Apply the latest Neuroscience insights to your training and learning programs to make them more brain-friendly and effective.

1. Br in–Based
Training
Using Brain Science to ACCELERATE Learning
& ENHANCE Measurable Results

2. ¡ Please
sit
with
2
people
you
know
the
least
¡ Introduce
your
self
¡ Find
out
what
your
new
friends
know
about
Brain
Science
and
Human
Learning.

3. Passion
Cer&fica&on
Educa&on
Rahila
Narejo

4. NeuroLeadership
+
The neuroscience of how leaders:
• Make decisions & solve problems
• Regulate emotions
• Collaborate with others
• Facilitate change
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5. NeuroLeadership
+
ADDRESS
the
BIOLOGICAL
BASIS
of:
• LEARNING
• PEAK
PERFORMANCE
• ENGAGEMENT
• ORGANIZATIONAL
CHANGE
• TEAMS/SOCIAL
Connec&ons
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7. If
your
goal
is
real
behavior
change,
you
can’t
ignore
brain-­‐
based
training.

8. Learning
Schema
1. Neuroplas&city
2. Learning
=
New
Connec&ons
3. AGES
Model
4. Concept
Centers
5. 6
Principles
of
Brain-­‐friendly
Learning
• Key
Benefits
– Understand
how
the
brain
learns
– Implement
a
brain
friendly
learning
programs
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(Pvt.)
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Rights
Reserved

9. Learning
Schema
1. NeuroplasEcity
2. Learning
=
New
Connec&ons
3. AGES
Model
4. Concept
Centers
5. 6
Principles
of
Brain-­‐friendly
Learning
• Key
Benefits
– Understand
how
the
brain
learns
– Implement
a
brain
friendly
learning
programs
Copyright
NarejoHR
(Pvt.)
Ltd.
All
Rights
Reserved

13. Learning
Schema
1. Neuroplas&city
2. Learning
=
New
ConnecEons
3. AGES
Model
4. Concept
Centers
5. 6
Principles
of
Brain-­‐friendly
Learning
• Key
Benefits
– Understand
how
the
brain
learns
– Implement
a
brain
friendly
learning
programs
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(Pvt.)
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Rights
Reserved

14. is
by
MAKING CONNECTIONS

15. A
newspaper
is
beXer
than
a
magazine.
A
seashore
is
a
beXer
place
than
the
street.
At
first
it
is
beXer
to
run
than
to
walk.
You
may
have
to
try
several
&mes.
It
takes
some
skill,
but
it
is
easy
to
learn.
Even
young
children
can
enjoy
it.
Once
successful,
complica&ons
are
minimal.
Birds
seldom
get
too
close.
Rain,
however,
soaks
in
very
fast.
Too
many
people
doing
the
same
thing
can
also
cause
problems.
One
needs
lots
of
room.
If
there
are
no
complica&ons,
it
can
be
very
peaceful.
A
rock
will
serve
as
an
anchor.
If
things
break
lose
from
it,
however,
you
will
not
get
a
second
chance.
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From:
On
Being
Certain
by
Dr.
Robert
Burton

17. Flag
Green
Pakistan
Food
BBQ
Friends
Cricket
Eid
Ball
Afridi

18. MEMORY
SHORT
TERM
MEMORY
Working
Memory
LONG
TERM
MEMORY
DECLARATIVE
MEMORY
(consciously processes facts and events)
PROCEDURAL
MEMORY
(Unconscious processing of skills; motor
(riding a bike) and cognitive (reading))
EPISODIC
MEMORY
(Knowledge of events in personal history to which
we have conscious access;
No control)
SEMANTIC
MEMORY
(store intentionally learned information
Generally complete control)

19. Learning
How our brain
acquires new
information and
skills.
Encoding
Memory
How and where
our brain stores
learned
information and
skills.
Process where-by
long-term
memory
preserves a
learning in a way
that it can retrieve
it accurately.
Embedding
Retrieval

20. Learning
Schema
1. Neuroplas&city
2. Learning
=
New
Connec&ons
3. AGES
Model
4. Concept
Centers
5. 6
Principles
of
Brain-­‐friendly
Learning
• Key
Benefits
– Understand
how
the
brain
learns
– Implement
a
brain
friendly
learning
programs
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Rights
Reserved

