Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Webinar bfl & prism2 240315

529 views

Published on

Brain friendly learning is about designing and delivering learning experiences that take the how the learners brain learns into account - to have a stickier and more productive learning experience.

Jane Hudson has 20 years experience working in organisational learning - designing, developing and delivering strategically aligned quality learning programs.

If you'd like to get in touch:
jbasslearning@gmail.com
www.jbasslearning.com

The world’s most comprehensive, neuroscience-based behavior mapping instrument that helps you
- understand yourself and other people so you can realise your potential
- to see human behaviour in an entirely different way

This webinar looked at how we can use PRISM to learn more about how brains learn and using that information to create brain friendly learning programs.

Published in: Education
  • Be the first to comment

Webinar bfl & prism2 240315

  1. 1. Webinar: Brain Friendly your Learning with PRISM Brain Mapping with Jane Hudson JBass Learning 1
  2. 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. 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. 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. 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. 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. 7. POLL: How much does an average human brain weigh?
  8. 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. 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. 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. 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. 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. 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. 14. POLL How many neurons do we have?
  15. 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. 16. The neurons that fire together wire together. Hebbs Rule http://youtu.be/t4np5wLAhWw Neurons are the basis of learning
  17. 17. Lateralised brain function A bit of myth busting…
  18. 18. Front & Rear Lobes
  19. 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. 20. A metaphor for the brain
  21. 21. Blank PRISM Brain Map 21
  22. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
  32. 32. 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
  33. 33. 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

×