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Understanding The Brain Helps You Teach Better


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The Brain

@TeacherToolkit

In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account through which he rapidly became the 'most followed teacher on social media in the UK'. In 2015, he was nominated as one of the '500 Most Influential People in Britain' by The Sunday...
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How can we each improve our understanding of the brain to improve teaching and learning?

In a short paper, published in May 2020, young children engage with leading scientists to review and edit cutting edge research! Such a brilliant concept...

Learning more about the brain

Researchers from Montreal and Tel Aviv write a short journal to help young people learn how to understand their brain - it's an interesting paper for two reasons. One, this is an area for discussion where we can all learn, plus two, young people are involved in producing the

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22nd November 202021st September 2021 by @TeacherToolkit
Posted in Basic Account, Psychology, Research, Teaching and LearningTagged brain, Declarative knowledge, Desirable Difficulties, Frontiers for Young Minds, Memory, Neuroplasticity, Procedural knowledge, retrieval practice, Robert Bjork, Robject Bjork, Roediger, spaced practice, Teaching and Learning

2 thoughts on “Understanding The Brain Helps You Teach Better”

  1. Hema says:
    3rd December 2020 at 1:21 pm

    This is the proof that children and particularly children with SEND need repetition and practise of keywords and concepts, I always use the newsround format tell them what you are going to say, say it and then repeat. If children spell, say and use the ekeywords and ideas they are much more likely to use these in tests and exams

  2. Christine says:
    30th July 2021 at 11:05 am

    At last! I am nearing retirement from teaching and have suffered years of frustration regarding the movement towards wooly, surface skimming pedagogy and testing/exam structures which lack rigour. Sit kids down, teach them relentlessly, test to check then re-vist learning regularly. Less focus on all-singing all- dancing flashy lessons. Not rocket science, is it?

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