There is no learning without attention and we all learn in a different way
“We can only learn that which we love and eyes are useless to a blind brain”, noted Rosalba Gautreaux in her speech in the 1st Conference on Neuroeducation. This is one of the many reached conclusions, like the one stating that experiences change our brain during life and are the basis of our memory, or that without attention there is no learning, and we all learn in different ways.
The conference, launched by ICE and the research group Entorn i Materials per a lʼAprenentatge (EMA) of the University of Barcelona, took place on May 25 and 26 in Barcelona, with four hundred attendees. The objective was clear: offering an academic space of transfer to share classroom-applicable neuroeducation trends. The program was innovative, both in content and shape, and included dialogues, ludic activities and music spaces, as well as a conference with games, workshops and a gymkhana, aimed at thirty kids from 5th and 6th grade of primary school and 1st and 2nd high school grade. Also, there was a Visual Thinking by Lucia López and conclusions turned into a song sung by the kids and participants in the conference.
“We can only learn that which we love and eyes are useless to a blind brain”, noted Rosalba Gautreaux in her speech in the 1st Conference on Neuroeducation. This is one of the many reached conclusions, like the one stating that experiences change our brain during life and are the basis of our memory, or that without attention there is no learning, and we all learn in different ways.
The conference, launched by ICE and the research group Entorn i Materials per a lʼAprenentatge (EMA) of the University of Barcelona, took place on May 25 and 26 in Barcelona, with four hundred attendees. The objective was clear: offering an academic space of transfer to share classroom-applicable neuroeducation trends. The program was innovative, both in content and shape, and included dialogues, ludic activities and music spaces, as well as a conference with games, workshops and a gymkhana, aimed at thirty kids from 5th and 6th grade of primary school and 1st and 2nd high school grade. Also, there was a Visual Thinking by Lucia López and conclusions turned into a song sung by the kids and participants in the conference.
Worldwide experts sharing knowledge
Prestigious experts on this field took part in the activity, they highlighted issues such as the brain not finishing its growing until after adolescence, or that movement is essential to develop the brain and consolidate memory, and that the looks, ties and expectations of teachers condition the learning of pupils.
The starting point was given by Víctor M. Rivera to give the example of the vehicular value of learning through music. Also, Anna Forés commented on the pleasure of learning and mentioned “paying attention to the students, the visible and the invisible ones, with passion to share feelings, find talents, build ties, break the ice, harmonize differences, and enjoy together”. Moreover, Forés stated there is still a lot to be done, regarding the initial teacher training and permanent training.
Among others, Fabián Román highlighted that there is a need for a change in the educational system and he described seven basic principles of classroom neuroeducation, such as imagination activating and stimulating brain systems or memory systems being interactive. Then, Mauricio Conejo put emphasis on the need to stimulate studentsʼ attention in the classroom, working on issues such as emotional regulation, breathing or body analysis.
“We need to break with false beliefs and change culture with evidence”, said José Ramon Gamo, who insisted a deep change is necessary and that skills such as critical sense, executive memory, intuition and creativity have to be stimulated. A change that Marta Portero summed up with a quote by Confucius “Tell me and I will forget, show me and I may remember; involve me and I will understand”.
Moreover, Imma Marín and Esther Hierro encouraged attendees to play, Rosa Casafont insisted on “teaching ourselves in order to teach” and Victoria Poenitz shared practical approaches to use neuroeducation. Also, Marta Ligioiz explained why this discipline is necessary, and David Bueno used origami to show “cerebroflèxia” as a metaphor for brain plasticity. Last, attendants could share experiences with Jesús Guillén, who presented JEMA (games, emotion, movement and art, elevated to cooperation, equals executive functions) to apply basic principles of neurosciences activating executive functions.