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"Breaking up lessons with activities like juggling could help to boost pupils' science results, research suggests.
It says that there is evidence that students respond well to short, 12-minute sessions, broken up with unrelated 'spaces' for children to do something different.
Around 2,000 youngsters at 15 schools took part in the study, which aimed to build on neuroscience that suggests information can be more easily learnt and remembered when it is repeated several times, with spells of unrelated activity in between."
Via Mark E. Deschaine, PhD
