The Science Of Learning

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30+ years of evidence, research in cognitive science and neuroscience.

We now have EBE - Evidence Based Education

Cognitive Science

Cognitive science - interdisciplinary science studying our minds, learning and mental processes.

Helps us understand how we connect and hold together knowledge in our own mental models.

how we process information, make sense of it and remember it
so we can apply it.

Cognitive science tells us that we each have a mental load limit.

That we can only handle two to four chunks of information at a time.

And to remember that information, we have to think about it, not just hear it, make sense of it and consider how to use it.

Neuroscience

a branch of life sciences that deals with the anatomy, physiology, biochemistry, or molecular biology of nerves and nervous tissue

as related to behavior and learning.

It looks at thoughts, emotions and behaviors through neuroimaging and brain scanning devices.

Why are you presenting?

What's your end goal with your presentation?

Why do you want to speak to an audience?

Why present?

• Help others

Why present?

• Help others
• Share your experiences

Why present?

• Help others
• Share your experiences
• Advance the profession

Presenting or speaking is the highest form of understanding. Paraphrase Aristotle

The one who teaches or speaks usually has the deepest understanding of that topic.

Actually understanding is the highest form of teaching. Education Researcher Ellen Biech

To truly facilitate learning for others, presenters must understand those learners first says Biech.

Trying to impart knowledge without thoroughly understanding the learner and how their brain actually learns

Is like venturing into enemy territory without first investigating where you are going & knowing your enemy's tactics.

Successful presentations don’t happen because you as a presenter understand the content.

Or deliver a great 30- to 60-minute speech.

Successful presentations result in learners’ changing their attitudes, behaviors and skills.

And that comes from you understanding learning at its basic biological level.

Learning is a biological, chemical cognitive process that happens in the brain.

Learning requires

• Receiving Information

Learning requires

• Receiving information
• Connecting it to past experiences and knowledge

Learning requires

• Receiving information
• Connecting it to past experiences and knowledge
• Making sense of that info

Learning requires

• Receiving information
• Connecting it to past experiences and knowledge
• Making sense of that info
• Considering how to apply it

This results in change of attitudes, behaviors, skills.

Gaining knowledge is not enough.

It does not mean that the recipient understands the information or how to apply it.

Lecturing to an audience by itself does not produce learning.
Harold Stolovitch, Carl Rogers and Erica Keeps

These education researchers admonish all presenters to remember this…

we must be learner centered, performance based...

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Leaner centered, performance based are the keys to transformative learning.

Your success as a presenter means you not only need to know about the what, the content...

You must also think about how you are covering that content to make sure you do not prevent the learner from uncovering it themselves.

This only happens by virtue of the learner’s own activity. You cannot do the work of learning for your participant.

Think of it like this...

You audience should acquire the knowledge and skills rather than just receive them through a lecture or panel.

Acquire meaning to think about, connect, reflect and make sense of that knowledge.

Successful presenters do not just deliver information or knowledge

They facilitate experiences so that the audience learns that info.

Learning is not the automatic consequence of pouring information into another person head.

The learner must have mental involvement and participation.

Lecturing and demonstrating by themselves, will not lead to real, lasting, authentic learning.