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Six Trumps: The Brain Science that Makes Training Stick
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By Sharon Bowman. From "Using Brain Science to Make Training Stick"
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Six Trumps: The Brain Science that Makes Training Stick
1.
Six Trumps: The Brain Science That Makes Training Stick
1 This article gives you a summary of six brain science principles that trump Six Trumps: traditional learning methods. It also The Brain Science That provides you with some excellent Makes Training Stick resources, should you wish to explore by these principles further. Sharon L. Bowman www.Bowperson.com This is a pre‐publication excerpt from my SBowperson@gmail.com newest book, to be published in the fall of 2010, and titled: Using Brain Science to Make Training Stick. Look for it on www.amazon.com. In a nutshell, here are the six brain science principles that make training stick. When it comes to learning: 1. Movement trumps sitting. 2. Talking trumps listening. 3. Images trump words. 4. Writing trumps reading. 5. Shorter trumps longer. When you play most card games, there is 6. Different trumps same. one suit in the deck, or one card in the suit, that trumps all the others. The trump Let’s take a bird’s‐eye view of each. suit or card is the best one to have—with it, you can win the game. This metaphor is an appropriate one for instructional strategies that work best for the learners. Certain ways to learn, meaning to be able to remember and use information, trump other, more traditional ways of learning. That is not to say that the traditional learning methods should be ignored; rather, some methods are better than others, and these methods 1. Movement trumps sitting. help learners “win” the learning game. I call these methods “brain science Molecular biologist John Medina, in his principles” because they have been powerful book Brain Rules (2008), sums discussed at length in books about up the neuroscientific studies behind this cognitive neuroscience and human principle: “Exercise boosts brain power” learning. (p. 7). Movement—any kind of motion— increases oxygen to the brain, thereby giving the brain a cognitive boost. www.Bowperson.com 7757495247 SBowperson@gmail.com ©2010 Sharon L. Bowman All rights reserved.
2.
Six Trumps: The Brain Science That Makes Training Stick
2 Conversely, sitting for extended lengths of “The best way to learn something is to teach time makes thinking and learning more it” (p. 185). difficult to do because the oxygen levels in the body decrease. Using This Principle: Make sure you insert short, frequent, learner discussions Using This Principle: Learners need to throughout the training. Learner discussions move much more often than traditional can include pairs, triads, table groups, or training offers. Standing and stretching, whole group conversations. Discussions can turning and talking, bending and writing, be as short as one-minute or as long as time wiggling arms and legs, rolling heads and allows. Some examples of short discussion shoulders—these are a few of the motions instructions to learners are: you can encourage learners to do at least every ten to twenty minutes during a Turn to the person sitting next to you and training program. You can also build tell him/her one fact you now know that you movement into your content‐delivery by didn’t know before. directing learners to do short, quick, topic‐related review activities that Tell two people near you three facts you just include movement (see the “Articles” link learned about the topic. on my website for free, downloadable movement‐related review ideas). Take two minutes to discuss the implications of this information. Ask someone seated near you a quiz question about the content. Give him/her a thumbs up if the answer is correct. 2. Talking trumps listening. In his excellent book Informal Learning (2007), technology expert and author Jay Cross, explains this principle by saying, “Learning is social. We learn from, by, and with other people” (p. 63). When learners 3. Images trump words. discuss what they’ve heard, they process the information three times: first, by listening to Wolfe also cites the research demonstrating it; second, by thinking about it; and third, by the brain’s ability to remember images better restating it using their own words. An expert than words. “The capacity for long-term on the educational implications of brain memory of pictures seems almost unlimited” 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.com 7757495247 SBowperson@gmail.com ©2010 Sharon L. Bowman All rights reserved.
3.
Six Trumps: The Brain Science That Makes Training Stick
3 learning landscape changes. Instead of separate visible parts—a clump of trees, a road, a signpost, a hill, a car—the 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. Using This Principle: Make a commitment 4. Writing trumps reading. 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 it’s 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: “Taking 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 material” (2007, p. 78). Use graphic organizers (mind maps, concept maps, clustering, or bubbling—do 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. www.Bowperson.com 7757495247 SBowperson@gmail.com ©2010 Sharon L. Bowman All rights reserved.
4.
Six Trumps: The Brain Science That Makes Training Stick
4 5. Shorter trumps longer. 6. Different trumps same. The human brain learns best when content is The human brain is hardwired to notice divided into smaller “chunks” or segments changes in the learning environment and of information. Patricia Wolfe illustrates this to ignore sensory data that remains principle with the example of phone predictable or the same over time. In his numbers. “Phone 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 “any of four” (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 time—about ten or twenty minutes, rather attention” (p. 122). The implications are than sixty or ninety minutes. John Medina profound: the brain will eventually ignore describes this process thus: “The 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 intervals” (2008, p. 147). stories), PowerPoint® slides that all look the same, or a sterile learning environment with Using This Principle: Time your content- little visual stimulation anywhere—all delivery. Divide all into lecture segments which the brain will eventually ignore. into “chunks” 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 “one minute to learner activities, and the environment. go” 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.com 7757495247 SBowperson@gmail.com ©2010 Sharon L. Bowman All rights reserved.
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Six Trumps: The Brain Science That Makes Training Stick
5 topic-related jokes, metaphors, analogies, videos, etc. Final Thoughts Is this a complete list of current brain science principles that relate to human learning? Not at all. Will this list of six principles move you in the direction of creating a more brain‐based learning experience every time you train and teach? Absolutely! Small changes to your training programs can lead to profound results for learners. And understanding how the human brain learns is the first step towards creating instruction that is brain‐based, not tradition‐based. ❑❑❑❑❑❑❑❑❑❑❑❑ 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 Sharon’s 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 12 Brain/Mind Learning Principles in Action. (2005) Renata Caine A Celebration of Neurons. (1995) Robert Sylwester www.Bowperson.com 7757495247 SBowperson@gmail.com ©2010 Sharon L. Bowman All rights reserved.
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