José Ramón Gamo

Child neuropsychologist and teacher

"Children can no longer continue to learn by subject area alone. They have to learn by doing things"

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I hated school as I had learning difficulties. I had dyslexia. I still do, as dyslexia is a lifelong condition. And what we call today attention deficit disorder. That's why I'm here with you today.

I'm convinced that education is the only peaceful revolution possible. We have to change what we do in classrooms, And we do it using scientific knowledge. Education cannot continue to turn its back on science. What we do is gather information from neuroscience research and then consider it in relation to a classroom environment in order to design learning processes and to provide teachers with the tools they need to learn how to teach. All humans learn as an intrinsic part of their nature. However, we can't make other people learn.

I can do things to inspire learning and to promote it. The phrase that encapsulates my objective is: Let's stop trying to teach children things they never do and start to do things with them so they can learn. Science shows us that the brain learns by doing, and this is something we have known about for a long time. Children have to repeat educational actions for thousands of hours before they learn anything significant, not listen to classroom diatribes or perform repetitive tasks mechanically that don't involve reasoning.

"What has the greatest bearing on an individual's learning capacity is believing that they can improve with effort and work, and not so much thanks to their intellectual capacity. This is what a growth mindset is, Generating a growth mindset depends on teachers"

It is very important that children learn to reason and develop a critical mind. They must be able to think critically in order to deal with situations in the real world when we are no longer by their side and they must be equipped with the tools they need to continue developing.

With pupils with attention deficit hyperactivity disorder (ADHD), we need to consider two dimensions. The first is what you have to do to help the child learn. and the second is how to understand the situation you're dealing with in the classroom. Why do I say this? Children with ADHD often have substantial intellectual abilities. There is no correlation between ADHD and intellectual ability.

Children with ADHD can usually function very well when they're interested in something. They are often very alert and clever, and yet, there are certain expectations as regards their intellectual ability. But I don't consider the kid to have a neurological dysfunction in things as important as their organizational capacity. Or their ability to concentrate for extended periods of time. Or their ability to control their impulses and not interrupt much more frequently than other children do. Or the fact that they behave in a way a ten-year old child should have grown out of.

It is very important that teachers are informed about what is happening neurologically with these children and understand that they way they behave is always going to be what you would expect from a child three or four years younger with respect to autonomy, planning, concentration, impulse control, ability to moderate their emotions, etc., and not associate their conduct with intellectual ability.

A specialist in children's neuropsychology, he is a strong advocate for perseverance and growth mentality as the main skills that pupils need to improve. He believes that the incorporation of scientific and neurodidactic knowledge into education will improve educational process for children