The greatest joy for me from working with educational neuroscience - for most of this century - is the feedback from parents and students about their improvements. In some cases, how lives have been changed for the better (see below).
I've also watched how educational neuroscience has evolved as a specialised subject from what was originally known just as neuroscience. It has been interesting how the public's awareness of neuroscience has gone from almost unaware to the situation we have now where the neuroscience label is being put on all sorts of things that, unfortunately, are not even remotely neuroscience based.
However, it is encouraging to see how educators and learners around the world have increasingly used research validated educational neuroscience technologies such as:
*Fast ForWord - “glasses for the ears” improves learning capacity and English language skills
* Cogmed - educators love this fast fix for working memory issues
* Reading Assistant - personal online reading coach to improve reading fluency
* Nervanix attention adaptivity - a "microphone for the brain" to help monitor your attention level so you can learn efficiently
* Kiko's Thinking Time - builds learning & socialisations skills for 3- 6 year olds
* Brain HQ - adult brain fitness
They use these technologies to improve learning capacity and outcomes.
Here is a glimpse of some of the feedback we get regularly. It's a sample of comments from the last two weeks.
David: “All this week he has been such a good boy at school. He has been more focused and is saying his sentences much better. He is reading a lot more and he actually wrote a one page story. I am so happy. David’s confidence just grows”.
Ben: “On the weekend, he sat down and counted his own money. He worked it all out and wrote it down. He’s just a different boy! He would never have done that before”.
Julia: “She’s an above average student now after doing Fast ForWord some years ago. Now she is doing some more of it and she loves doing these sort of things. She’s always liked those educational computer games”.
Owen: “Last year he was having meltdowns before going to school and so far this term he hasn’t. He is enjoying writing now”.
Hugh: “We’re so happy that we spent the money. We both feel it was worthwhile and although he really does need a break, we will come back after I’ve spoken with his speech pathologist”.
Oliver: “His teacher has been very impressed with his concentration this term”.
Charlotte: “She has hung her Outstanding Student Award on her bedroom wall near her bed and sticks gold stars on it when she achieves a high score”.
Ryan (Adult): “ I’m more attentive now and my focus is getting better”.