Breaks
Break
Registration · 8:00 AM – 9:00 AMRegistration, Refreshments & Exhibits
Badge pick-up and sponsor exhibits in the Flora McCrea Auditorium.
Programme
Schedule & Session Directory
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Showing 41 of 41 sessions
Registration
8:00 AM – 9:00 AM1 sessionWelcome
9:00 AM – 9:10 AM1 sessionKeynote & Plenary
Welcome · 9:00 AM – 9:10 AMWelcome, Opening Remarks & Greetings
Dr. Nidhi Sachdeva
Chair, researchED Canada · Teacher Educator & Researcher, OISE, University of Toronto · Academica University of Applied Sciences
All attendees gather in The Nave. Dr. Nidhi Sachdeva, Chair of researchED Canada, opens the main conference day.
Opening Remarks
9:10 AM – 9:30 AM1 sessionKeynote & Plenary
Keynote
Opening Remarks · 9:10 AM – 9:30 AMOpening Remarks: The Right to Read as a Human Right
Patricia DeGuire
Chief Commissioner, Ontario Human Rights Commission
OHRC Chief Commissioner Patricia DeGuire opens the day with a reflection on the Right to Read inquiry — why reading is a human-rights issue, what has changed in Ontario since 2022, and what evidence-informed educators can do next to close the gap for the students who need us most.
Keynote
9:30 AM – 10:10 AM1 sessionKeynote & Plenary
Keynote
Keynote · 9:30 AM – 10:10 AMEvidence Is Not Enough: What It Takes to Move From Reading Research to Reading Outcomes
Kareem Weaver
Co-Founder & Executive Director, FULCRUM, Oakland
The field knows far more about reading than it consistently delivers to children. The challenge before us is not only whether educators, leaders, and policymakers can cite the evidence. The challenge is whether adult systems can organize around that evidence with enough clarity, coherence, courage, and persistence for children to experience it every day. In this keynote, Kareem Weaver will examine what it takes to move from research consensus to student outcomes, especially for children who have been least well served by school systems. Drawing from classroom practice, school leadership, community advocacy, district work, and national examples of literacy improvement, the session will focus on the specific adult conditions that make evidence matter: strong materials, explicit instruction, language development, protected implementation time, instructional leadership, family-facing data, and a safety net for students who need more. The call is simple: evidence should not remain an idea adults admire. It should become an experience children can count on.
Morning Transition Break
10:10 AM – 10:20 AM1 sessionBreaks
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Morning Transition Break · 10:10 AM – 10:20 AMMorning Transition Break
Time to move between sessions.
Between sessions
Round 1 Breakouts
10:20 AM – 11:00 AM7 sessionsMathematics & Numeracy
Round 1 Breakouts · 10:20 AM – 11:00 AMKnowledge Rich Mathematics: Neurocognitive Science, Scaffolding, and the Case for Explicit Instruction
Dr. Barbara Oakley
Distinguished Professor of Engineering, Oakland University
How do students actually learn mathematics—and what kinds of teaching best support that learning? This session explores findings from neuroscience and cognitive psychology about how mathematical knowledge is stored and retrieved in the brain. We'll examine scaffolding, declarative and procedural memory, the limitations of working memory, and why explicit, well-sequenced instruction is critical. Building on the approaches of mathematician John Mighton, founder of JUMP Math, we'll explore a concrete example of teaching division, consider why minimally guided instruction may widen achievement gaps, and how retrieval practice, direct modeling, and visual supports can create more equitable and effective mathematics learning environments.
Literacy & Oracy
Round 1 Breakouts · 10:20 AM – 11:00 AMLearn Proven, Evidence-Based Practices to Teach, Then Release, Your Writers
Dr. Leslie Laud
Director, Releasing Writers
Dr. Jacqueline Wylde
Researcher & Writing Consultant, Releasing Writers
Learn what the latest research tells us about how to teach writing effectively. Discover how to equip your students with the strategies and underlying language skills (word and sentence level) needed to write independently. The framework is comprehensive, light lift and high yield, and has been proven to work in studies that meet the most rigorous levels of research quality. Hear from real teachers who have used these approaches successfully and receive materials you can use tomorrow.
Mathematics & Numeracy
Round 1 Breakouts · 10:20 AM – 11:00 AMWhat's Missing in Math Instruction: Applying the Science of Learning to the Classroom
Dr. David Costello
Principal & Author, Prince Edward Island
Discover four core instructional shifts grounded in the science of learning that help students master challenging mathematics. Through explicit instruction, strategic chunking, retrieval practice, and varied problem types, this session offers concrete examples that support students in applying mathematical knowledge confidently.
