Below you'll find the synthesized notes and implications based upon discussions. Keep in mind that we didn't finish all the chapters this year. We chose the ones best-suited for education. We didn't cover Rule ##2, #7, #8, #11, #12. If you're curious on what those brain rules are, we encourage you to purchase or check out the book.
RULE #1: Exercise Boosts Brainpower
OUR LEARNING:- "A lifetime of exercise can result in a sometimes astonishing elevation in cognitive performance, compared with those who are sedentary."
- "The role of exercise on mood is so pronounced that many psychiatrists have begun adding a regimen of physical activity to the normal course of therapy."
- "Kids pay better attention to their subjects when they've been active. Kids are less likely to be disruptive in terms of their classroom behavior when they're active. Kids feel better about themselves, have higher self-esteem, less depression, less anxiety. All of those things can impair academic performance and attentiveness."
RULE #3: Wiring: Every brain is wired differently.
OUR LEARNING: - "Learning results in physical changes in the brain, and these changes are unique to each individual. Not even identical twins having identical experiences possess brains that wire themselves exactly the same way. And you can trace the whole thing to experience."
- "Given these data, does it make sense to have school systems that expect every brain to learn like every other? The current system is founded on a series of expectations that certain learning goals should be achieved by a certain age. Students of the same age show a great deal of intellectual variability. These differences cna profoundly influence classroom performance. Lockstep models based simply on age are guaranteed to create a counterproductive mismatch to brain biology. YOU CANNOT CHANGE THE FACT THAT THE HUMAN BRAIN IS INDIVIDUALLY WIRED."
RULE #4: Attention: We don't pay attention to boring things
OUR LEARNING: - In everyday life, we use previous experience to predict where we should pay attention.
- That's how memory works . . . by recording the gist of what we encounter, not by retaining a literal record of the experience.
- Memory is enhanced by creating associations between concepts.
- Always start with key ideas and, in hierarchical fashion, form the details around these larger notions.
- Lecture Design: Modules that last in 10 min segments
- Each segment would cover a single core concept...always large, always general, always filled with "gist" AND ALWAYS EXPLAINABLE IN ONE MINUTE.
- It's important throughout the lesson to have liberal repetitions of "where we are"
- At the 9 minute, 50 sec. mark, make sure to set the ECS (the hook) to tie into the next concept or segment.
RULE #5: Short Term Memory: Repeat to Remember
OUR LEARNING: - We now know that the space between repetitions is the critical component for transforming temporary memories into more persistent forms. Spaced learning is greatly superior to massed learning.
- The brain has a natural predilection for pattern matching. Information is more readily processed if it can be immediatlely assoicated with inofrmation already present in the learner's brain. Give students examples because providing examples makes the information more elaborative, more complex, better encoded, and therefore better learned.
- The events that happen the first time you are exposed to given information play a disproportionately greater role in your ability to accurately retrieve it at a later date. If you are trying to get information across to someone, your ability to create a compelling introduction may be the most important single factor in the later success of your mission.
- You can improve your chances of remembering something if you reproduce the environment in which you first put it into your brain.
RULE #6: Long Term Memory: Remember to Repeat
OUR LEARNING: - The relationship between repetition and memory is clear. Deliberately re-expose yourself to the information if you want to retrieve it later. Deliberately re-expose yourself to the information more elaborately if you want the retrieval to be higher quality. Learning occurs best when new information is incorporated gradually into the memory store rather than when it is jammed in all at once.
- The way to make long-term memory more reliable is to incorporate new information gradually and repeat it in timed intervals.
RULE #9: Sensory Integration
OUR LEARNING: - Multimedia principle: Students learn better from words and pictures than from words alone. Students learn better when corresponding words and pictures are presented near to each other rather than far from each on the page or screen.
- Students learn better from animation and narration from animation and on-screen text.
- The opening moments of a presentation are critical, and incorporating multisensory presententations can really help.
- Our senses work together which means that we learn best if we stimulate several senses at once.
RULE #10: Vision: Vision trumps all other senses.
OUR LEARNING: - The more visual you make something, the easier it is to recall. Tests performed years ago showed that people could remember more than 2,500 pictures with at least 90% accuracy several days post-exposure, even though subjects saw each picture for about 10 seconds. Accuracy rates a year later still hovered around 63%.
- If information is presented orally, people remember about 10% when tested 72 hours later. That figure goes up to 65% if you add a picture!
- We pay lots of attention to color, shape and size, and we pay special attention to objects in motion.
- Vision is by far our most dominant sense, taking up half of our brain's resources.