good afternoon I am I have a very challenging
great and is to try to prove it is with
simple examples how important it is
know how the brain works
to improve education and
learning
some of you sure just
arriving on vacation they went to
Guanacaste and they made the mistake of leaving
at noon but good no matter is
they went at noon and appeared before their
eyes an image similar to this one
our eyes begin to interpret the
image send that information to a
part of the brain that is posterior is
they give them some properties of the object
also spatial properties
we started to make an arrangement of
association in what we have lived and
then we start in our memory of
I work to maintain that information for
launch a first hypothesis
what we see is a puddle and like puddle
has to sound our brain works
so quickly that we do not have to
stop the car to continue elaborating
our image
we passed over the puddle and
unfortunately it does not sound is plagiarism that
it happened because it seems that it was not a puddle
our auditory system did not feel the
puddle and therefore more than
information and says I have to change the
attention that was this and go back to
generate a process of analysis of the
new information and a new one is launched
hypothesis what we really live
it was a mirage but really only
we could have reached this
conclusion if I had ever known
what was a mirage and could
interpret it that is to say the hypotheses
that we can generate depend on
assumption of previous experiences between
more experience we have more
possibilities we will have
generate then hypothesis that
seem to that reality it may be that
you are asking in this
moment and what is the use of knowing
how the brain works for
education and our practice in the
classroom
I will try to receive an example
brain a complex organ that is the
object of study the neurosciences
It is composed of many cells and
those cells work in a way
generating hypothesis
people say that behind that
black spot there is an image and I
I ask you to try to guess and get a
flat screen which is what there is
It turns out that he discovered the first time
that black spot and you can already
start generating a hypothesis I do not know
if they already discovered what is
unfortunately I can not stop
ask everyone but he threw them a
second image with something else discovered
you launch a second hypothesis
maybe some of you already discovered
what it was maybe but we discover another
part more and you launch again
a hypothesis I already know what is or not
I have no idea then what is really
it’s a platypus I do not know how many of
you discovered it but by laughter
I suppose not many and the platypus
it is an extremely strange animal with
sure they have not come across the street
but maybe the view programs of
national geographic or in a book or
even in some fau that are made
now of platypus if they had not
had previous experiences with this
animal could never have discovered
what is behind the stain
black again
this tells us we require experiences
previous to be able to emit hypotheses that
are very interesting and close to the
reality
I’m going to move on to another topic that for me is
exciting that allows us to understand
better because knowing the brain
we can understand human behavior
I mean addictions the
addictions that are nowadays a film
USA are very frequent and I also do not know
if it has happened to you to wonder and why
there are people addicted something and not only
because people are addicted that something but
because he is addicted so different things
as technology please do not look
the cell now drugs and even
the video games then in the
neurosciences we know that in the brain
there are many cells that are activated
with these elements and in their elements
they produce the activation of this system
that releases a substance is that we
it generates pleasure and that pleasure is what we
makes me try again to look for that
particular stimulus
this system is called the system of
reward and it is a system that has or
involves brain areas that
appeared thousands of years ago even
millions of years in the human being and that
are regulated by more areas
recent appearance in this case the
prefrontal cortex
but what do you mean by this
evolutionary question is to say being
human has always had his
systems in the brain that are
susceptible to be rewarded and
generate pleasure if we place
with education stimulate the system
of reward
sure we would achieve practices
educational programs that were more in line and
most successful
I think that in that sense we still
there is still a long way to go from
today’s talks we have seen some
possibilities but that system of
reward is there you have to activate it
I think we have not been very successful
because we have focused on what they have
to learn our students and not in
how they learn it and what it is that
like
if we mix these two elements the
taste and how they do it very
possibly we would be close to looking
pedagogical and didactic strategies
much more successful
we’ll see
all or many of you are educators
we go to a classroom
it turns out that today of course because I
I’m supposed neuroscientist will
talk about the brain and displayed that
they want to know about the brain guys for
please tell me the ere the boys
they throw the questions and I make a
analysis of what questions are the
most frequent is like the most
frequent and I say very well boys
after you thought that
question interested them that I
will answer we will answer the you
they put as a question sorry as
