Evidence Based Teaching and Learning Who Gary Luffman Director at think change consulting Focus on Change Leadership amp Management Learning and Development Practically apply Neuroscience amp Psychology to work ID: 615323
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Slide1
putting neuroscience and psychology to work
Evidence Based Teaching and LearningSlide2
Who?
Gary
Luffman Director at think. change. consultingFocus on, Change, Leadership & Management, Learning and Development Practically apply Neuroscience & Psychology to work
putting neuroscience and psychology to workSlide3
Agenda
Limitations – Habits
Getting info across
Making it
stick
What
? Now what
? So What?
putting neuroscience and psychology to workSlide4
putting neuroscience and psychology to work
Architecture
Structure
Logistics
Delivery mechanisms
Learner’s journey
Context, Drivers, Objectives,
Outcomes
Design
Content
Learning journey
Delivery resources
Delivery
•
Implementation
Embedding
Application
Habituation
What? – Now what?Slide5
putting neuroscience and psychology to work
Know thy friend/foe!
We
are up against……..
Getting attention
Holding onto attention
Habits
…
(well
limitations)Slide6
L&D = Cognitive process not an event
putting neuroscience and psychology to workSlide7
Not
what you say, send, share….. but what others perceive think, remember & apply
putting neuroscience and psychology to workUltimate measureSlide8
Brain quiz
putting neuroscience and psychology to workSlide9
Brain facts!
Most of brain most of time
Cog decline from 24
yrs
B
rain
=
73% water.
1-2
% dehydration affects mood/cognitive skills.
Challenge/exercise/healthy diet help the brain to generate and repair neurons20-25% of oxygen/calories used
20% more active while we sleep - Lack of sleep reduces IQ, focus, memory86 billion neurons – 10000 connections
Mood effects focus, creativity and innovationBrain cells shrink when we sleepEst 80% of behaviour
habituated-Slide10
Agenda
Limitations – Habits
Getting info across
Making it
stick
What
? Now what
? So What?
putting neuroscience and psychology to workSlide11
Processing CapacitySlide12
Limitations lead to habits
Vs.
Between
40-80%
of what
we do
in a day is
habituated
20 minutes of focussed attention
putting neuroscience and psychology to workSlide13
Name? Artist?
putting neuroscience and psychology to workSlide14
Attention and memory
putting neuroscience and psychology to work
dreamsleepnightmattresssnooze
sheet
nod
t
ired
nightartichokeinsomniablanketnight
alarmnapsnorepillow
Primacy effect
Recency
effect
Repetition
Novelty/Surprise
False Memory?
Bed
DuvetSlide15
Limitations
of
pre-frontal cortex
PFC
Decision Making, Rational Thought
Problem Solving
putting neuroscience and psychology to workSlide16
Processing limitations
putting neuroscience and psychology to work
Shai Danziger, Jonathan Levav, and Liora Avnaim-Pesso
Extraneous factors in judicial decisions,
PNAS
2011 Slide17
Discuss and capture thoughts related to teaching and learning
putting neuroscience and psychology to work
So far……..so what?Slide18
Agenda
Limitations – Habits
Getting info across
Making it
stick
What
? Now what
? So What?
putting neuroscience and psychology to workSlide19
R
eticular activating system – Gatekeeper
Amygdala - EmotionsDopamine – Pleasure/RewardRAD learning
putting neuroscience and psychology to work
Judy Willis MDSlide20
Reticular
Activating System
RAD learning
‘Gateway’ to the brain
Is it important
? Is
it interesting?
Attracted to:
Need
Conscious, active choicePersonal focus
Challenge
NoveltyVarietyputting neuroscience and psychology to workSlide21
Reticular
Activating S
ystem – Gatekeeper Amygdala – EmotionsDopamine – Pleasure/RewardRAD learning
Social activity
Physical
activity
Helping
others
Achievement
/ Feedback
Humour
Emotive has impact
Distress, anxiety and
negative emotions undesirable
Promote positive climate, safety Positive future/solutions
putting neuroscience and psychology to workSlide22
Agenda
Limitations – Habits
Getting info across
Making it
stick
What
? Now what
? So What?
putting neuroscience and psychology to workSlide23
Mechanism
Neuroplasticity
Long term potentiation (LTP)Neurones that ‘fire together wire together’Long term depression (LTD)Use it or loose it
Storing ‘stuff’- From STM to LTM
putting neuroscience and psychology to work
Help transfer
through…
Priming
(flipped classroom)
Do less. Well.
Staged repetition
Deeper
processingIncorporationApplicationRetrieval practice
Slide24
Agenda
Limitations – Habits
Getting info across
Making it
stick
What
? Now what
? So What?
putting neuroscience and psychology to workSlide25
Brain Facts
PFC = LTD
Limitations Lead to Habits
In relation to teaching & learning….
What? So What? Now What?
RAD learning
Learning = cog process
putting neuroscience and psychology to work
Make info stick - neuroplasticitySlide26
putting neuroscience and psychology to work
Architecture
Structure
Logistics
Delivery mechanisms
Learner’s journey
Context, Drivers, Objectives,
Outcomes
Design
Content
Learning journey
Delivery resources
Delivery
•
Implementation
Embedding
Application
Habituation
What? – Now what?Slide27
Unfinished business?
putting neuroscience and psychology to work