Somos un Instituto Internacional de Formación en Educación Montessori.
Educational Neuroscience course for teachers, therapists and other professionals related to education. Neuroscience of learning is a field of knowledge that arises from:
The main objective of education is to work on the behaviour of children in their developmental phase, always favouring their well-being and adaptation to the environment. Therefore, knowing the biological basis of mental processes offers educators tools to design methodologies that respect the functioning of the brain and can favour the processes of brain plasticity.
How do the attention processes work? How is memory consolidated? How does the brain process information? How to control emotions and feelings? How does motivation affect learning? Can the environment help to learn? Are there neuro-healthy foods?
This educational course is based on the idea that knowing how the brain works and what its learning processes are can improve both pedagogical practice and children’s learning experiences. Therefore, it is essential to integrate neurocognitive development and its recent studies, with the educational sciences at all stages.
Educational Neuroscience training provides knowledge and practice so that all education professionals can apply Neuroscience advances in their teaching activities. This training course is about understanding how our brain works and learning to be able to do a better job in classrooms, both Montessori and conventional.
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.
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.
To know what the human brain is like, how it is structured, how it works and how it learns.
To know the factors that can influence this learning so that they can take it into account and improve their pedagogical practice.
To offer learning experiences that promote the development of children and adolescents and their brains.
Students will find all the necessary readings and contents for training in Educational Neuroscience on the IMI virtual campus:
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.
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?
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.
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.
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.
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
Receive in your email all the information of the course
From 04/10/2022 to 25/11/2022
Hours of training