Stuff I Learned This Year: Brain Edition
I went to a couple of conferences this year and learned a tonne of stuff at them, but in the interest of not boring you to tears with things that are very interesting to evaluators and probably no one else, I’m just going to tell you about one of the things that I learned from one of the keynote speakers: John Medina, developmental molecular biologist who focuses on genes that are expressed in the human brain. He wrote a book called “Brain Rules” that is totally on my list of books to read in the new year. He was giving a keynote about how to give effective lectures – i.e., lectures that will actually be interesting to, and hold the attention of, the audience and will make it more likely that they will remember the stuff you are teaching them.
He talked about how our brains are constantly on the look out for things that it should pay attention to and things that it need not pay attention to. Remembering that our brains “evolved to solve problems related to surviving in an outdoor setting in varying meteorological environments while in constant motion”1, it makes sense that it is wired to pay attention to things that would promote survival in that context. The human brain processes meaning before it processes details , as you don’t really want your brain to be paying attention to how many teeth that sabre tooth tiger has before it thinks about the meaning of that mouth full of sabre tooth tiger teeth2. So, what does “meaning” mean in this context? Basically, when you observe something, the brain asks the following 6 questions, in the following order, to determine if something is worth paying attention to:
- Will it eat me? [i.e., is it a threat?)
- Can I eat it? [i.e., is it a resource I can use?]
- Can I have sex with it? [i.e., a potential reproductive opportunity?]
- Will it have sex with me? [i.e., a potential reproductive opportunity?]
- Have I seen it before? [i.e., pattern recognition]
- Have I never seen it before? [i.e., surprise]
Since these are the things that catch the attention of brains, he suggested starting lectures with anecdotes that use one of these six ways of catching the audience’s attention3 and showing them why what you are talking about is meaningful. As well, since we have relatively short attention spans, you should also use these to re-engage the audience about every 10 minutes of so.
There was a tonne more that I learned from his lecture and I’m definitely going to read his book. And then I’ll probably have to re-write every lecture that for the courses that I teach before the next time I teach them!