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Teachers are often bombarded with a wealth of claims about classroom teaching techniques, but it can be difficult to figure out whether these are actually effective or not, and whether there is any research evidence behind them. Read more in the topic summary and join the conversation at 8pm tonight with other teachers and the following researchers: Talk with Richard about randomised controlled trials, evidence-based practice in education and teacher training. Chat with Alex about about how he makes research into spatial thinking relevant for the primary school classroom. Talk with Paula about using psychological theory to develop and evaluate teaching and intervention strategies. Converse with Courtney about the challenges and benefits of research that links neuroscience, psychology, and education. Log in to the Learning Zone and head to the Live Chat Page for 8pm to dive into the discussion and ask anything you like about evidence in the classroom. In the news Bringing scientific evidence … Continue reading →

“Being an evidence-informed professional is a moral duty” says Daniel Muijs, Head of Research at Ofsted, but there’s “still a big issue of fads in education. Not enough clarity of what is real evidence and what is the latest idea from a TED talk given by someone one who went to school 20 years ago.” Navigating research and trying to establish what is relevant or reliable can be a real minefield. So how exactly can teachers keep themselves informed with evidence in the classroom? Read more in the topic summary and join the conversation this fortnight with other teachers and the following researchers: Talk to Richard about randomised controlled trials, evidence-based practice in education and teacher training. Ask Sara about her experiences running studies in collaboration with teachers. Speak to Carolina about how she uses principles from cognitive psychology to develop teaching and learning strategies. Talk to Paula about using psychological theory … Continue reading →

Puberty is responsible for a whole host of changes in young people, including changes in behaviour and social-emotional development, but how does it affect learning? Read more in the topic summary and join the conversation tonight at 8pm with Lucia, Nicola and Kinga: Ask Lucia about the impact of puberty on learning. Chat with Kinga about the development of reasoning, decision making and risky behaviour. Speak to Rebecca about how social-emotional development affects learning. In the news The scientific explanation for the world-changing power of teenage angst – Quartz, 22nd Feb 2018 Teens aren’t just risk machines – there’s a method to their madness – The Conversation, 6th Feb 2018 Adolescence research must grow up – Nature, 21st Feb 2018 Sex and drugs and self-control: how the teen brain navigates risk – Nature, 21st Feb 2018

Brain regions involved with reasoning and planning are still maturing during adolescence, a period when young people experience many changes in behaviour and become more influenced by their peers. Read more in the topic summary and join the conversation tonight at 8pm with Rebecca, Nicola, and Kinga: Chat with Kinga about the development of reasoning, decision making and risky behaviour. Speak to Rebecca about how social-emotional development affects learning. Ask Nicola about how teenagers with language difficulties such as Autism and ADHD access the curriculum. In the news Teens aren’t just risk machines – there’s a method to their madness – The Conversation, 6th Feb 2018 Sex and drugs and self-control: how the teen brain navigates risk – Nature, 21st Feb 2018 Adolescence research must grow up – Nature, 21st Feb 2018 Learning Points: What to do when it smells like teen spirit – Irish Examiner, 8th Feb 2018

Adolescence is a dynamic period of learning and adaptation. These skills are complex and they involve lots of different brain areas. Brain regions involved in feeling emotion typically reach adult levels of development by adolescence while those involved with reasoning and planning are still maturing. Read more in the topic summary and get into conversation with this fortnight’s focused scientists: Speak to Rebecca about how social-emotional development affects learning. Ask Nicola about how teenagers with language difficulties such as Autism and ADHD access the curriculum. Talk to Lucia about the impact of puberty on learning. Chat with Kinga about the development of reasoning, decision making and risky behaviour. Quiz Iroise about interventions to improve cognitive control, with a view to improving children and adolescents’ success at school. Ask Questions Use ASK to post questions about to specific scientists at any time over the next fortnight. ASK about adolescence or anything else about the Science of Learning that is useful … Continue reading →

In a child’s early years their brain is making more than a million new connections every second. It’s an essential time for learning. For primary teachers especially, but also fascinating for anyone with an interest in how the brain works. This evening, 8pm GMT, Rebecca, Mark and Katie are on hand to chat about early years development. We hope to see you there. Last week’s Early Development chat featured conversations about bilingualism, students’ motivations to read, reading and typing on a screen compared to paper, and the Montessori approach to teaching maths. Read the chat transcript here. In the News: Ofsted’s call for more teaching in reception year prompts backlash  – The Guardian 16/1/18 Proposed tests for reception children ‘verging on the immoral’ – The Guardian 16/1/18 In the Learning Zone: Researcher Liz Toomarian wants to know more about where teachers get research. Please let her know how you go … Continue reading →

In a child’s early years their brain is making more than a million new connections every second. It’s an essential time for learning. For primary teachers especially, but also fascinating for anyone with an interest in how the brain works. This evening, 8pm GMT, Rebecca, Mark and Sarah are on hand to chat about early years development. We hope to see you there. The highlights of all our chats are here: learning.iasuk.ddev.site/category/live-chat-transcript In the News: Ofsted’s call for more teaching in reception year prompts backlash  – The Guardian 16/1/18 Proposed tests for reception children ‘verging on the immoral’ – The Guardian 16/1/18 In the Learning Zone: Researcher Liz Toomarian wants to know more about where teachers get research. Please let her know how you go about learning more about learning. Or is research too inaccessible? The most popular question this week has been about the use of mobile phones. Most … Continue reading →

In early years a child’s brain makes 1,000,000 new connections every second. First to develop are brain circuits for vision, hearing and language. Reading, writing and maths will develop later. Key factors influencing early development include the amount of language a child interacts with, seeing printed text, and improving fine motor skills. Read about these in the topic summary and get into conversation with our 5 focused scientists. Speak to Katie about how spatial skills support maths learning. Quiz Mark about handwriting interventions and fine motor skills. Talk to Emily about neurodevelopmental disorders. Chat with Rebecca about early numeracy skills and the role of attention in the learning process. Ask Sarah about phonics and factors affecting engagement in reading. Ask Questions Use ASK to post questions about to specific scientists at any time over the next fortnight. Early development or anything else about the Science of Learning that is useful to you. ASK … Continue reading →

Mike, Gaia and Matt are online from 8-9pm tonight to talk all things attention, reward and motivation. Start a new conversation or follow up on last week’s chat. Login or register with social media to join the chat. The topic of Attention, Reward and Motivation runs until Sunday 4th February, so you can continue to delve deeper into this discussion following the chat.