GESS Indonesia 2017

© David Hodgson

These slides are for personal study use only.

Grow Your Brain: can neuroscience

and NLP help teachers?

David will summarise the latest research from

neuroscience and describe practical ways

teachers can bring this and some of the best

ideas from N.L.P. in to their classrooms to help

every child excel. The discovery of the power of

brain plasticity changes the rules of education

and could positively transform the roles of schools

and teachers across the world.

Common ‘Neuro-Myths’

Our memory records exactly what we experience

People have different learning styles

Knowledge is less important than doing

Male and female brains are different

We think more clearly when under pressure

We are good multitaskers

We can learn as we sleep

People are intelligent in different ways

(‘Urban Myths’ Pedro De Bruyckere)

It’s not just the brain.

We are a nervous system.

Experts

Educational theorists

Pedagogues

Instructional designers

Educational

technologists,

sociologists, economists,

policy makers,

philosophers

Psychologists

Neuroscientists

Learning scientists

(International Society of

the Learning Sciences)

Stakeholders (parents,

teachers, students,

publishers, Universities,

schools, Unions,

charities)

Study reveals effect

of exercise on neural

growth in rats.

Neuro-educators (Kurt Fischer Harvard University, Mind, Brain &

Education Program)

Four Teacher Types

1. absorb all neuro ideas

2. reject all neuro ideas

3. Indifferent to neuro ideas

4. assess apply research

neuro ideas

(Byrnes & Fox 1998)

Myths: Emperor's New

Clothes

P28 Urban Myths

93 % of communication

is non-verbal (words 7%,

tone 38%, body

language 55%)

‘These figures deal with

communication of

emotions and feelings, I

cringe when I hear these

figures incorrectly

quoted.’ Albert

Mehrabian

The Three E’s

Efficient

Effective

Enjoyable

Urban Myths About

Learning and Education

De Bruyckere, 2015

False choices

Progressive V traditional

M Brown No winner

Current paradigm Social

Constructivism

Cognitivism (how not

what we learn)

Behaviourism

(punish/reward)

Mindset Dweck

Performance Goal V

Learning Goal

Feedback impacts

attitude

Puzzle> Praise> Invite to

try same or harder puzzle

Those praised for effort

90% chose harder

Those praised for being

smart <50% chose

harder

And performance

Students offered puzzles

by Bill (can’t be solved)

and Tom (solved with

effort) Then praised for

effort or smart. Then all

given solvable puzzles

by Bill and Tom. Those

praised for smart didn’t

solve puzzles from Bill

(‘Make It Stick’ Peter

Brown, 2014)

Mindset

Carol Dweck

‘Study skills and learning

skills are inert until they

are powered by an

active ingredient. The

active ingredient is that

the power to increase

our ability lies largely

within our own control.’

Dweck

(‘How Children

Succeed’ Paul Tough)

Technology improves

learning?

‘Any teacher that

could be

replaced by

technology should

be’.

Arthur C. Clark

We think more clearly

when we are under

pressure?

No, Maths Anxiety, PISA

Research

The method-not-media hypothesis

(Sung & Mayer)

Technology improves

learning?

But..

Canadian Universities

Student Survey

60% would like more E

content

54% online course notes

46% recordings of lessons

online (Kaznowska, 2011)

Technology is like the

vehicle that delivers our

groceries. It does not

influence the quality of

our diet. It is the vehicle

of instruction. The

essence of learning

remains in the hands of

the teacher. (Richard

Clark, 1994)

Advice to teachers placing lessons on

Youtube:

Flipped Learning

Keep it simple (over

mixing animation, voice,

subtitles and text

summaries = less

learning)

Exclude interesting but

irrelevant information

Use visual and voice but

not visual and text

Keep it short, four 5

minute chunks better

than a 20 minute

masterpiece!

Allow practice moments

and encourage learner

to use pause, go back

and review.

‘Urban Myths’

Pedro De Bruyckere

1. Focus on a specific, issue, problem or question

2. Ethical honest, transparent, no bias (researcher, question, design, analysis)

3. Informed by research literature

4. Methodology be clear on what and how you are measuring impact/effect, valid (are you measuring what you say you’re measuring?), reliable (could others repeat your research with same results?), eliminate bias, how (action research, surveys, case studies, tests?)

