Page 45 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 01 11/20/02 11:27 AM Page 34
34 The Creative Training Idea Book
speech and reducing the numbers of points presented in a session can assist in accom-
plishing this.
Reviewed and tied to previously learned concepts every 15–20 minutes in order to
cement them into memory and enhance understanding of the overall scheme of the
concept or material.
Like other brain-based research, the study of memory has led to some significant
advances into understanding how the human mind works. In particular, scientists have
discovered that memory is not a single function, nor does it occur in only one area of
the brain. Instead, memory is a dynamic process that reconstructs various pieces of in-
formation stored in different areas of the brain each time someone encounters new items,
then attempts to make sense of the material. One key finding that you can immediately
apply in your training programs is that pictures have more impact on memory than
words alone. Images have a stronger impact than written or spoken words even when
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pictures and words are combined. I have therefore incorporated a variety of cartoons
and other visual images throughout this book to reinforce what you read. You can do
likewise in your handouts.
There are some important implications of memory research. First, participants will
often recall words or information that is implied rather than actually presented. For ex-
ample, if in a brain-based learning environment you were to give a series of terms such
as fun, excitement, music, color, table glitter, toys, and props, then later ask someone to
describe the environment of a brain-based learning program, he or she might likely in-
clude a phrase such as “party atmosphere.” This is because the brain is an active unit
that continually stores and recalls information and material. It may well associate the
items you listed with a festive or party scenario.
New external input is typically intermingled with existing memories that are simi-
lar. The result is often incorrect memory recall. This phenomenon often occurs at crime
or accident scenes, which is why law enforcement officers interview all available wit-
nesses in order to identify common story elements. This collective memory can help them
get a more realistic picture of what actually happened, as the officer did not witness the
event personally.
Due to the mental distortion that can occur in a training session, it is important that
you deliver material to as many senses (e.g., sight, hearing, taste, touch, and smell) as
possible (see Table 1-7). In addition, you should periodically clarify and verify under-
standing, then review material from time to time to help solidify concepts in the minds
of your participants.
The second implication of memory research is that participants benefit more when
related events or items are grouped or presented in logical sequence, for example, step 1,
2, 3 versus step 3, 1, 2. This is important because when unsequenced information is
delivered, the brain pauses and attempts to categorize or associate what is received in
order to facilitate recall. When you introduce an item or make a point that relates to
something presented much earlier in the program and is not associated with your cur-
rent sequence of material, you can actually cause learning to stop. This is because dis-
tracted participants will attempt to sequence internally and compare items in their minds