Posts tagged ‘Learning Theories’

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October 5, 2011

Why Kinesthetic and Global Kids Fall Between the Cracks

Kinesthetic Learning

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Do you know that the students most likely to struggle in traditional classroom settings are Kinesthetic, hands-on learners with Global, big-picture cognitive strengths? This is because their brain wiring is misaligned with how many subjects are taught. This frustrating learning challenge may begin in middle school and continue through high school, college and into adulthood. Without self-awareness of what’s going on, the individual is likely to develop a strong disdain for learning and experience low self-esteem that can carry over into their adult life.

I have personal experience with the “brain wiring” preference combination of Kinesthetic learning and Global thinking. I can claim 100% success for learning anything that interests me through practical neuroscience strategies that support how my brain is wired and what makes me tick.  I hope this knowledge helps millions of students and adults whose brains are wired similarly to mine. Anyone can take control of their learning success by knowing how to leverage their brain pathway strengths.

Kinesthetic Learner and Global Thinker Challenges

My sensory learning preferences are Kinesthetic followed by Visual and then Auditory. I need to have movement, touch and hands-on experiences to stay engaged and remember. Having to learn solely through listening and lecture, with a minimum of visual materials and an inability to move about, is my worst possible scenario. Highly Kinesthetic learners do well in lab courses, shop, drafting, graphics, field trips, and other hands-on, experiential learning environments. Having to sit still in one place, listen to a lecture and run the risk of getting reprimanded for fidgeting or moving about is a situation most Kinesthetic learners prefer to avoid.

The other half of the learning equation is how one prefers to process and think about stored and incoming sensory information. My cognitive strength is Global rather than Sequential. I like “big picture” subjects dealing with context, overarching concepts, possibilities and options. Subjects that stimulate my imagination and permit jumping about in non-logical steps are the ones that keep me interested and engaged. Unfortunately most subjects tend to be taught in a Sequential (e.g. logical, orderly, detail-oriented), step-by-step manner. This is a torturous scenario for a person with strong Global thinking strengths. This is because their Global brains are moving at a rapid-fire rate and get bored with staying on one aspect of a bigger concept longer than a couple of minutes. Global thinkers are equipped to understand the foundational principles of most traditionally Sequential subjects like mathematics, programming theory, thermodynamics, metallurgy, physics, electrochemistry and human anatomy; the problem lies with their attention span and the focus required to complete detailed assignments and pass tests requiring accuracy.

Hot Tips for Kinesthetic and Global Brains

Learning is a voluntary brain process. First, establish the strongest positive outcomes, value and benefits you will receive from learning your chosen subject. This hot tip applies to everyone, regardless of their brain pathway strengths.

  • Kinesthetic Strategies: Implementing movement and touch with your learning experience helps you stay engaged and remember. Closing your eyes occasionally helps you listen deeply during a lecture. Take notes and/or doodle while listening. When reviewing material, ask yourself, “what feels and looks important here?” Flash cards are a great aid for Kinesthetic learners.
  • Global Strategies: When detail and accuracy are required, do your studying in a formal environment with a moderately cool temperature to stay engaged and focused. Use snacks and refreshments as a reward during breaks and for completing chunks of work within 20-30 minute periods of time.

You can quickly, accurately and reliably determine how your brain is wired to learn, think, perform, solve problems, and make decisions with statistically validated preference instruments. Online results generate customized and comprehensive accelerated learning strategies for all brain pathway combinations.

In conclusion, your past learning challenges may have been due to your brain wiring being misaligned with the subject and how it was taught. Practical neuroscience is the unrecognized solution to quick, easy and fun learning.

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September 6, 2011

Unleash Your Genius with Mind Mapping

Mind map of the mind map guidlines.

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Mind mapping is a powerful and underutilized whole brain system to solve problems, make decisions, develop plans, accelerate learning and communicate effectively with others. It’s faster, more fun and covers more bases than traditional outlining methods.

