Dr James Mannion
speaker
1,455 appearances
4 recordings
1 series
first heard Jun 2026
last heard 12 Aug
Dr James Mannion’s voice in public audio — every appearance, attributed to the second.
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recordings per month · last 12 monthsRecordings per month over the last 12 months — 4 in all, peaking in Jun 2026 with 2.
Appearances
Not really.
And their little their little seesaw just takes a little notch down.
And then they they asked that question that you asked earlier, you know, why are we doing this?
Well, because it's on the exam and their seesaw is basically now flat on the floor and they they you might be able to sort of to coerce them and say, Right, you need to do this or or else don't
Yeah.
So so
Um
Just to wrap up this second one and th I w there's one more pillar, but the the the last one and you just touched upon it actually with storytelling, but it's it we'll we'll spend less time on that 'cause it's quicker.
And then I wanna get into the practicalities of this around what this looks like in practice in mainstream schools and in a non schooling environment like like the Hive.
So the last bit of this, so you so to conclude, you say without effective significance to trigger network switching.
So without some sort of sense of meaning is to decide whether you're going to focus on something or just reflect about it, executive control has very little to control.
Approaches that treat attention as a limited resource to be managed miss the critical role of reflection and consolidation.
And again, we'll c we'll come back to that.
What are the practicalities of this?
Is this just about letting the kids just, you know
what have ten minute break little little brain break in the middle of a lesson 'cause some people might think, well, that doesn't sound very efficient.
That doesn't sound like it's the best use of time.
Um you know, there's also a question here about like you know, th there's a there's an argument for I'll I'll ask this now, but I will come back to it later.
Um, there's an argument for like having a top down sort of national curriculum because children might not know that they care about
whatever it might be, chemistry or some aspects of you know, the the school curriculum, unless it's taught to them, then w we're only we're only um their their only experience of what they think they care about is what they've experienced so far.
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