5. Explanation/Discussion based on data, measured insights & conclusions (describing what happened is easier than speculating why it happened)

6. Understand Statistics (data capture, sampling, standard deviation, Hawthorne effect) ‘Educational Research: Taking the Plunge’

by Phil Wood & Joan Smith,

Crown House Publishing, 2016.

Classroom Research

Key Points

What Great Teachers Do

When to Go for it or

Wait ‘A ship in harbour

is safe but that’s

not

what ships are

made for.’ William

Shed

What Great Teachers Do

Researchers have studied some of the world’s best teachers and communicators. David will share the things they all have in common. How many of these do you apply these in your classroom? Find out in a session packed full of tips that will reveal some of the secrets of great teaching.

What Great Teachers Do

In pairs, ask each other:

Do you remember your best teacher?

What did they do for you?

How did they make you feel?

What qualities did they have?

What Great Teachers Do

Do you remember your best teacher? (Yes)

What did they do for you?

(made you like the subject and/or yourself)

How did they make you feel? (invincible, curious,

confident, competent)

What qualities did they have? (signature

strengths)

Six Signature StrengthsMartin Seligman

We express our identity by living through one of more of these.

Which of these six appeal to you?

1. WISDOM (curiosity, love of learning, judgement, ingenuity, emotional intelligence, perspective)

2. COURAGE (valour, perseverance, integrity)

3. HUMANITY (kindness, loving)

4. JUSTICE (citizenship, fairness, leadership)

5. TEMPERANCE (self-control, prudence, humility)

6. TRANSCENDENCE (gratitude, hope, spirituality, forgiveness, humour, zest, aestheticism)

Martin Seligman

‘Why Students Don’t Like School’

Daniel Willingham, 2009.

People are naturally curious but not naturally

good thinkers. Thinking is hard and effortful!

Think of material to be learned as a ‘map’ to be

placed in their memory. This is the ‘knowledge’

which needs to be repeated for LTM which

precedes ‘application’.

Deep understanding is better than cramming in

new knowledge. Hard work will pay off.

How many of these letters

can you remember?

X P H

D F B

I B B

C L O

L X

How many of these letters

can you remember?

X

PHD

FBI

BBC

LOL

X

(Great teachers use this method)

We remember more on the second list because

we are not overloading our working memory.

We store the meaning in separate chunks of

knowledge.

Surface Structure V

Deep Structure

Jane is painting a fence

which is 2m high and

10m long. Paint costs $20

per pot and each pot

covers 5m2. How much

will it cost Jane to paint

the fence?

John has to cut the grass

on a football field. It is

30m by 10m. His electric

mower cuts 50m2 per full

charge. How many

times does he need to

charge the mower,

starting at zero charge?

Angles

What are the deep structure principles?

How can we present these as surface structure

puzzles?

ANGLES & Big table

collaboration?

Which of these two go together?The Riddle 2008, Andrew Razeghi

Two ways of thinking. Categories: In the west people say hen

and cow, Systems in east people say cow and grass.

The First 10 Seconds

If a teacher can ensure the first ten seconds of a

lesson are right then the classroom is ready for

amazing learning experiences to occur for the

benefit of all.

David will share the things the best teachers do to

create this great learning environment.

The first 10 seconds

Tongue Twister

Tie a Tie Challenge

Energy high

and low

Questions that challenge students

to think rather than be ‘correct’.

In a fight which would win?

(Dave Keeling ‘A Rocket Up Your Classroom’)

Social Genomics

Professors John Cacioppo &

Steve ColeLoneliness is measurable as

a gene expression in our

blood. Triggers sympathetic

nervous system Loneliness is

as damaging as smoking or

obesity.

“Our bodies are

programmed to turn misery

in to death”.

This Photo by Unknown Author is licensed under CC BY-SA

The Dunbar

Number

150 friends

Grooming >

specialisation>

Success

Laughter is remote

grooming

Rats tickled live longer

You can’t laugh on all

fours

How many humans does

it take to make a cup of

coffee?

John makes an axe head in

2 hours and a handle in 4

hours.

Jane makes an axe head in

3 hours and a handle in 2

hours.

Should they work

co-operatively or alone?

The Haka

A lesson in mood

Curiosity is king

Para-sympathetic system (healing soup of endorphins, oxytocin, dopamine for neural connections)

High Power (2 mins)

Cortisol (+stress-relaxed)-10%

Testosterone (+dominance-passive)+25%

Fear

Sympathetic system

Amygdala (cortisol, adrenelin, butterflies in tummy, steroids)

Low Power (2 mins)

Cortisol +15%

Testosterone -20%

Mood MovingBe in the right mood for whatever it is

you’re about to do.

