Richard Churches

Eleanor Dommett

Ian Devonshire

Foreword by Baroness Susan Greenfield CBE. In Neuroscience for Teachers: Applying Research Evidence from Brain Science, Richard Churches, Eleanor Dommett and Ian Devonshire expertly unpack, in an easy-to-read and instantly useable way, what every teacher needs to know about the brain and how we really learn and what that suggests for how they should teach. Everyone is curious about the brain including your learners! Not only can knowing more about the brain be a powerful way to understand what happens when your pupils and, of course, you pick up new knowledge and skills, but it can also offer a theoretical basis for established or new classroom practice. And as the field of neuroscience uncovers more of nature's secrets about the way we learn and further augments what we already know about effective teaching this book advocates more efficient pedagogies rooted in a better understanding and application of neuroscience in education. By surveying a wide range of evidence in specific areas such as metacognition, memory, mood and motivation, the teenage brain and how to cater for individual differences, Neuroscience for Teachers shares relevant, up-to-date information to provide a suitable bridge for teachers to transfer the untapped potential of neuroscientific findings into practical classroom approaches. The key issues, challenges and research are explained in clear language that doesn't assume a prior level of knowledge on the topic that would otherwise make it inaccessible therefore enabling more teachers to better comprehend the lessons from neuroscience while the authors also take care to expose the ways in which 'neuromyths' can arise in education in order to help them avoid these pitfalls. Laid out in an easy-to-use format, each chapter features: 'Research Zones' highlighting particular pieces of research with a supplementary insight into the area being explored; 'Reflection' sections that give you something to think about, or suggest something you might try out in the classroom; and concluding 'Next steps' that outline how teachers might incorporate the findings into their own practice. The authors have also included a glossary of terms covering the book's technical vocabulary to aid the development of teachers' literacy in the field of neuroscience. Packed with examples and research-informed tips on how to enhance personal effectiveness and improve classroom delivery, Neuroscience for Teachers provides accessible, practical guidance supported by the latest research evidence on the things that will help your learners to learn better. Suitable for LSAs, NQTs, teachers, middle leaders, local authority advisers and anyone working with learners.

Applying research evidence from brain science

Neuroscience for Teachers

Please note: due to the tabular nature of some of the content, this ebook is best viewed on a larger screen. Teacher-led research can transform practice and enhance attainment and school improvement. Teacher-Led Research by Richard Churches and Eleanor Dommett equips teachers with the essential knowledge to design their own classroom research projects. With knowledge of scientific method, teachers can conduct their own research into areas of particular interest in their classrooms, taking control of education research and using it to inform their practice. Teachers can, for example, assess the impact of different pedagogies and prove which strategies work, which can ultimately enhance learning and attainment for pupils and drive whole-school improvement. New and innovative approaches led by teaching schools (outstanding schools following the model of teaching hospitals) are beginning to apply the same approaches used in clinical practice to their school improvement focused research work. In Teacher-Led Research you will learn how to apply similar approaches within your own classroom and in collaboration with others across different schools. Teacher-Led Research is a how-to guide for teachers, whether they use the term evidence-based, evidence-informed, evidence-engaged or evidence-led to describe the way they think about the challenge of making a difference to the learners they teach. Richard and Eleanor take teachers through the process of designing, implementing and writing up a study, encouraging them to focus on how they could apply this to their own context and interests. Teacher-Led Research provides an introduction to scientific method and guides teachers from research question to hypothesis, covers designing experimental research and implementing a study, and introduces the statistical concepts needed to analyse and write up research, enhancing teachers’ research literacy. Finally, it provides a guide to interpreting findings and writing up research. This is an essential guide for anyone wanting to conduct their own randomised controlled trials, carry out their own classroom-based studies, collaborate with other schools on projects or just better understand teacher-led research and what it could mean for their practice. This book will be of interest to anyone who is involved in school-level practitioner research, or who wishes to develop their skills in this area. It will also be of interest to teachers who are beginning university education qualifications.

Eleanor Dommett

About

Books

Join the club