The Chartered College of Teaching has commented on a new cognitive science report published by the Education Endowment Foundation (EEF).

The evidence review suggests that while cognitive science approaches can have a meaningful impact on pupil learning, the evidence around how they can be applied successfully in classrooms remains limited. It suggests that more information is needed to support teachers in bridging the gap between the theory of cognitive science and the implementation.

The Chartered College of Teaching – as the professional body for teaching – is supporting teachers to strengthen their pedagogy and practice such as through the popular Certificate in Evidence-Informed Practice and Chartered Status.

Dame Alison Peacock, Chief Executive of the Chartered College of Teaching, said:

“This report makes for interesting reading. Research is live and ever-changing and evolving. What it highlights is the importance of reason and maintaining nuance and criticality. All hallmarks of expert teachers.”