This document discusses neuroeducation and provides information on neuromyths and neurofacts. It begins by outlining several common neuromyths such as the myth that we only use 10% of our brains. It then discusses several neurofacts supported by research, including that learning is enhanced by an appropriate level of challenge and inhibited by threat, attention determines what is encoded in long-term memory, and reflection is required to integrate new concepts into long-term memory. The document encourages discussion of how these neurofacts can inform course design and concludes by noting emerging disruptive technologies may impact neuroeducation.
What is Sensation and perception? General Psychology discusses it's definition and I'ts differences. Credits To our Teacher: Professor Charmaine Maglangit for providing this powerpoint presentation.
Focus the hidden driver of excellence- SummaryGMR Group
Daniel Goleman begins by explaining how we pay attention, how we focus and how we make fundamental decisions based on an overview of the anatomy of our brain. He explains the difference between “bottom up” thinking, where our more primitive brain (the amygdala) drives basic reactive thought and instinct based fast thought, such as what drives us (food, sex, emotion) and the slower “top down” thinking that emanates from our more advanced pre-frontal cortex or executive functioning brain. Critically to understand how these work one must also understand how they conflict and how they complement one another. Understanding the way the brain works helps us understand and influence whether we merely react or whether we control our thought.
The book then goes on to explore a somewhat eclectic selection of brain functions and attributes that form our thought processes. He explores how we perceive others, or “read” them; the role of empathy in our thinking; how we perceive patterns or fail to; how we act upon immediate threats but largely ignore distant threats; and how these thinking patterns help us to succeed and to fail.
He discusses how not the amount of practice but the quality of practice defines how proficient we are. He challenges the 10,000 hour myth, in which it is argued that a talent or skill is developed to proficiency with 10,000 hours of practice explaining that proficiency and mastery require quality practice for many hours.
An interesting book to read for developing a good Leadership Traits.
What is Sensation and perception? General Psychology discusses it's definition and I'ts differences. Credits To our Teacher: Professor Charmaine Maglangit for providing this powerpoint presentation.
Focus the hidden driver of excellence- SummaryGMR Group
Daniel Goleman begins by explaining how we pay attention, how we focus and how we make fundamental decisions based on an overview of the anatomy of our brain. He explains the difference between “bottom up” thinking, where our more primitive brain (the amygdala) drives basic reactive thought and instinct based fast thought, such as what drives us (food, sex, emotion) and the slower “top down” thinking that emanates from our more advanced pre-frontal cortex or executive functioning brain. Critically to understand how these work one must also understand how they conflict and how they complement one another. Understanding the way the brain works helps us understand and influence whether we merely react or whether we control our thought.
The book then goes on to explore a somewhat eclectic selection of brain functions and attributes that form our thought processes. He explores how we perceive others, or “read” them; the role of empathy in our thinking; how we perceive patterns or fail to; how we act upon immediate threats but largely ignore distant threats; and how these thinking patterns help us to succeed and to fail.
He discusses how not the amount of practice but the quality of practice defines how proficient we are. He challenges the 10,000 hour myth, in which it is argued that a talent or skill is developed to proficiency with 10,000 hours of practice explaining that proficiency and mastery require quality practice for many hours.
An interesting book to read for developing a good Leadership Traits.
Cognitive Neuroscience - Current Perspectives And Approaches Vivek Misra
Cognitive neuroscience is an academic field concerned with the scientific study of biological substrates underlying cognition, with a specific focus on the neural substrates of mental processes. It addresses the questions of how psychological/cognitive functions are produced by neural circuits in the brain.
In current slides, I tried to cover History, Basic Concepts and Research Methods currently used in cognitive neuroscience research.
Buddha's Brain: The Practical Neuroscience of Inner Peace - Rick Hanson, PhDRick Hanson
Integrate the latest brain science research with the ancient wisdom of contemplative practice. Discover practical methods for improving mindfulness and concentration, calming the heart, weaving positive experiences into your brain and your self, and then bringing these new strengths into your relationships with both kindness and assertiveness.
More resources are freely offered at http://www.rickhanson.net.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Cognitive Neuroscience - Current Perspectives And Approaches Vivek Misra
Cognitive neuroscience is an academic field concerned with the scientific study of biological substrates underlying cognition, with a specific focus on the neural substrates of mental processes. It addresses the questions of how psychological/cognitive functions are produced by neural circuits in the brain.
