Learning to learn: what neuroscience tells us about learning

We all know what it means to learn, but sometimes we have a hard time learning to learn or learning to learn. To this end, in recent years, neuroscience has raised awareness among people cognitive processes set in motion in the acquisition of knowledge.

In this article, we’ll take a look at what brain-focused research teaches us about how to learn to learn.

    How does the human brain learn?

    Neuroscience tells us the brain doesn’t learn by repeating, But information is consolidated “by doing”, moving, creating, exciting -. The cortex is a motor organ, and the child needs play and movement to discover, explore and therefore learn. We also consolidate information better when we relate to others and there is emotional involvement. As Jan Amos Comenius said; “Anything that makes you happy when you learn strengthens your memory.”

    Education should aim to value the best in each individual, to help us be more creative, to put passion and soul into what we already do. develop socially and emotionally. And for this reason, it is important that teachers and families consider the following points.

    1. Knowledge of the brain

    Know and understand the functioning of the different cortical structures involved in the learning process, Will help parents and teachers to accompany our children and students in the best possible way in the study.

    Teaching them to rest during their study every 15-20 minutes to perform Brain Gym exercises or activity of a certain physical intensity for 5 minutes will help them reactivate their executive care system. In addition, the latest research on the brain shows that the inclusion of dynamics such as mindfulness or yoga in the classroom potentiates many factors associated with so-called executive functions. These are responsible for the school’s fundamental cognitive systems, such as attention, self-control, working memory or cognitive flexibility, among others.

      2. Cooperation

      It is crucial to have a vision of teamwork between school and family. Allowing contact between teachers and parents through meetings or cafes can promote smoother communication and foster a deeper understanding of students. Another interesting aspect could be to support our relatives as facilitators or collaborators in the dynamics of the classroom, which can become an excellent resource for teachers.

      Within the classroom, this cooperation may also be possible between students., By the support of the other. Create “travel companions,” where two types refer, for things like writing down the agenda or bringing home supplies.

      3. Motivation

      Creating the spark of curiosity in them is an important thing for them to start and maintain interest. Make them understand why they are studying what they are studying, What implications does this have in their daily lives, and for this use of contextualized learning, with practices in the laboratory, in the open air or with centers of interest that arouse their desire to learn. Supporting learning with audiovisual materials, documentaries, excursions and games will encourage their enthusiasm and desire to learn.

      4. Login

      Connect and empathize with our child or student it is the basis for them to feel safe on the way to their training. Being able to see them, hear them, understand them, will facilitate their support in the academic field. If we have a child who is having difficulty and we show him that we understand what he is feeling, calm him down and understand his discomfort, it will help him feel meaningful and it will be easier for him to start making himself. trust, with our help.

      an example

      Let’s apply all of these tips to a case study.

      Ander is a 10 year old boy who has been diagnosed with ADHD. She comes to our Vitalize office because the family has a hard time staying calm at school, even boring classmates. He never puts tasks on the agenda and half of the material is forgotten. All of this generates constant blame at home and at school, negatively impacting your motivation to go to school and your mood.

      Guys like Ander are often misunderstood children, classified as vague, ignorant, or disruptive. It is important to understand that these children are regulated by movement and that they need it to calm down. Sometimes they make a real effort to stay still and silent, but when they fail, they feel great frustration.

      Allowing them movement suited to the classroom, such as sending them to the secretariat for materials, making them responsible for handing out books or letting them tidy up the reading space during the school term, can be a good thing. these guys to make the movement they need. Cooperate between family and school to bring the same guidelines in both environments and that from here into the classroom, Ander has a traveling companion where they both revise the agenda at the end of the day. during the day, it will help to better structure and organize.

      Generate momentum in the classroom that require the participation of Ander and his colleagues, working through projects chosen by them. Combining these sessions with videos, experiments, and games will make it easier to increase these guys’ attention spans. If, in addition, this child receives the understanding of the teacher and his family, that when he makes a mistake he puts himself in his shoes, connects to the emotional state he is experiencing and helps him to redirect his energies, he will yield for Ander and many others like him, may have a bright future.

      Author: Anabel de la Cruz Psychologist-Neuropsychologist, specialized in perinatal psychology at Vitalize.

      Bibliographical references:

      • Bona, C. (2015) The New Education. ROSA VENTS EDITORS
      • Cortés, C. (2017) Look at me, sit down. Strategies to repair disease in children using EMDR. Bilbao: Desclée de Brouwer.
      • Guillén, JC (2015). Neuroeducation in the classroom: from theory to practice. Spain: Amazon.
      • Siegel, D. (2007) The Developing Mind. How relationships and the brain interact to shape our being. Bilbao: Desclée de Brouwer.
      • Siegel, D. (2012) The Child’s Brain. Barcelona: Editorial by Alba.

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