Science of learning

Thinking and Talking about Learning in the Classroom

Understanding how learning occurs

Engagement for Learning

Emotional processes in the brain are very intertwined with those for reasoning and memory. Understanding the relationship between emotional processing and engaging attention for learning is an important part of teaching.

Building Knowledge and Understanding

Through understanding the processes by which the brain builds knowledge, a teacher can support their students' efforts to transform new knowledge into new and meaningful understanding.

Consolidating Learning

When knowledge is first built, it can be temporary and vulnerable to loss. By understanding processes of consolidation, a teacher can support students' learning to involve a lasting change in their capabilities and understanding.

Videos to supporting experienced and novice teachers reflect upon and talk about learning during those important conversations that follow a lesson observation

the Engage Build Consolidate concepts

A single activity, such as a game-based topic quiz, can engage a learner’s attention, build new knowledge and understanding and consolidate learning all at once. The Science of Learning EBC framework does not provide any prescription for effective teaching. Instead, the framework is a set of concepts that can provide a fascinating insight into the processes that underlie classroom learning. The framework is designed as a tool to support teachers to talk about, reflect upon and develop their practice in relation to learning.

Engagement for Learning

Concepts Summary:

E1 Every brain is unique and students differ in how well they can control their attention and what engaged their attention.

E2 An “approach response” in the brain can be stimulated by rewards such as praise and tokens acknowledging achievement, novelty, provision of choice and sharing attention.

E3 Fearfulness can avert attention, and anxiety reduces the brain’s ability to process information.

E4 The brain is “plastic“, and both teacher and student have an important role constructing its function, connectivity and structure.

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Building Knowledge and Understanding

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Concepts Summary:

B1 to be meaningful and lasting, new knowledge must build on prior knowledge. A child’s developing brain requires more support in making connections to prior knowledge.

B2 Clear, concise instruction and minimizing distraction can aid communication and student understanding of new knowledge by reducing unnecessary load on working memory.

B3 Our Mirror Neuron System helps us read each other’s minds. We communicate understanding and emotions (e.g. confidence and enthusiasm) both consciously and unconsciously.

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Consolidation of Learning

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Concepts Summary:

C1 Rehearsal of freshly-learnt knowledge and understanding causes it to become automatically accessible. This frees up the brain’s limited capacity to pay conscious attention – ready for further learning.

C2 Applying knowledge (especially in new situations), linking between different representations of it, enacting, discussing or expressing it in new forms – all help us store knowledge in different ways – making it easier to recall and use it.

C3 A good night’s sleep helps us attend to today’s learning but also makes yesterday’s learning more permanent. 

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Mentoring Teachers using
Engage Build Consolidate

Talking about
Learning during Mentoring

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Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Biology: Homeostasis – lesson 6 of 14
Year 10 Set 1

Learning Objectives
To compare the causes and treatment for type 1 and type 2 diabetes.

Learning Outcomes
Students will be able to describe why people develop diabetes as a result of blood sugars and how different treatments are used to control levels

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Geography: Water Management
Year 9 mixed

Learning Objectives
To describe where there is water stress in the UK.

To explore the different approaches to the UK’s water resource management

To compare the different approaches to the UK and China’s water resource management

 

Talking about
Engagement for Learning

Play Video

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
History: The Great Depression

Year 9 Mixed

Learning Objectives
To understand the impact and significance of the Great Depression across America using historical evidence

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Biology: The Skeleton
Year 7 Mixed

Learning Objectives
To identify different bones in the body
To understand the role of the skeletal system
To identify a variety of joints in the body and understanding how they differ.

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
History: The Great Depression
Year 9 Mixed

Learning Objectives
To understand the impact and significance of the Great Depression across America using historical evidence

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Maths: Area of a Parallelogram
Year 8 Set 2

Learning Objectives
To identify the  base and perpendicular height of a parallelogram
To calculate area of a parallelogram
To find unknown base or perpendicular height of a parallelogram, given the area.

Talking about
Building Knowledge and Understanding

Play Video

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Biology: Homeostasis – lesson 6 of 14
Year 10 Set 1

Learning Objectives
To compare the causes and treatment for type 1 and type 2 diabetes.

Learning Outcomes
Students will be able to describe why people develop diabetes as a result of blood sugars and how different treatments are used to control levels

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
History: The Great Depression
Year 9 Mixed

Learning Objectives
To understand the impact and significance of the Great Depression across America using historical evidence

Seating plan in clip
Class Teacher + Mentor

Subject, Topic and Class
Music: The Treble Clef
Year 7 Mixed

Learning Objectives
To understand different rhythms using note durations
To build notation skills by notating 4 bars using different rhythms
To build composition skills by composing 4 bars of 4 beats using different rhythms

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Biology: The Skeleton
Year 7 Mixed

Learning Objectives
To identify different bones in the body
To understand the role of the skeletal system
To identify a variety of joints in the body and understanding how they differ.

Talking about
Consolidation of Learning

Play Video

Seating plan in clip
Mentor + Class Teacher 

Subject, Topic and Class
Biology: The Skeleton
Year 7 Mixed

Learning Objectives
To identify different bones in the body 
To understand the role of the skeletal system
To identify a variety of joints in the body and understanding how they differ.

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Maths: Area of a Parallelogram
Year 8 Set 2

Learning Objectives
To identify the  base and perpendicular height of a parallelogram
To calculate area of a parallelogram
To find unknown base or perpendicular height of a parallelogram, given the area.

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Biology: Homeostasis – lesson 6 of 14
Year 10 Set 1

Learning Objectives
To compare the causes and treatment for type 1 and type 2 diabetes.

Learning Outcomes
Students will be able to describe why people develop diabetes as a result of blood sugars and how different treatments are used to control levels

Seating plan in clip
Mentor + Class Teacher

Subject, Topic and Class
Maths: Area of a Parallelogram
Year 8 Set 2

Learning Objectives
To identify the  base and perpendicular height of a parallelogram
To calculate area of a parallelogram
To find unknown base or perpendicular height of a parallelogram, given the area.