As educators, if we want to maximise learning, it is fundamental that we understand the brain.  

As Head of Newington Economics, I am intrigued by neuroscience and evidence-based strategies to improve our students’ thinking. Recently I had the pleasure of attending Dr. Judi Newman’s workshop, ‘Leaders of Learning are Brain Changers: Reshape Your School from the Brain Up,’ at The Academy of Organisational Neuroscience Australia in Sydney which provided insight into practical strategies to approach leadership and pedagogy. 

Dr Newman is a leader in social cognitive neuroscience, and as a former high school principal, uses her expertise to share her knowledge of how the brains works best, and how by identifying their teaching attributes, teachers can strengthen their leadership abilities, and classroom cut through. 

Dr Newman took the time to explain the structure of the brain and the neuroplastic change that occurs when we learn. Using a metaphorical example to break the brain into three parts: the emotional, social and thinking brain, allowed us to explore how the brain learns best.  

This framework helped me understand how different aspects of brain function influence learning and behaviour. From this, I was able to reflect on the importance of credibility, trustworthiness and warmth as a leader, as we judge and are judged in the first few seconds based on these characteristics. This in turn made me think about the way I interact with colleagues and students. Creating a trustworthy and warm environment, both in the classroom and collegiately, which fosters a contribute rather than agitate state, engages the emotional brain positively which is essential for effective learning.  

This can be achieved through the relational aspect to teaching, being aware of bias, values and beliefs and how these impact our assumptions and conclusions. Through high expectations and routines, our classrooms become inviting and calm places so that the thinking brain can be accessed.  

Pedagogically, Dr Newman encourages we focus on the thinking brain or the prefrontal cortex, where all executive functioning or conscious thinking occurs. The thinking brain has an innate ability and desire to learn and achieve, and she reinforced the importance of teachers consistently striving to stimulate curiosity and engagement to create memorable experiences for students.  

Learning is an effortful activity and not a passive one, occurring when there are high levels of rigour and focus, leading to action.

While this is not a new theory to me, this professional development opportunity, allowed me to think about the types of activities we do in our Business and Economics classrooms here at Newington and how well we create these experiences. For example, connecting our practical syllabuses components to real world experiences, storytelling and examples which correlate to our students’ interests. 

Dr Newman’s workshop also reviewed the Primacy and Recency effect (S. Asch, 1964), which found that information is retained better at the beginning and the end of a learning period. Every teacher on earth will be aware of those prime learning windows in a class when the energy and engagement of our students is at its highest – the first five minutes and the last! Dr Newman’s expertise illustrates the importance of capturing attention and understanding during these prime times, and how we structure these to maximise retention and therefore learning.  

She also shared there is also opportunity for these effects within a lesson through downtime and brain breaks. Both are integral to reducing cognitive overload and improving learning in the classroom. Equally, recall and sleep are just as important in hardwiring learning in the brain, and this is important for our students to know, and for us as teachers to consistently reiterate to them – especially our teenagers who are susceptible to burning the midnight oil online. 

Fortunately, I was able to share the experience and anecdotes with Peter Laurence, Head of History, who also attended Dr Newman’s thought-provoking Brain Changers workshop, and I look forward to sharing the strategies and toolkit with the team back at the Stanmore campus.  

As teachers we are lifelong learners and are fortunate that Newington values and recognises the benefit of professional development. I am excited to embed these strategies into the classroom and observe the positive impact on student learning.  

Undoubtedly, having a better understanding of neuroscience-based strategies can lead to more effective teaching practices and outcomes for our students. Looking forward, I am eager to the delve further into other neuroscience-based strategies, specifically related to how we assess our students and provide effective feedback. It is rewarding as a teacher and Head of Department to belong to an educational community with a culture intent on improving both student and teacher learning.

For more information about becoming part of the teaching community at Newington, click here.