fascinating part of the human body that differentiates us from all other species
differentiates us from all other species
differentiates us from all other species is the brain in fact the brain is the
is the brain in fact the brain is the
is the brain in fact the brain is the crown jewel of the human body it is the
crown jewel of the human body it is the
crown jewel of the human body it is the source of all the qualities that define
source of all the qualities that define
source of all the qualities that define our humanity it is nature’s gift that we
our humanity it is nature’s gift that we
our humanity it is nature’s gift that we have this incredible CPU central
have this incredible CPU central
have this incredible CPU central processing unit that processes life
processing unit that processes life
processing unit that processes life itself don’t you think that it’s amazing
itself don’t you think that it’s amazing
itself don’t you think that it’s amazing that we can think about our own thinking
that we can think about our own thinking
that we can think about our own thinking and thanks to neuroscience we can even
and thanks to neuroscience we can even
and thanks to neuroscience we can even learn about the way we learn today I’d
learn about the way we learn today I’d
learn about the way we learn today I’d like to share with you my personal
like to share with you my personal
like to share with you my personal journey as an educator over 20 years
journey as an educator over 20 years
journey as an educator over 20 years I’ve done an extensive amount of
I’ve done an extensive amount of
I’ve done an extensive amount of research in neuroscience psychology and
research in neuroscience psychology and
research in neuroscience psychology and education I started as a student of
education I started as a student of
education I started as a student of psychology and then went on to education
psychology and then went on to education
psychology and then went on to education administration and what I found was a
administration and what I found was a
administration and what I found was a beautiful union of psychology and
beautiful union of psychology and
beautiful union of psychology and education in something known as brain
education in something known as brain
education in something known as brain compatible learning also known as brain
compatible learning also known as brain
compatible learning also known as brain based learning and today I’d like to see
based learning and today I’d like to see
based learning and today I’d like to see myself in the role of a humble
myself in the role of a humble
myself in the role of a humble synthesizer with the great work that
synthesizer with the great work that
synthesizer with the great work that already psychologists neuroscientists
already psychologists neuroscientists
already psychologists neuroscientists and educators have done I have just
and educators have done I have just
and educators have done I have just collected it and tried to see what are
collected it and tried to see what are
collected it and tried to see what are the most important things that we need
the most important things that we need
the most important things that we need to remember from this to apply to
to remember from this to apply to
to remember from this to apply to teaching digital natives today given the
teaching digital natives today given the
teaching digital natives today given the dynamic nature of teaching and learning
dynamic nature of teaching and learning
dynamic nature of teaching and learning I’d like to suggest that this can be
I’d like to suggest that this can be
I’d like to suggest that this can be hard science that we can use to make our
hard science that we can use to make our
hard science that we can use to make our practices more professional and do those
practices more professional and do those
practices more professional and do those things in a way that would be effective
things in a way that would be effective
things in a way that would be effective and it’s going to arm ourselves with a
and it’s going to arm ourselves with a
and it’s going to arm ourselves with a greater deal of confidence now how can
greater deal of confidence now how can
greater deal of confidence now how can we use brain compatible learning as an
we use brain compatible learning as an
we use brain compatible learning as an upgrade application of the teaching and
upgrade application of the teaching and
upgrade application of the teaching and learning context in the 21st century we
learning context in the 21st century we
learning context in the 21st century we all know that we need to equip our
all know that we need to equip our
all know that we need to equip our students today with
students today with
students today with all the C’s that include creativity
all the C’s that include creativity
all the C’s that include creativity communication collaboration critical
communication collaboration critical
communication collaboration critical thinking skills and let’s not forget
thinking skills and let’s not forget
thinking skills and let’s not forget character but how is brain compatible
character but how is brain compatible
character but how is brain compatible learning going to help us achieve this
learning going to help us achieve this
learning going to help us achieve this actually today all adults teachers and
actually today all adults teachers and
actually today all adults teachers and parents alike we have a challenge in
parents alike we have a challenge in
parents alike we have a challenge in teaching the digital native because as a
teaching the digital native because as a
teaching the digital native because as a human being within four walls we are
human being within four walls we are
human being within four walls we are quite boring compared to the virtual
quite boring compared to the virtual