• Nerves, Fear

• Boredom, Hesitation

• Curious, Go For It!

Buzzing

Right Mood

Do you consciously enter the right mood

before:

a) A sporting activity 90-100%

a) An Exam/test 10-25% (-25%)

b) Homework/revision 0% (-50%)

Stop, Think, Act, Review.

The right mood

• Mood Reading

• Choc Voice 1-20

• Mood Music

Mood Control

Push? Pull?

Like being pecked to death

by a duck?

Fixed Mindset

• Blame Frame Questions

• What’s wrong?

• Why do I have this problem?

• How does it limit me?

• Whose fault is it?

• What does this problem

prevent me from doing?

Growth Mindset

• Outcome Frame Questions

• What do I want?

• How will I know when I have it?

• What resources do I have available to help me?

• What else will improve when I get what I want?

• What am I going to do now to move me forward?

How We Really Learn

The Neuroscience Of Memory

NLP helps people learn or unlearn things very quickly. David will show you how can help students of all ages learn just about anything.

Phobias are an example of how brilliant our memories can be. The process of committing knowledge to long-term memory using an NLP strategy based model can help students register, retain, recall and review the things they’ve learned far more effectively.

David will also share practical examples based on his work with students across the U.K. to make maths, spelling and science memorable.

Efficient v Effective

A Learning Map

MOOD

A Learning Map

ACTION

What do you see?

A cow?

Improve our vision

Improve our vision

10,000-100,000*

Pictures

Remembering Position of Pieces on BoardExpert Club Novice

Real Game 16 9 5 Random 3 3 2 (Simon & Gilmartin: 1973)*infinity

A clue…

The Power of Words Elizabeth Loftus

Professor Psychology & Law

Research Findings:

Words can lead/mislead

At what speed were the cars going when they hit (34) smashed in to each other (41)

Would you operate if the operation had a 90% chance of success? 10% chance of failure?

Create a belief: Food allergy ?

Feeling

• Which is better, chocolate cake or pizza?

• Which is better, sitting in a comfy armchair

or swimming in a calm pool?

• What would pizza topped with chocolate

taste like?

Learning Sequence:

Pictures Words Feelings

(not learning style)

Learning loops

Sucking Lemons…

Learning is a change in

long term memory

(Kirschner, Sweller &

Clark, 2016)

Richard Feynman

How thinking Works

Count to 60 whilst drawing a giraffe ☺

Count to 60 and read a poem

Spelling Strategy

1. Picture word

2. Say it, syllable by syllable

3. Check ‘Feeling’

4. If it feels right it is right, stop

5. If it feels wrong go back to step one

Spell library…

Library

Parliament

Relevant

Interesting

Naughty

Giggle

56

A Learning Map

PRACTICE

Richard Feynman

4 steps to long term memory/meaning /Chunking

1. Word for word2. Meaning of each word3. In your own words (restate)4. Give example, factor, context5. Pass it on6. Miss a turn

Example: Tariff A system of duties on imports and exports.

Practice

NLP Revision Guide

Most students don’t revise in a brain-friendly

way. They make it really hard for themselves

and their brains. By introducing children to a

better way to revise their happiness and test

results both improve. Discover how to work

smarter not harder.

A Learning Map

PRACTICE

Moving to Manchester

Memory Test or Quiz

12 Words

How many will you remember?

The 12 words were:

pen, police, dog, hungry, pain, teacher,

stay, toast, brick, log, hair, heart.

Write A next to these

words:

• Pen

• Police

• Dog

• Log

• Hair

• Heart

Write B next to these

words:

• Hungry

• Pain

• Teacher

• Stay

• Toast

• Brick

Primacy Recency Effect

We remember first and last

not middle

More A than B?

A New Way To Revise

We remember first and

last not middle

More A than B?

Revise for 90 mins,

remember first and last

10 minutes wasting 70

minutes!

3 X 30 mins

1 minute mood +

20 min work +

5 minute review +

Connect +

4 minute break.

Move Place

Waste 15 mins!

