Educational Neuroscience

Cathy Rogers completed her PhD in Educational Neuroscience at Birkbeck, University of London, after many years spent producing science television shows. Her research interests are diverse and include the effects of digital technologies on brain development and the neuroscience of adult literacy. Her primary area of interest is in the brain basis of creativity.Michael S. C. Thomas is Director of the Centre for Educational Neuroscience at Birkbeck, University of London. His research interests are in the translation of research between neuroscience and education, establishing new transdisciplinary accounts in the learning sciences, and developing practical applications within education. He is a Chartered Psychologist, Fellow of the British Psychological Society, Fellow of the US Association for Psychological Science, and Senior Fellow of the Higher Education Academy.

• Chapter 1. Why do we need educational neuroscience?By figuring out how learning works in the messy, biological organ that’s the brain, we can help optimise the systems geared to improving it – that is, teach.Chapter 2. I wanna walk like you…In the classroom, learning and thinking is built on our sensory and motor systems: what happens in our heads has its origins in our bodies. Chapter 3. I feel therefore I amEmotions are an integral part of every thought and action. Harnessing them is a cornerstone for effective learning. Chapter 4. No one is an islandOur brains are deeply concerned with other people, including teachers and peers. This can be the best or the worst news in the world. Chapter 5. Thinking is hardThe brain evolved for processing senses and coordinating movements in response. Abstract thinking? That’s a whole new ball game. Chapter 6. Learning is even harderThe brain can’t help but learn – it’s just what it does. But the sort of learning required in classrooms is just about the most complicated thing we could ask a brain to do.Chapter 7. Fly me to the moonNow we understand all the building blocks, how can we use this knowledge in the classroom? Chapter 8. Covering the syllabusThere’s the general, then there are specifics. What are some of the special requirements for learning literacy, numeracy, arts and sciences? Chapter 9. The whole system perspectiveEducational neuroscience is not all about brains. It’s also about students, teachers, classrooms, schools, communities, society. It’s time to bring all those perspectives together.

This book is essential reading for anyone who wants to understand how the brain works to enable learning, and what this means for educational practice. Rogers and Thomas provide an authoritative but accessible introduction to the incipient field of educational neuroscience, bringing to life the latest evidence from brain science and its implications for learning with engaging case studies and exemplars, and debunking ‘neuromyths’ along the way. A must for teachers and other educationalists committed to exploring the evidence on what works in teaching and learning – and to understanding why it works. - Professor Becky Francis, Chief Executive of the Education Endowment Foundation (EEF)Here is a trustworthy guide to what every teacher needs to know about the brain. It explains findings from neuroscience in down-to-earth language and discusses what goes on in the brain when we are learning to read or to do maths, when we need to remember, make friends, think, and multitask. It also serves as a primer of research methods and carefully considers what can and cannot be translated into practice This enlightening book is a joy to read and will help teachers to make learning more effective.- Dame Uta Frith, Emeritus Professor of Cognitive Development, Institute of Cognitive Neuroscience, University College London (UCL)