Posts tagged ‘University’

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September 6, 2011

Unleash Your Genius with Mind Mapping

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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 11, 2011

Using Practical Neuroscience for Fast, Easy Learning

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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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September 21, 2010

College Survival Guide: Test Day Success Strategies

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It’s test day; the important test or presentation you have been preparing for is here. If you are feeling anxious or still actively preparing, stop what you are doing now. You may be setting yourself up for sub-par performance or worse yet, meltdown and failure.

Neuroscience enables you to achieve the highest possible levels of performance from your preparation. Your focus should be on getting your mind and body in an ideal state for the event. Here is a checklist of success strategies for test day:

Before the Test

  • Get a good night’s sleep.
  • As soon as you wake up, quickly review your material while in a relaxed state.
  • Eat small and frequent snacks/meals. Avoid high fats, sugar and “white foods”.
  • Do some light exercise, such as walking.
  • Engage in deep, rhythmic breathing.
  • Drink plenty of water. Be sure to bring water to your test.
  • Listen to classical music before your test to get your brain in an ideal state.

During Testing

  • Keep your breathing deep and rhythmic.
  • Stay hydrated with periodic drinks of water.
  • Play selections of classical music (using headphones) that you listened to while studying. If permitted, music will help memory recall and keep you in a resourceful state.
  • Use peppermint to perk-up, lavender for calmness (essential oil or chewing gum).
  • If you studied using different tastes (e.g. flavored jelly bellies), chew on these flavors for memory recall.
  • When you get stuck with a test question, ask yourself:

o   What looks right?

o   What sounds right?

o   What feels right?

o   What seems the most logical and correct?

After the Test

  • Give yourself a big pat on the back
  • Do something nice for yourself as a reward. Celebrate Success!
  • The next day, evaluate what you will do differently the next time for even better outcomes.

Brain PathWays…The Neuroscience of You is a complete system that identifies all of your brain strength pathways and gives you personalized strategies for academic, personal, career and relationship success. Visit www.brainpathways.net to learn more.

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September 8, 2010

College Survival Guide: Simple Lecture Hall Strategies

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Do you enjoy listening attentively and patiently to subject matter experts to learn new and challenging subjects? Do you like discussion groups and asking lots of questions to extract auditory meaning? If you relate to this way of taking in and processing information, you are in 8 – 10% of the population. You will likely do well in most traditional learning environments and in careers involving listening and making sense of language.

If you prefer a combination of hands-on and visual learning, you probably experience frustration and agitation during lectures with limited things to physically do and look at. When Auditory is your least preferred learning pathway, you may feel stress and agitation, or zone out in lecture situations.

The good news is that Kinesthetic and Visual learners can adapt and be more resourceful in Auditory learning situations in school, work and personal situations. Try these simple strategies:

  1. Identify a classmate, friend or co-worker who is a great listener and note taker. Ask for the opportunity to exchange notes.
  2. Record (with permission) lectures, meetings and teleconferences. Play back later and make notes of key points.
  3. Close your eyes to remove visual distractions so you can listen deeply.
  4. Do something physical while listening like tapping your leg, squeezing a small ball or pacing about. Kinesthetic activities help you lock-in and remember what you heard.
  5. Take notes using key points, doodles and mind maps. Try retracing your doodles. You may discover an internal “playback” of what was said.
  6. Imagine yourself as a police scanner radio, oscillating back and forth between these channels:

Auditory – Visual: “What sounds and looks important here?”
Auditory – Kinesthetic: “What sounds and feels important here?”

Visit www.brainpathways.net for your comprehensive, application driven report on how to use your natural sensory and cognitive thinking strengths for stress-free academic success, career selection and time management. Brain PathWays is the most advanced neuroscience system for personal performance excellence.

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September 6, 2010

College Survival Guide: Make Learning Fun!

Read OR Listen?

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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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August 31, 2010

College Survival Guide: Overcoming Academic Stress

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Almost all students report “stress” associated with going to college the first time or returning for continued education at a later stage of life. If you relate to one or more of the following key reasons for stress, you can transform learning into a less stressful and more successful experience.

  • Fear of failing
  • Juggling multiple responsibilities (time management issues)
  • Entering unknown territory (new subjects, environment, people)

There are comforting science based facts that may put your mind at ease. Your brain is naturally curious and hard wired to be a “lean, mean learning machine.” Sensory and cognitive thinking equipment and software is in place to take in information, retain knowledge and build skills. Your brain acknowledges successful learning experiences by manufacturing “feelings” of victory and achievement. This reward system further locks in knowledge retention and maintains a cycle of continuous learning.

