Article originally written for InnovateELT also published on the University of Bristol blog Ever heard anyone say that? The last time I did was from one of the most powerful … Continue reading No, we don’t just use 10% of our brain
Today is World Suicide Prevention Day. It might come as a shock to you, but despite a relatively significant improvement in terms of quality of life worldwide, suicide rates have … Continue reading Emotional Intelligence and Self-Regulation during the Pandemic
Adapted from Troika and ConnectEd Blog In recent years the area of education has tried to combine some elements of cognitive sciences, such as psychology and neuroscience, with classroom practice. … Continue reading Six Metacognitive Strategies and How to Use them with Popular Online Tools
The very first principle of the Mind, Brain, and Education science is: Human brains are as unique as faces Tokuhama-Espinosa, 2014 Indeed they are. Our brains have been evolving for … Continue reading Special Educational Needs – Part 1: Evolution of our Brain and Definitions
Give me a child and I’ll shape him into anything … This quote, attributed to BF Skinner, although no one really knows if he uttered these exact words, is certainly … Continue reading Behave! The neuropsychology of misbehavior and 8 tips on how to remedy it
This is the fourth 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. You can access … Continue reading Neuromyths and potential classroom implications: Part 4 – Language Window and Left or Right-brained
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
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
This is definitely a great year to be alive if you’re a Marvel Universe fan. After watching the exciting Captain Marvel movie on the big screen (check my blog post … Continue reading Avengers Endgame, Game of Thrones, and Spoilers: how to work with expectation and reward in the class
One of the most beautiful countries I’ve been to is Portugal. This tiny land, at the far end of Europe, on the edge of the Atlantic Ocean is both beautiful … Continue reading Portugal, Captain Marvel, and learning: the role of emotions in academic achievement – spoiler alert
We finally got to the end of this three-post series on how to use the Science of Learning to make learning more effective! Check out Parts 1 (ENGAGE) and 2 … Continue reading Part 3. Consolidation
This is the second part of a three-post series on how the Science of Learning can be used to inform your practice as a teacher or a learner. If you’ve … Continue reading Part 2. Build knowledge
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