Webinar bfl & prism2 240315
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This document summarizes a webinar on using PRISM Brain Mapping to understand learning styles and create brain-friendly learning. It discusses how the brain works with three main parts - the reptilian brain for survival, the limbic system for emotions, and the prefrontal cortex for conscious thought. It then describes the four main brain quadrants identified by PRISM Brain Mapping - Gold, Green, Blue, and Red - and typical traits and learning preferences associated with each. The document provides examples of how understanding brain mapping can help educators cater to different learning styles and build self-awareness in learners.
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- 1. Webinar: Brain Friendly your Learning with PRISM Brain Mapping with Jane Hudson JBass Learning 1
- 2. PRISM Brain Mapping Everything we know about the world around us, including what we know about our own bodies, comes from our brain.
- 3. Neuroscience and brain friendly learning The more we understand about how the brain works the better our learning and facilitation will be All our thoughts, emotions and actions are the result of many parts of our brain acting together
- 4. The acquisition of knowledge or skills through study, experience, or being taught Making sense/meaning of our experiences (Mezirow 1991) “a process by which the brain reacts to stimuli by making neuronal connections that act as an information processing circuit and provide information storage” (Koizumi, 2003) Learning is…
- 5. PRISM Brain Mapping ‘People leading organisaitons need high levels of neuro-plasticity’ ‘When people do work that matches their behavioural preferences they are more productive, they’re happier in their jobs and they stay longer’ ‘Understanding how the brain makes decisions and how it deals with stress has got great relevance for business’ Dr Colin Wallace, Director at PRISM Brain Mapping DubaiEye103.8, 08/09/14
- 6. 6 The world’s most comprehensive, neuroscience-based behavior mapping instrument that: • helps you understand yourself and other people so you can realise your potential • helps you to see human behaviour in an entirely different way PRISM Brain Mapping
- 7. POLL: How much does an average human brain weigh?
- 8. The human brain Weighs 1-1.5 kg 2 core motivations that underpin all behaviour and brain processing: • protect from threat • seek reward Helps us decide what is significant at any point in time
- 9. The human brain – 3 brains in oneReptilian (basal ganglia) • oldest part of the brain, fight or flight, doesn’t think, first response, saves our lives • controls the body's vital functions such as heart rate, breathing, body temperature and balance. • Includes the main structures found in a reptile's brain: the brainstem and the cerebellum. • The reptilian brain is reliable but tends to be somewhat rigid and compulsive
- 10. Lizard (Reptilian) Brain • Oldest evolutionary part of the brain • Survival • Controls vital functions • brainstem, cerebellum – main structures in a lizards brain • Reliable - rigid - compulsive This is the biological basis for why creating a safe learning environment is #1 priority
- 11. Mammalian brain, limbic system Supports a variety of functions including your • Emotions • Behaviour • Motivation • Long-term memory • Sense of smell Look after your learners elephant
- 12. Executive Brain (Prefrontal Cortex) you use your Executive Brain: • consciously think • manipulate information • pay attention • Impulse control This is where we want to get the learning happening
- 13. Learning uses a lot of energy . Executive brain (PFC) chews up metabolic fuel, such as glucose and oxygen, faster than you think You have a limited bucket of resources for activities like decision making and impulse control When we use these up we don’t have as much for the next activity
- 14. POLL How many neurons do we have?
- 15. Neurons/neural pathways • Approx. 100 billion neurons in the human brain • Trillions of supporting cells & synaptic connections • 100 known chemical regulating agents The electrical firings and chemical messages running between neurons are what produce our thoughts, feelings and interactions with the world around us.
