Skip to main content

Home/ 6329 brain-based learning/ Group items tagged memory

Rss Feed Group items tagged

Jennifer Henson

Memory Games - 4 views

This website comes from the Department of Neuroscience at the University of Washington in Seattle. Our Brain Rules author, John Medina, comes from the Medical School there I believe, so perhaps the...

brain memory games

started by Jennifer Henson on 08 Oct 13 no follow-up yet
Katy Lu

Your Amazing Brain -- National Geographic Kids - 10 views

  •  
    interesting perspective, being from the computing field I work with all types of computer technology. Sadly the one thing I wish most for the human brain is it having the abilty to upgrade as easily as a computer. We can add more processing power, more memory, and more storage. This is all done in minutes, but learning something can take a long time. This goes along with one of my favorite scenes from the Matrix trilogy, where that ability to fly a helicopter is simply downloaded. Imagine if learning was that easy and what we could accomplish as a human race...
  • ...3 more comments...
  •  
    Nice input Juan! I really appreciate the opportunity of learning more about our brain. Knowing how it functions we are able to better utilize this "human computer". I love technology. Nowadays, we can't live without computers. It is easy to upgrade, download, upload or delete files on computer, However, some memories are unable to be deletes from human brains. I guess this is the difference between computers and the human brain. After reading brain rules, I keep on reminding myself : "to give my brain a break".
  •  
    I like the comparison of a brain and a super computer and the complexity of the two. Yes, I agree the similarities are scary and promising at the same time. One of the comparisons is that both can be infected by a virus and cured by either an antivirus or an antibiotic. Although, one of differences that I can think of is even if it had a battery back up a computer can be unplug to turn it off .The other big difference I can foretell is that computer's will never be able to feel or have an emotional component attached to their hardware unlike a human brain can. I have meet people in their late eighties as sharp as a knife at a family BBQ .Image a human brain eighty years old that has never crash or had to be updated to a new operating system or unplugged for the night. I cannot foresee a future where everything we do has to be logical and act according to a plan.
  •  
    I just simply got tired reading how much our brain does and how fast it works. It kept me thinking when I read that the activities in our brain never stop; I thought it would get some rest when we slept, apparently not. I thought Juan's comment was funny about wishing for the ability to upgrade the human brain as easily we would on a computer.
  •  
    I'm really enjoying learning about the brain and how it works. This was some good info to go along with all that we are learning from Brain Rules.
  •  
    Just to think we are only scratching the surface when it comes to the mysteries of the brain! The book is also choke full of fascinating cases of extraordinary people carrying out record breaking feats!
Maria Austin

Free Technology for Teachers: 5 Ways to Add Interactive Elements to Your Videos - 5 views

  • This means that you can watch a video within a video or view a picture or listen to a different audio track within the original video
    • Maria Austin
       
      This sounds very cool. However, I wonder about the possibility of overloading students' working memory and affect their ability to learn that may occur if not used judiciously.
  • entering a topic for your quiz. After entering your topic enter a search for a video about that topic. Blubbr will generate a list of videos that you can select from to use in your quiz. When you find a video that works for you, trim the clip to a length that you like then write out your question and answer choices.
    • Maria Austin
       
      This is a fantastic tool! This capability would make the whole process more time efficient.
  •  
    How to make interactive videos. Worth a look.
  •  
    Ideas to make interactive videos
  •  
    Great tools, I will recommend this to my subject matter experts for their project.
Jackie Byford

Technology adds to students' math comprehension | eSchool News | eSchool News - 7 views

  • The animations are so powerful; bisecting an angle becomes a really visual experience,” Bates said.
  • The report found that students often referred to the roles of visual imagery, animations, and videos in helping them understand key concepts.
  • Moving imagery was clearly a key means for [students] to ‘see what is meant,’ rather than their trying to ‘imagine what is meant’ when it is just described by teachers,” the report found
  • ...1 more annotation...
  • the [MathsAlive] resources enabled a more collaborative environment to emerge, where they were working with students to construct problems and devise methods to solve them,” the study found.
    • Jackie Byford
       
