100 Reasons to Run from Lectures!

100 reasons to run from lectures!

Ask the lecturer in this video and he will say he engages listeners.  He might even go on to suggest today’s audiences expect too much and give too little. Ask listeners and they may support these 100 reasons to run hard from lectures!

But when you support faculty’s effort to transform lectures into active tasks — they never look back! Or when we coach their move from delivery of facts to discovering new applications for those facts – they tell how how students leap to life!

Most agree that change from telling to doing is rarely for the faint of heart, but …

Have you considered lately how …

1.       Lecturers benefit far more than listeners.

2.       Opposing views get missed in most lectures.

3.       Research shows that people speak from bias.

4.       Polls show growth comes through applications.

5.       People learn through at least 8 intelligences.

6.       Risk-taking aids progress in innovative era.

7.       New neuro discoveries support guide to side.

8.       Most lectures fail to capitalize on differences.

9.       Plasticity literally reshapes the active brain.

10.   In doing and relating you tame your amygdala.

11.    You retain 90% by teaching,  5% by listening.

12.   Better to integrate through internet searches.

13.   Lack of applying as you learn blocks growth.

14.   Resist novelty and get locked in basal ganglia.

15.   Renew capabilities by attempting differences.

16.   Chase questions for cognitive boost and ahas.

17.   Add to improvements, it beats critiquing talks.

18.   When knowledge is shared, people are capital

19.   Multiple Intelligences offer tools for learning.

20.   Celebrate innovation by engaging community.

21.   Goodwill builds across differences with practice.

22.   Stack people’s deck by mutual exchanges.

23.   One talker rarely owns value teams can generate.

24.   Serotonin increases in good communications.

25.   The mind is stretched by chasing curiosity.

26.   To do is to encounter innovative possibilities.

27.   Neuro discoveries reveal doing parts of brain.

28.   Stress and cortisol from boredom shrinks brains.

29.   Traditional skills in past eras yield to new skills.

30.   IQ is not fixed and grows by doing as you learn.

31.   Play stretches and grows mind for novel results.

32.   People lecture from bias more than from facts.

33.   Unethical habits can be mimicked from talks.

34.   Emotions as key to learning – need exercise.

35.   Talkers can turn civility into arrogance on stage.

36.   Many people who differ are felt behind in talks.

37.   People learn to disagree from active exchanges.

38.   People dislike meetings where one only talks.

39.   Collective brainpower is needed for novelty.

40.   Math intelligence develops by doing math.

41.   Verbal IQ develops by communicating more.

42.   Visual IQ develops by designing images.

43.   Kinesethic IQ grows by moving & building.

44.   Interpersonal IQ increases by relationships.

45.   Intrapersonal IQ grows by personal reflection.

46.   Naturalistic IQ grows as nature adds solutions.

47.   IQ increases when you lead with your strengths.

48.   Brains rewire nightly based on what you do daily.

49.   Learning increases through 2-footed questions.

50.   Alpha brain waves shift down a gear in boredom.

51.   All come with unique mix of intelligences.

52.   Train dolphins, develop human brains by doing.

53.   Einstein held that lectures kill creativity.

54.   You learn best by teaching others as you learn.

55.   Better to teach your dog than listen passively.

56.   Dendrite brain cells grow as you use intelligences.

57.   Solve real problems and inspire a finer future.

58.   When people come first, knowledge is shared.

59.   Rarely does invention spring from lecture hall.

60.   You grow in response to your mental activity.

61.   Speakers bore more for good reason.

62.   Venting grows brain cells for more venting.

63.   Lectures replicate talker yet ignore listener.

64.   Passivity or listening yields less rewired brains.

65.   Mindguiding is novel way to mutually learn.

66.   Create, invent, and process new systems.

67.   Universities awaken with learners at center.

68.   Active encounters shape entire communities.

69.   Lectures can stunt rather than spike learning.

70.   Investigate new ideas and apply as you go.

71.   Engage strengths to shore up weaknesses.

72.   Lecture fail to diversify so miss differences.

73.   Hebbian learners resist change -demand same.

74.   Racism and sexism go unchecked in lectures.

75.   Guard status quo and rarely boost brainpower.

76.   Communities of passion grow collective IQ.

77.   Brain daily defaults to ruts unless you differ.

78.   Boost innovative IQ by risking new practices.

79.   Default to ruts by doing same approaches.

80.   Survey meetings to hear people’s view.

81.   Tap potential from more human brains.

82.   Facilitate with brains in mind for growth.

83.   More win if people speak and feel heard.

84.   More communication leaves behind jargon.

85.   Multiple literacies are needed in next era.

86.   Lectures rarely engage voices on other side.

