Brain based training

Training

Br in–Based

Using Brain Science to ACCELERATE Learning & ENHANCE Measurable Results

¡  Please sit with 2 people you know the least ¡  Introduce your self ¡  Find out what your new friends know about Brain Science and Human Learning.

Educa&

on

Cer&fica&

on

Passion

Rahila Narejo

Copyright NarejoHR (Pvt.) Ltd. All Rights Reserved

+

NeuroLeadership

The neuroscience of how leaders: • Make decisions & solve problems

• Regulate emotions • Collaborate with others

• Facilitate change


+ ADDRESS the BIOLOGICAL BASIS of:

•  LEARNING •  PEAK PERFORMANCE

•  ENGAGEMENT •  ORGANIZATIONAL CHANGE •  TEAMS/SOCIAL Connec&ons

NeuroLeadership

If your goal is real behavior change, you can’t ignore brain-‐based training.


1.  Neuroplas&city 2.  Learning = New Connec&ons 3.  AGES Model 4.  Concept Centers 5.  6 Principles of Brain-‐friendly Learning

•  Key Benefits – Understand how the brain learns –  Implement a brain friendly learning programs

Learning Schema


1.  NeuroplasEcity 2.  Learning = New Connec&ons 3.  AGES Model 4.  Concept Centers 5.  6 Principles of Brain-‐friendly Learning


Learning Schema


1.  Neuroplas&city 2.  Learning = New ConnecEons 3.  AGES Model 4.  Concept Centers 5.  6 Principles of Brain-‐friendly Learning


Learning Schema

is by MAKING CONNECTIONS


A newspaper is beXer than a magazine. A seashore is a beXer place than the street. At first it is beXer to run than to walk. You may have to try several &mes. It takes some skill, but it is easy to learn. Even young children can enjoy it. Once successful, complica&ons are minimal. Birds seldom get too close. Rain, however, soaks in very fast. Too many people doing the same thing can also cause problems. One needs lots of room. If there are no complica&ons, it can be very peaceful. A rock will serve as an anchor. If things break lose from it, however, you will not get a second chance.

From: On Being Certain by Dr. Robert Burton

Cricket

Pakistan

Afridi

Ball

Friends

Flag Green

Eid

BBQ

Food

MEMORY

SHORT TERM MEMORY Working Memory LONG TERM MEMORY

DECLARATIVE MEMORY (consciously processes facts and events)

EPISODIC MEMORY (Knowledge of events in personal history to which

we have conscious access; No control)

SEMANTIC MEMORY (store intentionally learned information

Generally complete control)

PROCEDURAL MEMORY

(Unconscious processing of skills; motor (riding a bike) and cognitive (reading))

Learning

Memory How our brain acquires new

information and skills.

How and where our brain stores

learned information and

skills.

Process where-by long-term memory

preserves a learning in a way that it can retrieve

it accurately.

Encoding Embedding Retrieval




Learning Schema


AGES Model

Prefrontal Cortex (PFC)



AXen&on

•  Divided aXen&on (even a &ny bit) significantly reduces hippocampus ac&va&on during embedding


GeneraEon

•  What you do with informa&on once you pay aXen&on has a powerful impact on memory


Emo&ons

1.  Grab your aXen&on 2.  Consolida&on of

memory enhanced through amygdala

3.  Strong emo&ons can reduce percep&on and cogni&on

4.  A liXle arousal is good, prolonged is not.


Spacing

•  Spacing learning sessions across &me leads to longer reten&on

than cramming




Learning Schema


Concept Centers General Instruc&ons

•  Stay with your center group – work collabora&vely to get the tasks done.

•  Rotate centers in order: 1, 2, 3. •  7 minutes at each center. •  Signal to clean up and rotate.


Concept Centers Discussion

1.  What did you learn or relearn about the brain and human learning at the centers?

2.  What were your observa&ons about the process used to learn this content?

3.  How might you apply the content or process to your own instruc&on?




Learning Schema


Six Principles

1.  movement trumps 2.  talking trumps 3.  images trump 4.  writing trumps 5.  shorter trumps 6.  different trumps

listening words reading

longer same

sitting

Stand and find one or two friends to walk with. Walk around the perimeter of the room and talk about how you plan to use what you have learned. When you get back to where you began, thank your walkabout group.

Time: about three minutes.

Brain Science Books •  Cross, Jay. (2007). Informal Learning. San Francisco, CA: Pfeiffer Co. Definitely a

paradigm-‐shihing kind of book, and a must-‐read. Highly recommended. •  Jensen, Eric. (2000). Brain-‐Based Learning. Thousand Oaks, CA: Corwin Press.

Reader-‐friendly and filled with prac&cal ways of applying the research to classroom instruc&on. Recommended.

•  Medina, John. (2008). Brain Rules. SeaXle, WA: Pear Press. The best of the best. What else can I say? Highly recommended. Buy it!

•  Meier, David. (2000). The Accelerated Learning Handbook. New York, NY: McGraw-‐Hill. The most comprehensive book ever wriXen about Accelerated Learning, authored by the director of the Center for Accelerated Learning. Highly recommended.

•  Sousa, David. (2006). How The Brain Learns. Thousand Oaks, CA: Corwin Press. A reader-‐friendly brain primer, covering most of the important neuroscien&fic research of the past decade. Recommended.

•  Stolovich, Harold; Keeps, Erica. (2002). Telling Ain't Training. Alexandria, VA: American Society for Training & Development (ASTD). Explains brain science in easy-‐to-‐digest bites, with lots of reader interac&on to spice it up. Recommended.

•  Wolfe, Patricia. (2001). Brain MaXers. Alexandria, VA: Associa&on for Supervision and Curriculum Development (ASCD). Another excellent resource combining neuroscience with prac&cal classroom applica&on. Highly recommended.

Thank you! Rahila Narejo, Lead Consultant Email: [email protected] Office: +92 21-3530-1060/61

Education

Brain based training