      This article discusses using technology in the Mathematics classroom with findings that suggest that the experiences by students with the animations and visual imagery help them "see" the mathematical concepts verses having to visualize how math works. For many of us this is the case. We learn better when we see or have hands-on experiences with the concepts we are learning. There is a deeper understanding because it takes more for the brain to encode the information into memory when a true experience with critical thinking comes together simultaneously, (Medina, 2008). Schools spend millions of dollars on textbook adoptions every year, needless to say it is a booming business. If research shows that hands-on visual learning will improve not only the learning of the material, but improve critical thinking to empower and build the next generation of problem solvers, why do many educators still stand at the front of the room and lecture from a textbook or tell their students to read this chapter and fill out this worksheet? Compare the experiences you had as a child in school with the experiences today's children have with technology, not only at school, but at home with electronic devices such as ipads. Do you think the next generation that started with an ipad or computer in their hands by age 5 will be more experienced learners because of the visuals and hands-on thinking that is needed to work these devise? Has the induction of these devices helped you become a more in depth better learner? Medina, J. (2008). Brain Rules. Seattle, WA: Pear Press.
  •  
    Very interesting! Your comments made me wonder if teachers, more often than not, stand in the way of learning more than trying to act as mediators. It is sad to see that young children start their lives at school eager to learn and being active participants of that amazing process of discovery that is the acquisition of knowledge and then see them 3 years down the road, so discouraged and demotivated! What happened? Somehow that is regarded as a normal process, part of their growing and maturing. I have to say that I disagree. Answering your questions...I belong to the generation of the Commodore, Basics and Texas Instruments. I remember spending hours programming my computer. It did make me more curious about technology and I found fascinating that just a few symbols could create so much magic. Children nowadays do not have that much of a connection with the process of creation but they do develop a lot more hands on skills that are essentially the ones they will need in the future. These skills are key but they still require the development of critical thinking in order for them to acquire a more in depth knowledge of any topic. It is at this juncture that teachers are invaluable partners in the educational process. In my opinion, this should be the center of every planning and strategic use of educational methodologies.
  • ...10 more comments...
  •  
    Jackie, I do think the next generation will have more experienced learners. There has never been a more important time to apply principles of development and learning when considering the use of cutting-edge technologies and new media. When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations, and early childhood professionals are aware of both the challenges and the opportunities, educators are positioned to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child.
  •  
    I really liked the piece you picked for the discussion group. In my school district we are implementing a 1:x initiative that all students will have Ipads and use them in the classroom. I think this is great on some instances and bad on others. Like the discussion says kids learn more when a video or some other form of multimedea follows with instruction. I get that and I am trying to use this in my classroom. The hard part about this philosophy right now is most of the students that we have, have grown up with the Ipad as a toy not an educational device and having the students think about the Ipad as an educational device is harder said than done it seems. My son is in the 4th grade and was given an Ipad 2 weeks ago. He has been able to some great things with it as a learning tool BUT he still sees the Ipad as something he gets to play Mine Craft on and not a learning tool. My high school students are having a harder time using the Ipad for educational use. I did not mean to derail this thread with this topic but my experience is telling me that we are at a cross roads right now. We have students that started with pen and paper and slowly have moved to a more technology based education are struggling using the technology because they have only used the technology as a toy up until now. The students coming up have had the technology earlier in life and are able to use it in class but they are still having a hard time associating the technology with learning. I guess what I am saying is that I know that the use of the technology will help the students learn but the students are having a hard time realizing that the technology is an educational tool as well as a game. What can we do to help the students realize the powerful tools they have at their disposal these days that we did not growing up?
  •  
    Maria, I have to admit that I am guilty of standing in the way of technology. It is hard to incorporate the technology in a way that is resourceful and useful. I think Adam hit the nail on the head when he talks about the fact that today's student thinks of the technology as a toy not an educational tool, even if they played educational games. Martha has the key that the integration of technologies needs to be built on a strong foundation so that the new generation can see the ipad as a tool instead of a toy.
  •  
