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Six Trumps: The Brain Science that Makes Training Stick
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Six Trumps: The Brain Science that Makes Training Stick
1.
Sixâ©Trumps:â©Theâ©Brainâ©Scienceâ©Thatâ©Makesâ©Trainingâ©Stickâ©
1â© Thisâ© articleâ© givesâ© youâ© aâ© summaryâ© ofâ© sixâ© brainâ© scienceâ© principlesâ© thatâ© trumpâ© Six Trumps: traditionalâ© learningâ© methods.â© Itâ© alsoâ© The Brain Science That providesâ© youâ© withâ© someâ© excellentâ© Makes Training Stick resources,â© shouldâ© youâ© wishâ© toâ© exploreâ© by theseâ©principlesâ©further.â©â© Sharon L. Bowman â© www.Bowperson.com Thisâ©isâ©aâ©preâpublicationâ©excerptâ©fromâ©myâ© SBowperson@gmail.com newestâ©book,â©toâ©beâ©publishedâ©inâ©theâ©fallâ©ofâ© â© 2010,â© andâ© titled:â© Usingâ© Brainâ© Scienceâ© toâ© â© Makeâ© Trainingâ© Stick.â© Lookâ© forâ© itâ© onâ© â© www.amazon.com.â© â© â© â© Inâ© aâ© nutshell,â© hereâ© areâ© theâ© sixâ© brainâ© â© scienceâ© principlesâ© thatâ© makeâ© trainingâ© â© stick.â©Whenâ©itâ©comesâ©toâ©learning:â© â© â© â© 1. Movementâ©trumpsâ©sitting.â© â© 2. Talkingâ©trumpsâ©listening.â© â© 3. Imagesâ©trumpâ©words.â© â© 4. Writingâ©trumpsâ©reading.â© â© 5. Shorterâ©trumpsâ©longer.â©â© Whenâ©youâ©playâ©mostâ©cardâ©games,â©thereâ©isâ© 6. Differentâ©trumpsâ©same.â© oneâ© suitâ© inâ© theâ© deck,â© orâ© oneâ© cardâ© inâ© theâ© â© suit,â©thatâ©trumpsâ©allâ©theâ©others.â©Theâ©trumpâ© Letâsâ©takeâ©aâ©birdâsâeyeâ©viewâ©ofâ©each.â© suitâ©orâ©cardâ©isâ©theâ©bestâ©oneâ©toâ©haveâwithâ© â© it,â©youâ©canâ©winâ©theâ©game.â©â© â© â© Thisâ© metaphorâ© isâ© anâ© appropriateâ© oneâ© forâ© instructionalâ©strategiesâ©thatâ©workâ©bestâ©forâ© theâ© learners.â© Certainâ© waysâ© toâ© learn,â© meaningâ© toâ© beâ© ableâ© toâ© rememberâ© andâ© useâ© information,â© trumpâ© other,â© moreâ© traditionalâ©waysâ©ofâ©learning.â©Thatâ©isâ©notâ©toâ© sayâ© thatâ© theâ© traditionalâ© learningâ© methodsâ© â© shouldâ©beâ©ignored;â©rather,â©someâ©methodsâ© areâ©betterâ©thanâ©others,â©andâ©theseâ©methodsâ© 1. Movementâ©trumpsâ©sitting.â© helpâ© learnersâ© âwinââ© theâ© learningâ© game.â© Iâ© â© callâ© theseâ© methodsâ© âbrainâ© scienceâ© Molecularâ© biologistâ© Johnâ© Medina,â© inâ© hisâ© principlesââ© becauseâ© theyâ© haveâ© beenâ© powerfulâ© bookâ© Brainâ© Rulesâ© (2008),â© sumsâ© discussedâ© atâ© lengthâ© inâ© booksâ© aboutâ© upâ©theâ©neuroscientificâ©studiesâ©behindâ©thisâ© cognitiveâ© neuroscienceâ© andâ© humanâ© principle:â© âExerciseâ© boostsâ© brainâ© powerââ© learning.â© (p.â© 7).â© Movementâanyâ© kindâ© ofâ© motionâ â© increasesâ© oxygenâ© toâ© theâ© brain,â© therebyâ© givingâ© theâ© brainâ© aâ© cognitiveâ© boost.â© www.Bowperson.comâ©â©â©â©â©â©â©â©â©â©775Â749Â5247â©â©â©â©â©â©â©â©â©â©SBowperson@gmail.com⩠©2010â©Sharonâ©L.â©Bowmanâ©â©â©â©â©Allâ©rightsâ©reserved.â©
2.
