Les neuromythes. Extraits du webinaire de M.
Steve Masson, professeur au département de didactique de l’UQAM - www.labneuroeducation.org Tout le monde possède des intuitions sur la façon dont le cerveau fonctionne. - Anecdotes - Internet - Magazines - Livres Article publié dans une revue scientifique avec évaluation des pairs Valeur scientifique des sources d'information Les styles d'apprentissage Les personnes apprennent mieux quand elles reçoivent l'information dans leur style d'apprentissage préféré (auditif, visuel, kinesthésique, etc.).
Étude - Pashler, McDaniel, Rohrer et Bjork (2008) « Nous concluons donc que, jusqu'à présent, il n'y a pas de preuve adéquate pour justifier l'utilisation des styles d'apprentissage dans les pratiques éducatives. » (p. 105) Cerveau gauche / cerveau droit Les différences au niveau de la dominance hémisphérique (cerveau gauche, cerveau droit) peuvent expliquer les différences entre les apprenants. Les exercices de coordination Les intelligences multiples. How to Tell If You Have a Fixed or a Growth Mindset [Infographic] A growth mindset is a way of thinking we strive to gift all of our learners with in education.
When we live with a growth mindset, we see possibilities instead of limitations. Our failures become valuable experiences for learning. Success enjoyed by others inspires rather than discourages us. Your Brain Has A ‘Delete Button’ And Here’s How To Use It! - Prepare for Change. By: lifecoachcode There’s an old saying in neuroscience: “neurons that fire together wire together.”
This means the more you run a neuro-circuit in your brain, the stronger that circuit becomes. This is why, to quote another old saw, “practice makes perfect”. The more you practice piano, or speaking a language, or juggling, the stronger those circuits get. Scientists have known this for years. Imagine your brain is a garden, except instead of growing flowers, fruits, and vegetables, you grow synaptic connections between neurons.
“Glial cells” are the gardeners of your brain—they act to speed up signals between certain neurons. What’s Happening In The Brain When Your Imagination Is Active? Research Shows Students Learn Better When They Figure Things Out On Their Own. In some instances, research illuminates a topic and changes our existing beliefs.
For example, here’s a post that challenges the myth of preferred learning styles. Other times, you might hear about a study and say, “Well, of course that’s true!” This might be one of those moments. Last year, Dr. Karlsson Wirebring and fellow researchers published a study that supports what many educators and parents have already suspected: students learn better when they figure things out on their own, as compared to being told what to do. The Study: Algorithmic vs. The researchers compared two different methods of solving math problems to see which method “most efficiently promotes mathematical learning.” In the first session of the study, both groups were presented with the same math problem, but the Algorithmic group received suggested methods for solving the problem—in other words a formula, explanation or steps to follow.
Affiche - Dissipons 3 mythes sur l'enseignement et l'éducation. Brain Science: Overcoming the Forgetting Curve by Art Kohn. “If your goal is to produce long-term retention, and if your goal is to produce behavior change, then what you do after training is more important than what you do during training.”
In last month’s column we admitted the painful fact that our employees quickly forget most of what they learn. And while forgetting depends on many factors, research shows that, on average, students forget 70 percent of what we teach within 24 hours of the training experience (Figure 1). This is a “dirty secret of training” because while we all know it is true, training organizations spend 60 billion dollars a year on training programs knowing full well that most of that knowledge will quickly disappear. And we wonder why we do not get a lot of respect. Figure 1: The forgetting curve, training’s dirty secret Forgetting is usually an active, adaptive, and even desirable process. These Are The Reasons Why Learners Forget Your Training. "Training doesn’t help one jot if people can’t remember it in the real world" —Teresa Ewington Our biggest goal in training is to get students to remember the material.
In order to do this more effectively, it helps to understand exactly what causes the mind to forget things. By understanding what makes a person forget, we can incorporate things into our programs that help counteract those causes. Forgetting is an important function. It helps a human filter out trivial things that would clog the brain and override important information. Reason #1: Encoding Failure (Learner Didn't Pay Attention to Content) Decode the Science of Forgetting: How to Create Memorable eLearning [Part II] We are carrying on with our series where we decode the science of forgetting.
We peek inside the human brain to decipher why learners forget your training. The knowledge will provide you with valuable insights on what to do to create memorable eLearning courses. The modern corporate learner is overwhelmed by a constant influx of stimuli and information. Employees have to relentlessly sift through a sea of information to sort the facts from the fluff. They have to carry out sundry personal and professional responsibilities. Of course, you cannot control the thoughts racing through your learner’s mind.
In the previous post, we identified and talked about the barriers to retention and how you can create opportunities for deep learning by removing these pitfalls.