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Category: BRAIN SCIENCE
For over 30 years, Trainers Warehouse has sold tools and resources to promote active, brain-based learning. Trainers frequently ask us how they can get buy-in from managers. Facilitators of learning view games and fidgets as important tools of their trade, but managers sometimes see them only as “toys.” As such, we’re on the lookout for brain science research that supports the learning theory and applies the neuroscience of learning.
A Vision of Student Life Today
I love this video by the students at Kansas State University. While it was produce many years ago, the increase in online learning makes it especially poignant. How does technology engage, enable, and distract us young people from life? What does student life even look like these days?... Read More
Give ’em a break
I know you’re reluctant to take a break because you have too little time to get through all the material you need to cover. I’ve been there too. However, all of the research (referenced below) points to the same conclusion — your group will actually retain more if you do take a b... Read More
Making dry topics engaging
These tips were drawn from a number of LinkedIN discussions, focusing on how to make dry topics (accounting, insurance, technical training, etc.) more interesting. Perhaps the ideas listed here will get your creative juices flowing. 1. Your enthusiasm is contagious If you’re not excited about ... Read More
Maslow’s Hierarchy and Meeting Learners’ Basic Needs
In his 1943 paper, A Theory of Human Motivation, psychologist Abraham Maslow , [2] proposed the idea that a person’s most basic needs must be satisfied before higher order needs can be addressed. The needs he identified are: Physiological – includes air, food, water, sex, sleep, other factors to... Read More
Research shows: Clickers improve attentiveness
In a study done at four University of Wisconsin campuses (University of Wisconsin–Milwaukee, University of Wisconsin–Eau Claire, University of Wisconsin–Oshkosh, and University of Wisconsin–Whitewater), faculty members and students in courses using clickers were given a survey that assessed ... Read More
Wait! Slow down.
Don’t be too quick to call on the first hand that goes up. By doing so, you signal to other students that they should stop thinking of an answer. Experts suggest that you extend your wait time to 5 to 10 seconds! This assertion is supported in several research reports, including: Journal of Re... Read More
Doodling approved by Doodle Research
First the Doodle Research Data! Doodling while listening can help with remembering details, rather than implying that the mind is wandering as is the common perception. According to doodle research in a study published in 2009 in the journal Applied Cognitive Psychology, subjects given a doodling ta... Read More
Memory Games
Memory is an important part of learning. If they can’t remember what you’ve taught, what good will it do? Here are a few memory games and other tricks: Games If you have a list of things you want your group to remember, play the memory game. Whoever receives the tossed ball must name a... Read More
"Kooshball-ism"?
I must admit I was a bit taken aback when I read one trainer’s assertion that: “‘Kooshball-ism,’ as I like to refer to all the gizmos and tactics, which are espoused in the oh-so-many books and Trainers Warehouse catalogs, is so 1980’s-1990’s. Our profession has e... Read More
Training should be fun – data explains why
Some time ago, I accumulated evidence on why active learning is more effective. Here are some of the highlights: Games & Simulations “One must learn by doing the thing, for though you think you know it– you have no certainty until you try.” Sophocles, 5th c. B.C. Approximately 65% of... Read More
PRODUCTS YOU’LL LOVE!
Who's First?® v3 Wireless Game Buzzer System
Engage fidgety fingers with a Desktop Fiddle Set
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Learn more about who's who with the Favorites Thumball
The Neuroscience of Learning
Through brain science research, we've learned more about the parts of the brain and how they work together to help us understand and retain new information. We understand, for instance, that:- Greater engagement leads to deeper learning. And, the more areas of the brain that are in use, the more memorable the learning episode.
- Focus decreases during longer learning segments.
- Visual images, mnemonics, and metaphors help our brains organize information.
- Endorphins create feelings of euphoria and activate our frontal lobes, the part of the brain responsible for learning.
- Cortisol, the stress hormone, inhibits memory and attention.