ELIZABETH ROSS HUBBELL

Elizabeth Ross Hubbell is an educator, author, and speaker with 21 years’ experience across many levels of education. She serves as Program Manager for Student Affairs at Academic Impressions. In this position, she conducts market research on current trends and issues impacting Higher Education, collaborates with subject matter experts, and designs professional learning experiences on a variety of topics including women in higher ed leadership and new innovations in advising and career services.

Prior to joining AI, Elizabeth served as a Consulting Director at McREL, a non-profit educational research and professional development organization located in Denver, CO. As a thought leader in Educator Effectiveness, she led a team in the design and delivery of training for Power Walkthrough software and the framework Using Technology with Classroom Instruction that Works. She served as on-site consultant for systemic reform in technology integration and conducted instructional audits for schools and districts to assess the level of student-centered instruction in the classroom. She also facilitated leadership training and scenario planning for school and district leaders using McREL’s Balanced Leadership framework. Elizabeth is co-author of The 12 Touchstones of Good Teaching (ASCD, 2013), Classroom Instruction that Works, 2nd edition (ASCD, 2012), Using Technology with Classroom Instruction that Works, 1st and 2nd editions (ASCD, 2007 & 2012), and The Future of Schooling: Educating America in 2020 (Solution Tree, 2010). She has presented at ASCD, ISTE, Colorado TIE, Learning Forward, SREB, NSBA's T+L, and EARCOS conferences. She has worked internationally with schools in Japan, Vietnam, and China.

Elizabeth is a former Montessori teacher for grades 1-3 and was chosen as one of four Ed Tech Leaders of the Year 2003 by Tech & Learning Magazine.

Keynote: Balancing Act: How we can glean the best from educational research while remaining true to our experiences
Ever since humans began studying how we process, remember, and apply information, we have attempted to create models and protocols to help us design effective learning experiences for students. From Socrates’ argumentative dialogue to Montessori’s didactic materials to the leaders in instructional design who are here at this conference, we have spent millennia doing our best to understand how humans learn. And yet, we are humans studying humans. These models can only be as perfect as their creators and their subjects. In other words, as we have each likely experienced, each model has its imperfections and limitations.

The nine strategies that came from the 1998 meta-analysis that created Classroom Instruction that Works are no different. While this seminal research has informed thousands of educators, we can look back now after twenty years and see its imperfections. How do we, as educators, then move forward balancing our experience with what research tells us?

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