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The Neuroscience
of Learning Design
Britt Andreatta, Ph.D.
Director of Learning + Development at lynda.com
Senior Learning Consultant, LinkedIn
Roadmap
Potential
Neuroscience of learning
Growth mindset
3 phase model
Designing learning
For copy of full presentation, visit
http://www.slideshare.net/lyndadotcom/the-neuroscience-of-learning-
design
Sources
25 years of teaching, training and consulting
Research by: Richard Davidson, Carol Dweck, Benjamin Bloom,
David Kolb, David Rock, Jill Bolte Taylor, Rudolph Tanzi, Daniel
Goleman
Center for Investigating Healthy Minds (Univ of Wisconsin)
Greater Good Science Center (UC Berkeley)
NeuroLeadership Institute
How the central nervous system and
peripheral nervous system work
together to create and retain new
knowledge and skills.
Neuroscience of Learning
The capacity to become or
develop into something in the
future.
Unrealized ability.
Potential
Growth Mindset
leads to a desire to learn, so tends to:
Believe that skills can always
improve with hard work
See effort as a path to mastery
and therefore essential
Embrace challenges and see them
as opportunity to grow
See feedback as useful for
learning and improving
Views setbacks as a wake-up call
to work harder next time
Find lessons and inspiration in
the success of others
As a result, they reach ever-higher levels
of potential and performance.
Fixed Mindset
leads to a desire to look good, so tends to:
Believe that most skills are based on traits that
are fixed and cannot change
See effort as unnecessary; something to
do when you’re not good enough
Avoid challenges because could reveal
lack of skill; tends to give up easily
See feedback as personally threatening to
sense of self and gets defensive
View setbacks as discouraging;
tends to blame others
Feel threatened by the success of others;
may undermine others in effort to look good
As a result, they may plateau early and
achieve less than their full potential.
Score
on 1-5
3.00
5.00
7.00
9.00
11.00
PercentageCorrect
Compare to Others Compare to Self
Score
on 6-10
Score
on 1-5
Score
on 6-10
Yet...
Learn DoRemember
In pairs, take one minute to share
something you want to learn—
e.g., software, money management,
leadership, bake bread, play an
instrument, etc.
Application
Learn Remember Do
Levels
Cycle
Focus
Learn models
of change
Comprehend
correctly
Use with
team/project
Recognize
problem
and adjust
Innovate
variation for
context
Determine ROI
Levels
Active
Experimentation
Doing
Reflective
Observation
Watching
Concrete
Experience
Feeling
Abstract
Conceptualism
Thinking
Processing Continuum
ContinuumPerception
Cycle
Accommodating
feel and do
Diverging
feel and watch
Active
Experimentation
Doing
Reflective
Observation
Watching
Concrete
Experience
Feeling
Abstract
Conceptualism
Thinking
Converging
think and do
Assimilating
think and watch
Processing Continuum
ContinuumPerception
Cycle
Learn models of change
Use with team/project
Recognize
problem
and adjust
Innovate
variation
for context
Determine ROI
Accommodating
feel and do
Diverging
feel and watch
Active
Experimentation
Doing
Reflective
Observation
Watching
Concrete
Experience
Feeling
Abstract
Conceptualism
Thinking
Converging
think and do
Assimilating
think and watch
Processing Continuum
ContinuumPerception
Cycle
The Neuroscience of Learning Design
The Neuroscience of Learning Design
Focus
this presentation
your email
Multitasking
Switch tasking
this presentation
your email
Swiss Tasking!
Focus
The Neuroscience of Learning Design
In pairs, take two minutes to
discuss how you can apply levels
and focus to the thing you want to
learn.
Application
Learn Remember Do
Connections
Feelings
Retrieval
Connections
Connections
1. Metacognition
2. Wordplay
3. Insight
4. Social
5. Music
The Neuroscience of Learning Design
The Neuroscience of Learning Design
The Neuroscience of Learning Design
Induce Insight
Introduce a range of concepts
Let people learn on their own
Give people time for reflection
The Neuroscience of Learning Design
The Neuroscience of Learning Design
The Neuroscience of Learning Design
In pairs, take two minutes to
discuss how you can use the
power of these connections for
what you want to learn.
• Insight
• Social
• Music
Reflection
Feelings
The Neuroscience of Learning Design
“This is important!”
“Remember this!”
Survive
Belong
Become
We are wired to…
Threatening Rewarding
Best for Learning
Sharing with others
Light competition
Quiz
Games/playfulness
Humor
The Stars of Learning
Application/reflection
On demand learning
Insight/“aha” moment
Gratitude
Mindfulness
Retrieval
The Neuroscience of Learning Design
Group A
Learned math and
did 10 problems
Group B
Learned math and
did 5 problems
Day 1
Did 5 more
problems
Day 7
Test
1 week
Test
4 weeks
75%
70%
32%
64%
Retrieval
Why?
