Page 42 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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Table 1-6. Attention Planning Brain-Based Learning 31

What generally attracts attention during a session?

What techniques generate the most topic discussion?
What types of questions garner the most useful responses?
What type of activities result in maximum participant involvement?
How information is best presented so that it will be attained, remembered, and ultimately used?

What activities do participants seem to enjoy most?
How are participants most challenged to solve problems?
What rewards do participants seem to enjoy?

these. You want to help participants instead convert this down time into productive
processing periods. Some techniques for helping participants remain focused include
the following.
Originality should be used in the design of your program materials, content, deliv-
ery, and environment. Approach training from the perspective that participants will reg-
ularly receive an “Ah ha!” on content and application of what is learned if they are
presented with opportunities to receive and process information based on their own
training needs and modalities.
Differentiation of your materials and approach from that of others, or from what
participants already know, can stimulate learning. You can accomplish this by verbally
explaining differences, demonstrating or “walking the talk,” allowing learners to par-
ticipate in activities in which they come to this realization on their own, or by taking
a contrary approach. For example, instead of stating points obviously (e.g., “Five steps
to effective attention getting,” try something like, “Getting your participant’s attention
without them even realizing it”).
Involvement of participants by stimulating emotions, such as excitement, fun,
stress, curiosity, anticipation, or surprise is an excellent way to enhance learning. This
can be accomplished through the use of various strategies and approaches built into
your program content and delivery format. For example, instead of having participants
simply state their names and organizations as an introduction, create a stimulating
icebreaker activity (see Chapter 7).
Risk aversion that comes from anxiety or fear of the unknown should be alleviated.
Establish early in your session that the environment can be considered safe and that
participants should feel free to challenge, question, or voice opinions. Also, be certain
that you outline session objectives and what will be covered, along with the schedule of
events, so that participants know what to expect and have a sense of personal control.