FutureEd17: How can Findings from Educational Neuroscience Reshape Teaching & Learning?

This pioneering Conference took place on Thursday 9 February 2017
Videos here
Slides here
Conference report here
Details of FutureEd18

Understanding Learning: engaging brains and building networks

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Diagnosis, Which Diagnosis?

Lecture by Professor Sue Gathercole OBE

Wednesday 17th May 2017

At London Marriott Hotel,
Regents Park, 128 King Henry's Road
London NW3 3ST

FutureEd 2018
Confirmed speakers

Geoff Barton, General Secretary, ASCL

Professor Sarah-Jayne Blakemore, UCL Institute of Cognitive Neuroscience

Dr Kou Murayama
, Department of Psychology, University of Reading

Dr Martina Lecky
, Headteacher, Ruislip High School

Professor Sophie Scott
, UCL Institute of Cognitive Neuroscience

Adolescence is a time of opportunity for learning new skills and forging an adult identity. Research on brain development suggests that adolescence might represent a period of relatively high neural plasticity, in particular in brain regions involved in executive function and social cognition. The research on the brain basis of social development in adolescence might have implications for “when to teach what” and could inform both curriculum design and teaching practice with the aim of ensuring that classroom activities exploit periods of neural plasticity that facilitate maximal learning.”

Blakemore, S-J., & Mills, K.L. (2014).
Is adolescence a sensitive period for sociocultural processing?
Annual Review of Psychology, 65, 187-207.

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The Cognitive Neuroscience of Socioeconomic Status (SES)
Professor Michael Thomas

The Impact of Touch Screens on early childhood development:
is it really all bad news?

Professor Annette Karmiloff-Smith
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Birkbeck College, University of London

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