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Edtech Solutions
Network Summit
Edtech Advocacy &
Policy Summit

Neurodiversity a new perspective in the classroom

Participate and share

Participate and share : Poster

Thursday, December 3, 12:00–1:00 pm PST (Pacific Standard Time)

I want to talk about neuroscience, neuroarte and thinking styles and how they help in the classroom. My concept is to support a new culture with the inclusion in mind more than anything. To have empathy as teachers will impact the empathy in students.

Audience: Teachers, Principals/head teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Equity & inclusion
Grade level: PK-12
Subject area: Not applicable, ESL
ISTE Standards: For Education Leaders:
Empowering Leader
  • Empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning.
  • Develop learning assessments that provide a personalized, actionable view of student progress in real time.
  • Support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students.
Related exhibitors:
ST Math, Created by MIND Research Institute

Proposal summary

Purpose & objective

The attendees will understand more about the new challenges in education, education is for all not for some.
The attendees will be able to take new ideas of using technology in order to provide spaces to personalized learning experiences.

Using tools such as Flipgrid, Seesaw, Codespark, Google Classroom and Genially.


I am going to present a google slides explaining about this idea and supporting the movement. In here I am planning a talk like between friends sharing different point of views. (30 minutes)
Later I am going to present my website with information about this topic. Inviting them to participate to collaborate if they have interest. (10 minutes)
Then I am going to make a demo using apps like Seesaw and Flipgrid in order to foster differences and strengthen strengths, here they will use device-based activities. (30 minutes)

Supporting research

Berger, A., Kofman, O., Livneh, U., & Henik, A. (2007). Multidisciplinary perspectives on attention and the development of self-regulation. Progress in Neurobiology, 82(5), 256-286. doi: (2018a). Aprender con el cerebro en mente. Retrieved from (2018b). Emociones y motivación en los procesos de enseñanza y aprendizaje. Retrieved from
Espada Chavarria, R. M., Miriam Bernarda Gallego, C., & Rayco Hautacuperche Gonzalez, M. (2019). Universal Design of Learning and and inclusion in Basic Education. Alteridad, 14(2), 207-218. doi:
Funes Lapponi, S. (2017). Las emociones en el profesorado: el afecto y el enfado como recursos para el disciplinamiento. Educação e Pesquisa, 43(3), 1-14. Retrieved from
Goetz, T., & Hall, N. C. (2013). Emotion, Motivation, and Self-Regulation : A Handbook for Teachers (Vol. 1st ed). Bingley, UK: Emerald Group Publishing Limited.
Lamb, A. (2015, Apr 2015). Resources and Tools for the Classroom. Teacher Librarian, 42(4), 48-52,67. Retrieved from
Ng, B. (2018). The Neuroscience of Growth Mindset and Intrinsic Motivation. Brain Sciences (2076-3425), 8(2), 20. doi:10.3390/brainsci8020020
Pherez, G., Vargas, S., & Jerez, J. (2018). Neuroaprendizaje, una propuesta educativa: herramientas para mejorar la praxis del docente. (Spanish). Neurolearning, an educational proposal: tools to improve teacher praxis. (English), 18(34), 149. Retrieved from
Piedras, M. G. (2015). Neuroartes, un laboratorio de ideas. (Spanish). Journal Educational Innovation / Revista Innovación Educativa, 15(69), 163. Retrieved from
Ramírez-Valbuena, W. Á. (2017). La inclusión: una historia de exclusión en el proceso de enseñanza-aprendizaje. Cuadernos de Lingüística Hispánica, 211-230. Retrieved from
Retraction: Successful Intelligence in the Classroom. (2019). Theory Into Practice, 58(1), 99-99. doi:10.1080/00405841.2018.1547600
Sainio, P. J., Eklund, K. M., Ahonen, T. P. S., & Kiuru, N. H. (2019). The Role of Learning Difficulties in Adolescents' Academic Emotions and Academic Achievement. Journal of Learning Disabilities, 52(4), 287-298. doi:10.1177/0022219419841567
Sousa, D. A. (2011). Differentiation and the brain : how neuroscience supports the learner-friendly classroom / David A. Sousa, Carol Ann Tomlinson. In (pp. 0-0).
Tan Yuen Sze, M. (2019). Developing theoretical coherence in teaching and learning: case of neuroscience-framed learning study. International Journal for Lesson and Learning Studies, 8(3), 229-243. doi:10.1108/IJLLS-10-2018-0072
Vecina Jiménez, M. L. (2006). Emociones positivas. Papeles del Psicólogo, 27(1), 9-17. Retrieved from
Yun Dai, D., & Sternberg, R. J. (2004). Motivation, emotion, and cognition : integrative perspectives on intellectual functioning and development / edited by David Yun Dai, Robert J. Sternberg. In (pp. 0-0).

More [+]


PAOLA LOPEZ, Tecnológico de Monterrey

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