ABOUT THIS COURSE
With the current changes of a curriculum rich Ofsted framework, emphasis on Quality of Education and the extent to which the school’s curriculum sets out the knowledge and skills that pupils will gain at each stage, we are pleased to offer this different and somewhat specialised course on practical neuro-science and the impact it can have on teaching, learning and achievement.
This course untangles the latest research in developmental cognitive neuroscience relevant to education. It will present teachers with detailed and accessible theory of how the teenage brain changes and its corresponding social, emotional and cognitive development in students.
We will also cover the neuroscience of the adult brain as it applies to teachers’ own performance and wellbeing.
Focusing on practical applications, we will unpick the neuroscience to improve planning, lessons, assessment and wellbeing for the benefit of students and teachers alike.
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||London | Friday 1 November 2019|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 11.00am
What is Neuro science and How Can it Inform Teaching and Learning?
- Welcome and introduction to the course
- 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
11.00 – 11.20am
11.20 – 12.20pm
Applying Neuroscience to Your Teaching to Enhance Learning
- 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
12.20 – 12.45pm
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 – 2.00pm
2.00 – 2.45pm
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
2.30 – 2.45pm
2.45 – 3.00pm
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
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.