quite boring compared to the virtual world that is filled with pop-ups and
world that is filled with pop-ups and
world that is filled with pop-ups and loads of multimedia effects somehow we
loads of multimedia effects somehow we
loads of multimedia effects somehow we just can’t compete with that and we’re a
just can’t compete with that and we’re a
just can’t compete with that and we’re a little bit boring so how is it that we
little bit boring so how is it that we
little bit boring so how is it that we can retain the children’s attention how
can retain the children’s attention how
can retain the children’s attention how can we challenge them enrich them how
can we challenge them enrich them how
can we challenge them enrich them how can we touch move and inspire them and
can we touch move and inspire them and
can we touch move and inspire them and motivate them these are all questions
motivate them these are all questions
motivate them these are all questions that I’d like to propose that brain
that I’d like to propose that brain
that I’d like to propose that brain compatible learning may have an answer
compatible learning may have an answer
compatible learning may have an answer in fact Eric Jensen who is the author of
in fact Eric Jensen who is the author of
in fact Eric Jensen who is the author of brain compatible teaching strategies he
brain compatible teaching strategies he
brain compatible teaching strategies he says that we need to teach with the
says that we need to teach with the
says that we need to teach with the brain in mind in fact when we can all
brain in mind in fact when we can all
brain in mind in fact when we can all learn how we learn we’re all gonna get
learn how we learn we’re all gonna get
learn how we learn we’re all gonna get smarter and life pieces and from
smarter and life pieces and from
smarter and life pieces and from neuroscience we know a lot of wonderful
neuroscience we know a lot of wonderful
neuroscience we know a lot of wonderful things now that we didn’t know before
things now that we didn’t know before
things now that we didn’t know before things like neuroplasticity how all our
things like neuroplasticity how all our
things like neuroplasticity how all our experiences that our children are
experiences that our children are
experiences that our children are experiencing even adults are
experiencing even adults are
experiencing even adults are experiencing they’re actually physically
experiencing they’re actually physically
experiencing they’re actually physically changing the circuitry of our brain and
changing the circuitry of our brain and
changing the circuitry of our brain and we know now from neuroscience that
we know now from neuroscience that
we know now from neuroscience that neurons are fire together wire together
neurons are fire together wire together
neurons are fire together wire together and compose our circuitry today I’d like
and compose our circuitry today I’d like
and compose our circuitry today I’d like to use an ABC format to set a foundation
to use an ABC format to set a foundation
to use an ABC format to set a foundation for brain compatible learning that is
for brain compatible learning that is
for brain compatible learning that is attention retention body-mind connection
attention retention body-mind connection
attention retention body-mind connection and challenging the learner to start off
and challenging the learner to start off
and challenging the learner to start off with a how do we get the children’s
with a how do we get the children’s
with a how do we get the children’s attention in the digital age it’s
attention in the digital age it’s
attention in the digital age it’s challenging enough that we cannot take
challenging enough that we cannot take
challenging enough that we cannot take them away from their smart devices and
them away from their smart devices and
them away from their smart devices and their digital platforms but I’d like for
their digital platforms but I’d like for
their digital platforms but I’d like for all of you to consider
all of you to consider
all of you to consider and ask yourselves what is it that I can
and ask yourselves what is it that I can
and ask yourselves what is it that I can do as a human being in our human
do as a human being in our human
do as a human being in our human interaction that a smart device cannot
interaction that a smart device cannot
interaction that a smart device cannot or a computer cannot how can I touch and
or a computer cannot how can I touch and
or a computer cannot how can I touch and move and inspire children in this human
move and inspire children in this human
move and inspire children in this human interaction I’d like to share with you
interaction I’d like to share with you
interaction I’d like to share with you something that is not new in fact it’s
something that is not new in fact it’s
something that is not new in fact it’s very ancient it’s a Chinese proverb I’m
very ancient it’s a Chinese proverb I’m
very ancient it’s a Chinese proverb I’m sure you all have heard of it what I
sure you all have heard of it what I
sure you all have heard of it what I hear I forget what I see I remember what
hear I forget what I see I remember what
hear I forget what I see I remember what I do I understand taking the second part
I do I understand taking the second part
I do I understand taking the second part of it the digital world offers us a lot
of it the digital world offers us a lot
of it the digital world offers us a lot of images and I’m not saying that
of images and I’m not saying that
of images and I’m not saying that technology is bad there’s a lot of
technology is bad there’s a lot of
technology is bad there’s a lot of amazing images and in fact videos that
amazing images and in fact videos that
amazing images and in fact videos that help aid comprehension we can use that
help aid comprehension we can use that