Adaptive Teaching & Inclusion
Round 1 Breakouts · 10:20 AM – 11:00 AMBuilding a Model of Resilience to Support Diverse Learners in the Classroom
Dr. Nicole Conrad
Professor of Psychology, Saint Mary's University
Following the International Dyslexia Association's 2025 definition update incorporating psychological well-being, this session outlines an ecological resilience model for struggling readers, presenting empirical data on disparities in access to literacy support and evidence-based recommendations for educators and families.
Mathematics & Numeracy
Round 1 Breakouts · 10:20 AM – 11:00 AMFrom the Ground Up: Scaling Evidence-Based Numeracy Intervention using Facts on Fire M.I.N.D.
Julie Fortier + Facts on Fire M.I.N.D. team
K-12 System Principal for Student Success, Ottawa Catholic School Board
This session details a two-year, board-wide rollout of the Measures and Interventions for Numeracy Development (M.I.N.D.) framework in response to Ontario's Right to Read Inquiry. Participants will explore implementation routines, student growth data across Tier 1 and Tier 2 settings, and system-level strategies. Presented by Julie Fortier with the Facts on Fire M.I.N.D. team.
Leadership & Culture
Round 1 Breakouts · 10:20 AM – 11:00 AMFrom Evidence to Endeavour: Leading Transformational Change in Teacher Education
Professor Joanna Barbousas
Pro Vice-Chancellor (Education, Impact and Innovation) & Dean of Education, La Trobe University, Australia
What does it actually take to lead evidence into practice, not in a single classroom, but across an entire institution and into the policy debate beyond it? A candid leadership account from one of Australia's large providers of initial teacher education, repositioned around the science of learning and explicit instruction — across the institution, the public sphere and the system. Participants leave with a transferable model, and an honest account of what moves, what resists, and what it costs.
Literacy & Oracy
Round 1 Breakouts · 10:20 AM – 11:00 AMTeaching Vocabulary in the Content Areas
Sandra Mirabelli
Literacy Instructor & Author, Brock University
This session introduces a structured framework for vocabulary instruction across content areas, balancing explicit teaching with active student engagement. Participants will learn how to select and prioritize key terms, explore morphology and multiple-meaning words across disciplines, and apply classroom-ready strategies that deepen comprehension.
Transition Break
11:00 AM – 11:10 AM1 sessionBreaks
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Transition Break · 11:00 AM – 11:10 AMTransition Break
Time to move between sessions.
Between sessions
Round 2 Breakouts
11:10 AM – 11:50 AM7 sessionsLeadership & Culture
Round 2 Breakouts · 11:10 AM – 11:50 AMKnowing What to Do When You Don't Know What to Do: Becoming an Expert Teacher
Dr. Nidhi Sachdeva
Chair, researchED Canada · Teacher Educator & Researcher, OISE, University of Toronto · Academica University of Applied Sciences
Teaching is a profession defined by uncertainty that no amount of training can prepare you for. The most effective teachers are those who know what to do when they don't immediately know what to do — the hallmark of expert teaching. How do teachers develop this kind of expertise? Some rely on classroom experience, others on continuous professional development; a third pathway — deliberate practice — focuses on consciously and systematically improving specific aspects of instruction. Dr. Sachdeva explores how these routes shape teacher development, and why deliberate practice may offer a particularly powerful way of strengthening instructional decision-making over time.
Assessment & AI
Round 2 Breakouts · 11:10 AM – 11:50 AMAI in the Classroom: Is "Peaceful Coexistence" Possible?
Dr. Paul W. Bennett
Director, Schoolhouse Institute · Senior Fellow, Macdonald-Laurier Institute · Saint Mary's University
Examining the cognitive risks of overreliance on generative AI, including memory offloading and skill erosion, this session advocates for cognitive complementarity. Dr. Bennett outlines practical guardrails for using AI in lesson design and assessment while protecting core knowledge building and critical thinking.
Adaptive Teaching & Inclusion
Round 2 Breakouts · 11:10 AM – 11:50 AM"It Just Isn't Fair!" — Barriers to Classroom Equity for Students and Teachers
Dr. Jim Christopher
Schools Inspector & Adjunct Professor · Vice-Chair, researchED Canada, BC Ministry of Education · City University in Calgary
This session examines how Rosenshine's Principles of Instruction can support an effective and equitable approach within complex, inclusive classrooms. Participants will consider how these principles help neurodiverse students master prescribed outcomes without compromising standards and expectations for all learners. Grounded in Cognitive Load Theory and a 10-year applied research study, the session provides practical examples of how teachers can balance equitable outcomes with accessibility.
