The Neuroscience of Learning Design
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There is a science when it comes to learning. Dr. Britt Andreatta shares the latest research from top scientists at Harvard, Stanford, University of Wisconsin, and New York University––on how the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills. More on the neuroscience of learning design: http://www.lynda.com/Higher-Education-tutorials/Neuroscience-Learning/188434-2.html
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The Neuroscience of Learning Design
- 1. The Neuroscience of Learning Design Britt Andreatta, Ph.D. Director of Learning + Development at lynda.com Senior Learning Consultant, LinkedIn
- 2. Roadmap Potential Neuroscience of learning Growth mindset 3 phase model Designing learning For copy of full presentation, visit http://www.slideshare.net/lyndadotcom/the-neuroscience-of-learning- design
- 3. Sources 25 years of teaching, training and consulting Research by: Richard Davidson, Carol Dweck, Benjamin Bloom, David Kolb, David Rock, Jill Bolte Taylor, Rudolph Tanzi, Daniel Goleman Center for Investigating Healthy Minds (Univ of Wisconsin) Greater Good Science Center (UC Berkeley) NeuroLeadership Institute
- 4. How the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills. Neuroscience of Learning
- 5. The capacity to become or develop into something in the future. Unrealized ability. Potential
- 6. Growth Mindset leads to a desire to learn, so tends to: Believe that skills can always improve with hard work See effort as a path to mastery and therefore essential Embrace challenges and see them as opportunity to grow See feedback as useful for learning and improving Views setbacks as a wake-up call to work harder next time Find lessons and inspiration in the success of others As a result, they reach ever-higher levels of potential and performance. Fixed Mindset leads to a desire to look good, so tends to: Believe that most skills are based on traits that are fixed and cannot change See effort as unnecessary; something to do when you’re not good enough Avoid challenges because could reveal lack of skill; tends to give up easily See feedback as personally threatening to sense of self and gets defensive View setbacks as discouraging; tends to blame others Feel threatened by the success of others; may undermine others in effort to look good As a result, they may plateau early and achieve less than their full potential.
- 7. Score on 1-5 3.00 5.00 7.00 9.00 11.00 PercentageCorrect Compare to Others Compare to Self Score on 6-10 Score on 1-5 Score on 6-10
- 8. Yet...
- 10. In pairs, take one minute to share something you want to learn— e.g., software, money management, leadership, bake bread, play an instrument, etc. Application
- 12. Learn models of change Comprehend correctly Use with team/project Recognize problem and adjust Innovate variation for context Determine ROI Levels
- 14. Accommodating feel and do Diverging feel and watch Active Experimentation Doing Reflective Observation Watching Concrete Experience Feeling Abstract Conceptualism Thinking Converging think and do Assimilating think and watch Processing Continuum ContinuumPerception Cycle
- 15. Learn models of change Use with team/project Recognize problem and adjust Innovate variation for context Determine ROI Accommodating feel and do Diverging feel and watch Active Experimentation Doing Reflective Observation Watching Concrete Experience Feeling Abstract Conceptualism Thinking Converging think and do Assimilating think and watch Processing Continuum ContinuumPerception Cycle
- 18. Focus
- 19. this presentation your email Multitasking Switch tasking
- 20. this presentation your email Swiss Tasking!
- 21. Focus
- 23. In pairs, take two minutes to discuss how you can apply levels and focus to the thing you want to learn. Application
- 25. Connections
- 26. Connections 1. Metacognition 2. Wordplay 3. Insight 4. Social 5. Music
- 30. Induce Insight Introduce a range of concepts Let people learn on their own Give people time for reflection
- 34. In pairs, take two minutes to discuss how you can use the power of these connections for what you want to learn. • Insight • Social • Music Reflection
- 35. Feelings
- 37. “This is important!” “Remember this!”
