Neuroscience in the Classroom: Current Progress and Future Challenges

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The Wellcome Trust hosted the CEN’s eagerly anticipated workshop last Friday 17th March, which was organised by a group of PhD students from the CEN. Nearly 100 delegates attended, with a broad spread of academics, students, teachers, consultants and individuals from charities and organisations.

The morning’s sessions focused on research linking different aspects of brain and cognitive functioning to children’s academic performance and skills. Professor Gaia Scerif’s excellent keynote talk opened the workshop. She presented findings on various aspects of attention control and preschool maths from an integrated cognitive, neuroscientific and educational perspective. Three talks followed focusing on children’s educational outcomes. Dr Denes Szucs, University of Cambridge (pictured above), firstly discussed the cognitive correlates of dyscalculia and discussed the characteristics of individuals who suffer from maths anxiety. On the latter topic, he suggested that maths ability doesn’t always correlate with anxiety; some individuals with strong maths skills still experience maths anxiety. Dr Sinead Rhodes, University of Edinburgh, presented data which suggested that visual-spatial working memory was predictive of conceptual understanding of chemistry. Finally, Dr Michelle Ellefson, University of Cambridge, discussed her recent research which compares parent and child cognitive data between the UK and Hong Kong. Interestingly, her findings indicate that children from Hong Kong performed better on tests of executive function than children in the UK, but, parents performed at a similar level between the two countries.

During lunch, 15 posters were presented on a range of topics including spatial cognition and maths and science reasoning and inhibitory control. The two winners of the poster prize were Marialivia Bernardi (academic achievement in children with typical and atypical motor coordination: the contribution of intellectual ability and executive functioning) and Eugenia Marin-Garcia (functional neuroimaging of the testing effect). The prizes were presented by Lia Commissar, project manager for the Wellcome Trust’s Neuroscience and Education project.

The afternoon focused on neuroscience-informed interventions. Representatives of the Wellcome / Education Endowment Foundation funded intervention projects each presented a 15-minute summary of their progress and discussed any challenges they have experienced to date. This was then followed by a lively and thought-provoking panel discussion involving the project representatives, chaired by Professor Gaia Scerif. Delegates had been invited during the day to submit their questions, which were addressed by the panel and the audience. A common theme was discussing ways in which teachers and researchers could better connect; for example, in terms of teachers being able to access research findings. Professor Courtenay Norbury suggested that becoming a school governor has been an excellent way for her to get more closely involved in schools.

Overall, we were thrilled by the response to day both in terms of the excellent feedback we received and the number of people showing interest in the workshop. Because we had nearly 100 people on the waiting list for places who we were unable to invite, we decided to film the event and will making this available shortly. Watch this space.

Scientists argue teachers “must ditch ‘neuromyth’ of learning styles”

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The CEN joined with thirty eminent academics from the worlds of neuroscience, education and psychology to sign a letter to the Guardian newspaper voicing their concern about the popularity of the learning style approach amongst some teachers:

“Teachers need to be armed with up-to-date evidence of what has been shown to be effective so that schools are not wasting time or money on unsubstantiated practices that do not help students,” the letter says. “It is hard to establish the cost to the education system of using learning styles. Some schools have it as part of their teaching ethos whereas others bring in external consultants or send teachers on training courses. Aside from the cost in terms of time and money, one concern is that learning styles leads to belief that individual students are unable to learn because the material is inappropriate.”

The letter continues: “The brain is essential for learning, but learning styles is just one of a number of common neuromyths that do nothing to enhance education.”

See the original letter, the accompanying Guardian article, and CEN’s neuro-hit or neuro-myth resource.

 

Is ADHD on the rise in UK schools?

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Is ADHD on the rise? Given that the disorder is associated with poor academic outcomes, long-term mental health issues and low employability, Attention Deficit Hyperactivity Disorder (ADHD) is a matter of serious concern for parents and teachers alike.

ADHD seems to be something of a buzz-word in the press: recently we were told that being overweight, taking paracetamol or having a diet high in fat and sugar during pregnancy all increase the risk of your child developing ADHD. Food additives, fizzy drinks, and video game playing have all been claimed to contribute to the inexorable rise in ADHD rates in children.

But are prevalence rates of ADHD really on the rise in the UK? The CEN Neurohit-Neuromyth Team investigates.

Registration now open for workshop. Neuroscience in the classroom: current progress and future challenges. Friday 17th March 2017

Registration is now open

Neuroscience in the classroom: current progress and future challenges

PhD students from the Centre for Educational Neuroscience are pleased to announce a day conference dedicated to discussing the progress our field has made and the challenges for the future.

