Course on Educational Neuroscience
Specialization online course

Neuroscience studies cognition and the biological basis of behavior. This course offers a broad and detailed theoretical section on brain functioning, which scientifically justifies and supports the change and improvement of pedagogy. It is very important and makes a difference that teaching staff can design teaching-learning situations from a brain function perspective.

What values ​​does this training offer?

The aim of this Educational Neuroscience course is to show how the brain works and learns, as well as to offer scientific evidence that supports pedagogical practices at different levels. As a result, it is possible to develop evidence-based education and increase the quality and rigor of the education system. On the other hand, it is an invitation to reflection, growth and professional development.

What are the benefits of Neuroscience in the classroom?

• The inclusion of children in the classroom, respecting the different learning rhythms of each child.
• The socio-emotional development of children.
• It favours a methodology based on scientific evidence.
• It increases attention levels, as well as the development of executive functions in the classroom.
• A learning environment and spaces that favour cognitive processes.
• The well-being and general health of children.
• It increases teachers’ ability to detect warning signs in children’s development.

• To know the basic neuroanatomical structure and functioning of the human brain.
• To identify the main stages of brain development, their characteristics and their impact on the behaviour of children, adolescents and adults.
• To recognise and explore the different processes of learning, memory and neural plasticity.
• To analyse the various neurocognitive factors that can influence learning and memory processes, such as attention, perception, motivation, emotions, lateralization, language, executive functions and creativity.
• To discover the influence that food, rest, movement and learning spaces have on cognitive processes and brain plasticity.
• To identify the theoretical foundations of cognitive neuroscience and evidence-based educational practices from an inclusive and competent perspective.
• To analyze the new proposals of Neuroscience to incorporate them into educational practice.
• To design evidence-based pedagogical practices, implementing them and evaluating their effectiveness and suitability.

Students will find all the necessary readings and contents for training in Educational Neuroscience on the IMI virtual campus:

• Reading, analysis and reflective discussion of documents.
• Viewing documents and reflection group discussion.
• Research, analysis and synthesis of information.
• Individual work and work in virtual spaces with learning groups.
• Viewing videos and case studies.
• Discussion in forums.

MODULE 1. Conceptual bases and foundations of educational neuroscience (25 hours)

• Introduction to cognitive and learning neuroscience.
• Functional neuroanatomy of the central nervous system.
• Central nervous system development: ontogenesis and epigenetics.

Description

To define what the neuroscience of learning is and what its possibilities and limits are. 

To recognise and identify some of the myths about brain function that have become more popular and widespread in recent years.

How is the central nervous system formed and what are the neuroanatomical divisions

The different parts of the brain will be studied, focusing on the critical circuits in cognitive processes.

Brain development will be discussed, explaining how the nervous system matures during pregnancy and during the first few years of life until reaching adulthood. Some specific learnings will be learned and some particular characteristics of the brain in adolescence will be explored.

MODULE 2. Neurobiology of behaviour and cognition (25 hours)

• Learning, memory and plasticity.
• Attention and perception.
• Emotions and motivational states.
• Lateralization and language.
• Executive functions and creativity

Description

The processes of learning, memory and plasticity will be identified, and how they interact with cognitive factors that can influence learning, such as attention, perception, motivation, emotions, language, cerebral lateralization and executive functions. How does the brain learn, how does it process information from the environment and how does it respond to it?

Knowing the brain processes that are part of learning and memory, the plastic changes that allow us to adapt to the demands of the environment, such as an evolutionary design that makes learning inevitable, as well as the intervention of the cerebral hemispheres in these processes. In addition, basic mental processes (attention, emotion, perception, language, motivation and executive function) are analyzed, what their neurobiological substrate is and what impact these processes have on learning and memory.

Understanding the types of attention and perceptual processes, as they are the beginning of learning and directly affect both memory and learning. In turn, we will find out what emotions are, which parts of the brain support this emotional response, and how motivation is generated. Finally, it explains which parts of the brain allow for oral language and literacy. What are executive functions and how can we favour them in the classroom?

MODULE 3. Evidence-based pedagogical practices (30 hours)

Studies on aspects that affect brain functioning and the learning processes that depend on it will be analyzed. Furthermore, the application of this knowledge must facilitate the development of classroom practices that improve and respect the development of the children’s brains.

• Body-mind relationship.
• Attentional and motivational processes.
• Emotional and social brain.
• Space organization.
• Design of educational practices.

Description

This is a final module in which various neuroscientific ideas or theories about brain function and learning processes are developed and how these contributions can be applied by educators and teachers.

The importance of taking care of the body to have good brain and cognitive function is described, with particular attention to food, movement and hours of rest. We will learn about foods that protect and others that impair brain functioning. What does the brain do while we sleep? Sleep hygiene guidelines will be provided, as well as the relationship between movement and exercise with learning.

It is a fairly practical and applied part in the classroom, explaining methodologies that promote attention processes, focusing on factors that improve attention, such as the type of task and the level of arousal.

Finally, emotionally positive learning situations are described, how to foster a good climate in the classroom and how to improve opportunities for recognition of established learning. At this time, the student will have the opportunity to design and reflect on a pedagogical proposal to be applied in the classroom based on scientific evidence.

Marta Portero Tresserra

PhD in Neuroscience. Professor of the Psychobiology Unit of the Autonomous University of Barcelona and of the Degree Course in Medicine of the University of Girona. Consultant professor of the degree in Psychology and of the Health Coaching Postgraduate course at the Open University of Catalonia and of the Parenting 0-3 and Socio-educational Care Postgraduate course at the University of Barcelona.

Teacher at the International Montessori Institute. She has experience as a researcher in Neuroscience at the San Pablo University – CEU of Madrid, at the Biomedical Research Park of Barcelona, ​​at the University of Utrecht, at the University of la Sabana (Colombia) and is currently a researcher in the group of Neurobiology of Learning and Memory of the Neuroscience Institute of the Autonomous University of Barcelona.

He has also published various articles in national and international journals. Co-author of the book: 10 key ideas on Neuroscience and Education. Trainer in the Contributions of Neuroscience to Educational Innovation.

• Early childhood teachers
• Primary education teachers
• Secondary education teachers
• Specialized teachers
• Early childhood education technicians 
• Speech therapists, psychologists, pedagogues and psychopedagogues
• Students of Early Childhood and Primary Bachelors
• Students of Psychology, Pedagogy, Social Education and Speech Therapy Bachelors
• Social educators and therapists
• Labor assistants 
• Special education experts and other specialists
• Parents interested in neuroscience
• People interested in learning about the contributions of Neuroscience to learning processes

Upon successful completion of this training, students will receive the Specialization in Neuroscience of Education diploma, issued by the International Montessori Institute.

Qualification with international recognition and validity