André Hedlund is a Chevening Scholar from Brazil, MSc in Psychology of Education from the University of Bristol in the UK, and a pedagogical consultant for National Geographic Learning. He has been an EFL teacher for over 15 years and has worked both as an academic coordinator and a CamLa (Cambridge and Michigan Language Assessments) examiner at a Brazilian Binational Center. Currently, he is the president of an ONG called Partners of the Americas Goiás and the representative of the Brazilian TESOL's Mind, Brain, and Education Special Interest Group in the Midwest.

Neuromyths and potential classroom implications: Part 2 – Learning Styles, Fixed Intelligence, Forget about Arts

This is the second part of the 4-post series on how neuroscience can be used in the classroom. If you missed the first blog post, read it here. Let’s get … Continue reading Neuromyths and potential classroom implications: Part 2 – Learning Styles, Fixed Intelligence, Forget about Arts

Neuromyths and potential classroom implications: Part 1 – Not a recipe for success, merely a framework for reflection

It seems that the word of the day in education conferences is the overly repeated term NEUROMYTH. I’m not saying that’s a bad thing at all. As a matter of … Continue reading Neuromyths and potential classroom implications: Part 1 – Not a recipe for success, merely a framework for reflection