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Nowadays, it must be said that Neurodidactics are playing a relevant role.

When it comes to Neurodidactics and Education at the same time, the brain is the main element to take under consideration. Each brain is unique in relation to its own structural development (plasticity), way of working and processing information. Furthermore, it must be said that the brain is the most fundamental organ due to the forthcoming facts: teachers have to know more about their students’ brains and how they work in order to make the get a beneficial learning. Moreover, according to the sort of environment in which students are exposed to, our brain will process and work on the information we acquire in multiple different ways. Therefore, our brain constitutes a very relevant part in learning (Neuroeducación: uniendo las neurociencias y la educación en la búsqueda del desarrollo humano)

In this article, the author talks about the nine key elements about Neurodidactics in the classroom. First of all, he claims that we need to teach students about the plasticity of the brain in order to motivate them since the first day of class. Nowadays, several surveys and researches argue that using specific games and resources help children with learning disorders to improve their abilities. Students have to exercise and practice physical sports, as well as sleeping properly (Aspectos clave para aplicar neurodidáctica en el aula)

The first thing we have to take into account is what the meaning of learning is, and it could be defined like the ability to adapt the organism to different situations and environments. The things that we learn and keep in our brain is called memory. Also the text explains the two types of memory we have; the short-term memory and the long-term memory. The first one is a system to keep an amount of limit information for a short period of time and the second one is a brain system designed to collect information for a long time. This type of memory is steady and strong while the other is more vulnerable.

As well, the text explains the differences between the implicit memory and the explicit one. The first one is related to unconscious memories and they are based on our habits, routines and so on. However, the explicit memory is based on our conscious memories that we have about our personal experiences and knowledge about the world (Naturaleza del Aprendizaje y La Memoria)

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TED Talk: A very interesting and original way to make students feel they are capable of achieving their goals in learning and not give up when they struggle. A Not Yet mark will reinforce their confidence and self-esteem.

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About the Culture of (Not) Yet.
Carol Dwerk talks about her view of children's experience when they face difficult tests.
There are two types of children. The one's who face them as a challenge and think that they are informative and can develope their abillities. On the other hand, she found that there are children that have a fixed mindset and that they are inclined to cheat or to run from the difficulty when they face difficult tests.

Through this investigation that she has carried out, she has discovered that the first cases, the children that face possitively this tests have a growth mindset and their learning process are more fruitful. The other children, they do not use that much their brain and are not that smart.

Carol Dweck also tell us about how to change this Culture of (not) Yet and how to motivate children to face the difficulties and to step out their comfort zone. She tells us that this can be achieved through praising their involvement and to award the effort, the strategy and the progress rather than to award the results.
She also establishes that this culture creates a more equal environment.
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Alen Martín, Diana Reyes, Daniel Rodríguez, Iván Gil and Miriam Hidalgo.

First video: TEDTALK

In the video we can see a woman called is Carol Dweck who is talking about “the power of yet”. This consists of an evaluation process in which there are not right or wrong but a process of learning that goes together with motivation. This would help students to engage more on the task instead of trying to cheat or find someone worse than them. This process helps students to feel praised and to build a bridge between the students and the rewarding yet.

Second video: Jody story

She is little girl who has got a brain disease, particularly in one hemisphere of the brain. Doctors don’t know exactly how to treat it cause it is limiting certains sensorial activities of her body. Eventually they decided to remove that half of the brain in order to solve the problem. That part of the brain was replaced by brain fluids. Finally, after the surgery which needed a prodigious precision. After a period of ten days the girl was able to recover totally and walk again and live a normal life.  This is an example of the amazing capacity of the brain to adapt and to organise itself into structural and functional skills.

First reading:
It is mainly about the changes of the brain during teenage years. Three stages of development: From 0 to 3 years;  the second one from 3  to 10 and ending with the development of the personal identity in adolescence. The answers of the brain are way stronger in teenagers then in adults. Different areas of the brain manage different functions of realities.  Social changes, sexual hormones and some other factors affect the development of the brain.

Second Reading:
This second Reading talks about the use of neuroscience in education. There is a new thing called Neuroeducation.

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HOW THE BRAIN CHANGES (Rocío M., Laura G., Marta S., Laura C.

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HOW THE BRAIN CHANGES (Rocío M., Laura G., Marta S., Laura C.

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The article explains how the brain works in a teenager. It concentrates on the evolution of the brain: the evolution from a baby to an adult.

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STRESS  IN EDUCATION

The article explains how stress can affect our cerebral activity regarding mental processes, response to stimules or even  chemical balances.  There are several studies that reveal changes in neurotransmitters release in subjects that have lived traumatic situations during their mental development.
It shows young and old brains are more vulnerable to suffer from stress than adults, although it could seem the opposite.

