Page 44 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 01 11/20/02 11:27 AM Page 33
PUTTING YOUR BRAIN TO WORK: ACTIVITY Brain-Based Learning 33
How have you seen learners exhibit attention loss in sessions?

What ways can you think of to engage learner attention regularly throughout your sessions?

We are wasting valuable learning time by having students sit
too much. While standing, even if it’s just for a few moments,
your focus is stronger.
—Eric Jensen
The Learning Brain

THE MARVEL OF MEMORY

Learning and memory are closely related and the terms are often used in association
with each other. Learning refers to the acquisition and encoding of information, whereas
memory relates to the storage and retrieval of that information.
The ability to recall information accurately is often envied by others. One story tells
of how the ancient Greeks revered people with powerful memories to the point that they
worked very hard to devise techniques for enhancing memory. They created a series of
mnemonics or memory tools to assist in recalling information, some of which are still
used today.

Retention Tips

All the tools in the world, however, will not help participants to retain information if you
fail to assist them and to remember that for most adults, information received must be:
Meaningful and something that learners perceive as valuable or useful. When pre-
senting such information it is helpful to put it into a format or structure that aids in
retention and allows participants to connect it to previously received information. The
use of analogies and metaphors can assist in this effort, as can short interim reviews
done periodically.
Given individually or one item at a time without any simultaneous distractions. For
example, if you are presenting a key point for discussion on a flip chart or dry erase
board, turn off your PowerPoint or overhead projector images.
Presented effectively and in a manner that allows time for participants to focus on
and grasp the concepts. They should have ample time to process what was received and
then be able to take notes or ask questions as they feel necessary. Slowing your rate of