Upload
trinhdien
View
214
Download
0
Embed Size (px)
Citation preview
10.30-11.10am
Grow Your Brain: can neuroscience
and NLP help teachers?
David will summarise the latest research from
neuroscience and describe practical ways
teachers can bring this and some of the best
ideas from N.L.P. in to their classrooms to help
every child excel. The discovery of the power of
brain plasticity changes the rules of education
and could positively transform the roles of schools
and teachers across the world.
Common Myths
Our memory records exactly what we experience
People have different learning styles
Knowledge is less important than doing
Male and female brains are different
We think more clearly when under pressure
We are good multitaskers
We can learn as we sleep
People are intelligent in different ways
(‘Urban Myths’ Pedro De Bruyckere)
We’re not just a brain
The body is a complex
group of systems.
There are very few
simple cause and effect
mechanisms.
Be wary of bold claims
made in the name of
neuroscience.
Neuro-educators (Kurt Fischer Harvard University, Mind, Brain &
Education Program)
Four Teacher Types
1. absorb all neuro ideas
2. reject all neuro ideas
3. Indifferent to neuro ideas
4. assess apply research
neuro ideas
(Byrnes & Fox 1998)
Experts
Educational theorists
Pedagogues
Instructional designers
Educational
technologists,
sociologists, economists,
policy makers,
philosophers
Psychologists
Neuroscientists
Learning scientists
(International Society of
the Learning Sciences)
Stakeholders (parents,
teachers, students,
publishers, Universities,
schools, Unions,
charities)
Myths: Emperor's New
Clothes
Learning Pyramid
Edgar Dale 1946
Cone to % pyramid
P28 Urban Myths
93 % of communication
is non-verbal (words 7%,
tone 38%, body
language 55%)
‘These figures deal with
communication of
emotions and feelings, I
cringe when I hear these
figures incorrectly
quoted.’ Albert
Mehrabian
The Shoemaker
and the Elves
1. Extracts rules and big picture
2. Links old and new memories
3. Imagines possible futures
4. Creates the meaning of our lives
(Robert Stickgold Tedx On Sleep)
Six Key Hormones
Serotonin
Endorphins
Cortisol
Oxytocin
Dopamine
Testosterone
Endorphins
Feel good now
mask physical pain
Laughter (belly hurts eventually)
Block cell entry for virus
Dopamine
Addictive, reward/anticipate reward, goal focus
Short-term benefits in
classroom, use in short regular
bursts.
Six Key Hormones
Serotonin
Endorphins
Cortisol
Oxytocin
Dopamine
Testosterone
Serotonin
Boosts social bonds,
pride and confidence
Oxytocin
Cuddle chemical,
Inhibits addiction, calms,
relaxes, increases
creativity
Six Key Hormones
Serotonin
Endorphins
Cortisol
Oxytocin
Dopamine
Testosterone
Cortisol
Stress, fight/flight, hyper
alert, paranoid, shuts down
immune system/growth,
increased heart rate,
Mood spreads (survival
benefit)
Testosterone
Power Control
Aids focus and retrieval of
key facts, negative impact
in long-term
The Three ‘C’s Challenge, Control & Choice
‘Study skills and learning
skills are inert until they
are powered by an
active ingredient. The
active ingredient is that
the power to increase
our ability lies largely
within our own control.’
Dweck
(How Children Succeed
Paul Tough)
For
improved
effort and
attainment
Mindset Dweck
Performance/Effort Goal V Learning/Outcome Goal
Feedback impacts attitude
Puzzle> Praise> Invite to try same or harder puzzle
Those praised for effort 90% chose harder
Those praised for being smart <50% chose harder
And performance
Students offered puzzles
by Bill (can’t be solved)
and Tom (solved with
effort) Then praised for
effort or smart. Then all
given solvable puzzles
by Bill and Tom. Those
praised for smart didn’t
solve puzzles from Bill
‘Make It Stick’ Peter
Brown, 2014)
Urban Myths About
Learning and EducationDe Bruyckere, 2015
False choices
Progressive V traditional
M Brown No winner
Current paradigm Social
Constructivism
Cognitivism (how not
what we learn)
Behaviourism
(punish/reward)
Technology improves
learning?
