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putting neuroscience and psychology to work
Evidence Based Teaching and Learning putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Who? Gary Luffman Director at think. change. consulting Focus on, Change, Leadership & Management, Learning and Development Practically apply Neuroscience & Psychology to work putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Agenda Limitations – Habits Getting info across Making it stick What? Now what? So What? putting neuroscience and psychology to work
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What? – Now what? Context, Drivers, Objectives, Outcomes Architecture
Design Delivery Embedding Structure Logistics Delivery mechanisms Learner’s journey Content Learning journey Delivery resources • Implementation Application Habituation putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Know thy friend/foe! We are up against…….. Getting attention Holding onto attention Habits… (well limitations) putting neuroscience and psychology to work
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L&D = Cognitive process not an event
putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Ultimate measure Not what you say, send, share….. but what others perceive think, remember & apply putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Brain quiz putting neuroscience and psychology to work
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Brain facts! Most of brain most of time Cog decline from 24 yrs
Brain = 73% water. 1-2% dehydration affects mood/cognitive skills. Challenge/exercise/healthy diet help the brain to generate and repair neurons 20-25% of oxygen/calories used 20% more active while we sleep - Lack of sleep reduces IQ, focus, memory 86 billion neurons – connections Mood effects focus, creativity and innovation Brain cells shrink when we sleep Est 80% of behaviour habituated - 30 mins to here – 10:00 2 mins 100 billion neurones Upto 15,00 connection More potential connections than all grains of sand on all the beaches in world 20-25% of all calorific intake/oxygen into body used Not size Our brains are the most immature at birth (small pelvis from standing up right = need small head to fit through) PFC take longest to fully mature – early 20’s – process of prunning takes place at around adolescence – cutting away/removing less used neuronal connections = makes our brain more efficient) Animal have no/very limited PFC. Psychopaths show extremely ltd processing compared to ‘normal’ humans in this region
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putting neuroscience and psychology to work
Agenda Limitations – Habits Getting info across Making it stick What? Now what? So What? putting neuroscience and psychology to work
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Processing Capacity
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Limitations lead to habits
Between 40-80% of what we do in a day is habituated 20 minutes of focussed attention Vs. putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Name? Artist? putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Attention and memory Novelty/Surprise Primacy effect dream sleep artichoke night insomnia mattress blanket snooze sheet alarm nod nap tired snore pillow Repetition False Memory? Bed Duvet Recency effect This can be a great activity for presentation skills or train the trainer classes. Tell participants that you will read them a list of words to test their memory. Participants will need to listen carefully and cannot write any of the words you will say down. Later you will test and see how many words they still remember. Read each of the following words slowly and pause briefly between each word. Note that one of the words (nigh) is repeated three times. Once you finish reading the list, try to distract them by talking about anything else for about one minute. Then ask each participant to take out a piece of paper and write down as many words as they can remember. Debrief by exploring the four basic principles of memory as follows: Primacy and recency – ask participants to raise their hands if they remembered the first and last words (dream and pillow). Explain that people easily remember the first and last things they hear in a series. Link back to the importance of having a high energy start and a final recap and review of your presenation. Surprise – ask those who remember the word (artichoke) to raise their hands. Make the point that most people tend to remember things that are different, new or unexpected. People will remember your presentation for much longer if it is novel and untraditional if not shocking. Repetition – Ask those who remember the word (night) to raise their hands. Most participants must have remembered and wrote this word because you repeated it three times. Explain that people remember things more if they are repeated and how important it is to recap and review the main key points of your presentation more than once to ensure your audience can remember them. False-memory – Ask participants to raise their hands if they remember the word (bed). Reveal that this word was not in the list but still some of them did write it down and raise their hands. Explain that our brain automatically closes gaps in what it sees and hears or reads, and sometimes assumes things that never took place happened. Most participants would have written the word (bed) because it simply fits and belongs to the list logically even though you never read it. putting neuroscience and psychology to work
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Limitations of pre-frontal cortex
PFC Decision Making, Rational Thought Problem Solving putting neuroscience and psychology to work
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Processing limitations
Shai Danziger, Jonathan Levav, and Liora Avnaim-Pesso Extraneous factors in judicial decisions, PNAS 2011 putting neuroscience and psychology to work
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putting neuroscience and psychology to work
So far……..so what? Discuss and capture thoughts related to teaching and learning putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Agenda Limitations – Habits Getting info across Making it stick What? Now what? So What? putting neuroscience and psychology to work
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putting neuroscience and psychology to work
RAD learning Reticular activating system – Gatekeeper Amygdala - Emotions Dopamine – Pleasure/Reward Judy Willis MD putting neuroscience and psychology to work
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putting neuroscience and psychology to work
RAD learning Reticular Activating System ‘Gateway’ to the brain Is it important? Is it interesting? Attracted to: Need Conscious, active choice Personal focus Challenge Novelty Variety putting neuroscience and psychology to work
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putting neuroscience and psychology to work
RAD learning Reticular Activating System – Gatekeeper Amygdala – Emotions Dopamine – Pleasure/Reward Emotive has impact Distress, anxiety and negative emotions undesirable Promote positive climate, safety Positive future/solutions Social activity Achievement / Feedback Physical activity Humour Helping others putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Agenda Limitations – Habits Getting info across Making it stick What? Now what? So What? putting neuroscience and psychology to work
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Storing ‘stuff’- From STM to LTM
Mechanism Neuroplasticity Long term potentiation (LTP) Neurones that ‘fire together wire together’ Long term depression (LTD) Use it or loose it Help transfer through… Priming (flipped classroom) Deeper processing Incorporation Do less. Well. Application Staged repetition Retrieval practice putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Agenda Limitations – Habits Getting info across Making it stick What? Now what? So What? putting neuroscience and psychology to work
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In relation to teaching & learning….
What? So What? Now What? Brain Facts PFC = LTD RAD learning Make info stick - neuroplasticity Limitations Lead to Habits Learning = cog process putting neuroscience and psychology to work
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What? – Now what? Context, Drivers, Objectives, Outcomes Architecture
Design Delivery Embedding Structure Logistics Delivery mechanisms Learner’s journey Content Learning journey Delivery resources • Implementation Application Habituation putting neuroscience and psychology to work
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putting neuroscience and psychology to work
Unfinished business? putting neuroscience and psychology to work
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