Page 24 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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Brain-Based Learning 13
you should be aware of the findings of Malcolm S. Knowles. Author of The Adult Learner:
A Neglected Species and several other books on the topic; Knowles did much research
into how adult and children learn and process information differently and developed a
series of adult learning principles. Like others, Knowles used the term andragogy (adult
learning), derived from a variation of the term that is believed to have originally ap-
peared in Germany in 1833 (andragogik), to differentiate it from the concept of peda-
gogy (youth learning) that is prevalent in school systems in the United States. Table 1-4
shows some of the ways in which the two approaches differ.
For centuries, educators and trainers have used a model of teaching that puts infor-
mation into a neatly packaged format. A step-by-step, outline approach is common in
many school systems and training programs following this format. Unfortunately, re-
search continues to find that the human brain does not naturally process information
that way. In fact, studies show that learners (especially adults) need to understand the
big picture to recognize the value of each piece of information they encounter. Learners
also need time to make connections between information received and knowledge
already possessed personally. From time to time, they may even need to have you help
them make these connections by pointing out key elements and relationships and dis-
cussing how application of content can be useful. In addition, learners should not be
pressured during learning or simply prepared to regurgitate information on timed tests
without fully comprehending the material.
The ultimate goal of any learning experience should be mastery of material and con-
cepts to a level at which behavior change can be affected and performance improved,
and the learner can constructively recall and effectively apply what he or she learned in
appropriate situations.
Although learning is a complex process, and one not completely understood by sci-
entists, we do know what happens when people learn. Learners basically extract some
type of meaning from all stimuli that they encounter. It is important to understand this
because what you or other trainers do, or fail to do, will definitely impact learner suc-
cess. Simply put, stimuli are anything with which the brain comes into contact through
the five senses (sight, hearing, touch, taste, and smell). The input might be information,
a smell, a feeling, an emotional exchange, or an image that causes the brain to “turn on”
to process what was experienced. If the stimulus is something related to an earlier learn-
ing experience (e.g., a review of concepts covered in a training session on the previous
day), the brain accepts the input into its neural pathways via nerve cells called neurons.
It then compares the new material to memorized concepts and reinforces the image
imprinted there. If a stimulus is encountered for the first time, electrical energy is pro-
duced that converts the input to nerve impulses. These signals travel to various areas of
the brain where they are sorted, processed, and/or stored for later recall. When the brain
encounters input a number of times, it begins to process it more efficiently because the
“roadmap” is already in the neural system. This is why it is so important for you to build
in regular interim reviews (quick activities designed to reinforce key concepts) through-
out a training session. At least every 10–15 minutes, try to inject a quick, fun rehash of
material, or give your learners time to process what was gained.