• Integrate neuroscience principles into instructional planning, delivery, and assessment practices to optimise student learning outcomes;
• Take evidence-based decision-making in educational contexts informed by research literature and empirical evidence in neuroscience and cognitive science;
• Design and implement neurocognitive interventions and accommodations to support students with diverse learning needs, including those with neurodevelopmental disorders and learning disabilities;
• Advocate for the implementation of neuroscience-informed pedagogy and promoting evidence-based approaches to teaching and learning;
• Convey proficiency in applying neuroscientific knowledge to address learning challenges and individual differences among students, fostering a supportive and inclusive learning environment.

• Describe the fundamental concepts in neuroscience, including neuroplasticity, synaptic transmission, and brain structures relevant to learning and memory;
• Explain the principles of cognitive science as they relate to educational practices, including theories of attention, memory encoding and retrieval, and executive functioning;
• Identify key findings from neuroscience research that have implications for teaching and learning, such as the role of emotions in memory consolidation and cognitive performance;
• Analyse the relationship between brain development and learning across different stages of development, from early childhood through adolescence to adulthood;
• Critically review current literature and research studies in neuroscience and cognitive science, combining findings to inform evidence-based teaching practices;
• Assess the impact of environmental factors, such as sleep, nutrition, and physical activity, on brain function and cognitive performance, and consider implications for educational practice.

• Utilise neuroscientific research findings to create curriculum material and learning activities that promote active engagement and critical thinking among students;
• Employ assessment techniques, including formative and summative assessments, that align with the brain’s learning processes and provide meaningful feedback to students on their cognitive and academic growth;
• Implement strategies for fostering a positive learning environment that supports socio-emotional development, resilience, and self-regulation skills based on principles of affective neuroscience;
• Adapt instructional strategies and learning material to accommodate individual differences in students’ cognitive abilities, and neurodevelopment, promoting personalised and inclusive education;
• Evaluate the effectiveness of neuroscience-informed teaching practices through ongoing reflection and research, to better student learning outcomes.

This module will be assessed through: Forum; Presentation; Research Essay.

Core Reading List

1. Attard, K. & Schembri Frendo, C. (2022). The neuroscience of emotions and the role emotions play in learning. Malta Journal of Education, 3(1), 15-36
2. Chang, Z., Schwartz, M.S., Hinesley, V. & Dubinsky, J.M. (2021). Neuroscience concepts changed teachers’ views of pedagogy and students. Frontiers in Psychology, 12.
3. Dehaene, S. (2020). How we learn: The new science of education and the brain. Penguin; UK.
4. Shirley, D., & Hargreaves, A. (2021). Five paths of student engagement: Blazing the trail to learning and success. Solution Tree Press.
5. Slotnick, S. D. (2017). Cognitive neuroscience of memory. Cambridge University Press.
6. Surma, T., Vanhoyweghen, K., Sluijsmans, D., Camp, G., Muijs, D., & Kirschner, P. A. (2022). Lessons for Learning: 12 Building Blocks for Effective Teaching. John Catt Educational.
7. Thomas, M. S., Mareschal, D., & Dumontheil, I. (Eds.). (2020). Educational neuroscience: Development across the life span. Routledge.

Supplementary Reading List

1. Centre for Educational Neuroscience. https://www.educationalneuroscience.org.uk/
2. Howard-Jones, P. (2014). Evolutionary Perspectives on Mind, Brain and Education. Mind, Brain and Education, 8(1), 21–33.
3. Kolb, B. & Whishaw, I. (2021). Emotion and the social brain. In Kolb, B. & Whishaw, I. (2021). Fundamentals of human neuropsychology. (pp. 569-70).
4. Morehead, K., Rhodes, M. G., & DeLozier, S. (2016). Instructor and student knowledge of study strategies. Memory, 24(2), 257-271.
5. Uppala, A. et al. (2015). Impact of neurotransmitters on health through emotions. International Journal of Recent Science Research 6(10), 6632- 6636.
6. Ward, J. (2020). The student’s guide to cognitive neuroscience (4th ed., pp. 203-231).