Title Neuroscience for Learning and Development, 2/e
Subtitle How to Apply Neuroscience and Psychology for Improved Learning and Training
Author Stella Collins
ISBN 9780749493264
List price GBP 29.99
Price outside India Available on Request
Original price
Binding Paperback
No of pages 312
Book size 153 x 235 mm
Publishing year 2019
Original publisher Kogan Page Limited
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
About the book Send Enquiry
  
 

Reviews:

“Understanding the neuroscience and psychology of the learner is the key to successful learning and training. This book falls within this approach, whereby one must attempt to take neuroscientific and psychological insights and apply them in order to innovate and break new ground in the area of training and learning.”

Dr Itiel Dror, Consultant and Researcher in Cognitive Neuroscience, University College London, Cognitive Consultants International

 

“A timely book for all learning and development professionals. This book is an excellent guide on using the latest findings of neuroscience in our daily practice to great effect.”

Donald H Taylor, Chairman, Learning and Performance Institute

 

“If you want to transform learning in your organization, this is a must-read.”

Amy Brann, author of Make Your Brain Work, Neuroscience for Coaches and Engaged

 

“Dispelling some of the myths and hype around the topic, Stella proves you don’t have to be a neuroscientist to apply key brain principles to practical learning solutions.”

Andy Lancaster, Head of Learning and Development, CIPD

 

“If you work in L&D make this the next book you read. You will learn a lot, whether you want to or not!”

Astrid Keogh, OD Manager, the London Borough of Hackney

 

“In our information-rich world full of distractions, Stella Collins’ elegant way of describing our cognitive processes will give you an advantage in the game of learning. And who knew how sea slugs learn? Synapses created, thank you Stella for some real sticky, brain-friendly learning about the brain.”

Perry Timms, Founder and Chief Energy Officer – PTHR

 

“A practical and well-researched read that you will refer back to time and time again. Stella has not only captured how neuroscience can inform the way we work as learning professionals but has made it easy to understand. This is a page turner which you can enjoy and apply - and both you and your learners will reap the rewards.”

Emma Weber, CEO & Founder, Lever-Transfer of Learning

 

“In the fast-moving field of neuroscience, a second edition of such a great book is welcome. Even if you have the first edition, this is well worth the upgrade. There are new insights, new chapters on sleep and digital learning, and a more piercing look into what the future may bring.”

Paul Matthews, author of three books on L&D and CEO of People Alchemy

 

“Stella Collins has written an engaging book in which she links neuroscience, education and life. In it you will find lots of important empirical evidence and practical educational applications, which will be useful to anybody in the educational field, or who is interested in the improvement of education. If you are passionate about everything related to the brain and how to improve teaching and learning processes, this is the book for you! It will awaken your curiosity and allow you to learn with all your potential.”

Jesús C. Guillen, author of Neuroscience in the Classroom: From Theory to Practice


Description:

In order to design and deliver effective learning and development initiatives, it is essential to understand how our brains process and retain information. Neuroscience for Learning and Development introduces the latest research and concepts, equipping L&D and training professionals with an understanding of the inner workings of the mind. Covering areas such as how to create effective learning environments, promoting motivation and how to make learning ‘stickier’ through the use of stories, the book offers practical tools and ideas that can be applied in a variety of contexts, from digital learning and in-person training sessions, to coaching conversations, to lectures and presentations. Neuroscience for Learning and Development also features insights from L&D practitioners who have applied these approaches. Readers will not only find new techniques they can implement straight away, but will also discover research that backs up what they are already doing well, enabling them to put convincing cases to budget holders.

This updated second edition contains new chapters on digital learning and on the importance of sleep, as well as updated wider content and new material on mindfulness, learning through your senses and the neuroscience of habits.

