2. 1970 - 2013

3. HOW TO DIRECT ATTENTION?
HOW TO TEACH CAPITAL LETTERS?
HOW TO DEAL WITH ADD?
HOW TO RECALL CONCEPTS , INFORMATION?
HOW TO HELP CHILDREN DEVELOP AUTONOMY?
HOW TO MANAGE PARENTS?

5. NEUROSCIENCE
It’s the study of the development,
structure and function of the nervous
system, with a special focus on the brain
and its role in behaviour and cognitive
functions

6. BRAIN… PLASTIC
Every process requires time!
Learning is the ability to change permanently
a certain conduct as a consequence of
experience.
a) sleep
The brain needs:
b) glucose
c) meaning
d) sense

7. TEACHERS…
Target stimuli
Cognitive & metacognitive sk
Consistency
Decision making
Cocktail Party Effect
Long Term Memory
Emotional matters
Diversity & Inclusion
WE NEED TO
PROFESSIONALIZE THE
PRACTICE

8. WHAT TO DO…

9. WHAT TO DO…
Stimulate to make the brain
practise

10. WHAT TO DO…
Meaningful underlining

11. WHAT TO DO…
Give new experiences every day

12. WHAT TO DO…
Diagnostic period practice

13. WHAT TO DO…
Listening & Reading Comprehension

14. WHAT TO DO…
Unseen dictation

15. WHAT TO DO…
Reading aloud

16. WHAT TO DO…
Read (yourself)

17. WHAT TO DO…
Ask for transparent rulers & triangular
pencils

18. WHAT TO DO…
Clear agreements for an atmosphere
of learning

19. WHAT TO DO…
Double lining for children with spatial
complications

20. WHAT TO DO…
Make students COPYYY

21. WHAT TO DO…
Spontaneous writing

22. WHAT TO DO…
Taking down notes

23. WHAT TO DO…
Measure attention

24. WHAT TO DO…
Describe

25. WHAT TO DO…
Teach scanning skills

26. WHAT TO DO…
Practise memorizing

27. WHAT TO DO…
Leave learning gizmos out

28. WHAT TO DO…
Encourage kids to change settings,
endings

29. WHAT TO DO…
Avoid segmented folders

30. WHAT TO DO…
Plan calm, unexpected pathways

31. WHAT TO DO…
Seek for Error Patterns…

32. WHAT TO DO…
Have a clear pedagogic orientation

33. “The mediocre teacher tells.
The good teacher explains.
The superior teacher
demonstrates.
The great teacher inspires!” –
William A. Ward
THANK YOU