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Bo Adams

Leading In The Future: Cognitive Load Management | DCulberhouse - 0 views

dculberh.wordpress.com/...ture-cognitive-load-management

leadership cognitive science

shared by Bo Adams on 11 Nov 16 - No Cached
  • Too often, we have overloaded our individual and organizational circuits beyond capacity, leaving little to no room or energy for new learning to exist and take root.
  • In any change or shift process, especially when new learning is involved,  balancing the ‘cognitive load’ provides people the space and energy to invest in evolving their mental models and expanding their current cognitive limits.
Meghan Cureton

Following the lessons of learning science in schools isn't convenient - The Hechinger R... - 0 views

hechingerreport.org/cience-schools-isnt-convenient

learning neuroscience schools #mvifishares

shared by Meghan Cureton on 28 Feb 18 - No Cached
  • Following the lessons of learning science in schools isn’t convenient
  • “The mind is a sheet of paper for a professor to write on.” But that’s the wrong way to think about education, he said. The right way, he argued, is to think of a human as a plant to which educators offer fertilizer and water and sunlight when it needs it, or wants it, most. “This is a very different model,” Sarma said, “but it’s so inconvenient we ignore it.”
  • cognitive load theory posits that working memory is limited. Students who hear new information store it first in working memory, but this is short-term memory, and all short-term memories will be forgotten. There’s no way around it. The key, according to Sarma, is reinforcing that information and getting it into long-term memory, where it will last. Students can only focus on new information for eight to 14 minutes before their minds start to wander, Sarma said, so the best method of instruction is to offer such new information in bite-sized chunks.
  • ...3 more annotations...
  • information is stored in memories created by a chemical connection between neurons in the brain, Sarma said. Over time, that chemical dries up and the memory disappears. But if reminded of that information before the original memory disappears, the brain creates a new connection and one that is long-term. The best way to retain knowledge, according to memory research, is to learn about it once, wait until you’re about to forget it, and then learn it again.
  • Also in contrast to standard scheduling patterns in schools is the idea of interleaved learning. Sarma said the brain looks for contrast. Learning one thing and then jumping to another topic and back again is helpful for long-term retention,
  • Sarma sees the future of learning as blended, individuated, fluid and hands-on. Learning science supports his vision. The question is whether schools can be reorganized to do the same.
Bo Adams

The 10 Biggest Breakthroughs in the Science of Learning | Brainscape Blog - 3 views

www.brainscape.com/...throughs-science-of-learning-2

learningsciences Mind-Brain-Education MV-How-We-Learn #MustRead

shared by Bo Adams on 28 Feb 18 - No Cached
Chip Houston liked it
  • The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information (as we’ll discuss later), when there is too much of it we become overwhelmed. Our minds simply can’t divide our attention between all the different elements.
  • the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations — though the rate at which this happens does slow with age. This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes.
  • The ability to learn, retain, and use information isn’t just based on our raw IQ. Over the past few decades it has become increasingly clear that how we feel — our overall emotional state — can have a major impact on how well we can learn new things.
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  • Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn.
  • research shows that failure is essential.
  • Information in the brain that isn’t used is often lost, as neural pathways weaken over time.
  • Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain.
  • Students may have preferences for how they learn, but when put to the test, students were found to have equivalent levels of learning regardless of how information is presented.
  • cater to the emotional and social needs of students and improves their ability to learn, is more important than styles
  • Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes, but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake.
  • students who don’t get intellectual stimulation over the summer are much more likely to forget important skills in reading and math when they return to class.
  • Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize.
  • Aside from being able to see and hear patterns, the human mind has a number of innate abilities (the ability to learn a language, for instance) that when capitalized on in the right way, can help make learning any concept, even one that is abstract, much easier. Combining these innate abilities with structured practice, repetition, and training can help make new ideas and concepts “stick” and make more sense.
  • Learning can change brain structure.
  • Bo Adams on 01 Mar 18
     
    HT @MeghanCureton
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