‘Any teacher that
could be
replaced by
technology should
be’.
Arthur C. Clark
The method-not-media hypothesis
(Sung & Mayer)
Technology improves
learning?
But..
Canadian Universities
Student Survey
60% would like more E
content
54% online course notes
46% recordings of lessons
online (Kaznowska, 2011)
Technology is like the
vehicle that delivers our
groceries. It does not
influence the quality of
our diet. It is the vehicle
of instruction. The
essence of learning
remains in the hands of
the teacher. (Richard
Clark, 1994)
Lessons on Youtube
Flipped Learning
Keep it simple (over
mixing animation, voice,
subtitles and text
summaries = less
learning)
Exclude interesting but
irrelevant information
Use visual and voice but
not visual and text
Keep it short, four 5
minute chunks better
than a 20 minute
masterpiece!
Allow practice moments
and encourage learner
to use pause, go back
and review.
‘Urban Myths’
Pedro De Bruyckere
1. Focus on a specific, issue, problem or question
2. Ethical honest, transparent, no bias (researcher, question, design, analysis)
3. Informed by research literature
4. Methodology be clear on what and how you are measuring impact/effect, valid (are you measuring what you say you’re measuring?), reliable (could others repeat your research with same results?), eliminate bias, how (action research, surveys, case studies, tests?)
5. Explanation/Discussion based on data, measured insights & conclusions (describing what happened is easier than speculating why it happened)
6. Understand Statistics (data capture, sampling, standard deviation, Hawthorne effect) ‘Educational Research: Taking the Plunge’
by Phil Wood & Joan Smith,
Crown House Publishing, 2016.
Classroom Research
Key Points
Assessing Impact of a
Lesson 1. Observation produces strong emotional response
2. Learning is invisible (proxy is (i) student engaged, busy, interested, (ii) student given attention, feedback & explanations, (iii) there is classroom order, calm and control (iv) curriculum is ‘covered’ (v) some questions gain correct response.
3. Accepted good practice is often fashion rather than effectiveness.
4. If I can do it I can spot it assumption.
5. We miss so much when we observe.
Prof. Coe, Durham University ‘Classroom Observation; it’s harder than you think.’
Develop Your Teaching Skills11.30-12.10
Researchers have studied some of the world’s best teachers and communicators. David will share the things they all have in common. How many of these do you apply these in your classroom? Find out in a session packed full of tips that will reveal some of the secrets of great teaching.
When to Go for it or
Wait ‘A ship in harbour
is safe but that’s
not
what ships are
made for.’ William
Shed
In pairs, ask each other:
Do you remember your best teacher?
What did they do for you?
How did they make you feel?
What qualities did they have?
What Great Teachers Do
Do you remember your best teacher? (Yes)
What did they do for you?
(made you like the subject and/or yourself)
How did they make you feel? (invincible, curious,
confident, competent)
What qualities did they have? (signature
strengths)
Six Signature StrengthsMartin Seligman
We express our identity by living through one of more of these.
Which of these six appeal to you?
1. WISDOM (curiosity, love of learning, judgement, ingenuity, emotional intelligence, perspective)
2. COURAGE (valour, perseverance, integrity)
3. HUMANITY (kindness, loving)
4. JUSTICE (citizenship, fairness, leadership)
5. TEMPERANCE (self-control, prudence, humility)
6. TRANSCENDENCE (gratitude, hope, spirituality, forgiveness, humour, zest, aestheticism)
Martin Seligman
‘Why Students Don’t Like School’
Daniel Willingham, 2009.
People are naturally curious but not naturally
good thinkers. Thinking is hard and effortful!
Think of material to be learned as a ‘map’ to be
placed in their memory. This is the ‘knowledge’
which needs to be repeated for LTM which
precedes ‘application’.
Deep understanding is better than cramming in
new knowledge. Hard work will pay off.
We remember more on the second list because
we are not overloading our working memory.
We store the meaning in separate chunks of
knowledge.
