Overview

last updated:April 2009

What is known about how the brain develops and how does teaching and learning need to take account of this?

Why is the issue important?

Improvements in brain scanning technology and the use that scientists make of it means that our understanding of the learning process is continually devloping. While understanding the functions of the brain has many implications for teaching and learning, it is a complex and dynamic field of study that can seem daunting. The fast moving nature of our understanding of how the brain words has also led to a widespread acceptance of "neuromyths": simplistic and sometimes incorrect interpretations of more subtle findings from the research.

What did the review find out?

This literature review shows how neuroscientific research can contribute to education, for example:

• lifelong learning - one of the most powerful sets of findings related to the brain's 'plasticity' - the ability to adapt and grow and to also prune itself. The demands made on the individual and on his/her learning are key to plasticity - the more you learn, the more you can learn
• holistic approaches to education - the report showed the key part played by emotions in the functioning of the brain - especially important for education was the report's analysis of fear and stress, which showed how thy reduce analytical capacity and vice versa, how positive emotions open doors within the brain
• development and learning in early childhood and adolescence.

How was this achieved?

In this RfT, we look at three themes emerging from the study:

• the importance of the environment on the developing brain
• the plasticity of the brain - its ability to adapt over time and in the face of barriers to learning
• the importance of healthy lifestyles on brain development and the ability to learn.

Within each of the themes we illustrate the overarching message with specific areas of teaching and learning. Learning which includes role play, on the other hand, equips the learner to develop social skills to deal with current and future difficult situations.

How was the research designed to be trustworthy?

The review had two parts. The first and larger part was "The learning brain" and was based on a wide range of research and other literature. Much of the literature focused on scientific and clinical studies, such as those reporting on imaging technologies that offer the opportunity for observation fo the working brain, and provide insights into perceptual, cognitive, and emotional activities relevant to education. The second part of the review included three articles (each written by an expert) about the 'learning brain' in early childhood, adolescence and adulthood, respectively.

What are the implications?

The review showed the importance of:

• acknowledging and making use of the range of different opportunities for learning and brain development throughout life
• supporting children and young people's emotional development along with their brain development
• using the findings of neuroscience to devleop genetically-destined brain structures into literacy and numeracy skills by providing appropriate experience and learning opportunities and triggering the innate potential.

What do the case studies illustrate?

The case studies show, for example:

• how phonics and thinking skills can support young children's literacy development
• how to use a multi-sensory approach to aid teaching mental arithmetic
• how you can teach children to use pretend play
• how important a creative curriculum for teenagers' learning and development can be
• how physical exercise can promote children's learning and development.