NeuroEducation: Science of the Learning Brain
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The document presents insights into neuroeducation, addressing common neuromyths that misconceptions about brain function and learning, such as the idea that we only use 10% of our brains and that learning styles dictate how we should teach. It encourages discussion on the prevalence of these myths in the workplace and the implications for designing effective learning experiences. The overarching theme focuses on understanding the learning brain to enhance educational strategies.
NeuroEducation: Science of the Learning Brain
- 1. NeuroEducation Science of the Learning Brain Tracy King, MA, CFD, CAE
- 2. How do you know what you know?
- 3. How do you know what you know?
- 4. How do you know what you know?
- 5. ● NeuroMyths / Learning Brain / Insights Key Points
- 6. ● Pick a partner ● Table talk topics: ◦ Introduce yourself & where you are from. ◦ Identify what drew you to selecting this session and which of the main points sounds most interesting to you. ● 2 minutes Your Turn
- 7. ● NeuroMyths / Learning Brain / Insights Key Points
- 8. NeuroMyths Myth 1: We only use 10% of our brains
- 9. NeuroMyths Myth 2: We are left-brained or right-brained dominant Photo credit: Flickr / Hans Splinter
- 10. Myth 3: The brain’s structure & potential is determined by age 3 NeuroMyths Photo credit: Flickr / Hopefuldz9er
- 11. NeuroMyths Myth 4: We are capable of multitasking
- 12. NeuroMyths Myth 5: Everyone has a primary learning style
- 13. ● Pick a partner ● Table talk topics: ◦ Are any of these myths prevalent where you work? ◦ What challenges or opportunities do addressing myths present? ● 3 minutes Your Turn
- 14. ● NeuroMyths / Learning Brain / Insights Key Points
- 15. Data affecting survival (reflexive) Data generating emotions (reflexive) Data for new learning Your competition Do I feel threatened? Are strong emotions my focus?
- 17. Attend
- 18. Analyze
- 19. Associate
- 20. Act
- 21. Attend: How can I grab attention and maintain focus? Associate: How can I create space for reflection? Act: What exercises or tools will I offer for practice? Analyze: How do I structure content to connect with the learner? “AAAA”
- 22. Attend Associate Act Analyze “AAAA”
- 23. ● NeuroMyths / Learning Brain / Insights Key Points
- 24. ● Table discussion ● Table talk topics: ◦ How does understanding the learning brain assist you in designing learning experiences? ◦ Attend, Analyze, Associate, Act ◦ What questions does this raise? ◦ Insights report out ● 10 minutes Your Turn
- 25. Contact me www.inspired-ed.com Tracy@inspired-ed.com Connect with me T:@TracyInspired LI:linkedin.com/in/TracyInspired FB:facebook.com/TracyKing.InspirEd