Kursy

LEARNING OBJECTIVES When you have studied this section, you will be able toSelf-Assess your understanding on Neuroscience and NeuropedagogyExplore your ideas about Neuromyths and their effects in teaching and learningBe aware about the concepts and meaning of NeuromythsExplore the core Neuromyths that affect Higher Education teaching and learningInvalidate about neuromyths’ controversiesAnalyse the fundamental neuromyth in education concepts and the forces they have helped them growOutline the impact of Neuromyths issues and problems in the educational field,Explain the extent which neuroscience, educational science and cognitive psychology can contribute to reducing the prevalence of neuromyths in educationTo make proposals how communication between neuroscience and education might be improved in the future

“The essential difference between emotion and reason is that emotion leads to action while reason leads to conclusions.” - Donald Calne (2010). “Within Reason: Rationality and Human Behavior”, p.253, Vintage LEARNING OBJECTIVES After completing this module, you will be able to: To understand the essence of the concept of emotion. To assimilate the structure and functions of the limbic system with respect to emotions. To acquire knowledge about the various types of emotions, their characteristic features and neurological basis. To analyze the levels and layers of “social”, constituting the social brain and their relations to social neural networks. To assess the role of different brain structures in generating and processing emotions. To apply the knowledge about the neuroscientific nature and functions of emotions in the classroom. To create and apply new strategies of learning in the classroom based on neuroscientific knowledge of emotions.

If attention is misdirected, learning can get stuck. - Dehaene, 2020:149The quote above from one of the leading neuroscientists in the world, Stanislas Dehaene, makes clear that attention is crucial for learning. Our brain is always paying attention (Koenig, 2010). However - and perhaps to the frustration of many teachers - not always to what teachers would want.In this module, you discover what neuroscience can teach us about directing your students’ attention to what you want them to learn. LEARNING OBJECTIVES In this module, you learn: What attention precisely is. The neural mechanisms involved in the process of attention. How you can direct your student’s attention. Strategies you can use to facilitate students’ attention in your classroom.

LEARNING OBJECTIVES Know the definition of (associative) memory and its types Understand the definition of (associative) memory, its types Know how to improve own (associative) memory Practice own (associative) memory

HOW DO YOU ENGAGE YOUR STUDENTS? To learn, we need to engage. - prof. dr. Paul Howard-Jones, Bristol University, UK Engagement is an essential aspect of learning. However, we all know from experience that engaging students is sometimes a tricky part of teaching. In this module, you discover what educational neuroscience can teach us about students’ engagement with learning. LEARNING OBJECTIVES In this module, you learn: the neural mechanisms involved in the process of engagement that students all differ in what engages them that approach responses can engage us in learning that avoidance responses prevent us from learning that if you want to increase your students’ engagement, you need to increase their activity strategies you can try in your classroom to engage your students

LEARNING OBJECTIVES To explain what Neuropedagogy is and distinguish it from other Neurosciences, such as behavioural neuroscience, developmental neuroscience, cognitive neuroscience, developmental cognitive neuroscienceTo explain how the brain works and learns, and understand and value the importance of this knowledge for the teaching practice.To explain the guidelines for planning and adjusting teaching methods based on the factors that lead to better learning, as identified when learning about how the brain works and how it processes learning. EXPECTED LEARNING OUTCOMES Knowledge:Define neuropedagogy and associated concepts.Distinguish neuropedagogy from other neurosciences.List the parts of the brain and describe how they work.Describe how you learn through the functioning of the brain.Defend the usefulness of neuropedagogy in teaching performance.Outline the general principles of application of neuropedagogy in the classroom.