Mind mapping is widely acknowledged as being developed by British psychology author and brain researcher, Tony Buzan. His mind mapping contributions are an integrated approach, combining key words, visual images and symbols into a free-flowing “tree” emanating from a central idea, concept or subject area. “Trunks, branches and leaves” are the associated key points forming the “tree.” The process ends with a logical element of analysis and alignment.  Other practitioners of mind mapping are Nancy Margulies (author and visual mapping artist) and Michael Gelb (author of How to Think Like Leonardo da Vinci).

The core concepts and methodology of mind mapping are well grounded and supported by practical neuroscience. The system taps into the visual cortex that constitutes a large percentage of the brain’s neurons. Mind mapping uses the brain’s imagination, natural curiosity and logical thinking powers. Most people are amazed at how quickly the system captures their ideas, stimulates creativity and formulates practical and realistic solutions to complex problems.

Despite what you may think, mind mapping doesn’t require artistic abilities. Anyone can mind map. Willingness to engage in the following simple and practical neuroscience methodology is the primary requirement to get started.

Materials

Start with a large piece of paper; flip chart paper is ideal. Use colored pens, pencils or crayons. Purchase colored stickers depicting shapes, images and symbols that appeal to you and pertain to the subject matter. These will give your mind map artistic qualities without requiring artistic skill.

Methodology

1. Start In The Middle: Draw a circle or oval with the subject or key concept in the middle of the page. You can use a symbol, image, or key word. Even a small photograph works fine.

2. Employ Key Words: Single key words are preferred over phases and short sentences. This may take a little patience and practice at first. Developing the ability to think in key words pays dividends because they are content rich, easy to remember and activate other key word concepts. “Strings” of associated key words eventually describe the context of a situation and the pathways to the insights, solutions and your desired outcomes. Key words are powerful catalysts for both creative and practical thinking. Effective use of key words is a competence worth cultivating.

a. Print your strongest concept key words on lines (to form the “trunks of the tree”) emanating from your subject in the middle of the page. As an example, if you are mind mapping your business, start with words like “PURPOSE,” “CUSTOMERS,” “CONCERNS” and “GOALS.” Be sure to use only one key word per line. Utilize color, images and symbols. This is where your stickers may be a handy aid. Stick figures and other simple, hand-drawn symbols work well.

b. Your key words will stimulate other key words aligned with central ideas. As an example “CONCERNS” may trigger new key words like “FINANCING,” “COMPETITION,” and “LICENSING;” these become new lines (e.g. “branches”) emanating from the “CONCERNS” line. These key words will create another chain or sequence of key words that become more new lines (e.g. “leaves”).  Again, always use color and images to depict and add meaning to your key words. It is best to print your key words.

3. Let It Flow and Go: Spontaneity, imagination and “big picture thinking” are the operative words when mind mapping during this early creative stage. Move as quickly as you can to fill out your page. Go wherever you want. This is not the place or time to be logical and sequential. If you get “writer’s block” with any string of associated key words, move to another key word “trunk” or “branch” that catches your eye and add key words that come to mind. Continue until you feel you have more than enough ideas to work with.

4. Analyze and Align: Take a break and rest awhile before you come back to analyze and align the results of your imaginative, free-association stage. This is the part of the process that will utilize your sequential, analytical and logical powers. Look for themes, patterns and relationships between the “trunks, branches and leaves.” Align and connect parts of your “tree,” using more lines, arrows, symbols and key words to give it additional meaning and provide the outcomes for which you are looking. You may also select what you think are the most relevant parts and eliminate the ones that seem unimportant.

5. Redraw Mind Map: Depending on the application, you may want to redraw your mind map and sequence the key ideas and concepts with numbers in a clockwise manner. This may be appropriate for communication and training purposes or for your use as a daily learning and memory aid to building a business or implementing a significant project.

In summary, mind mapping will reveal and unleash the genius within by utilizing the power of your visual cortex, imagination and logical thinking for planning, learning, solving problems and communicating with others. You have nothing to lose except the opportunity to directly experience the power of your brain to leapfrog your life forward.

