Tip #716: When Overlearning Is Important- Part One

On April 9, 2018, Posted by , In learning, By ,,, , With Comments Off on Tip #716: When Overlearning Is Important- Part One

“Over-learning and over-preparing gives you the winning edge in any area.” Brian Tracy

 The following Tip is drawn from several sources.

Overlearning is practicing newly acquired skills beyond the point of initial mastery. The idea is to get to automaticity, which Wikipedia defines as “the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition and practice.”

I first became aware of the importance of an automatic ingrained response when I was in a lunch line with firefighters at a nearby army base. They needed to know how to immediately assess and respond to a situation where even … Read the rest

Tip #635: Use “Hangman” to Check Retention

On August 22, 2016, Posted by , In learning activities, By , , With Comments Off on Tip #635: Use “Hangman” to Check Retention

Games shouldn’t only be fun. They should teach or spark an interest in other things.” Hideo Kojima

The “Hangman” game is a wonderful way to check participant retention at the end of a session. I learned about it from Linda Fleischman at the Court Services and Offender Supervision Agency for the District of Columbia.

Here are the directions:

  1. Create groups to compete against each other. (Note: It works best if two groups compete against each other.)
  1. Provide each group with flip chart easel paper, markers and painter’s tape (if there aren’t enough easels).
  1. Give the groups 5 minutes to create their own lists of questions related to the content of the session.
  1. The groups should then take turns asking
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Tip #594: A Dice Game to Check Retention

On November 9, 2015, Posted by , In learning activities, By ,,, , With Comments Off on Tip #594: A Dice Game to Check Retention

“Unless we remember, we cannot understand.” E. M. Forster

“The game is meant to be fun.” Jack Nicklaus

The following Tip comes courtesy of Renard Brown of CSOSA.

This is a 10-minute small group activity to check retention that uses dice and a numbered list of topics. It serves as an anticipatory set (a brief activity or event at the beginning of the lesson that effectively engages participants’ attention and focuses their thoughts on the learning objective).

The game is as follows:

  • The participants work within their table groups. Each group is given one dice.
  • The numbers of the dice correspond to numbered topics in their participant manual or on a PowerPoint slide.
  • When a player rolls the dice, the
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Tip #575: The Ebbinghaus Forgetting Curve

On June 29, 2015, Posted by , In brain research, By ,,,,, , With Comments Off on Tip #575: The Ebbinghaus Forgetting Curve

“The process of learning requires not only hearing and applying but also forgetting and then remembering again.”  John Gray

Learning retention and transfer are the key goals of training. I recently read an article that explained why post-training reinforcement is so essential. It referenced the Ebbinghaus Forgetting Curve, which was entirely new to me.

The following information is drawn from an article titled: Use It or Lose It by Art Kohn, who is the CEO of AKLearning. All of the words in “parentheses” are Kohn’s. The italics are mine.

“… Modern neuroscience divides memory into three distinct phases: encoding, storage, and retrieval. Encoding refers to absorbing new information (for example, in a live seminar), and then giving the material meaning … Read the rest

Tip #229: Debunking Myths About Learning = Retention

On July 3, 2008, Posted by , In brain research, By ,, , With Comments Off on Tip #229: Debunking Myths About Learning = Retention

“Learning”is defined as “the acquisition of knowledge or skill.” “Retention”is defined as “the preservation of a learning in such a way that it can be identified and recalled quickly and accurately.”Just because we “learn”something does not automatically mean that we will retain it.

We can learn something for just a few minutes and then lose it forever. As anyone who has ever crammed for a test knows, it is possible to acquire knowledge and (hopefully) retain it just long enough to take the test. However, unless we have a reason to continue to access that knowledge or we can associate it with something very meaningful to us, we will forget what we learned almost immediately.

According to David Sousa in … Read the rest