>
Pioneering the exploration of how we learn

Conferences

2023



FutureEd23 : The Place of Educational Neuroscience in Teacher Education

Learnus presented its "FutureEd23" conference in London in June 2023. At the conference the speakers addressed the question "What is the place of educational neuroscience in teacher education with particular reference to the Early Careers Framework".

Michael Thomas Slides
Paul Howard-Jones & Kendra McMahon Slides
Duncan Astle Slides
Peter Mather, Cara Carey & Jeremy Dudman-Jones Slides

Prof. Derek Bell - Report
"FutureEd17" Conference
“How can Findings from Educational Neuroscience Reshape Teaching and Learning, now and in the Future?”
The FutureEd 2017 Summit explored integrating educational neuroscience into classroom practice by fostering dialogue between researchers and teachers to address real classroom needs. The summit emphasized that neuroscience offers incremental contributions to improve learning outcomes, advocating for an evidence-based approach focusing on how children learn and creating safe learning environments based on biological insights.
Professor Becky Francis
Director UCL Institute of Education

Opens the Conference
In a keynote address, Professor Becky Francis examined structural challenges in the UK's "middle tier" education system, arguing that recent rapid policy shifts have created fragmentation. She advocates for coherent, evidence-based approaches to improvement, emphasizing clear policy direction and the role of leadership and collaboration for equitable outcomes.
Professor  Daphne Bavelier
Dept Psychology & Education Sciences University of Geneva

Action Video Games as an exemplary learning tool
In this presentation, Professor Daphne Bavelier challenges the idea that video games are simply distractions, using research in educational neuroscience to argue that action games can enhance brain plasticity, attention, and perceptual skills. She noted that gamers often demonstrate superior contrast sensitivity and multitasking abilities without losing focus.
Leora Cruddas
Director of Policy & Public Relations ASCL

The future has already arrived.  It's just not evenly distributed yet.
Leora Cruddas contextualized the evolution of English education policy, noting a shift from the 1944 Act's focus on simply "learn" to the 1988 Reform Act's dictate of what children should learn. Cruddas advocated for a modern, evidence-based approach centered on how children learn, emphasizing educational neuroscience as vital for effective learning and reducing inequality by providing a biological basis for teaching strategies.
Professor Paul Howard-Jones
Graduate School of Education - University of Bristol

Implementing Educational Neuroscience for educational progress: Do we need an "Education first" approach?
Professor Paul Howard-Jones discusses integrating neuroscience into classroom practice by empowering teachers with a scientific understanding of how children learn, rather than relying on prescriptive interventions. He highlights evidence-based strategies like exercise, spaced learning, and gamification, while also stressing the importance of debunking neuromyths like learning styles.
Professor Denis Mareschal
Centre for Brain & Cognitive Development Birkbeck College

The UnLocke Project: From inhibition in the brain to math & science in the classroom
Professor Denis Mareschal discusses the UnLocke project, an initiative applying developmental neuroscience to classroom learning by focusing on "inhibitory control" to help students grasp complex science and math concepts. The project developed a computer game called "Stop and Think" to encourage students to pause before answering counterintuitive problems, leading to measurable progress in maths and science.
Doctor Alice Jones-Bartoli
Director of Unit of School & Family Studies Goldsmiths College

Working Collaboratively in research-based education- an SEMH perspective
In a presentation for the FutureEd 2017 Summit, Dr. Alice Jones Bartoli discussed how educational neuroscience can inform school-based mental health practices. She explored how understanding neurobiological profiles related to attention and emotional regulation allows educators to implement more individualized interventions instead of universal disciplinary strategies. By identifying students with social-emotional and mental health (SEMH) difficulties, Dr. Jones Bartoli's research supports using evidence-based, restorative approaches to address behaviours rooted in biological factors, promoting inclusive learning environments.
Tara Deakes
Deputy Head & Provisions Manager Westfield School

Working Collaboratively in research-based education- an SEMH perspective
In her presentation at the FutureEd17 Summit, Tara Deakes (now Tara Albert), Head of Biology at The Lady Eleanor Holles School, discussed the practical application of educational neuroscience in secondary education. She described the integration of neuroscience principles into the school's curriculum, emphasizing metacognition and the biological basis of memory. Deakes highlighted the importance of understanding brain plasticity to foster a growth mindset and effective study habits.
Judith Enright
Head Teacher Queens Park Community School

How Can leaders move from 'What works?' to ' What works, how and why?'
Judith (Jude) Enright provides insights on integrating educational neuroscience in a secondary school setting. She discussed empowering teachers, supporting students by helping them understand brain development, and enhancing curriculum through research on memory and attention.
Professor Michael Thomas
Professor of Cognituive Neuroscience Birkbeck University of London and Director of CEN

Reflections on the Conference
In his summary of the FutureEd 2017 Summit, Professor Michael Thomas proposes a framework for integrating neuroscience into education across national policy, classroom practice, and neural learning levels. He advocated for an R&D model in education to rigorously test scientific insights and suggested neuroscience could lead to universal approaches targeting underlying cognitive mechanisms rather than relying on traditional Special Educational Needs (SEN) labels. Thomas also outlined direct and indirect influences of neuroscience, through "brain health" and refining psychological learning theories, while cautioning against overstating evidence.