Literacy & Oracy
Round 2 Breakouts · 11:10 AM – 11:50 AMFrom PD to Powerful Results: Literacy Learning That Changes Outcomes
Kristie Clements
Director of National Literacy Strategy, Eos Learning
Nicole Kade
Chief Education Officer, Eos Learning
Moving beyond compliance-driven professional development, this session outlines structures for sustainable, evidence-based professional learning. Leaders will examine needs assessments, coaching models, implementation supports, and feedback cycles that reduce initiative overload and strengthen teacher efficacy.
Mathematics & Numeracy
Round 2 Breakouts · 11:10 AM – 11:50 AMWhy Math May be the Easiest Subject
Dr. John Mighton
Mathematician, Playwright & Best-selling Author, JUMP Math
Ten years ago, French neurologists discovered that when mathematicians solve complex problems, they activate the same neural networks that young children use when they think about math. This surprising result is part of a growing body of research that suggests that mathematics should be accessible to almost any brain. In this talk I will show how concepts that are normally thought to be beyond the reach of the average student can be made accessible and explain how teachers can use the science of learning to help every student develop their remarkable potential in math.
Science of Learning & CogSci
Round 2 Breakouts · 11:10 AM – 11:50 AMTeaching for Cognitive Engagement
Rebecca Huggins
Secondary Literacy Leader & Instructional Systems Specialist, Author, Teaching for Cognitive Engagement
This session challenges the idea that automated digital personalization is the primary route to educational equity. Rebecca Huggins presents nine high-impact practices, including explicit teaching, knowledge building, scaffolding, and retrieval practice, that foster deep cognitive engagement and help close achievement gaps.
Assessment & AI
Round 2 Breakouts · 11:10 AM – 11:50 AMHow to Prevent AI Study Tools from Eroding Student Learning
Andrew Cohen
Founder, Brainscape
When AI replaces critical thinking with convenience, it can remove the desirable difficulty needed for durable learning. Drawing on a large-scale study of AI tool use, the presenter shares curriculum and study-design adjustments that preserve effective learning habits and reduce cognitive offloading.
Transition Break
11:50 AM – 12:00 PM1 sessionBreaks
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Transition Break · 11:50 AM – 12:00 PMTransition Break
Time to move between sessions.
Between sessions
Keynote
12:00 PM – 12:40 PM1 sessionKeynote & Plenary
Keynote
Keynote · 12:00 PM – 12:40 PMWhy We Know the Science of Learning Works - a case study from England 2010-23.
Sir Nick Gibb
Former Minister of State for Schools, United Kingdom
Nick’s talk describes the problems with England’s state schools prior to 2010 and the reforms that the Conservative Governments between 2010 and 2023 introduced to improve academic standards. Reform was based on the Science of Learning: phonics in the teaching of reading; a coherent structured approach to teaching maths; a knowledge-rich curriculum; direct teacher-led instruction; and a “warm-strict” behaviour policy in schools. Sir Nick Gibb was the Schools Minister for 10 years during that period and, together with the Education Secretary Michael Gove, was key to designing and implementing those reforms. The result has been England’s rise in the international league tables of education systems. It has risen from 27th in maths in PISA in 2009 to 11th; and to fourth in the world in the reading ability of its 9-year-olds (PIRLS).
Lunch
12:40 PM – 1:50 PM1 sessionBreaks
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Lunch · 12:40 PM – 1:50 PMLunch Break & Exhibition
Lunch break from 12:40 PM in the Flora McCrea Auditorium. Visit sponsor tables.
Round 3 Breakouts
1:50 PM – 2:30 PM7 sessionsScience of Learning & CogSci
Round 3 Breakouts · 1:50 PM – 2:30 PM15 years of mythbusting in education... what are the lessons learned?
Dr. Pedro De Bruyckere
Educational Scientist & Myth-Buster, Utrecht University · Leerpunt, Flanders
After 15 years of challenging myths about learning and education, what have we actually learned? In this session, we will go beyond breaking down well-known myths such as learning styles and digital natives. Myths in education do not tend to fade away – they evolve, they recur in new incarnations, and they have some element of truth in them which makes them particularly convincing. While the good story might prevail over good data, sometimes the good idea in education becomes a bad practice. Using examples taken from the research and educational history, as well as some “zombie ideas” in education, Pedro De Bruyckere reflects on five lessons learnt through several years of myth-busting.