Friday 17th March 2017 at the Wellcome Trust, Gibbs Building, 215 Euston Road, London, NW1 2BE

Confirmed keynote: Professor Gaia Scerif (University of Oxford)

Other speakers include: Dr Michelle Ellefson (University of Cambridge) and Dr Denes Szucs (University of Cambridge), Dr Sinead Rhodes.

We will also be having presentations from Wellcome Trust/Education Endowment Foundation funded projects:

Spaced Learning – Alastair Gittner

Teensleep – Dr Chris Harvey

Learning Counterintuitive Concepts – Prof Denis Mareschal

GraphoGame Rime – Dr Anji Wilson

Engaging the Brain’s Reward System – Prof Paul Howard-Jones

Fit To Study – Catherine Wheatley

We are also accepting submissions for poster presentations for research relating to the field of educational neuroscience or mind, brain and education. Places at the conference will be preferentially given to those who submit a poster abstract. There are poster prizes which will be awarded for outstanding work that bridges the gap between neuroscience and the classroom.

If you would like to register for this free event, please fill out the following form.

https://goo.gl/xt14Bq

The form also includes space to submit a poster abstract. If you wish to submit an abstract at a later date, please write this in the abstract box within the form.

We will confirm your place at the event by 10th February at the latest.

Learnus conference on neuroscience and the future of education (London, 9 February 2017)

Our collaborators, the think tank Learnus, are staging their first conference, in partnership with the Association of School and College Leaders, entitled “FutureEd: How can Findings from Educational Neuroscience Reshape Teaching and Learning now and in the Future?”

The conference will be held at the Holiday Inn, Bloomsbury, on Thursday 9th February 2017. For more details, see futureed-conference

The mission of Learnus is to act as a bridge between the latest academic research and the classroom and to share their findings with education policy makers.

New workshop ‘Neuroscience in the classroom: current progress and future challenges.’ Friday 17th March 2017

‘Neuroscience in the classroom: current progress and future challenges’- a workshop supported by the Wellcome Trust and the Bloomsbury Doctoral Training Centre.

We are excited to announce a  new educational neuroscience workshop being organised  by the CEN on Friday 17th March 2017 at the Wellcome Trust.

Confirmed keynote: Professor Gaia Scerif, University of Oxford.

Other speakers include: Dr Michelle Ellefson, University of Cambridge and Dr Denes Szucs, University of Cambridge.

We will also be having presentations from a representation of each of the Wellcome Trust/Education Endowment Foundation funded projects:

https://wellcome.ac.uk/what-we-do/our-work/understanding-learning-education-and-neuroscience

The event will be free to attend and details for registration will be announced soon. We will also be accepting poster presentation submissions.

If you have any queries before then, please email Alex Hodgkiss: alex.hodgkiss.14@ucl.ac.uk 

Would you like to do a PhD in educational neuroscience?

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Studentship applications are now invited for PhD study in educational neuroscience at Birkbeck and UCL Institute of Education, open to UK students or EU students with UK residency.

Applications are open for ESRC studentships via the UBEL Doctoral Training Partnership, which offers a training route in Educational Neuroscience within its Psychology Pathway.

The closing date for PhD applications within the preferred institution is Friday 6 January 2017, for degrees to start October 2017. Interested candidates should approach relevant possible supervisors to discuss their proposed research projects in the first instance (see CEN faculty members). Alternatively, interested students should contact a representative within the relevant department: Birkbeck: Professor Michael Thomas. UCL Institute of Education: Professor Emily Farran.

The importance of language for deaf children’s cognitive development

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Two papers published by CEN member Chloe Marshall and her colleagues at City University of London and UCL’s Deafness Cognition and Language Research Centre stress the importance of language for deaf children’s cognitive development. Deaf children are at risk of having delayed Executive Function (EF) development. It is well established that EFs play a critical role in children’s academic success and social and emotional wellbeing, and that they are closely associated with language skills. A long-standing debate in the research literature concerns whether language supports the development of EFs, or whether EFs support language development.

Marshall and her colleagues argue that deafness, a sensory impairment that negatively impacts children’s ability to take up language from the input, offers a unique way of testing the developmental relationship between language and EF. In a paper just published in the leading journal Child Development, they show that deaf children perform more poorly than hearing children on EF and vocabulary tasks, and that vocabulary level mediates EF performance (but not vice versa). In other words, deaf children’s poor EF can be explained by their low vocabulary levels, whereas their poor vocabulary cannot be explained by difficulties with EF tasks.

In an earlier paper published last year in Frontiers in Psychology, Marshall and her colleagues showed that poor working memory (an important component of EF) is not an inevitable consequence of deafness; deaf children who are native signers (i.e. grow up from birth in a home with parents who use a sign language) have comparable performance on working memory tasks to hearing children, but both those groups perform better than deaf children who are non-native signers.

Taken together, these studies suggest that growing up in an environment that offers a rich and accessible language input can protect deaf children from delayed EF development.