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July 26, 2011

Practical Neuroscience Approach for Homeschooling Parents

Studying

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Homeschooling parents undertake the monumental responsibility for facilitating their children’s education. Taking on the role of “teacher,” as opposed to being a “facilitator of learning,” is a potential deterrent to successful learning outcomes for parent and child, alike. The two greatest gifts a parent can bestow on their children are instilling a lifelong desire for continuous learning and helping them develop the life skill of “learning how to learn.” These two elements of practical neuroscience all but guarantee the development of young minds into responsible, successful and self sufficient adults and future leaders. This applies to all parents, regardless of whether they home school or not.

John Naisbitt, American author and futurist, said:

“In a world that is constantly changing, there is no one subject that will serve you for the foreseeable future, let alone for the rest of your life. The most important skill to acquire now is learning how to learn.”

Many homeschooling parents may associate “learning how to learn” with learning styles. The practical neuroscience definition of learning styles is your child’s preferred sensory sequence to take in information and their cognitive preference to process it.

Sensory Pathway Preferences

It’s important that you, as a parent, and your child, both know the child’s most and least preferred ways to take in new and challenging information. For successful learning outcomes, the inflow of information must be presented in the student’s two strongest sensory pathways. Your child should pursue self-directed learning, whereby they request and select learning resources and delivery methods best suited to the way their brain is naturally wired to learn.

Sensory Learning Aids for:

Kinesthetic Children

  • Allow student to move around and be comfortable while learning
  • Encourage making flash cards for key learning points
  • Let student squeeze a small ball or work with another manipulative, while learning

Visual Children

  • Provide material to look over and read before class
  • Give instructions, homework, and key learning points visually
  • Minimize words and maximize symbols, pictures, charts, illustrations

Auditory Children

  • Allow extra time for questions and discussions
  • Suggest reading notes and study material aloud
  • Encourage student to discuss and tell others what they are learning

Cognitive Pathways Preferences

Cognitive processing is required to solve problems, make decisions, and develop skills and competencies to navigate life. Your child’s tendencies for Sequential and Global thinking may be established from birth or may be dependent on their environment and how you influence them. By the age of 7, the preferences for cognitive processing can usually be observed. The strongest cognitive preference should be acknowledged, while allowing opportunities to use and strengthen the least favored one. This approach helps build an integrated and balanced “whole brain.” If resistance is experienced, let your child follow their natural instincts. Both Leonardo da Vinci (Global) and Isaac Newton (Sequential) have made significant contributions in the world.

Cognitive Learning Aids for:

Sequential Gifted Children

  • Connect the key learning points and steps to one another to form central concepts
  • Organize assignments into logical steps and sequences
  • Encourage students to complete one assignment at a time
  • Formal physical environments are favored: straight back chair at table, quiet, bright and direct light, cool room temperature, snacks and drinks limited to breaks

Global Gifted Children

  • Explain major concepts and the big picture first; then provide the detail, if necessary
  • Allow student to multi-task as long as learning progress occurs
  • Provide for frequent breaks to maintain interest and focus
  • Informal physical environments are favored: Casual furniture, dim and indirect light, warmer room temperature, snacks and drinks while learning

In summary, each child has distinct interests, gifts and styles for receiving and processing sensory information. Homeschooling parents can lighten their “teaching load” by helping their children become self-directed, lifelong learners. Parents can also role model what they teach, provide a smorgasbord of learning opportunities and assist with making learning resources available.

 
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July 11, 2011

Using Practical Neuroscience for Fast, Easy Learning

Group of students studying Bible

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Practical neuroscience and how your brain is wired to learn and think are the keys to successful, self-directed, accelerated learning. Few people know that a secret to fast, easy learning is teaching someone who is interested in the same subject you want to learn. This method reduces traditional learning time by 50% or more. When people of like-mind come together and learn from each other, by teaching one another, the highest form of collaborative learning occurs.

William Glasser, MD, American psychiatrist and author says:

“We LEARN:

  • 10% of what we read
  • 20% of what we hear
  • 30% of what we see
  • 50% of what we both hear and see
  • 70% of what is discussed with others
  • 80% of what we experience personally
  • 95% of what we TEACH to someone else”

It’s really quite easy to reach that 95% plateau referred to by Dr. Glasser. The first practical neuroscience principle embedded in this model is that multi-sensory learning increases retention. The second principle is that teaching strengthens your resolve through a personal commitment to a fellow learner. The third principle is that there is a synergy of minds joined to learn something together.