    Jackie, You bring up very interesting points as do Adam and Martha. I would reflect on the different issues tackled maybe separating them into their different components. One element is the learning process: as Martha says, applying proper methodologies and evidence-based research in the classroom is essential. My question would be: as teachers, we have all been taught and trained in developmental theories and educational methodologies, however, very little of that seems to trickle into our practice, I wonder why. Another point would be the use of technology as such and the definition of a learning process: if the learning process is restricted to the acquisition of data, technology can do very little for us, since internet, ipads, etc. are, for the most part, meant to facilitate the spread of information. Maybe the emphasis should be on the development of skills that would allow students to process and discriminate sources and facts, and be able to apply them to a variety of real life situations. The acquisition of data should be dependent upon the development of higher order thinking skills. In this sense, the line separating the use of technology as a toy and the use of technology to facilitates the access to data is not very easy to draw. It has been argued that the development of problem solving skills and creativity is at the core of many games. Should the educational process be limited to games? Most certainly not, but, I think that technology is forcing us to redefine the way we see learning.
  •  
    Interesting dialogue! Maria, I completely agree that the emphasis should be on the development of higher order skills. I know, too, that technology can rapidly turn off students if it is slow or boring or whatever they are doing with it doesn't interest them. I think real learning is always going to come back to meeting students where they are and getting them to think in new ways about topics they care about--whether they are using technology or not. So technology may be forcing us to redefine the way we teach, but I don't think it's redefining the key elements of effective teaching.
  •  
    I'm amazed we know as much as we do given the way we were taught and how it is so "wrong" compared to the way our brains actually work. I think that says something for human resilience and adaptation. In spite of the classrooms we endured and seemingly endless lectures, a lot of us have still been able to come out ok and be pretty darned effective in our lives and jobs. Do I think the next generation will be more experienced learners because of the hands on nature of various devices they've been exposed to? Not necessarily. It still depends on how it is used. If all my 5 year old does is play some game on my iPhone, I don't know if that is making her a more experienced learner. Just like anything else, it takes the parent or educator to be involved and help the child use the device in the most effective way.
  •  
    Maria you are absolutely correct! As educators we know what we should do, but it is not the easy road so we fall short sometimes in using proper methodologies. I believe there are many reasons "excuses" such as: classes are large with too many learning styles, paperwork gets in the way of planning, not enough time in class to apply methodologies. Let's face it when it comes down to the wire the use of methodologies are just good teaching skills, which should include the use of current technologies in the right context and for the right reason. I think too many times educational games just become "play" time and a break for the teacher to get other work done. They are called educational, but many times the kids just see the game not the educational aspect. Jennifer and Jeff, I don't think I could have said it any better. In order to be an effective teacher, one must incorporate the available tools in a way that meets the needs of the students. It all breaks down to how we use technology. Thinking about how "we" learned referring to those of us over 30 who did not have all this technology in school, we did turn out okay. If I talk to my colleagues who have taught more than 15 years they would say that the technology has taught our current students to be less effective at critical thinking when it comes to academics, yet they can learn, maneuver, and use problem solving skills to navigate the newest video games. Have any of you tried to play "Call of Duty" or "World of Warcraft?" They are not easy! It takes time, repetition, and good problem solving skills to get through each level. Maybe we as educators need to be more versed in the problem solving skills in popular games and be able to show our students the connection between the skills they use in the classroom and the skills they use in those games. It would give them the answer to that age old question, "Why am I learning this_____________?"
  •  
    Totally in accord, Jackie! Technology should be only one more tool and, consequently, it should be used only under certain criteria.
  •  
    Teacher do become an obstacle in the classroom, but not of their own accord. They get their hands tied by state testing the ruins education and district politics that can end their careers. It is really sad to see what education has become, if you as a few generations before us, it was a privilege to go to school and today students seem to have to go kicking and screaming. The misconception I have gotten from several teachers that I know is that they have this odd belief that the technology is there to replace them or simply teach the class for them. Technology is a tool that is meant to be wielded by someone who understands it. I think in the next few years we are going to see an exodus of pre-technology teachers and and influx of Generation iPad teachers who are tech savvy and have grown up with the technology. I think that will be a game changer for education and good serving of job security for students in our field.
  •  
    I normally will skip articles which mention arithmetic. My eyes are easily caught by a visually appealing graphic, a photograph or a poem. But I absolutely agree that "animations and visual images help students see the mathematical concepts and to visualize how math works." Particularly when integrated learning with games, it will make learning more effective and proficient. I believe next generation children will definitely acquire a different learning style with technology, and is much unlike ours.
  •  
    Jackie, i found a great article on why some children are bad in math! I do not believe that some kids lack the aptitude for math ! http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/03/27/why-is-math-so-hard-for-so-many/
  •  
    It is certainly lovely to see children learning in different ways that make sense to the particular individual. I wish I had the chance to learn new concepts with the aid of visualization. The question is: how many teachers are truly using the resources that are available to them?
Richard Wilson