Literacy & Oracy
Round 3 Breakouts · 1:50 PM – 2:30 PMBridging Research and Practice: Three High-Impact Oral Language Strategies Every K-3 Teacher Can Use Tomorrow
Kim Lockhart
Language & Literacy Instructor, Literacy Consultant, French Immersion educator
Oral language is foundational to reading, writing, and academic success, yet many educators receive limited preparation in how to teach it explicitly. Participants will learn three evidence-informed practices for building background knowledge, strengthening sentence structure, and using structured talk routines. The strategies integrate readily into K-3 instruction and support all learners.
Literacy & Oracy
Round 3 Breakouts · 1:50 PM – 2:30 PMLiteracy Teaching and the Science of Reading
Dr. Brenda Stein Dzaldov
Instructor, Curriculum, Teaching and Learning, OISE, University of Toronto
This session reviews 50 years of evidence-based literacy research and practice. Participants will examine why some approaches gained traction while others were discredited, and how educational trends influence classroom instruction. Drawing on the science of learning, the session offers tools for critically evaluating literacy methodologies and moving beyond educational fads.
Mathematics & Numeracy
Round 3 Breakouts · 1:50 PM – 2:30 PMCognitive Load Theory in the Mathematics Classroom: Bridging Learning Science and Instruction
Carla French
K-8 Mathematics Specialist & Learning Leader, Calgary Board of Education · University of Alberta, Campus Saint-Jean
Connecting Cognitive Load Theory to everyday mathematics instruction, this session illustrates how to structure lessons that minimize extraneous cognitive load while strengthening conceptual and procedural understanding. Participants will gain actionable strategies for designing clear, rigorous, inclusive lessons.
Adaptive Teaching & Inclusion
Round 3 Breakouts · 1:50 PM – 2:30 PMThe Hidden Intervention Block: Blurring the Lines Between Tiers to Maximize Student Learning
Erica Tutte
Instructional Coach · Creator of LitBits, Peel District School Board
Ang Marshall
Instructional Coach, Peel District School Board
Address time and staffing constraints within an MTSS framework by uncovering hidden intervention opportunities throughout the school day. This session demonstrates high-yield routines for transitions, retrieval practice, and partner work that build Tier 2 and Tier 3 intensity into strong Tier 1 instruction.
Literacy & Oracy
Round 3 Breakouts · 1:50 PM – 2:30 PMIncorporating Literacy in Secondary Classes
Nicole Charron
Secondary Educator & Professional Learning Lead, Ottawa-Carleton District School Board
Literacy instruction extends far beyond English language arts. This session introduces core principles from the science of reading that apply across secondary subjects, demonstrating how teachers can explicitly support reading comprehension, academic vocabulary, and disciplinary writing.
Mathematics & Numeracy
Round 3 Breakouts · 1:50 PM – 2:30 PMMath Interventions: What do you do after the Diagnostic?
Jonathan Regino
Session Presenter, researchED Toronto 2026
This presentation focuses on addressing systemic gaps in mathematics education through evidence-based intervention strategies, cognitive science, and task analysis. The Iceberg Effect and cumulative skill gaps: Explains why early, unnoticed learning gaps compound over time, making higher-level mathematics difficult for secondary students, and why reliance on quick technology fixes or grade-level patches fails to build long-term memory. The Instructional Hierarchy: Outlines the stages of learning (Acquisition, Fluency, Generalization, and Adaptation) and provides instructional strategies matched to each stage. Participants will leave with practical, evidence-informed tools to identify underlying learning gaps and design targeted mathematics interventions that build durable knowledge and support long-term student success.
Transition Break
2:30 PM – 2:40 PM1 sessionBreaks
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Transition Break · 2:30 PM – 2:40 PMTransition Break
Time to move between sessions.
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Round 4 Breakouts
2:40 PM – 3:20 PM6 sessionsMathematics & Numeracy
Round 4 Breakouts · 2:40 PM – 3:20 PMClosing the Math Gap: How the Science of Learning Drove Equity and Achievement in Mathematics
Matthew Cull
Principal & Founder, Principal Leadership Network
Explore how one school used explicit instruction, scaffolded support, and instructional coaching to achieve measurable gains in students' mathematics confidence, classroom performance, and provincial EQAO results. The session offers leaders practical steps for guiding evidence-informed instruction.