1. Focus on a specific, issue, problem or question

2. Ethical honest, transparent, no bias (researcher, question, design, analysis)

3. Informed by research literature

4. Methodology be clear on what and how you are measuring impact/effect, valid (are you measuring what you say you’re measuring?), reliable (could others repeat your research with same results?), eliminate bias, how (action research, surveys, case studies, tests?)

5. Explanation/Discussion based on data, measured insights & conclusions (describing what happened is easier than speculating why it happened)

6. Understand Statistics (data capture, sampling, standard deviation, Hawthorne effect)

‘Educational Research: Taking the Plunge’

by Phil Wood & Joan Smith,

Crown House Publishing, 2016.

Classroom Research

Key Points

‘Blockers’

Study A

Test/practice A A A A

Study B

Test/practice B B B B

Study C

Test/practice C C C C

Result

End of lesson 89%

1 week later 20%

‘Mixers’

Study A B C

Test/Practice A C B C A B B C A

(This is better X3

Repeated 470 yr7/8 2016 +70% cp control Coe)

Result

End of lesson 60%

1 week later 63%

Interleaving

RRR+RInterleaving boosts: Registration

Retention

Recall +

Review

Six Revision Methods

2 Positive + 2 Negative + 2 Neutral

1. Flash CardsKey points on multiple cards

4. Believe in Luck/Destiny(pen, soft toy, pants)

2. Sleep WellBefore and during revision and exams

5. Use Highlighter pens to record key points in your notes/books

3. Listen to Classical MusicAs you revise

6. Make notes of your notes and repeat process

Why 7 to 8 Hours? (REM Sleep)

The Shoemaker

and the Elves

1. Extracts rules and big picture

2. Links old and new memories

3. Imagines possible futures

4. Creates the meaning of our lives

(Robert Stickgold Tedx On Sleep)

‘Thinking Fast and Slow’ Daniel Kahneman

Thinking Fast

A bat and ball cost

$1.10. The bat cost $1

more than the ball. How

much does the bat

cost?

Thinking slow

• I will write a number

• 42856

• You add one to each

digit

• 53967

37342

73580

38402

11896

45190

Personality & Creativity

in The Classroom.

Humans are social creatures. The personalities of teachers and children in the classroom have a huge impact on learning. David will share examples from AI (Artificial Intelligence) to provide practical tips that ensure teachers bring out the best in themselves and their students by making the most of the social aspects of learning.

•

‘The greatest good you can do for

someone is not to share your riches

but to reveal to them theirs.’

Disraeli

Personality Big 5

OCEAN1. Neuroticism/Anxiety (+-): emotional, oversensitive,

sentimental, fearful, anxious, vulnerable versus brave, tough, independent, self-assured, stable

2. Extraversion (EI): outgoing, lively, extraverted, sociable, talkative, cheerful, active versus shy, passive, withdrawn, introverted, quiet, reserved

3. Agreeableness (FT): patient, tolerant, peaceful, mild, agreeable, lenient, gentle versus ill-tempered, quarrelsome, stubborn, choleric

4. Conscientiousness (SN): organized, disciplined, diligent, careful, thorough, precise versus sloppy, negligent, reckless, lazy, irresponsible, absent-minded

5. Openness to Experience (JP): intellectual, creative, unconventional, innovative, ironic versus shallow, unimaginative, conventional

Ei ft jp +- sn

Sign your name…

Preferred hand:

• Natural

• Easy

• Comfortable

• Didn’t have to think

• Automatic

(We prefer tasks on this side)

Other hand:

• Difficult

• Awkward

• Had to think

• Weird

2. Know Your Strengths

Logical Levels (R. Dilts)

Identity

Personality

Skills

Behaviour

Environment

Attitude to Life (Openness)

• Jane

I like to plan and organise

things

I like to make decisions

I prefer finishing tasks

I quite like using lists

I like things tidy

Marge Simpson

Fred & Velma

•

• Paula

I like to see how

things turn out

I like to keep my options open

I prefer starting tasks

I’d rather not use lists

I don’t mind things untidy

• Homer Simpson

• Shaggy & Scooby

How we take in information

• Sharon

I look for the factsI look for detailsI focus on what works nowI prefer using what I’ve learnedI’m more practical and sensible

• Convergent thinking

Batman,

James Bond

& David Beckham

• Naz

I look for the possibilitiesI like to work out what it meansI focus on how to make it differentI prefer learning new skillsI’m more of a dreamer and imaginative

• Divergent thinking

Roald Dahl,

Dr Who &

The Little

Mermaid

Describe what you see.