The following steps will guide you through the process:

Step 1: Identify the benefits

Document the benefits desired from the learning experience upon which you are about to embark. Learning is voluntary and your brain must have powerful reasons and positive emotions to stay focused, particularly when distractions arise and available time seems to diminish. Ask yourself questions like: Why do I want to engage in this learning process? What are my desired outcomes? How will I and/or others benefit from my newly acquired knowledge and skills? How will I feel, as I progress and reach my goals? Will I be happy that I expended energy and time for this learning experience one year from now? Be sure to commit your ideas in a visual form like a “mind map.”

Step 3: Identify learning resources

Use your instincts, when selecting ways to search for resources. They may include consulting with a subject matter expert, Googling key words or browsing the subject area of a library or book store. Your instincts will guide you to research methods that will be most effective for you. Think about your strongest sensory pathways to learn (Auditory, Visual, and Kinesthetic), when selecting your resources or courses. As an example, if you are a strong Kinesthetic learner, you will want a hands-on approach, as well as to be physically comfortable and have the ability to move about. Most people least prefer Auditory learning, so lectures and audio tapes would typically represent a poor choice.

Step2: Select another person or two interested in your subject

This is the most important part of the process. Find people you get along with, who have similar interests and values.  Share your reasons for learning and ideas about learning resources. Discuss the ways your “learning team” prefers to learn and think. This will guide your “learning plan.” Be sure to develop goals and milestones to measure progress. Create visual documentation of this process and review it from time to time.

Step 3: Teach one another

Teaching one another will come naturally and easily from the previous steps. The process may be a combination of self-directed learning, coupled with email and interpersonal interactions. Consider video conferencing when face-to-face meetings are not possible. Communicate key learning points and insights. Socratic questions are always a great way to learn. The more questions the better; the brain that composes a great question already has an inkling of the answer. It’s only a matter of time until awareness, connections and break-through learning occur. The time frame is accelerated when two or more people engage in the Socratic process.

In conclusion, teaching is the highest form of learning. It’s fun, easy and quickens the learning process. You can trust your brain and the brains of your “learning team” to achieve outcomes beyond your wildest dreams.

 

©2011 The Hadron Group, Inc.  All rights reserved

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June 29, 2011

A Neuroscience View of Learning Styles

learning styles

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The term “learning styles” is often associated with academic and educational applications. The traditional definition of “learning styles,” however, is a small and incomplete slice of the overall contextual understanding required for successful learning and teaching outcomes. It’s no wonder why there is sometimes controversy and confusion about “learning styles.”

My organization has been working in the field of practical neuroscience since 1992, building brain-based human development products for academic success, personal development and business applications. The purpose of this article is to expand the definition of “learning styles,” so learners and teachers alike can embrace and utilize this essential knowledge. The core principles apply to the totality of life, not just the classroom.

What are “Learning Styles?”

Each person has unique brain pathways preferences to take in and think about sensory information.

  • Sensory Pathways: Visual (seeing), Auditory (listening) and Kinesthetic (hands-on)
  • Cognitive PathWays: Sequential (logical), Global (big picture) and Integrated (cognitively balanced)

A person’s “learning style” is frequently described as their strongest or primary sensory pathway to learn (e.g. being “kinesthetic”). This is a very limited and incomplete way of viewing “learning styles.” The sequence of sensory preferences is important because it takes two or more sensory pathways to lock in received information. As examples, some people need to “see it and hear it,” others may want to “do it and see it,” and some may prefer to “hear it and do it.”

The various sensory sequences are: KVA, KAV, VKA, VAK, AKV and AVK. (K = Kinesthetic,V = Visual, A = Auditory) The lowest sensory score is what you pay least attention to and is called a “blind spot.” Most students are KVA and VKA. Think about the learning challenges of these students, who least prefer listening to the meaning of words, when trying to learn in a lecture setting, with a minimum of visual material and things to do.