help aid comprehension we can use that there is a place for technology but
there is a place for technology but
there is a place for technology but according to research we need to
according to research we need to
according to research we need to understand that learning from visuals
understand that learning from visuals
understand that learning from visuals retention from visuals is only about 20%
retention from visuals is only about 20%
retention from visuals is only about 20% what do we do with the rest of the 80%
what do we do with the rest of the 80%
what do we do with the rest of the 80% how do we bridge learning as a human
how do we bridge learning as a human
how do we bridge learning as a human being in this era in this digital era
being in this era in this digital era
being in this era in this digital era what do we do to keep the children’s
what do we do to keep the children’s
what do we do to keep the children’s attention well what does the brain
attention well what does the brain
attention well what does the brain suggest as far as attention is concerned
suggest as far as attention is concerned
suggest as far as attention is concerned concerned the brain we need to remember
concerned the brain we need to remember
concerned the brain we need to remember is like a sieve there’s millions of bits
is like a sieve there’s millions of bits
is like a sieve there’s millions of bits of information that are coming in
of information that are coming in
of information that are coming in through the senses every second of
through the senses every second of
through the senses every second of course the brain doesn’t pay attention
course the brain doesn’t pay attention
course the brain doesn’t pay attention to everything right the brain basically
to everything right the brain basically
to everything right the brain basically filters out that what is that which is
filters out that what is that which is
filters out that what is that which is meaningful to the brain in fact what
meaningful to the brain in fact what
meaningful to the brain in fact what fits into the larger schema what is a
fits into the larger schema what is a
fits into the larger schema what is a piece of information that fits into the
piece of information that fits into the
piece of information that fits into the larger pattern of what I already know so
larger pattern of what I already know so
larger pattern of what I already know so the brain is meaning driven that’s the
the brain is meaning driven that’s the
the brain is meaning driven that’s the first thing that we need to understand
first thing that we need to understand
first thing that we need to understand secondly the brain thrives and survives
secondly the brain thrives and survives
secondly the brain thrives and survives with feedback when we give feedback the
with feedback when we give feedback the
with feedback when we give feedback the brain helps us pay attention to it okay
brain helps us pay attention to it okay
brain helps us pay attention to it okay and the other thing that we need to
and the other thing that we need to
and the other thing that we need to remember is the brain is also looking
remember is the brain is also looking
remember is the brain is also looking for a real world connection
for a real world connection
for a real world connection or real world relevance to see how this
or real world relevance to see how this
or real world relevance to see how this new piece of information can fit in with
new piece of information can fit in with
new piece of information can fit in with what I know enhance animals my
what I know enhance animals my
what I know enhance animals my understanding of the world another thing
understanding of the world another thing
understanding of the world another thing that we need to remember is that novelty
that we need to remember is that novelty
that we need to remember is that novelty sparks attention in fact it even ignites
sparks attention in fact it even ignites
sparks attention in fact it even ignites curiosity and last but not least
curiosity and last but not least
curiosity and last but not least emotions and drive our attention as well
emotions and drive our attention as well
emotions and drive our attention as well as our memory and it makes learning very
as our memory and it makes learning very
as our memory and it makes learning very meaningful
meaningful
meaningful moving on to B we need to understand the
moving on to B we need to understand the
moving on to B we need to understand the body-mind connection very essential and
body-mind connection very essential and
body-mind connection very essential and we need to understand that movement
we need to understand that movement
we need to understand that movement actually embeds learning and we see from
actually embeds learning and we see from
actually embeds learning and we see from this visual over here how active
this visual over here how active
this visual over here how active learning methods increase retention
learning methods increase retention
learning methods increase retention compared to passive learning methods
compared to passive learning methods
compared to passive learning methods what happens is that brain motor areas
what happens is that brain motor areas
what happens is that brain motor areas they benefit from multimodal activities
they benefit from multimodal activities
they benefit from multimodal activities because they link the visual the tactile
because they link the visual the tactile
because they link the visual the tactile and the spatial and auditory skills that
and the spatial and auditory skills that
and the spatial and auditory skills that one is exposed to an interactive
one is exposed to an interactive
one is exposed to an interactive learning actually utilizes the body much
learning actually utilizes the body much
learning actually utilizes the body much more than a seda Terry experience does