In the Brain, 7 is a magic number - 5 views

  •  
    In 2011, I entered into an extended coma -- 2 months. After awakening and 3 months of cognitive therapy I could only recall a verbal list of 6 items. Longer than that and my brain got scrambled. I would forget the whole list. I felt that I had not recovered very well, but then I saw this article.
  • ...3 more comments...
  •  
    Fascinating article. I'm shocked to learn this, Richard. You have certainly come a long way! The brain is a powerful instrument, indeed!
  •  
    That is amazing Richard. I have read a lot of Malcolm Gladwells work and he talks about repetition and doing things many times to remember them. I hope you have made a full recovery. Good Luck!
  •  
    Adam, Gladwell is one of those guys I've long wanted to read. Memory is one of my hot buttons, so thanks for the reference. I'll see what he has to say! Any recommendations on where to start?
  •  
    Jennifer, The Tipping Point, Blink, and Outliers are all great reads. I have enjoyed all of them.
  •  
    You guys think that that's the answer to why I am able to remember phone numbers in the States (7 digits) but not the ones here is Singapore (8 digits)? Glad you made a full recovery, Richard.
Juan Saldana

- The Virtual High School now offering full-time online program - 10 views

  •  
    Warming up my skills to do my Diigo hosting in a few weeks. I believe we have one resident expert on Online High Schools.
  • ...14 more comments...
  •  
    This is a quick article on the new program developed by the VHS program
  •  
    Hi Juan, Not sure I qualify as an expert, but I am researching online high schools for this class and I work for an online high school, so I'll jump in. I had not heard of VHS, but the article says they are a nonprofit arm of K12, inc, which has received a LOT of press--most of it bad. It seems that some schools that are using K12 product are better run than others. The wikipedia article on K12 is interesting, and references a lot of the press: http://en.wikipedia.org/wiki/K12_%28company%29 VHS is an interesting one indeed. I can't quite figure out how they are going to work it. It looks like they are partnering with schools so that students can get a degree from a school in their district even though all of their classes are taken from VHS. So rather than get a VHS degree, the degree will actually say Austin High or whatever their local school is. They are doing this only for "partner" schools, which are schools that they have already been supplying with online course material piecemeal. So, that must mean that they are meeting the state-required standards of each partner school. Thanks for the tip. I think I will call them and see if they are willing to be interviewed.
  •  
    I call you the expert since this is your specialty and I wouldn't have know that this is a competing organization otherwise. I like the idea of a hybrid solution where some classes are physical and others are online, make for an easier transition.
  •  
    I think this is a great alternative for students who don't fit well into the public setting, but at $450 a course per semester? WOW! I think I would save my money to pay for college.
  •  
    Jackie, think about all the costs they don't have to spend--wardrobe, gas to and from school, school supplies (fewer), etc. For many, the benefits far outweigh the costs. It can definitely be a good solution for many if the school is a good one and the student has other options for social interaction. Juan, you might be interested to learn about the USC hybrid school. They came recommended to me by the folks at ISTE, who are essentially the standards-setters for online ed. I ended up not interviewing them because they are not really an online high school, but more of a blended option. What appeals to me about that program is that it really is targeting underserved populations: http://uschybridhigh.org/ From their website somewhere: USC Hybrid High School is a college preparatory public charter high school in Downtown LA currently serving 9th and 10th grades. We combine a traditional "no excuses" model with a blended learning model that embeds technology across the curriculum and school day. Our goal is to develop self motivated and disciplined learners who are prepared to graduate from top four year universities and who will go on to use their college degrees to effect Positive Multigenerational Change. Its student population mirrors the population of the USC neighborhood, with 64% Latino/a, 28% African American, 4% White and 4% Asian students. About 82% of the students qualify for free or reduced price lunch. Spanish is the primary language in 40% of the homes.
  •  
    I can see the demographic they have chosen to target as being most in need. I've grown up in neighborhoods like this and you don't always get the best teachers. It is tough trying to excel in a public school where most of your colleagues are in and our of Juvenile hall. Hybrid works simple because those who choose to learn, but are in less than a safe environment.
  •  
    I'm very interested in what you are saying here, Juan. Are you saying that hybrid works because those who choose to learn can do a chunk of their learning from a safer environment than the school? Please expand!
  •  
    I would think so, in areas like SC LA, the Wards in Houston and New Orleans are some of the more impoverished areas in their respective states. Usually these environments are a little hostile and not really safe for students who want to learn much less got to school physically. I grew up in a gang ridden area and I saw many of my friends take to the streets rather than education, sadly most are gone or locked up today. I would imagine the same holds true for areas like Afghanistan where these groups prefer that their followers not be educated, take for instance the Pakistani girl shot for wanting to go to school. My idea is if these people had the opportunity to take classes in either a hybrid or fully online model they could proceed with their education in the safety of their homes. That being said for some people "home" might not be the safest place or best place to get an education. I guess it really depends on the situation. If a person wants to educated themselves they will find a way to do it. Slaves of the 1800s were taught in secret and they in turn taught others, and the history books do state that it was death for a slave to learn to read. An online education just makes it easier to do, because you lack the physical constriction. We all knew someone who was home schooled and we all thought it was the coolest thing to not have to come to school. That was just an off-shoot of correspondence school. Online education is just a natural evolution and if we are lucky be the norm. Schools are no longer the safest place to be and I think some day online may be the best alternative. Jen, hope these ramblings are of some benefit...