 

Key Features:

  • Provides practical tips and ideas underpinned by neuroscience on how to design and deliver effective L&D and training
  • Presents a scientific evidence base to help build a stronger business case to budget holders for L&D and training interventions
  • Contains examples from a range of international L&D practitioners who have applied such approaches in practice
  • New to this edition: new chapters on digital learning and the importance of rest and sleep to learning


Contents:

Preface

Acknowledgements

Chapter 1: Why neuroscience and learning are good companions • Do you know…? • Your invitation to come on a journey • Who you are as the reader • Why this book has been written now • The reasons I’m interested in the neuroscience of learning • The definition of neuroscience for this book • What you’ll find on this journey • A start on the ‘How can I…?’ • So what? – takeaway ideas to experiment with • How to navigate this book • Summary • References and further reading

Chapter 2: The science of your brain • When was your last eureka moment? • Building blocks • What’s the structure? • The brain’s messengers – neurotransmitters and hormones • What else is going on in your brain? • What are some of the tools of neuroscience? • Other definitions • So what? – takeaway • Summary • References and further reading

Chapter 3: What to do when someone says ‘neuroscience says…’ • Sometimes things aren’t all they seem • Overview • What you’ll cover in this chapter • Perils of research • Six questions to ask when someone says ‘research shows’ • Summary • References and further reading

Chapter 4: The science of learning • Thinking about yourself whilst learning can inhibit your performance • Overview • What learning isn’t • What learning is • Some of the biology that’s useful • Types of learning • Working with a model of learning • Summary • References and further reading

Chapter 5: Motivating learners from curiosity to persistence • ‘When you’re smiling…’ • Motivated learners • Brain states • More practical steps to motivation • Other influences on people’s beliefs about learning – negative and positive • Motivating yourself • Summary • References and further reading

Chapter 6: Use your sense: Getting information from the outside world and into your head • Learning through your senses • Real-world challenges • How the senses work • Summary • References and further reading

Chapter 7: Attention, learning and why Goldilocks deserves recognition • Look over there! • What attention is and why you need it in learning • System of attention • Attention span • Attention from inside and outside • Paralysis by presentation • Summary • References and further reading

Chapter 8: Making learning meaningful and valuing intelligence • Beautiful mathematics • The disruptive element in the classroom • Intelligence and learning • Summary • References and further reading

Chapter 9: Meaningful memories: From encoding to forgetting • I’ve never met you before – have I? • What is memory? • Types of memories • How you process memories • How to help your learners remember • Summary • References and further reading

Chapter 10: Testing, experimenting, habits and practice • Punish the correct answer • Why it’s important to test, experiment and practise whilst learning • How to test • Why sometimes testing gets in the way of learning • Tests of learning • Summary • References and further reading

Chapter 11: Review and reflect: Getting rid of the magic wand • The Truly Terrible Training Course • Why you need to review – what it feels like when you don’t • Reviewing – the story of a beautiful relationship • How to build the relationship • How and when to review learning • Who to involve • Top Tips • Summary • References and further reading

Chapter 12: Stickier stories and food for thought • What you’ll cover in this chapter • Stickier stories • Language and learning • Whilst we’re talking about the environment • Being exploratory, playful and experimental • Musically speaking • Summary • References and further reading

Chapter 13: Sleep and learning • A dangerous activity • Overview – what you’ll cover • What is sleep? • Stages of sleep • Anatomy of sleep • Chemistry of sleep • Lack of sleep and learning • Common challenges • What can you do? • Summary • References and further reading

Chapter 14: Your brain and digital learning • The curious worlds of digital and learning • What’s coming up? • What is digital learning? • Does digital learning affect our brains? • Digital social learning • Virtual reality learning – how real is it? • Features of the digital world that don’t help learning • More features of the digital world that help learning • Top trumps for designing and delivering in a digital world • Summary • References and further reading

Chapter 15: The future is already with us • Mindfulness • Overview • The quantum brain • Computational neuroscience • Taking pills to make you smarter • Summary • References and further reading

Chapter 16: The end of this journey and the start of more • Managing tube journeys • What you’ll find in this final chapter • A race through a review • Some challenges of embracing neuroscience into your practice • Benefits of applying practical ideas from neuroscience • Top ideas to take away • Your call to action • The end of this particular journey • Summary • References and further reading

Answers to questions in Chapter 9

Index


About the Author:

Stella Collins is the Creative Director of Stellar Learning, which specializes in applying neuroscience and psychology to design practical learning solutions. She is also the Founder of the Brain Friendly Learning Group, a development network for learning professionals. With more than 20 years’ experience in L&D, she regularly speaks at international conferences, has written several books and has contributed to training publications. She has been a judge for the Operational Programme category in the Training Journal Awards and is one of the Brain Ladies, an international collaboration between people with a passion for the brain and learning.


Target Audience:

This book is useful for all learning & development and training professionals.

 

 
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