This last module is dedicated to teachers and students’ psycho-physical well-being, starting from the understanding of how the brain learns and what types of adjustments, in terms of didactic planning and teaching strategies, can be made in order to improve the inclusiveness of the learning environments, both offline and online.
In the last part of the module, we will focus on teachers’ well-being, what are the main sources of stress, how to detect them early and what strategies and tools can be useful to reduce workload.
You will learn:
- how the brain learns and how to capitalise all its possibilities and differences
- how to structure a brain friendly lesson
- which methodologies enable digital inclusion and how to implement them in the classroom
- which activities favour students’ participation and activation
- what factors affects teachers’ well-being negatively
- how collaborative work reduce teachers’ stressors
- how technologies may reduce teachers’ workload
- Neuroscience in education: The good, The bad, and The ugly
- YouTube playlists on Sprouts channel
- Rivoltella P. C. (2013). Fare Didattica con gli EAS. Episodi di Apprendimento Situati. Brescia: Editrice la Scuola. [Google Scholar] (IT)
- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6607896/ (EN)
- OECD. (2010). https://read.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en#page1