For the Love of Learning

Learning is the most natural thing our brains can do. It is written on our DNA & is a lifelong process. Grades should not dictate our success. Science and Nature go hand in hand.

Neuroscience and the knowledge of neuroplasticity is informing us there are better ways to learn and to teach in the 21st Century

We can make our own smarts to be more and to do more

Why then, do so many of us feel that education is a chore?
Why then, do so many of our kids find school “hard”?
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For the love of our learning brains

Education is the most powerful generational gift our children can enjoy and it is one we should all continue to enjoy through life. Education is not about comparisons and grades. It is about learning to live a full life as a global citizen in the 21st Century

Over the past 30 years the neuroscience of natural learning and the field of Mind Brain Education represent a rapidly growing body of research. This research has been recommended to inform the way we “do education” with much better learning practice and rewarding personal growth.

This powerful knowledge base, however has been applied more to the gaming industry than to education systems. the basis is not empowering enough teachers, informing enough classrooms nor exciting enough learners.

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Our brains are natural learning machines! The fact that our brains are highly plastic is just so exciting. We can all be encouraged to see there is such a huge amount we can do personally to build our own brains and make our own “smarts”. We would love to help you learn how.

We have a profound desire to get this out to more learners of all ages and more educators at all stages AND its not just for learners in schools..its for all of us.

The principles of Neuroeducation give us an understanding of how our brains work. They promote an approach to education that empowers teachers, individual learners and learning groups. A lot of the recommendations seem like common sense – but as we know, sometimes that aint so common! After all, learning is what our brains do naturally for our survival. .

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The research stresses the importance of relevance of the material to the learner’s brain, the ability to build on prior learning and the drive of the future.

As learners and teachers ourselves, we have walked this talk extensively over the past 20 years. We have a lived experience that if educators and learners know how to learn, know why they are learning and can relate to that learning, then everyone is much happier, can be more responsible, more effective and reach their greatest potential.

The knowledge of the power to choose what you do with your brain is exhilarating! The choice is truly ours.

Kery, “Your Essential Biologist” began running student workshops to engage the kids in her care more fully in the learning process. This extended to school workshops and then turned into accredited teacher education programs and TTA courses. The “WENZIT Working” series was born and there has been so much love for these programs. These are the basis for our new online learning experiences.

Let us inspire your confidence to learn for life, to teach for learning, to enjoy the process to the max.

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For the love of Science

There is so much to learn in life! Learning helps us inform our choices in life – and choices we have so many of. Science is such an important tool for informed choice in life. It is really such an easy and exciting thing…no realllllly..let us help you find the confidence in your “science self” that you probably lost at school.

As humans we like to put things into categories to make things easier. At school we categorise the information for life learning into “subjects” and then we group these as humanites, the arts, the sciences, STEM, HISCE or other new acronyms as they come up and depending on what country and state you are in.

It never ceases to amaze that there are so many people who truly believe they “cant do” a particular subject area and the system lovingly nourishes this thought. The neuroscience of learning shows that while we may have a preference for creative or critical thinking, we are all absolutely capable of both. We are all WHOLE brained not left or right brained. We might just need to learn how to fire up the less used pathways and create the same shortcuts that we have developed in our preferred approach.

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This brings up the unfortunate belief that “Science is hard” “Science is boring” “Science just wants to prove stuff”

If you could hear the frustration coming from behind the computer as this is typed you might understand the depth of our disagreement with this!! As scientists, this is not how we see science.

Science education used to be organised to bring on the next generation of scientists and was based on regurgitating “facts”. Some of us probably epereinced this approach. The aim of science education today is encourage a population of scientifically literate citizens with the tools to make informed choices

“Every single human being is born with the ability and desire to make predictions about the world, to test hypotheses, to work things out and to make sense of things” Caine and Caine (2010) “Natural Learning”

Science – which is what this is -really should be the most natural of subjects to be engaged in. It is simply a way of trying to understand and explain the world around us in order to make predictions about our choices.

We are “doing science” from the minute we are born.

How can school science get it so wrong so often?!

Link to a quick history of our approach to teaching science…

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One of the areas of research in the field of Neuroeduction that resonated most for us is about the impact of prior learnings. The way we form concepts and misconceptions. This is just so incredibly relevant for how we SEE Science and how we experience the LEARNING of “Science”.

Science is not about remembering facts and saying difficult words. It is not about finding the “truth” and proving things. The language of “proof” and the experiences of test scores in classrooms has given so many a perception that they cant “do” science

Challenging our own perceptions and respectfully asking others to challenge theirs is a big part of the process of education and life learning.

We are catalysts for closing the gap between science as “that hard subject” and science “that amazing tool for life”

Our courses are coming in 2019, for those who would like to be challenged to change their perception of science and learn to love it, for teachers of science to approach science education with a neuroeducation approach for their students’ futures, and for students of science to keep it real.