MESHGuides

The work reported here is an outcome of ongoing research undertaken between academics and teachers through the NeuroEducation Research Network http://70.33.241.170/~neuro647/

For further information, see http://www.slideshare.net/rapidbi/ssrs-webcast-ppphjmm3toshare

Teachers and researchers are invited to test out the ideas here and to contribute case studies. If you are interested in inviting others to work with you to test out and scale up research in this area, then email enquires@meshguides.org and we will put out a call for co-researchers for you in the next MESH newsletter.

Neuroscience for Kids

There are very few sites that translate neuroscience into something understandable. Don’t be put off by the title – it’s a useful site for grown up neuroscientists too!

Neuroeducational Network

Lots of free resources and information from our Bristol-based network.

The Brain from Top to Bottom

Neuromyths often originate from authentic science which has then become misinterpreted or over interpreted. That makes it difficult, but also important, to understand which part is fact and which is fiction.

Carry out this quick TRUE/FALSE survey (from Howard Jones, 2013) on some teachers, learners and friends. You may be surprised how common neuromyths are. The answers are in brackets.

A. We mostly only use 10% of our brains (FALSE - we use all our brains all the time).

B. Exercise can improve mental function (TRUE – see following box).

Education is about enhancing learning, and neuroscience is about understanding the mental processes involved in learning. This common ground suggests a future in which educational practice can be transformed by science, just as medical practice was transformed by science about a century ago.”

(Opening lines of the Royal Society 2011 report “Neuroscience: Implications for education and lifelong learning”, p.1)

This MESH Guide is based on a synthesis of the research listed below undertaken by Dr Howard Jones and tested with education colleagues.

This particular MESH Guide is an extract from Howard- Jones, P. (2013) in Capel, S., Leask, M. and Turner, T. (2013 6th edition). Learning to Teach in the Secondary School- a companion to school experience. Abingdon. Routledge/Taylor-Francis.

When you have found out that a child cannot say "count backwards from twenty" you must have several ideas ready to help them to grow their understanding.

Have you used

• A collection of like objects?
• A collection of unlike objects?
• A number line?
• Cuisenaire rods?
• A game? such as?
• Etc.

"...teachers do not create learning; only learners create learning. And yet our classrooms seem to be based on the opposite principle - that if they try really hard, teachers can do the learning for the learners." (Wiliam 2011 p.145)

For learners to change 'do you mean improve/?their trajectory in learning, they must receive task-related feedback from teachers and peers. Feedback within formative assessment not only identifies areas for improvement, but must be provided with a view to enabling learners to make necessary improvements in their work; pertinent feedback is an essential element in promoting learning.