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Neurocoach Certification—Intro & Workshop (Teleseminar 1: (Results…
Neurocoach Certification—Intro & Workshop
Teleseminar 1:
What the latest neuroscience says about how we learn best.
AGES Model:
About learning that lasts. That can be recalled and applied easily. Cramming results in no retainment.
A: Attention
Want to maximise attention and focus,
G: Generation
Making the content your own; drawing, visuals, mind-mapping etc. The research also says that novel engagement helps the brain make more better connections
S: Spacing
Building gaps into the learning. Get out of the room during the breaks and have some quiet time in there. Sleep is even more important than breaks. Getting good sleep is critical to having memories and creating new connections.
E: Emotion
Research shows that the brain learns best in a positive environment .
Interesting versus Useful
The challenge for everyone is deciding on whether a specific conversation is only interesting or useful. If a conversation is only interesting and not useful then we don't do it.
The 4 Stages of Competence (the learning journey)
Unconscious Incompetence/Conscious incompetence/Conscious Competence/Unconscious Competence etc.
The 6 Insights of the brain
1. Brain is a connection machine
We create millions of new maps and connections every second.
When we come across new information one of the first things we do is compare it to existing maps. We compare to stuff we've already know. It feels good to have things fit into our mental maps and models. When there's a struggle to fit something into our previous maps and models it's irritating and uncomfortable.
We call this conflict between maps and messages and mental impasse. We tend to go around this impasse until it's resolved. In coaching we call this moment an insight.
3. The brain hardwires everything it can
Working memory and long-term memory or conscious mind and unconscious mind
PFC (for working memory)
Can only hold a small number of things at any one time and can only concentrate for about 20 minutes. It also uses a lot of energy.
Hardwiring or long-term memory all gets automated. It does that to keep working memory fresh. It's trying to store things away
Once we've learned something we've hardwired it and we can just trust it'll be there for future use.
2. Up close no two brains are alike
We often try and help people solve problems using the same things that are useful for our brain to resolve. We often assume that other peoples brains are the same as ours.
We all have different maps and are perceiving the world differently.
4. Our hardwiring drives automatic perception.
Everyone sees the world from the perspective of their hardwiring.
Conflict can arise when realities collide. Must be aware that a thought is a thought, a feeling is a feeling and the way we see the world is as we are not as it is—none of these things are facts.
We tend to have the world fit into our existing beliefs.
We can override this hard-wiring by engaging the PFC—needs to be managed so we can take the learning and move it into our hard-wiring.
5. It's practically impossible to deconstruct our wiring
The more we try not to think about something the more we think about it. We kind of know this but we still tend to think of our old wiring rather than trying to change this. Instead of undoing the wiring we deepen it when we brude and focus on current and old patterns and habits.
6. It's easier to construct new wiring
As long as we give these new maps enough attention and positive feedback we can create new wiring. It's not that this gets rid of old wiring we just end up using it more.
We call this neuroplascticity. The ability for our thought The brain's ability to reorganize itself by forming new neural connections throughout life. Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment.
Results Coaching Approach
Coaching here is facilitating positive change by improving thinking.
Iceberg: 1. Results (above the water of the iceberg), 2. Behaviour, 3. Feelings, 4. Thinking
Results approach is about being as effective and efficient as possible. Trying to get from A to B as fast as possible and we manage emotions in order to get from one place to the other as fast as possible. We're wanting the PFC to work as efficiently as possible.
Self-directed learning. The coach works with the unique maps of the coachees brain and works with coachees brain.
Solutions focused is about helping the brain stay in a positive state and continuing the dopamine hit.
Positive feedback. Reward state—want to do more of something, gives them a dopamine kick and makes them want to do more of something.
Eustress (Amy Armstrine talks about it) and the need for the right amount of dopamine and neurodrenaline.
Quiet Leadership Part One:
1. The Brain Is A Connection Machine
The brain likes to create order out of the chaos of data coming through to it so we make links between information. Pattern recognition.
The more hardwired our mental maps are the more processing capacity we've freed up for higher-level tasks.
The ingraining of a new map (or the link of a previous map to a new one) is the "aha" moment: it's a moment when a previously unlinked idea comes together to form a new idea.
Relationship of this to coaching
The skill of helping people create their own new maps and have their own new insight moments is a huge one.
People experience a degree of inertia around thinking for themselves due to the energy required;
The act of having an aha moment gives off the kind of energy needed for people to become motivated and willing to take action
To take any kind of committed action, people need to think things through for themselves;