neuroscience tips for teachers - asociación educar

8/13/2019 Neuroscience Tips for Teachers - Asociacin Educar

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Neuroscience Tipsfor Teachers

Asociacin EducarSciences and Neurosciences applied to Human Development

www.asociacioneducar.com


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The context quality is essential so that the brain gets the optimal state for learning.

Known and pleasant elements provide the feeling of safeness and well-being (plants, dolls, photos,

images, pictures, decorations, etc.). It is important that students, especially young kids and

adolescents take part in the decoration of the classroom.

Teachers, trainees and trainers are part of the learning context that's why they should be seen as

allies contributing to the development of the potential of each student or person.


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Our brain is social.

We are gregarious beings who need to belong togroups, be accepted and recognized.

In class and in every social level we should work

in harmony with the group, taking care of thehuman bonds that they create.

We learn socially: all of us learn by example,activating a special type of neurons called"mirror neurons" that tend to copy the actions ofothers.


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The brain needs a balanced and varied diet as themajor body energy consumer and the mostcomplex organ. Fruits, dairy, grains, protein andomega 3, 6, and 9 must be present in the daily diet.

Food provides the basic nutrients to learn andresting helps set that learning


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Resting is essential to recover from the activities and daywear. Lack of sleep affects attention, motor skills, mood and

all cognitive functions.


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Relaxation and breathing exercises promote brainoxygenation.

They are beneficial to balance (homeostasis) after aschool break, conflicting events and excitement.

They help shape and develop self-control andemotional response.


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Physical activity helps to improve cognitiveperformance, producing oxygen throughout thebody; it reduces stress and allows the brain to restafter the effort that selective and sustained attentionof a class or training demands...

It also stimulates the generation of neurotrophins,in charge of keeping neurons active.

Performing simple exercises at certain times of theclass allows to go on working with a higher level ofbrain activity.


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Attention and learning are related.

To add surprises and novelties in learningthrough variations in sensory input such asvoice changes, in volume, in rhythm. Visualchanges in colors, shapes; size and tactilechanges and even changes in movement arouse

interest and curiosity.Significant proposals activate motivation tokeep up the effort required to pay attention.


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The learning process is enriched when you find meaning and sense of what you are learning.

The brain pays attention to what it considers relevant to life and this learning will easily bekept in long-term memory. Teachers and trainers should help their students discover themeaning of what they learn and how to connect this with their lives.

Attractive stimuli, together with proposals for activities that involve doing and taking action,benefit increased motivation, commitment and also increase the ability to memorize what theyhave learned.

Making a garden, looking after an orchard, growing potted plants, for example, allow childrento work from natural sciences to the development of individual and group responsibility.


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Emotions are an essential part of the learning process.The emotional state of the learner determines theirability to receive or not the given information as well asto understand and store it.

Emotions facilitate or limit learning, a positiverelationship between teachers, students and amongpeers together with a relaxed educational atmospheregenerates an excellent atmosphere for learning bothintellectually and emotionally.

The advice is to apply exercises and games with groupsto recognize their emotional states and bring them tooptimum levels for learning.Developing activities andgames that make students incorporate respect andvalue for others, both in the classroom and betweendifferent groups in the whole school builds trust andemotional skills development.


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When we perceive danger, our brainturns on the warning system causingchanges in the brain and body to face

it. Stress hormones are releasedthroughout the body, to have highenergy levels (this is because we livestress like a lion chasing us to be itspossible lunch).

Stress limits the functions of thehippocampus, an area closely relatedto brain memory and learning.

Fellow, groups and institutionsperceived as threatening block or limitlearning.


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Semillas

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In the field of neuroscience, there is a commonphrase that says "neurons that fire together unite.However, for knowledge to flow to long-termmemory it is necessary to repeat and link it.

Learning requires to associate informationrepeatedly at different times, in different ways andrelating it to familiar situations and everyday life.

The best way to strengthen the long-term memoryinformation is internalizing it gradually, with

different degrees of complexity; apply it to severalsituations and also expressing it in students' ownwords.

Practice and repetition cause learning to last.


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Each human being is unique: they have a unique genetic combination, personal maturing times, lifeexperiences, memory, talents and strengths that are exclusive. Therefore, each of us deserveseducation that respects and understands individuality taking it to reach its maximum expression.

There are many ways to be smart and many of them are not taken into account in formal education.

Each teacher and trainer, respecting and understanding individuals, can be a Pygmalion leadingeach person to its best. This amazing activity not only contributes to improve the life of students orpeople who are trained, but the doer is given one of the greatest brain rewards brain with a sense oftranscendent life.


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To know our brain and body since our childhoodallows us to reflect and learn to be responsible for ourwelfare and that of others with whom we interact.

To know and understand ourselves is the key tounderstand and respect other people, growing astranscendent beings.

Our responsibility extends to the rest of the speciesand the world in which we live.

Intellectual learning must be accompanied by onethat allows us to become better human beings andactive members of happier and healthy livingsocieties.


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Research on the brain and our biology contribute to the understanding of the learning process, therefore it is interesting toconsider a series of principles to be taken into account in any educational context, whether it is a classroom, a workshop ortraining course.This book has been developed thanks to the collaboration agreement with the Middlebury College (Vermont, USA) and the workof one of their students in the area of Neuroscience, Hana Khan together with our institution, Educate for Human DevelopmentAssociation (AE: Asociacion Educar).Tips development by: Hana Khan, Carlos Logatt Grabner and Marita Castro.

Our special recognition to the following professionals who contributed to the review of this book:

Dr. Nse. Vicente Granados Dr. Roberto Rosler Lic. Nse. Adrina Marcovich Lic. Mariela Vestfrid Prof. Nse. Alejandra delFabro Prof. Nse. Alejandra Lencina Prof. Nse. Mirta Polla Nse. Lucrecia Prat Gay Prof. Nse. Magdalena Reis de Centeno

We also appreciate the collaboration of the schools and institutes that have put these tips into practice:Colegio Ro de la Plata centro Colegio Ro de la Plata sur Colegio Magnus Colegio Mecenas Instituto Idio+delfabro Instituto Pet - Practical english teaching

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neuroscience tips for teachers - asociación educar

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