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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.
: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
10:29 Range of emotions Intensity of arousal -- not too much or too little
:30 Amygdala key player in memoryConnected to H, detects arousing stimuliFight or flight response
:31 Amygdala tells the hippocampus to turn on
:32 what matters to people?survival = physical safety, financial securitybelonging = 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!
: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 = behaviorReward = some perceived benefitBasal ganglia takes over and routinizes thousands of behaviors. If you want to change beh, change loop.
: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...
:49 20 gets you started 40 is a habit 66 is a new neural path that can be see in the brain!
:52 Review Metacog, wordplay, insight, social, music
: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
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
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.
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
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
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
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
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