In current slides, I tried to cover History, Basic Concepts and Research Methods currently used in cognitive neuroscience research.
Buddha's Brain: The Practical Neuroscience of Inner Peace - Rick Hanson, PhDRick Hanson
Integrate the latest brain science research with the ancient wisdom of contemplative practice. Discover practical methods for improving mindfulness and concentration, calming the heart, weaving positive experiences into your brain and your self, and then bringing these new strengths into your relationships with both kindness and assertiveness.
More resources are freely offered at http://www.rickhanson.net.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Micro Video is Training - Learn How to Make the Most of It | Webinar 07.21.15BizLibrary
In this session, you’ll learn about some of the latest emerging neuroscience and behavioral science about how humans really learn. What the empirical data tells us is there are amazing connections between the reality of learning and video, especially micro-video. Some of what we think we know about human learning is simply mistaken.
We’ll go over actual case studies and the findings proving how results change when learning practices are tied to the realities of human learning.
In this session, we will go through some best practices tips and suggestions showing how you can leverage these amazing data-driven findings to improve the rates of employee learning in your organization, and by extension, drive ever higher levels of performance and business results.
www.bizlibrary.com
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
NeuroEducation: Science of the Learning BrainTracy King
As educators we are in the business of chaining brains. But does our course design take into consideration how the brain learns? the emerging field of NeuroEducation addresses the intersection of mind, brain and education. In this session, we will tour the learning brain (AAAA model) and debunk long held NeuroMyths. The corresponding handout and other resources can be found on my website at http://www.inspired-ed.com/#!models-and-tools/c1285
The Four E's of Effective Learning: Teaching Tips for Helping Students Become...Cengage Learning
The Four E's of Effective Learning: Teaching Tips for Helping Students Become More Effective Learner
4/29/2014
Presenter: Jeffrey S. Nevid, St. John's University of New York
“Hey, Prof, I read the text but I just don’t get it.” Students who do poorly on exams may be motivated to succeed, but lack the effective learning skills they need to grasp key concepts in psychology and understand how these concepts apply in daily life. Effective learning takes work, but it also involves the development of four key skills that comprise the Four E’s of effective learning: (1) Engaging interest; (2) Encoding important information; (3) Elaborating meaning; and (4) Evaluating progress.
Join Dr. Nevid for a one-hour webinar focusing on how you can help students become more effective learners. Examples of classroom-based instructional techniques and textbook pedagogical tools will be discussed, as well as effective study tips students can use when preparing for exams. The presentation is informed by evidence-based pedagogy based on research Dr. Nevid has conducted on concept signaling, mastery quizzing, journaling, and the retrieval effect, as well as research on processes of learning and memory.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
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.
This is an open distance learning material about brain based learning, wherein, there is content, activities, reinforcement, and an answer key. It is an entire package of learning material for self learning purpose.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
8. Your Turn
Pick a partner
Table talk topics:
◦ Introduce your self & where you are from
◦ Identify which of the main points is most
interesting to you and your work
2 minutes
12. Your Turn
Pick a partner
Table talk topics:
◦ Which additional Neuromyths do you know
about?
◦ What approaches might you use to address
myths in course design?
3 minutes
13. NeuroFacts: Stress
Fact: Learning is
enhanced by challenge
and inhibited by threat.
Photo credit: Flickr / Rebecca-Lee
• If a learner feels
threatened or unsafe
(whether physically or
emotionally), the stress
response inhibits learning.
• If a learner feels
challenged, relaxed and
alert – they are primed for
learning.
14. NeuroFacts: Attention
Photo credit: Flickr / Capt. Tim
Fact: Attention sharpens
focus – what the learner
focuses upon is encoded.
• Attention is the cognitive
process that determines
what to focus upon and
what to ignore.
• Attention hooks
• Emotional appeal
• Novel stimuli
• Personal relevance
• Hands on experience
• Patterns
15. NeuroFacts: Model Building
Fact: Learning is a
constructivist process –
we scaffold new
concepts onto existing
models.
Photo credit: Flickr / atsitra
• Knowledge structures in
the brain relate new
information to what is
known.
• Assessment is key to
discovering misconceptions
and customizing new
learning.
16. NeuroFacts: Repetition
Fact: What’s repeated is
remembered.
Photo credit: Flickr / dkilim
• Repeated access and
application of new learning
forms physical pathways in
the brain improving
retrieval and recall.
