Cognitive neuroscience and EdTech can improve your teaching practice.
Let's think out of the box together!
Don't worry!
You don't need to be a neuroscience expert or a computer geek. You just need to step out of your comfort zone and develop your growth mindset.
I'm not a neuroeducation expert either and certainly not an IT expert. I'm just a teacher and a compulsive book lover who has always been interested in how our brain works and who has been experimenting this exciting new area of research with connection to basic executive processes for ten years.
I'm really convinced this approach can help us to deal with classroom challenges such as heterogeneous student groups, attention, discipline, motivation,...
Even if we still lack official statistics in this field, I've had the opportunity to notice that this can also help students with learning disorders and disabilities to make progress.
Today I would like to share what I have learnt.
Personnally, EdTech has helped me to find a way to apply cognitive neuroscience in my daily practice. I must admit it hasn't been easy to find THE perfect tools because I can't always rely on appropriate IT equipment or an efficient internet connection.
After a lot of trials and errors, much irritation and many periods of doubt, I've found MY way to overcome all obstacles. Actually, it's not that difficult! You just need the good ingredients. :-)
Here are my first 5 tips if you want to try too:
I've replaced all traditional teaching materials by visual aids and I try to make them as attractive and simple as possible. Of course, when the lesson is finished, my students receive the handout we have created together with the information worth studying for a future exam.
I try to imagine class activities that are as interactive as possible so that my students stay active and attentive throughout the lesson.
I alternate tasks to do alone that require a lot of concentration with funnier pair or teamwork activities.
Whenever it's possible, I propose challenges with or without reward. Students LOVE them!
To conclude, here is one of my golden rules. I regularly give my students the opportunity to work at their own pace according to their English level, personal interests, tiredness or emotional state. They feel more committed and more empowered. It helps to create a climate of trust, mutual respect and better communication.
It's time now to share two lessons I often use at the beginning of a schoolyear with my 16 to 18-year-old college students.
Is it worth sharing?
Would you like more examples like these ones?
Please, comment!
Let's think out of the box together!
Comentários