21. AGES
Model
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22. Prefrontal
Cortex
(PFC)

25. Copyright
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26. AXen&on
• Divided
aXen&on
(even
a
&ny
bit)
significantly
reduces
hippocampus
ac&va&on
during
embedding
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27. GeneraEon
• What
you
do
with
informa&on
once
you
pay
aXen&on
has
a
powerful
impact
on
memory
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28. Emo&ons
1. Grab
your
aXen&on
2. Consolida&on
of
memory
enhanced
through
amygdala
3. Strong
emo&ons
can
reduce
percep&on
and
cogni&on
4. A
liXle
arousal
is
good,
prolonged
is
not.
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29. Spacing
• Spacing
learning
sessions
across
&me
leads
to
longer
reten&on
than
cramming
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30. Learning
Schema
1. Neuroplas&city
2. Learning
=
New
Connec&ons
3. AGES
Model
4. Concept
Centers
5. 6
Principles
of
Brain-­‐friendly
Learning
• Key
Benefits
– Understand
how
the
brain
learns
– Implement
a
brain
friendly
learning
programs
Copyright
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(Pvt.)
Ltd.
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Rights
Reserved

32. Concept
Centers
General
Instruc&ons
• Stay
with
your
center
group
–
work
collabora&vely
to
get
the
tasks
done.
• Rotate
centers
in
order:
1,
2,
3.
• 7
minutes
at
each
center.
• Signal
to
clean
up
and
rotate.
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33. Concept
Centers
Discussion
1. What
did
you
learn
or
relearn
about
the
brain
and
human
learning
at
the
centers?
2. What
were
your
observa&ons
about
the
process
used
to
learn
this
content?
3. How
might
you
apply
the
content
or
process
to
your
own
instruc&on?
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34. Learning
Schema
1. Neuroplas&city
2. Learning
=
New
Connec&ons
3. AGES
Model
4. Concept
Centers
5. 6
Principles
of
Brain-­‐friendly
Learning
• Key
Benefits
– Understand
how
the
brain
learns
– Implement
a
brain
friendly
learning
programs
Copyright
NarejoHR
(Pvt.)
Ltd.
All
Rights
Reserved

35. Copyright
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(Pvt.)
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36. Six
Principles
1.
2.
3.
4.
5.
6.
movement trumps sitting
talking trumps listening
images trump words
writing trumps reading
shorter trumps longer
different trumps
same

37. Stand
and
find
one
or
two
friends
to
walk
with.
Walk
around
the
perimeter
of
the
room
and
talk
about
how
you
plan
to
use
what
you
have
learned.
When
you
get
back
to
where
you
began,
thank
your
walkabout
group.
Time:
about
three
minutes.

38. Brain
Science
Books
• Cross,
Jay.
(2007).
Informal
Learning.
San
Francisco,
CA:
Pfeiffer
Co.
Definitely
a
paradigm-­‐shihing
kind
of
book,
and
a
must-­‐read.
Highly
recommended.
• Jensen,
Eric.
(2000).
Brain-­‐Based
Learning.
Thousand
Oaks,
CA:
Corwin
Press.
Reader-­‐friendly
and
filled
with
prac&cal
ways
of
applying
the
research
to
classroom
instruc&on.
Recommended.
• Medina,
John.
(2008).
Brain
Rules.
SeaXle,
WA:
Pear
Press.
The
best
of
the
best.
What
else
can
I
say?
Highly
recommended.
Buy
it!
• Meier,
David.
(2000).
The
Accelerated
Learning
Handbook.
New
York,
NY:
McGraw-­‐
Hill.
The
most
comprehensive
book
ever
wriXen
about
Accelerated
Learning,
authored
by
the
director
of
the
Center
for
Accelerated
Learning.
Highly
recommended.
• Sousa,
David.
(2006).
How
The
Brain
Learns.
Thousand
Oaks,
CA:
Corwin
Press.
A
reader-­‐friendly
brain
primer,
covering
most
of
the
important
neuroscien&fic
research
of
the
past
decade.
Recommended.
• Stolovich,
Harold;
Keeps,
Erica.
(2002).
Telling
Ain't
Training.
Alexandria,
VA:
American
Society
for
Training
&
Development
(ASTD).
Explains
brain
science
in
easy-­‐to-­‐digest
bites,
with
lots
of
reader
interac&on
to
spice
it
up.
Recommended.
• Wolfe,
Patricia.
(2001).
Brain
MaXers.
Alexandria,
VA:
Associa&on
for
Supervision
and
Curriculum
Development
(ASCD).
Another
excellent
resource
combining
neuroscience
with
prac&cal
classroom
applica&on.
Highly
recommended.

39. Thank you!
Rahila Narejo, Lead Consultant
Email: info@narejohr.com
Office: +92 21-3530-1060/61