Cómo aplicar la neuroeducación en el aula

Chema Lázaro nos cuenta en qué consiste y de qué manera se puede aplicar la neuroeducación en las aulas. Además, se enfrenta a las dudas que les surgen en su día a día a 6 docentes. En esta ocasión, Chema nos acerca al mundo de la #neurodidáctica, como corriente que actualmente pone al servicio de la metodología didáctica los conocimientos sobre el cerebro que nos aporta la #neurociencia.

ATENCIÓN TEMPRANA (INFANTIL)

The Benefits of Physical Education

ENLACE

Spring Research Paper

The Benefits of Physical Education             More than one-third of American children and teens are overweight due to lack of exercise (Trost, 2007, p. 1).  This lack of exercise correlates with how much time is spent in the classroom.  Due to the economic downfall and the “No child left behind act”, schools physical education programs are being cut to help improve test scores in the classroom (Trost, 2007, p. 1).  Schools are the best place for a child to get the recommended 60 minutes of exercise each day (Trost, 2007, p. 2).  If we keep cutting down the time we allow for physical activities during school, the children will do worse in school, academically and also continue to be overweight (Trost, 2007, p. 3).  In order to measure the child academic success, test scores and class grades will be used.  A rise in physical activity programs in elementary and middle schools will lead to higher success rates in classes passed by students.             The United States government passed a bill called “No child left behind” (Trost, 2007, p. 2).  The bill was passed as an act to close the achievement gap with  accountability, flexibility, and choice, so that no child is left behind (Trost, 2007, p. 4).  This bill has caused many schools to cut back on the physical education programs, where most of the kids got their exercise (Trost, 2007, p. 3).  The government believes that more class time means that people will score better on the tests and get better grades in class.  This is completely wrong, as “Students whose time in PE or school-based physical activity was increased, maintained, or improved, their grades and scores on standardized achievement tests, even though they received less classroom instructional time than other students” (Trost, 2007, p. 1).  This proves that the average child who receives more activity time would receive better grades.             The lack of physical activity that children are receiving is leading to a decrease in overall test scores and grades in classrooms (Castelli, Hillman, Buck, & Erwin, 2007, p. 240).   To raise test scores, schools need to increase the time of physical activity participation at school.  “Physical activity increases students cognitive control or ability to pay attention, and also result in better performance on academic achievement tests (Mitchell, 2009).   If we can get kids to pay attention and be more engaged in classes, they will retain more information.  Students who participate in a school activity, or play sports with their parents, were 20 percent more likely than their sedentary peers to earn an “A” in Math or English (Trost, 2007, p. 3).  Math and Science were also found to be improved by “Aerobic Fitness and BMI [which] were associated with achievements in mathematics and reading” (Castelli et al., 2007, p. 250).  This exemplifies how an increase  in physical activities at school would better the environment and lead to a higher level of retention in the classroom.             “The benefits of exercise have been best defined for learning and memory, protection from neurodegeneration and alleviation of depression” (Cotman, Berchtold, & Christie, 2007, p. 464).  Not only is physical activity beneficial in the classroom, but it is greatly beneficial in everyday life.  I  Some children spend one-third of their day watching television.  The average child in the United States spends between three and four hours a day watching television (Boreham and Riddoch, 2001, p. 915).  Children like these are children that need the physical activities in school the most.  If these children had some kind of after school activity or sport, it would improve their school work and prepare them better for the classroom environment (Boreham and Riddoch, 2001, p. 915).             Each activity or sport that the child participates, in would include the potential chance injury (Boreham and Riddoch, 2001, p. 922).  The chance of injury is outweighed by the benefits that the child would receive from the activity.  The chances of getting  injured while playing a sport is less than 1 injury per 1000 hours of training (Boreham and Riddoch, 2001, p. 922).  The benefits of what you receive from exercise are much greater than if you were to not exercise because you were scared of getting injured.  This is because you help improve your brain and it leads to a healthier  life (Churchill et al., 2002, p. 941).             “Moderate-intensity exercise improves performance whereas high-intensity exercises would lead to a decrease in cognitive performance” (Brisswalter, Collardeau, & Rene?, 2002, p. 556).  A light exercise is good for all people but some people do not respond well to a high-intensity work out.   With the higher-intensity workouts came the improvement in more complex tasks (Brisswalter et al,. 2002, p. 558).  This all depends on the type of person that you are  (Mitchell, 2009).  The exercises that the school classes would perform would be light,  fun exercises that the kids would enjoy, like kickball, or flag football.  This would help  improve with small tasks, like the ones performed in a classroom.             Physical exercise specifically affects the tasks that involve executive control, processes such as planning, scheduling, coordination, inhibition, and working memory (Churchill, Galvez, Colcombe, Swain, Kramer, & Greenough, 2002, p. 944).   All the tasks that exercises improve will not only help in the classrooms but also in day to day life.  The exercise targets many aspects of the brains function and  has broad effects on the overall brain health (Cotman et al., 2007, p. 466).   A healthy brain doesn't only have a positive effect on class work, it also helps in the overall aspect of life (Churchill et al., 2002, p. 950).  Exercising has an overall  benefit of increasing the brain function better than most things would (Cotman et al.,2007, p. 472).                  The overall benefits of putting more physical education classes in schools would lead to more kids passing their classes.  They would be able to pay attention to the teacher better and retain more information.  The exercise will strengthen their memory and capabilities to learn.  There are also the other life long skills that exercise helps develop.  There is a chance that some kids will get hurt in these classes but the overall benefit is greater than an injury.  Exercise has a great effect on how a young adult or child would act in the classroom.   Teachers would benefit greatly because they would have kids who would pay better attention and would participate in class more frequently.  The students that participate in activities would be more likely to pass their classes with higher grades.   The benefits that exercise leads to, will help the future generations of the world be more successful. Reference List -Boreham C, & Riddoch C. (2001). The physical activity, fitness and health of children.   Journal of Sports Sciences.19 (12), p. 915-929 -Brisswalter J, Collardeau M, & Rene? A. (2002). Effects of acute physical exercise characteristics on cognitive performance. Sports Medicine (Auckland, N.Z.). 32 (9), 555-66 -Castelli DM, Hillman CH, Buck SM, & Erwin HE. (2007). Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport & Exercise Psychology. 29 (2), p. 239-52. -Churchill JD, Galvez R, Colcombe S, Swain RA, Kramer AF, & Greenough WT. (2002). Exercise, experience and the aging brain. Neurobiology of Aging. 23 (5). p. 941-955 -Cotman, C. W., Berchtold, N. C., & Christie, L. A. (2007). Exercise builds brain health: key roles of growth factor cascades and inflammation. Trends in Neurosciences. 30 (9), p. 464-472 -Mitchell M, (2009, April 1). Physical Activity May Strengthen Children's Ability To Pay Attention. ScienceDaily. -Trost GS, (2007).  Active education, Physical Education, Physical Activity and Academic Performance. p. 1-4

