Wednesday, March 31, 2004

Tip #12: Incorporate physical movement into the training program.

In his excellent book: The Accelerated Learning Handbook, Dave Meier advises: "Make sure to get people out of their seats and provide opportunities for physical movement and activity as part of the learning process." Physical movement has been shown to have a positive impact on learning and retention.

Neurological research indicates that thinking and bodily movement are interconnected in the brain. In fact, the part of the neocortex that governs thinking and problem solving is situated next to the part of the neocortex that controls fine motor functions. Bodily movement also stimulates the secretion of chemicals that are essential for neural network construction in the brain, which aids learning. Together, the mind and the body are one completely integrated electrical-chemical-biological system.

When participants are able to use their whole brain for learning (mind, body, emotions, and all the senses), they learn faster and more effectively. As Dave says, "If your body don't move, your brain don't groove."

Friday, March 26, 2004

Tip #10: Meet the needs of all learning styles.

In order to set learners up to be successful, a training program must incorporate learning activities that meet the needs of different learning styles.

There are many different models that describe learning styles. The Perceptual Learning Styles model is relatively easy to use, because it is based on the senses.

A person who learns best through:

  1. reading books, journals, or magazines, and writing assignments is a PRINT learner.

  2. listening to lectures and audio tapes is an AURAL learner.

  3. verbalization in small group discussions, question-and-answer sessions, and debate activities is an INTERACTIVE learner.

  4. observation of films, videotapes, pictures, slides, graphs, tables, and demonstrations is a VISUAL learner.

  5. touch in a "hands on" approach to learning, such as project construction, drawing, and model building, is a HAPTIC learner.

  6. movement, by participating in simulations, physical motion activities, and physical games, is a KINESTHETIC learner.

If a learning activity involves participant discussion, a worksheet, written reference materials, and audiovisual aids, it can easily accommodate most, if not all, learning styles. The PRINT learner is satisfied by the worksheet and the written materials. The AURAL and INTERACTIVE learners are satisfied with the discussion. The VISUAL learner is satisfied by the audiovisual aids. The HAPTIC learner is satisfied by completing the worksheet.

Generally, it is the KINESTHETIC learner who needs additional consideration through the incorporation of some type of movement (standing up to write at a flip chart, changing seats to work in a different group, or physical movement in a game or simulation, etc.).

Tip #11: Engage as many senses as possible.

The more senses engaged in the learning process, the greater likelihood that new learning will be retained. According to Edgar Dale's Cone of Experience and Learning, we tend to remember: 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 70% of what we say, and 90% of what we both say and do. That is why it is so important to actively involve participants in learning activities which require them to verbally interact and to physically apply their new learning.

In Tip #12, we will look more closely at the impact of physical movement on learning and retention.

Monday, March 15, 2004

Tip #11: Engage as many senses as possible.

The more senses engaged in the learning process, the greater likelihood that new learning will be retained. According to Edgar Dale’s Cone of Experience and Learning, we tend to remember: 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 70% of what we say, and 90% of what we both say and do. That is why it is so important to actively involve participants in learning activities which require them to verbally interact and to physically apply their new learning.

Sunday, March 7, 2004

Tip #9: Select learning activities that will achieve the desired learning levels.

Learning activities are the training methods that enable participants to achieve and to demonstrate their learning. Different learning activities are appropriate for different learning levels.

Participants can:

  • gain information [KNOWLEDGE] when they attend a lecture (enhanced for different learning styles), participate in a discussion, listen to a panel, or read reference materials;

  • demonstrate that they understand what they have learned [COMPREHENSION] when they read and discuss a case study, brainstorm answers to a discussion question, respond to a quiz or questionnaire, or complete a writing assignment; and

  • put what they have learned to use [APPLICATION] when they play a game, perform a hands on exercise, participate in a simulation or role play, conduct an on-site visit, or solve problems in small groups.

Participants can achieve and demonstrate:

  • ANALYSIS when they analyze real-life situations or problems [case studies or simulations], sort and reorganize information into categories [hands on exercises or games], or illustrate or outline information [flow charts and diagrams];

  • SYNTHESIS when they plan or design something new [hands on exercises or games], or modify or reconstruct policies or procedures [case studies or simulations]; and

  • EVALUATION when they critique and assess the work of others [by providing feedback on a hands on exercise, simulation, or role play].

Many learning activities can be restructured to accomplish several different levels of learning. For example, a case study can be used to accomplish any level of learning, simply by varying its degree of complexity,

Only lecture is limited to accomplishing one level of learning: KNOWLEDGE.

Monday, March 1, 2004

Tip #8: Clarify the desired levels of learning.

It is essential to clearly identify the desired level of learning we want the participants to attain. This means that we need to decide whether our aim during the course of the workshop is for the participants to: know the information, but not understand it [KNOWLEDGE]; know and understand it [COMPREHENSION]; or know, understand, and use it [APPLICATION]. These are the first three of six progressive building blocks of learning (otherwise known as Bloom's Taxonomy of Behavioral Objectives).

It is unlikely that a trainer will ever intentionally aim only for the lowest rung, or KNOWLEDGE. At the very least, we want participants to both know and understand what they are taught [COMPREHENSION]. If our intention is to change attitudes, then COMPREHENSION may be the highest level of learning we can accomplish. However, if our intention is to build or strengthen specific skills, APPLICATION must be our minimum desired learning level.

APPLICATION is the launching pad for all higher-level thinking. Once our participants have demonstrated that they know, comprehend, and can apply new information or skills, they are ready for the last three building blocks of learning: ANALYSIS, SYNTHESIS, and EVALUATION.

If the participants will need to organize and reorganize information into categories, the desired level of learning is ANALYSIS. If they will need to create something new, the desired level is SYNTHESIS. If they will need to make judgments when there is no one answer, then the desired level of learning is EVALUATION.