Page 30 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 01 11/20/02 11:26 AM Page 19
If I’m hearing you correctly . . . Brain-Based Learning 19
Sounds like a good idea . . .
It sounds like you are saying . . .
It’s clear as a bell.
To help meet the needs of your auditory learners, prepare sessions that include many
opportunities for verbal exchange on small and large group levels. Incorporate a variety
of aural stimulation, such as instructor-led discussion, music, debates, panel discussions,
role plays, interactive CD-ROM, reading text aloud, use of tape recorders, or demonstra-
tions involving verbal explanations.
Visual Learners
Gain understanding from stimuli received through their eyes and envisioned in their
minds.
Extract interpersonal message meaning by observing a person’s body language, facial ex-
pressions, gestures, and dress.
Prone to daydreaming or imagining.
Visualize concepts of theory and content received through patterns or pictures in their
mind.
Often sit in a location where their view is unobstructed (e.g., front of the room).
Are often good spellers.
Learn best from visual stimulus (e.g., slides, transparencies, handouts, flip charts,
posters, or videos).
In general, take many notes to reinforce what they experience and for reference later.
Have a subconscious, emotional reaction to color and light.
Often have trouble following verbal instructions or directions.
Can sometimes be identified by their verbal statements:
I see what you are saying.
I get the picture.
I believe I see what you mean.
The picture is clear to me.
I see your point.
I have a good picture of the situation now.
As I see it . . .
That conjures up images for me.
I can see light at the end of the tunnel.
To ensure that you have provided the needed stimulus for your visual participants,
create training programs that offer a potpourri of visual stimuli. Include brightly colored
papers, markers, and posters with content that ties to the session topic and previous