  •  
    Thanks so much for sharing, Juan. Very interesting, indeed! I've seen many ways that online can be useful, but I hadn't really thought this one through. You make me want to revisit that interview even though it isn't a typical online school so that I can learn more. THANK YOU!
  •  
    I believe the parents of the students in these types of virtual schools would probably play a much greater role than parents would like to be involved. If not, who would keep the students on task? This also may exclude those parents that could not get involved because of limited resources. Additionally, what if both parents have a full time job this would make it difficult to balance work and the student's education at the same time. Most experts would probably agree that in order to be successful in these types of courses parents would need to be actively involved.
  •  
    Actually, Jaime, what I'm finding is that the students who are successful are the ones who are capable of self-motivating. Sometimes parents are involved and sometimes they aren't. Time management and getting enough social time are the two biggest issues for online students. Schools are coming up with all sorts of solutions, such as teachers who spend a lot of time poking and prodding students or calendar systems that send reminders and give students tools to keep themselves on pace for the former and clubs, summer camps, graduation/homecoming type ceremonies kids can attend in person for the social. Some schools also work out partnerships with regional schools to allow students to participate in local school music, dance, theatre, or sports. Many of the students are what we call "professional students," who are very driven to do something else--like compete in the Olympics--but don't want to miss out on their education, so they find the time to do what they need to do for school when they aren't training or competing. It's a world that is designed to meet special needs, but yes--either the student needs to be self-motivated, or he/she needs a strong parent or teacher to keep him/her on task.
  •  
    Hi Juan, I've got an interview set up with the Director of Academic Affairs of VHS for Tuesday morning. Thanks again for the tip. That's a real interesting setup they've got going on there! Jen
  •  
    Sounds like an interesting idea but I would ditto to what Jackie had said. I can totally see it work for GTs or child celebrities. Can you think of a newly immigrant child who needs to build on his/her English language skills or need to learn how to socialize in their new environment while trying to learn from an fully online program? I don't think it's for everyone. However, It's nice to know that there is an option for the few who can need it and/or can pay for it.
  •  
    Jen, please keep us in the loop with how your interview goes, would be interested to hear.
  •  
    It really depends on the school. One of the biggest advantages of a program that is done right is that the child will actually get MORE individualized attention. So that immigrant child could be greatly helped by more individualized instruction. Some schools, though, are really more like correspondence programs put online, and the child is very much left to his/her own devices. In that situation, the student you describe will not likely make it and would be better off in a classroom where someone can witness his/her struggle.
  •  
    Shaila, If memory serves you are from another country and this might some what match your situation. The towns I have lived in, have always been migrant towns, field works and day laborers. Their children have to up root and move with the seasons. They often don't speak much english if any at all. They have to uproot teachers and friends quite often and don't have a very stable living arrangements, much less education. This is not taking into account students who are from an entirely different continent with entirely different customs. The students will likely be chastised because of their religious view and practices, perhaps even things like attire and eating habits. I spent a month in Singapore for my employer and learned a lot about the mix cultures in that area and how areas at least within our organization are separated by religious views, even meals are prepared differently. So jump back to Online education and you see that this environment provides stability in their education, specialized teachers of appropriate language, and the ability to live a close to normal as possible. This is not to say that some foreign students do in fact acclimate to culture and system well, while still balancing their views and customs.
Jackie Byford

Sound versus Music versus Audio versus Noise - 26 views

This is something I have thought about incorporating into my classroom, but always wonder if I am picking the right music for the right situation. I am like your daughter's Richard. I started colle...

Pedro Rodriguez

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

  • The Neurochemistry of Positive Conversations
    • Pedro Rodriguez
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I like that saying. What do you think overall of this article?
Martha Rodriguez

Men have bigger brains, but it doesn't make them smarter. :) - 7 views

A larger brain does not necessarily grant greater intelligence. It is generally understood that one needs to take into account the ratio of brain to body mass. Basically this means that the larger ...

brain learning female male

1 - 9 of 9
Showing 20 items per page