neuroscience and education
TRANSCRIPT
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