Neuroeducation In The Classroom
Advances in the study of brain function have made it possible to develop new theories in many areas. One of them is education: neuroeducation in the classroom is gaining more and more ground.
What is it about? Neuroeducation or neurodidactics is, basically, a perspective that proposes the inclusion of new strategies and even educational technologies based on the functioning of the brain.
In order to achieve a superior education, in terms of content and procedures, neuroscience, psychology and cognitive science intervene, among other specialties.
In other words, it is a combination of studies on the way the brain learns, the behaviors and functions of the human mind, and the learning processes.
Why is neuroeducation useful in the classroom?
Learning is one of the most complex processes carried out by the brain. The reason is that it does not run in a particular area, but relies on the connectivity of neurons; They can be new or rearrangements of existing ones. Neuroscience called this brain plasticity.
Neuroscience experts argue that education must be able to involve as many areas as possible to make learning more effective. It will be necessary to exercise, then:
- Reasoning.
- The emotions.
- Decision making.
- Short and long term memory.
David Bueno, a genetics researcher and neuroscience specialist at the University of Barcelona, affirms that this is of the utmost importance during adolescence. It’s because more new brain connections are created at this stage.
Also, as stress threatens these functions, increasing academic pressure will affect student performance and destabilize this mechanism.
In its quest to determine an ideal way to present learning, neuroscience has made interesting discoveries.
One of them, for example, is that the executive part – the part that makes decisions, makes us concentrate and allows us to memorize – is linked to the functioning of another part of the brain called the amygdala. The latter has to do with emotions.
How they relate? Easy: as the amygdala controls emotions, it is capable of enhancing this executive function. When we like something, we are able to concentrate much more and remember it better.
Other approaches to neuroeducation in education
1. Experience teaches more than words
Like other teaching methods, neuroeducation suggests that students benefit more from practical activities than from theoretical ones.
Any activity that involves relating to practical reality, whether inside or outside the classroom, will help improve learning.
2. Mirror neurons are essential
These types of neurons are what allow us to imitate actions and thus learn. We use them practically every time we learn something. We did it when we started walking and you may have done it today too, by copying a dance step you saw in a video.
Mirror neurons allow you to educate through example, as well as enable empathy for others. As a social being, the human being benefits from collective and collaborative education.
What we discussed in point 1 is also confirmed: much more can be extracted from what we see and witness than from reading a book.
3. Creativity in the educational process
For many years, this aspect of abilities has been neglected with the focus on logical abilities. However, the use of neuroeducation in the classroom involves appealing to these activities to awaken interest, passion and motivation.
For this reason, specialists advise against the fact that the student remains seated in the classroom for hours.
On the contrary, carrying out activities that arouse your interest – preferably outdoors – oxygenates your brain and favors the establishment of new neural connections. This is done by a hormone called irsin, which travels from the muscles to the brain.
Neuroeducation exercises in the classrooms
Now, how is it possible to apply all of the above in a room full of little ones? There are many activities; Most of them focus on ‘learning by doing’ as a motivating method and accelerator of neural plasticity.
Neuroeducation exercises in the classroom seek to awaken different areas of the brain and put them to work. This is achieved by awakening the curiosity of the child or young person, asking questions that interest them and taking them out of the scope of ‘obligation’, which is totally demotivating.
These exercises are also scheduled for periods of time depending on the age of the student. In this way, the teacher ensures that he will get the maximum attention and motivation from him.
It is also necessary to consider what each one likes, so varying the theme (cooking, storytelling, math, physical activities) is necessary.
Its benefits are obvious: putting the different areas of the brain into operation by involving emotions and imitation can make a difference in favor of learning.
