Tip #434: What a Difference a Break Makes!

On September 10, 2012, Posted by , In presentation, By , , With Comments Off on Tip #434: What a Difference a Break Makes!

“When I was a kid my parents moved a lot, but I always found them.” Rodney Dangerfield

Brain research has shown how important breaks are to the learning process. There are two categories of breaks. One category refers to breaks during which the participants can get up  from their seats, move around and often leave the training room at a “break” in the lesson.

The other category refers to breaks during which the participants can get up from their seats, move around, yet remain in the training room as a “break” from any sedentary activity during the lesson.

The first category of breaks is intended to provide an opportunity for the participants to attend to personal needs, ensuring their comfort. … Read the rest

Tip #122: Learning Styles

On May 27, 2006, Posted by , In learning, By ,,, , With Comments Off on Tip #122: Learning Styles

In last week’s discussion of Howard Gardner’s model of multiple intelligences, my source must have predated Gardner’s determination of an eighth intelligence:

8. Naturalistic intelligence – Naturalistic intelligence allows people to recognize and classify species and other aspects of their environment. Students who enjoy studying the world around them – insects, cars, or stamps – display strength in this intelligence.

I apologize for the omission.

According to J. Diane Jacobs-Connell: Gardner’s theory has inspired thousands of teachers to challenge themselves by expanding their instructional approaches and creating lessons that have allowed students to access content through their different intelligence strengths.

Daniel Goleman’s emotional intelligence theory, which he describes in Emotional Intelligence New York: Bantam Books, 1995, 1997), is also based … Read the rest

Tip #13: Teach only a few things at a time.

On April 4, 2004, Posted by , In curriculum design, By ,, , With Comments Off on Tip #13: Teach only a few things at a time.

Studies of how the brain works have shown that learners can absorb and retain a limited number of items or concepts at one time. When the items are meaningful and familiar to the learners, it is possible to cover 4-5 during one training segment. When the items are unfamiliar to the learner and therefore essentially “nonsense,” because they lack sufficient meaning or context, it is only possible to cover 2-3 during one training segment. Therefore, if there are ten steps in a process or twenty items on a list, it will be necessary to break them down and teach them in manageable chunks of 4-5 items if they are meaningful and 2-3 items if they are new and unfamiliarRead the rest