Sixâ©Trumps:â©Theâ©Brainâ©Scienceâ©Thatâ©Makesâ©Trainingâ©Stickâ©
2â© Conversely,â©sittingâ©forâ©extendedâ©lengthsâ©ofâ© âThe best way to learn something is to teach timeâ© makesâ© thinkingâ© andâ© learningâ© moreâ© itâ (p. 185). difficultâ©toâ©doâ©becauseâ©theâ©oxygenâ©levelsâ©inâ© theâ©bodyâ©decrease.â©â© Using This Principle: Make sure you insert â© short, frequent, learner discussions Usingâ© Thisâ© Principle:â© Learnersâ© needâ© toâ© throughout the training. Learner discussions moveâ© muchâ© moreâ© oftenâ© thanâ© traditionalâ© can include pairs, triads, table groups, or trainingâ© offers.â© Standingâ© andâ© stretching,â© whole group conversations. Discussions can turningâ© andâ© talking,â© bendingâ© andâ© writing,â© be as short as one-minute or as long as time wigglingâ©armsâ©andâ©legs,â©rollingâ©headsâ©andâ© allows. Some examples of short discussion shouldersâtheseâ©areâ©aâ©fewâ©ofâ©theâ©motionsâ© instructions to learners are: youâ©canâ©encourageâ©learnersâ©toâ©doâ©atâ©leastâ© everyâ© tenâ© toâ© twentyâ© minutesâ© duringâ© aâ© Turn to the person sitting next to you and trainingâ© program.â© Youâ© canâ© alsoâ© buildâ© tell him/her one fact you now know that you movementâ© intoâ© yourâ© contentâdeliveryâ© byâ© didnât know before. directingâ© learnersâ© toâ© doâ© short,â© quick,â© topicârelatedâ© reviewâ© activitiesâ© thatâ© Tell two people near you three facts you just includeâ©movementâ©(seeâ©theâ©âArticlesââ©linkâ© learned about the topic. onâ© myâ© websiteâ© forâ© free,â© downloadableâ© movementârelatedâ©reviewâ©ideas).â© Take two minutes to discuss the implications â© of this information. â© Ask someone seated near you a quiz â© question about the content. Give him/her a â© thumbs up if the answer is correct. â© â© â© â© â© â© â© â© â© 2. Talkingâ©trumpsâ©listening.â© â© Inâ© hisâ© excellentâ© bookâ© Informalâ© Learningâ© (2007),â©technologyâ©expertâ©andâ©authorâ©Jayâ© â© Cross,â© explains this principle by saying, âLearning is social. We learn from, by, and with other peopleâ (p. 63). When learners 3. Imagesâ©trumpâ©words.â© discuss what theyâve heard, they process the â© information three times: first, by listening to Wolfe also cites the research demonstrating it; second, by thinking about it; and third, by the brainâs ability to remember images better restating it using their own words. An expert than words. âThe capacity for long-term on the educational implications of brain memory of pictures seems almost unlimitedâ science, Patricia Wolfe, sums this up in her (2001, p. 153). When images, even simple groundbreaking book Brain Matters (2001): ones like photos, stories, or metaphors are added to the lecture material, the entire www.Bowperson.comâ©â©â©â©â©â©â©â©â©â©775Â749Â5247â©â©â©â©â©â©â©â©â©â©SBowperson@gmail.com⩠©2010â©Sharonâ©L.â©Bowmanâ©â©â©â©â©Allâ©rightsâ©reserved.â©
3.