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Jody is a kid who was born with a brain disability, she had to have the left side of her brain removed as it was the only chance that she could had to recover at least partially. As it is possible for the brain to regenerate again (brain plasticity) during childhood, Jody was able to live as if the illness almost had never existed. Her brain developed new connections.
La adolescencia del cerebro: el cerebro sufre cambios muy importantes en su estructura durante la adolescencia. Se produce el neurodesarrollo. Tiene cuatro etapas:
- Prenatal: desarrollo anatómico.
- De 0 a 3 años: desarrollo de autonomía motora.
- De 3 a 10: desarrollo del lenguaje y del conocimiento del entorno.
- Adolescencia: desarrollo de la identidad personal.

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Why is it important as a learning level to know the function of the brain? this is the question that neuroeducation tries to answer.
The emotional state is crucial for the students to adquire the content, so a good mood and a curious behaviour may lead to a better result.
Apparently, the quality of the education comes directly from the quality of the teacher. The aim of UNESCO is to improve not only the quality, but the amount of teachers and their formation.

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Neurodidáctica en el aula
- Plasticidad: La moldeabilidad del cerebro a lo largo de la vida permite una adaptación continua al aprendizaje.
- Emoción: Clima emocionalmente positivo en el aula.
- Atención: ( de alerta, de la orientativa y de la ejecutiva)
- La memoria y el aprendizaje son dos procesos indisolubles.
- El ejercicio físico está asociado a los procesos de la plasticidad.

Carol Dweck: NOT YET
We need to understand that we are on the process of learning. Growth mindset: abilities can be developed.
As teachers, we should reward our students for effort, strategy and progress.
FAIL: process the error, learn from it and correct it.

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Jody's story is just an awesome example of brain's pasticity and how a brain can be abosulutely functional with just an hemisphere!

Regarding Carol Dweck's TED talk, I find really useful and amazing how students' performance can improve in such a great way just bu changing the focus of the teacher's praising. It's abosutely incredible how we can help our students just by changing some details of our teacging technique.

"Neuronas en crecimiento" tells us about how our brain changes between the diferent stages (from 0 to 10 years old). there are two stages:
- prenatal from 0 to 3 years old
- and teenager years, in this stage our brain is able to manage abilities as memory or language correctly.

Furthermote, Prefrontal cortex manages with taking of decisions, planification of time and space or behaviour, and the Lymbic system deals with emotions.

Fundamental pillars: There are some fundamental pillars in Neurodidactics, like the Plasticity of the brain that allows us to keep learning for our entire life. The Emotion, because intrinsic motivation  is fundamental, curiosity is essential to awaken the interest of the student to keep learning. Another one is the Attention, some informatics programs help children to maintain attention. The memory is also important, there are two types, the short one and the large one, it depends on how much it takes to learn things. The physic activity is another pillar because children that have done physic activity get better grades and are more concentrated. Games motivate us and make us persevere and keep playing. The last one, Cooperating has a positive impact on academic performance.

Reflections about Neroscience in education.
The educative institutions affect the brain development because sutudents spend most of their lifes (14 years) and thousand of hours in class.
The experience is linked to learning system and the memory of the brain.
The techer influences in the training, competence and innovation.
The brain is the organ which has the skill of learning and learning itself. Each brain is different and irrepetible and learn through different patterns. It detects learning and finds the sense of use these patterns when it is necessary. The emotions affect to the brain and learn from different learning styles like visual or logical. Also the music and art, and sleeping is essential to learn.

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Neurodidáctica (Paula, Blanca, Marian y Laura F.)

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Neurodidáctica (Paula, Blanca, Marian y Laura F.)

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- Jody: niña nace con enfermedad cerebral, sólo funciona el hemisferio derecho. Pero este hemisferio se va adaptando, expandiendo y creando nuevas conexiones, de manera que aprende y vive casi como si la enfermedad fuera inexistente.
- Tedtalk (Carol Dweck) - El poder de creer que se puede mejorar: la importancia de las notas, en el instituto el sistema número a veces desmotiva. Ella crea el 'not yet', que quiere decir que aún no lo tienes, pero llegarás a adquirir ese conocimiento. Es importante compensar el progreso, porque si se esfuerzan consiguen nuevas conexiones cerebrales. Y distingue a los alumnos en: fixed mind (lo hacen todo bien, evitan los errores, por lo que no hay actividad del cerebro) y growth mind (aprenden de los errores que cometen, para no repetirlos, y esto produce actividad en el cerebro).
- Las claves de la neuroeducación: para mejorar los procesos de enseñanza y aprendizaje hay diferentes tácticas, como la plasticidad, emoción, memoria, juego, motivación, atención, ejercicio físico, ap cooperativo y funciones ejecutivas. Hay que hacer conscientes a los niños para que cambien su forma de pensar suscitando su curiosidad y despertando su interés. Todo se realiza en un contexto positivo, que motiva más a los alumnos y con ellos como elemento activo del aprendizaje.
- La adolescencia del cerebro: el cerebro tiene un desarrollo de 20 años. De los 0-3 años se desarrolla a mayor velocidad y luego se ralentiza. Durante la adolescencia, el cerebro sigue desarrollando la memoria, el lenguaje y el aprendizaje. En este proceso intervienen: la corteza cerebral, que ayuda a la toma de decisiones y la planificación de tareas y tiempos; el sistema límbico, que ayuda a la toma de decisiones donde intervienen las emociones, las hormonas sexuales, que son diferentes en chicos y chicas y los cambios sociales.

