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For
teachers, trainers,
   instructors,
  and presenters




From Using Brain Science to Make Training Stick
             by Sharon Bowman
so this presentation is about you
   as well as about the people
  you teach, train, and instruct.
You will
remember
them longer
if you do.
The
human brain
is genetically
  hardwired
   to notice
   4 general
    things:
The brain pays more attention to things in the
environment that are new to a person’s experience.
The brain pays more attention to things that are
    in contrast to other things in the environment
OR to things that are in contrast to what came before.
Meaning
Meaning


  The brain pays more attention to anything that
 a person determines is meaningful to him or her.
The brain pays more attention to anything that
    makes a person respond emotionally.
Can you write down the
 4 general things the brain notices
(without looking back at the slides)?
The brain quickly learns to ignore anything
  that is routine, repetitive, predictable,
            or just plain boring.
how do you keep environments like these
                        from becoming routine, repetitive,
                             predictable, and boring?




How do you get –
and keep – the
brain’s attention?
You
 already
know the
 answer:
You
 already
know the
 answer:
Add novelty,
   contrast,
meaning and
  emotion to
 the learning
environment.
Can you spot the novelty and contrast
illustrated by the next slide?
color-filled room
color-filled room
Can you spot the meaning and emotion
illustrated by the next two slides?
You have just given
your brain an oxygen
boost which will
help you learn better.




   You can encourage learners to do
   the same in order to get more
   oxygen to THEIR brains.
Choose the correct word or phrase in the
parenthesis to complete each sentence:

1. The brain (pays attention to; ignores)
   a learning environment that always
   remains the same.

2. The brain (notices; does not notice)
anything different from what a
   person is used to.
1. The brain (pays attention to;ignores)
   a learning environment that always
   remains the same.

2. The brain (notices; does not notice)
anything different from what a
   person is used to.
1. Change anything!
Change:
        learning groups,
      learning activities,
    instructional methods,
   media, props, materials,
   environmental elements,
stories, metaphors, analogies,
 and content-delivery timing
       (make it shorter).
2. Let learners create.
Let learners create:
       wall charts, posters,
       presentations, skits,
      teach-backs, quizzes,
   3-dimensional metaphors,
 table group demonstrations,
review activities, worksheets,
  and artistic representations
            of content.
learner-created
   wall chart
Click back to slides #38 and
#40 and choose one idea
from each list to use in your
next class or training. Write
the ideas down so you will
remember them.
In a nutshell:
Different trumps same.



                  Make the
                  learning
                  experience
                  different from
                  what learners
                  are traditionally
                  used to.
Use novelty,
  contrast,
  meaning,
and emotion
   to get
  and keep
 the brain’s
 attention.
Reread your notes.
Write down what you
plan to do with what
you learned from this
slide presentation.
How were the elements of
novelty, contrast, meaning, and emotion
        in this slide presentation
         used to get YOUR brain
            to pay attention?
If you liked this presentation, you’ll like
 “Teaching Adults ANYTHING in 4 Easy Steps” and
“Movement Trumps Sitting” on www.slideshare.net
Content from:

     Using Brain Science
          to Make
       Training Stick!

           Author:
       Sharon Bowman

               © 2011
        All rights reserved.

Please cite the source when quoting
content from this slide presentation.

     www.Bowperson.com
Sharon
Bowman


www.Bowperson.com
More books by
Sharon Bowman




    www.amazon.com for book purchases
  www.Bowperson.com for free book excerpts
Different Trumps Same: Getting the Brain to Pay Attention

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Different Trumps Same: Getting the Brain to Pay Attention

  • 1.
  • 2. For teachers, trainers, instructors, and presenters From Using Brain Science to Make Training Stick by Sharon Bowman
  • 3.
  • 4. so this presentation is about you as well as about the people you teach, train, and instruct.
  • 6. The human brain is genetically hardwired to notice 4 general things:
  • 7.
  • 8. The brain pays more attention to things in the environment that are new to a person’s experience.
  • 9.
  • 10. The brain pays more attention to things that are in contrast to other things in the environment OR to things that are in contrast to what came before.
  • 12. Meaning The brain pays more attention to anything that a person determines is meaningful to him or her.
  • 13.
  • 14. The brain pays more attention to anything that makes a person respond emotionally.
  • 15. Can you write down the 4 general things the brain notices (without looking back at the slides)?
  • 16.
  • 17.
  • 18. The brain quickly learns to ignore anything that is routine, repetitive, predictable, or just plain boring.
  • 19.
  • 20. how do you keep environments like these from becoming routine, repetitive, predictable, and boring? How do you get – and keep – the brain’s attention?
  • 22. You already know the answer: Add novelty, contrast, meaning and emotion to the learning environment.
  • 23. Can you spot the novelty and contrast illustrated by the next slide?
  • 24.
  • 27. Can you spot the meaning and emotion illustrated by the next two slides?
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33. You have just given your brain an oxygen boost which will help you learn better. You can encourage learners to do the same in order to get more oxygen to THEIR brains.
  • 34. Choose the correct word or phrase in the parenthesis to complete each sentence: 1. The brain (pays attention to; ignores) a learning environment that always remains the same. 2. The brain (notices; does not notice) anything different from what a person is used to.
  • 35. 1. The brain (pays attention to;ignores) a learning environment that always remains the same. 2. The brain (notices; does not notice) anything different from what a person is used to.
  • 36.
  • 38. Change: learning groups, learning activities, instructional methods, media, props, materials, environmental elements, stories, metaphors, analogies, and content-delivery timing (make it shorter).
  • 39. 2. Let learners create.
  • 40. Let learners create: wall charts, posters, presentations, skits, teach-backs, quizzes, 3-dimensional metaphors, table group demonstrations, review activities, worksheets, and artistic representations of content.
  • 41. learner-created wall chart
  • 42.
  • 43.
  • 44.
  • 45. Click back to slides #38 and #40 and choose one idea from each list to use in your next class or training. Write the ideas down so you will remember them.
  • 47.
  • 48. Different trumps same. Make the learning experience different from what learners are traditionally used to.
  • 49. Use novelty, contrast, meaning, and emotion to get and keep the brain’s attention.
  • 50. Reread your notes. Write down what you plan to do with what you learned from this slide presentation.
  • 51. How were the elements of novelty, contrast, meaning, and emotion in this slide presentation used to get YOUR brain to pay attention?
  • 52. If you liked this presentation, you’ll like “Teaching Adults ANYTHING in 4 Easy Steps” and “Movement Trumps Sitting” on www.slideshare.net
  • 53. Content from: Using Brain Science to Make Training Stick! Author: Sharon Bowman © 2011 All rights reserved. Please cite the source when quoting content from this slide presentation. www.Bowperson.com
  • 55. More books by Sharon Bowman www.amazon.com for book purchases www.Bowperson.com for free book excerpts