more than a seda Terry experience does
more than a seda Terry experience does and when kids are in front of a screen
and when kids are in front of a screen
and when kids are in front of a screen it’s a very passive experience but
it’s a very passive experience but
it’s a very passive experience but interactive learning is not so that’s an
interactive learning is not so that’s an
interactive learning is not so that’s an advantage that we have in fact the more
advantage that we have in fact the more
advantage that we have in fact the more ways that you teach we need to remember
ways that you teach we need to remember
ways that you teach we need to remember the more children you reach and whether
the more children you reach and whether
the more children you reach and whether it is drawing from Montessori Waldorf or
it is drawing from Montessori Waldorf or
it is drawing from Montessori Waldorf or even dr. Howard Gardner’s theory of
even dr. Howard Gardner’s theory of
even dr. Howard Gardner’s theory of multiple intelligences all of these
multiple intelligences all of these
multiple intelligences all of these philosophies or methodologies of
philosophies or methodologies of
philosophies or methodologies of learning they endorse active learning
next we need to remember that learning
next we need to remember that learning is best when it’s multi-sensorial in
is best when it’s multi-sensorial in
is best when it’s multi-sensorial in fact when you get the body involved in
fact when you get the body involved in
fact when you get the body involved in the learning process that really boosts
the learning process that really boosts
the learning process that really boosts learning we need to pay attention to a
learning we need to pay attention to a
learning we need to pay attention to a couple of things because they say that
couple of things because they say that
couple of things because they say that you are what you eat so paying attention
you are what you eat so paying attention
you are what you eat so paying attention to nutrition is important also where you
to nutrition is important also where you
to nutrition is important also where you spend your time
spend your time
spend your time anything that is natural natural
anything that is natural natural
anything that is natural natural materials natural habitat these are all
materials natural habitat these are all
materials natural habitat these are all good
good
good next we have a lot of evidence from
next we have a lot of evidence from
next we have a lot of evidence from research that endorses how exercise in
research that endorses how exercise in
research that endorses how exercise in sports it boosts learning and memory and
sports it boosts learning and memory and
sports it boosts learning and memory and retention okay and in the classroom you
retention okay and in the classroom you
retention okay and in the classroom you can use games and play to pep up
can use games and play to pep up
can use games and play to pep up learning even a fun ball toss or pass
learning even a fun ball toss or pass
learning even a fun ball toss or pass the parcel revision these are all things
the parcel revision these are all things
the parcel revision these are all things that are going to help our memory and
that are going to help our memory and
that are going to help our memory and cognition better and when there’s a lot
cognition better and when there’s a lot
cognition better and when there’s a lot of sitting time or there’s a lot of you
of sitting time or there’s a lot of you
of sitting time or there’s a lot of you know sort of said eteri experience is
know sort of said eteri experience is
know sort of said eteri experience is always nice to use a brain gym activity
always nice to use a brain gym activity
always nice to use a brain gym activity a kinesthetic energizer that’s just
a kinesthetic energizer that’s just
a kinesthetic energizer that’s just going to kind of pep you up when you’re
going to kind of pep you up when you’re
going to kind of pep you up when you’re learning in the classroom as well next C
learning in the classroom as well next C
learning in the classroom as well next C how do we create a challenging but
how do we create a challenging but
how do we create a challenging but non-threatening atmosphere for the
non-threatening atmosphere for the
non-threatening atmosphere for the learner and there’s a couple of things
learner and there’s a couple of things
learner and there’s a couple of things that I’m gonna share drawing from
that I’m gonna share drawing from
that I’m gonna share drawing from psychology and education but first of
psychology and education but first of
psychology and education but first of all we need to understand what is the
all we need to understand what is the
all we need to understand what is the right level of challenge because if you
right level of challenge because if you
right level of challenge because if you give too much Challenge it’s
give too much Challenge it’s
give too much Challenge it’s intimidating and too little challenge
intimidating and too little challenge
intimidating and too little challenge means boredom in fact according to brain
means boredom in fact according to brain
means boredom in fact according to brain research about 75% of your brain will
research about 75% of your brain will
research about 75% of your brain will shut down from stress whether it’s real
shut down from stress whether it’s real
shut down from stress whether it’s real or perceived because what happens is
or perceived because what happens is
or perceived because what happens is that it activates the fight-or-flight
that it activates the fight-or-flight
that it activates the fight-or-flight mode and that blurs your thinking
mode and that blurs your thinking
mode and that blurs your thinking capacity which is in your frontal cortex
