Classroom Strategies that Empower Learning

Apply for CEUs / CECs - now only $10 per unit/credit!

Resources from the webinar:
PowerPoint Presentation
CEA Engagement Report
Connected Learning  
Finding the Humanity in the Data
GlassLAB Psychometrics
HSSSE Report
Inquiry Design Model
IPI Engagement Achievement Research Summary
It's Time for a New Kind of High School
Level Up Learning
Mind Shift Guide to Digital Games and Learning

Presented by: Andrew Potter

Webinar Date: June 24, 2016

Webinar Description:
In an educational era focused on workforce readiness and 21st Century skills, attendees will analyze the importance of experiential classroom strategies to the acquisition of critical skills that enable students to compete and cooperate on a global stage. The webinar will explore how experiential pedagogy can energize any existing curriculum, positively impact student engagement, and deliver on both cognitive and affective skill development. Through a review of current research and the emerging links between experiential instructional design and student learning gains, participants will explore strategies that empower student learning and equip them to thrive in our brave, new, flat world.

Recent studies have demonstrated the important link between instructional methodology, student engagement, and their acquisition of 21st Century skills. Experiential learning and related teaching strategies play a vital role in forming learning environments that empower students and deliver on both cognitive and affective skill development. Educators need to be equipped with both simple and complex teaching tools to be successful in the preparation of students for the challenges of the 21st Century. The session objectives include the following:
  1. Participants will be able to describe the relationship between experiential learning and cognitive and affective skill development
  2. Participants will evaluate how experiential learning prepares students to compete and cooperate on a global scale.
  3. Participants will review leading research in pedagogy, neuroscience, and cognitive psychology related to the relationship between experiential learning and learner development. This dialogue will aid experiential learning practitioners in both pedagogical thinking and the art of advocating for their craft.
Presenter Bio:

Andrew H. Potter is the Chief Academic Officer at Envision, one of the nation’s leading college and career readiness organizations.  In this role, he directs the organization’s academic strategy and oversees the development of faculty, curriculum, methods, and pedagogy that provide learning experiences designed to deliver tangible college and career success multipliers for over 25,000 students in grades four through post-secondary each year.

A thought leader on federal education policy, education landscape strategy, experiential education, student engagement, and emerging college and career trajectories, Andrew is a frequent presenter at K-20 educational institutions and national professional education organizations across the country.   He has presented at national conferences such as the National School Board Association, the National Council for the Social Studies, the Cushing Academy Symposium, the International Assembly for NCSS, the Association for Middle Level Education, and the Association for Experiential Education among others.

Active in state and federal education policy, Andrew holds a delegate position with the National Council for the Social Studies (NCSS), serving a second three year term on their Government Relations Committee, recently holding the role as Chairman. He has worked to develop state level advocacy platforms in support of college, career and civic readiness, while also designing programming to support K-12 college and career readiness mandates in districts like the Rochester City School District (NY), Duval County Public Schools (FL), and the New York City Department of Education among others.

Andrew taught at the university and high school level for over a decade offering courses in economics, philosophy, history, and politics.  He holds a B.A. in History, a M.A. in Ancient Mediterranean Civilizations with a minor in Modern Europe from Cal State University, and a M.A. in Near Eastern and Judaic Studies from Brandeis University, while completing additional work in Semitic Languages at the University of Judaism in Bel Air.