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From my point of view the point is to work with strategies and science together. They help each other. We don't need to be specialist, like the ideia of driver license. We should know something to drive it better, so it's important know something about neuroscience to work better.

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Short answer: It depends wheather or not have we reached a consensus on how the brain learns.

Remembering is an imperative part of learning, and surely, strategies to help students (and teachers) to improve their memory are of vital importance for long term learning. However, I believe this might miss an important aspect, which is motivation. All of these techniques require the student to be active in the learning process (as it should be), but to really dedicate themselves to studying and to aply all of these ideas, students need to, somehow, resonate with the ideas and topics being discussed. How to motivate students probably varies from student to student and from class to class and maybe, is a separate discussion entirely. I am curious, though, if neuroscience has an answer on how to best approach motivation since, to me, this might be a needed before applying retrieval practices, interleaving and spacing techniques.

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Interleaving - for teachers. Cover material from different lessons. Example: Put two lists of vocabulary on the board: one list including vocabulary from Unit 1 and a second list including vocabulary from Unit 2. Students choose one word from each list and make an imaginative sentence with them.

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Interleaving - for teachers. Cover material from different lessons. Example: Put two lists of vocabulary on the board: one list including vocabulary from Unit 1 and a second list including vocabulary from Unit 2. Students choose one word from each list and make an imaginative sentence with them.

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These techniques seem to be really effectives when we refeer to students memorizing what they have been learning so far. It's interesting how all the three steps are as a chain. All of them depend on themselves. Retrieval connects to spacing that is also connected to interleaving and all again. As far as I understood,:
- Retrieval is the hability to be in contact again with the subjects or contents that you previously learned;
Spacing: students should do the retrieval in different moments, such as spacing two days after the first contact, seven days and then a month;
Interleaving: it's a purpose to mix contents and let students do the different retrievals at the same time.

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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 know at least a little about Neuroscience, as it greatly benefits them during their teaching and the students' learning processes. Sometimes we use techniques developed by or greatly supported by Neuroscience and we do not even know about it.
Of course, I do not believe we must know deeply of Neuroscience, but as it is a study field that touches on relevant topics for education, it should be more discussed in education-related courses. We would be able to improve many aspects of lessons with it.

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Spacing - for teachers. Have students retrieve the same content one day after the input, one week after, and one month after. Vary the retrieval work! 

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Spacing - for teachers. Have students retrieve the same content one day after the input, one week after, and one month after. Vary the retrieval work! 

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Retrieval Practice - for teachers Formats - Two Things (where students write down two things they remember from the lesson), Brain Dumps (where students jot down everything they remember about a topic), and mini-quizzes (where students answer three quiz questions.

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Retrieval Practice - for teachers Formats - Two Things (where students write down two things they remember from the lesson), Brain Dumps (where students jot down everything they remember about a topic), and mini-quizzes (where students answer three quiz questions.

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Knowing about techniques based on The Science of Learning is important for teachers to help students organize themselves, and retrieve the most from their study sessions.

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Learning requires memory. But attention, engagement, motivation, and emotion regulation are also important. Teacher must understand how to use these techniques, retrieval practice, spacing, and interleaving so students can use them to improve their study skills. 

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Learning requires memory. But attention, engagement, motivation, and emotion regulation are also important. Teacher must understand how to use these techniques, retrieval practice, spacing, and interleaving so students can use them to improve their study skills. 

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Three concepts:
- retrieval practice: refers to the technique of recalling previously learned material without relying on notes or books.
- spacing: involves dividing up study over time, instead of cramming all of the course material into one long session.
- interleaving: Interleaving means mixing up the study subjects in a single session.

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Allows students to review content from previous classes and study more than one subject in one classroom. It can be a good strategy for a language class because a text could be studied on different perspectives: analyzing its vocabulary, verb tenses, etc.

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A great way to help your learners follow their own pace while checking their knowledge is part of EF´s development which I believe is extremely important in the classroom.

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It's more effective than studying about a topic for a long time because knowledge has time to solidify and simmer. It makes it so students are more likely to remember what they learned and gives them the opportunity to discuss it with their classmates.

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It's a simple way of checking what students remember and what needs to be reviewed. It also helps them be more aware of their learning process so that they can focus on what they couldn't remember.

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Forgetting to Remember: Three Research-Based Strategies Applied to Language Teaching

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SoL gives us a clear picture of what research says about how to teach and learn more effectively not only by describing how our different memory systems function, but also by looking at processes such as attention, engagement, motivation, and emotion regulation ( Lang, 2016).