- 16. The neurons that fire together wire together. Hebbs Rule http://youtu.be/t4np5wLAhWw Neurons are the basis of learning
- 17. Lateralised brain function A bit of myth busting…
- 18. Front & Rear Lobes
- 19. Learning rewires our brain Knowing how your brain is wired lets you self-direct your neuro-plasticity The brain is a river not a rock Up to 70% of synaptic connections change every day
- 20. A metaphor for the brain
- 21. Blank PRISM Brain Map 21
- 22. The frontal left cortex sees and examines structure and any breaks, weaknesses or malfunctioning in that structure. It is able to focus with tremendous precision on all the relevant details that might explain why the break happened and how it might be repaired. It uses its unique ability logically to evaluate and solve problems. The Gold Quadrant
- 23. Learners with strong GOLD preference Potential learning challenges Being less perfectionistic Being more open: to new ideas, to the views of others Accepting differences Dealing with ambiguity Less self-critical Preferred learning environment Safe - where they are clear about what is required from them (and can be right…) Provide pros and cons Give time to analyse data thoroughly logical, step by step presentation Analytical Decisive Reserved Deep thinkers Perfectionistic Hard working Independent
- 24. The frontal right cortex sees and examines abstract patterns. It uses its unique ability to generate and manipulate internal images of abstract or complex spatial, patterned information to identify trends and developing or evolving needs. The Green Quadrant
- 25. Learners with strong GREEN preference Potential learning challenges Listening and taking note of what is being said Getting into the detail Being organised Remaining objective Controlling emotions Conversational Problem solvers – creative Free choice Adventurous Metaphors High critical thinking abilities Excellent verbal communicators Preferred learning environment Friendly with a sense of humour Social Space to express own ideas
- 26. The posterior right cortex takes in and attends to harmonic information about relationships between different tonal qualities or pitches in someone’s voice, and different body positions and different facial expressions. It uses its unique ability to distinguish harmonious relationships from discordant relationships and to act to harmonise whatever material it is working with. The Blue Quadrant
- 27. Learners with strong BLUE preference Potential learning challenges Being more open to new ideas and opportunities Being flexible Being more assertive, direct, decisive Coping better with change Preferred learning environment Stable, harmonious environment Logical and systematic Need to know how things will be done Productive Need time to process information (understand and decide) Naturally cautious – Needs to understand why – get to the main point quickly Needs opportunities to speak Listens effectively
- 28. The posterior left cortex takes in information about objects and masses. It uses its unique ability to sequence and control that information so that the information can be retrieved and used dependably. Its sequential processing is the ability to learn and perform - a procedure or routine to achieve results - generally involving objects or things rather than people. The Red Quadrant
- 29. Learners with strong RED preference Potential learning challenges Developing more patience Toning down directness Developing empathy and sensitivity Reducing need to be in control Being more accepting and open to the views of others Preferred learning environment Communication – brief and to the point Be clear about rules and expectations Stick to the topic Don’t waste their time Dynamic, fast-paced, challenging Sequential processors Need tangible Black & white view of the world Not abstract thinkers Autonomous Practical Goal oriented
- 30. How I’ve made use of this, some ideas… Get your learners mapped – build their self-awareness, help them to guide their own learning experience Build learning that caters to all the different styles Remember: it’s good for learners to use all the different styles even though even they have preferences – builds & strengthens neural pathways making them stronger and more flexible Observe your learners preferred styles in the room, how can you help them work together better? • who wants to be in control? • who needs time to think? • who likes to talk about it first? • who needs all the information before they start?
- 31. PRISM Brain Mapping can generate a wide range of reports and measurements including • Work preferences • Emotional intelligence (EQ) • Career Development • Mental Toughness • 360-degree Assessment • Team Perfomance Diagnostic • Organisational Culture • Work Aptitude • Work Environment Compatability • Job benchmarking • Team benchmarking
- 33. Get yourself and your learners mapped Understand how your brain is wired Gain insight into your preferred learning styles Build self-awareness Become more mindful Improve group & individual learning Remember lateralised brain function
- 34. For more information Email me: jbasslearning@gmail.com OR Go to my website: www.jbasslearning.com Speaker: IDesignX 2015 Australian Instructional Design Conference Clever Brain Power Usage for Smarter Learning Design Take a look at how you can use peoples limited brain energy to design smarter, stickier learning Wednesday 25th February 2015 Melbourne Convention Centre
Notes de l'éditeur
- the brain is the source of all human behaviour It processes all this information and chooses the appropriate responses (behaviours).
- gives us the science why certain learning theories, principles and techniques work gives us new understandings about how the human brain learn Brain friendly learning and facilitation uses our understanding of the brain to create truly memorable experiences for the people we work with Not about throwing away everything we know about adult learning and faciltiation We’ve learned more about the human brain in the past 30 years than we’ve ever known before Largely due to advances in brain imaging technology Cognitive neuroscience explains behaviour in terms of the activities of the brain Explains behavior in terms of the activities of the brain Focused on perception, action, memory, language and selective attendtion – the key to learning http://www.sciencedaily.com/articles/c/cognitive_neuroscience.htm science, cognition is the mental processing that includes the attention of working memory, comprehending and producing language, calculating, reasoning, problem solving, and decision making. http://www.theguardian.com/science/2012/apr/29/neuroscience-guide-vaughan-bell the study of the nervous system and, most notably, the brain Neuroscientists focus on the brain and its impact on behaviour and cognitive functions MRI stands for functional magnetic resonance imaging - measures where oxygen-rich blood accumulates in the brain, while the subsequent statistical analysis attempts to say how reliably these changes in blood flow are associated with the specific mental task being tested. As the more active areas need more oxygen, measuring oxygenated blood is a way of inferring where more "work" is being done. http://www.medicalnewstoday.com/articles/248680.php Neuroscience, also known as Neural Science, is the study of how the nervous system develops, its structure, and what it does. Neuroscientists focus on the brain and its impact on behavior and cognitive functions.
