Breaks, active classes, or frequent practice? A Tec professor explains what research says about improving learning.
By
Susan Irais
| CONECTA National News Desk
-
08/26/2026
Photo
Shutterstock
Se lee en: 5 mins
How long can a student really stay focused? Is it a good idea to teach for an hour without a break? Do certain students have “more creative” brains than others?
Edgar Núñez, a professor at Tecnológico de Monterrey with aPh.D. in neuroscience, explainsthat attention spans are limited and nobody is “more creative” or “more analytical” simply because they use one hemisphere of the brain more than the other.
Based on scientific evidence, Núñez recommends presenting new content in 15- to 20-minute blocks andscheduling breaks in long sessions, among other practices. To improve memory, he recommends spreading practice out over time rather than concentrating it in a single session.
What else does research tell us about how we learn and how it can be applied in the classroom? Here are some of the findings explained by Núñez:
The idea that some people are “more creative” or “more analytical” because they use a dominant brain hemisphere is a neuromyth. / Photo: Elisa Riva via Pixabay
1. How can you keep students engaged during a lesson?
According to data provided by Núñez, although the brain only accounts for about 2% of the body’s weight, it consumes about 20% of its energy.
Students’ attention spans also vary during the day and depend on factors such as motivation, fatigue, previous tasks, and alertness levels. Consequently, having students face forward does not necessarily mean they are learning.
Núñez recommends working in 15- to 20-minute blocks when dealing with new topics that demand more concentration. In longer sessions he recommends taking 10-minute breaks for every hour or hour and a half of classroom activity.
He also suggests varying your tone of voice, moving around the room, changing your body language, and introducing new stimuli when students’ attention begins to wane since the brain tends to become accustomed to repetitive stimuli.
Although it accounts for about only 2% of the body’s weight, the brain consumes nearly 20% of its energy, which is one of the reasons why paying attention for long periods is so demanding. (Photo: myshoun via Pixabay)
2. Learning is more effective when spread out over time
According to Núñez, the brain consolidates knowledge more effectively when learning is spread out over time as opposed to being squeezed in one intensive session.
The specialist refers to this as distributed, frequent practice as opposed to intensive or “massive” practice.
Moreover, he recommends asking students to explain what they have learned in their own words, rather than simply rereading their notes or writing summaries.
3. An effective lesson gets students doing, not just listening
Referring to research outcomes, Núñez explains that learning-enabling activities usually get students actively involved; they are based on real-world problems and allow students to experiment, create, debate, and express their ideas.
Among these activities he includes research projects, lab work, simulations, and discussions, as well as podcasts, educational games, and platforms such as Mentimeter and Kahoot to encourage participation.
However, technology itself is not the goal. What matters, the expert points out, is to design experiences in which students play an active role in growing their own knowledge.
4. Curiosity and motivation also promote learning
“When people are motivated, their brains function differently,” Núñez points out.
Finding an activity meaningful or feeling curious about solving a problem activates brain circuits that promote learning and memory, according to the doctor of neuroscience.
To apply this in the classroom, Núñez recommends setting achievable challenges, immersing teaching materials in situations that are meaningful to students, and designing experiences that spark genuine interest as opposed to relying solely on the repetition of information.
“When people are motivated, their brains function differently.”
5. Neuromyths: Ideas concerning the brain that may impact teaching methods
“Neuromyths are misinterpretations of scientific findings that often translate into teaching practices, ideas, or techniques that actually have no scientific basis in neuroscience,” explains the neuroscience expert.
The most widespread examples include the belief that we use only 10% of our brain, that some people are more “creative” or “analytical” depending on which hemisphere is dominant, or that individuals only acquire knowledge using one specific learning style.
Nuñez explains that although the brain’s hemispheres have specialized functions, they work in coordination and participate together in virtually all cognitive tasks.
In light of these beliefs, the expert recommends that teachers stay up to date with scientific findings to avoid bringing neuromyths into the classroom.
“Neuromyths are misinterpretations of scientific findings that often translate into teaching practices.”
6. Why does every student have a different learning style?
Just because there are no rigid learning styles, this doesn’t mean that all students learn the same way.
According to Núñez, every brain is unique. Although the general structure of the human brain is similar, factors such as experiences, context, genetics, and personal history influence the way each student learns.
Added to this is neuroplasticity, which is the brain’s ability to reorganize itself and form new connections in response to experiences and learning.
“Our brain can reorganize itself and form new connections in response to experiences, learning, and even injuries,” explains Núñez.
Every new learning experience strengthens or creates neural connections, a process known as neuroplasticity. (Photo: Geralt via Pixabay)
7. Neuroscience doesn’t offer quick fixes, but it does provide evidence to help us teach better
Núñez points out that neuroscience does not attempt to tell teachers how to teach but provides evidence that helps them make better pedagogical decisions.
Our understanding of the brain is still evolving. Consequently, the expert encourages teachers to question practices that are based more on custom than on evidence.
“It’s essential to stay up to date on the latest findings in neuroscience and learning,” he says.
The annual meeting attracted members of the undergraduate and graduate academic communities during the summer to learn from each other, engage in dialogue, and share best practices.
