Cognitive science highlights the essential role of practice in learning any new skill. Yet practice is often overlooked in discussions of high-quality instructional materials (HQIM) and school improvement initiatives.

In fact, few K–12 students receive the deliberate, ongoing practice they need for success, often leading to missed opportunities and a greater need for remediation in reading and math.

Watch this webinar for experts’ insights on making student practice more effective and engaging in every classroom. You’ll explore:

• What cognitive science shows about practice’s key role in learning
• How much practice students truly need to master a skill
• How practice should differ at each stage of skill development
• How to find time in the school day for additional practice opportunities

Dr. Megan Gierka
Middle Tennessee State University

Megan Gierka, EdD, is Research Associate at Middle Tennessee State University and a nationally recognized leader in literacy education and implementation science. She specializes in bridging the gap between research and practice, helping schools, districts, and state agencies design and sustain effective, scalable literacy initiatives. She is also a former teacher, Title I reading specialist, and instructional coach.

Dr. Gene Kerns
Renaissance

Gene Kerns, EdD, is Chief Academic Officer at Renaissance and a nationally acclaimed speaker on literacy, assessment, learning progressions, and educational standards. He is a third-generation educator and a former director of curriculum and instruction. He is also the co-author of three books: inFormative Assessment, Unlocking Student Talent, and Literacy Reframed.

Dana Benzo

Dana Benzo, MEd, is Director of Elementary Programs at Rome City School District in New York, where she oversees curriculum and instruction for pre-K–grade 6. She formerly worked at the New York Early Childhood Professional Development Institute of CUNY and Bank Street College of Education, coordinating quality improvement initiatives serving the birth–grade 3 population in both childcare and public-school settings.