Surface Structure V
Deep Structure
Jane is painting a fence
which is 2m high and
10m long. Paint costs $20
per pot and each pot
covers 5m2. How much
will it cost Jane to paint
the fence?
John has to cut the grass
on a football field. It is
30m by 10m. His electric
mower cuts 50m2 per full
charge. How many
times does he need to
charge the mower,
starting at zero charge?
Angles
What are the deep structure principles?
How can we present these as surface structure
puzzles?
The First 10 Seconds
12.30-13.00
If a teacher can ensure the first ten seconds of a
lesson are right then the classroom is ready for
amazing learning experiences to occur for the
benefit of all.
David will share the things the best teachers do to
create this great learning environment.
Social Genomics
Professors John Cacioppo &
Steve ColeLoneliness is measurable as
a gene expression in our
blood. Triggers sympathetic
nervous system Loneliness is
as damaging as smoking or
obesity.
“Our bodies are
programmed to turn misery
in to death”.
This Photo by Unknown Author is licensed under CC BY-SA
The Dunbar
Number
150 friends
Grooming >
specialisation>
Success
Laughter is remote
grooming
Rats tickled live longer
You can’t laugh on all
fours
How many humans does
it take to make a cup of
coffee?
John makes an axe head in
2 hours and a handle in 4
hours.
Jane makes an axe head in
3 hours and a handle in 2
hours.
Should they work
co-operatively or alone?
Curiosity is king
Para-sympathetic system (healing soup of endorphins, oxytocin, dopamine for neural connections)
High Power (2 mins)
Cortisol (+stress-relaxed)-10%
Testosterone (+dominance-passive)+25%
Fear
Sympathetic system
Amygdala (cortisol, adrenelin, butterflies in tummy, steroids)
Low Power (2 mins)
Cortisol +15%
Testosterone -20%
Mood MovingBe in the right mood for whatever it is
you’re about to do.
• Nerves, Fear
• Boredom, Hesitation
• Curious, Go For It!
Buzzing
Right Mood
Do you consciously enter the right mood
before:
a) A sporting activity 90-100%
a) An Exam/test 10-25% (-25%)
b) Homework/revision 0% (-50%)
Like being pecked to death
by a duck?
Fixed Mindset
• Blame Frame Questions
• What’s wrong?
• Why do I have this problem?
• How does it limit me?
• Whose fault is it?
• What does this problem
prevent me from doing?
Growth Mindset
• Outcome Frame Questions
• What do I want?
• How will I know when I have it?
• What resources do I have available to help me?
• What else will improve when I get what I want?
• What am I going to do now to move me forward?
How We Really Learn
14.00-14.40
The Neuroscience Of Memory
NLP helps people learn or unlearn things very quickly. David will show you how youcan help students of all ages learn just about anything.
David will also share practical examples based on his work with students across the U.K. to make maths, spelling and science memorable.
The Aberdeen
Puppy Room
Kelly McGonigal PsychologistUsed to see stress as bad but provides courage (short-term) Oxytocin has a social context, builds empathy & compassion,Heart has oxytocin receptors and it helps protect & repair heart cells from stress damageWe need Courage and Resilience
Human connection is a natural stress solution
Mood MovingBe in the right mood for whatever it is
you’re about to do.
• Nerves, Fear
• Boredom, Hesitation
• Curious, Go For It!
Buzzing
10,000-100,000*
Pictures
Remembering Position of Pieces on BoardExpert Club Novice
Real Game 16 9 5 Random 3 3 2 (Simon & Gilmartin: 1973)*infinity
The Power of Words Elizabeth Loftus
Professor Psychology & Law
Research Findings:
Words can lead/mislead
At what speed were the cars going when they hit (34) smashed in to each other (41)
Would you operate if the operation had a 90% chance of success? 10% chance of failure?
Create a belief: Food allergy ?
Feeling
• Which is better, chocolate cake or pizza?
• Which is better, sitting in a comfy armchair
or swimming in a calm pool?
• What would pizza topped with chocolate
taste like?
