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Pedro Rodriguez

The Neurochemistry of Positive Conversations - Judith E. Glaser, and Richard D. Glaser ... - 2 views

blogs.hbr.org/...stry-of-positive-conversations

shared by Pedro Rodriguez on 21 Jun 14 - No Cached
  • The Neurochemistry of Positive Conversations
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      I choose this article because it relates to Brain Based learning. Also we all need to positive conversations.
  • Why do negative comments and conversations stick with us so much longer than positive ones?
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      Before reading the article, I attempted to answer the question based on my readings. At first I would think its how we encode the information. We tend to encode information better when its is tied to something we feel or is familiar to use.? Before reading the article, please attempt to answer the questions: Why do negative comments and conversations stick with us so much longer than positive ones?
    • Lauren Simpson
      Lauren Simpson on 29 Jun 14
       
      I think that negative comments and conversations stick with us because they elicit a bigger emotional response than positive comments. Negative comments make you feel angry, sad, depressed, and sometimes guilty. Those are feelings that, at least for me, stick around longer than feelings of joyfulness, happiness, etc.
  • A critique from a boss, a disagreement with a colleague, a fight with a friend – the sting from any of these can make you forget a month’s worth of praise or accord. If you’ve been called lazy, careless, or a disappointment, you’re likely to remember and internalize it. It’s somehow easier to forget, or discount, all the times people have said you’re talented or conscientious or that you make them proud.
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      Most go through this at work, school, or through their personal life. I choose this article because we all can relate to it. Please take a moment and reflect of a similar situation you have gone through. 
    • rtrevin5
      rtrevin5 on 26 Jun 14
       
      This is an important point. The other day I was telling a co-worker, you can do a thousand things right, but you'll be remembered for the one thing you do wrong. In education, I have found that people do not want to call my son lazy despite the fact that he is very obviously being lazy. They say he needs to be more professional. In my workplace, that means dress better or speak better, but it has nothing to do with performance. If you are lazy, you get called lazy. The group polices itself. This is an important lesson that despite articles and psychologists and others saying negative feedback is bad - well, it still happens in the workforce. Just reality. And kids need to be prepared for that.
  • ...6 more annotations...
  • Chemistry plays a big role in this phenomenon. When we face criticism, rejection or fear, when we feel marginalized or minimized, our bodies produce higher levels of cortisol, a hormone that shuts down the thinking center of our brains and activates conflict aversion and protection behaviors. We become more reactive and sensitive. We often perceive even greater judgment and negativity than actually exists. And these effects can last for 26 hours or more, imprinting the interaction on our memories and magnifying the impact it has on our future behavior. Cortisol functions like a sustained-release tablet – the more we ruminate about our fear, the longer the impact.
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      This is similar to what John Medina describes. The brain imprints or encodes events much better when there is "elaborate" information.  Medina explains that we vividly recall information when associated with fear. 
  • This “chemistry of conversations” is why it’s so critical for all of us –especially managers – to be more mindful about our interactions. Behaviors that increase cortisol levels reduce what I call “Conversational Intelligence” or “C-IQ,” or a person’s ability to connect and think innovatively, empathetically, creatively and strategically with others. Behaviors that spark oxytocin, by contrast, raise C-IQ.
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      Understanding how the brain works, I believe we can use what we have learned and apply it to practical situations. I chose this article because we can understand how the brain works and use that knowledge and apply it in our everyday lives. 
  • unfortunately, when leaders exhibit both types of behaviors it creates dissonance or uncertainty in followers’ brains, spurring cortisol production and reducing CI-Q.
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      I believe this is very important because if you are a leaders, your followers will be uncertain and will cause them to be distrustful to you. Leading your followers will be much harder.
  • sking questions to stimulate discussion, showing concern for others, and painting a compelling picture of shared success
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      Here are a few positive (oxytocin-producing)  behaviors one can do as a leader. 
  • his tendency was to tell and sell his ideas, entering most discussions with a fixed opinion, determined to convince others he was right. He was not open to others’ influence; he failed to listen to connect.
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      This are the types of behaviours one needs to stay away from. I am sometimes guilty of such behaviors. Taking this course is helping my leadership skills through Brain Based learning.  
  • Harness the chemistry of conversations.
    • Pedro Rodriguez
      Pedro Rodriguez on 21 Jun 14
       
      I like that saying. What do you think overall of this article?
Katy Lu

Surprising Differences Between the Male and Female Brain | Yahoo Health - 12 views

health.yahoo.net/...tween-male-and-female-brain200

shared by Katy Lu on 28 Oct 13 - No Cached
  • Even when men and women succeed at the same task, they tend to call on different strengths and areas of the brain to achieve this result,
    • Katy Lu
      Katy Lu on 28 Oct 13
       
