Page 18 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 01 11/20/02 11:26 AM Page 7
Because of the brain’s ability to multi- Brain-Based Learning 7
task or process many pieces of stimuli simul- Hippocampus
taneously on different levels, you should Thalamus
remember that using a traditional struc-
tured or linear approach to training can be
a learning disaster. “Even though it seems
that we think sequentially—one thought
after another—this illusion is far from the
reality of our brain’s true operating system. Hypothalamus
Biologically, physically, intellectually, and Cerebellum
Amygdala
emotionally, we are doing many things at
Brain stem
the same time. In fact, the brain cannot do
2
less than multi-process! ” Applying a deliv-
ery strategy that involves a step-by-step pres- FIGURE 1-3. Limbic system
entation of ideas or concepts can lead to
learners becoming disengaged, bored, and
seeing the time spent in the session as wasted. This latter reaction can lead to lost sup-
port for future training from participants and their managers.
Because of the brain’s complex nature, presenting information through a variety of
activities, mediums, and senses increases the likelihood of comprehension and action
by learners. As an example of the success of such a multipronged approach to training,
consider how learning takes place in children. They are down in the dirt exploring, play-
ing, and using their hands, eyes, and minds to absorb information through various
modalities. They play with toys, actual items, and in the absence of these, create their
own tools for learning creativity (e.g., toy swords, guns, and cars made from sticks
and various other materials for boys and dresses, shoes, and dolls made from cloth,
boxes, or stuffed cushioned material for girls). Similarly, adults can rekindle this learn-
ing excitement and metamorphic experience if you provide a learning environment
focused on multiple levels of the brain, and that sparks excitement, adventure, challenge,
and fun.

PUTTING YOUR BRAIN TO WORK: ACTIVITY

Think of the types of programs that you conduct. In what ways are you currently addressing the brain-based
needs of your participants? What else could you do based on what you read in the preceding?