Pixel International Conferences

Over the last thirty years, research on the human brain has provided teachers with new tools about the relation among how our brain works, the important role of our thoughts and emotions and the capability to be efficient. Thus, the main target of this article is getting a closer approach to the implementation of neurodidactics in class, outstanding the importance of a cognitive training in which new concepts will be built on the base of the old ones offering intellectual relevant activities to promote neuroplasticity and neurogenesis among my students. Since learning is a cognitive and motivational process, I have worked on implementing socioemotional learning with varied challenging activities in class to stimulate the functional diversity in our brains for cooperation and to develop prosocial attitudes and develop their growth mindset (Moser, J.S. et al 2011). Throughout this article, we will deal with the cognitive components in learning together with the interrelations among three constructs of motivation in my class, considering self-concept and goals in learning. I will focus on extrinsic and intrinsic motivation in class, the impact of prospective and retrospective emotions in learning and efficiency and the contextual variables in motivation applied in my groups at the Official Language School in Spain and how to maintain attention, wakefulness and alertness in memory processes and learning. Thereby, the present article is meant to critically evaluate the implementation of neurodidactics in class to work on students’ motivation and goals in learning to fulfill their potential (Dweck, C. 2008).

Keywords: Neuroscience, Neurodidactic, Motivation, Attention, Learning.

References:

[1] Dweck, C. (2008). Mindset; how you can fulfil your potential. Robinson
[2] Moser, J.S. et al (2011): Mind your errors: evidence for a neural mechanism linking growth mindset to adaptive posterior adjustments” Psychological Science 22 (12), 1484-1489