- 39. Threatening Rewarding Best for Learning
- 40. Sharing with others Light competition Quiz Games/playfulness Humor The Stars of Learning Application/reflection On demand learning Insight/“aha” moment Gratitude Mindfulness
- 41. Retrieval
- 43. Group A Learned math and did 10 problems Group B Learned math and did 5 problems Day 1 Did 5 more problems Day 7 Test 1 week Test 4 weeks 75% 70% 32% 64% Retrieval
- 44. Why? Same day massed 50% 12 hours same day 55% 12 hours overnight 65% 24 hours overnight 75%
- 46. In pairs, take two minutes to discuss how you can optimize what you are learning through: • positive emotions • retrieval • sleep Reflection
- 47. Learn Remember Do Trigger Baby Steps Reward
- 53. 8:00am Start working Don’t get fired! Examples
- 54. Threatening Rewarding Best for Motivation
- 60. 40 20 66 Hebb’s Law: Neurons that fire together wire together!
- 61. In pairs, take two minutes to discuss how you can create a positive habit for yourself (trigger>routine>reward). Reflection
- 63. Learning Design Work with the brain Use the Magic of 3 Create habits you want to see
- 64. The Magic of 3 3 levels of learning 3 connections 3 retrievals, spaced with sleep Blend learning elements to get there
- 65. Design the Habit Build behaviors you want to see Trigger > routine > reward Flip the classroom and fire those neurons!
- 66. CONTENT Flip the Classroom Before: Learn During: Application + Discussion After: Extend Learning
- 67. further learning videos readings memory easy change hard change org dev models change curve best leader practicerole plays case study action plan to do to say change style reaction Life Cycle assessment adaptability resilience mindfulness resistance resilience vulnerability Greiner Curve Senge Learning neuro science change
- 68. Learn more at lynda.com 10,000+ hours of learning! Instructional Design Essentials Series: ❯ The Neuroscience of Learning with Britt Andreatta ❯ Flipping the Classroom with Aaron Quigley ❯ Models of Instructional Design with Shea Hanson ❯ Needs Analysis with Jeff Toister Free webinars: www.lynda.com/webinars Enterprise solutions: sales@lynda.com
- 70. Upcoming Webinar Creating a Transformative Culture of Learning Britt Andreatta, Ph.D. Tuesday, June 2, 2015, 11:00am PST Register at http://www.clomedia.com/events Building an Engaging Culture Through Management Training
- 71. Questions + Comments BrittAndreatta.comlynda.com Open until June 10th http://pages.lynda.com/neuroscience.html
Notes de l'éditeur
- :00 Welcome. Dr. Britt Andreatta, Dir of L+D Latest research -- top scientists at Harvard, Stanford, Univ of Wisconsin, and New York U Advances in medical tech References
- :00
- :01
- :02 A renaissance is occurring -- we are learning more everyday about this body we inhabit and how to maximize its potential
- :02 We’re talking about potential Learning is how we get there. Learning has to be retained and recalled.
- :03-:04
- :05 Mindset changes performances True in performance evals too Sal Khan, Khan Academy, has amazing stats too
- :05 The mantra of the growth mindset. This prezo will give you tips and strategies.
- :06 3 phase model Learn first > recall info > change behavior.
- :06-:07
- :08 Let’s look at how we learn
- :09 Bloom’s Hierarchy of Learning, also Taxonomy Oldie but goodie Example of change
- :10 Perception continuum – abstract to concrete Processing continuum – active to relfective
- :10 Work around model Diverging, Assimilating, Converging, Accommodating
- :10 Kolb’s Learning Cycle Both models are growth mindset and tap into what we now know from neuroscience
- :11 Hippocampus Amygdala Senses (optical, aural, olfactory)
- 10:11 Unites left and right hemispheres “Data drive” First captures what we learn and then puts into long-term memory
- :12 Your attention turns on the data recorder Daniel Goleman book FOCUS Richard Davidson, U of Wisconsin, “phaselocking”
- :13 Multitasking does not exist -- false sense of confidence. Studies prove. Creates holes
- :13 Switchtasking = SWISS Studies -- if people around you are distracted, it impairs your learning “second hand distractions are dangerous”
- :14 So you’re focusing. How many minutes do you think the brain can actually do that?
- :14 20 minutes max! Hippocampus cannot record more. Break learning into chunks. For example this presentation, it broken up with discussions, you can do activities, show videos, etc.