question that the images of
Functional magnetic resonance
about how the brain works
students more truth than question and
already launched
but good anyway that tells us
the magnetic resonance or those colors
that you see in the brain
The only thing they are indicating to us is the
activation and the degree of activation of
certain brain areas
when we do when we move or
when we even think of something that
we managed to answer the question of
the boys activate the system
reward because it was what they wanted
listen we gave it to him but we have to
give the boys everything they want
not everything but we must also take advantage
because once we activate a system
of reward
the boys present motivation and
that motivation and open the door
to learn new things new things
that did not even appear on the list
that they first launched and I tell them
I will take no more motivation
I tell you, it ‘s true what I ‘m going to do
but remember the resonance
magnetic that you wanted to know what
that was already you know what that activity is
of the nervous system
what depends depends on the
activation of nerve cells and
that will treat the rest of the class of
nerve cells its structure and how
it works that way
we use an information that they
they wanted to put elements that for
we were fundamental for
understood the class then in the
examples that we have seen
we have to have two things clear both
in spiritualism as the
platypus was clear that the
Past experiences are fundamental
to issue a hypothesis and the
drugs and magnetic resonance
We also have clear that the system of
reward is there to be activated
then the brain that has always been
the one that their processes have
learning throughout evolution
it does not matter what kind of strategy
pedagogical we are talking or
didactic will always be there for
work with us is important
know what changes along the
development and that the changes that are
produce in the brain
of course they produce changes in
our behavior but we have the effect
to believe that as we grow
we have to look for more strategies
complicated to teach when in
we can actually use the same
strategies from preschool to
university and I’ll give you an example
hopefully collaborate with the example which
you have not heard of the game of
simon davies and has not heard care
because they lynch him if he raises his hand
then everyone has heard it and all
let’s play a moment to see if
remember that I am the leader for a
time in life
that is to say at this moment I am going to tell you
if you know what the game is
Simon says raise your right hand
Simon says raise your left hand
low in the left hand
a lot of you lower your hand
left without that simoncelli gilera
whether or not they knew what the game was like or
they were wrong
this that seems so simple can be
use for learning processes
a first variant all those that
they dropped their hand out of here
that’s a playful variant and what
pretty we are eliminating and the last
the screen is won but it turns out that
It is very positive
there is another variant and that does not matter that
they were wrong
let’s continue playing and all those
that they were wrong
remember they were wrong and they count
the times they were wrong then
stimulate working memory because
they have to keep in mind the number
of times they were wrong and starting
of mistakes can then
improve your performance
guillaume simon says and see everything
is achieved but what is more interesting
is that this game is also used
in university environments to deal with
to study cognitive functions
higher as memory work that
the ability to store and manipulate
information or inhibitory control
which is the ability to inhibit a
response that is automatic or even
of attention that the ability to
focus on something in contexts
determined then with these games
relatively simple we can understand
the brain and also understand again
the individuality
I do not know if they could not see in the video
but I did not come here for some the
game in simon says it also does not seem to be
very easy and then the individuality
allows us to take advantage of that for
improve our possible errors the
mistakes that we make do not affect the
neighbor they dropped their hands and that does not
nothing with the neighbor but allows them to
you have a retribution of your
own action
because I believe we are here for but
we are here to see if really the
findings from the neurosciences or even
the neurosciences as an area
can really help us improve the
education to improve practice in the
classroom
I believe that this does not depend on the
neuroscientists depends on the
questions that arise from the
facilitators who have made a
systematic observation in the classroom that
they also have knowledge
pedagogical and now they know
how the brain works
I think knowing the operation
of the brain
we will be able to elaborate strategies
pedagogical and didactic
he said at the beginning of the 20th century
a Spanish thinker Santiago Ramón y
Everything that every man can be if he
he proposes the sculptor of his own brain
and I totally agree but
I also want to add something
learning is individual and success
that we have in him depends on our
willingness to learn the brain the
brain has always been there what
want it or not and it will continue to be
our duty is to develop it using it and
so favor the processes that we
lead to better learning and a
better education in our country
thank you very much
[Applause]
[Music]
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