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

In this article we will see what brain-centered research tells us about how we learn to learn.

How does the human brain learn?

Neuroscience tells us that the brain does not learn by repeating , but that information is consolidated by “doing”, by moving, creating, exciting 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 relate to others and there is an emotional involvement. As Jan Amos Comenius said; “everything that produces happiness when learning, strengthens the memory”.

Education should be aimed at empowering the best in each individual, helping us to be more creative, to put passion and soul into what we do and to develop socially and emotionally . And to do this, it is important that both teachers and families take into account the following points.

1. Knowledge of the brain

Knowing and understanding the functioning of the different cortical structures that work in the learning process , will help parents and teachers to accompany our children and students in the best possible way in their studies.

Teaching them to rest during their study every 15-20 minutes to do Brain Gym exercises or an activity of a certain physical intensity for 5 minutes will help reactivate their executive attention system. 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 so-called executive functions. The latter are in charge of fundamental cognitive systems for the school, such as attention, self-control, working memory or cognitive flexibility, among others.

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 coffee breaks can foster more fluid communication and provide a deeper understanding of students. Another interesting aspect could be, to support us in the family 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 support of the other. Create “travel companions”, where two children are a reference for each other, for topics such as writing down in the diary or taking the material home.

3. Motivation

Creating the spark of curiosity in them is important so that they can get going and maintain interest. To make them understand why they study what they study , what implications it has in their daily lives, and to do this, to use contextualised learning, with practice in the laboratory, in the open air or with centres of interest that awaken their desire to learn. Supporting learning with audiovisual material, documentaries, excursions and games will encourage their enthusiasm and willingness to learn.

4. Connection

Connecting and empathising with our child or pupil is the basis for them to feel safe on their path of learning. 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/her see that we understand how he/she feels, we calm him/her down and pick up his/her discomfort, it will help him/her to feel sense and it will be easier for him/her to start trusting himself/herself, with our help.

An example

Let’s apply all these tips to a case study.

Ander is a 10-year-old boy diagnosed with ADHD. He comes to our cabinet Vitaliza because the family reports that at school he has many problems to keep calm, even bothering his classmates. He never writes down his homework in his diary and forgets half the material . All this is generating constant reproaches at home and at school, having a negative impact on her motivation to go to school and on her mood.

Kids like Ander are often misunderstood, labeled as lazy, clueless or disruptive. It is important to understand that these children are regulated through movement and need it to calm down. Sometimes, they make real efforts to remain still and silent, but when they do not succeed, they feel great frustration .

Allowing them a movement adapted to the classroom, such as sending them to the secretary’s office to get some material, making them responsible for distributing the books or letting them arrange the reading space during the class session, can be a good solution for these children to make the movement they need. Cooperate between the family and the school to bring the same guidelines in both environments and that within the classroom, Ander has a travel companion where both review the agenda at the end of the day, will help him to structure and organize himself better.

Generate dynamics in the classroom that require the participation of Ander and his colleagues, working through projects chosen by them. Combining such sessions with videos, experiments and games will facilitate increasing the attention spans of these children.
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 he is living in and helps him redirect his energies, it will result in Ander and many others like him having a promising future.

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

Bibliographic references:

  • Bona, C. (2015) The new education. PLAZA & JANES EDITORES
  • Cortés, C. (2017) Look at me, feel me. Strategies for repairing attachment in children through EMDR. Bilbao: Desclée de Brouwer.
  • Guillen, J.C. (2015). Neuroeducation in the classroom: From theory to practice. Spain: Amazon.
  • Siegel, D. (2007) La mente en desarrollo. How relationships and the brain interact to shape our being. Bilbao: Desclée de Brouwer.
  • Siegel, D. (2012) The child’s brain. Barcelona: Alba Editorial.