Education, neuroscience and research, like medicine, are some of the few professions that are in constant flux thanks to improved technology and a better understanding about how humans learn. The best professionals reflect on their practice, identify areas that can be improved upon and use evidence to sustain decisions about interventions in the classroom or research in the field.

Teaching is as much an art as it is a science, and those who dare to teach must never cease to learn.

(Cotton, 1900)

Due to the wide range of needs, availability of time and schedules, we have designed some formats for you and your institution.

We invite you to see the details of each


Flipped Conference

Before the conference
– A virtual classroom is prepared where there is a main video (mandatory) and other support resources (optional).
– Participants access this classroom.
– Participants send their questions and/or comments related to the main topic (up to two days before the conference).
– The teacher prepares the synchronous meeting based on those questions and comments sent by the participants.
Durante la conferencia
– It is suggested that the participants have the camera on and a microphone to take advantage of the social contagion that occurs during the conference.
– While the teacher gives the conference, there are one or two people from Conexiones who answer the questions and share resources in the chat.
– At the end of the conference, the participants do the 3-2-1 reflections that help highlight the learning acquired in this process.
After the conference
– The teacher will send some resources based on the 3-2-1 Reflections.
Full Course

Our courses can be 6, 9 or 14 weeks, including one live session per week.

These courses are based on the Conexiones Methodology (click here for more details). This methodology has been tested for some years in the course The Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education at Harvard University, Extension School., and in the Conexiones courses.

The students has punctuated 5/5 the course that has used this methodology. Also, this course has been nominated as one of the three best online courses of Harvard.

These courses consist of:

  • Weekly synchronous meetings
  • Interactive learning community
  • Bundles of differentiated resources
  • Individualized follow-up
  • Domain Learning Modules
  • Exemplary assessment tools (product, process, progress, potential rubrics, custom feedforward model)
Coffee time

Open weekly or bi-weekly online small group discussions to solve long-term goal problems in a hands-on, solution-based format.

Available for groups.


Below are some flipped conference options and/or 6, 9 or 14 week courses.

This course will explain the differences between teaching practices in synchronous and asynchronous classroom structures, and consider best practices for online instructional design. We will use the participant’s own knowledge base and best teaching practices in traditional face-to-face settings as jumping-off points to explain the differences in skill sets needed for online settings, as well as explore the basic tools available in online Learning Management Systems (e.g., Canvas) and videoconference systems (e.g., Zoom).


  • Backward Design
  • Steps 1-3: Definition of objectives and topics
  • Steps 4-9: Structuring of pre-class work and live class
  • Steps 10-12: Steps to keep in mind throughout the course

This course will explain how to use some tools that have traditionally been online but that we will give them a new use and approach, based on an instructional design tested for several years.


  1. Large meetings
  2. Breakout rooms
  3. Chats
  4. Quizzes
  5. Discussion boards
  6. Bundles
  7. E-portfolios
  8. Reflections 3-2-1

This course will explain some strategies and tools that can be implemented in your classes based on UDL and the Science of the Mind, Brain and Education.

The goal of this course is to gain a basic understanding of the inseparable and dynamic interaction of the brain, mind, and body with the environment and the implications of this interaction for health, development, and learning.
We will explore the things we know for sure about the brain and learning, how to avoid neuromyths in educational settings. We will discuss the six “Principles” confirmed by international experts in 11 countries, as well as their implications for your practice in the classroom.


  • What is the Science of Mind, Brain and Education?
  • Principle 1: Singularity of the brain a
  • Principle 2: Human variability
  • Principle 3: Previous experiences
  • Principle 4: Daily changes in the brain
  • Principle 5: Neuroplasticity
  • Principle 6: Memory and attention as prerequisites for learning

This course will explain the few things we know for sure about the brain and learning and how this translates into useful knowledge for teachers. Together, we’ll clear up the 21 evidence-based “precepts”: things that are true, but with a wide range of human variation, agreed upon by the international Delphi (expert) panel in 2017.
Some precepts are: Motivation; emotions and cognition; attention; genes vs. ambient; sleep and dream; nutrition; nonlinear learning, faces, tones of voice, levels of awareness, context, feedback, novelty, among others.


  • What is the Science of Mind, Brain and Education?
  • Precept 1: Motivation
  • Precept 2: Emotions and Cognition
  • Precept 3: Stress
  • Precept 4: Anxiety
  • Precept 5: Depression
  • Precept 6: Challenge and Threat
  • Precept 7: Facial Expressions
  • Precept 8: Tones of Voice
  • Precept 9: Learning is social
  • Precept 10: Attention
  • Precept 11: Learning Progressions
  • Precept 12: Conscious and Unconscious Processes
  • Precept 13: Age, stages and previous experiences
  • Precept 14: Mind-Body Connection
  • Precept 15: Sleep and Dream
  • Precept 16: Nutrition
  • Precept 17: Physical Exercise
  • Precept 18: Use it or lose it
  • Precepts 19: Feedback
  • Precepts 20: Authentic Learning
  • Precepts 21: Novelty and Patterns

This course will explain the anatomy and functioning of the brain in the different stages of a human being.

