High school students are often so hyper-focused on doing well academically and being accepted to college that it leaves little room for thinking about what happens once you get there. There are lots of ways you can start now to prepare to make the transition easier. These include: --What happens when the "smartest kid in the school" is in a roomful of the smartest kid? --How do you move from someone telling you how much homework to do every night, to planning for one or two exams that are months apart? --Students who homeschooled up until college find some things easier and some things harder than their schooled peers. What can they capitalize on, what new skills might be needed, what can be practiced now? --What do you do when you can't figure out why you are having trouble learning something--especially if it has never happened before? We will discuss these, and your other concerns.

Recent research in learning and the brain makes it clear that every single learner has areas of strength and areas of struggle in learning. And people tend not to be skilled or struggling within an entire subject-- instead, we have different degrees of strength in each of the "brain jobs" used in perception, memory, attention, processing speed, decoding language and symbols, and expressing learning. Many learners have hard to define trouble simply because psychology assessments often miss these. And categories like "visual learners" clump together too many brain jobs to be of use. In this session, we will introduce models that describe brain jobs; give an overview of how these brain jobs play out in practice; talk about remediation, work-arounds, alternative ways of expressing learning; and the role of technology in working around relative weakness. We will not, of course, be able to identify individual profiles within a class session.