Educational Neuroscience: The Basics explains how the brain works and its priorities for learning, and shows how educational neuroscience, when combined with existing knowledge of human and social psychology, and with teacher expertise, can improve outcomes for students.

Cathy Rogers completed her PhD in Educational Neuroscience at Birkbeck, University of London, after many years spent producing science television shows. Her research interests are diverse and include the effects of digital technologies on brain development and the neuroscience of adult literacy. Her primary area of interest is in the brain basis of creativity.

Michael S. C. Thomas is Director of the Centre for Educational Neuroscience at Birkbeck, University of London. His research interests are in the translation of research between neuroscience and education, establishing new transdisciplinary accounts in the learning sciences, and developing practical applications within education. He is a Chartered Psychologist, Fellow of the British Psychological Society, Fellow of the US Association for Psychological Science, and Senior Fellow of the Higher Education Academy.

Chapter 1. Why do we need educational neuroscience?

By figuring out how learning works in the messy, biological organ that's the brain, we can help optimise the systems geared to improving it - that is, teach.

Chapter 2. I wanna walk like you...

In the classroom, learning and thinking is built on our sensory and motor systems: what happens in our heads has its origins in our bodies.

Chapter 3. I feel therefore I am

Emotions are an integral part of every thought and action. Harnessing them is a cornerstone for effective learning.

Chapter 4. No one is an island

Our brains are deeply concerned with other people, including teachers and peers. This can be the best or the worst news in the world.

Chapter 5. Thinking is hard

The brain evolved for processing senses and coordinating movements in response. Abstract thinking? That's a whole new ball game.

Chapter 6. Learning is even harder

The brain can't help but learn - it's just what it does. But the sort of learning required in classrooms is just about the most complicated thing we could ask a brain to do.

Chapter 7. Fly me to the moon

Now we understand all the building blocks, how can we use this knowledge in the classroom?

Chapter 8. Covering the syllabus

There's the general, then there are specifics. What are some of the special requirements for learning literacy, numeracy, arts and sciences?

Chapter 9. The whole system perspective

Educational neuroscience is not all about brains. It's also about students, teachers, classrooms, schools, communities, society. It's time to bring all those perspectives together.