• Spaced learning vs.
massed learning
• Deliberate practice leads to
mastery.
17. NeuroFacts: Visual Bias
Fact: Pictorial superiority
effect (PSE) is a reality –
not a learning style.
Photo credit: Flickr / doobybrain
• The more visual the input,
the more reliable the
retrieval.
• The brain easily stores
images; text is processed
both as images (letter
forms) and interpreted
semantically requiring a
complex encoding process.
18. NeuroFacts: Reflection
Fact: Reflection is required
for long term integration of
concepts.
Photo credit: Flickr / gfpeck
• Reflection moves info from
the sensory brain to the
integrative brain center.
• The reflective brain searches
for connections and deepens
comprehension.
• Reflection is required for
developing complex thinking
and understanding.
• Reflection takes time!
19. NeuroFacts
Stress (challenge vs. threat)
Attention (attention long-term memory)
Model Building (scaffold learning)
Repetition (well used pathways)
Visual Bias (we remember images)
Reflection (activating the integrative brain)
20. Your Turn
Table discussion
Table talk topics:
◦ Which of these Neurofacts has the greatest
impact on your work?
◦ How can you seize this as an opportunity in
course design?
5 minutes
23. Resources
Clark, Ruth Clovin; Mayer, Richard E. (2008) e-Learning and the
Science of Instruction: Proven guidelines for consumers and
designers of multimedia learning, Second Ed. Pfeiffer: San Francisco,
CA.
Ericsson, K Anders, et al, (1993) The Role of Deliberate Practice in
the Acquisition of Expert Performance. Psychological Review 100:3.
http://graphics8.nytimes.com/images/blogs/freakonomics/pdf/Delibe
ratePractice(PsychologicalReview).pdf
Deckker, Sanne; Lee, Nikki; Howard-Jones, Paul; Jolles, Jelle. (2012)
Neuromyths in education: Prevalence of predictors of misconceptions
among teachers. Frontiers in Educational Psychology.
http://www.frontiersin.org/Educational_Psychology/10.3389/fpsyg.20
12.00429/full
Medina, John. (2008) Brain Rules: 12 Principles for Surviving and
Thriving at Work, Home and School. Pear Press: Seattle Washington.
Sousa, David, A., ED. (2010) Mind, Brain, & Education: Neuroscience
Implications for the Classroom. Solution Tree Press: Bloomington, IN.
24. Resources
Tokuhama-Espinosa, Tracey, PhD. (2011) Mind, Brain and Education
Science: A Comprehensive Guide to the New Brain-Based Teaching.
WW Norton & Company, Inc.: New York.
Zull, James E. (2002) The Art of Changing the Brain: Enriching the
practice of teaching by exploring the biology of learning. Stylus
Publishing, LLC: Sterling, VA.
Zull, James E. (2011) From Brain to Mind: Using Neuroscience to
Guide Change in Education. Stylus Publishing, LLC: Sterling, VA.
Links
Brain Rules: http://www.brainrules.net/
Learning Landscapes Journal, Autumn 2011:
http://www.learninglandscapes.ca/images/documents/ll-no9-final-lr-
2.pdf
OECD Report: Understanding the Brain: The Birth of a Learning
Science: http://www.oecd.org/site/educeri21st/40554190.pdf
Tracey Tokuhama-Espinoza book excerpt:
http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Tokuh
ama1
25. Resources
Organizations
Centre for Educational Neuroscience:
http://cen.squarevale.com/wordpress/
Dana Foundation: http://www.dana.org/neuroeducation/
Johns Hopkins Neuro Education Initiative:
http://education.jhu.edu/research/nei/
Society for Neuroscience: www.sfn.org
26. Brain Facts
The average
human brain
weighs about
3 lbs & is the
size of a
medium
head of
cauliflower
20% of your energy is
dedicated to
maintaining your brain
Your brain is
comprised of
100 billion
neurons – the
same number
of stars in the
known universe
The energy used by
the brain is enough to
power a 25 watt bulb!
There are no pain
receptors in the brain
The old adage we only use
10% of our brains is not true.
There is a known function for
each part of the brain
Neurons are
social and make
an average of
10,000
connections
(synapses) –
take that
Facebook!
Laughing requires activity
in 5 different areas of the
brain
http://www.nursingassistantcentral.com/blog/2008/100-fascinating-facts-you-never-knew-about-the-human-brain/
Photo credit: Shutterstock