Sixâ©Trumps:â©Theâ©Brainâ©Scienceâ©Thatâ©Makesâ©Trainingâ©Stickâ©
3â© learning landscape changes. Instead of separate visible partsâa clump of trees, a road, a signpost, a hill, a carâthe mind pulls these parts together to create a seamless whole: a vacation adventure. In the previous paragraph, I used a metaphor to state the obvious: facts become more memorable when learners can use mental images to remember them. â© â© â© Using This Principle: Make a commitment 4. Writingâ©trumpsâ©reading.â© to spend some preparation time gathering meaningful photos, clipart, stories, videos, Writing is a whole-brain task, meaning that metaphors, and real-life case-studies or job itâs almost impossible to write about one scenarios, all relevant to the topic. Allow thing and think about something else at the time for learners to share or create their own same time. Writing is also multi-sensory, in image-making metaphors and stories. More that it is kinesthetic, visual-spatial, and examples are: tactile. Learners cognitively process information a second time when they write it Create slides and handout materials that after hearing it. Furthermore, most learners contain relevant photos or clipart instead of, will remember content that they write longer or in addition to, printed information. than the content they hear, or the content they read. Jay Cross explains: âTaking notes Have learners draw visual representations is a valuable form of processing information (doodles, logos, flow charts, and the like) of ⊠known to increase the likelihood of important content. understanding and remembering materialâ (2007, p. 78). Use graphic organizers (mind maps, concept maps, clustering, or bubblingâdo a Google Using This Principle: Remember to stop search for free, downloadable graphic talking and give learners a minute or so to organizers) on which learners can take write a short summary of what they learned, notes. three facts about the content, a question they still have, an opinion, a quiz question, etc. Collect both in-house and industry-specific Note-taking tools can be graphic organizers, anecdotes, stories, and case studies. Also jot index cards, post-it notes, paper charts or down relevant stories that learners share placemats, and chart paper taped to walls. and that (with their permission) you can share with future classes. â© www.Bowperson.comâ©â©â©â©â©â©â©â©â©â©775Â749Â5247â©â©â©â©â©â©â©â©â©â©SBowperson@gmail.com⩠©2010â©Sharonâ©L.â©Bowmanâ©â©â©â©â©Allâ©rightsâ©reserved.â©
4.
Sixâ©Trumps:â©Theâ©Brainâ©Scienceâ©Thatâ©Makesâ©Trainingâ©Stickâ©
4â© â© â© â© â© â© â© â© â© â© â© â© â© â© â© â© 5. Shorterâ©trumpsâ©longer.â©â© 6. Differentâ©trumpsâ©same.â© â© â© The human brain learns best when content is Theâ© humanâ© brainâ© isâ© hardwiredâ© toâ© noticeâ© divided into smaller âchunksâ or segments changesâ© inâ© theâ© learningâ© environmentâ© andâ© of information. Patricia Wolfe illustrates this toâ© ignoreâ© sensoryâ© dataâ© thatâ© remainsâ© principle with the example of phone predictableâ© orâ© theâ© sameâ© overâ© time.