Neuroeducation is a new discipline which aims to optimize the processes of teaching and learning based on current knowledge about the functioning of the human brain.

This trans-disciplinary approach – in which research in neuroscience, psychology and pedagogy converge – has inspired the innovative model based on neurodidactics with which our school unifies the methods that have been applied throughout its history with the contribution of recent research in this area.

The implementation of this project is allowing us to programme the curriculum with a more globalized approoach. It has involved creating our own design of teaching units, introducing innovative methodologies, modifying the evaluation system (so that it is more clearly competence-based) and designing learning experiences in the form of challenges.

The differences between the neurodidactic and the traditional methods fundamentally affect the following aspects:

  1. Multidirectional communication, which involves a participatory and experienced-based class and includes methods such as the “flipped classroom”.
  2. Contextualised content which implies a learning including metacognition and requiring the training of competencies.
  3. Architecture of the classroom, facilitating cooperative learning, optimizing the functioning of the mirror neurons and allowing the creation of an educational learning community.
  4. Tasks which prioritize the training of functions and mental operations and include the resolution of challenges.
  5. Significant memories that facilitate effective learning and not a mere repetition of information.
  6. Evaluation used as a diagnostic of the transfer of information into knowledge.

 The methodological model based on neurodidactics includes the following aspects:

  • This methodological enrichment turns teachers into designers of learning experiences.
  • The theory of multiple intelligences lays the foundation for more personalised learning, offering more opportunities for all our students.
  • The culture of thought and the teaching practice based on the question and not only on the answer, from the principle of uncertainty, can captivate motivation, emotion and curiosity in the classroom, thus facilitating the construction of knowledge.
  • Co-operative learning makes it easier for students to improve their results, motivation, emotional bonding with tasks and engagement in school life.
  • Learning which is project-based becomes real and relevant to the world and everyday life.
  • The assessment becomes key to the design of the programme and allows for customized learning.
  • Creativity is learned (“design thinking”), it is only necessary to introduce appropriate strategies to stimulate the potential in each of our students.
  • The personalization of learning creates community and participation in it guarantees the link with and understanding of the educational model.

In our Neurodidactics project, a number of individual and differential projects are integrated as specific applications, such as:

– The Responsible Education Programme (network of centres in collaboration with the Fundación Botín) and its application to Arts Education:

 ReflectArt

 Choir of the Emotions

– Tools for Emotional Intelligence in the classroom

– Prevention Programmes: Respect and Protect, Living together at school, etc.

  • A Flying-off Platform: “Emotions Library”, a space for wonder and creativity.
  • OAVL Project: creation of a children’s opera company. Opera, a Vehicle for Learning (OAVL) is an educational project focused on the emotional, social and cognitive development of students. In addition, we apply it in our school as a tool to work on English language proficiency.
  • “Hands on Science”: Project Based Learning (PBL) and applied experimentation in ​​Primary Science.
  • Robotics: implanted across the curriculum, facilitating the learning of content in key subjects.
  • Ecobase: environmental education and awareness project.
  • Volunteering project: project on education for development.
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