Same day massed 50%
12 hours same day 55%
12 hours overnight 65%
24 hours overnight 75%
The Neuroscience of Learning Design
In pairs, take two minutes to
discuss how you can optimize
what you are learning through:
• positive emotions
• retrieval
• sleep
Reflection
Learn Remember Do
Trigger
Baby Steps
Reward
Do…
New skill
Behavior change
Habit
The Neuroscience of Learning Design
Trigger Routine
Reward
Building Habits
Walk in
kitchen
Turn on
kettle
Caffeine!
Examples
Order
arrives
Process
order
Money!
Examples
8:00am Start working
Don’t get
fired!
Examples
Threatening Rewarding
Best for Motivation
The Neuroscience of Learning Design
The Neuroscience of Learning Design
The Neuroscience of Learning Design
The Neuroscience of Learning Design
Lunch + Learn
www.tagteach.com/TAGteach_track_and_field
40
20
66
Hebb’s Law: Neurons that fire
together wire together!
In pairs, take two minutes
to discuss how you can create a
positive habit for yourself
(trigger>routine>reward).
Reflection
Learn DoRemember
Levels
Cycle
Focus
Connections
Feelings
Retrieval
Trigger
Baby Steps
Reward
Learning Design
Work with the brain
Use the Magic of 3
Create habits you want to see
The Magic of 3
3 levels of learning
3 connections
3 retrievals, spaced with sleep
Blend learning elements to get there
Design the Habit
Build behaviors you want to see
Trigger > routine > reward
Flip the classroom and
fire those neurons!
CONTENT
Flip the Classroom
Before:
Learn
During:
Application + Discussion
After:
Extend
Learning
further
learning
videos
readings
memory easy change
hard change
org dev
models
change curve
best leader
practicerole plays
case
study
action
plan
to do
to say
change style
reaction
Life Cycle
assessment
adaptability
resilience
mindfulness
resistance
resilience
vulnerability
Greiner Curve
Senge Learning
neuro
science
change
Learn more at lynda.com
10,000+ hours of learning!
Instructional Design Essentials Series:
❯ The Neuroscience of Learning with Britt Andreatta
❯ Flipping the Classroom with Aaron Quigley
❯ Models of Instructional Design with Shea Hanson
❯ Needs Analysis with Jeff Toister
Free webinars: www.lynda.com/webinars
Enterprise solutions: sales@lynda.com
Open until
June 10th
http://pages.lynda.com/ne
uroscience.html
Upcoming Webinar
Creating a Transformative
Culture of Learning
Britt Andreatta, Ph.D.
Tuesday, June 2, 2015, 11:00am PST
Register at http://www.clomedia.com/events
Building an Engaging Culture Through Management Training
Questions + Comments
BrittAndreatta.comlynda.com
Open until June 10th
http://pages.lynda.com/neuroscience.html

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The Neuroscience of Learning Design

Editor's Notes

  1. :00 Welcome. Dr. Britt Andreatta, Dir of L+D Latest research -- top scientists at Harvard, Stanford, Univ of Wisconsin, and New York U Advances in medical tech References
  2. :00
  3. :01
  4. :02 A renaissance is occurring -- we are learning more everyday about this body we inhabit and how to maximize its potential
  5. :02 We’re talking about potential Learning is how we get there. Learning has to be retained and recalled.
  6. :03-:04
  7. :05 Mindset changes performances True in performance evals too Sal Khan, Khan Academy, has amazing stats too
  8. :05 The mantra of the growth mindset. This prezo will give you tips and strategies.
  9. :06 3 phase model Learn first > recall info > change behavior.
  10. :06-:07
  11. :08 Let’s look at how we learn
  12. :09 Bloom’s Hierarchy of Learning, also Taxonomy Oldie but goodie Example of change
  13. :10 Perception continuum – abstract to concrete Processing continuum – active to relfective
  14. :10 Work around model Diverging, Assimilating, Converging, Accommodating
  15. :10 Kolb’s Learning Cycle Both models are growth mindset and tap into what we now know from neuroscience
  16. :11 Hippocampus Amygdala Senses (optical, aural, olfactory)
  17. 10:11 Unites left and right hemispheres “Data drive” First captures what we learn and then puts into long-term memory
  18. :12 Your attention turns on the data recorder Daniel Goleman book FOCUS Richard Davidson, U of Wisconsin, “phaselocking”
  19. :13 Multitasking does not exist -- false sense of confidence. Studies prove. Creates holes
  20. :13 Switchtasking = SWISS Studies -- if people around you are distracted, it impairs your learning “second hand distractions are dangerous”
  21. :14 So you’re focusing. How many minutes do you think the brain can actually do that?
