Learning to learn: what neuroscience tells us about learning
We all know what it means to learn, but sometimes we find it difficult to teach how to learn or how to learn to learn. For this, in recent years, neuroscience has brought to the attention of people the cognitive processes that are put in place in the acquisition of knowledge .
In this article we will see what brain-centered research tells us about how to learn to learn.
- Related article: "The 13 types of learning: what are they?"
How does the human brain learn?
Neuroscience tells us that the brain does not learn by repeating , but the information is consolidated "doing", moving, creating, exciting us. The cortex is a motor organ, and the child requires play and movement to discover, explore and, therefore, learn. Likewise, we consolidate information better, when we relate to others and there is an emotional implication. As Jan Amos Comenius said; "Everything that at the time of learning produces content, reinforces the memory".
Education should be aimed at promoting the best of each individual, helping us to be more creative, to put passion and soul into what we do and develop socially and emotionally . And for this, it is important that both teachers and families take into account the following points.
1. Knowledge of the brain
Know and understand the functioning of the different cortical structures that work in the learning process , will help parents and teachers to accompany our children and students in the best way possible in the study.
Teaching them to rest during their study every 15-20 minutes to perform Brain Gym exercises or an activity of a certain physical intensity for 5 minutes will help them reactivate their executive attention system. In addition, the latest research on the brain reflects that including dynamics such as Mindfulness or yoga in the classroom potentiate many factors associated with the so-called executive functions. The latter are responsible for fundamental cognitive systems for school, such as attention, self-control, working memory or cognitive flexibility among others.
- You may be interested: "Parts of the human brain (and functions)"
2. Cooperation
It is essential to have a vision of teamwork between the school and the family. Allowing contacts between teachers and parents through meetings or cafes, can promote a more fluid communication and promote a deeper knowledge of students. Another interesting aspect could be, to rely on family members as facilitators or collaborators within the dynamics of the classroom, and can become a great resource for teachers.
Within the classroom, this cooperation may also be possible among students , through the support of the other. Create "travel companions", where two guys are reference to each other, for topics such as pointing at the agenda or take the material home.
3. Motivation
Creating the spark of curiosity in them, is something important so that they can get going and maintain interest. Make them understand why they study what they study , what implications do you have in your day to day, and for this to use contextualized learning, with practices in the laboratory, in the open air or with centers of interest that awaken your desire to learn. Support learning with audiovisual material, documentaries, excursions and games, will encourage your enthusiasm and your desire to learn.
4. Connection
Connect and empathize with our child or student it is the basis for them to feel safe in the way of their formation. Being able to see them, feel them, understand them, will make it easier to accompany them in the academic field. If we have a child who is having difficulties, and we make him see that we understand how he feels, we calm him down and pick up his discomfort, it will help him to make sense and it is easier for him to begin to trust in himself, with our help.
An example
We will apply all these tips to a practical case.
Ander is a 10-year-old boy diagnosed with ADHD. Go to our cabinet Vitaliza since the family says that at school has many problems to stay calm, even bothering colleagues. He never points the tasks in the agenda and he forgets half of the material . All this is generating constant reproaches at home and at school, negatively affecting the motivation to go to school and in their mood.
Boys like Ander, are often misunderstood children, categorized as lazy, clueless or disruptive. It is important to understand that these children are regulated through movement and that they need it to calm down.Sometimes, they make real efforts to stay still and quiet, but when they do not, they feel great frustration .
Allowing them a movement adapted to the classroom, such as sending them to the secretariat for some material, making them responsible for distributing the books or letting them order the reading space during the teaching session, can be a good solution for these children to carry out the movement that they need. Cooperate between the family and the school to carry the same guidelines in both environments and that within the classroom, Ander has a travel companion where both review the agenda at the end of the day, will help to structure and organize better.
Generate classroom dynamics 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 the attention periods of these children. 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 place, connects with the emotional state that he is living and helps him to redirect his energies, will lead to Ander and many others like He, may have a promising future.
Author: Anabel de la Cruz Psychologist-Neuropsychologist, specialized in perinatal psychology in Vitaliza.
Bibliographic references:
- Bona, C. (2015) The new education. PLAZA & JANES EDITORES
- Cortés, C. (2017) Look at me, feel me. Strategies for the repair of attachment in children through EMDR. Bilbao: Desclée de Brouwer.
- Guillén, J.C. (2015). Neuroeducation in the classroom: From theory to practice. Spain: Amazon.
- Siegel, D. (2007) The developing mind. How relationships and the brain interact to model our being. Bilbao: Desclée de Brouwer.
- Siegel, D. (2012) The brain of the child. Barcelona: Alba Editorial.
