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If we want students to take control of their learning, we first need to implement mechanistic metacognition so that they understand how best to learn, argues Jared Cooney Horvath

The science of learning has become embroiled in an ideological argument that has little to do with the reality of what it can and cannot do for teaching, argues Jared Cooney Horvath

The idea that individuals are suited to a certain style of learning is widely seen as a damaging myth. But, says neuroscientist Jared Cooney Horvath, there’s more to the belief than meets the eye

Intelligence might seem like an innate quality that underpins academic ability, but, as Jared Cooney Horvath finds out, there’s really no such a thing as a ‘brainy’ child

Creativity is pushed as one of the future skills that every student needs, but what exactly is it, and how can you teach it? Neuroscientist Jared Cooney Horvath explains all

Much of the research around how we learn now centres on what happens in the brain. But should we be just as preoccupied with what happens in the mind? Jared Cooney Horvath argues that, contrary to what some believe, the mind is a separate entity to the brain and should be of much more interest to teachers