- The acquisition of knowledge or skills through study, experience, or being taught http://www.oxforddictionaries.com/definition/english/learning NEED TO UNDERSTAND HOW HUMANS LEARN AND OUR OWN INDIVIDAUL LEARNING STYLE…
- Dr Colin Wallace: MI5 Officer at the British Security Office (psychological operations) SciOps Officer in the British Army Lectured on the subject in MBA programs at City University London, Churchill College Cambridge, the University of Oxford DubaiEye1038, 08/09/14 https://audioboom.com/boos/2457693-dr-colin-wallace-08-09-2014?utm_content=buffer97bad&utm_medium=social&utm_source=linkedin.com&utm_campaign=buffer#t=5m2s We’re not just dealing with neuroscience from the point of view of psychometric tests because the principle in what we’re looking at is the biological base of behavior not the psychometric side And with that we also look at the architecture of the brain so we have the hemispheres, the front and the back of the brain, they have specific functions and also they provide pathways in the brain for specific chemicals the biological base of behavior not the psychometric side
- PRISM Brain Mapping’s goal is to make this complex Neuroscience information as practical and as easy to understand as possible. It is about enabling people with no neuroscientific background to understand and use some of the latest discoveries of brain science in their personal and business lives. A profiling instrument for identifying human behaviour and enhancing performance We use research that has already been conducted eg wide range of studies carried out by universities years ago looking at the effect of brain chemical such as serotonin, dopamine and of latest discoveries in cognitive neuroscience to generate a comprehensive map which illlustrates how a person is likely to behave in different situations Thrust of the research has been focused on brain problems like parkinsons and dementia, of course the spin off in terms of understanding how the brain makes decisions and how it deals with stress has got great relevance for business Measures the things people like doing and the behavioural characteristics related to those things PRISM is a language that helps you undersatnd yourself and others, we each have a pattern of behaviour htat makes us unique, being aware of those preferences enables us to adapt our behaviour to be more effective in relationships with others
- fundamental role – to ensure the perpetuation of the species. More highly tuned to detecting threat than reward. Regulates all bodily functions Controls our most primitive behaviour – eating, sleeping, keeping warm Responsible for our most sophisticated activities – the creation of civilisation, of music, art and language Our hopes, thoughts, emotions and personality are all lodged somewhere in there. Professor Robert Ornstein, Stanford University
- Survival: fight or flight, doesn’t think, first response, saves our lives Controls vital functions such as heart rate, breathing, body temperature and balance
- Emotional life is largely housed in the limbic system has a great deal to do with the formation of memories
- the ‘executive centre’ of your brain Last part of the brain to evolve Last part of the brain to develop in humans – age 28yo First part of the brain to decline
- The PFC chews up metabolic fuel, such as glucose and oxygen, faster than people rrealise. ‘We have a limited bucket of resources fo activities like decision making and impulse control and when we use these up, we don’t have as much for the next activity’ (Your Brain At Work, p9) Prioritising is one of the brains most energy hungry processes (Your Brain At Work, p12) It involves imagining and then moving around concepts of which you have no direct experience (YBAW p.13) It involves understanding new ideas, as well as making deciions, remembering, and inhibiting all at once (YBAW p.13) Conscious mental activities chew up metabolic resources, the fuel in your blood, significantly faster than automatic brain functions such as keeping your heart beating or your lungs breathing. (Your Brain At Work, David Rock)
- 10,000 distinct varieties Miles of miniscule blood vessels
- Hebb's Law, Connections are strengthened when two neurons fire together regularly or fire once with significant intensity, They are more likely to fire together in future to the detriment of connections with other neurons. This action forms the basis of learning. We learn through repetition and recognition. We repeat something to create brain patterns (connections between neurons) with the intention that we will recognise this pattern, and variations from it, in future.
- Lateralised brain function Corpus Callosum LEFT Task driven Process Structure Systems Analytical Logical Sequential processing Separates the parts that makes up the whole deals with higher order functions; most efficient for processing verbal information/encoding and decoding speech – dominant for language processing RIGHT People and relationships Emotional Creative Simultaneous processing Holistic view more involved with sensory perception than abstract cognition, recognizes musical melodies, most efficient at viaual and spatial tasks/processing,
- Front and rear lobes Rear cortex – is where our,, parietal and occipital lobes, brains do most of the processing of incoming date eg sight and sound Front cortex – Frontal and temporal lobes - executive actions - where our brains makes decisiona and takes actions based on the inputs to the rear cortext
- 70% of synaptic connections change each day Brain plasticity, also known as neuroplasticity or cortical remapping, is a term that refers to the brain's ability to change and adapt as a result of experience. We now know that the brain can learn throughout our entire lifetime Your brain changes throughout your life. Every experience you have will impact on the structure of your brain. A changing brain enables us to learn, remember and adapt to our surroundings. At birth, a baby’s brain contains 100 billion neurons, roughly the number of stars in the Milky Way. Before birth, the brain produces these neurons and the connections between them known as synapses. During the first years of life, the brain undergoes a series of extraordinary changes. In your teenage years the brain undergoes a pruning process, eliminating connections that are seldom or never used.
