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Product reviews for Neuroscience for Teachers
James Siddle, Head of Kyra Research School and Head of St Margaret's CE Primary School, Withern, Lincolnshire
The innovative nature of the research
For teachers and school leaders the implications of the research presented in the book, for example for curriculum design, are profound. Too much of what teachers know about neuroscience comes from tiny gibbets on social media and the possibility of bad decision-making based on scant or limited knowledge is huge; Dylan Wiliam's phrase about -˜lethal mutations' springs to mind. But in this book the main findings are presented in an easy to digest format which any teacher can relate to their pedagogy. This is thus an important book and which tidies up lots of misconceptions - for example the differences between spaced and distributed theory - as well as presenting a wealth of new information.
The impact on learning and the work of the teacher in the classroom, to what extent and in which areas
Specific pedagogies, for example meta-cognition, are explained. Even after five years on from the Sutton Trust/ EEF toolkit https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/ many teachers and indeed school leaders still struggle to explain what this word means and this books gives a fascinating insight into the neuroscience behind the approach.
How the title supports or enhances the everyday life or work of teachers, pupils or schools
An example of this is that directly using the research in this book schools in Lincolnshire have set about changing their approach and over 1,000 pupils are now involved in trials related to neuroscience. Areas such as the teaching of number facts and language acquisition have received more intense focus and
investigation. The research has promoted a rethink about how teachers present information and, crucially, how to revisit what has been taught, for example by using expanded retrieval.
Cost-effectiveness in terms of educational aims and results - not just price
The pedagogies outlined in this book - including approaches to evaluation of practice - are presented in a way which aims at quality first teaching. It is abundantly clear that the research has the possibility to positively impact on pupil progress through clear, easy to adopt changes in practice. School leaders need only find effective professional development -through coaching and in-class support for example - to be able to initiate the strategies outlined.
For teachers and school leaders the implications of the research presented in the book, for example for curriculum design, are profound. Too much of what teachers know about neuroscience comes from tiny gibbets on social media and the possibility of bad decision-making based on scant or limited knowledge is huge; Dylan Wiliam's phrase about -˜lethal mutations' springs to mind. But in this book the main findings are presented in an easy to digest format which any teacher can relate to their pedagogy. This is thus an important book and which tidies up lots of misconceptions - for example the differences between spaced and distributed theory - as well as presenting a wealth of new information.
The impact on learning and the work of the teacher in the classroom, to what extent and in which areas
Specific pedagogies, for example meta-cognition, are explained. Even after five years on from the Sutton Trust/ EEF toolkit https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/ many teachers and indeed school leaders still struggle to explain what this word means and this books gives a fascinating insight into the neuroscience behind the approach.
How the title supports or enhances the everyday life or work of teachers, pupils or schools
An example of this is that directly using the research in this book schools in Lincolnshire have set about changing their approach and over 1,000 pupils are now involved in trials related to neuroscience. Areas such as the teaching of number facts and language acquisition have received more intense focus and
investigation. The research has promoted a rethink about how teachers present information and, crucially, how to revisit what has been taught, for example by using expanded retrieval.
Cost-effectiveness in terms of educational aims and results - not just price
The pedagogies outlined in this book - including approaches to evaluation of practice - are presented in a way which aims at quality first teaching. It is abundantly clear that the research has the possibility to positively impact on pupil progress through clear, easy to adopt changes in practice. School leaders need only find effective professional development -through coaching and in-class support for example - to be able to initiate the strategies outlined.
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25/04/2018 01:00
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