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SHOULD TEACHERS LEARN THIS? SHOULD TEACHERS KNOW MORE ABOUT NEUROSCIENCE?

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SHOULD TEACHERS LEARN THIS? SHOULD TEACHERS KNOW MORE ABOUT NEUROSCIENCE?

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Certainly. It can only help one improve their own learning/teaching strategies.

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Yes, teachers should know about neuroscience!

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Yes, teachers should know about neuroscience!

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Teachers should definetely know about neuroscience, because it provides us a deeper understanding about the very complex process of learning. As much as we think and investigate the different small parts that form and build our learners' way of learning, better we can help them in the acquisition of this knowledge. Having a micro and macro perspectives help us to solve problems and visualize different possibilities.

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Reading the papers I can see movemment. The learning process isn't static. We can zoom in or zoom out the strategies according with the aims that I want to achieve with  students.

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I think Neuroscience should be included in all teachers education courses, because if they have a basic knowledge of how the brain turns input into long-term memory and memory into knowledge, they will be better prepared to guide students to learn.

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I think Neuroscience should be included in all teachers education courses, because if they have a basic knowledge of how the brain turns input into long-term memory and memory into knowledge, they will be better prepared to guide students to learn.

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Considering that the process of learning is a Science and as such raises questions about how effectively our brain is being used in this process. I think that we( teachers) need to understand at least the basic principals of neuroscience.  Suellen

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Considering that the process of learning is a Science and as such raises questions about how effectively our brain is being used in this process. I think that we( teachers) need to understand at least the basic principals of neuroscience.  Suellen

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SHOULD TEACHERS KNOW MORE ABOUT NEUROSCIENCE?

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SHOULD TEACHERS KNOW MORE ABOUT NEUROSCIENCE?

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I think that it is really important to know how the brain works, in order to help our students to master their learning.

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Should teachers know more about neuroscience? 

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Should teachers know more about neuroscience? 

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Well, I have a side on this because I'm a Psychologist. My answer is: yes, we should. Because as long as we are teaching students to develop their habilities, emotion and cognition, we should also know better about the main source of all those funcionalities. I am not saying that we should know every part of the brain and understand its movements, but we should improve our learning about how it learns and spreads learning among others.

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Yes, they should!
Neurocience can help teachers to understand psycological aspects that sometimes We need help with. Since genetics is so important to learn we all should know at list a little.

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Should teachers know about Neuroscience?

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Should teachers know about Neuroscience?

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"Designing Educational experiences without an understanding of the brain is like desiging a glove without an uunderstanding of the human hand". Leslie Hart (1983)

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Learning is beautifully intricate and we have only begun our voyage of self-discovery.

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Should teachers know about Neuroscience?

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Should teachers know about Neuroscience?

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I believe that neuroscience can help education, and this way helping the teacher, as it allows understanding the dynamic role of the brain in aiding learning.  Thus, we teachers can understand more effective practices and also distinguish ineffective practices.  In this way, neuroscience allows us to detect students with learning difficulties or deficits, offering different options for contributions that can help us improve student learning.

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Understanding about the different areas that affect students' learning process is important to pinpoint where, maybe, our teaching method is not working. We must look into many different perspectives for that.
We can't delve too deep in a single area though, because the leaning process is a complex one, and it is not made of a single thing.

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Self - comes from within, unique individuals
1/4 of the energy we consume is spent by the brain

Self regulation comes with time, practice and development of the prefrontal cortex

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Learning from multi-perspectives and reframing our teachings  

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Learning from multi-perspectives and reframing our teachings  

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Learning is a balance between attention  <-> memory
Motivation is fundamental, but it may be affected from distant influences like education policies.

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Considering students' identities allows us to provide them with the best conditions for learning and developing new skills. 

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Considering students' identities allows us to provide them with the best conditions for learning and developing new skills. 

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It's not possible to promote meaningful learning without considering the students' identities. Thinking about factors such as their context, interests, previous knowledge and needs is essential.

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Learning Cosmos is a tool for teachers/educators to reflect about the complexity of learning. It shows different spheres: emotional/ cognitive/attitudes and beliefs/ motivational. If learning is not taking place, maybe the problem is on one or more than one of these spheres. 

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Learning Cosmos is a tool for teachers/educators to reflect about the complexity of learning. It shows different spheres: emotional/ cognitive/attitudes and beliefs/ motivational. If learning is not taking place, maybe the problem is on one or more than one of these spheres. 