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Jody's story (Rocío M., Laura G., Marta S., Laura C.)

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Jody's story (Rocío M., Laura G., Marta S., Laura C.)

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We''ve listened the story of Jody, a 4 years old girl who had brain surgery and had half of the brain removed. It's a story dealing with brain plasticity, which means that the brain is able to regenerate again and recover the right brain's functions. THE MOST SHOCKING THING IS THAT THE GIRL CAN LIVE WITHOUT HALF OF HER BRAIN!

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La adolescencia del cerebro:
During the adolescence, the brain has a great plasticity, which enables teenagers to develope their social skills, creativity, emotions, their rationality and behaviour.
Adolescence is a period of great neurological development.

Jody story: brain plasticity
It explains the story about a girl, who has epileptic attacks, which are so strong that she has problems with moving one part of her body. The doctors found a solution for her: taking almost the half of her brain out. After the procedure, she recovered incredibly fast, which showed the great plasticity of the brain, since the brain created new connections and she was able to have a normal life.

Carol Dweck:
teachers must show their students that their intelligence might change if they work hard, stay motivited and involve themselves on the learning process.

Answering the question, what are the pillars of Neurodidactics: plasticity, emotion, memory, games, motivitaion, attention, phisycal exercise, cooperative learning.

Is each brain unique? the answer is...YES! Our experiences create connections that make our brain unique

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Neurodidactics (Alba, Laura, Jorge & Arturo)

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Neurodidactics (Alba, Laura, Jorge & Arturo)

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- Jody video: a little girl with a problem on the left hemisphere of the brain. After surgery she recovers, only left with some physical issues.

- Changes in adolescence (physical, hormonal, brain development (20 years aprox.), neurodevelopment, maturity...). Stages:
* prenatal - anatomic development

* 0-3: motor autonomy. Brain volume increases.
* 3-10: language development and knowledge of surroundings
* adolescence: personal identity. Brain reorganization.

- Inteligence is not fixed, new neurons are generated.

- Inner motivation to activate certain parts of the brain. (YET POWER - Carol Dweck).

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Neurodidactics is a science that studies the brain's development through human being's lives. According to this approach, the brain plasticity can be fostered by education.
* How can we foment a growth mindset in class?
With the use of 'not yet' concept. In which the teacher believes in a future development of student's skills which have not been learnt yet.
* What are the pillars of Neurodidactics?
Plasticity, emotion, memory, game, motivation, attention, physical exercise, cooperative learning and executive functions.

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Haydee, Elena, Marta, Manu y Laura
-Jody's story: a 4 years-old girl with a strange illness that doctors didn't know how to deal with. Basically she lost the mobility of the whole right side. The only solution is to remove the left side of the brain, responsible of the right's side mobility. Because the brain is creating new conections all the time during childhood and teenagers period, she managed to recover the right side mobility almost completely.
- Carol Dweck video: she is a teacher and neurodidactics researcher. She told about how important it is to motivate the students and how important it is the words you use with them.  She develop the method of "the power of yet". She thinks that what teacher should to is to prized the students not because of their intelligence but for the process and effort.
- "neuronas en crecimiento": it's a blog about all the important changes that happen in the brain during the teenager period, and how how these changes affect the identity the critical thinking.
-  Neurosciences for educators: this article is about how neuroscience has provide scientifict context for thinking about education and learning. Also, it states that educators should now about neuroscience and the benefits of neuroscience for them.

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Laura Garrido, Olalla Muñoz, Michele Grasso

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Laura Garrido, Olalla Muñoz, Michele Grasso

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During teenage years, the brain is subjected to important terms when it comes to its structure. This maturity process is called neurodevelopment. It takes about 20 years approximately for the brain to develop. It starts during conception and finishes on the adult age.
We can distinguish three main stages:
- From 0 to 3 years
-From 3 to 10
-Teenage years
-It is worth mentioning that the most relevant changes take place during the adolescence. The brain suffers a reorganization: some areas increase in size, while others decrease.
It is in the prefontal  cortex where the most important functions take place. Nonetheless, the teenager has not developed  these prefontal abilities yet. On its part, frontal cortex controls affective and cognitive processes.
-Sexual hormones are the makers of these changes since they not only intervene in the psychological, but also on the physical, mental and social development. of the teenager