As educators, how to motivate students is one of our greatest challenges. When thinking about motivation, many questions come to mind, such as: How do we motivate students? What strategies can teachers use to achieve this? Where should they focus their efforts? One of the pitfalls to overcome in motivating students may be the fact that much of the educational structure is designed to transmit knowledge rather than to put it into practice, as a way of developing their innate abilities. Adapting the educational programs to the capabilities of individuals would be a way to take into account the diversity of the learning process and exploit the potential of each individual according to it, that is, to emphasize fostering their passions, and therefore their true vocation. It is a fallacy to think that we will teach the same thing to a group of people and everyone will give us the same answer. Moreover, this is contrary to the idea that no two brains are the same, no two personalities are the same and, therefore, not everyone learns the same. This conditions the approach to teaching-learning processes. Specifically, neuroeducation allows us to deepen our learning through the relationship between the brain and the central nervous system. From this relationship we can analyse our feelings, our way of reasoning, what kind of relationships we establish, and therefore how the learning process takes place.

In this research we will focus on Kolb’s model. According to Kolb the learning process goes through four phases: experiencing from concrete experience (feeling), thinking over from experience through reflective observation (seeing), concluding and learning from experience through abstract conceptualization (thinking), and finally planning and applying what has been learned from active experimentation (doing) to restart a new cycle of higher learning. These four phases translate into four learning styles: reflective or convergent (observing and thinking), active or divergent (searching for meaning, immediacy), theoretical or assimilative (inquiring, from models), and pragmatic or accommodating (seeing how it is done, practicing).

Our proposal is to outline the predominant learning style in class (and for each student). It is designed to improve the process of knowledge acquisition of students, as well as to enhance their interest in their studies, thus positively influencing their motivation and commitment to their learning.

From the students' answers to Kolb's questionnaire it will be possible to identify the learning style of both the classroom and the individual student. This study should be an important guide for both teachers and students. In this sense, we will work on the description of the styles and the design of activities. We will also seek to develop guidelines on possible materials and methodological processes according to each style, depending on the predominant one. Without forgetting that it can also be useful in order to enhance the non-predominant ones.

To adapt the methodology to the 4 types of learners we should think about introducing activities that challenge and capture the attention of active learners; provide a period of analysis for reflective learners; provide information and expose theories for theoretical learners; include a practical part for pragmatic learners.

Keywords: Motivation, knowledge, students.