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The Science of Learning - EBC Framework


Applying Research to Raise Learning Outcomes

Understanding how we learn is a powerful tool in maximising opportunities for children.


Fusing peer-reviewed research from the fields of cognitive neuroscience and education psychology with practical, evidenced-informed teaching strategies raises learning outcomes for children.

The Science of Learning - EBC Framework

Central to the seminal works of eminent developmental psychologists, Vygotsky and Piaget, is the notion that new learning is inextricably linked to what has already been learned. The Science of Learning, rather than competing with these traditional perspectives, provides scientific insights into the processes of building knowledge, as well as the important processes that both precede and follow this building.

Recent Science of Learning research offers an understanding of how a learner becomes engaged with a source of new knowledge, how a learner first comes to build new knowledge, and how this new
knowledge later becomes consolidated, causing it to become more durable and accessible.

The Science of Learning EBC framework does not provide any prescription for effective teaching nor promote a single model of classroom teaching. Instead, the framework is a set of concepts that can provide a fascinating insight into the processes that underlie classroom learning. The framework is designed as a tool to support home educators, classroom teachers, and school leaders to talk about, reflect upon and develop their practice in relation to learning and to evaluate current high-profile trends and practices in education.

EBC - Engage, Build and Consolidate

Emotional processes in the brain are very intertwined with those for reasoning and memory. Understanding the relationship between emotional processing and engaging attention for learning is an important part of teaching.*

Key ENGAGE Concept Topics

1. Engaging attention
2. Stimulating an 'approach' response
3. Factors averting attention
4. Brain plasticity 

Through understanding the processes by which the brain builds knowledge, a teacher can support their students' efforts to transform new knowledge into new and meaningful understanding.*

Key BUILD Concept Topics

5. Prior Knowledge
6. Working Memory
7. Conscious and unconscious communication

When knowledge is first built, it can be temporary and vulnerable to loss. By understanding processes of consolidation, a teacher can support students' learning to involve a lasting change in their capabilities and understanding.*

Key CONSOLIDATE Concept Topics

8. Rehearsal
9. Applying Knowledge
10. Sleep

Contact me to book CPD on the Science of Learning
and understand more about the concept topics

Developing the Science of Learning - EBC Framework

The Science of Learning - EBC Framework is the result of close collaboration across education and cognitive neuroscience fields of research. Special mention must go to my colleague and project-lead, Professor Paul Howard Jones.

Paul is a Professor of Neuroscience and Education at the School of Education, University of Bristol (UK). His work has focused on cognitive neuroscience and educational theory, practice and policy in order to understand learning processes and their potential relevance to educational learning.

Further Information on The Science of Learning Research Project

The Science of Learning research project was funded by the Wellcome Trust. As part of the project, a website co-authored and constructed by Annette Garrett-Cox and Professor Paul Howard-Jones offers further information and resources on The Science of Learning - EBC Framework and the Science of Learning for Initial Teacher Education (SoLfITE) project. 


*Adapted from

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