What is the evidence behind the science of learning?

Neuroscience, psychology and teaching are closely interlinked. They help us understand how people learn.

In recent years neuroscience has been developing at ever-increasing speed. Commonly held beliefs about learning have now been shown to lack a grounding in evidence and science. New ideas about the way the brain works are emerging.

The Science of Learning Zone brings together researchers and teachers to provide answers to questions posed by teachers and the education profession:

According to research what is the ideal lesson length?

“What does research say about learning styles?”

What age is the optimum for learning a new language?

Starting this January with a focus on Learning and Remembering the Science of Learning Zone will feature a wide range of psychologists and neuroscientists working at the cutting edge of research. Teachers and educationalists can ask their own questions, join in with conversations or simply read what other teachers are asking about the evidence that underpins learning in the classroom.

Visit https://learning.imascientist.org.uk

The Science of Learning Zone is funded by the Wellcome Trust as part of their Education and Neuroscience Initiative and provided free to schools and researchers.

Please forward this to any staff members that might be curious about the Science of Learning. If you have any questions about the Zone, please call 01225 326892 or email katie@mangorol.la

Kind regards,

Katie Marshall
Project Manager
I’m a Scientist, Get me out of here
Mangorolla CIC

What is the simplest, lowest cost method of generating whole school improvement?

Recently there has been growing evidence that physical activity improves mental activity.  Indeed a study from the University of British Columbia showed that regular exercise boosts the size of the hippocampus, the brain area involved in verbal memory and learning.

Likewise a report from the Harvard Medical School revealed that, “regular exercise changes the brain to improve memory and thinking skills.”

There has also been lots of evidence generated showing that more activity throughout the day improves pupil focus, behaviour, wellness and academic performance, as well as health and fitness.

Indeed as the research shows, when you give children short bursts of mild physical activity within a lesson they return to learning more focused.  And indeed this is one of the reasons why the additional 30 minutes of structured activity has now been introduced.

For, although common sense suggests that by taking time out of the day’s teaching timetable means the children will learn less, if that short period is spent on modest levels of physical activity the amount of learning that subsequently takes place increases considerably.

And that is before we even think of the benefits in terms of encouraging regular activity in children in order to reduce the chances of obesity.

The new government directive requires all primary schools in England to provide 30 minutes of structured physical activity each day to all children in the school, in addition to the weekly two hours of PE, and it is to support this practice that the PE and Sport Premium funding has been doubled this year.

To see how this approach can be implemented by making classrooms more active and the benefits it brings your pupils, we’ve now made available online a series of free trials of activity sessions.  Each session can be implemented within classroom lessons.

These are available on the Free Trial Lesson page of our website. And if you have any questions please do phone 0114 2661061 or email enquiries@imoves.com.

Ian Pickles

There is one approach to working with male students which offers much faster progress.

The question of how effectively to engage young males with the process of education and provide them with the support and encouragement they need, is one that has been the focus of much debate for one very specific reason.

For with boys growing into young men one, of the biggest problems (and seemingly most intractable problems) to overcome is peer pressure and the huge range of distractions that surround them.

The solution that many schools have now found to offer more success than most other approaches is mentoring.  For as well as offering an evidence-based approach to work with young men, mentoring helps young men to achieve their academic and vocational potential.

It addresses concerns related to problematic behaviours – and provides go-to support and signposting to other services from someone they have built trust with.

The Unit Award in Mentoring Boys and Young Men is a Level 2 award which provides your staff/students with an understanding of mentoring work.

Whether your requirement is for your colleagues better to engage with boys or for the boys themselves to support one another, mentoring is an approach that has been shown to work.

The workshop covering the award criteria is 4 hours long. Each staff/student undertaking the award will be provided with their own copy of the Mengage course book: “Mentoring Male: A guide to mentoring work with boys and young men.” A Level 2 certificate will also be issued upon completion.

There is more information about the course on our website

For more information or to discuss a booking, please do get in touch by email at liam@mengage.co.uk or by phone on 07788725318.

Liam Kernan BEd (hons)