With the current emphasis on raising aspirations , personal skills and achievement levels of learners within schools and colleges, Richard Churches and his fellow authors have untangled the scientific jargon around neuroscience and cognitive psychology. The authors successfully engage the reader in a range of practical activities and strategies that promote awareness of the application of neuroscience and its contribution to the delivery and management of learning.
The structure and easily read style of the authors enables the reader to assess a range of neuroscience topics such as working memory, metacognition, motivation, learners with additional needs and the adolescent brain . There are excellent tips on how the research evidence can be effectively used to support practice. In particular, the research zone and reflection sections enable the reader to balance ideas in terms of implications for their own practice. In this respect, the sections on motivation to learn, autism spectrum disorder, peer pressure, risk taking, seeing testing as a learning event are all addressing key issues and supporting the reader in how to take the neuroscience evidence forward in practical terms. The authors are to be congratulated on promoting in depth practical awareness and applications of research with regard to issues which confront teachers and managers in schools and colleges.