the neuroscience of learning design

The Neuroscience of Learning

The Neuroscience of Learning Design

Britt Andreatta, Ph.D.

Director of Learning + Development at lynda.comSenior Learning Consultant, LinkedIn

:00 Welcome. Dr. Britt Andreatta, Dir of L+DLatest research -- top scientists at Harvard, Stanford, Univ of Wisconsin, and New York UAdvances in medical tech References

RoadmapPotential Neuroscience of learningGrowth mindset3 phase modelDesigning learning

For copy of full presentation, visit http://www.slideshare.net/lyndadotcom/the-neuroscience-of-learning-design

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Sources25 years of teaching, training and consultingResearch by: Richard Davidson, Carol Dweck, Benjamin Bloom, David Kolb, David Rock, Jill Bolte Taylor, Rudolph Tanzi, Daniel GolemanCenter for Investigating Healthy Minds (Univ of Wisconsin)Greater Good Science Center (UC Berkeley)NeuroLeadership Institute

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How the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills.Neuroscience of Learning

:02A renaissance is occurring -- we are learning more everyday about this body we inhabit and how to maximize its potential

The capacity to become or develop into something in the future. Unrealized ability.Potential

:02Were talking about potentialLearning is how we get there.Learning has to be retained and recalled.

Growth Mindsetleads to a desire to learn, so tends to:Believe that skills can always improve with hard workSee effort as a path to mastery and therefore essentialEmbrace challenges and see them as opportunity to growSee feedback as useful for learning and improvingViews setbacks as a wake-up call to work harder next timeFind lessons and inspiration in the success of othersAs a result, they reach ever-higher levels of potential and performance.

Fixed Mindsetleads to a desire to look good, so tends to:Believe that most skills are based on traits that are fixed and cannot changeSee effort as unnecessary; something to do when youre not good enoughAvoid challenges because could reveal lack of skill; tends to give up easilySee feedback as personally threatening to sense of self and gets defensiveView setbacks as discouraging; tends to blame othersFeel threatened by the success of others; may undermine others in effort to look goodAs a result, they may plateau early and achieve less than their full potential.

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Score on 1-5

3.005.007.009.0011.00Percentage CorrectCompare to OthersCompare to Self

Score on 6-10Score on 1-5Score on 6-10

:05Mindset changes performancesTrue in performance evals tooSal Khan, Khan Academy, has amazing stats too

Yet...

:05The mantra of the growth mindset. This prezo will give you tips and strategies.

Learn

Do

Remember

:063 phase model Learn first > recall info > change behavior.

In pairs, take one minute to share something you want to learne.g., software, money management, leadership, bake bread, play an instrument, etc.Application

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Learn

Remember

DoLevelsCycleFocus

:08Lets look at how we learn

Learn models of changeComprehend correctlyUse with team/projectRecognize problem and adjustInnovate variation for contextDetermine ROILevels

:09Blooms Hierarchy of Learning, also TaxonomyOldie but goodie Example of change

Active ExperimentationDoingReflective ObservationWatchingConcrete ExperienceFeelingAbstractConceptualismThinking

ProcessingContinuum

ContinuumPerceptionCycle

:10Perception continuum abstract to concreteProcessing continuum active to relfective

Accommodatingfeel and do

Divergingfeel and watchActive ExperimentationDoingReflective ObservationWatchingConcrete ExperienceFeelingAbstractConceptualismThinking

Convergingthink and do

Assimilatingthink and watch

ProcessingContinuum


:10Work around modelDiverging, Assimilating, Converging, Accommodating

Learn models of changeUse with team/projectRecognize problem and adjustInnovate variation for contextDetermine ROI

Accommodatingfeel and do

Divergingfeel and watchActive ExperimentationDoingReflective ObservationWatchingConcrete ExperienceFeelingAbstractConceptualismThinking

Convergingthink and do

Assimilatingthink and watch

ProcessingContinuum


:10Kolbs Learning CycleBoth models are growth mindset and tap into what we now know from neuroscience

:11HippocampusAmygdalaSenses (optical, aural, olfactory)

10:11Unites left and right hemispheresData driveFirst captures what we learn and then puts into long-term memory

Focus

:12Your attention turns on the data recorderDaniel Goleman book FOCUSRichard Davidson, U of Wisconsin, phaselocking

this presentationyour emailMultitaskingSwitch tasking

:13Multitasking does not exist -- false sense of confidence. Studies prove.

Creates holes

this presentationyour emailSwiss Tasking!

:13Switchtasking = SWISSStudies -- if people around you are distracted, it impairs your learning second hand distractions are dangerous

Focus

:14So youre focusing. How many minutes do you think the brain can actually do that?

:1420 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.

In pairs, take two minutes to discuss how you can apply levels and focus to the thing you want to learn.Application

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Learn

Remember

DoConnectionsFeelingsRetrieval

:18So youve learned something. Now we need to get it in your memory so you can use it later.

Connections

:19Connections is how we do that -- we grow memoriesNYU schemas we HOOK ON and immediately update what we know about world (hard to forget)Our schema for phone used to look like this5 types of connections

ConnectionsMetacognitionWordplayInsightSocialMusic

:195 types of connections Im going to focus on the last 3 (see others in the course)

:20#3 = insightInsight = ooh noise , aha moment

:21Feeling of synapses connecting -- systemic change that canNOT be undoneRed pill in MatrixFlash of a thought or idea

:22Induce insight with learning design

Induce InsightIntroduce a range of conceptsLet people learn on their ownGive people time for reflection

: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 connect30

: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 dont forget lyrics of songs. School House Rock was brilliant.

