Dr Ann McCarthy, NACE Research & Development Director

At NACE, research and development lies at the heart of our work. Using research findings from within and outside education, whether contemporary or historic, we have an evidence base on which to develop our understanding of cognitively challenging learning. Our publication “Making space for able learners: cognitive challenge - principles into practice” provided colleagues with practical guidance based on case studies from NACE member schools. The findings from this research, alongside the NACE Challenge Development Programme and associated resources, provide support for schools wishing to become outstanding providers. Our more recent activities have included work with schools in Wales on the new curriculum for Wales, as well as focusing on the development of early years provision, oracy, rethinking assessment and an increased understanding of metacognition and perfectionism. 

What are the NACE R&D Hubs?

An important facet of our evidence-based practice is the NACE Research and Development (R&D) Hubs programme. The R&D Hub approach to research and development is based on teacher enquiry. This is a core tool used by teachers to make informed choices and systematic decisions supported by evidence. It enables teachers to measure the impact of their actions and as a result make purposeful changes to curriculum and pedagogy. 

Each NACE R&D Hub brings together a community of like-minded practitioners who want to develop their own classroom practice and share this with others. Each Hub develops academic thinking relating to a specific theme and asks a “Big Question” about existing practice. 

This academic year our three Hubs explored the following themes: (1) the influence of pedagogy on curriculum, (2) perfectionism and (3) cognitively challenging learning within the new Curriculum for Wales. Hub leaders provided participants with guidance on some existing research and reading resources. Participants were then encouraged to examine their own classrooms and present examples of practice which might be refined, improved or changed. They were able to articulate outcomes they wanted to achieve and potential changes which they might make to cause this to happen. Working from a classroom-based hypothesis they then developed a question in the form “If I… will pupils…?”

Through teacher enquiry we have been able to help teachers to understand the complexity surrounding the development of cognitively challenging learning environments. They have examined practice which improves cognition and cognitive skills. They have increased learners’ understanding of themselves and what is needed to learn well. Through their actions to refine provision for highly able learners they have had a positive impact on all learners. Through the Hubs, participants have developed their academic voices, which has enabled them to share their ideas more widely within their schools, in the NACE community, and with their networks of schools.

Theme 1: Pedagogy and the curriculum

In this Hub, led by Copthorne Primary School (Bradford), participants examined ways in which a focus on aspects of pedagogy impacts on a cognitively challenging curriculum. This reflects NACE’s belief that by creating cognitively challenging learning environments and refining provision for more able pupils, pedagogy will improve, and all pupils will benefit. 

Aspects of pedagogy which teachers determined could be central to their enquiry interests included:

• Higher-order questioning
• Curriculum organisation 
• Designing rich and extended talk opportunities
• Developing pupils’ enquiry skills
• Developing collaboration and language skills
• Use of manipulatives and practical resources
• Live modelling
• Developing independence

Teachers took time to reflect on their current practice and discussed features of their work which they would like to develop. They posed questions in line with the enquiry model and then refined the questions to provide a precise focus on an area for refinement and analysis. All teachers found it useful to have the time and space to think more deeply about strategies to challenge the more able. They were able to share some great examples of analysis of the impact of their interventions.

Pupil engagement increased in most cases and teachers showed that they were more confident and better equipped to challenge the more able across the curriculum. Through engagement with this hub teachers built up a wider range of teaching strategies. They have evidence to show that these strategies work to deepen understanding. Examples of impact included the use of manipulatives in maths, retrieval practice for GCSE revision, live modelling, extended talk and opportunities to develop reasoning skills. 

Theme 2: Perfectionism

This Hub’s focus on perfectionism built on the work NACE has undertaken with York St John University in this field over the past few years. The original research examined the impact of raising awareness of perfectionism and helping young people to understand more about the associated traits. While that initial research focused on key stage 4 pupils, teachers in the Hub were able to use the information and resources developed to work with a wider age range. The question here was “Can a single classroom-based lesson improve student-reported knowledge about perfectionism and a willingness to seek support if needed?” The materials used to support the teachers’ enquiry projects are available for all schools here. 

Teachers engaged in the enquiry found that some pupils already understood what was meant by perfectionism but did not necessarily appreciate the different “flavours” of perfectionism. Pupils’ response to this information was strongly positive. Some reported that it helped them to reduce stress and worry as they prepared for examinations. Others recognised some aspects of perfectionism in themselves. They learnt about the difference between being a perfectionist (which could lead to negative outcomes) and wanting to do well (as a positive trait). 

