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Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:05.92,0:00:06.48,Default,,0000,0000,0000,,(Lia Commissar) Hi! This morning
Dialogue: 0,0:00:06.50,0:00:08.77,Default,,0000,0000,0000,,I'm going to talk about education and\Nneuroscience,
Dialogue: 0,0:00:08.77,0:00:10.64,Default,,0000,0000,0000,,both generally as a field \Nthat's developing
Dialogue: 0,0:00:10.96,0:00:14.20,Default,,0000,0000,0000,,but also, the specific work \Nthat we've been doing in this field.
Dialogue: 0,0:00:15.16,0:00:21.33,Default,,0000,0000,0000,,The Wellcome Trust -- OK --
Dialogue: 0,0:00:21.45,0:00:23.24,Default,,0000,0000,0000,,the Wellcome Trust, for those of you\Nwho don't know,
Dialogue: 0,0:00:23.24,0:00:26.25,Default,,0000,0000,0000,,is the second largest charitable \Nfoundation globally,
Dialogue: 0,0:00:26.25,0:00:27.51,Default,,0000,0000,0000,,with the aim of improving health.
Dialogue: 0,0:00:27.57,0:00:31.57,Default,,0000,0000,0000,,And it does that by funding lots of\Nbio-medical research, but also
Dialogue: 0,0:00:31.57,0:00:33.78,Default,,0000,0000,0000,,by funding work in the social science\Nand humanities,
Dialogue: 0,0:00:33.78,0:00:36.67,Default,,0000,0000,0000,,funding lots of education work,\Ndoing lots of engagement work
Dialogue: 0,0:00:36.94,0:00:40.33,Default,,0000,0000,0000,,and also lots of policy work.
Dialogue: 0,0:00:40.33,0:00:43.95,Default,,0000,0000,0000,,So I'm going to talk through a few things\Nthis morning.
Dialogue: 0,0:00:43.95,0:00:46.68,Default,,0000,0000,0000,,Firstly, what has neuroscience got to do\Nwith education?
Dialogue: 0,0:00:47.02,0:00:50.31,Default,,0000,0000,0000,,What impact does it have on education\Nat the moment?
Dialogue: 0,0:00:50.37,0:00:53.95,Default,,0000,0000,0000,,The work that we've been doing and then,\Nthinking about the future.
Dialogue: 0,0:00:53.95,0:00:58.43,Default,,0000,0000,0000,,So, what has neuroscience got to do\Nwith education?
Dialogue: 0,0:00:58.43,0:01:01.48,Default,,0000,0000,0000,,Well, if education is about \Nlearning something,
Dialogue: 0,0:01:01.48,0:01:03.64,Default,,0000,0000,0000,,be it knowledge or a skill,
Dialogue: 0,0:01:03.64,0:01:05.64,Default,,0000,0000,0000,,and neuroscience is the study of \Nthe nervous system and the brain,
Dialogue: 0,0:01:05.64,0:01:08.11,Default,,0000,0000,0000,,then they're pretty linked, in my opinion.
Dialogue: 0,0:01:08.19,0:01:13.58,Default,,0000,0000,0000,,And it's not new to kind of talk about\Nthe brain, in relation to education.
Dialogue: 0,0:01:13.58,0:01:16.03,Default,,0000,0000,0000,,People have been discussing this, \Ncritiquing it,
Dialogue: 0,0:01:16.03,0:01:17.61,Default,,0000,0000,0000,,debating it for lots of years.
Dialogue: 0,0:01:17.62,0:01:21.76,Default,,0000,0000,0000,,There is loads of research papers out there \Nwith titles such as
Dialogue: 0,0:01:22.52,0:01:25.68,Default,,0000,0000,0000,,"A Bridge too far", \N"Its a Prime time to build a bridge",
Dialogue: 0,0:01:27.24,0:01:31.24,Default,,0000,0000,0000,,"A two-way path is possible", \N"Booting the bridge from by thence". (check)
Dialogue: 0,0:01:31.63,0:01:33.75,Default,,0000,0000,0000,,So lots of people have been talking \Nabout this bridge
Dialogue: 0,0:01:33.75,0:01:35.84,Default,,0000,0000,0000,,but not many people have been building it.
Dialogue: 0,0:01:35.84,0:01:38.16,Default,,0000,0000,0000,,And, this is kind of understandable
Dialogue: 0,0:01:38.16,0:01:42.56,Default,,0000,0000,0000,,because its probably only really in \Nthe last 10 years that neuroscience is,
Dialogue: 0,0:01:42.56,0:01:45.84,Default,,0000,0000,0000,,the understanding from neuroscience \Nhas evolved significantly
Dialogue: 0,0:01:45.84,0:01:49.80,Default,,0000,0000,0000,,that we can start to think about how \Nit may have implications for the classroom.
