After two decades of pioneering work in brain research, the education community has started to realise that “understanding the brain” can help to open new pathways to improve educational research, policies and practice. This report synthesises progress on the brain¬informed approach to learning, and uses this to address key issues for the education community. It offers no glib solutions nor does it claim that brain-based learning is a panacea. It does provide an objective assessment of the current state of the research at the intersection of cognitive neuroscience and learning, and maps research and policy implications for the next decade.
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Learning Change 