      I strongly agree with this viewpoint. 
  • Juan Saldana on 28 Oct 13
     
    I don't think there is any question regarding who is smarter, just take a look as who is in charge after the standard 8-5. Funny aside, I remember hearing that male and female brains are wired differently since early evolution. Males were wired to be hunters while females were wired to be gatherers and of course take care of the children. Now this notion in today's world is asking for trouble, but it is simply how we evolved.
  • ...7 more comments...
  • Jackie Byford on 28 Oct 13
     
    You made an interesting point Juan, but have we evolved? Even with both parents working 40+ hours a week, in most cases isn't it the mom who makes sure dinner is on the table, laundry is done, and house is clean even if its take out, picking up the laundry from he cleaners, and hiring the maid? The women of the family still do most of the shopping and pay the bills. Men on the other hand go hunting or fishing, mow the lawn, and fix things around the house, or hire the people to do it. Of course there is always the exception to the rule and that has been the case throughout the years.
  • Juan Saldana on 29 Oct 13
     
    Given that I am a product of a single working mom, I would disagree (especially if I knew what was good for me). I know that that is likely the norm, but I feel it is a case of nature vs. nurture more than the size of human brains. I comes down to how you are being raised, my daughters will likely twist their husbands arms "literally" if they don't help out..
  • Maria Austin on 29 Oct 13
     
    Jackie and Juan, Interesting exchange! I would only add that, for the most part, it is women who take care of children, boys and girls. And yet, we seem to perpetuate the differences and tend to ask our children to do chores in very gender specific ways. Boys wash the car, girls wash the dishes, kind of thing.
  • Katy Lu on 31 Oct 13
     
    Thanks for your input Juan, Jackie, and Maria! Social norms such as pink for girls, blue for boys, and arguments of the definition of famine and masculine have existed and affect our social relationships. Studies show that gender role norms affect the way people act, feel, and think. I am glad we are able to take this opportunity to learn more about anatomical differences between male and female brains in chapter 11, which also explains why male and female act differently in many things. As described in the chapter that "women are more likely to get depressed than men". After reading this Yahoo article, which "Women live longer, but on average men are happier" can also be well explained. Enjoy your reading boys and girls!
  • Juan Saldana on 31 Oct 13
     
    I can't comment on the woman side, but on the men being happier side is a simple one. Men really don't mature past the age of 15. We watch football and get loud the same as when we were kids. Most of us are easily amused.
  • Katy Lu on 31 Oct 13
     
    I agree with you Juan. We do need outlets to relieve stress. I believe speak out loud, laugh out loud with friends are good ways to relieve stress. (here comes the gender stereotype, men are allowed to drink to talk out loud in the public, what about a group of women??? ) I've read an article that some Japanese company has a mini gym in their office building. There are no treadmills, no weights, but punching gloves and punching bags. After never-ending bow down in a long day, go to gym and imagine the punching bag is the boss. What a creative way of relieving stress at work.
  • Jaime Villanueva on 01 Nov 13
     
    This article seems to have good information about the differences between men and women. I have read similar articles, especially about the different brain hemispheres utilized by men and women. In the article, it states that women are better planners, organizers and learn from their mistakes. I think every man should read this article. Especially, the part were women learn from their mistakes because most men make the same mistake over and over.
  • shaila a on 08 Dec 13
     
    Lol! I do believe that in terms of talking about who is smarter it is a waste of time since mental aptitude really depends on each individual. Just like some female body builders are bigger and possibly also stronger than most men out there, it is also possible that some man may be smarter than most other woman. The difference is in how the brain is wired.
  • asuarez1 on 01 Jul 14
     
    I also agree that many of these differences stem from differences that exist from person to person (outside the scope of gender). However, as the book Brain Rules states, "gender biases hurt real people in real-world situations." Sex and gender are two different things. Gender, relating to social expectations plays an important and has role-deciding factors in our work places, our classrooms, and our lives in general. It shocked me to read Martin Luther's quote (1483-1546) that stated, "Girls begin to talk and stand on their feet sooner than boys because weeds always grow up more quickly than good crops." If this doesn't leave an impression on you (male or female), I don't know what does! The battle of the sexes has always existed. John Medina states that is is a matter of statistics, however I don't think that anyone will argue that men and women's brains are scientifically different, so how can we not expect the physical, physiological, and overall compositions of each to be different in comparison.
Martha Rodriguez

Repetition without Metamorphosis, Rule #4 - 8 views

I enjoyed this very much. Understanding the difference between fluff content and valuable content isn't rocket science. Just ask yourself: What am I actually offering my readers? Creating great c...

started by Richard Wilson on 27 Oct 13 2 follow-ups, last by Martha Rodriguez on 28 Oct 13
jbm20072003

How social Media can & should impact higher education - 1 views

www.wdhstore.com/...nov29-howsocial.pdf

shared by jbm20072003 on 21 Jun 14 - No Cached
jbm20072003 liked it
    • jbm20072003
      jbm20072003 on 21 Jun 14
       