The other half of the “learning styles” equation is how you prefer to process or think about sensory information. Some people favor learning and working in predictable, logical, orderly, and process-driven environments. Others require open-ended situations, moving from task to task, and using their imagination to learn and work optimally. The cognitive differences between Sequential and Global thinkers are often overlooked in both the classroom and workplace. It’s frequently the defining factor in achieving successful academic and career outcomes.

An expanded neuroscience definition of “learning styles” is a person’s sensory sequence to take in information and their cognitive preferences to process it. The combination of sensory and cognitive pathways is our representational system for life. It gives us the ability to learn, express, perform, think, solve problems and make decisions.

Who Should Know About “Learning Styles?”

The first and most important person to possess “learning style” knowledge is the “learner.” That’s why putting this information and data in the hands of teachers, alone, provides limited and sometimes disappointing outcomes.

Learning goes well beyond the classroom, self-study or online courses. Our brains are continually receiving sensory information, making choices, reaching conclusions, solving problems, and expressing. These processes constitute the flow and fabric of our lives. Therefore, everyone can benefit from knowing how their brains are wired and what makes them tick.

Reasons to share your “learning styles” information with others (e.g. teachers, spouse, co-workers and friends) include improving communications so they can transmit on your “wavelength.” It’s also helpful, in the workplace, to align work activities with brain strengths. Alignment improves morale, engagement and productivity.

What is the Role of Teachers?

I believe successful teachers are continuous learners, who are passionate about their careers. They learn from their students and exchange “best practices” with other teachers. Teachers know that students learn for their own reasons, not those of the teacher. Great teachers encourage their students to discover how their brains prefer to learn and think. They coach them to take responsibility for their own learning and leverage their brain strengths. Successful teachers establish safe and non-judgmental environments. They provide learning resources and encourage their students to teach one another; the highest form of learning is teaching.

Summary

The neuroscience meaning of “learning styles” is the foundation for accelerated learning, successful careers, better relationships and personal growth. Knowing how your brain prefers to learn and think is the key to a better and less stressful life. Everyone interested in improving their quality-of-life will benefit from this important knowledge.

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May 25, 2011

The Secret Connection Between Music and Performance Excellence

Listening to Music on the Train

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Have you ever wondered how to boost your personal performance, when learning, working and problem solving? Do you enjoy listening to music? Most people would agree that music has a powerful effect on their mood and state of mind. Music can create an almost instantaneous change in how we feel and our energy level. The evidence is in, both scientifically and anecdotally, that you can power boost your performance by aligning specific music selections with specific activities. You have nothing to lose by trying these practical neuroscience-based practices. The worst case scenario is that you will enjoy the music.

Studies by the National Academy of Sciences suggest that background music stimulates the brain to absorb and retain knowledge. Georgi Lozanov, referred to as the “father of accelerated learning,” advocates the use of music, as it has an observable effect on retention and memory. Don Campbell popularized the idea that listening to Mozart (The Mozart Effect) improves learning performance and IQ. Neuroscientists have since reported that the effects of classical music are temporary and there is no long-term improvement on IQ. This finding is positive, however, because the disagreement between Don Campbell’s work and the neuroscience community centers on how long the improvement lasts and the exact nature of the improvement, instead of on whether or not there is improvement.

There seems to be universal accord that music has an impact on our mood and temporarily improves performance in different areas. The overarching condition of doing anything well is that we need to be in the proper state of mind. So, why not use music more, even if the effects are short-term?

Music can activate a memory of an event or period of your life. As an example, a childhood song like “Old McDonald Had a Farm” may seem playful, silly and funny. However, it may create feelings of sadness depending on what was happening when the song anchored the memory. A happy song played during a gloomy and difficult experience will likely trigger sad and depressing feelings when you hear it. The common sense approach is to select music that helps you feel motivated, energized,safe, secure, confident and competent. These are prerequisites for consistent performance excellence.

