NEUROSCIENCE IN THE CLASSROOM: MAKING TEACHERS’ LEARNING VISIBLE

Abstract

Understanding how the brain works can help improve teaching effectiveness. To this purpose, a research-training was set up with teachers from three schools serving students aged 3-13. Quantitative and qualitative tools were used in order to understand how neurosciences can improve educational practices. This paper presents the results of the use of the Thinking Routine “Connect-Extend-Challenge” with teachers. It describes how they could reflect on their teaching practice to implement new methodologies in the classroom. The themes that most scaffolded teachers’ reflection is the functioning of cognitive processes and the importance of integrating emotions into teaching. Less attention is given to some concepts (i.e. feedback, curiosity, etc.) that are perhaps still taken for granted.

Keywords

• Educational Neurosciences
• Neurodidactics
• Teacher’s Training
• Making Learning Visible
• Visible Thinking