Posts Tagged ‘Neuroscience’

Resilient Minds

3 Feb

“If you can keep your head when all about are losing theirs” ……. Joseph Rudyard Kipling

As part of our ongoing commitment to develop resilient minds in our pupils here at Northampton High School we are about to launch a programme based on the research of the Positive group. http://www.positivegroup.org/

 

Positive are a specialist learning provider working across the corporate, public and educational sectors. Their work is informed by research in psychology, neuroscience and the medical sciences. They use the relevant principles of psychology and human behaviour to develop practical, versatile tools and techniques that enable individuals and teams to manage pressure and adapt to change and uncertainty in our ever evolving world. A group of our staff are at present receiving training in the delivery of this programme and the science behind it, using a number of app based tools. These will range from an Emotional Barometer, self-talk, an inner coach, a positive data log and a virtual pinboard. These will also be underpinned by a series of Mindfulness sessions.

 

 

Advances in neuroscience have shown how emotions override the brain’s operating systems, constantly influencing how we think and behave; often without us even knowing. By improving emotional literacy, we can improve both psychological health and performance. We change our minds all the time but we can also change the way our brains work by making new connections. If we focus purely on the negatives we get very good at it!

 

 

The first tool the pupils will be introduced to is the Emotional Barometer, which is a visual metaphor tool, designed to track and display your mood state over time and how we cope with stress and pressure, (see the Yerkes-Dodson model above). It will give students an insight into their emotions, how they affect their thoughts, feelings and behaviour and provide them with a basis for developing emotional literacy.

 

We all talk to ourselves and it can have a significant impact on our psychological health and quality of life. The tone and context of this inner dialogue impacts how we think, feel and behave. The self-talk tool and inner coach will enable the students to become aware of their own inner dialogue and supports anyone in a challenging situation to seek solutions and opportunities and to let go of negative cognitive patterns quicker. By improving emotional literacy, you can reduce psychological problems.

I have already attended the teacher training sessions and found it to be one of the most engaging I have ever experienced. The combination of science, knowledge and practical application was expertly done and it will help build resilience and improve the health and wellbeing of all our pupils.

 

Michele Langhorn

Assistant Head (Staff Development and Wellbeing)

The science of education

4 Nov

img_0794lrIn 2009, after a year’s work, the Science Council agreed the definition that

“Science is the pursuit of knowledge and understanding of the natural

and social world following a systematic methodology

based on evidence.”

 

 

 

Whether or not you agree wholeheartedly with this wording, the scientific methodology is both beautiful and practical: objective observation and measurement, evidence, formulation of a hypothesis, experimentation or observation, conclusion drawn from facts or examples, critical analysis and finally verification and critical scrutiny.  If we are entering a “post-truth” world, our students need to be armed with all the tools they need to separate fact from fiction.  Science is by no means the only subject in which Northampton High School girls are trained to do this, but the scientific method provides a concrete framework around which to build those crucial thinking skills.

 

image_previewInterestingly, the Science Council’s definition includes the “social world”.  Schools are certainly a social world; so should scientific research methods be applied to education?  The University of Cambridge think that not only is there is a place for Science in education but also for Neuroscience and in 2005 opened the Centre for Neuroscience in Education.

 

 

 

In addition, the Centre for Educational Neuroscience was established by University College London, Birkbeck University and the Institute of Education as a research centre with the aim of combining the expertise of researchers in child development, neuroscience, and education at the three world leading universities. The website states


cropped-cen_logo_trans_wide“Education is about enhancing learning, and neuroscience is about understanding the mental processes involved in learning. This common ground suggests a future in which educational practice can be transformed by science, just as medical practice was transformed by science about a century ago.”

 

But how is the gap between university-based academic research and the day-to-day craft of teaching bridged?  “We need better systems for disseminating the findings of research to teachers on the ground,” was Dr Ben Goldacre’s response when asked by the Department for Education how to improve the use of evidence in schools.  A variety of bodies have taken up this challenge including the GDST who have set up a Research Learning Community project to give teachers the opportunity to become research engaged and establish effective evidence-informed interventions that can be employed to improve girls’ confidence.

 

The teacher in me and the scientist in me are thrilled by the potential huge benefits to the staff and students of Northampton High School and beyond.

 

Mrs Rachel Fenn, Subject Leader Chemistry

 

http://sciencecouncil.org/about-us/our-definition-of-science/?gclid=CKarw8T4hdACFasy0wodhp0Pcw

https://www.theguardian.com/science/blog/2016/sep/19/the-idea-post-truth-society-elitist-obnoxious

http://www.educationalneuroscience.org.uk/?page_id=169

http://www.badscience.net/2013/03/heres-my-paper-on-evidence-and-teaching-for-the-education-minister/