How Children Learn

Learning styles: outdated myth or evidence-based logic?

Overview of the course
  • Unpick the latest neuroscience research to sort the gimmicks from the concrete strategies
  • Know what neuroscience is telling us and what it can do for your teaching practice
  • Develop research-informed frameworks to support the impact of your teaching
  • Based on the work of Daniel Willingham, Carol Dweck, and Paul Howard-Jones

Unfortunately, this course isn’t running at the moment. But, you can still run it in your school! Call 01790 755783 to find out more.

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Unfortunately, this course isn’t running at the moment. But, you can still run it in your school! Call 01790 755783 to find out more.

SKU: NEURO01 Category:

Description

Why use Neuroscience in 2016?

New research: more accurate and reliable

The new curriculum: how it can help meet the cognitive demands

Development stages: latest research into T&L within age groups

Teaching innovations: how the brain might respond

Neuro-myths: debunking popular learning style theories and others

 

A time-saving guide to reliable neuroscience-informed practices:

What you should know about the brain

What your students should know about the brain

How knowledge and skills are formed

How to become a critical consumer of neuroscience

What neuroscience can tell us about subject disciplines, e.g. the development of mathematical understanding

A role for neuroscience in SEND provision

 

Implications – strategies for application:

  • Attention 

  • Working memory 

  • Memory 

  • Exam panic

  • Plus other classroom factors

Additional information

Course Type

Teaching & Learning

Job Title

Subject Head, Subject Teacher

Key Stage

Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4, Key Stage 5

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