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Tag: brain-based learning

Maslow’s Hierarchy and Learners’ Basic Needs

Maslow’s Hierarchy and 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
Wait! Slow down.

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
Icebreakers from LinkedIN members

Icebreakers from LinkedIN members

This collection of icebreakers was drawn from various LinkedIN groups as well as a few other online sources (noted below). Icebreakers – with a content focus Stand up – Sit down Ask participants to stand up if a statement is true for them (i.e. stand up if you commuted more than 30 minutes to ge... Read More
Doodling approved by Doodle Research

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
Increase class participation in discussions

Increase class participation in discussions

Every week, Kim Marshall puts together a memo highlighting key stories from a range of publications.  Here is his synopsis of a David Brooks’ recent article in The Chronicle of Higher Education.  It offers great tips to improve class participation and help engage learners in active learning,... Read More
Training should be fun – data explains why

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
“Seriously, my groups are too serious for this stuff”

“Seriously, my groups are too serious for this stuff”

While many trainers and teachers fully embrace the concepts of fun and interactive training to accelerate the learning process, some pass by our trade show booth or our catalog and lament, “I wish I could use your ‘toys,’ but I teach ___x___. They’re too serious for that.”... Read More