Dr. Janet Zadina is an Educational Neuroscientist who sees brain research through the eyes of a teacher because she is a cognitive neuroscientist with many years of teaching experience at the high school and community college level. She bridges the fields of education and neuroscience through her work as a researcher, teacher, author and international speaker.
She received her doctorate in the College of Education at the University of New Orleans, conducting her award-winning dissertation research on the neuroanatomy of dyslexia through collaboration with Tulane University School of Medicine. She continued her postdoctoral education with a Fellowship in Cognitive Neuroscience in the Department of Psychiatry and Neurology at Tulane University School of Medicine where she researched neuroanatomical risk factors for developmental language disorders through MRI brain scans.
Dr. Zadina is author of Six Weeks to a Brain-Compatible Classroom – A Workbook for Educators, among other books. She is the founder of Brain Research and Instruction and has presented keynotes and workshops internationally on brain research and instruction.
Dr. Janet Zadina Presentations
Learning and the Brain: The Multiple Pathways Model
In this exciting presentation, loaded with real brain images and scattered with interactive experiences, attendees will actually see how learning takes place in the brain through powerful images and discover what is required for that to happen. Neuroscience indicates that the more modalities by which students encode information, the easier that information is to learn and recall. As educators, we often think of learning pathways as consisting of visual, auditory, and kinesthetic. In this workshop, attendees will experience new and exciting pathways that will energize instruction and strategies for accessing these additional pathways in order to reach diverse and struggling learners. Come prepared to laugh, learn, experience, and engage.
Using Brain Research to Orchestrate Language Learning:
This presentation is similar to the one above but is geared to English Language Learners. It includes material about how the brain learns a second language and implications for instruction.
Teaching and Learning in the Aftermath of Natural Disaster or Trauma
It is well-established that major stress impacts the brain, affecting learning, thinking, and memory. For teachers or students exposed to a major stress, it is empowering and reassuring to learn about how the stress impacts their thinking and learning. People who lack coping self-efficacy may go on to develop chronic symptoms of Post Traumatic Stress Disorder. Implications for the classroom are included, along with specific strategies to reduce stress.
Any of the above can be breakouts. Additional pathways and strategies will be included in the breakout.
Day One consists of a full day of information, experiential activities, and strategies on Learning and the Brain: The Multiple Pathways Model. This can be any number of attendees and can be in an auditorium for the entire faculty.
Day Two consists of small group breakouts in which attendees are guided through a series of group activities. These activities first provide them with additional strategies geared to their specific content area and then scaffold them into creating a model lesson plan that incorporates Multiple Pathways. After all their hard work, they actually leave energized and ready to immediately apply what they have learned. (Attendance at this session is limited. Please contact for information.)