This course is based on the book “Neuromyths” by Tracey Tokuhama-Espinosa and other research that Tracey has developed in recent years.

Much of the information we find about how we learn, how to teach and how our brain works is based on old studies, on research of dubious origin and/or without scientific support. Today, thanks to technological advances and learning sciences (neuroscience, educational neuroscience, biology, psychology, etc.) there is more information that is very useful to improve our teaching practice, but this knowledge must be transmitted to educators (Tokuhama-Espinosa, 2018, p.1). For this reason, during this course, scientific evidence will identify some neuromyths and recommendations that help improve the quality of teaching.

At the end of the workshop, the participants…

  • They will learn where neuromyths come from, why teachers believe in them, and the damage they can cause to students.
  • They will identify the most prevalent myths (10% brain usage; learning styles; right vs. left brain dominant people; differences between men and women; and more!) and explain where they come from, and what the current studies are.
  • They will learn how to avoid neuromyths in the future.


  • Belief in neuromyths as a reflection of values and attitudes
  • Myths and recommendations about memory
  • Myths and recommendations about emotions and learning
  • Myths and recommendations about brain activity
  • Criteria for identifying neuromyths

Session 1 (macro level)

Objective: Reflect on the changes in education and the opportunities we have after the pandemic, from a neuroscience perspective.


  • Evaluation and feedback
  • Curriculum
  • The use of time and space
  • Change of the student profile and what it implies for the higher education of the future, for life and learning

Session 2 (meso level)

Objective:Learn about the instructional design of a course, the use and implementation of various tools for digital learning, from a neuroscience perspective.


  • Instructional design of an excellent online course
  • Digital tools for learning

Session 3 (micro level)

Objective: To know some pedagogical practices in the classroom (online and face-to-face) that are based on learning sciences, and what it implies for the professional development of the teacher.


  • New pedagogical knowledge of the teacher (online)
    • Planning
    • Activities
    • Tools
    • Neurosciences of learning: Principles and Tenets
  • 40 online pedagogies and teaching “mantras”

The main objective of this conference is to learn about the 40 pedagogies that work well both in face-to-face and virtual modalities, as well as their respective tools and design of a teaching of the highest quality backed by cognitive neuroscience.

This pedagogies are based on Bringing the Neuroscience of Teaching to Online Learning by Tracey Tokuhama-Espinosa.


  • New pedagogical knowledge of the teacher (online)
    • Planning
    • Activities
    • Tools
    • Neurosciences of learning: Principles and Tenets
  • 40 online pedagogies and teaching “mantras”

The objective of this course is to celebrate the opportunities we have to improve teaching practice, thanks to technology and new knowledge in the Science of the mind, brain, health and education. COVID made us rethink many aspects of Education, including its most basic purposes: What is worth teaching? How should we evaluate? What is the role of school in society? In this keynote we are going to recognize COVID as the catalyst for change in many areas of education that were problematic before the pandemic, but that we did not have the time or resources to solve.

At the end of the course, the participants…

  • Will appreciate that although COVID caused many problems for teachers, each problem created an opportunity to modify aspects of Education that needed attention. These positive changes were brought about by questioning “everything” in Education, including evaluation processes, training, teaching and what is worth learning (including socio-emotional learning and other ideas that had not been included previously).
  • Will learn about the basic principles and tenets of the Science of the Mind, Brain and Education, and its use in modern classrooms.
  • Will value technology (educational digital tools) that can save us time in various routine tasks to dedicate more time to the “human” aspects of the profession.

It is said that a good diagnosis is half the cure; Knowing the risk and protective factors in students’ lives related to strong ML skills is an important part of the profile of a good teacher. Learning to write in more than one language can present challenges for students in international schools. This course will offer teachers new tools to support multilingual students in their classes.

At the end of the course, the participant…

  • Will learn about the similarities and differences between monolingualism, bilingualism, and multilingualism in the brain and why these influence academic performance.
  • Will learn how to create a profile of a successful bilingual through 10 factors that affect learning

During this workshop the Neuroscience of writing will be explained. Although writing is the highest way of thinking, most literacy studies relate to reading, not writing, which indicates that many teachers do not understand what is going on in the brain of a child who does not achieve this skill. important of language. Writing well is one of the most complex things the human brain does. In this workshop we will offer the new model of writing, ThinkWriteMBE ( that subdivides thinking related to writing into 15 stages.

At the end of the conference, participants…

  • Will know about the most up-to-date research in the area of the brain and literacy.
  • Will learn to use writing assessment tools that are more motivating and fairer.
  • Will value the importance of the thought behind the writing, which is often “invisible”.

If you want any other topic that is not on the list, we have hundreds of topics related to:

  • Classrooms for Optimal Learning
  • The Brain in the Classroom/Society (Educational Neuroscience, Mind, Brain and Education)
  • Planning
  • Modern Tools (Educational Technology)
  • Assessment and Feedback Education for all (Inclusive Education)
  • Research

Click here to see the complete offer according to the area and/or level of professional training trajectory. This trajectory is divided according to your specialty:

  • General educator
  • Researcher
  • Teacher in Virtual Environments
  • Educational Planner
  • Teacher in a Multilingual Environment

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