Welcome to EDCROCKS by André Hedlund
My mission is to impact education through collaboration, sharing resources and innovative courses. Here you can find a bit of everything that relates to teaching and learning, particularly NEUROSCIENCE and PSYCHOLOGY applied to language learning, and general education.
Learning Cosmos: A New Conceptual Framework
The Learning Cosmos Conceptual Framework was born from my desire to help educators around the world to consider the different levels of influence in the learner’s universe. The design puts together well-established learning theories and latest developments from the cognitive sciences to serve as a useful guide to anyone in the school ecosystem who wishes to explore.
Courses (Coming soon)
Neuroscience and ELT
About 6 years ago I became obsessed with finding some sort of magic formula of what a successful lesson plan should look like. I got into neuroscience trying to find answers to how our brains learn and what we should be doing as teachers to make learning more effective. But do you know that feeling … Continue reading There’s no Magic Formula but the Science of Learning can help
I’m privileged to say that I’m part of a team of lecturers who is qualifying the first generation of bilingual education professionals according to the demands of recent legislation – yet to be approved – recommended by the National Education Council of Brazil. In this 120h course, our aim is to discuss important subjects about … Continue reading The Five Pillars of Language Evolution – and Why we Mustn’t Neglect them
Komorebi (木漏れ日) Imagine getting out ot bed, putting on a hoodie – because it’s a little chilly – and walking out the door. You can hear all types of birds chirping, insects singing their melodic tunes, the wind gently blowing the bushes. You’re in a hilly area surrounded by plants and the early morning dew … Continue reading Four Japanese words, Minimalism, and Innovation: What about ELT?
Many teachers in Brazil are going back to class this week and a major concern they share with school managers, policymakers, parents, and students themselves can probably be captured in the following question: How much have students learned in the pandemic? Perhaps an even more accurate question would be how much have they NOT learned? … Continue reading Making Thinking and Learning Visible: An Empirical Approach to Teaching