Learning loops
Sucking Lemons…
Learning is a change in
long term memory
(Kirschner, Sweller &
Clark, 2016)
Richard Feynman
How thinking Works
Count to 60 whilst drawing a giraffe ☺
Count to 60 and read a poem
Spelling Strategy
1. Picture word
2. Say it, syllable by syllable
3. Check ‘Feeling’
4. If it feels right it is right, stop
5. If it feels wrong go back to step one
Richard Feynman
Game for long term memory/meaning /Chunking
Groups of students roll a dice: 1. Word for word2. Meaning of each word3. In your own words (restate)4. Give example, factor, context5. Pass it on6. Miss a turn
Example: Tariff A system of duties on imports and exports.
NLP Revision Guide
15.00-15.40
Most students don’t revise in a brain-friendly
way. They make it really hard for themselves
and their brains. By introducing children to a
better way to revise their happiness and test
results both improve. Discover how to work
smarter not harder.
Write A next to these
words:
• Pen
• Police
• Dog
• Log
• Hair
• Heart
Write B next to these
words:
• Hungry
• Pain
• Teacher
• Stay
• Toast
• Brick
A New Way To Revise
We remember first and
last not middle
More A than B?
Revise for 90 mins,
remember first and last
10 minutes wasting 70
minutes!
3 X 30 mins
1 minute mood +
20 min work +
5 minute review +
Connect +
4 minute break.
Move Place
Waste 15 mins!
1. Focus on a specific, issue, problem or question
2. Ethical honest, transparent, no bias (researcher, question, design, analysis)
3. Informed by research literature
4. Methodology be clear on what and how you are measuring impact/effect, valid (are you measuring what you say you’re measuring?), reliable (could others repeat your research with same results?), eliminate bias, how (action research, surveys, case studies, tests?)
5. Explanation/Discussion based on data, measured insights & conclusions (describing what happened is easier than speculating why it happened)
6. Understand Statistics (data capture, sampling, standard deviation, Hawthorne effect)
‘Educational Research: Taking the Plunge’
by Phil Wood & Joan Smith,
Crown House Publishing, 2016.
Classroom Research
Key Points
‘Blockers’
Study A
Test/practice A A A A
Study B
Test/practice B B B B
Study C
Test/practice C C C C
Result
End of lesson 89%
1 week later 20%
‘Mixers’
Study A B C
Test/Practice A C B C A B B C A
(This is better X3
Repeated 470 yr7/8 2016 +70% cp control Coe)
Result
End of lesson 60%
1 week later 63%
Interleaving
Six Revision Methods
2 Positive + 2 Negative + 2 Neutral
1. Flash CardsKey points on multiple cards
4. Believe in Luck/Destiny(pen, soft toy, pants)
2. Sleep WellBefore and during revision and exams
5. Use Highlighter pens to record key points in your notes/books
3. Listen to Classical MusicAs you revise
6. Make notes of your notes and repeat process
Flash CardsKey points on
‘Thinking Fast and Slow’ Daniel Kahneman
Thinking Fast
A bat and ball cost
$1.10. The bat cost $1
more than the ball. How
much does the bat
cost?
Personality & Creativity
in The Classroom
17.00-17.40.
Humans are social creatures. The personalities of teachers and children in the classroom have a huge impact on learning. David will share examples from AI (Artificial Intelligence) to provide practical tips that ensure teachers bring out the best in themselves and their students by making the most of the social aspects of learning.
•
‘The greatest good you can do for
someone is not to share your riches
but to reveal to them theirs.’
