In terms of educational progression, what are the implications and issues with regard to teaching and learning?

As suggested by Socrates and consistently supported by good teachers, learning is not the result of teaching. In an article by John Abbott (1998) he states that ‘…traditional schools are based on a linear mechanistic model of the world. Mechanistic understanding is now deemed to be of questionable value’. In the sphere of teaching and learning researchers and school practitioners must become increasingly aware of the varied learning styles and learning environments that individual students have.

With such techniques such as neuroimaging (fMRI and PET) scientists have begun to measure the activity of the brain while perform certain tasks. This has increased our understanding of the brain and mind significant. In studies such as that of Blakemore and Frith (2000) one can see that while there is must in the way of brain development from 0-7 years there is relatively little knowledge of how the brain functions in the adolescent years.

There is however much practice within schools which seeks to understand and direct adolescent behaviour in the best interests of the student. For example schools use Drama as a way to create an avenue of expression for teenagers who otherwise feel stifled in school. Rubery (2005) rightly points out that the extra curricular drama and excitement of teenage lives is a stark contrast to the structured and mechanistic approach in current English education. The expression allowed in Drama created a more appropriate environment and thus improved teaching and learning among the students.