Music with lyrics are best for breaks between activities, recreational listening and elevating your energy levels. Listening to words is likely to distract you when learning or working. When you listen to music with words, be aware of the meaning of the words. They may affect your mood as much as the melody. The benefits of an upbeat and energizing melody with a pleasing rhythm may be cancelled out by negative and wounding words.

Classical music has the soundest scientific and experiential base to improve learning and cognitive performance. The following list is a way to get started with accelerated learning and breakthrough thinking.

Active Learning- read material, aloud or silently, for the first time to the beat of the music.

Mozart (According to Don Campbell, Mozart strengthens the mind.)

Brahms: Violin Concerto in D major

Beethoven: Concerto #5 for piano – E Flat major; Concerto for Violin in D major

Memorizing- play while reading material (aloud or silently) you need to memorize for meetings, interviews, negotiations, presentations, trainings or examinations.

Bach: BrandenburgConcertos; Preludes and Fugues for Organ

Vivalidi: The Four Seasons; Five Concertos for Flute

Handel: Water Music; Royal Fireworks Music

Creativity - play while problem solving, “brainstorming,” creative writing, doing art, inventing.

Tchaikovsky, P.: The Nutcracker Suite

Debussy: La mer; Prelude a l’apres midi d’un Faun

Ravel: Daphne et Chloe

In conclusion, music may not increase your long-term IQ, but it sure will accelerate your learning, memory and creativity. Besides, performance may be more important than IQ. Music affects your mood and state of mind. Even if you don’t consider yourself “musical,” you can still receive positive effects.

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March 16, 2011

Communicating on Their Wavelength: How to Connect With Kinesthetic Communicators

Talking while walking

Image by k_paulinka via Flickr

Do you have a spouse, friend or business associate with strong preferences for Kinesthetic communications? If you communicate similarly to them, you probably have some natural rapport based on physical action, movement and touch as a preferred way to receive information. If you prefer Visual (seeing information) or Auditory (hearing information) interactions over Kinesthetic, you and the other person may be experiencing strained and difficult communications. This is because both of you may not be receiving information on your preferred “wavelengths”, thus creating misunderstandings and frustration.

Everyone has their own unique and distinct preferences for taking in and processing sensory information, instructions, directions, requests and questions. When you customize and align your “transmitting style” with another’s preferred “receiving style,” you increase the probability for greater rapport and understanding. This neuroscience principle has enormous implications in all human relationships.

The following steps help you identify and connect with the Kinesthetic communicators in your life. Powerful neuroscience tools tune you into “kinesthetic wavelength” preferences to receive information, resulting in instant rapport, understanding and respect.

Step I: Identifying Kinesthetic Communicators

  • Strengths: Moving into physical action quickly, with a minimum of visual and auditory information; hands-on activities; operating vehicles, equipment and tools;“gut feel” for people and situations

  • Irritations: Physical discomfort; confined spaces; delays and obstacles; insufficient hands-on activities and things to physically do; long meetings with infrequent breaks; people who talk at rapid rates of speed
  • Enjoy: Hands-on activities; driving and moving about; building and repairing things; travel; sports; touching

Step II: Connecting to Kinesthetic Communicators

  • Universal Strategies: Seek to understand the other person’s point-of-view before expressing yours. Allow people to complete their thoughts and expressions before asking questions and trying to “second guess” what they are thinking. Make no assumptions and stay in the present moment. Keep an open mind.

  • Environment: Select a comfortable environment with freedom to move about. Kinesthetic communicators usually respond positively to taking a walk, playing golf, driving and mealtime communications. Having things to handle (e.g. koosh ball, models, table-toys, pens and pencils) facilitates their processing.

  • Primary Strategies: Kinesthetic communicators need to process what they see and/or hear with movement and physical action. Provide things to look at and touch. Combine walking, meals and field trips with discussions or reviewing materials. When pauses occur, allow time for “kinesthetic processing” (getting a feel for the information or situation.) Match their vocal speed; don’t talk too fast. Allow breaks every 20 minutes. Think: “What is their body language telling me? How can I incorporate more physical action into our communications?”

  • Use Kinesthetic Language: Kinesthetic communicators use and prefer language like: Feels good/bad. I have a gut feel about this. Let’s do it. I have a handle on this. Pull some strings. Get moving.

