Vigilance - how to increase attention in seminars
The technical term for attention is "vigilance". It describes the degree of alertness over a certain period of time. The term "selective attention" refers to the focus on certain facts. Both effects are independent of each other. In this article, you will learn how to improve the selective attention of your seminar participants. You will find the two training boxes "The Brain Set 1" and "Neurodidactics Set 2" in the Neuland Shop.
Various studies have shown that selective attention is a constant value. It cannot be increased at will and, in principle, can only be focused on one thing: There is only one spotlight. However, this spotlight can be quickly switched from one side to the other. Studies have also shown that there is a connection between brain activity and the retention of learning content. Logical consequence: the activation of attention to the learning content is of great importance.
Own questions
Idea
Focus curiosity on a topic through personal responsibility.
Intervention
Participants are given a brief overview of the learning material. Then, in groups, they write down which questions they absolutely must ask in order to understand the subject matter. The teacher then answers all the questions. However, they may only answer questions and not explain larger contexts. At the end of the interview phase, the teacher adds any content that is not asked.
Surprising questions
Key idea
The brain only consciously takes in what the attention is consciously focused on.
Idea
Attention to the topic is repeatedly activated by unusual speech patterns.
Intervention
The person presenting the content repeatedly asks unusual questions during the presentation:
- "If the answer to this topic is 'yes', what must the question be?"
- "If your partner had been listening the whole time, what question would they be asking now?"
- "I'm just thinking ... Pause ... No, I'd rather not say"
- "What do you think I shouldn't say now?"
- "Who would have to be in the room for us to have a heated emotional discussion about the topic?" etc.
Unequal groups
Key idea
The brain only consciously takes in what the attention is consciously focused on.
Idea
Attention is built up by one group not knowing how the other evaluates the same question.
Intervention
The room is divided into two areas by a few pin boards. The participants each assign themselves to one side. Both groups are asked the same evaluation question about the content. The two groups discuss the content and then line up along the pinboards on a scale. The pinboards are then removed and the two groups can see their different ratings. Each group then asks the other why they have positioned themselves differently to their own group.
Silly questions
Key idea
The brain only consciously takes in what attention is consciously focused on.
Idea
Attention is built up by introducing a reward system for seemingly "stupid" questions.
Intervention
People like to collect. Every unusual, naïve or stupid question that others are afraid to ask is therefore rewarded, provided it is relevant to understanding the learning content. The rewards can be kept. These can be small gems, sweets or colored moderation cards, for example. The main thing is that you can see the reward pile growing. The question is only answered once the reward has been handed over. This creates constant attention: who will ask the next "stupid" question?
The Brain Set 1
Findings from brain research summarized briefly and concisely. A processing strategy is explained concisely and conclusively from a didactic perspective on approx. 80 cards.
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Neurodidactics Set 2
91 methodical approaches for brain-friendly learning. The second set of cards builds on the first. There are 3 to 5 didactic interventions for each brain function.
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