Accelerated Learning: Research on the Brain and Learning
Dear colleague,
I believe that it is good to share information about learning. While some of us are trainers and coaches who will be familiar with accelerated learning techniques, many out there will never have heard of them. To help spread the word, I am going to pass on to you some thoughts that were sent to me by Gail Heidenhain, Chair of the International Alliance of Learning. She is hosting a conference on Accelerated Learning on January 14th to 17th, 2010, in Houston. The thoughts presented here might give you some insights into how you can better assist your learning style and may encourage you to think of ways that your coaching and training could have more impact. For more information on accelerated learning in Canada, I suggest you contact Dale Wilcox at Watmec 1-800-265-9726. WATMEC
Here is what researchers have discovered about the brain and learning. According to the work of a number of neuroscientists like Dr. Fritz Mengert, Dr. Janet Zadina and other researchers like Dr. Boyzatis and Dr. Zull at Case Western, Dr. Tobin Hart at West Georgia, or those like Dr Renate Caine and others who have worked to translate science to classroom practice, there are a number of things we now know about the brain and learning that can help us make a difference in the work we do.
Some of the highlights of the research suggest that:
Emotion and Cognition are linked in the brain and learning is state dependent. Music is an important tool to create an optimal state for learning. The arts, discovery process, and an engaging environment help us create meaningful learning experiences that not only accelerate and deepen the learning process, but help shift limiting beliefs and tap into potential.
“Cells that fire together wire together” – the more natural repetition that is build into learning and the more senses engaged in the learning, the more the learning is embedded and accessible.
A feeling of progress motivates learners to persist in tasks that could seem daunting or even tedious. Success breeds success. By designing learning (using for example the AL cycle) learners continuously succeed, make progress and see the relevance of the learning to their lives.
Novelty in a stress free environment arouses and engages attention. It is important to create an environment free of high stress, and one that offers novel experiences – ones that arouses attention. The methods, the environment itself, the changes embedded into the learning design all support novelty and attention.
Self-efficacy or being in control of one’s own learning and actions facilitates learning because it sets the right emotional tone and motivates. When we enable learners to co-create the learning, they learn more and deeper.
The brain-mind is social. We learn more together in collaboration than alone. When we talk about the content, we learn at a deeper level as well.
Patterning is a key element of learning and emotional connection improves the ability to pattern.
When we write down things and put a time and place to when we are going to do them, it increases intention in the brain. Reflection activities, action plans, and ways to end a learning module, day or program helps learners take the learning back and apply it.
The leader/facilitator’s mood, attitude, emotions and ability to empathize and connect with learners impacts their ability to learn, their emotional state and how they see themselves and the learning. As facilitators of learning our own self-awareness, self-regulation and ability to empathize and manage our own state supports others in their learning. “We teach what we are!”
At the IAL conference, there will be number of workshops to help you translate the current research into your teaching practice. Visit www.ialearn.org to see the complete program.
Brett McBurnie Sales Coaching Services
Add a Comment:
Your Name:
Email Address*:
Website:
*Required. Email address will not be visible.
Brett McBurnie Brett McBurnie comes to coaching from a diverse and unique background. Born in Toronto in 1951, he attended school in East York and eventually went on to study Classical Studies (Greek and Latin); at the University of Toronto , with the purpose in mind of pursuing a general but well rounded education. Full Profile & Contact Information...