â© In his numbers. âPhone numbers are not book Brain-Based Learning (2000), author remembered as a list of ten numbers but as and member of the International Society for two chunks of three numbers and one chunk Neuroscience, Eric Jensen, states that âany of fourâ (2001, p. 100). Grouping facts into stimuli introduced into our immediate larger categories or major concepts is environment, which is either new (novel) or another way of chunking. So is dividing of sufficiently strong emotional intensity content-delivery into shorter segments of (high contrast), will immediately gain our timeâabout ten or twenty minutes, rather attentionâ (p. 122). The implications are than sixty or ninety minutes. John Medina profound: the brain will eventually ignore describes this process thus: âThe way to anything that is routine, repetitive, make long-term memory more reliable is to predictable, or boring. Think about incorporate new information gradually and traditional lecture methods (facts, no repeat it in timed intervalsâ (2008, p. 147). stories), PowerPointÂź slides that all look the same, or a sterile learning environment with Using This Principle: Time your content- little visual stimulation anywhereâall delivery. Divide all into lecture segments which the brain will eventually ignore. into âchunksâ of about ten to twenty minutes in length. If you lose track of time during the Using This Principle: CHANGE things class or training, use a stop watch, timer, or regularly: your instructional methods, assign a person to hold up a âone minute to learner activities, and the environment. goâ sign. In between the chunks, engage Make sure to engage learners at regular learners in short, quick, one-minute review intervals by having them move, talk and activities in which they move, talk, and write. Use the walls and surrounding areas write. in the room as breakout areas for learners, as well as areas to which you move when lecturing (instead of standing in one place in front of the class). Insert relevant, emotional pieces into your content: stories, photos, www.Bowperson.comâ©â©â©â©â©â©â©â©â©â©775Â749Â5247â©â©â©â©â©â©â©â©â©â©SBowperson@gmail.com⩠©2010â©Sharonâ©L.â©Bowmanâ©â©â©â©â©Allâ©rightsâ©reserved.â©
5.
Sixâ©Trumps:â©Theâ©Brainâ©Scienceâ©Thatâ©Makesâ©Trainingâ©Stickâ©
5â© topic-related jokes, metaphors, analogies, videos, etc. â© â© Finalâ©Thoughtsâ© â© Isâ© thisâ© aâ© completeâ© listâ© ofâ© currentâ© brainâ© scienceâ© principlesâ© thatâ© relateâ© toâ© humanâ© learning?â© Notâ© atâ© all.â© Willâ© thisâ© listâ© ofâ© sixâ© principlesâ© moveâ© youâ© inâ© theâ© directionâ© ofâ© creatingâ© aâ© moreâ© brainâbasedâ© learningâ© experienceâ© everyâ© timeâ© youâ© trainâ© andâ© teach?â© Absolutely!â© Smallâ© changesâ© toâ© yourâ© trainingâ© programsâ© canâ© leadâ© toâ© profoundâ© resultsâ© forâ© learners.â© Andâ© understandingâ© howâ© theâ© humanâ© brainâ© learnsâ© isâ© theâ© firstâ© stepâ© towardsâ© creatingâ© instructionâ© thatâ© isâ© brainâbased,â©notâ©traditionâbased.â© â© ââââââââââââ â© Sharon Bowman is a professional trainer, teacher, author, and speaker. She is the president of Bowperson Publishing & Training, Inc. Over 70,000 of her seven popular training books are now in print. For free excerpts of her books and other tips and articles, log onto www.Bowperson.com. Resources cited in this article: Brain-Based Learning. (2000) Eric Jensen Brain Matters. (2001) Patricia Wolfe Brain Rules. (2008) John Medina Informal Learning. (2007) Jay Cross Sharonâs books (with brain research): How To Give It So They Get It. (5th printing 2009) Preventing Death by Lecture. (4th printing 2008) Training from the BACK of the Room. (2009) The Ten-Minute Trainer (2005) Other resources: Teach Like a Champion. (2010) Doug Lemov â© 12 Brain/Mind Learning Principles in Action. (2005) Renata Caine A Celebration of Neurons. (1995) Robert Sylwester â© www.Bowperson.comâ©â©â©â©â©â©â©â©â©â©775Â749Â5247â©â©â©â©â©â©â©â©â©â©SBowperson@gmail.com⩠©2010â©Sharonâ©L.â©Bowmanâ©â©â©â©â©Allâ©rightsâ©reserved.â©
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