How we decide

FrankPeople then taskI tend to follow my heartI ask, ‘How will it affect people?’I like pleasing peopleGiving praise is more important

I tend to be careful saying things that could upset someone

Homer Simpson

Ed Sheeran

•

•

•

•

•

TomTask then people

• I tend to follow my headI ask, ‘Is it the right decision?’I like rules and principlesTelling it ‘how it is’ more importantI tend to give and take criticism quite easily

Bart Simpson

Adele

Source of Energy

Eddy

I think out loud

I prefer variety and action

I like to act quickly

I’m a good talker

I like to give my opinion

Donkey

Homer Simpson

Ian

I think before I speakI prefer quietI like to be carefulI’m a good listenerI keep my thoughts to myself

Shrek

Marge Simpson

•

•

Parenting Style and Type

• E Talk to people and brainstorm options.

• S Collect information and review specific facts and details on courses/careers.

• F Seek opinion of trusted experts/friends about options.

• J Organise timetable, checklist with deadlines.

• I Record ideas and research alone.

• N Generate and explore many big picture themes /ideas.

• T Logical analysis with pros and cons of each option.

• P Seek out and respond to new information as it presents, change plans.

How To Motivate Children

The current education system was created for a world that no longer exists. Motivating children in a more complex and rapidly changing world is a huge challenge for schools. In this session David will share the techniques applied by successful teachers and based on sound research.

Identity Based Motivation Theory

The future Identity we

imagine impacts our current

behaviour

When I’m a doctor this is

how I will approach this

task…

Or My future is bleak so I

needn’t bother now…I’m

going to be useless…

(Scott 2015, Oysesman 2015)

As if frame

Act as if you believe

your life will be great

Imagine if do well

5 years from now

what did I do If I did badly,

if only I’d…

How to motivate section

Who would like to win £20?

There’s no catch!

GROW

Questioning Model

Goal

What do you want to achieve?

What is important right now?

What is your long-term goal?

How will you know when you’ve achieved your goal?

Reality

On a scale of 1 to 10 where are you now?

What has contributed to your success so far (skills, knowledge, attributes and people)?

Will this goal conflict with anything else you are doing?

Will this goal impact on others?

Options

What are your options?

Have you tackled this or a similar situation before?

What do you need to stop doing to achieve this goal?

What obstacles stand in your way?

Way Forward

Which options work best for you?

Write down next step/s.

What actions are you going to take?

When are you going to start?

How will you make sure you’ll do it?

Who can help you?

On a 1 -10 scale how committed are you?

What would get you closer to a 10?

Like being pecked to death

by a duck?

Fixed Mindset

• Fear

• Anger

• Boredom

• Sad

• Stuck

• Compare self to external people (peer/parent/teacher) or test scores.

Growth Mindset

• Curiosity/Flow

• Learning

• Happy

• Excited

• Creative

• Compare self to personal

goals, aims and potential.

Grow Your Brain Activities

In a practical and interactive session

David will share activities that can improve

individual and school performance. Learn

how to design, implement and evaluate

classroom activities that apply the best of

the research from neuroscience and

N.L.P.

• Energy

• Openness

• Focus

Activity

Wright Family Game

Activity

The Learning Loop

Activity

Activity

• Mood Reading

• Mood and music

Daniel Peaty

https://www.youtube.com/watch?v=RTZrPVqR0D8&t=16s

Jaws

https://www.youtube.com/watch?v=BX3bN5YeiQs

benny hill

https://www.youtube.com/watch?v=-vX6F1Y0WN8

Activity

• Compare strategies

• For motivation, learning, beliefs

Control > Choice >

Change

The Four T’s of Autonomy:

1. Task - what we have to complete/learn/produce

2. Team - who will we work with (self, pairs, groups)

3. Time – when by?

4. Technique (how we complete the task)

Zoe Elder: ‘Full On Learning’ (Crown House Publishing)

Resilience: the GREAT way

Gratitude (3 new things you’re grateful for each day for 21 days)

Random Acts of Kindness (email genuine +ve comment to someone each day for a week)

Exercise (sweat at 3 times per week for 20 mins)

Author (Journal/write up 1 +ve experience per day)

Transcend (Meditate/Full relax, 15 mins per day)

Active Learning

The Cortical Homunculus

It’s not all about the brain

‘All learning happens

through the senses.’

John Comenius,

1648