Soon to be an Online Workshop

The Journey to Bring Children
the Master Learner and Master Performer Workshops®
My Story
When my two sons started elementary school, they started coming home with teacher-created notes, fill-in-the-blank worksheets and study guides.  I quickly realized that they weren't being assigned to do learning of their own - no concept mapping, no thought capture, no creative thinking, no critical problem solving, not one learning strategy was being trained nor demanded.  That terrified me for three reasons:

My own elementary school began training learning and productivity skills in kindergarten, and the knowledge and skills that training installed in my siblings and me empowered us to win at nearly everything we applied ourselves to.

I'd spent my entire professional career ​as a leader, trainer, instructional designer and coach. I was passionate about  developing people and installing the skils I knew they'd need to continuously move forward in life, so there was no way I wasn't going to do the same thing for my own children!

I knew if my kids were going to have the skills to get top grades in school and rise to the tops of their professions after graduation, they needed to learn how to learn and be productive,
not be conditioned to learn passively.

I can tell you that I didn't make many friends amongst the administration and staff at the school my boys attended! I was critical and outspoken about the lack of self-regulated learning instruction and launched a campaign to have it become the core of the school's curriculum. It was a hard argument, given that the school had a reputation for high academic standards (which is how my boys ended up there in the first place) and student performance seemed to match that reputation. 

The parents certainly didn't understand my concern, as both my kids had straight A's, as did most of theirs.  They didn't grasp the fact that none of those grades were earned through the application of learning strategy, but rather through rote memorization of passive learning materials created by teachers.  

Sooooo, I withdrew my sons from that school, despite not having found another with a practical application of the science of learning.

In the end, I took matters into my own hands and designed my own!

I came to find from the likes of Nobel laureate Carl Wieman, a pioneer in effective science education and past Associate Director of Science at the White House Office of Science and Technology Policy, that although much is known about the sciences of learning and productivity, this knowledge is almost never applied....

because no bridge existed between the science and
installation of that science as training!

I was lucky, because I had a background in science, and I'd been trained how to learn it.  So investigating neuroscience, cognitive psychology and master learning strategy was no big deal to me, and I was able to start designing instruction for my boys right away. As their learning experiences became more sophisticated, I simply designed trainings to support their further development, and then added in productivity and organization instruction, because I came to realize that knowing how to learn without also applying that knowledge in a productive, focused way, wouldn't drive excellence - it simply served to frustrate us all! 

Eventually, friends and family asked me to work with their children too, sending me back to the drawing board to format and package my instructional design as the professionally-trained, Master Learning and Productivity Workshops®.  

It was a long journey, and I'm still studying and designing, because science changes every day, so my workshops need to evolve right along with it!    

Step 1: I Immersed Myself in the Science to Learn

​​​​​​​​​​​​​​​​Advances in brain-imaging and ongoing developments in cognitive research provide an avalanche of information about how the brain learns, thinks and gets work done.  I leveraged my chemistry background to immerse myself in the science and took a long time to understand the principles of neuroscience, neuroplasticity, along with a wide range of psychology fields including: Behavioral, Cognitive, and Positive.

It was no easy feat, for the sheer amount of theoretical brain research poruing out of learned institutions like Stanford, Harvard, the University of Wisconsin, Berkley, the University of Virgina, Johns Hopkins, Vanderbilt, along with the findings shared by brain learning leaders such as Barbara Oakley, Judy Willis, MD, Angela Duckworth, Eric Jensen, Renate Caine, Geoffrey Caine, and Carol Dweck, to name just a small subset of the experts from whom I learned, was and is overwhelming. 

It Was Hard Work but Allowed Me to
Build Knowledge Scaffolds

  • I learned about the technological advances in neuro-imaging that became the catalysts and pathways to study the brain in action, providing never-before insight into the ways the brain best learns, thinks and works.

  • I learned the cognitive processes the brain activates to migrate information through the learning and thinking cycle as it efficiently and effectively transforms sensory input from the unknown to the known and stores it as scaffolded knowledge.

  • I learned how the brain literally grows itself with the activation of its cognitive processes by forming new neural connections and pathways that have the potential to become new memories, if processed and stored correctly.

  • I learned how being able to dial into and focus on the "now" can be tapped as one internal cognitive control system with the potential for strategic, on-demand activation, with the right training and practice.

  • I learned the strategies used by master learners and performers, scientifically-proven to efficiently and effectively control the brain's cognitive processes and optimize outcomes.

And I learned much, much more​!

Step 2: I Collaborated to Surface our Guiding  Principles

​​​​​​Through our work with scientists, psychologists, learning institutions and specialists, we sifted through, culled out and captured the most releavant and enduring gems and dialed into the following principles as the foundational rocks onto which I built our system.

These include but are not limited to:

  • The Principle of Brain-Based Learning, also known as the Brain/Mind Principles of Natural Learning, along with its 12 Core Principles, 4 Pillars of Learning and 3 Self-Learning Techniques
  • The Theory of Neuroplasticity
  • The Concept of Mindset Cultivation, including: Grit, Resilience, Growth and Independence
  • Mindfulness Theory and Application Techniques
  • Theory of Behavior Change and Habit Formation
  • The Principles of Self-Regulation
  • Strategic Thinking Theory and its Techniques
  • Theories and Applications of Productivity Science
  • Mental Workzone Theory and the                Concept of Flow
  • Social Learning Theory and Collaboration
  • Cognitive Engineering Science
  • Automation Techniques and Benefits
  • Cognitive Psychology
  • Behavioral Psychology
  • The Disciplines of Master Learners and
          Master Performers 

And much, much more...​

Step 3: I Collaborated some more to Build a Bridge

Bringing together all my past experience actually made this part of my journey the easiest.  I already knew how and had had much success at designing and rolling out instructional design within Fortune 500 companies.  Once I learned and could personally apply the science, deconstructing it into bite-sized chunks of installment instruction was a quick process.  

I pulled from cognitive psychology and neuro-education to contruct a brain-based, fully-guided methodology, delivered through the application of the Gradual Release of Responsibility Training Model.  

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...and the rest is history!

I Bring Powerful Mental Toolkits to
Children and their Parents

My brain-based, professionally-trained "learning how to learn" program, The Master Learning and Productivity Workshop® leverages brain science, neuro-education and cognitive psychology techniques to install lifelong learning, organization and productivity skills in children of all ages, so that they can become the architects of their own futures.   ​​​​​

These are the skills experts say make children smart and place them securely

on the road to success. 

I'm on a mission to equip as many children as possible with these skills and am committed to making the training stick, because I believe that training without new habit installation is nothing more than a waste of time and money...and I don't think that's any more fair than children being denied the training proven to make them

smart and successful!  

To that end, I studied the science behind habit creation and developed The Training to Habits Parent Toolkit®.  This resource walks parents through daily and weekly reinforcement strategies that will inspire a culture of family collaboration and nurture the seeds of training to grow into trees of new habits.​​​