  22. :14 20 minutes max! Hippocampus cannot record more. Break learning into chunks. For example this presentation, it broken up with discussions, you can do activities, show videos, etc.
  23. :15-:16
  24. :18 So you’ve learned something. Now we need to get it in your memory so you can use it later.
  25. :19 Connections is how we do that -- we “grow” memories NYU – schemas – we HOOK ON and immediately update what we know about world (hard to forget) Our schema for phone – used to look like this 5 types of connections
  26. :19 5 types of connections I’m going to focus on the last 3 (see others in the course)
  27. :20 #3 = insight Insight = ooh noise , aha moment
  28. :21 Feeling of synapses connecting -- systemic change that canNOT be undone Red pill in Matrix Flash of a thought or idea
  29. :22 Induce insight with learning design
  30. :23 #1 increase chances of connecting (Bloom + Kolb) #2 when people seek their own answers, much more likely to stick #3 Take attn off the problem allows synapses to connect
  31. :24 #4 Social We are wired for social connection--part of survival. Social learning is most impactful. Creates positive emotions Reactivate our learning when we run into people (pairs). Live learning events capitalize on all of that.
  32. :25 #5 music Music activates many regions of the brain-nearly indestructible. Why we don’t forget lyrics of songs. School House Rock was brilliant.
  33. :26 Congresswoman Gabby Giffords – music therapy brought her speech back Clive Wearing – Destroyed his hippocampus 7 seconds of memory but rememberd all his music. Now using with stroke victims, military veterans with traumatic brain injuries
  34. :27-:28
  35. 10:29 Range of emotions Intensity of arousal -- not too much or too little
  36. :30 Amygdala key player in memory Connected to H, detects arousing stimuli Fight or flight response
  37. :31 Amygdala tells the hippocampus to turn on
  38. :32 what matters to people? survival = physical safety, financial security belonging = feeling accepted and valued (social) becoming = opportunities to grow and contribute to something meaningful… potential!
  39. :32 Not negative and not too strong -- slightly positive
  40. :33 So mix these up as you break your learning into those 15 minute chunks of time
  41. :34 Retrieval is 3rd way we get into memory Neural pathway thickened during reactivation “Grows” the memory Changing context is best
  42. :34 Rawson & Dunlosky Kent State U Revisiting content increases retention (moves to memory) -- not repetition Benefit maxes at 3 Journal of Experimental Psychology (2011, 140 (3), p. 283
  43. :35 When matters Study in Educational Psych Review Dartmouth U Same amount of study just spaced differently Carpenter, et al. (2012) v24 p. 369
  44. :36 Memory study -- % answers correct on long-term memory test. Dr. Bell...
  45. :36 The sleeping brain reactivates circuits Actively forgets irrelevant info (no schema update) Integrates new + old during REM Last hour is most critical!
  46. :37-:38
  47. :39 Change our behaviors. The real point of learning -- to be different than before.
  48. :39 We are really trying to change behavior The power of Habit Charles Duhigg
  49. :40 When we do behaviors over and over, they get routinized and pushed into the Basal ganglia Think of driving a car
  50. :41 The habit loop -- how the brain builds it Cue = signal Routine = behavior Reward = some perceived benefit Basal ganglia takes over and routinizes thousands of behaviors. If you want to change beh, change loop.
  51. :42
  52. :42
  53. :42
  54. :43 Remember this? True for habit rewards too. Positive is ultimately better than negative.
  55. :43 Trigger = hot = act now Audio/visual observable marker (not a feeling or thought) Bonus = already a habit (anchor) Flossing teeth + anchor of putting toothbrush down
  56. :44 #2 = babysteps Make it stupidly easy– make it too small to fail Right after cue No time limits (not I will run for 30 minutes, just run)
  57. :45 #3 = reward right away – proximal Only means “yes you did it” Runners and chocolate Me and biking with radio show
  58. :46 Social reward is great -- best with physical touch (high five) cuz it releases oxytocin Bonus if routine is its own reward (running releases dopamine) Kazdin Method of parenting, Yale University
  59. :47-:48 Great example! Never learned this before. Clicker is reward. Now just add sleep and retrieve 3 times... http://www.tagteach.com/TAGteach_track_and_field
  60. :49 20 gets you started 40 is a habit 66 is a new neural path that can be see in the brain!
  61. :50-:51
  62. :52 Review Metacog, wordplay, insight, social, music
  63. :53
  64. :53 If you want to retain something for a year, revisit it every three months
  65. :54 If you want to retain something for a year, revisit it every three months
  66. :55
  67. :56
  68. :57
  69. :57
  70. :58
  71. :58