Learning to learn: what neuroscience tells us about learning

We all know what it means to learn, but sometimes we find it difficult how to teach to learn or how to learn to learn. To do this, in recent years, neuroscience has made people aware of the cognitive processes that are set in motion in the acquisition of knowledge.

In this article, we'll see what brain-focused research tells us about how you 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 repeatingInstead, the information is consolidated by "doing", moving, creating, moving 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 interact with others and there is an emotional implication. As Jan Amos Comenius said; "Everything that when it comes to learning produces contentment, reinforces memory."

Education should be aimed at enhancing the best in each individual, helping us to be more creative, putting 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 us parents and teachers to accompany our children and students in the best possible way in the study.

Teach them to rest during their study every 15-20 minutes to perform Brain Gym exercises or a activity of a certain physical intensity for 5 minutes will help them to reactivate their attention system executive. In addition, the latest research on the brain reflects that including dynamics such as Mindfulness or yoga in the classroom enhances many factors associated with the so-called executive functions. The latter are in charge of fundamental cognitive systems for the school, such as attention, self-control, memory work 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. Enabling contacts between teachers and parents through meetings or coffees, can promote more fluid communication and promote a deeper understanding of the students. Another interesting aspect could be to rely on family members as facilitators or collaborators within the dynamics of the classroom, which could become a great resource for teachers.

Within the classroom, this cooperation can also be possible between students, through the support of the other. Create "travel companions", where two boys refer to each other, for topics such as writing down the agenda or taking the material home.

3. Motivation

Creating the spark of curiosity in them is important for them to get going and keep their interest. Make them understand why they study what they study, what implications does it have in their day-to-day life, and for this use contextualized learning, with practices in the laboratory, outdoors or with centers of interest that arouse your desire to learn. Supporting learning with audiovisual material, documentaries, excursions and games, will promote their enthusiasm and their desire to learn.

4. Connection

Connect and empathize with our child or student it is the basis for them to feel safe on the path of their training. 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 we collect the discomfort from him, it will help him to feel meaning and it will be easier for him to start trusting himself, with our help.

An example

We are going to apply all these tips to a practical case.

Ander is a 10-year-old boy diagnosed with ADHD. He comes to our Vitaliza cabinet since the family reports that at school they have many problems staying calm, even bothering their classmates. He never puts homework on the agenda and 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 their mood.

Boys like Ander are, on many occasions, misunderstood children, classified as lazy, clueless or disruptive. It is important to understand that these children regulate themselves through movement and that they need it to calm down. Sometimes they make real efforts to stay still and quiet, but when they can't, feel great frustration.

Allow them a movement adapted to the classroom, such as sending them to the secretary for some material, making them responsible for distributing the books or letting them tidy up the reading space during the lesson session can be a good solution for these kids to do the movement they need. Cooperate between the family and the school to follow the same guidelines in both environments and within the classroom, Ander have a travel companion where you both go over the agenda at the end of the day, it will help you structure and organize best.

Generate dynamics in the classroom that require the participation of Ander and his colleagues, working through projects chosen by them. By combining these sessions with videos, experiments and games, you will make it easier to increase the attention spans of these kids. 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 redirect his energies, will lead to Ander and many others like him, they can have a future promising.

---

Author: Anabel de la Cruz. Psychologist-Neuropsychologist, specialized in perinatal psychology at Vitaliza.

Bibliographic references:

• Bona, C. (2015) The new education. PLAZA & JANES EDITORES
• Cortés, C. (2017) Look at me, feel me. Strategies for attachment repair in children using 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 shape our being. Bilbao: Desclée de Brouwer.
• Siegel, D. (2012) The brain of the child. Barcelona: Alba Editorial.