The Neuroscience of Learning
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Written by Courtney Grollé – Assistant Principal for Key Stage 2 (Years 3-6) at Shrewsbury International School Bangkok City Campus
At Shrewsbury International School Bangkok, our motto is “If the heart is right, all will be well.” We nurture both heart and mind to ensure that our children graduate on to senior school with the knowledge, skills and values for a life of success. Through embracing contemporary educational research, we ensure we are at the forefront of holistic education.
Learning as an Art and Science
Education today stands at the confluence of art and science. Recent technological advancements have transformed our understanding of how learning occurs. Imaging techniques such as functional MRI (fMRI) allow us to observe the brain in action, revealing the intricate neural connections that form when we learn. We see how synapses fire, how pathways are forged, and how repeated engagement strengthens these connections. Such insights provide the foundation for evidence-informed teaching practices that align with the way the brain learns best.
Dr Wattana Mahattanakul, Governor of Shrewsbury International School Bangkok City Campus shared: “As a neurosurgeon, I am privileged to have the opportunity to work on the brain and the spinal cord directly first hand. The detailed knowledge of neuroanatomy and function of the nervous system is essential in my profession. Understanding the architecture of the brain is like mapping a city; the more we know about its pathways, the better we navigate it to achieve our goals. This metaphor underscores the significance of tailoring our teaching approaches to the brain’s remarkable learning capacity.”
At Shrewsbury International School Bangkok City Campus, we educate the whole child, symbiotically harnessing a love of learning to catalyse lifelong success. This approach aligns seamlessly with Bloom’s Taxonomy, emphasizing the cognitive, affective, and psychomotor domains of learning. By nurturing emotional readiness (affective), fostering critical thinking and knowledge acquisition (cognitive), and encouraging hands-on application (psychomotor), we create a comprehensive educational experience that prepares students for diverse challenges.
By nurturing curiosity, creativity, and emotional intelligence, we ensure that our students are equipped to thrive both academically and personally. This holistic approach fosters resilience and instills a passion for discovery that endures well beyond the classroom.
How We Learn
At its core, learning is the brain’s ability to change. Neuroplasticity, or the brain’s capacity to form and reorganise synaptic connections, allows us to acquire new skills and knowledge.
As Kirschner, Sweller, and Clarke (2006) defined, “Learning is an alteration in long-term memory.”
This alteration is neither instantaneous nor effortless. Learning thrives when it is effortful and gradual, transitioning from deliberate practice to automaticity through regular retrieval. Retrieval practice—recalling learned information—interrupts the forgetting curve, solidifying knowledge over time. Take a moment to reflect: What do you now excel at that once seemed unattainable? This shift from struggle to mastery highlights the brain’s capacity for growth through effort.
The Power of Neuroplasticity for Lifelong Learning
Neuroplasticity, defined as the brain’s ability to adapt and reorganise neural pathways in response to new experiences and learning, highlights that our brains remain adaptable throughout life, not just in childhood. Every new experience either strengthens or creates neural pathways, constantly shaping our ability to learn and grow. Early-established patterns of thought and habits serve as a foundation for future development. This enduring adaptability underscores the critical role of a strong educational foundation in fostering curiosity, resilience, and a growth mindset—qualities that empower learners to thrive in an evolving world.
Research-Informed Practice
At Shrewsbury International School Bangkok City Campus, research-informed practice underpins every decision we make. Following the incredible strides in educational research, we recognise that knowledge is a central tenet of learning. We meticulously craft learning experiences to optimise learning and retention. As educators, we recognise the limitations of working memory is limited, and to maximize its efficiency.
You will see this in our school through:
- Lessons designed to be rooted in retrieval practice, encouraging students to recall and consolidate knowledge regularly.
- Use interleaving—mixing related topics—to deepen understanding and foster transferable skills.
- Sequence and progress through the curriculum logically, ensuring that each concept builds on prior knowledge.
These strategies create an environment where every moment counts, and learning is purposeful, memorable, and impactful. We underpin these principles with our guiding statements, which encourage enquiry and reflection at every opportunity.
Enacting Education
At Shrewsbury International School Bangkok City Campus, we transform these principles into action through thoughtful planning and delivery:
- High-Quality Learning Environments: Our classrooms make abstract concepts concrete through visuals, manipulatives, and immersive displays. For instance, a Year 4 science class exploring ecosystems might construct 3D models, bringing the subject to life.
- Lesson Design: Retrieval practice is a cornerstone of our pedagogy. Daily reviews and low-stakes quizzes ensure knowledge is revisited and retained.
- Curriculum Sequencing: Our curriculum progresses seamlessly, allowing students to build on their understanding with clarity and confidence.
- Vocabulary Development: We prioritise spoken British English, tier 2 vocabulary, and etymology. For example, studying the root word “aqua” might unlock connections across subjects like science (“aquatic”) and history (“aqueduct”).
- Values-Based Curriculum: Recognising the interconnected domains of learning, we integrate the cognitive, affective, and psychomotor domains. Without the affective domain—a child’s emotional readiness—deep learning cannot occur. Our relational approach ensures that every child feels valued, engaged, and ready to learn.
Researchers ourselves, we regularly evaluate and celebrate the impact of these practices, ensuring continuous refinement and success.
Learning at Shrewsbury International School Bangkok City Campus
Our school bridges the nurturing foundations of the Early Years with the rigorous intellectual demands of later stages, fostering both heart and mind. By combining relational teaching with evidence-based strategies, we prepare students not only for academic success but for a life-long love of learning. As experts in holistic education, we nurture resilience, curiosity, and excellence, ensuring our learners are equipped to thrive in an ever-changing world.
About the Author:
Courtney Grollé – Assistant Principal for Key Stage 2 (Years 3-6)
With almost 20 years of teaching experience, including 12 years in London schools, Courtney Grollé brings a wealth of expertise in assessment, curriculum design, and pedagogical innovation. She is passionate about creating exceptional educational experiences and works closely with the senior leadership team to maintain high standards of learning and development. Courtney is dedicated to ensuring that every child reaches their full potential, firmly believing that learning is a lifelong journey.