- :15-:16
- :18 So you’ve learned something. Now we need to get it in your memory so you can use it later.
- :19 Connections is how we do that -- we “grow” memories NYU – schemas – we HOOK ON and immediately update what we know about world (hard to forget) Our schema for phone – used to look like this 5 types of connections
- :19 5 types of connections I’m going to focus on the last 3 (see others in the course)
- :20 #3 = insight Insight = ooh noise , aha moment
- :21 Feeling of synapses connecting -- systemic change that canNOT be undone Red pill in Matrix Flash of a thought or idea
- :22 Induce insight with learning design
- :23 #1 increase chances of connecting (Bloom + Kolb) #2 when people seek their own answers, much more likely to stick #3 Take attn off the problem allows synapses to connect
- :24 #4 Social We are wired for social connection--part of survival. Social learning is most impactful. Creates positive emotions Reactivate our learning when we run into people (pairs). Live learning events capitalize on all of that.
- :25 #5 music Music activates many regions of the brain-nearly indestructible. Why we don’t forget lyrics of songs. School House Rock was brilliant.
- :26 Congresswoman Gabby Giffords – music therapy brought her speech back Clive Wearing – Destroyed his hippocampus 7 seconds of memory but rememberd all his music. Now using with stroke victims, military veterans with traumatic brain injuries
- :27-:28
- 10:29 Range of emotions Intensity of arousal -- not too much or too little
- :30 Amygdala key player in memory Connected to H, detects arousing stimuli Fight or flight response
- :31 Amygdala tells the hippocampus to turn on
- :32 what matters to people? survival = physical safety, financial security belonging = feeling accepted and valued (social) becoming = opportunities to grow and contribute to something meaningful… potential!
- :32 Not negative and not too strong -- slightly positive
- :33 So mix these up as you break your learning into those 15 minute chunks of time
- :34 Retrieval is 3rd way we get into memory Neural pathway thickened during reactivation “Grows” the memory Changing context is best
- :34 Rawson & Dunlosky Kent State U Revisiting content increases retention (moves to memory) -- not repetition Benefit maxes at 3 Journal of Experimental Psychology (2011, 140 (3), p. 283
- :35 When matters Study in Educational Psych Review Dartmouth U Same amount of study just spaced differently Carpenter, et al. (2012) v24 p. 369
- :36 Memory study -- % answers correct on long-term memory test. Dr. Bell...
- :36 The sleeping brain reactivates circuits Actively forgets irrelevant info (no schema update) Integrates new + old during REM Last hour is most critical!
- :37-:38
- :39 Change our behaviors. The real point of learning -- to be different than before.
- :39 We are really trying to change behavior The power of Habit Charles Duhigg
- :40 When we do behaviors over and over, they get routinized and pushed into the Basal ganglia Think of driving a car
- :41 The habit loop -- how the brain builds it Cue = signal Routine = behavior Reward = some perceived benefit Basal ganglia takes over and routinizes thousands of behaviors. If you want to change beh, change loop.
- :42
- :42
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- :43 Remember this? True for habit rewards too. Positive is ultimately better than negative.
- :43 Trigger = hot = act now Audio/visual observable marker (not a feeling or thought) Bonus = already a habit (anchor) Flossing teeth + anchor of putting toothbrush down
- :44 #2 = babysteps Make it stupidly easy– make it too small to fail Right after cue No time limits (not I will run for 30 minutes, just run)
- :45 #3 = reward right away – proximal Only means “yes you did it” Runners and chocolate Me and biking with radio show
- :46 Social reward is great -- best with physical touch (high five) cuz it releases oxytocin Bonus if routine is its own reward (running releases dopamine) Kazdin Method of parenting, Yale University
- :47-:48 Great example! Never learned this before. Clicker is reward. Now just add sleep and retrieve 3 times... http://www.tagteach.com/TAGteach_track_and_field
- :49 20 gets you started 40 is a habit 66 is a new neural path that can be see in the brain!
- :50-:51
- :52 Review Metacog, wordplay, insight, social, music
- :53
- :53 If you want to retain something for a year, revisit it every three months
- :54 If you want to retain something for a year, revisit it every three months
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