neuroscience and education

NEUROSCIENCE

New d

isco

very

1970 - 2013

HOW TO DIRECT ATTENTION?

HOW TO TEACH CAPITAL LETTERS?

HOW TO DEAL WITH ADD?

HOW TO RECALL CONCEPTS , INFORMATION?HOW TO HELP CHILDREN DEVELOP AUTONOMY?HOW TO MANAGE PARENTS?

NEUROSCIENCE

It’s the study of the development, structure and function of the

nervous system, with a special focus on the brain and its role in

behaviour and cognitive functions

BRAIN… PLASTIC

Every process requires time!

Learning is the ability to change permanently a certain conduct as a

consequence of experience.a) sleep

The brain needs:

b) glucose

c) meaning

d) sense

TEACHERS…Target stimuli

Cognitive & metacognitive skills

Consistency

Decision making

Cocktail Party Effect

Long Term Memory

Emotional matters

Diversity & Inclusion

WE NEED TO PROFESSIONALIZE THE

PRACTICE

WHAT TO DO…

WHAT TO DO…

Stimulate to make the brain practise

WHAT TO DO…

Meaningful underlining

WHAT TO DO…

Give new experiences every day

WHAT TO DO…

Diagnostic period practice

WHAT TO DO…

Listening & Reading Comprehension

WHAT TO DO…

Unseen dictation

WHAT TO DO…

Reading aloud

WHAT TO DO…

Read (yourself)

WHAT TO DO…

Ask for transparent rulers & triangular pencils

WHAT TO DO…

Clear agreements for an atmosphere of learning

WHAT TO DO…

Double lining for children with spatial complications

WHAT TO DO…

Make students COPYYY

WHAT TO DO…

Spontaneous writing

WHAT TO DO…

Taking down notes

WHAT TO DO…

Measure attention

WHAT TO DO…

Describe

WHAT TO DO…

Teach scanning skills

WHAT TO DO…

Practise memorizing

WHAT TO DO…

Leave learning gizmos out

WHAT TO DO…

Encourage kids to change settings, endings

WHAT TO DO…

Avoid segmented folders

WHAT TO DO…

Plan calm, unexpected pathways

WHAT TO DO…

Seek for Error Patterns…

WHAT TO DO…

Have a clear pedagogic orientation

“The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates.

The great teacher inspires!” – William A. Ward

THANK YOU