Essentials of Youth Fitness

El método ABN, ¿un sistema que ayuda a mejorar a los jóvenes en matemáticas?

España se sitúa por debajo de la media de la OCDE en comprensión lectora y matemáticas. Por ello, el profesor Jaime Martínez  ha desarrollado el método de cálculo abierto que promete ser más eficiente para la enseñanza a los jóvenes.

¿Somos incapaces de estar a solas con nosotros mismos? José Carlos Ruiz, filósofo y profesor

Por primera vez en la historia, en la vida de las personas conviven dos circunstancias: las reales y las virtuales. “¿Hasta qué punto están condicionando unas a las otras?”, se cuestiona el doctor en Filosofía José Carlos Ruiz. Como investigador de la llamada ‘Hipermodernidad’, a este profesor universitario le preocupa especialmente el impacto de las nuevas tecnologías en las mentes del siglo XXI: “Las redes sociales nos permiten crear un avatar de nosotros mismos, con una vida totalmente idealizada”, explica. “Y para muchas personas, especialmente para los adolescentes, es muy duro desconectarse de las redes y descubrir que su vida real no se parece en nada a la virtual”, añade. El antídoto, para él, está en el pensamiento crítico: “El pensamiento crítico filosófico nos permite cuestionar la realidad del mundo en que vivimos y sus mensajes”, concluye. José Carlos Ruiz se doctoró en Filosofía contemporánea con una tesis sobre el ‘Hiperindividualismo’. Es especialista en ‘Pensamiento Crítico’ y ha dirigido varios cursos sobre ‘Educación crítica visual’ y uso del pensamiento crítico en el aula. Como investigador, sus intereses se centran en la filosofía de la cultura, el análisis de la sociedad hipermoderna y la aproximación de la Filosofía a lo cotidiano. Es autor de los títulos ‘De Platón a Batman: manual para educar con sabiduría y valores” (2017), ‘El arte de pensar’ (2018) y ‘El arte de pensar para niños (2019)’.

24-Hour Movement Behaviors and Impulsivity

ANTECEDENTES: El objetivo de este estudio fue examinar las asociaciones individuales y concurrentes entre el cumplimiento de las Directrices canadienses de movimiento de 24 horas para niños y jóvenes (9-11 horas de sueño por noche, ≤2 horas de tiempo de pantalla recreativa (ST) por día, y al menos 60 minutos de actividad física moderada a vigorosa por día) y dimensiones de impulsividad.

MÉTODOS: Los datos de este estudio observacional transversal fueron parte de la primera publicación curada anual del Estudio de Desarrollo Cognitivo del Cerebro Adolescente. Los participantes incluyeron 4524 niños entre las edades de 8 y 11 años.

RESULTADOSEn los análisis, se demostró que la adherencia a las recomendaciones de comportamiento de movimiento individual, así como las combinaciones de adherencia a las recomendaciones de comportamiento de movimiento se asociaron con cada dimensión de la impulsividad. El cumplimiento de las 3 recomendaciones de comportamiento de movimiento se asoció con una menor urgencia positiva (intervalo de confianza [IC] del 95%: -0,12 a -0,05), urgencia negativa (IC del 95%: -0,04 a -0,08), sistema de inhibición del comportamiento (IC del 95%: −0.08 a −0.01), mayor perseverancia (IC 95%: 0.09 a 0.15) y mejores puntajes en el descuento por demora (IC 95%: 0.57 a 0.94). El cumplimiento de las recomendaciones de ST y sueño se asoció con comportamientos menos impulsivos en todas las dimensiones de la impulsividad: urgencia negativa (IC 95%: −0.20 a −0.10), urgencia positiva (IC 95%: −0.16 a −0.08), perseverancia (95% IC: 0,06 a 0,15), sistema de inhibición del comportamiento (IC del 95%: −0,15 a −0,03),

CONCLUSIONES: Los resultados apoyan los esfuerzos para determinar si limitar el ST recreativo al tiempo que promueve un sueño adecuado mejora el tratamiento y la prevención de los trastornos relacionados con la impulsividad.