In conclusion, it’s easy to identify and connect with Kinesthetic communicators using simple and powerful neuroscience tools. This brain-based approach tunes you into their preferred “kinesthetic wavelength” to receive information, which results in instant rapport, understanding and respect. These principles and practices are applicable to intimate relationships, families, business, government and sales situations. How and what to communicate are two sides of the same coin. Most people focus on the “what” and wonder why some communications fail.

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December 2, 2010

Three Golden Rules for Communication Success

Bust of Socrates in the Vatican Museum

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Have you been passionate about communicating something important to others, but have not received the acknowledgment, attention and outcomes you envisioned? Three “golden rules” for communication success are neuroscience-based methods that draw people into engaging with you and improve the probability of reaching win-win outcomes. They engender respect, build trust and improve relationships.

Golden Rule #1: People do things for their reasons, not yours.

The brain only engages with listening, observing, thinking and action when a value component is present. The value can be feeling important, being needed or reaching out and helping someone because it’s the right thing to do. It may be intellectual curiosity, solving a nagging life problem or acquiring a physical possession. The reason is irrelevant. Any reason the brain deems valuable gets the brain’s attention. If you don’t know the “hot buttons” of a person or group, try using phrases like: “I have a problem and need your help.” “Will you take a look at a situation that may change your life for the better?” “Is this a good time to ask your opinion about something that may interest you?” Make sure the “attention getter” has integrity, serving the best and highest interests of the person or group you are addressing.

Golden Rule #2: Do it the Socratic way.

Provide information with a minimum of “telling.” Maximize asking questions that draw the person into the communication process, thus encouraging an exchange of information and insights, rather than a one-sided monologue. Questions expand insights and integrate knowledge into common understanding, consensus, solutions and pathways to positive action. Asking Socratic questions is a life skill that anyone can learn. You can start the process now by beginning conversations and presentations with “what, why, when and how.” Everyone learns with this method and you can be the facilitator of this dynamic and fun learning process.

Golden Rule #3: Communicate on the wavelength of your audience or listener

Visual Learners Need:  Visual media, key written points, pictures, graphics, images, color, clutter-free environment

Kinesthetic Learners Need: Physical or hands-on experiences, comfort, freedom to move about, frequent breaks

Auditory Learners Need: Clarity of words, attentive listening, ability to ask questions, quiet environment

Sequential Thinkers Need: Logic, order, particulars, realism, practicality, data, schedules, content

Global Thinkers Need:  Possibilities, options, generalities, open-ended, big picture, context

These “golden rules” for communication success are neuroscience principles available to everyone interested in positive outcomes for all parties. People engage when subjects are important and valuable to them, not necessarily to you. Therefore, you must provide reasons for them to interact with you and the subject. Inclusiveness, rather than exclusiveness is the operative word. Asking open-ended questions with a minimum of telling is an ancient Socratic principle of learning, more recently discovered to be based in neuroscience. Communicating on the wavelengths of others enables them to take in, process and gain understanding in the minimum amount of time.

It is essential in personal and business relationships to communicate on each other’s sensory and cognitive thinking “wavelengths.” This builds rapport and saves valuable time. Find comprehensive tools to improve communication effectiveness with anyone by 25% to 40% or more at http://www.brainpathways.net.

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November 17, 2010

Next Mega Trend Revealed: The Century of the Brain

There is a wonderful mega trend evolving in front of your eyes that you can prepare for now. This trend is your passport for a better and more peaceful life. It’s difficult to see mega trends and think clearly when you are an active participant in the midst of chaos. It’s like the expression “can’t see the forest for the trees.”

A new exhibit from the American Museum of Natural History focuses on what we’ve learned about the brain and advances in neuroscience.

