Here's What You Missed at Learning Lab 2026

Another incredible Learning Lab is in the books! For two days, more than 2,000 educators came together to explore research-backed instructional practices, emerging trends in education, and practical strategies that can be implemented immediately in classrooms and schools across the country.

From literacy and inquiry-based learning to lesson design and artificial intelligence, this year’s conference challenged attendees to think deeply about how we can better support student learning and success.

This year’s keynote speakers delivered powerful insights on the relationship between knowledge, instruction, and student achievement.

Natalie Wexler is an education journalist, author, and thought leader best known for her work on literacy, curriculum, and the role of background knowledge in reading comprehension. She is the author of The Knowledge Gap, a book that has influenced national conversations around curriculum design and reading instruction.

In her keynote session, “Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning,” Wexler shared the science that relates to reading comprehension with attendees, and why the evidence shows that knowledge — including knowledge of social studies and science — is crucial to comprehension and learning in general.

“A skill like finding the main idea isn’t like riding a bike — whether or not you’re going to be able to apply that skill is dependent on your background knowledge,” she said.

Wexler explained how to provide students with all the benefits of science-informed pedagogy through a combination of content-rich curriculum and explicit writing instruction. For example, when teaching social studies or science, she encouraged educators “to think of yourself as a literacy teacher as well,” because content area and literacy instruction are the most powerful when they are combined.

She also encouraged educators to use social studies and science to build students’ knowledge and vocabulary intentionally, noting, “We need to give them as much access to academic vocabulary and information as possible.”

The other keynote session was given by Dr. Nancy Frey and Dr. Douglas Fisher, nationally recognized education thought leaders known for translating research into practical, high impact classroom instruction. Together, they have authored or co-authored dozens of influential books used widely in K–12 professional development.

In their keynote session, “Unlocking Learning Through Strategic Lesson Design,” Dr. Frey and Dr. Fisher reinforced the impact of effective instructional design, explaining that it is a major driver of student learning. When classroom experiences are intentionally designed to meet each learner’s needs, you can optimize student learning and achievement, they explained. 

“Lesson design has a huge potential to accelerate learning,” Dr. Frey explained. 

They shared some best practices to support the implementation of a Gradual Release of Responsibility type of instructional framework within the classroom, and research-based instructional practices.

Dr. Fisher concluded that “If we can include opportunity for success, students come to expect success.”

One of the most talked-about sessions came from Noelle Carter, PhD, Studies Weekly’s Chief Curriculum Officer. She challenged educators to think critically about the role of artificial intelligence in the classroom. She posed thought-provoking questions, including:

• “How do we help students use AI as a tool, without abdicating their humanity and creativity along with it?”
• “How can we use AI as a tool to get to the humanity?”

Her session sparked meaningful conversations about balancing innovation with authentic learning experiences.

Across multiple sessions, presenters highlighted the importance of connecting instruction to students’ lived experiences and natural curiosity.

During an Open Forum, “Let’s Talk About Science,” Alice Johnson, Studies Weekly Science Curriculum Director, emphasized that using real-world scientific phenomena to encourage students to think deeply is the heart of science instruction. 

Plus, with educators’ ever-changing time constraints, she shared the importance of having a science curriculum that is not overwhelming for teachers and doesn’t create barriers for exploration.

“When it comes to hands-on activities, they should be very accessible materials,” she said. 

Sarah Howard, an elementary Science and Social Studies teacher and K-2 District Science Teacher Lead, also focused on strategies for anchoring phenomena and purposeful questioning to drive student learning and achievement. In her session, “Natural Inquiry: Using Anchoring Phenomena and Questioning for High Outcomes,” she shared real experiences from her own classroom to show how natural inquiry transforms science instruction from just “learning about” science to actively “doing” science — and empowers students to become curious thinkers, problem-solvers, and lifelong learners.

Social Studies sessions also focused on real-world learning as well.

Andrew Franck, an 8th-grade World History Classroom Teacher, discussed using analytical writing to shift the cognitive load back to students in his workshop session, “Critical Thinking and Analytical Writing for Middle School.” 

His presentation provided participants with instructional strategies to scaffold contextualization and evidence-based claims, providing all learners and teachers with a repeatable, high-level toolkit for written expression.

Real-world inquiry-based learning is applicable even in the younger grades. In her session, “Inquiry in Action: Exploring Social Studies in Kindergarten,” Kindergarten teacher Alissa Rolling reinforced the value of this learning strategy, and demonstrated how to bring kindergarten standards to life through real-world, developmentally appropriate experiences. 

For example, one of her strategies used an “Observe, Wonder, Explore, Reflect” framework, and was a tool that attendees learned and could implement immediately in their own classroom.

“Inquiry-based social studies gives students the tools to explore their world,” she said.

The Learning Lab wasn’t just about big ideas — it was also packed with practical tools educators can use right away. Many sessions, including Regional Curriculum Coordinator Betsy Glisson’s “Bridging the Writing Gap with Graphic Organizers,” offered downloadable resources that attendees could begin using immediately.

There was even a session for homeschool educators. Charissa Taylor’s workshop, “Homeschool Success with Studies Weekly: Practical Strategies for Parents & Educators,” showed attendees how to use Studies Weekly curriculum with practical lesson planning, hands-on projects, and creative cross-curricular activities. 

Participants left with ready-to-use templates, assessment tools, and strategies to engage students and track progress effectively. Plus, Taylor offered an important reminder to utilize Studies Weekly Online: “The online tool — please do not forget to use that, there is so much goodness on there.”

From instructional resources and digital tools to ready-to-use classroom strategies, attendees left with actionable ideas they can bring directly into their teaching practice.

The learning doesn’t end when the conference closes.

All registered attendees can access session recordings on demand through the Zoom Events lobby until July 17, 2026. Attendees can also continue earning professional development credit by viewing recordings and completing the Learning Lab Exit Ticket.

If you’re currently out of the office enjoying a well-deserved summer break, don’t worry! Session recordings will also be available later in Studies Weekly Online under the Training & Resources tab. We’ll share updates when recordings are available, so be sure to subscribe to our newsletters and stay connected.

Whether you’re revisiting a favorite session or catching one you missed, there’s still plenty of learning waiting for you.

Thank you to everyone who attended Learning Lab 2026. We can’t wait to continue learning with you next year!