- PRISM – a metaphon for the brain
- metaphor for the brain
- Accuracy and attention to detail, Left Brain Seratonin – conformity seeking Golds tend to be analytical, meticulous, independent, rule-conscious and competent. Overplayed: can be arrogant, cynical, critical, distant and self-righteous. Finishing: Accurate l Perfectionist l Well organised l Quality focused l Thorough l Correct l Precise l Meticulous Evaluating: Weighs pros and cons l Cautious l Chooses carefully l Analytical l Watchful l Particular l Astute Conscientious Conventional Cautious but not fearful Detail-oriented Persistent Precise Orderly Consistent Careful planners Calm
- Gold learners: Analytical (analyzing and evaluating lots of complex details) Reserved Strategic High attention to detail Good at meeting deadlines Prefer to work alone Potential learning challenges: Simplifying verbal presentations and ideas Accepting differences Focusing on inter-personal communication Tolerate mistakes Analysis paralysis Preferred learning environment may find disorganisation and lack of information stressful. Don’t criticize their efforts
- innovative, optimistic, generous, fun-loving, adventurous, trusting and adaptable. Warm, outgoing, emotional Overplayed: Greens can be hyperactive, impatient, impulsive and scatter brained. Holistic thinking and expression, Right Brain preference Dopamine – novelty seeking Innovating: l Imaginative l Innovative l Produces novel ideas l Original l Fertile mind l Inventive l Creative Initiating: Loving l Animated l Livelyl Exuberant l Spontaneous l Outgoing l Talkative l Enthusiastic
- Greens tend to prefer an environment that allows social interaction with plenty of face to face interaction They may find solitary environments unproductive and stressful Green learners: Social Energetic Reflective Don’t like being ridiculed Prefer to be free from control and detail Learning challenges Listening and taking note of what is being said Being more open to facts and data, getting into the detail Being organised – time management and prioritisation Remaining objective Presenting information with precision and detl Controlling emotions
- Harmony and personal relationships, Right brain preference Oestregen – empathy seeking Compassionate, warm, loyal, idealistic and genuine When Blues are functioning effectively, they are competent, consistent, reliable and maintain a steady pace. hardworking, patient, very productive, polite, agreeable and tactful dislike conflict Overplayed - can be hypersensitive, overly emotional, judgmental, impractical, unrealistic and self-absorbed. Supporting: Kind-hearted l Caring l Patient l Gentle l Supportive l Compassionate l Accommodating l Sensitive Consultative l Promotes participationl Seeks consensus l Seeks opinions l Values diversity l Democratic
- Blue learners: Need time to process information (understand and decide) Naturally cautious Good team player (socially oriented) Kind-hearted and caring Can be friendly to others Tenacious Potential learning challenges: Identifying priorities Being less sensitive to refusal or rejection Preferred learning environment: Friendly learning environment with a sense of humour that is supportive, understanding and non-threatening (doesn’t like rude or aggressive environments) Stable, harmonious environment Need logical and systematic approach Need to know how things will be done May find abrasive people, conflict and fast pace uncomfortable Show their importance to the organisation Productive
- Holistic thinking and expression, Left Brain Testosterone – dominance seeking Reds tend to be reliable, organised, focused on the task at hand, practical and hardworking. Overplayed; can be demanding, judgmental, inflexible and close-minded. Focussing: l Stubborn l Prickly l Quick to angerl Argumentative l Intolerant l Impatient l Confrontational Delivering: Forceful l Pushyl Independent l Hard driving l Single-minded l Demanding
- Red learners: Sequential processors (most easily appreciated as the ability to learn and perform an established sequence of movements – a procedure or routine to achieve results – generally involving objects or things rather than people) Need tangible – see it, hear it, taste, or smell it otherwise not real Hard working Independent. Self-sufficient Purposeful Potential learning challenges Toning down directness Being less forceful – more patient and approachable Showing they are listening – not interrupting Being more logical and systematic in their approach Attention to detail Dealing with disappointment/frustration Preferred learning envionment May find close supervision and routine practices stressful Opportunity to be in control and create results Opportunity to initiate Help them achieve their goals
- Remember lateralised brain function: find out how to build the less preferred learning styles (self-directed neural-plasticity)