Not all aspects of the enquiries were positive, as one target group was taken out of class, which caused them to worry about missing other activities. It was widely felt that raising awareness as a part of developing health and wellbeing for all is an important step forward in schools. One Hub participant commented that it would be useful to continue to explore the impact of the perceived expectations of others (e.g. parents, teachers, peers), and ways of creating a culture which emphasises doing one’s best rather than attaining a certain outcome.  

Schools need to consider the effects of pressures on pupils from their peers, their teachers and their parents and carers. How can an improved understanding of perfectionism become more widely shared within schools? How can school culture adapt to reflect this knowledge about perfectionism?

Theme 3: Cognitive challenge within the new Curriculum for Wales

Led by Bishopston Comprehensive School and Ysgol Gyfun Gwyr (Swansea), this Hub sought to develop cognitively challenging learning experiences within the new Welsh Curriculum. To do this each participant focused on a key aspect of self-regulation or metacognition within their teaching. They then examined the impact on the resilience and ambition of their pupils within their learning. This group selected a wide range of starting points in response to this question. 

One school was acutely aware of how highly context-bound resilience and metacognitive skills can be. They found that working with pupils on specific workload issues was more useful than additional revision. They also found peer support and advice could increase the effectiveness of working practices. Another participant also used peer collaboration to support some GCSE German students. This led to a greater understanding of explicit learning strategies and an improved linguistic range. Another school with older pupils tackled the issue of cognitive overload through the introduction of planning templates. The belief was that students have a negative attitude towards essay questions due to high content and cognitive overload. This affects their ability to achieve the highest marks, since they miss out key content when answering questions. During the enquiry period students’ marks improved, as did their attitudes to essay writing. They found that having “chunks” of information rather than one overwhelming larger piece of writing was easier to manage.

The use of explicit teaching and modelling by both the teacher and other pupils can impact on learning, as was evidenced above in GCSE classes. Another example of this was to introduce younger pupils to higher-order question types. When pupils understand what is possible, they can adapt their learning. In this school the intervention led to pupils setting themselves challenging questions which they sought to answer. They could reflect on the learning of others and guide them to improve responses. They took greater responsibility for their own learning and were more resilient. The quality of written responses have become more sophisticated, exhibiting a greater depth of knowledge. 

In total contrast to the teacher explaining and modelling learning, another participating school trialled the “silent way method” with Year 8 pupils. For this method to work, the teacher does not explain each step but remains silent to enable pupils to discuss and discover the learning processes themselves. This took place in a mathematics class where pupils were skilled in routine and algorithmic responses but were less resilient in solving problems. When pupils were asked to investigate and discover the steps needed to solve problems, they became more active in their learning and showed greater resilience when faced with new problems.

NACE R&D Hub participating schools 2021-22

Despite the pressures experienced by schools over the last year, we were delighted to have a diverse range of schools participating in R&D Hubs programme this year. These included: 

• Bishopston Comprehensive School 
• Brooklands Farm Primary School 
• Chelmsford County High School
• Christleton High School
• Copthorne Primary School
• Dylan Thomas School 
• Furness Academy 
• Hartland International School
• Howell's School, Llandaff 
• Hydesville Tower School
• Kentmere Academy
• Pentrehafod School
• Laugharne Primary School
• Llwynypia Primary School 
• Lutterworth High School
• Malvern St. James
• Samuel Ryder Academy
• St. Albans RC High School 
• St. Cedd’s School
• St. Thomas More Secondary School 
• Storrs High School
• The College, Merthyr Tydfill
• The Cotswold School 
• The Mulberry House School
• Ysgol Caer Elen 
• Ysgol Gyfun Gwyr
• Ysgol Gyfun Gymraeg Bryn Tawe
• Ysgol Llanhari

Congratulations to all of those who persevered and completed their projects. We look forward to working with many of you, alongside new participants, next year.

NACE R&D Hubs 2022-23: join us next year...

What aspect of your own practice would you like to examine? Would you like an engaged community of peers to discuss this with? If you have not yet joined a NACE R&D Hub, now is the time to consider this. We believe the experience of engaging in a teacher enquiry project is one of the most effective ways to examine and develop your own practice, while engaging with current research and sharing insights with others.

Whether or not you have engaged in teacher-enquiry projects or belonged to a Hub before we would be delighted to welcome you next year. The Hubs are open to all NACE members, and those with more experience in teacher enquiry will make all new participants welcome and support them as they use this approach to developing expertise. 

Theme 1: Oracy for high achievement. If you or a colleague are interested in developing oracy in the classroom or across the school, you will want to join NACE Associate Dr Jonathan Doherty and the team at Copthorne Primary School in Bradford to examine the use of language for high achievement. Jonathan is currently researching oracy for NACE and is well-positioned to support the team at this leading NACE school to inquire into this subject at classroom level.

Theme 2: Rethinking assessment. If you have been thinking about the ways you currently use assessment, its position within teaching and learning, its effectiveness and value, you may want to join the Hub looking at rethinking assessment. This Hub is supported by NACE’s central team and led by Dr Ann McCarthy, who is examining the ways in which we can make better use of assessment to develop cognition, cognitive skills and learners’ metacognition. In this Hub participants will have an opportunity to examine assessment as learning and its place in cognitively challenging learning environments. 

Theme 3: Cognitive challenge within the new Curriculum for Wales. The third Hub will be led by Alison Sykes and her team at Bishopston Comprehensive School. This provides an opportunity for those working in the Hub this year to continue their enquiries in this field, while also welcoming other schools wishing to examine cognitive challenge within the new Curriculum for Wales.

All three Hubs will open with an online launch event at 3.30-4.45pm on Tuesday 27 September 2022.

If you or a colleague would like to join a Hub or learn more about the programme, please visit the NACE R&D Hubs webpage for more information, and register here for the online launch event.  

NACE Associate Dr Jonathan Doherty reflects on what we mean by teacher enquiry, its benefits, and how to do it well – drawing on the experience of the NACE R&D Hubs.

Colleagues at this stage in the year will be fully into the cycle of NACE Research and Development Hub meetings and working to finalise their enquiry projects for this year. It is a privilege to be part of the R&D Hub based at Copthorne Primary School in Bradford. The meetings are a rich exchange of ideas for teacher-led projects under the umbrella theme of exploring how curriculum design can arise from a focus on cognitively challenging learning experiences and an understanding of the pedagogical models and practices which facilitate this. The discussions and planned research are fine examples of teacher enquiry in action, which prompted me to write this blog post.

What do we mean by teacher enquiry?

A variety of terms exist for this work – classroom enquiry, action research, practitioner research – and it has a long history in educational research. Researchers Marilyn Cochran-Smith and Susan Lytle (2009, p.123-4) described teacher enquiry as, “neither a top-down nor a bottom-up theory of action, but an organic and democratic one that positions practitioners’ knowledge, practitioners and their interactions with students and other stakeholders at the centre of educational transformation’’. 

It is associated with small-scale investigations carried out by teachers in their own classrooms and schools. They don’t just observe it, they do it! Underpinning this and recognised is that teachers’ engagement with enquiry will provide answers to questions that they want answers to, and in turn will generate new knowledge.  

What are the benefits of teacher enquiry?

As is in evidence from the NACE R&D Hub meetings, the characteristics of this type of research are that it is undertaken by individual teachers or groups of teachers, it is conducted in schools with the purpose of improving classroom practice, and it leads to shared and greater learning. Teacher enquiry recognises that teachers are uniquely positioned to provide the insider’s view of how teachers and learners co-construct knowledge. Teacher enquiry in the form of short, focused projects is “authentic” because it is close to everyday classroom work; it is “ethical” because of how the enquiries are conducted with regard to confidentiality and anonymity; and it gives “voice” to represent and amplify this important work undertaken by teachers. In our Hub meetings at Copthorne, it is obvious to see the extensive thought processes that have gone into formulating the research questions for the different projects.

What does it look like in practice?

Research of this type has a definite shape to it, although each project in our R&D Hub is slightly different. Many models exist to illustrate teacher enquiry, but they are all based upon similar principles of planning, taking action and evaluation (Coghlan, 2019). 

Stage 1: conceptualisation

 Enquiries begin with the formulation of a question (sometimes referred to as a hypothesis). This is the conceptualisation stage. The question is posed by the teacher(s) or in conjunction with students and must be “researchable” with the potential to answer an issue in the classroom. The NACE R&D Hubs format for enquiry, “If I do X, will Y happen?” is extremely helpful in making this concise and the research viable.  

Stage 2: intervention

After the question is finalised (and often shortened for clarity), comes the intervention stage, where the investigation is planned in detail, a target group identified and baseline information from the target group set up. 

Stage 3: analysis

When sufficient data is gathered, it is organised in categories and then begins the analysis stage, where analysis of key themes leads to deeper understanding. 

Stage 4: evaluation

Finally, after 6-8 weeks, sufficient time to observe physical change taking place, conclusions are drawn which relate back to the original question and typically identify implications for classroom practice (or indeed further enquiry) arising from the investigation. This evaluation stage might include its value to the pupils, to the teacher’s professional learning, or more broadly to organisational learning. 

Whilst these four stages may appear to be a linear process, they are not: the shape is very much cyclical, returning to the original question posed.

How does this relate to provision for more able learners?

There are many benefits to conducting enquiry work focusing on more able learners. It helps create a space for busy teachers to stop and examine existing ways of working. It is situation-specific: it enables the examination of one’s own situation and leads to a better understanding of context. It is a participatory process, all about doing. It builds on teachers’ extensive knowledge of classroom practice already. It is collaborative, as the sharing of ideas with others in NACE R&D Hubs demonstrates. It involves robust evaluation: bringing a systematic and disciplined way of working that leads to new understandings and creates a bona fide evidence base, so important for developing how best to support more able learners in primary and secondary school contexts.

How to do it well: five top tips for teacher enquiry work

1. Spend time getting the research question right. It must be clear and specific. For example, “How does the use of teacher written feedback improve learning in History for more able learners?”
2. Set a baseline at the start of the project. This might be teacher assessment or achievement data.
3. Use a variety of ways to collect data. This could be a short questionnaire, focus group interviews, set tasks or targeted lesson observations.
4. Involve more able students from the start. Involve them in helping to plan the project. Talk to them about how this is going to happen and their view of it in implementation.
5. Share your work. This might be within a school at a research meeting or a staff meeting. Consider going wider. A conference perhaps or writing the enquiry up for publication. This is new and important work. Share your successes!

A final word from Lawrence Stenhouse (1981) who commented that, ‘‘it is teachers who in the end will change the world of the school by understanding it’’.

References

• Cochran-Smith, M. & Lytle, S. (2009) Inquiry As Stance. New York: Teachers College Press
• Coghlan, D. (2019) Doing Action Research in your Organisation. London: Sage.
• Stenhouse L. (1981) What Counts as Research? British Journal of Education Studies. Vol XXIX, No. 2. June.

About the NACE R&D Hubs

NACE’s Research and Development (R&D) Hubs offer opportunities for NACE members to exchange effective practice, develop in-school research skills and collaborate on enquiry-based projects. Each Hub brings together members from all phases, sectors and contexts to share and augment the available evidence on what works for more able learners. Find out more here, or contact us to express your interest in joining the R&D Hubs next academic year.

NACE CEO Rob Lightfoot shares key takeaways from this year’s conference, which took place online on 25 November 2021.

It was fantastic to welcome so many school leaders and practitioners to our 2021 conference – including representatives from across England, Wales and much further afield. The conference theme “Creating cognitively challenging schools” was designed to build on NACE’s research into cognitive challenge over the past few years – exploring what this looks like both in classroom practice and at the level of whole-school leadership and improvement.

The day’s keynote sessions explored the key principles of cognitive challenge and why we believe this should be a key focus for schools, as well as focusing on the importance of creating a language-rich learning environment – exploring the transformational impact this can have for all learners. 

Alongside these plenary sessions, delegates participated in workshops focusing on how to put these principles into practice at the leadership and classroom levels, with strands for primary and secondary colleagues respectively. 

There were many inspiring moments and invaluable exchanges during the day, with some key themes, common challenges and shared aspirations emerging. Here are 10 key takeaways to reflect on:

At the leadership level…

1. Responsibility for more able provision and cognitive challenge should be shared by all. The idea that it’s all up to the more able lead needs to change. The importance of developing cognitive challenge for the more able – and for all learners – should be shared, owned and understood by all as a non-negotiable.

2. Challenge should not be seen as an add-on, but integrated fully into all lessons. Placing the needs of more able learners at the centre of curriculum design and pedagogy will deepen the learning for all. Middle leaders are crucial to this process and, for larger schools, there should be an advocate for more able learners within every department. There is scope for Heads of Department to be more involved in the organisation of learning to support cognitive challenge.

3. Articulating and sharing the vision is key. The “why” of more able provision and cognitive challenge needs to be understood and owned by everyone in the school – and this will support the points made above and below.

4. High-quality ongoing professional development is crucial to supporting these goals, whether this is for existing staff to improve their teaching in line with the vision of the school or the training of new staff. Staff should not, however, be a slave to the chosen instructional model for a particular school. They should be encouraged to take risks too.

5. Enrichment has a role to play – but should not be the sole focus. Enrichment opportunities are important so learners can develop their skills in a variety of different ways, but having challenge at the heart of every lesson should avoid the need for academic interventions at a later date. Utilising every second of every lesson is key.

And in the classroom…

1. Finding the right balance between direct instruction, facilitating learning and activating learning is important but not easy. Delegates in the practitioner strands felt that the balance was not always right. Understanding the role of each approach within the context of cognitive challenge could help here, as could the use of flexible approaches such as “cutaway”.

2. At primary level, it was generally felt there was a tendency towards a greater level of direct instruction in the core subjects. There were more opportunities, within foundation subjects, to explore the other types of learning. This is due to the large amount of coverage in the core, but a balance needs to be achieved. “How can I show my learning in a variety of ways?”

3. At secondary level, the same applied to KS4 for more direct instruction and KS3 for a more varied style of learning. Again, the pressure over content appeared to be the reason for this –  but our more able students need to be reflective and evaluative learners if they are to reach their full potential. “When do we stop direct instruction and let go?”

4. The “why” needs to be explained to other stakeholders too – particularly parents and carers. We can then all work to a shared vision.

5. Again, the need for high-quality CPD was raised as being crucial for ensuring cognitive challenge is at the heart of every lesson. The strategy for more able provision needs to be embedded at a whole-school level.

Read more:

• Why focus on more able learners?
• Common myths and misconceptions about more able learners
• Developing a whole-school approach to more able: roles and responsibilities
• 3 key ingredients for cognitive challenge
• Making Space for Able Learners – overview of NACE’s research on cognitive challenge, with the option to purchase copies of the “Making Space” publication for your school
  

Conference recordings now available to purchase for your school

If you missed the conference, or participated and would like to revisit some of the sessions or share them with colleagues, we’re offering the opportunity to purchase recordings of the conference keynotes and workshops, including:

• Keynote 1: Creating a culture of cognitive challenge
• Keynote 2: Creating a language-rich climate for learning
• Workshops Strand A: Primary leadership - led by NACE Challenge and Curriculum Development Director Christabel Shepherd
• Workshops Strand B: Secondary leadership - led by NACE CEO Rob Lightfoot
• Workshops Strand C: Primary practice - led by NACE Curriculum Development Director Dr Keith Watson
• Workshops Strand D: Secondary practice - led by NACE Associate and Challenge Award Assessor Rob Buck
• Closing comments: summary from each workshop strand

Cost for the full package: £199 (NACE members) / £249 (non-members)

Please note: recordings are of the main presentations only; breakout conversations and group discussions are not included. Handouts of the slides from each session are also provided.

Purchase the conference recordings for your school

To learn more about any of the themes mentioned above, or for information about how NACE could support your school, please contact communications@nace.co.uk

Why should schools focus on critical thinking skills?

What is the most effective approach to teaching critical thinking skills?

Jonathan Beale, Researcher-in-Residence, Eton College @drjonathanbeale

The recently published ‘BrainCanDo’ Handbook of Teaching and Learning: Practical Strategies to Bring Psychology and Neuroscience into the Classroom outlines some of the research undertaken at BrainCanDo, an educational neuroscience research centre at Queen Anne’s School, and offers practical strategies for its application in secondary schools. The centre takes an evidence-informed approach to improving teaching and learning by conducting research on educational neuroscience in collaboration with university experts and applying it in the classroom.

This book’s eleven chapters are divided into five sections. This blog post provides an overview, with each sub-heading covering a section.

1: Controversies and applications

In Chapter 1, Jonathan Beale discusses the greatest problem facing educational neuroscience: how to move from neuroscientific evidence to its application in education. Beale argues that making this move without due attention to certain methodological hazards leaves educational neuroscience open to the accusation of ‘scientism’: excessive belief in the power or value of science. Beale offers suggestions on how to avoid scientism in educational neuroscience.

In Chapter 2, Gill Little shares ways that Queen Anne’s has attempted to bridge the gap between educational neuroscience and educational practice. Little offers school leaders strategies to support the introduction of an evidence-informed teaching and learning culture in their own educational contexts.

2: Becoming a successful learner

In Chapter 3, Iro Konstantinou and Jonnie Noakes argue that for schools to equip pupils with the skills to become engaged citizens who can thrive in a diverse society, character education needs to be embedded within a school’s curriculum, co-curriculum and wider culture. They outline evidence-informed practices that can foster some of the most important character skills for a changing world.

In Chapter 4, Amy Fancourt and Joni Holmes consider the extent to which working memory underpins many aspects of learning. They review research on the development of working memory and ways to use this research to support all learners, through recognising individual differences in working memory capacity. 

3: Motivation

This section approaches motivation through three psychological concepts: motivational contagion, mindset and executive functioning. In Chapter 5, Laura Burgess, Patricia Riddell and Kou Murayama offer practical strategies for harnessing the advantages of motivational contagion in the classroom. They explore the mechanisms underlying the transfer of attitude and motivation within classroom contexts, and offer recommendations on how teachers can use this knowledge to foster academic motivation.

In Chapter 6, Catherine Lutz investigates the relationship between mindsets and motivation. Research shows that an individual’s mindset and personal motivations are important variables that influence attainment and enjoyment. Lutz investigates how these may influence academic achievement and professional satisfaction in the classroom. Lutz offers practical applications to support the development of growth mindset and motivation.

In Chapter 7, Laurie Faith, Bettina Hohnen, Victoria Bagnall and Imogen Moore-Shelley offer an account of how an approach towards teaching and learning centred around executive functioning skills can develop self-regulation, metacognition and motivation. The chapter provides an overview of the development of executive functioning skills in primary and secondary school-aged children and outlines an approach for building executive functioning skills which is currently being used in primary and secondary schools. 

4: Wellbeing

In Chapter 8, Frances Le Cornu Knight explains the vital role of sleep in creating optimal conditions for learning and healthy development throughout adolescence. Through discussion of current research on sleep, Knight outlines the reasons for sleep deprivation in the adolescent population today. The chapter offers recommendations for schools to promote the vital role of sleep to learning and well-being and strategies that can improve sleep hygiene. Knight recommends that we seriously consider the potential value of introducing a later school start time.

Gratitude has been shown to be important for improving well-being, and recent neuroscientific research suggests that feelings of gratitude are linked with the activation of brain areas associated with thinking about others, judging subjective value, emotion, motivation and reward. Chapter 9 explores the impact that gratitude can have on adolescents’ subjective social well-being and social cohesion. Sarah Buckingham and Joseph Buckingham draw upon current research on gratitude to show the connection between expressions of gratitude and pro-social behaviour. They argue that a great deal of life satisfaction is connected to the amount of gratitude experienced. The chapter offers practical suggestions for schools to develop pupils’ gratitude.

5: Subject-specific research

The final section covers studies that apply educational neuroscience to mathematics, science and music. In Chapter 10, Annie Brookman-Byrne and Iroise Dumontheil provide an overview of the neural changes during adolescence and consider how knowledge of these can be used to enhance teaching and learning. They consider the role of inhibitory control in the acquisition of counterintuitive concepts that are typically found in science and mathematics. The chapter outlines ways to encourage adolescents to employ more widespread use of inhibitory control mechanisms to strengthen this executive function.

In Chapter 11, Daniel Müllensiefen and Peter Harrison explore how music can influence adolescents’ cognitive and socio-emotional development and how music, as a model of brain plasticity, could form an effective teaching intervention. The authors report results from a new study that tracks the development of musical abilities together with cognitive and socio-emotional skills across adolescence. They argue that our current knowledge of brain plasticity and the changes that occur in the brain as a result of musical learning can be used to support mindset teaching interventions. The authors offer a framework for developing such an intervention.

The BrainCanDo Handbook of Teaching and Learning is available to buy now from Routledge. For a 20% discount on this and purchases across the Routledge range, log in to view all current NACE member offers.

Read more:

• Blog post: Neuroscience and learning: reference values in the classroom (reflections from a participant in BrainCanDo's Neuroscience for Teachers course)
• Explore NACE’s current research initiatives and opportunities