Literacy & Oracy
Round 4 Breakouts · 2:40 PM – 3:20 PMReading Assessment Done Right: What Educators Need to Know
Kate Winn
Educator, Literacy Advocate & Author, ONlit · Reading Road Trip podcast
Based on Reading Assessment Done Right, co-authored with Dr. Stephanie Stollar, this session examines screening, diagnostic, progress-monitoring, and outcome assessments within a multi-tiered system of supports. Participants will learn how to interpret reading assessment data and connect findings to instructional decisions.
Assessment & AI
Workshop
Round 4 Breakouts · 2:40 PM – 3:20 PMThe Evidence-Based Teacher: Navigating Research, AI, and Educational Claims
Dr. Jim Hewitt
Professor, OISE, University of Toronto
Dr. Nidhi Sachdeva
Chair, researchED Canada · Teacher Educator & Researcher, OISE, University of Toronto · Academica University of Applied Sciences
Teachers are constantly exposed to educational claims. New programs, instructional approaches, professional development initiatives, social media posts, and AI tools frequently promise to improve learning, often citing research as justification. Yet the strength and quality of evidence behind these claims can vary considerably. In this interactive session, participants will examine a series of common claims about teaching and learning and explore practical strategies for evaluating the evidence behind them, using the Evidence Checker — a free tool designed to help educators assess educational evidence.
Assessment & AI
Round 4 Breakouts · 2:40 PM – 3:20 PMDitching the "Fuzzy": Using Cognitive Science to Build Equitable Rubrics
Kien Langlois
Secondary Science Educator, District School Board of Niagara
Standard rubrics often rely on subjective "zombie adjectives" such as clear or thorough, obscuring expectations and increasing teacher fatigue. This session shows educators how to turn abstract skills into observable student actions, examining an AI-supported workflow with built-in safeguards for creating rigorous rubrics.
Literacy & Oracy
Round 4 Breakouts · 2:40 PM – 3:20 PMWhat Works in Spelling Instruction: Translating Research into Classroom Practice
Sean Morrisey
Grade 5 Teacher · Creator of the Word Mapping Project, Buffalo, New York
Moving beyond weekly memorization lists, this session translates spelling research into effective classroom practice. Participants will examine orthographic mapping, morphology, the reciprocal relationship between reading and spelling, and retrieval-practice routines for upper elementary and middle grades.
Science of Learning & CogSci
Round 4 Breakouts · 2:40 PM – 3:20 PMClosing the Gap: Direct Instruction as Equity in Action
Dr. Todd Cunningham
CEO & Head of Research, Learn Different · Associate Professor, University of Toronto
Students with learning difficulties and disabilities often receive the least effective instruction despite facing the greatest academic hurdles. This session examines the extensive evidence supporting Direct Instruction and argues that structured, explicit instructional design is essential for educational equity.
Transition Break
3:20 PM – 3:30 PM1 sessionBreaks
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Transition Break · 3:20 PM – 3:30 PMTransition Break
Time to move between sessions.
Between sessions
Keynote
3:30 PM – 4:10 PM1 sessionKeynote & Plenary
Keynote
Keynote · 3:30 PM – 4:10 PMUsing the Science of Learning to Achieve Cognitive Justice
Zaretta Hammond
Author & Teacher Educator, Culturally Responsive Teaching and the Brain
The quote "justice lives in the details of teaching and learning” from educational leader Lacey Robinson reminds us of the promise of learning science to help achieve more equitable outcomes for all students in the classroom. Yet, we have to resist reducing learning science to one-off strategies. In reality, it is a powerful tool to help students to master the craftsmanship of learning. Too often, we only use it to inform how we improve teaching and overlook the most important player in the process – the student. In this keynote, Zaretta Hammond, author of Rebuilding Students’ Learning Power, will explore how the science of learning can be operationalized to help students become more powerful learners by design, not by chance. We will cover the basics of cognitive apprenticeships, the craftsmanship of learning, learning partnerships, and building learning muscles for conceptual understanding.
Closing Keynote
4:10 PM – 5:00 PM1 sessionKeynote & Plenary
Keynote
Closing Keynote · 4:10 PM – 5:00 PMClosing Keynote — Explicit Instruction: Effective and Efficient Teaching
Anita Archer
Author & Educational Consultant, Explicit Instruction: Effective and Efficient Teaching
Anita Archer closes researchED Toronto with a 50-minute keynote on the routines that make explicit instruction work for every learner — clear modelling, guided practice, high rates of response and immediate feedback — and why these are the foundation of equitable outcomes.