Disraeli
Personality Big 5
OCEAN1. Neuroticism/Anxiety (+-): emotional, oversensitive,
sentimental, fearful, anxious, vulnerable versus brave, tough, independent, self-assured, stable
2. Extraversion (EI): outgoing, lively, extraverted, sociable, talkative, cheerful, active versus shy, passive, withdrawn, introverted, quiet, reserved
3. Agreeableness (FT): patient, tolerant, peaceful, mild, agreeable, lenient, gentle versus ill-tempered, quarrelsome, stubborn, choleric
4. Conscientiousness (SN): organized, disciplined, diligent, careful, thorough, precise versus sloppy, negligent, reckless, lazy, irresponsible, absent-minded
5. Openness to Experience (JP): intellectual, creative, unconventional, innovative, ironic versus shallow, unimaginative, conventional
5 personality
preferences
E talk active v listen calm I
S facts reality V imagined day-dreamer N
F person first V task first T
J organised lists V flexible go with the flow P
+ v -
Sign your name…
Preferred hand:
• Natural
• Easy
• Comfortable
• Didn’t have to think
• Automatic
(We prefer tasks on this side)
Other hand:
• Difficult
• Awkward
• Had to think
• Weird
Attitude to Life (Openness)
• Jane
I like to plan and organise
things
I like to make decisions
I prefer finishing tasks
I quite like using lists
I like things tidy
Marge Simpson
Fred & Velma
•
• Paula
I like to see how
things turn out
I like to keep my options open
I prefer starting tasks
I’d rather not use lists
I don’t mind things untidy
• Homer Simpson
• Shaggy & Scooby
How we take in information
• Sharon
I look for the factsI look for detailsI focus on what works nowI prefer using what I’ve learnedI’m more practical and sensible
• Convergent thinking
Batman,
James Bond
& David Beckham
• Naz
I look for the possibilitiesI like to work out what it meansI focus on how to make it differentI prefer learning new skillsI’m more of a dreamer and imaginative
• Divergent thinking
Roald Dahl,
Dr Who &
The Little
Mermaid
How we decide
FrankPeople then taskI tend to follow my heartI ask, ‘How will it affect people?’I like pleasing peopleGiving praise is more important
I tend to be careful saying things that could upset someone
Homer Simpson
Ed Sheeran
•
•
•
•
•
TomTask then people
• I tend to follow my headI ask, ‘Is it the right decision?’I like rules and principlesTelling it ‘how it is’ more importantI tend to give and take criticism quite easily
Bart Simpson
Adele
Source of Energy
Eddy
I think out loud
I prefer variety and action
I like to act quickly
I’m a good talker
I like to give my opinion
Donkey
Homer Simpson
Ian
I think before I speakI prefer quietI like to be carefulI’m a good listenerI keep my thoughts to myself
Shrek
Marge Simpson
•
•
Personality Type
E or I ?
EddyI think out loudI prefer variety and actionI like to act quicklyI’m a good talkerI like to give my opinion
IanI think before I speakI prefer quietI like to be carefulI’m a good listenerI keep my thoughts to myself
Parenting Style and Type
• E Talk to people and brainstorm options.
• S Collect information and review specific facts and details on courses/careers.
• F Seek opinion of trusted experts/friends about options.
• J Organise timetable, checklist with deadlines.
• I Record ideas and research alone.
• N Generate and explore many big picture themes /ideas.
• T Logical analysis with pros and cons of each option.
• P Seek out and respond to new information as it presents, change plans.
School leadership cycle
There is a natural cycle to all jobs. Experienced leaders could consider the cycle described by Professor Tim Brighouse as a four-stage, eight year cycle of initiation, development, stall and decline.
How Successful Head Teachers Survive and Thrive, T. Brighouse (RM, 2007).
INITIATION
Establishing a community of stakeholders
Unite around a common vision
DEVELOPMENT
Building a strong team Making the most of the strengths of key staff Setting – and reaching – tough and measurable targets
STALL
Autopilot Complacency Bad habits start to creep in
DECLINE Some original key staff move on, and new staff are not made aware of the school’s vision Disparate sense of purpose
Change of leadership
How Successful Head Teachers Survive and Thrive:
Which of these are you?
( T. Brighouse, How Successful Head Teachers Survive and Thrive.)