Dialogue: 0,0:01:50.47,0:01:54.48,Default,,0000,0000,0000,,And this is really exciting \Nand there is lots of potential
Dialogue: 0,0:01:54.48,0:01:56.16,Default,,0000,0000,0000,,and its really understanding,
Dialogue: 0,0:01:56.16,0:01:59.75,Default,,0000,0000,0000,,you can understand why teachers, \Nwhy policy makers,
Dialogue: 0,0:02:00.28,0:02:05.28,Default,,0000,0000,0000,,why technologists want to start applying \Nsome of these ideas to education.
Dialogue: 0,0:02:06.01,0:02:09.28,Default,,0000,0000,0000,,But my word of warning that will go \Nthroughout this presentation
Dialogue: 0,0:02:09.28,0:02:13.63,Default,,0000,0000,0000,,really is about waiting and doing \Nthe research and finding out
Dialogue: 0,0:02:13.63,0:02:16.55,Default,,0000,0000,0000,,whether these things are actually going \Nto be helpful and impactful
Dialogue: 0,0:02:16.55,0:02:17.58,Default,,0000,0000,0000,,in the classroom.
Dialogue: 0,0:02:18.42,0:02:20.56,Default,,0000,0000,0000,,And the other thing that I must say \Njust before i go on
Dialogue: 0,0:02:20.56,0:02:24.80,Default,,0000,0000,0000,,is that I am not saying in any way that \Nneuroscience alone is the answer
Dialogue: 0,0:02:24.80,0:02:26.58,Default,,0000,0000,0000,,and its going to solve all our problems
Dialogue: 0,0:02:26.58,0:02:28.99,Default,,0000,0000,0000,,or can tell us everything \Nabout the classroom,:
Dialogue: 0,0:02:28.99,0:02:31.64,Default,,0000,0000,0000,,that's a very complex ecosystem.
Dialogue: 0,0:02:31.99,0:02:37.04,Default,,0000,0000,0000,,But, neuroscience is \Na kind of a new-ish field
Dialogue: 0,0:02:37.05,0:02:40.58,Default,,0000,0000,0000,,where we can start using that\Nalongside psychology,
Dialogue: 0,0:02:40.58,0:02:44.43,Default,,0000,0000,0000,,alongside educational research\Nand alongside teacher's knowledge
Dialogue: 0,0:02:44.66,0:02:48.02,Default,,0000,0000,0000,,to build something really good \Nfor the future
Dialogue: 0,0:02:48.02,0:02:51.05,Default,,0000,0000,0000,,and see if we can start improving \Nlearning in the class room. 2.51
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, what impact does neuroscience\Nhave on education?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, we're at an education conference --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I thought I'd wait and see\Nwhat you guys think.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, I'm going to put a few statements\Nup on the board, as any good teacher does.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And what I would like you to do is\Njust simply raise your hand
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if you agree with the statement, \Nif you think it's true.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So: "We mostly only use 10% of our brain."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Hands up if you agree.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK.\NI will just show you this:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,These are some stats, I'll show you\Nthe paper this comes from in a second.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This was a survey of teachers \Nin five countries
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and those are the percentages \Nof the teachers that agree.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Hum -- it's not really working, but\NI can tell you that this is not true
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,-- uh, there we go -- even sat there now,\Nyou might think you're not doing very much
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but your brain is still in control\Nof your breathing,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in control of your heart rate, keeping you\Nstanding up, sitting upright,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,perhaps paying attention, maybe not,\Nmaybe mind-wandering
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but it's all using your brain,\Nall parts of your brain.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So that's one of these myths.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Second one: "Individuals lean better \Nwhen they receive information
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"in their preferred learning style."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So visually, by seeing, \Nauditory, by hearing,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or kinesthetically, by doing things.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Hands up if you agree with that statement.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You can see, across the board, teachers \Nin lots of countries agree with this.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Laughter)\NYes. So (she laughs)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It is true that people have a preference.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,You might prefer to learn something\Nin a particular way,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you might feel that you are\Na visual learner,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and that you learn better in that,\Nby using stuff visually:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,you do have a preference; but researches\Nshow that you don't learn any better
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,if you are showing the material\Nin that particular way, believe it or not.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,One last one:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"Differences in hemispheric dominance,\Nleft or right brain, can help to explain
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"individual differences amongst learners."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Hands up if you agree.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We might start to see a pattern,\NI don't know.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,(Laughter)\NSo, here is some stats.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Really high in the UK.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Again, it's not true.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If you hear things about integrating\Nthe right or left brain,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or if you hear things about\None side of your brain is the logical side
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and the other side is more mathsy --\Nsorry, creative, it's just not true.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I'm going to skip the next one.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,["Regular drinking of caffeinated drinks\Nreduces alertness."]