      Of course instructors have to use a sense of caution and awareness when incorporating social media to insure it is properly used and has value. Social media should not be used to replace "person-to-person interaction.
    • rtrevin5
      rtrevin5 on 28 Jun 14
       
      Ok, I have read this article and find it interesting. I do tend to like these types of articles, but I will ask a question here. Why should it not be used to replace "person-to-person" interaction? I respect the statement, but I am curious as to your why. What is the rationale for it? Do you feel that something is lost in translation? Does it diminish the learning that takes place? I would like to hear your thoughts on this matter as I am curious about your perception(s) of this issue.
    • Lauren Simpson
      Lauren Simpson on 29 Jun 14
       
      I'm a big advocate of using social media in the classroom as means of keeping students and parents informed of the day to day happenings in my classroom, but I agree that it should not be used to replay "person-to-person interaction". I'm a product of the texting generation, and often find that it's easy to misinterpret the idiosyncrasies of personal face-to-face communications. To me it has to do with the tone in someone's voice, or their facial expression that is lost over social media.
    • jbm20072003
      jbm20072003 on 21 Jun 14
       
      The second page contains the literacies of social media
    • jbm20072003
      jbm20072003 on 21 Jun 14
       
      I think the key words here are "greater student interest." If don't grab their interest then we have lost the battle. We have to hook them in order for them to be responsive and open to learning
  • jbm20072003 on 21 Jun 14
     
    His literacies are helpful when considering to use social media in the classroom or work environment. Attention, Collaboration, Participation, Network Awareness, and Critical Consumption are essential when incorporating social media. The learner must have a sense of openness and willingness to share and collaborate, as well as being literate in order to take full advantage of their learning. This article really notes the benefits of using social media in the classroom. By allowing students to engage more and take control of their education by using social media sites also allows the student to stay interested in their learning.
  • jbm20072003 on 21 Jun 14
     
    Of course instructors have to use a sense of caution and awareness when incorporating social media to insure it is properly used and has value. Social media should not be used to replace "person-to-person interaction."
rtrevin5

How to Create Interactive E-Learning - The Rapid eLearning Blog - 2 views

www.articulate.com/...-create-interactive-e-learning

shared by rtrevin5 on 16 Jun 14 - No Cached
    • rtrevin5
      rtrevin5 on 16 Jun 14
       
      How many times have we attended this kind of training? I am hearing a lot about PD, but in reality, this applies to all facets of training. We find disengaged learners, and more importantly, we ourselves are disengaged from the process. As the author stated, we then throw more and more tricks at them. Click this, see that, play this...and the real training and learning that needs to take place does not happen. How many of you have experienced this in training sessions?
  • While relevance doesn’t equate to interactivity, it does equate to an engaged learner. And an engaged learner is more apt to learn and not be dependent on interactive gimmicks (which is what we usually start with when we try to make the course interactive).
    • rtrevin5
      rtrevin5 on 16 Jun 14
       
      Story of my life. My job includes very linear information that most students have already been doing for years. We generally do updates to existing content because we need to comply with some regulatory requirement. It can be frustrating and difficult. So, when you are faced with this element, as a designer, what do you do? How do you turn the experience into something more positive and beneficial to those around you?
  • ...3 more annotations...
    • rtrevin5
      rtrevin5 on 16 Jun 14
       
      How does the use of click and explore functionality strike you as an instructional designer and developer? Is this a viable tool? Does your content lend itself to this type of thing? I do tend to agree that pull information is sometimes more effective than pushing it out. In general, we push out information in all of our courses, but when I design, I find that I like to engage the learner and make him or her wonder what is around the next button click. This just seems to work for me. 
  • Unfortunately most of the elearning courses I see are linear and not very interactive. Linear isn’t bad on its own. Sometimes it’s preferable to get the information in a simple linear process. But what tends to make the linear course unbearable is when the course navigation is locked. And we tend to lock it because we’re worried that the “learner will not get all of the information.”
  • Relevant content is good and mixing it with screens that allows people to click and explore helps. But probably the single biggest thing you can do to transition from non-interactive to interactive elearning is craft an environment where the learner has to pull information in rather than us push information out.
  • rtrevin5 on 16 Jun 14
     
    This is one of the most useful sites on the internet. Articulate is a rapid authoring software suite, but it also has one of the most engaged communities doing amazing things with e-learning. I highly recommend their site and the content within.
  • jennalsmith on 30 Jun 14
     
    What a great resource this is for instructors who are newbies at instructional design! I am excited to share this resource with my team of instructors. I think that it will be a good starting point for many of the instructors who I work with who have expressed interest in creating instructional design but who are very inexperienced in their instructional design creation. I appreciate the tips mentioned as well as the demos.
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