:26Congresswoman 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

In pairs, take two minutes to discuss how you can use the power of these connections for what you want to learn. InsightSocial MusicReflection

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Feelings

10:29 Range of emotionsIntensity of arousal -- not too much or too little

:30Amygdala key player in memoryConnected to H, detects arousing stimuliFight or flight response

This is important!Remember this!

:31Amygdala tells the hippocampus to turn on

SurviveBelongBecomeWe are wired to

:32what matters to people?survival = physical safety, financial securitybelonging = feeling accepted and valued (social)becoming = opportunities to grow and contribute to something meaningful potential!

Threatening

Rewarding

Best for Learning

:32Not negative and not too strong -- slightly positive

Sharing with othersLight competitionQuizGames/playfulnessHumorThe Stars of LearningApplication/reflectionOn demand learningInsight/aha momentGratitudeMindfulness

:33So mix these up as you break your learning into those 15 minute chunks of time

Retrieval

:34Retrieval is 3rd way we get into memoryNeural pathway thickened during reactivationGrows the memoryChanging context is best

:34Rawson & Dunlosky Kent State URevisiting content increases retention (moves to memory) -- not repetitionBenefit maxes at 3

Journal of Experimental Psychology (2011, 140 (3), p. 283

Group ALearned math anddid 10 problems

Group BLearned math anddid 5 problems

Day 1

Did 5 more problemsDay 7

Test1 week

Test4 weeks75%70%32%64%

Retrieval

:35When mattersStudy in Educational Psych Review Dartmouth USame amount of study just spaced differently

Carpenter, et al. (2012) v24 p. 369

Why?Same day massed 50%12 hours same day 55%12 hours overnight 65%24 hours overnight 75%

:36Memory study -- % answers correct on long-term memory test. Dr. Bell...

:36The sleeping brain reactivates circuits Actively forgets irrelevant info (no schema update)Integrates new + old during REM

Last hour is most critical!

In pairs, take two minutes to discuss how you can optimize what you are learning through:positive emotionsretrievalsleepReflection

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Learn

Remember

DoTriggerBaby StepsReward

:39Change our behaviors. The real point of learning -- to be different than before.

DoNew skillBehavior changeHabit

:39We are really trying to change behaviorThe power of Habit Charles Duhigg48

:40When we do behaviors over and over, they get routinized and pushed into the Basal gangliaThink of driving a car

Trigger

Routine

RewardBuilding Habits

:41The habit loop -- how the brain builds it Cue = signal Routine = behaviorReward = some perceived benefitBasal ganglia takes over and routinizes thousands of behaviors. If you want to change beh, change loop.

Walk in kitchen

Turn onkettle

Caffeine!Examples

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Orderarrives

Processorder

Money!Examples

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8:00am

Start working

Dont getfired!Examples

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Threatening

Rewarding

Best for Motivation

:43Remember this? True for habit rewards too. Positive is ultimately better than negative.

:43Trigger = hot = act nowAudio/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 failRight after cueNo time limits (not I will run for 30 minutes, just run)

:45#3 = reward right away proximal Only means yes you did itRunners and chocolateMe and biking with radio show

:46Social reward is great -- best with physical touch (high five) cuz it releases oxytocinBonus if routine is its own reward (running releases dopamine)Kazdin Method of parenting, Yale University

Lunch + Learn

www.tagteach.com/TAGteach_track_and_field

:47-:48Great example! Never learned this before. Clicker is reward. Now just add sleep and retrieve 3 times...

http://www.tagteach.com/TAGteach_track_and_field

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Hebbs Law: Neurons that fire together wire together!

:4920 gets you started40 is a habit66 is a new neural path that can be see in the brain!

In pairs, take two minutes to discuss how you can create a positive habit for yourself (trigger>routine>reward).Reflection

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Learn

Do

RememberLevelsCycleFocusConnectionsFeelingsRetrievalTriggerBaby StepsReward

:52ReviewMetacog, wordplay, insight, social, music

Learning DesignWork with the brainUse the Magic of 3Create habits you want to see

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The Magic of 33 levels of learning3 connections3 retrievals, spaced with sleepBlend learning elements to get there3

:53If you want to retain something for a year, revisit it every three months

Design the HabitBuild behaviors you want to seeTrigger > routine > rewardFlip the classroom and fire those neurons!

:54If you want to retain something for a year, revisit it every three months

CONTENTFlip the ClassroomBefore:Learn

During:Application + DiscussionAfter:Extend Learning

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further learning

videos

readings

memory

easy changehard changeorg devmodelschange curvebest leaderpractice

role plays

case study

action plan

to do

to say

change stylereaction

Life Cycleassessment

adaptabilityresiliencemindfulnessresistanceresiliencevulnerabilityGreiner CurveSenge Learningneuroscience

change

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Learn more at lynda.com10,000+ hours of learning!Instructional Design Essentials Series:The Neuroscience of Learning with Britt AndreattaFlipping the Classroom with Aaron QuigleyModels of Instructional Design with Shea HansonNeeds Analysis with Jeff Toister

Free webinars: www.lynda.com/webinarsEnterprise solutions: [email protected]

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Open until June 10th

http://pages.lynda.com/neuroscience.html

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Upcoming Webinar Creating a Transformative Culture of Learning

Britt Andreatta, Ph.D.

Tuesday, June 2, 2015, 11:00am PSTRegister at http://www.clomedia.com/events

Building an Engaging Culture Through Management Training

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Questions + CommentsBrittAndreatta.com

lynda.com

Open until June 10thhttp://pages.lynda.com/neuroscience.html

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