Neuroscience-Informed Education Dashboard

🧠 NBE-UK Teacher Dashboard

Neuroscience-Informed Education • KS1–KS4 • Teacher Demo

EVIDENCE → PRACTICE → MEASURE

1. Teacher command centre

Select a key stage and learning focus. The dashboard generates a practical lesson-design starting point—not a diagnosis or “brain type”.

Key stage KS1 · Ages 5–7KS2 · Ages 7–11 KS3 · Ages 11–14KS4 · Ages 14–16 Learning focus AttentionWorking memoryLong-term memory MetacognitionEmotion & regulationSleep & wellbeing

Choose a key stage and learning focus, then generate a guide.

2. Evidence ladder

Use evidence progressively: a neuroscience finding is not automatically a teaching recommendation.

Level 3 · Classroom evidence

Connect brain/cognition research to real educational intervention evidence before scaling.

3. Seven-stage implementation cycle

4. Neuroscience → cognition → teaching

Brain: development, plasticity, attention, memory, emotion and executive function.

5. Lesson design checklist

Activate prior knowledge Explain and model clearly Manage cognitive load Use retrieval / spacing Model metacognition Include appropriate movement / wellbeing

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6. Developmental pathway

KS1Discover the learning brain

KS2Understand how learning works

KS3Understand the cognitive system

KS4Scientific literacy & critical thinking

KS1: attention, emotion, memory, curiosity and basic self-regulation.

7. Teacher micro-training

Module 1 · Developing brainModule 2 · Attention & working memory Module 3 · Memory & retrievalModule 4 · Cognitive load Module 5 · MetacognitionModule 6 · Emotion, stress & learning Module 7 · Sleep & activityModule 8 · Neuroscience myths

Select a module for a 2-minute teacher briefing.

8. Ethics & safeguards

Do not diagnose, label or predict pupils from classroom behaviour or neurological data. Measure learning; do not routinely measure children's brains.

Green: evidence-based teaching, cognitive science, wellbeing and metacognition.

9. Simple impact dashboard

Demo metrics only. Replace with school-approved measures and safeguarding-compliant data.

72%Retention

78%Engagement

64%Metacognitive use

81%Teacher confidence

10. Evidence-to-action matrix

Domain	Teacher action	What to observe	Guardrail
Attention	Reduce unnecessary distractions; chunk instructions	On-task behaviour / task completion	Do not label “attention type”
Memory	Retrieval + spacing + prior knowledge	Delayed retention	Do not equate recall with intelligence
Working memory	Model steps; reduce extraneous load	Accuracy and independence	Do not diagnose from classroom performance
Metacognition	Plan → monitor → evaluate	Quality of learning decisions	Teach strategies explicitly
Wellbeing	Embed sleep, movement and healthy routines	Participation / attendance / self-report	Avoid medical claims

NBE-UK Teacher Demo • Prototype only • No pupil-identifiable data • Educational evidence should be reviewed before implementation.