“Knowing is not enough; we must apply. Willing is not enough; we must do.” Goethe
In his excellent book: The Accelerated Learning Handbook, Dave Meier advises: “Make sure to get people out of their seats and provide opportunities for physical movement and activity as part of the learning process.“ Physical movement has been shown to have a positive impact on learning and retention.
Neurological research indicates that thinking and bodily movement are interconnected in the brain. In fact, the part of the neocortex that governs thinking and problem solving is situated next to the part of the neocortex that controls fine motor functions. Bodily movement also stimulates the secretion of chemicals that are essential for neural network construction in the … Read the rest
“The best way to learn is to do; the worst way to teach is to talk.” Paul Halmos
Learning activities are the training methods that enable participants to achieve and to demonstrate their learning. Different learning activities are appropriate for different learning levels.
- gain information [KNOWLEDGE] when they attend a lecture (enhanced for different learning preferences), participate in a discussion, listen to a panel, or read reference materials;
- demonstrate that they understand what they have learned [COMPREHENSION] when they read and discuss a case study, brainstorm answers to a discussion question, respond to a quiz or questionnaire, or complete a writing assignment; and
- put what they have learned to use [APPLICATION] when they play a game, perform a
“The art of teaching is the art of assisting discovery.” Mark Van Doren
We know that experiential learning activities contribute to better learning and retention. We design learning programs that incorporate these activities in a purposeful manner. We don’t insert a game just for the sake of a game. Every learning activity must achieve a specified level of learning, whether it be knowledge, comprehension, application, analysis, evaluation or creation.
So, there is a reason why we select certain activities to achieve certain levels of learning for key content. But do we make the learning process as rich as it could be? I don’t think so. I’m embarrassed to say that I know now that I haven’t.
Let’s take a case … Read the rest
“Believe it can be done. When you believe something can be done, really believe, your mind will find the ways to do it. Believing a solution paves the way to solution.” David J. Schwartz
The Thiagi Group free monthly newsletters offer all sorts of learning games. This game is taken from the April 2018 newsletter. I thought it was too wonderful not to share in its entirety! http://www.thiagi.com/games/2018/3/26/april-2018-table-of-contents
April 1, 2018
You don’t have to be delusional, psychic, or gullible to experience the ideomotor effect. With this very simple activity, you can demonstrate the power of an idea to inspire action. It is named after Michael Eugene Chevreul who used this pendulum to explain how an unconscious movement … Read the rest
“Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful.” Margaret J. Wheatley
In participative learning, it is important that each learning activity be debriefed to give the participants an opportunity to reflect on their experience and reinforce their learning.
It is just as important to have those involved in a critical work situation take time to assess whether the actions taken were effective and, if not, what should be done differently in the future.
I’ve always thought that it made sense to debrief a learning activity or management situation by asking these three questions:
- What went well?
- What didn’t go well, and why not?
- What did you learn?
Recently, I read … Read the rest