87.   Cross silos in favor of active skill integration.

88.   Lectures use less diverse tools for lower gains.

89.   Broken systems cling to outmoded lectures.

90.   Brilliance come from pools just outside talks.

91.   New neuron pathways grow by applying.

92.   Lectures tend to shroud toxic workplaces.

93.   Talking works against listener’s brains.

94.   Mind-bending communities opt for challenges.

95.   Cynics kills incentives through lectures.

96.   It’s hard for sage on stage to model inclusion.

97.   Few tone tactics learned when few talk.

98.   Passive listeners tend to follow crowd.

99.   Lectures increase dangers of meta messages.

100.   Broken systems reconfigure by active minds.

10 Comments

  1. GaryFPatton says:

    Does anyone wonder, like me, why University Professors and ‘Preachers’ of most faith groups don’t change what they do weekly given this research …much of which they already know? gfp

  2. eweber says:

    Great thought Gary – you are asking the million dollar question:-). Much of what I suspect comes from the brain’s natural default to ruts (and to basal ganglia patterns we store. It’s harder and riskier to use working memory to change and to build new approaches based on what one learns. Have you found that to be so?

    Change is hard and rarely works well at first:-) It often takes a caring and curious community to sustain itself:-)

    Over years I find that I do better working with people who are open to change and grow and toss in ideas from many angles – with good tone – and with respect for others’ different views. maybe that’s the group I find it most fun to seek adventures with as we build together.

    Others enjoy the debates about why change — but I enjoy the collaborative question — What can we do together to build a finer future? Imagine the economy if experts in finance worked together to create a community where finances were fair!

    Another topic — and thanks for stopping by:-)

  3. GaryFPatton says:

    Hi Ellen;

    One Hundred Reasons is terrific.

    Thanks for your answer to my “Open Question”. Yes, I struggle with my working memory around change (i.e. perceived threat) to anything I’m invested in or hold dear. This may be stronger in me than in others because of the ‘abuse’ I experienced as a child and my need, still, to protect myself.

    After posting it on my Facebook page, one of my Friends & I discovered we were interpreting your #36 different.

    Did you mean “left behind” or “felt [to be] behind” as in “not understanding”?

    BTW, your articles, unlike Robyn’s, do give me the option to be advises that you or someone else is reacting to what I’ve written. (Here all this time time when you’ve reacted to my comments you may have thought I was ignoring you when I was simply unaware that you had ‘knocked on my door’. :-) )

    Blessings,
    Gary in Toronto

    Best regards,
    Gary

  4. emorton says:

    Hi, this list is what it is right? just a list? something to confuse our brains to run which we do most of the time when faced with unknown or unperceived things. does that mean run from schools or colleges where lectures permeate the classrooms? How do we learn without gaining knowledge in school or from someone’s lecture? Some points are valid to a point or is a mind game in action?

    I got to your site from a great teacher John Assaraf who i attended seminars and am in monthly video conferencing calls with. Engage and not just sit back is what i am getting from your list?

    Reading your responses gives me an improved understanding of the list but still baffled by the “running away” business.
    thanks

  5. eweber says:

    Thanks, you make good point here about what each item relates to in supportive neuro discoveries, and that would take a far longer post to lay out here in one blog. This list comes from a summation of many brain facts and learning theories in the Mita manifesto at – http://www.brainleadersandlearners.com/category/mita-manifesto/

    You might also enjoy the posts that answer your questions further at – http://www.brainleadersandlearners.com/category/lecture/

    Hope that helps you to engage and enjoy more brainpower for curious and caring learning communities you also facilitate.

    Thanks for stopping by – and for your own wonderful curiosity for mental growth.

  6. [...] Thanks to Ellen F. Weber at Brain Leaders and Learners for pointing me to The Learning Pyramid. [...]

  7. [...] to Ellen F. Weber at Brain Leaders and Learners for pointing me to The Learning Pyramid. Like this:LikeBe the first to like this [...]

  8. [...] Thanks to Ellen F. Weber at Brain Leaders and Learners for pointing me to The Learning Pyramid. [...]

  9. [...] to Ellen F. Weber at Brain Leaders and Learners for pointing me to The Learning Pyramid. Share this:TwitterFacebookLike this:LikeBe the first to like this [...]

  10. [...] seen some colleges simply export atrophied practices into newly minted digital scripts. Why trade dull  lectures for duller asynchronous demands?  Both options bar you from encountering any new [...]

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