capacity which is in your frontal cortex
capacity which is in your frontal cortex now we also understand about challenging
now we also understand about challenging
now we also understand about challenging is that the brain actually craves
is that the brain actually craves
is that the brain actually craves novelty stimulation and change but
novelty stimulation and change but
novelty stimulation and change but unfortunately as adults we need to
unfortunately as adults we need to
unfortunately as adults we need to remember that most of us adults we crave
remember that most of us adults we crave
remember that most of us adults we crave control and predictability and that’s
control and predictability and that’s
control and predictability and that’s not very exciting for children so that’s
not very exciting for children so that’s
not very exciting for children so that’s just something to keep in mind so I’d
just something to keep in mind so I’d
just something to keep in mind so I’d like to share with you one example from
like to share with you one example from
like to share with you one example from psychology starting with Maslow’s
psychology starting with Maslow’s
psychology starting with Maslow’s hierarchy of needs
hierarchy of needs
hierarchy of needs we know that in Maslow’s hierarchy of
we know that in Maslow’s hierarchy of
we know that in Maslow’s hierarchy of needs we have the top which is the
needs we have the top which is the
needs we have the top which is the self-actualization at the bottom is your
self-actualization at the bottom is your
self-actualization at the bottom is your physiological needs somewhere in the
physiological needs somewhere in the
physiological needs somewhere in the middle
middle
middle your intellectual needs now what is very
your intellectual needs now what is very
your intellectual needs now what is very important for us to understand as
important for us to understand as
important for us to understand as parents and as educators is what
parents and as educators is what
parents and as educators is what precedes intellectual needs okay so
precedes intellectual needs okay so
precedes intellectual needs okay so moving from your physical physiological
moving from your physical physiological
moving from your physical physiological needs or your safety needs and it’s not
needs or your safety needs and it’s not
needs or your safety needs and it’s not just physical safety that I’m referring
just physical safety that I’m referring
just physical safety that I’m referring to I’m also talking about emotional
to I’m also talking about emotional
to I’m also talking about emotional safety how emotionally safe does your
safety how emotionally safe does your
safety how emotionally safe does your child field in your field in your
child field in your field in your
child field in your field in your company secondly need for belonging how
company secondly need for belonging how
company secondly need for belonging how inclusive is the adult how do you make
inclusive is the adult how do you make
inclusive is the adult how do you make the child feel that it’s safe to
the child feel that it’s safe to
the child feel that it’s safe to approach this adult and that I am a part
approach this adult and that I am a part
approach this adult and that I am a part of this whether it’s a classroom or in
of this whether it’s a classroom or in
of this whether it’s a classroom or in my home environment learning environment
my home environment learning environment
my home environment learning environment after that is your need for self esteem
after that is your need for self esteem
after that is your need for self esteem how is the adult making the child feel
how is the adult making the child feel
how is the adult making the child feel about their capacity to learn and to
about their capacity to learn and to
about their capacity to learn and to move on to the next level are we
move on to the next level are we
move on to the next level are we encouraging are we building self-esteem
encouraging are we building self-esteem
encouraging are we building self-esteem so these are all the things that precede
so these are all the things that precede
so these are all the things that precede learning so if kids aren’t learning we
learning so if kids aren’t learning we
learning so if kids aren’t learning we need to ask ourselves are we missing
need to ask ourselves are we missing
need to ask ourselves are we missing something here in this hierarchy the
something here in this hierarchy the
something here in this hierarchy the next example that I’d like to share is
next example that I’d like to share is
next example that I’d like to share is vygotsky’s zone of proximal development
vygotsky’s zone of proximal development
vygotsky’s zone of proximal development he says that there is a area that you
he says that there is a area that you
he says that there is a area that you can do on your own for a child and then
can do on your own for a child and then
can do on your own for a child and then there’s an area or skills that you can
there’s an area or skills that you can
there’s an area or skills that you can learn with the help of an adult and
learn with the help of an adult and
learn with the help of an adult and that’s the zone of proximal development
that’s the zone of proximal development
that’s the zone of proximal development now we need to understand as an adult
now we need to understand as an adult
now we need to understand as an adult what is the zone of proximal development
what is the zone of proximal development
what is the zone of proximal development this is the area where the teacher or
this is the area where the teacher or
this is the area where the teacher or the parent can facilitate and scaffold
the parent can facilitate and scaffold
the parent can facilitate and scaffold so that the child can move to the next
so that the child can move to the next