You can reduce academic stress by visualizing, writing and sharing (with others) the beneficial outcomes you want to experience. Repetitive positive thoughts, images and affirmations create new and deep neuron pathways. When you think positively about positive outcomes, you are more likely to experience positive emotions and feelings. They perform as an internal GPS navigation system, guiding decisive and intelligent actions that create your desired outcomes. These new pathways displace imaginary stress filled thoughts. Negative thoughts, feelings and emotions can fool you into thinking a threat is real when it isn’t.

Trust your brain’s natural curiosity and awesome power to learn quickly and with ease. You can discover your sensory and cognitive thinking strengths at www.brainpathways.net. Brain PathWays is a statistically validated neuroscience system for academic success and eliminating stress.

P.S. These methods can be applied to all areas of your life.

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August 27, 2010

College Survival Guide: Your Brain Comes With Cheat Codes

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Understanding how your brain is wired and what makes you tick is essential knowledge for academic excellence and a successful life. The key is in applying that knowledge to improve the way you learn, perform and communicate.  Think of it as having a set of cheat codes pre-programmed in your brain that you can use to help you win the game of life in today’s complex and fast-paced world.

The virtual explosion of neuroscience knowledge over recent years has given birth to “The Century of The Brain.”

The Century of The Brain is about:

  • Working smarter, not harder
  • Out-thinking, out-learning, out-creating and out-performing
  • Aligning  and leveraging your brain power for performance excellence

Living creatively and resourcefully in the Century of The Brain requires self-awareness of your brain strengths. These are the cheat codes for the fast track to academic and life success.

You have a sensory sequence preference to take-in information. There are six possible combinations consisting of Auditory (hearing), Visual (seeing) and Kinesthetic (tactile). You have the greatest probability to remember information when it comes through your two strongest pathways.

You also have a unique way to process and think about sensory information. Do you like information presented in a “left brain” logical, orderly step-by-step manner or a more “right brain” open-ended approach with options and possibilities? Or, perhaps you prefer a near equal balance of “left brain” and “right brain” information.

When you know and use your brain strengths, it’s like entering your brain’s cheat codes for successful learning, problem solving, decision-making and skill development. So how do you get the codes? Brain PathWays is the most advanced science based system to accurately identify your sensory and cognitive thinking strengths and “blind spots.” The comprehensive, personalized 14-page report provides easy strategies to get through each level. Your Brain Pathways report is the walk-through you can trust for the brain strength cheat codes that will help you win the game of life.

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August 25, 2010

College Survival Guide: Avoiding Academic Meltdown

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First in a series on College Student Survival…

I’m wondering if you will relate to this story of my experiences at the University of Florida. Maybe my painful lessons will help you avoid academic meltdown. It’s a miracle that I can share a happy ending.

In high school, I was interested in science, physics, geometry and how things worked. I’m a hands-on guy with an active imagination. Ergo, my high school counselor and parents said I should be an engineer. While my high school GPA was B+, my self-confidence and learning skills were shaky.

My primary focus as I began my academic journey was on exploring newly found freedom and getting away from my parents. Joining a fraternity and being on the freshman tennis team was a wonderful way of life except for the academic thing. Grades were sub-par. I had a difficult time in lecture classes and struggled with homework involving logic and accuracy. My saving grace was courses involving hands-on skills and big concepts without details and accuracy. Most of my fraternity brothers were making good grades and setting their sights on a career. I felt stupid and lost.

I voluntarily enlisted in the Navy two semesters from a possible, but not likely, graduation. Academic probation and failing grades in thermodynamics and advanced differential equations made the decision easy. It took three days in Memphis boot camp to figure out what went wrong and what I really wanted. You probably already know. I was highly successful making friends and taking on fraternity leadership roles because this was what I wanted. Yes, the law of attraction really works. It hit me like a freight train that what I really wanted was a career, great job, family and self-respect. Was it too late to reverse the trend?

I focused my thoughts on how to get back to the U of F and talk the Dean into giving me a second chance. Guess what happened? My officers shortened my active enlistment. The Dean of Engineering accepted me back. He listened when I told him about my preference for hands-on, visual and self-directed learning and customized my final courses. The bottom-line is that I made the Deans List two consecutive semesters and graduated with my degree in Electrical Engineering.

What do you really want your college experiences and outcomes to be? Make them real through visualization, “dream boards” and talking about them with others. You increase the probability of achieving your desired outcome when your emotions are positive and strong. It’s like putting yourself on GPS navigation. Be careful of what you think about and really want because you are likely to get it. As I said, the law of attraction really works.

The other lesson I learned is that teaching styles are often different than your learning style. I am still a kinesthetic and visual learner who prefers right brain, open ended thinking. This is why I had such a hard time in lectures and courses involving logic, detail and accuracy. Today I know how to adapt to any learning situation or topic. Neuroscience really works to help you live the life of your dreams. Deanna and I have made the secret available to you on www.brainpathways.net.

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