David Fulton Publishers
224 pages | 9 B/W Illus.
The 'BrainCanDo' Handbook of Teaching and Learning provides teachers and school leaders with a concise summary of how some of the latest research in educational neuroscience and psychology can improve learning outcomes. It aims to create a mechanism through which our growing understanding of the brain can be applied in the world of education. Subjects covered include memory, social development, mindsets and character.
Written by practising teachers working in collaboration with researchers, the chapters provide a toolkit of practical ideas which incorporate evidence from psychology and neuroscience into teaching practice with the aim of improving educational outcomes for all. By increasing both teachers’ and pupils’ understanding of the developing brain, ‘BrainCanDo’ aims to improve cognitive performance and attainment, foster a love of learning and enable a healthy and productive approach to personal development.
This book will appeal to educators, primarily those working in secondary schools, but also those within higher and primary school education. It will also be of interest to students of education, professionals looking to enhance their teaching, and researchers working in the fields of education, psychology or neuroscience.
About the Editors and Contributors
Introduction: The BrainCanDo Approach to Teaching and Learning
Julia Harrington, Jonathan Beale, Amy Fancourt and Catherine Lutz
Part 1: Controversies and Applications
Chapter 1: Educational Neuroscience and Educational Neuroscientism
Chapter 2: How BrainCanDo has been Applied at Queen Anne’s School
Part 2: Becoming a Successful Learner
Chapter 3: Developing Character Education in Schools: An Evidence-based Approach
Iro Konstantinou and Jonnie Noakes
Chapter 4: The Impact of Working Memory and Learning Difficulties in the Classroom
Amy Fancourt and Joni Holmes
Part 3: Motivation
Chapter 5: Motivational Contagion in Education
Laura Burgess, Kou Murayama and Patricia Riddell
Chapter 6: Mindset and Motivation: An Introduction to Potential Influencers on Academic Achievement
Chapter 7: Using an Executive Function-focused Approach to Build Self-regulation, Metacognition and Motivation in All Learners
Laurie Faith, Bettina Hohnen, Victoria Bagnall and Imogen Moore-Shelley
Part 4: Well-being
Chapter 8: Sleepy Teens in the Classroom? Sleepy Teens and Daytime Functioning
Frances Le Cornu Knight
Chapter 9: Gratitude, Subjective Well-being and Prosociality: Implications for Adolescence and Education
Sarah A. Buckingham and Joseph O. L. Buckingham
Part 5: Subject-specific Research
Chapter 10: Brain and Cognitive Development During Adolescence: Implications for Science and Mathematics Education
Annie Brookman-Byrne and Iroise Dumontheil
Chapter 11: The Impact of Music on Adolescents’ Cognitive and Socio-emotional Learning
Daniel Müllensiefen and Peter Harrison