Communicating research to support the evolution of teaching

Past Conferences

FutureEd 2018 in a nutshell

The challenge
Adolescence is a major period of change for everyone: physically, physiologically, psychologically and socially and accounts for over half the time young people spend in compulsory education. The summit, held on 7th February 2018, was convened to address the question:

How can we maximise the potential of the adolescent brain?

Themes of the summit
Three themes were developed during the day:

1.  Engaging with the teenage brain.
2.  Motivating young people.
3.  Tackling evidence-based change in school.

Key messages
Inevitably the summit raised many questions but it also emphasised four important messages:

•  The importance of lifelong learning

•  Adolescence is a crucial stage of development

•  There is a need to re-balance the ‘whole school curriculum’, its emphasis and associated pedagogy

•  More effective models need to be developed for managing the interfaces between research, policy and practice.

Full report

Conference Slides FutureEd18

Inventing Ourselves: the secret life of the teenage brain
Sarah-Jayne Blakemore,
  Professor of Cognitive Neuroscience, Deputy Director, UCL Institute of Cognitive Neuroscience.

Promises and Perils of Rewards: the role of intrinsic motivation in education
Kou Murayama
, Associate Professor, Department of Psychology, University of Reading.

A School Perspective: Reflections on changing culture
Martina Lecky.  Headteacher, Ruislip High School

Communication and Laughter
Sophie Scott
, Professor of Cognitive Neuroscience UCL Institute of Cognitive Neuroscience

Conference Slides FutureEd17

Action video games as an examplary learning tool
Professor Daphne Bavelier, Univerisity of Geneva, Switzerland

The UnLocke Project: from brain inhibition to maths and science practice
Professor Denis Mareschal, Centre for Brain and Cognitive Development, Birkbeck University of London

A focus on some implications for pedagogy
Kate Atkins, Headteacher, Rosendale Primary School, West Dulwich, Lambeth, London

Implementing Educational Neuroscience for educational progress:  Do we need an "education first" approach?
Professor Paul Howard-Jones, Graduate School of Education, University of Bristol

The Impact of neuroscience on a special school's provision
Tara Deakes, Deputy Head and Provisions Manager, Westfield School, Buckinghamshire

Working collaboratively in research-based education - an SEMH perspective
Dr Alice Jones Bartoli, Goldsmiths, University of London

A focus on leadership of developments
Leora Cruddas, Director of Policy and Public Relations, ASCL

How can school leaders move from "what works?" to "what works, how and why?"
Judith Enright, Headteacher, Queens Park Community School, Brent, London

Reflections on the day: some key issues
Professor Michael Thomas, Director of Centre for Educational Neuroscience London