&A. A no-cost registration is required for each talk.
February 15: Rebecca Silverman
Starting with Sesame: Investigating Teaching and Learning in Early Childhood
Rebecca Silverman is an Associate Professor in the Stanford Graduate School of Education. She focuses on research and practice related to literacy development and instruction of early childhood and elementary age children from diverse backgrounds. Specifically, she has conducted research on using read alouds, multimedia, cross-age peer learning, and small group dialogic instruction to support the vocabulary development and reading comprehension of diverse learners. Across her research and teaching, her goal is to shed light on innovative ways for facilitating the literacy development of diverse learners in order to ensure that all children have the opportunity to become engaged readers and writers in school and beyond.
February 22: Nilam Ram
Personalized Trajectories of Learning and Exploration: “Shaping” Life with Screenomics and Other Observational Paradigms
Nilam Ram is a Professor in the Departments of Communication and Psychology at Stanford University. Nilam’s research grows out of a history of studying change. After completing his undergraduate study of economics, he worked as a currency trader, frantically tracking and trying to predict the movement of world markets as they jerked up, down and sideways. Generally, Nilam studies how short-term changes (e.g., processes such as learning, information processing, emotion regulation, etc.) develop across the life span, and how longitudinal study designs contribute to generation of new knowledge. Current projects include examinations of age-related change in children’s self- and emotion-regulation; patterns in minute-to-minute and day-to-day progression of adolescents’ and adults’ emotions; and change in contextual influences on well-being during old age. He is developing a variety of study paradigms that use recent developments in data science and the intensive data streams arriving from social media, mobile sensors, and smartphones to study change at multiple time scales.
March 1: Elizabeth Kozleski
Learning Differences and the Future of Special Education
Elizabeth Kozleski is a Professor (Research) with the Stanford Graduate School of Education. She engages in systems change and research on equity and justice issues in inclusive education in schools, school systems as well as state and national education organizations and agencies. Her research interests include the analysis of systems change in education, how teachers learn in practice in complex, diverse school settings, including how educational practices improve student learning. A number of her articles focus on the design and development of teacher education programs that involve extensive clinical practice in general education settings. She has led the development of such programs in three universities, and continues to do research and development work in teacher education. She also offered technical assistance as well as conducted research on the impact of technical assistance on individuals, as well as local, state, and national systems in the U.S. and abroad.