1. Energy creator Generating a passion for success Spreading optimism across the whole school and in stakeholders Building a ‘what if?’ rather than a ‘this is why we can’t’ approach
2. Skills Builder Building capacity and skills of the SLT Fostering a ‘we’ rather than a ‘them and us’ environment
3. Vision builder Uniting everyone around a shared vision Identifying obstacles and dealing with them quickly
4. Environment builder Ensuring all supplies and equipment are fit for purpose Making the environment a positive and pleasant place to be
5. Staff leader Seeking and leading improvement Comparative benchmarking Appreciative enquiry
6. Extending the vision Adapting and tweaking the vision to suit the journey of the school and the stakeholders Being aware of external threats and opportunities
Belief in self,
staff & school
1. Confident
2. Curious
3. Courageous
4. Sociable
5. Flexible.
6. Able to reason,
analyse & evaluate
Pull my finger
5 ‘C’s of great learning
1. Clarity (you have clear goals and feedback)
2. Centred (you focus on present tasks, not past/future)
3. Choice (you learn the way you choose and accept responsibility)
4. Commitment (you complete agreed work on time)
5. Challenge (you stretch yourself)
4. Positive Attitude‘A ship in harbour is safe but that’s not
what ships are made for.’ William Shed
When to Go for it or Wait Confident and Curious
Grow Your Brain Activities
In a practical and interactive session
David will share activities that can improve
individual and school performance. Learn
how to design, implement and evaluate
classroom activities that apply the best of
the research from neuroscience and
N.L.P.
Active Learning
The Cortical Homunculus
It’s not all about the brain
‘All learning happens
through the senses.’
John Comenius,
1648
Identity Based Motivation Theory
The future Identity we
imagine impacts our current
behaviour
When I’m a doctor this is
how I will approach this
task…
Or My future is bleak so I
needn’t bother now…I’m
going to be useless…
(Scott 2015, Oysesman 2015)
As if frame
Act as if you believe
your life will be great
Imagine if do well
5 years from now
what did I do If I did badly,
if only I’d…
Why Do You Work Hard?
Most common answers• Away from something
bad
• “to avoid poverty, pay the bills.”
• “I’d let other people down if I failed to turn up.”
• “I could So I don’t make a mistake that’s my fault.”
• Toward something good
• “social: I have contact , support at work, friends.”
• To make a positive, meaningful difference, contribution to society/ clients”
• “Money to buy nice things”
Like being pecked to death
by a duck?
Fixed Mindset
• Fear
• Anger
• Boredom
• Sad
• Stuck
• Compare self to external people (peer/parent/teacher) or test scores.
Growth Mindset
• Curiosity/Flow
• Learning
• Happy
• Excited
• Creative
• Compare self to personal
goals, aims and potential.
Like being pecked
to death by a duck?
Unresourceful States
• Fear
• Anger
• Boredom
• Sad
• Stuck
• Meta Model
Meta Model Patterns
• Recover missing information
• Nobody likes me
• I can’t do maths
• I’m stupid
• I know you don’t like this
• They’re such a difficult class
• She’s better than me
Like being pecked to
death by a duck?
Milton Model Patterns
• Your best is yet to come
• You are a natural learner
• The more you listen the more you’ll learn
• Your brain is ready to help you achieve your goals
• You can do more than you think
• You’re a great class
Resourceful States
• Curiosity/Flow
• Learning
• Happy
• Excited
• Milton Model
Modal Operators
I The WordsModalOperators
Will it happen?(Yes/May be/No)
How do you feel as you think about it? (+/-)
I am
I willI can
I couldI might
I can’tI don’t
I shouldn’tI mustn’t
Activity
• Mood Reading
• Mood and music
Daniel Peaty
https://www.youtube.com/watch?v=RTZrPVqR0D8&t=16s
Jaws
https://www.youtube.com/watch?v=BX3bN5YeiQs
benny hill
https://www.youtube.com/watch?v=-vX6F1Y0WN8
Activity
Folding paper
• How many times do you think you can
fold an A4 sheet of paper in half?
• Group Answer
• Research (Alone)
• Compare thoughts with partner.
• Group Discussion.
Control > Choice >
Change The Four T’s of Autonomy:
1. Task - what we have to complete/learn/produce
2. Team - who will we work with (self, pairs, groups)
3. Time – when by?
4. Technique (how we complete the task)
Zoe Elder: ‘Full On Learning’ (Crown House Publishing)