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Jay Cross helps people work and live smarter. Jay is the Johnny Appleseed of informal learning. He wrote the book on it. He was the first person to use the term eLearning on the web. He has challenged conventional wisdom about how adults learn since designing the first business degree program offered by the University of Phoenix.

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Brain Rules & learning


posted on
June 13th, 2010
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4 comments
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Metalearning

Neuroscientists have figured out a lot about how the brain works in the time since the fMRI was invented 18 years ago. A developmental molecular biologist named John Medina has summarized many of these finding as they relate to learning in a marvellous book and multimedia site entitled Brain Rules.

Many of Medina’s rules impact how well an individual learns. We know for sure that:

Other rules outline how we humans sense the world.

Yet other rules explain the ingredients of an optimal learning experience. We learn best:

Corporate learning departments have made scant use of these findings. It’s a classic case of paradigm drag: put off the new stuff until the old stuff has been completed. Yet were corporations to embrace the Brain Rules, they would raise their organization’s capacity to learn and also improve the efficiency of current training efforts.

Mens sana in corpore sano (A sound mind in a sound body) Juvenal
For example, organizations that are serious about raising their collective intelligence should consider putting treadmills and stationary bicycles in their hallways. A little exercise improves your ability to think and learn. Two half-hour rounds of aerobic exercise every week is enough to measurably improve reasoning, attention, and problem-solving. People who exercise are better at thinking abstractly and innovating by improvising off previously learned material.

Learning is personal
No two brains are the same. They develop at different rates and excel in different subjects. Learning physically changes our brains: “Neurons that fire together, wire together.”

Personalized or flexible instruction is more likely to work than one-size-fits-all instruction. Assigning children to classes by age is absurd. Likewise, mixing corporate hot-shots with run-of-the-mill employees may fail.

Pay attention!
You can’t learn very well if you’re not paying attention. Interrupt someone in the middle of a task and it will take them 50% longer to complete it. Furthermore, they’re likely to make 50% more errors. Multitasking is a myth. Put a cell phone in a driver’s hand and they will have as many wrecks as drunk drivers.

Brains work on one thing at a time. If something’s not part of the solution, it’s part of the problem. Irrelevancies distract from the core. That’s one reason it’s a good idea to preface a presentation with an overview: people are less likely to become distracted midway through and let their attention wander.

People learn in small bites interspersed with time for processing and reflection. In business, we often get the ratio wrong: presenting way too much information and leaving insufficient time for processing it.

Most of us can only pay attention to a stand-up presentation for about 10 minutes. Then we need to go on to something else. Every 10 minutes, the presenter needs to let emotions hi-jack the audience’s attention. Time to inject laughter, sadness, fear, or joy. But the joke or story or whatever must be relevant to the core message, else we risk the distractions of multitasking.

You must remember this
Short-term memory is essential for learning. If a thought doesn’t go through it, it won’t be learned. Our perceptions are encoded in short-term memory. The more elaborate the encoding, the stronger the memory. For example, I ask one group to read a list of words; I ask another group to read the list of words and think what each of them means. The second group can rec processes sensory information, takes care of things we do “without thinking,” and draws lightening-fast conclusions with its highly refined parallel processors. Our logical brain (the frontal cortex that makes us uniquely human) is the somewhat simplistic seat oall more of the words.

Retrieval is better when it takes place in the same surroundings as the original encoding. Better I should learn something in the office or on the factory floor where I will use it than away in some sterile classroom.

You’ll remember something better if it’s complex, relevant, in context, and tied to numerous other ideas and concepts. The more you focus on meaning, the more elaborate the encoding. Real-world examples bring out meaning. Examples appeal to our brains’ innate capacity for pattern matching, making for more connections.

Consciousness
Our brains are forever trying to make sense of the world. Imagine that we are of two minds. Our social brain (the brain forms we share with lizards and other mammals) and our logical brain, the foundation of rationality. Eminent neuroscientist Michael Gazzaniga says it’s as if there’s an interpreter between the two that intervenes between the two brains. Think of the interpreter as perpetually writing its owner’s life-resume, recasting experience and giving it meaning.

The brain strains for consciousness, this feeling of knowing what’s going on. Gazzaniga says that if you threw a rock high into the air and imbued it with consciousness, by the time it fell to earth, it would have a rational explanation of why it decided to come down.


Here are Medina’s 12 rules.and tutorials to reinforce one’s knowledge of them:

Exercise EXERCISE | Rule #1: Exercise boosts brain power.

Evolution SURVIVAL | Rule #2: The human brain evolved, too.

wiring WIRING | Rule #3: Every brain is wired differently.

attention ATTENTION | Rule #4: We don’t pay attention to boring things.

shortterm SHORT-TERM MEMORY | Rule #5: Repeat to remember.

longterm LONG-TERM MEMORY | Rule #6: Remember to repeat.

sleep SLEEP | Rule #7: Sleep well, think well.

stress STRESS | Rule #8: Stressed brains don’t learn the same way.

multisensory SENSORY INTEGRATION | Rule #9: Stimulate more of the senses.

vision VISION | Rule #10: Vision trumps all other senses.

gender GENDER | Rule #11: Male and female brains are different.

exploration EXPLORATION | Rule #12: We are powerful and natural explorers.

This is an important book that’s also fun to read. Buy it here.

4comments

  • Nana 675 - January 19, 2012 at 7:19 am -

    Jay,
    Hi, this information on brain rules and learning is very interesting.I think that it will change the ways educators teach in the classroom.I just have a quick question. Does the information you provide on the way the brain functions apply only to adults , or does it also apply to young children?

  • Nana 675 - January 28, 2012 at 7:21 pm -

    Jay,
    Your post on the book is very interesting. I agree with you that the ways we learn and the mediums that we use to learn have changed and continue to change at a pace that we sometimes have difficulties coping with. Do you think that with the possibilities that technology and the Internet is providing, that mortar and brick schools as we know them will cease to exist in the next 5 years?

  • Jay - March 4, 2012 at 2:48 pm -

    I think some of the old college campuses will be ideal resort properties.

  • Jay - March 4, 2012 at 2:50 pm -

    Depends. Some of the basics hold true but I wouldn’t expect a child to have an adult attention span and so forth.

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