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
Hello, everyone! I’m excited to write my second blog post of the year and I hope you make good use of it. This will be the first part of a … Continue reading Part 1. Engage your Student
Ever heard that kids are naturals when it comes to learning a language? Or maybe you know someone who gets easily discouraged from attending a second language course because they … Continue reading A critical period for language acquisition: let’s get critical
If we could measure brain activity through the fumes each brain releases into the atmosphere when it’s working, which of the following activities do you think are more costly: Watching … Continue reading Let your students do the hard work! Game design, brain activity, and learning
Extracted from BRAZ-TESOL MBE Facebook page “Brain breaks were, by far, one of the most interesting things I heard in a presentation about neuroscience. I would love to know more … Continue reading The Pomodoro Technique, Brain Breaks, and TED Talks: How to Increase Focus and Improve Memory Retention
This is Your Quest - Your Mission to Find Happiness
Bringing cognitive science to the science classroom
English Language Teaching Research and Teacher Education
WHERE PSYCHOLOGY MEETS FILM
a personal diary of architectural and urban design education research
Language consultant, maker, traveller
Ideas for teachers and students interested in pronunciation and listening for English as a Lingua Franca
Ramblings on life, love and everything in between
Random commentary on teaching English as a foreign language
