ABOUT THIS COURSE
This new course will give teaching staff a deeper understanding of how the teenage brain works to increase and expand learning in students and look at new and changed ways of improving performance across students of all abilities. In turn, the course also focuses on ways in which neuroscience application, even in small parts, can reduce teacher cognitive workload.
The course will also give the very latest findings in cognitive neuroscience relevant to education and latest technology in Brain-Computer-Interfacing with wireless EEG headsets and taught how these can be used to carry out research in the classroom and for neurofeedback training.
This course is particularly aimed at those who have been frustrated by generic, anecdotal or prejudiced ideas for teaching professionals. All theories and tools are based on peer-reviewed, published research. Focusing on practical applications, we will unpick the neuroscience to improve planning, lessons, assessment and wellbeing for the benefit of students and teachers alike.
The course is being held in London on the dates specified and can also be held in-school as a group or whole staff tailored session.
BENEFITS OF ATTENDING
- Gain a deeper understanding of how the teenage brain develops with the confidence to share this with others
- Learn the latest findings from cutting-edge research in educational neuroscience
- Take away proven methods to improve your own workload as well as those of your students
- Find out about innovative resources (free and paid)
- Develop new skills with which to create your own tailored resources
- Get hands-on experience using cutting-edge neuroimaging technology
- Gain the knowledge and confidence to share your ideas with students, parents and colleagues
|COURSE DATES||Central London | Wednesday 26 June 2019
Central London | Friday 1 November 2019
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 11.00 am
The Developing Brain
- What is neuroscience and why should it inform education?
- What makes adolescence so special and tumultuous?
- The adolescent brain: the latest findings from behavioural and neuroimaging studies into how the brain’s structure changes from childhood into adolescence and adulthood
- Cognitive, social and emotional development and neural correlates
- Inhibitory control, attention and conceptual change: the challenge of overcoming naïve concepts
- Typical and atypical development: structural and functional differences and similarities in autism
- Sleep and white matter development: implications for short and long term development
- Neural plasticity, memory and behaviour: how the brain can learn and what stops it
11.00 – 11.20 am
11.20 – 12.20 pm
Neuroscience applications and the teacher
- Using neuroscience to help make planning more effective
- Lessons: activities to boost engagement, learning and social influence. The power and danger of group work
- Homework: making it more worthwhile and reducing marking
- Revision and assessment: how to increase learning from lessons, how to improve memory and problem solving and when to set a test
- Dispelling neuromyths and avoiding pseudoscience: the risk of assumptions in neuroscience, managing expectations and recognising the limitations of research findings to prevent embarrassment.
- Prejudice in educational research and how to avoid it
12.20 – 1.00 pm
Brain-Computer-Interfacing (BCI) – a practical activity
- Introduction to Electroencephalography (EEG): using wireless headsets and interpreting data
- Computer interactions using BCI
- Neurofeedback tools to improve focus and attention
- Applications of BCI for teachers and students
1.00 – 2.00 pm
2.00 – 2.45 pm
Resources and Apps for Teachers and Students
- Reducing teacher cognitive workload: recording and monitoring homework
- Flipped learning, collaboration and developing independence in students
- In lessons: combining independent and group learning, adding competition, social influence and reducing risk
- Understanding and memory: building powerful concept maps to aid learning
- Power tools: subscription-based software and resources for individual, departmental and whole-school change
2.45 – 3.00 pm
Neuroscience for students, parents and school decision makers
- What do students need to know and how to tell them?
- Getting senior leadership teams on side: anticipating resistance and demonstrating benefits
- Engaging parents for support at home
3.45 / 4.00 pm: Depart
Jack White-Foy is an experienced secondary teacher and A level examiner across different awarding bodies and is currently teaching full-time in a South London. Following completion of his BSc Psychology with Neuroscience degree, he has undertaken further research on the brain and memory and recently studied the part-time MSc Educational Neuroscience at Birkbeck and UCL IOE, achieving a distinction in 2016. His research project used fMRI to investigate science learning in teenagers. He has since been developing EEG in the classroom for his PhD in Educational Neuroscience.