By Kathleen Taylor, Catherine Marienau
Practical "brain-aware" facilitation adapted to the grownup brain
Facilitating studying with the grownup mind in brain explains how the mind works, and the way to aid adults examine, enhance, and practice extra successfully in a number of settings. contemporary neurobiological discoveries have challenged long-held assumptions that logical, rational proposal is the preeminent method of figuring out. fairly, emotions and feelings are crucial for significant studying to take place within the embodied mind. utilizing tales, metaphors, and fascinating illustrations to light up technical principles, Taylor and Marienau synthesize proper traits in neuroscience, cognitive technological know-how, and philosophy of brain. Readers surprising with present mind discoveries will take pleasure in an informative, easy-to-read ebook. Neuroscience lovers will locate extra fabric designed to complement their knowledge.
Many well known courses on mind and studying specialise in school-aged inexperienced persons or have a tendency extra towards anatomical description than sensible program. This ebook presents facilitators of grownup studying and improvement a much-needed source of confirmed methods plus the technological know-how at the back of their effectiveness.
- Appreciate the elemental function of expertise in grownup learning
- Understand how metaphor and analogy spark interest and creativity
- Alleviate grownup anxieties that bog down learning
- Acquire instruments and methods that foster grownup studying and development
Compared with different books on mind and studying, this quantity comprises dozens of particular examples of ways skilled practitioners facilitate significant studying. those "brain-aware" methods should be followed and tailored to be used in different settings. Facilitating studying with the grownup mind in Mind will be learn by means of advisors/counselors, teachers, curriculum and tutorial builders, specialist improvement designers, company running shoes and coaches, college mentors, and graduate students—in truth, an individual drawn to how grownup brains learn.
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Additional resources for Facilitating Learning with the Adult Brain in Mind: A Conceptual and Practical Guide
Example text
Similarly, when asked to consider a situation or idea from an unfamiliar perspective—which, as far as the brain is concerned, may be like walking into a dark, unknown jungle—adults may adamantly not want to go there. The history of science and medicine is littered with disastrous examples of such resistance (see “Certainty and Tragedy”). The anxious brain resists change for many reasons. In the case of childbed fever, aside from the threat to their established ways of doing things, doctors simply could not accept they were the cause of the problem, even in the face of compelling evidence.
More experienced adults are likely to have the edge in the pattern-recognition department. M. Page 32 ❦ 32 Facilitating Learning with the Adult Brain in Mind Pause for Reflection Consider using this space to comment on, question, or freewrite any thoughts and reactions to this introduction to knowing more about the brain. You may even wish to doodle or sketch your feelings about the material. 1. Did the readings confirm what you already understood about the brain? Were you able to elaborate on that understanding?
Well-planned approaches to facilitation and meaningful learning may fall flat if we have not taken into account adults’ emotional responses to having their beliefs and certainties challenged. What the brain is willing to accept is deeply and invisibly influenced by what I want (or don’t want) to be true. Experience consistently and continuously changes the brain. The challenge for facilitators is to design experiences that take full advantage of this capacity for change. Because we don’t realize what our brain is doing or why, we cannot challenge the highly questionable criteria it uses to determine who is us versus who is them, nor do we realize how easily we can be manipulated.