so that the child can move to the next learner to the next level and also we
learner to the next level and also we
learner to the next level and also we need to remember that Vygotsky is a
need to remember that Vygotsky is a
need to remember that Vygotsky is a social cultural psychologist and that
social cultural psychologist and that
social cultural psychologist and that means that he suggests things like
means that he suggests things like
means that he suggests things like transmitting culture values customs
transmitting culture values customs
transmitting culture values customs skills to the next generation this is
skills to the next generation this is
skills to the next generation this is really something that belongs to the
really something that belongs to the
really something that belongs to the human interaction that we can do as
human interaction that we can do as
human interaction that we can do as adults it’s not something that they’re
adults it’s not something that they’re
adults it’s not something that they’re going to learn
going to learn
going to learn from technology passively so we do have
from technology passively so we do have
from technology passively so we do have a role to play now the last example 4c
a role to play now the last example 4c
a role to play now the last example 4c I’d like to share with you is from
I’d like to share with you is from
I’d like to share with you is from Bloom’s taxonomy and educators would
Bloom’s taxonomy and educators would
Bloom’s taxonomy and educators would know this very well that there is
know this very well that there is
know this very well that there is lowered or thinking skills and then
lowered or thinking skills and then
lowered or thinking skills and then there’s higher-order thinking skills
there’s higher-order thinking skills
there’s higher-order thinking skills also known as critical thinking and we
also known as critical thinking and we
also known as critical thinking and we know that memorization of information is
know that memorization of information is
know that memorization of information is not something that is going to be useful
not something that is going to be useful
not something that is going to be useful in the 21st century it’s not about what
in the 21st century it’s not about what
in the 21st century it’s not about what you know it’s about what do you know
you know it’s about what do you know
you know it’s about what do you know what what can we do with the information
what what can we do with the information
what what can we do with the information that we know how can we take information
that we know how can we take information
that we know how can we take information that we learn how can we apply it
that we learn how can we apply it
that we learn how can we apply it analyze it synthesize it evaluate it
analyze it synthesize it evaluate it
analyze it synthesize it evaluate it create from it that’s what’s important
create from it that’s what’s important
create from it that’s what’s important in the 21st century and information is
in the 21st century and information is
in the 21st century and information is readily available to everybody now it’s
readily available to everybody now it’s
readily available to everybody now it’s just you know you can just look it up
just you know you can just look it up
just you know you can just look it up you can google anything so it’s not
you can google anything so it’s not
you can google anything so it’s not about how much information it’s about
about how much information it’s about
about how much information it’s about what you can do with the information and
what you can do with the information and
what you can do with the information and secondly parents and educators we need
secondly parents and educators we need
secondly parents and educators we need to be able to ask the right questions
to be able to ask the right questions
to be able to ask the right questions the right level of right questions that
the right level of right questions that
the right level of right questions that take the child a learner to the next
take the child a learner to the next
take the child a learner to the next level and challenge them to skills or
level and challenge them to skills or
level and challenge them to skills or ways in which to use the knowledge that
ways in which to use the knowledge that
ways in which to use the knowledge that they did not know how to do before so
they did not know how to do before so
they did not know how to do before so basically this ABC format that I’ve just
basically this ABC format that I’ve just
basically this ABC format that I’ve just shared with you right now I proposed
shared with you right now I proposed
shared with you right now I proposed this as an application that we can use
this as an application that we can use
this as an application that we can use these info nuggets from neuroscience
these info nuggets from neuroscience
these info nuggets from neuroscience from brain compatible learning and
from brain compatible learning and
from brain compatible learning and making apply to our teaching and
making apply to our teaching and
making apply to our teaching and learning practices and it’s going to arm
learning practices and it’s going to arm
learning practices and it’s going to arm us with a greater deal of confidence and
us with a greater deal of confidence and
us with a greater deal of confidence and effectiveness when we’re dealing with a
effectiveness when we’re dealing with a
effectiveness when we’re dealing with a digital native and that’s to conclude
digital native and that’s to conclude
digital native and that’s to conclude the ABCs of brain compatible learning
the ABCs of brain compatible learning
the ABCs of brain compatible learning thank you very much
thank you very much
thank you very much [Applause]
”
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