The economic situation, high unemployment, unstable financial markets, low consumer confidence, rising costs of health care, failing public education, population explosion, feeding a hungry world and political distrust are actually fueling the arrival of the Century of The Brain. This mega trend is emerging rapidly because it’s where the solutions to our problems and better future lie. The Century of The Brain is about:

  • Neuroscience and the power of your brain
  • Working smarter, not harder
  • Using our brains more than our brawn
  • Thinking and acting inclusively rather than selfishly
  • Integrating our “heads” with our “hearts”
  • Getting everyone willingly involved in creative thinking
  • Implementing innovative solutions to our vexing challenges
  • Communicating more effectively with one another
  • Experiencing greater harmony, cooperation and collaboration
  • Engaging in continuous learning and improvement
  • Growing our collective brain power for a better life and better planet

The collective thinking that created our global and local situations cannot develop solutions to the problems it created. Much prior thought was tainted by greed, self interests, power and control. Many decisions were based on short-term gains driven by selfish and destructive narcissistic behavior. It’s insanity to believe that new outcomes will emerge from repeating old thinking and behaviors from the brains that created our reality.

Isn’t it time to come together to build a better life for our children, our grandchildren and ourselves? Perhaps enough of us can create a critical mass to make a difference. My personal challenge to you is to learn how your brain is wired, what makes you tick, your strengths and how to use your biggest and priceless asset…Your Personal Brain Power. This step will make an immediate difference in your personal life for better thinking and decisions, relationships and career success.

Teaching is the highest form of learning and everyone wins when you teach and role model important principles and practices for good purposes. My second challenge is to teach family members, friends and the people you work with what you are learning about neuroscience and brain power. You will become a valued pioneer in The Century of The Brain. Deanna and I truly believe this is something we can do together, now. Will you join us?

Brain PathWays is the most advanced science based system to accurately identify your sensory and cognitive thinking strengths and “blind spots.” The site is loaded with Free Resources including Daily Messages from Your Brain and the Brain PathWays Blog to “discover your strengths to navigate your life in the Century of The Brain.”

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September 6, 2010

College Survival Guide: Make Learning Fun!

Read OR Listen?

Image by suchitra prints via Flickr

Do you experience learning as fun or is it something you dread? Why do some people seem to love and enjoy learning? What are their secrets and is there a scientific basis for what works for them?

Learning can and should be a stress free and joyful experience. Learning helps you navigate life successfully, solve problems and make good decisions. Knowledge, skills and competencies give you access to the careers and jobs that provide the abundance you deserve and desire. Continuous learning may be the brain-health insurance policy you want and need for yourself, your children and your parents.

Neuroscience research provides the basis for fun and successful learning. The central premise is that your brain is naturally curious and hard wired to learn, think, remember and apply information. It’s a pattern seeking device looking to make sense of things, solve problems, connect dots and discover beyond the obvious. Over 100 billion neurons, the building blocks of intelligence and memory, provide infinite potential for growth. When learning is successful your brain rewards you with positive feelings of joy, satisfaction, achievement and victory. It’s a built in “pat you on the back” system.

Students from several universities provided the following practical ideas on what they do to make learning fun:

  • “Imagine the positive outcomes from learning something new. Try to associate learning with practical applications. The fun kicks-in when things acquired to memory are processed and used in daily activities.”
  • “Deep breathing and exercise before and after learning improves whole brain functioning. Use exercise to dissipate stress. Oxygen makes learning easier and therefore more fun.”
  • ”Use your favorite and preferred ways to learn and remember. Learn your way, not someone else’s way. Most professors don’t have a clue on how you learn.”
  • “Learning is always fun when I learn something new that has a purpose in my life.”
  • “When I get curious about something, my brain seems to have a mind of its own. It’s a fun ride.”
  • “Teach someone else something you have to learn but don’t want to. You’ll learn it quickly and the experience is surprisingly fun.”
  • “Learning is fun when I listen to music. I like classical music while studying and popular music during breaks to get my energy up.”

You know that college is stressful and we know that stress makes learning more difficult. Fun learning is successful learning, so your homework assignment for the week is to make learning fun!

www.brainpathways.net contains neuroscience principles and practices for successful and fast learning based on your brain strengths. Try the Daily Messages From Your Brain and Free Resources. The 14-page comprehensive and personalized report has a dedicated application section on achieving academic and career success by leveraging your sensory and cognitive thinking strengths.

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