2. Trainers will use brain-
based principles and
strategies (what we know
about how the brain learns)
to design and facilitate
training.
Training Goal
3. • Describe how the brain takes
in, organizes, stores, and retrieves and
processes information.
• Recall principles of brain-based
teaching/learning.
Module Learner
Outcomes
4. • Implement brain-based strategies to maximize
learning and increase transfer back to the
workplace.
• Identify brain-based learning resources.
Module Learner
Outcomes
5. • Identify the structures and circuitry of the brain
• Explore the concept of “neural networks” and
their relationship to knowledge, learning and
memory.
Previous Module
Outcomes
6. Week 1 – Introductory Webinar
Week 2 – Sensory Memory
Week 3 – Working Memory
Week 4 – Long-Term Memory
Week 5–
Strategies, Resources, and
Summary
Outline of the Module
9. Weekly assignments should take you a total of 1
to 1.5 hours per week except the last week
which will require a little less time. You are
expected to complete all work within the one
week time period. The total time required for
the module is 5 hours.
Time Expectations
13. Advanced Organizer
Brain Levels Advanced Organizer
Use this graphic organizer to collect information throughout the module. You will use the information in week 5.
Sensory Working Long-term
Memory Memory Memory
Function
(What does it do?)
Capacity (How much info
can it hold?)
Duration (How long can it
retain info?)
What determines whether or
not info moves to another area
of memory?
14. Learning Definition
Learning can be defined as the:
Cognitive process of acquiring skill or knowledge
Process by which experience brings about a relatively
permanent change in behavior
Change in behavior that results from experience and
practice
Processing of information we encounter, which leads
changes or an increase in our knowledge and abilities
Cognitive Science Laboratory (2003)
Hicks (2001-2002)
Pearson Education (1995-2004)
Di Paolo (nd)
15. Memory Definitions
Memory can be defined as the:
• Ability to process information that requires attention,
storage and retrieval
• Mental faculty of retaining and recalling past experience
based on the mental processes of learning, retention,
recall, and recognition
• Retention and retrieval in the human mind of past
experiences
Alzheimer’s Association (2005)
American Heritage (2002)
Encyclopedia Britanica (nd)
22. Associative
Review (prior knowledge)
The primary task during the “R” of ROPES is to
activate relevant prior knowledge.
This makes it easier for the brain to connect new
information to what the learner already knows.
23. Reconstructions
• The more ways information is learned and
processed, the more neural networks are
created.
• More neural networks (connections) make
it easier for learners to store and retrieve
new information.
• You can use the “P, E, S” of ROPES to
give learners multiple ways of learning and
processing new information.
25. Big Picture
Understanding the role of learning
and memory as related to training.
How training design is linked to
brain functions.
Transfer of training is linked to
storage and retrieval of
information.
27. THANKS FOR YOUR PARTICIPATION.
Best wishes for completion of the module.
Hinweis der Redaktion
Welcome to the second part of Brain-Based Learning. All of you have completed the first part which will help you to be able to apply Brain-Based Learning Principles.
Our goal is that you use the Brain-Based principles and strategies to design and facilitate training. This means: what we know about how the brain learns. Brain Science is an on-going field. We continue to learn more and more about the brain and how it functions.
The training goals are: Describe how the brain takes in, organizes, stores, and retrieves and processes information. Recall principles of brain-based teaching/learning.
The additional goals are: Implement brain-based strategies to maximize learning and increase transfer back to the workplace. Identify brain-based learning resources.
Just to review, the outcomes from the previous module are: Identify the structures and circuitry of the brain. Explore the concept of “neural networks” and their relationship to knowledge, learning and memory.
This module lasts for 5 weeks with a different topic each week. This is our introductory webinar which is intended to introduce you to the format of the module and give you a chance to ask questions. In weeks 2-4, we will be examining a different type of memory each week. The final week will give you a final chance to explore resources, applications and summarize the topic.
The module contains the following assets: A narrated PowerPoint Introduction to the week’s assignments. A written weekly outline is also available. The assets should be completed in the order as shown on the PowerPoint and weekly outline. Other assets are Handouts and Articles in PDF files. These can be downloaded and read on the computer or printed. There is one video clip in the working memory section which is a Youtube video. Each week there will be discussion boards. Be sure to post the required information but you can also use the discussion board to post questions about the material. You will be exploring several websites for additional information to enhance your knowledge.
Take participants to week 2 of module for a preview.
This module primarily deals with memory and learning. We will be exploring how to design training to create long-term memories that can be retrieved back to working memory to be applied in the workplace. In each of the sections of the module you will receive applications that demonstrate the importance of understanding brain development. You received this document as a pre-assignment. You can use this advanced organizer to process the information throughout the webinar. Let’s begin by sharing your personal definitions of Learning and Memory.
This is the Information Processing Model that we will be using throughout the module. This module primarily deals with memory and learning. We will be exploring how to design training to create long-term memories that can be retrieved back to working memory to be applied in the workplace. All information enters your brain from the outside world via your senses.The reticular activating system (RAS) is the brain structure that filters all incoming sensory information and decides what your brain will pay attention to and what it will ignore. Remember RAS from BBL 1. Short-term memory is the “workplace” of your memory. It is where you manipulate and use stored information. It contains the information you are actively using (e.g., thinking) – your conscious thought. That’s why short-term memory is now referred to as “working memory.” Information moves from the working memory into long-term memory where it is stored (purpose/function). The capacity of long-term memory is unlimited and unlike sensory and working memory, the duration is indefinite – information is stored permanently in your long-term memory. The key to storing information in your long-term memory AND being able to retrieve that information is “meaningfulness.”
To help you collect information about the different types of memory, use this advanced organizer each week to record information. You will use the information in week 5 for review exercises. The handout for printing can be found on the website.
Here are some definitions offered by experts.
Here are some definitions of memory.
Memory and learning are so closely connected that people often confuse them with each other. But the specialists who study them consider them two distinct phenomena.These specialists define learning as a process that will modify a subsequent behavior.Memory, on the other hand, is the ability to remember past experiences.You learn a new language by studying it, but you then speak it by using your memory to retrieve the words that you have learned.Memory is essential to all learning; because it lets you store and retrieve the information that you learn. Memory is basically nothing more than the record left by a learning process. Thus, memory depends on learning. But learning also depends on memory, because the knowledge stored in your memory provides the framework to which you link new knowledge, by association. And the more extensive your framework of existing knowledge, the more easily you can link new knowledge to it. In addition to being associative, your memory is also a reconstruction.
Human memory is fundamentally associative. You can remember a new piece of information better if you can associate it with previously acquired knowledge that is already firmly anchored in your memory. And the more meaningful the association is to you personally, the more effectively it will help you to remember. Also, contrary to the image that many people have of memory as a vast collection of archived data, most of our memories are actually reconstructions. They are not stored in our brains like books on library shelves. Whenever we want to remember something, we have to reconstruct it from elements scattered throughout various areas of our brains. Thus, scientists today view remembering not as a simple retrieval of fixed records, but rather as an ongoing process of reclassification resulting from continuous changes in our neural pathways and parallel processing of information in our brains.
Based on your new knowledge of memory and learning, can you revise your definitions? Would anyone like to share?
These are the principles that we will be exploring. You will may many opportunities to make the connections between brain-based learning principles and training.
This concludes our webinar session but I would like to give you one more opportunity to ask any questions that you have