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But this one is true.\N(Laughter)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,OK, I can tell you a little more about that.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,If you want to see more \Nabout these neuromyths,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,This is a really good paper written by\NPaul Howard Jones last year.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It got a lot of interest on social media
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and it goes through lots of what\Nthese common neuromyths are.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, neuromyths:\NWhere do they come from?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Are they a problem?\NAnd what to do about them?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, generally they often come from\Nsome kind of science
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that's been over- or misinterpreted,\Nand they tend to stick around (excuse me)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because they are easy to understand or
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,easy to kind of implement \Nin the classroom.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Are they a problem?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, if you think you only use \N10% of your brain, is that a problem?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Possibly not, it's not accurate,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but when I first started teaching\Nabout nine years ago,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and this was common in lots of schools\Nacross the UK,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I'm not sure about in other countries,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,students were asked to fill \Na questionnaire about how they learned,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and did they like learning in this way.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And teachers were given a spreadsheet\Nwith students
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and which were their preferred\Nlearning styles.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And teachers were encouraged to make sure\Nthat they were providing
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,information for those students \Nin that particular way.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And I'd say that is a bit of a problem,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,because teachers were potentially \Nwasting time
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or feeling that they should be doing\Nsomething
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that was not actually benefiting \Nthe students.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,A positive outcome was that lessons\Nbecame more diverse,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,............... (check) about a range of\Nactivities
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but at the same time, students would say\Nthings like:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,"Miss, I'm not doing this activity\Nbecause I'm a kinesthetic learner."
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And so students were themselves\Nlimiting themselves
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and not getting the benefit of learning\Nin multiple modalities,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,which is the way you learn best,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,by using different ways of learning \Nthe same information. 7:19
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, what to do about them?
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Well, I might come on to that a bit later\Nin what we're going to do.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, the research is carrying on, but \Nlots of research in this area
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,is still at the stage of it's \Nabout cells in a Petri dish
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,It might be about finding out about \Nwhat's going on in animals,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,or very small-scale trials of humans, \Nbut maybe in a lab.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Not much is going on in the classroom.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And so we set p this initiative, \NEducation Neuroscience Initiative
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with the Education Endowment Foundation,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,who are the What Works Centre of \NEducation in the UK.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And we did it for two reasons:
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we wanted to build the evidence of \Nwhat works in education,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,informed by neuroscience,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and we also wanted to help support \Nteachers and general educators
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,with what we do and don't know. (check)
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, we firstly launched a funding round,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,to get people to apply for money \Nto do research in the space,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and all the projects had to have some \Nevidence that they will -- that they work,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,some pilot data.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,But they also had to be scalable \Nand affordable,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,so that if we find that \Nthese things worked,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that they could be rolled out, \Nthat they could lead to policy changes,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,that they could be available to everybody.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And there is particular emphasis as well \Naround disadvantaged students.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We want to do something \Nthat would benefit all,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and try and close the socioeconomic gap.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And all of our projects are also paired \Nwith an independent evaluator.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So, you have your project team \Nand you also have an evaluation team.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And that evaluation team helps to shape \Nthe methodology that's used,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,make sure it's robust, educationally.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,They also collect some of the first data \Nand they also report on that data first.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So there is no chance for the project team\Nto maybe overstate claims
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,about what they found.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So we funded these projects \Nand these are all taking place
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,in around 50 to 100 schools, \Neach in the UK.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,I won't talk about all of them, \Nbut I'll just whiz through a couple.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Fit to Study is looking at great research \Naround how more vigorous activity
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,can influence learning, \Nshort- and long-term.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,We know this from lots of research \Nin animals and from small-group studies,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,but nobody has done anything in the UK \Non this scale.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And so we're looking at changing \Nwhat happens in P.E. lessons,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and then measuring the short- and \Nlong-term outcomes of those students.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,Teen Sleep has had a certain media coverage.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,And that's looking at we know, \Nresearchers know,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,neuroscientists will tell you,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,we know that teens have \Na different sleep-wake cycle,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,their circadian rhythm is altered \Nby a couple of hours.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So they don't feel tired in the evenings,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,it's really hard to get them up \Nin the morning,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,they are not fit and ready \Nto start learning early in the morning.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,So we're studying, at a late school start \Ntime against a sleep education program,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,where we just teach them about \Nthe importance of their sleep,
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,how to get good sleep, about \Nusing technology just before bed
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and about how that might affect \Ntheir sleep -- not in a positive way --
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,and looking again \Nat their academic outcomes. 10:25