This accelerated learning and brain science course will:
- Provide participants with an understanding of how to design and deliver training for best retention.
- Outline steps for using accelerated learning principles and brain science in classroom training.
- Demonstrate the difference between traditional training and participant-centric design.
- Offer guidelines for easy implementation back on the job of the concepts discussed in class.
Anyone in training knows that grey matter matters. The better we understand the human brain, the abler we are as course designers and classroom trainers to impart information that participants retain.
This interactive training program introduces the rules of brain science and accelerated learning.
During this workshop, we will examine guidelines for creating brain-friendly curriculum, explore techniques for putting participants where they should be (center stage), explain “chunking” content for easy understanding, explore dozens of activities for adding variety, and suggest techniques for incorporating touch, taste, sound, and smell in programming.
At this program’s conclusion, participants should be able to:
- Take advantage of the latest available information about the brain as it relates to how people learn and retain information.
- Explain preparation, presentation, practice, and performance and their importance in the learning process.
- Organize content in ways that increase learner engagement and information recall.
- Consider over 30 ways to help learners research, remember, repeat, and review information.
- Incorporate sound, touch, smell, and taste into the training process.
The following outline highlights some of the course’s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).
Dough!: Exploring What You Already Know
This program begins with participants identifying what they already know about accelerated learning and how people best retain information. During this segment, participants will also review adult learning principles and articulate their goals and objectives for the seminar.
Four Critical Ingredients: Considering Preparation, Presentation, Practice, and Performance
The next part of the workshop looks at four phases of learning and the importance of planning how participants will experience information. Considering an existing training program, the group’s members will determine if they have followed best practices for putting learners first in each step in the process.
Mix, Knead, or Blend?: Examining the Learner Experience
Segment three examines the extent to which people retain information based on their existing knowledge, the complexity of the material, and how they encounter it. During this part of the program, the group will debate beliefs regarding reading versus doing, chunking information, and asking versus telling. Participants will then develop personal “golden rules” for design and delivery.
Enriched and Fortified: Organizing Information to “Connect the Dots”
Directional maps matter, likes go together, pictures should support points, and the list goes on. In this part of the program, participants will review rules for arranging content. Next, using practice materials, the group will try its hand at implementing the suggestions discussed.
From Long and Skinny to Short and Round: Designing for Variety
Diversity in instruction isn’t a “nice to do;” it’s a “need to do.” This workshop segment introduces more than 30 ways to add excitement and flexibility to training. Next, working in pairs, participants will identify activities they can immediately put in practice back on the job.
Secret Sauces: Incorporating Smell, Sound, and Other Senses to Aid Learning and Memory
This piece of the workshop discusses the use of smells, sounds, taste, and touch to enhance learning points. After experiencing examples of activities geared to each sense, the group will work through elements of their own programs and brainstorm a minimum of 12 ideas they can implement in their workshops.
Get Cooking: Using Your Noodle
This program ends with planning and the use of session maps. Working in teams, participants will complete a training plan, reviewing the actions they’ve already identified and filling in any existing gaps.
At the conclusion of this accelerated learning program, participants should understand how to take advantage of cognitive neuroscience (brain science) as training program designers and program facilitators.