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Professional
Development Credit
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Teachers, educators, school psychologists,
clinicians and other professionally licensed personnel may receive a
Certificate of Attendance for hours completed for attending this
conference. Certificates of attendance are suitable for use to meet
professional development requirements. Attendees can earn 16-20 contact
hours of credit for attending any of the three-day conferences, and
pre- and post--conference workshops. Earn 16-20 hours. 10 contact hours
= 1 CEU or 10 PDPs and CEs.
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Speech/Language Pathologists:
 Boston
University is approved by the Continuing Education Board of the
American Speech-Language-Hearing Association (ASHA) to provide
continuing education activities in speech-language pathology and
audiology. This program is offered for 1.6 CEUs (Intermediate level;
Professional area). ASHA CE Provider approval does not imply
endorsement of course, content, specific products, or clinical
procedures.
Learning Objectives for
Speech-Language Professionals:
Upon completion of this conference, speech-language pathologists should
be able to:
*Understand how technology is changing brains, memory and learning
*Use strategies to improve learning and memory in the classroom
*Describe the impact of multi-tasking life on memory, learning and literacy
*Know how societal stress, adversity and memory drugs affect students
*Apply new technology to improve learning, memory and education
*See connections between information processing, memory and sleep
*Understand the impact of television, video games and play on developing brains
*Improve distracted brains, executive skills and achievement
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Pediatricians, Physicians,
Neurologists & Psychiatrists (CME-Medical Education is not
offered):
CME (Medical Credits)are not being
provided at this time for this Learning & the Brain
conferencef. Check back in the future for CME availability at future
conferences.
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Psychologists & School
Psychologists: ( CE credits)
Public Information Resources, Inc. (PIRI) is
approved by the American Psychological Association to offer continuing
education for psychologists and school psychologists. PIRI maintains
responsibility for the program.
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 Nationally-Certified
Counselors:
California
Therapists, Ed. Psychologists & Social Workers:
(CEs, CEUs & Category 1 Credits):
PIRI is approved by the
California Board of Behavioral Sciences to offer CE credits to
California Marriage and Family Therapists (MFT); Licensed Clinical
Social Workers (LCSW); Licensed Educational Psychologists (LEP); MFT
Interns; and Associate Clinical Social Workers (ASW) in the State of
California.
Public Information
Resources, Inc. (PIRI) is approved by the National Board of Certified
Counselors to offer CEU credits for certified counselors nationwide.
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Social Workers: (Cat. 1
credits):
Public Information Resources, Inc., has been
approved to provide up to 20 Category I credits to social workers
through the National Association of Social Workers (NASW)
collaborative.
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Educators:
(PDPs, CEUs, CEs):
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 PIRI is also a recognized
provider in many state Departments of Education, including MA, MN, CA,
CT, PA, IL, TX, GA, MN and NJ. The conference also meets the 3-credit
course requirement for vocational education certification and meets
teacher recertification requirements in Massachusetts. Check with your
school district or state education department to make sure you can
receive credits for the conference or if any provider pre-approval
requirement is needed for them to accept credits from the conference.
In Wisconsin, check with your school district for CEU approval for the
conference. Earn 16-20 contact hours toward your recertification.
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| School Nurses: (RN) in MA,
PA, & NJ
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In Massachusetts, PIRI is registered as a
provider with the Massachusetts Department of Education for educators
and school nurses. Mass. school nurses and educators are required to
complete 10 hours on a given topic and must have an end-of-course
assessment by which the participant demonstrates learning. Contact
hours earned in separate workshops may be combined to attain the 10
hours as long as there is a similar theme. PIRI is approved by the New
Jersey Department of Education: ID#3136. Pennsylvania Certified School
Nurses should be sure that educational offerings by PIRI are included
in your school district's approved Professional Education Plan, in
order to have PIRI's Nursing Contact Hours recognized toward Act 48
requirements. PIRI is an approved ACT 48 professional development
provider with the PA Department of Education. Earn 16-20 contact hours
toward your nursing recertification.
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Apply to
Your Own Professional Organization/District for Credits: ( CE credits)
Public Information Resources, Inc. (PIRI)
may not be approved by your professional organization to offer
continuing education credits. However, you can submit your own request
to your organization for approval to receive credits at the conference.
Simply submit the following documents to your organization to request
CE approval. Print the Conference Program and Schedule, Conference
Brochure, and the Evaluation Form sample documents and submit them to
you organization or district for approval.
If you would like us to appy for credits
with a specific organization, please contact Kelly Williams
at 781-449-4010 ext. 105.
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To obtain
a certificate of attendance with your total contact (clock) hours, you
must complete the evaluation form and questionnaire of the Program Book
that you receive at the conference. You must leave the form at the
registration desk when you are finished with the conference. You will
not receive any Professional Development Credit unless you complete the
evaluation form. Documentation of attendance will be mailed to you 3-4
weeks after the conference has been completed.
For PDP and CEU
information, call 781-449-4010 ext. 105.
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Continue Your Education
& Earn Additional Credit
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Write a 3-5-page paper on
how you applied what you've learned and have your paper published on
our website.
As an Attendee, you are invited to submit an
original 3-5 page paper describing how you have applied information or
skills learned at the Learning & the Brain Conference to your
classroom or work with children. Your paper will be considered for
display at a future Learning & the Brain Conference poster
session, publication on the Learning & the Brain Conference web
site, and, if you wish, five (5) extra hours of professional
development credit-time.
By submitting a paper, you are agreeing to have your paper posted in
whole or in part on the Conference web site and to have it displayed at
a poster session, if chosen for either or both.
The paper must be submitted in electronic form either as an attached
Word 6.0/98 document or within the body of an email. It must be sent no
later than six months after completion of the Conference to be
considered for credit.
Email your paper to Mr. Kelly Williams, Learning & the Brain
Conference, at: learningbrain@edupr.com.
Public Information Resources, Inc. reserves the right to not use your
paper or to edit it if accepted for publication on the web site. Your
name as author, your school or organization, and your email address
will be published on the web site and/or poster session along with your
paper. This is an opportunity to profile ideas and earn professional
development credit. Acceptance does not include complimentary
registration to the Conference. If you are interested in this, please
contact Kelly Williams at learningbrain@edupr.com.
Your paper must be 500-750
words and answer some of the following questions.
* What insights or
knowledge did you gain as a result of attending the conference?
* What changes to teaching methods, curriculum, instruction, treatment,
etc., did you make based on the ideas, strategies, skills, or research
you learned at the conference?
* Describe how you went about making those changes to your curriculum,
teaching methodology, student assignments, class management,
instructional methods, intervention, or class structure based on what
you learned at the conference. What process did you use?
* Describe the reaction of students, teachers, administrators, parents,
peers, or others to any changes you made, and if there was any
resistance that prevented you from implementing those changes.
* Describe the results of your changes, such as improved student
achievement or scores, improvements in teaching, learning, or behavior,
and any negative results.
* Did the conference cause you to change the way you deal with students
who have learning differences, disabilities, or are gifted? If so, how?
* Did it change the way you teach or deal with students? Did it change
the way students learn?
* Did you share what you learned with teachers, administrators,
colleagues, or parents? What was their reaction?
* Are you better able to identify, help, treat, or assess students with
learning disabilities or emotional or social problems as a result of
the conference?
* Share any ideas for applying brain science to learning, behavior,
emotions or motivation.
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