Professional Development for Educators

COGx helps schools better understand and improve the underlying variables that educators depend on to succeed.

In partnership with leading academics in the field of cognitive science, neuroscience, applied psychology and education, COGx translates brain science into professional development workshops for educators.


Guest Lecturers

  • Linda Darling-Hammond
    Professor Emeritus, Stanford University Graduate School of Education

    Areas of Expertise:
    Author or editor of more than 25 books and more than 500 articles on education policy and practice. Her work focuses on school restructuring, teacher education, and educational equity.

    Robert Bjork
    Distinguished Professor, University of California, Los Angeles, Department of Psychology

    Relevant Affiliation:
    Learning & Forgetting Lab, UCLA

    Areas of Expertise:
    Human Learning & Memory; Implications of Science of Learning for Instruction

    John Hattie
    Leading education researcher, specializing in performance indicators, models of measurement and evaluation of teaching and learning outcomes globally.

    Areas of Expertise:
    Led 30 years of research and synthesis of 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world, which is believed to be the world’s largest evidence-based study into the factors which improve student learning.

  • Steve Joordens
    Professor of Psychology, University of Toronto, Scarborough, Department of Psychology

    Areas of Expertise:
    Consciousness, Memory, & Attention

    Jarrett Lovelett
    Research in human learning and memory

    Relevant Affiliation:
    Learning Attention & Perception Lab

    Area of Expertise:
    Memory & Learning

    Elizabeth Bjork
    Professor of Cognitive Psychology at University of California, Los Angeles; Psychology Department.

    Relevant Affiliation:
    Learning & Forgetting Lab

    Areas of Expertise:
    Human Learning & Memory; Implications of Science of Learning for Teacher Instruction

  • Melanie Hayes
    Founder of Big Minds Unschool, serving Twice Exceptional (2e) students.

    Areas of Expertise:
    Twenty years of experience teaching, mentoring, coaching, and advocating for 2e children.

    David Bott
    Leads teacher training in designing, implementing and sustaining individual and whole-school approaches to wellbeing.

    Area of Expertise:
    Associate Director of the Institute of Positive Education at Geelong Grammar School, Australia.

    Ruba Tabari
    Educational Psychologist

    Areas of Expertise:
    Education and Educational Psychology across the UK and Middle East as well as a experience as a teacher working with inner city youth in London.

  • Ned Johnson
    Author & Educator

    Relevant Affiliation:
    Founder of PrepMatters and Author of A Sense of Control

    Areas of Expertise:
    Adolescence & Academic Performance

    Cindy Sandler
    Clinical Psychology

    Area of Expertise:
    Educational Neuropsychology, therapist and subject matter expert in learning, teaching strategies and childhood development. Member of the Maryland Psychological Association’s ethics committee.

    Carmen Constantinescu
    Teacher training and graduate professor to educators.

    Areas of Expertise:
    Research interests include cognitive development, teacher training, instructional accommodations and best teaching practices for students with disabilities as well as classroom applications of the Universal Design for Learning (UDL) and teacher dispositions

  • Peling Li
    Experienced educator and coach to teachers and professor of graduate courses at Urban Teachers / Johns Hopkins University.

    Areas of Expertise:
    Teacher training and development and special education.

    Javier Arguello
    Founder & Executive Director,

Course Modules

Cognition & Learning

Learn about cognitive skills, including how these shape a student’s ability to learn and how you can inform your teaching.

Emotions & Learning

You will learn how to foster positive emotions and behaviors that increase student engagement, effort and learning outcomes while also developing a better understanding of the adverse effect of emotions and misbehaviors on cognition and learning.

Developing Self-Regulated Learners

Learn the common traits shared by successful learners, with tips for developing your students to become more autonomous and effective.

Student Engagement

Learn what research reveals about the most effective ways for teachers to foster student motivation and engagement in the classroom.

Learning Differences

Recognize common symptoms among students with specific learning difficulties, including processing disorders, twice exceptional and refine your approach to how you teach them.

Learning Beliefs

Learn to differentiate between myths and scientific principles that underpin our understanding of learning differences, with an emphasis on debunking common misperceptions.

Neuropsych Evaluations

Learn about the world of educational testing, including the pros and cons, what is relevant to you as an educator, and how to make sense of these often dense reports.

Processing Skills

Learn about the role of processing skills in learning, particularly on how they affect a student’s ability to encode, store and retrieve information.

Learning is a science
that can be taught

The Science of Learning course bridges the gap between the science of learning and the art of teaching to develop autonomous, life-long learners.


Course Elements

Priming Activities
Priming quizzes, open-ended interrogatories, discussions, and other activities are used get to learners thin- king about the subject matter they are about to learn.
Video Micro-Lessons
Introductory video lessons are delivered by subject matter experts on a specific topic. Micro video lessons are delivered by course facilitators on more narrow topics within a subject.
Discussions & Reflection
Discussions are used throughout the course to promote deep learning through reflection and collaboration. Some discussions will be optional while others are required.
Small Group Collaboration
As part of fostering application, participants will have the opportunity to form groups around a topic or a principle and work in teams to develop original application ideas
Office Hours
Remote “Office Hours” will be held every other week, which will be loosely structured to allow participants to ask questions and learn from each other as well as the SME/course facilitator
Live webinars with be hosted by SMEs/course facilitators and will take place every few weeks throughout the course

Course Fees, Format, Duration & Prerequisites

  • Earn Credits: University of Pennsylvania’s Graduate School of Education

    Earn 2 graduate level credits applicable towards a certificate or degree at University of Pennsylvania’s Graduate school of Education.

  • Become Certified to teach COGx’s Science of Learning Success for Students

    The COGx SOLS for Students is a course developed for middle school to high school level students with the goal of teaching scientific principles of learning in an accessible way, including how students can apply these principles to optimize their learning.

Cost: $400

Format: Online

Duration: 12 weeks

Prerequisites: This course is intended for educators. The course requires English proficiency as all videos are recorded in English. All assignments are written in English and are required to be responded to in English.

Testimonials From Teachers at COGx Partner Schools

  • “COGx is the finest example I’ve encountered of cutting edge research on learning sciences applied to educational methodology. All educators should be required to learn effective strategies to develop the foundational cognitive skills students need to engage in the critical thinking and creative problem solving that 21st century demands”


  • “I think this course is amazing and will benefit all of our teachers and
    students alike. This was great. Very informative, and I’m excited to see this
    rolled out to all of our schools!”

  • “A wide range of information on brain function and how understanding brain
    function can aid teaching and learning. I appreciated having the video lesson
    as a follow up to the readings.”

  • “The information is very relevant to me and my students. I particularly liked
    the way the course used the strategies such as spacing and interleaving
    allowing me to see the strategies at work and learn by doing.”

To learn more, request Course Brochure: