Brain-based learning How We Learn: Transforming Curriculum and Classroom Practice About the Course This transformative course delves deep into the fascinating science of learning, uncovering the “how” behind “how we learn.” Drawing from the latest research and insights, it offers practical strategies to revolutionize your approach to curriculum design and classroom teaching. Whether you’re a […]
Brain-based learning Read More »
Adaptive Teaching – Manchester Adaptive teaching is revolutionising classroom practice, creating truly inclusive environments that empower every student to thrive. Proven to enhance outcomes for all learners, this approach is central to Teachers’ Standards, the Early Career Framework, and the OFSTED Education Inspection Framework. Gone are the days of rigid differentiation with separate tasks and
Adaptive Teaching – Manchester Read More »
Adaptive Teaching – Leeds Adaptive teaching is revolutionising classroom practice, creating truly inclusive environments that empower every student to thrive. Proven to enhance outcomes for all learners, this approach is central to Teachers’ Standards, the Early Career Framework, and the OFSTED Education Inspection Framework. Gone are the days of rigid differentiation with separate tasks and
Adaptive Teaching – Leeds Read More »
Adaptive Teaching Adaptive teaching is revolutionising classroom practice, creating truly inclusive environments that empower every student to thrive. Proven to enhance outcomes for all learners, this approach is central to Teachers’ Standards, the Early Career Framework, and the OFSTED Education Inspection Framework. Gone are the days of rigid differentiation with separate tasks and outcomes for
[vc_row][vc_column width=”2/3″][vc_column_text] Adaptive teaching is a vital approach for fostering a completely inclusive classroom environment and has been demonstrated to enhance student outcomes. It is a fundamental element of the Teachers’ Standards, the Early Career Framework, and the OFSTED Education Inspection Framework. Unlike traditional methods of differentiation that might have required different groups of pupils
[vc_row][vc_column width=”2/3″][vc_column_text]Brain-Based Learning: Integrating Neuroscience into Curriculum Design Understanding the ‘how’ in ‘how we learn’ is core to curriculum design, or intent, and when teaching children – the implementation. We all want children to ‘learn the curriculum’, but what exactly does that mean? How can we get greater impact? And, importantly, how do we do
Brain-based learning Read More »
[vc_row][vc_column width=”2/3″][vc_column_text]Brain-Based Learning: Integrating Neuroscience into Curriculum Design Understanding the ‘how’ in ‘how we learn’ is core to curriculum design, or intent, and when teaching children – the implementation. We all want children to ‘learn the curriculum’, but what exactly does that mean? How can we get greater impact? And, importantly, how do we do
Brain-based learning Read More »
[vc_row][vc_column width=”2/3″][vc_column_text]Brain-Based Learning: Integrating Neuroscience into Curriculum Design Understanding the ‘how’ in ‘how we learn’ is core to curriculum design, or intent, and when teaching children – the implementation. We all want children to ‘learn the curriculum’, but what exactly does that mean? How can we get greater impact? And, importantly, how do we do
Cognitive science and curriculum design – London Read More »
