Taking an Experiential Learning Approach for Training

Taking an Experiential Learning Approach for Training

If you are a trainer or educator of adults, you likely already understand that training or classroom time is precious. The challenge is to get learners to appreciate that what you are delivering to them meets their needs, matches their personal learning goals, and is relevant. One means of accomplishing this is through applying brain research to your learning events.  By taking an experiential approach to learning and tying into brain-based learning research, you can help create connections in the brain and facilitate the likelihood that learning will be used once the session is over.

Taking an Experiential Learning Approach to Training

Taking an Experiential Learning Approach for Training by The Creative Trainer – Robert W. Lucas, Awarding Winning Brain-Based Adult Training Author

As adults and professionals in a given field, your learners likely already have a base knowledge of the content that you plan to share with them. For that reason, you must take the information learned from your needs analysis and create links or short-cuts between what they know and what you have planned. For example, if you are facilitating a workshop for a group of experienced supervisors, they likely have already been exposed to the basics of coaching, counseling, communicating, motivating, and providing performance feedback to employees. If these are topic areas covered in your session, you will need to think of ways to show learners how to more systematically and logically use the knowledge and skills they possess to improve their on-the-job performance.

An easy way to help learners see how to apply what they are learning is to provide the format or structure for using knowledge or skills in the classroom, perhaps in the form of a model or through a team game activity. You could then give them an opportunity to work in small groups to determine ways of applying their new knowledge and skills in their work environments. Through this technique, they actually take what you give and customize it to their individual needs while receiving feedback from their peers on how it might be improved. In this fashion, when they walk out of the room, they have real-world knowledge, skills, and strategies that can be applied immediately.

Practical application and taking an experiential learning approach for training sessions and education typically add more value to any learning experience and enhances return on investment. It can also enhance your session evaluation results.

More Information On This Topic & It’s Blogger

For activities and games to engage your learners, get a copy of Creative Learning: Games and Activities That Really Engage People.

Learn All About Robert W. ‘Bob’ Lucas Now and Understand Why He is an Authority in the Creative Training Skills Industry

Robert W. ‘Bob’ Lucas has been a trainer, presenter, customer service expert, and adult educator for over four decades. He has written hundreds of articles on training, writing, self-publishing, and workplace learning skills and issues. He is also an award-winning author. Robert W. Lucas has written thirty-seven books. The book topics included: writing, relationships, customer service, brain-based learning, and creative training strategies, interpersonal communication, diversity, and supervisory skills. Additionally, he has contributed articles, chapters, and activities to eighteen compilation books. Mr. Lucas is retired from the U.S. Marine Corps in 1991 after twenty-two years of active and reserve service.

Using Music and Sound for Learning

Using Music and Sound for Learning

Using music and sound for learning is an easy way to contribute to a more stimulating, brain-based learning environment. Make some noise, introduce sound, and wake up your learner’s brains. You cannot share information and ideas effectively if your session participants are distracted or not focused on you or the task at hand.

To ensure that participants in training programs, classrooms, and other meeting situations are ready to gain, retain, recall and use what will be experienced, take some time to plan how you will gain, regain and hold their attention.

Using Music and Sound for Learning by The Creative Trainer – Robert W. Lucas, Awarding Winning Adult Learning & Training Author

The following are some simple techniques that tie to research on brain-based learning regarding brain stimulation and how the brain and attention works. By applying strategies such as these, you will be able to potentially get participants to stop side conversations, reading materials, daydreaming, and other distracting behaviors and focus their attention on the front of the room. Once they do that, you can share instructions or information related to the topic or task at hand.

Use your voice.

Some people are gifted with a loud, commanding voice that carries throughout any room and can be used to gain the attention of distracted learners. Others have less forceful volume and tone and must depend on alternative methods to refocus participants.  A simple “Let’s get started” or “If I can have your attention” might work for some people but there are other more creative ways to accomplish this desired outcome.

using music and sound for learning
Game Show Themes for Trainers

Use music. 

There has been quite a bit of research and numerous books on how music impacts the brain (e.g. This is Your Brain on Music) and the topic of using music in learning environments (e.g. Top Tunes for Teachers and Training with a Beat). There are even music selections designed for training (e.g. Game Show Themes for Trainers) and learning environments. Such resources tap into the fact that music can evoke emotion, set the tone for a learning environment, and connect with a training topic. The key is to select music that has a relationship to your learning objectives and that helps stimulate the brains of your attendees.

Some of the ways that you might employ music would be to have upbeat music playing as people enter the room. When ready to start your session or you want to end a break and regroup participants, simply turn it off. The silence sends an unspoken message that something just changed and participants instinctively turn their attention toward the front for the room.

You can also use music in the background as learners work in small groups and participate in visioning activities. In such instances, use music without lyrics and that matches the intended pace of the activity. Research indicates that selecting a music beat that closely matches the desired energy level of the activity is best. For example, if you want to have people on their feet and excited, use some upbeat theme song. If your goal is serenity and reflection, you might use a baroque selection.

Using music and sound for learning

Use Noisemakers.

Inexpensive noisemakers are an excellent and creative means of gaining or regaining participant attention. Simply by blowing a whistle, using a musical slide flute, ringing a school or classroom bell, striking a gong, squeezing a squawking chicken, or using some similar device, you add a bit of sound, fun, and novelty to your sessions.

Like anything you do in a learning environment, using music and sound in novel ways during your sessions or meetings is a clever means of gaining and regaining learner attention. The key is to avoid doing anything that is distracting or does not relate to your stated learning objectives.

Learn This Blogger – Robert W. Lucas

Robert W. Lucas is an internationally-known author and learning and performance expert. He specializes in workplace performance-based training and consulting services. Furthermore, he has four decades of experience in human resources development, management, and customer service in a variety of organizational environments. Robert Lucas was the 1995 and 2011 President of the Central Florida Chapter of the American Society for Training and Development (ASTD).

Robert W. Lucas has lived, traveled, and worked in 28 different countries and geographic areas. During the past 40 years, Bob has shared his knowledge with workplace professionals from hundreds of organizations, such as Webster University, AAA, Orange County Clerk of Courts, Walt Disney World, SeaWorld, Martin Marietta, all U.S. military branches, and Wachovia Bank. In addition, Bob has provided consulting and training services to numerous major organizations on a variety of workplace learning topics. To contact Bob visit his website at www.robertwlucas.com or his blog www.thecreativetrainer.com.

The Trainer’s Role in the Adult Learning Environment

The Trainer’s Role in the Adult Learning Environment

Your role as a facilitator of knowledge exchange is to ensure that your adult learners “get it.” Anything less means that you failed to meet their learning needs. You can have all the knowledge in the world between your ears; however, if you cannot effectively communicate it in a way that allows your learners to “gain it, retain it, recognize and recall it and use it,” they will likely leave the room feeling cheated.

The Trainer's Role in the Adult Learning Environment

To ensure that there is a transfer of learning from you to learners during training, and ultimately to the workplace, you must act as a conduit in the knowledge exchange process. Your challenge is to make everything you do learner-centered since your participants are the only purpose for your being there. Without your learners, you are not needed in the learning environment. To accomplish all this, actively engage learners from the beginning of the session or workshop and continue to do so at various points throughout the session. Give them information, let them experience and apply it, and then review the information or concepts periodically.

The key to effective learning is to not only provide information but also show participants how to apply it outside the classroom. Do not assume that they will get it on their own since they might be distracted, confused by your approach or explanation, or simply may not understand a key point. Give examples, build in activities where they can discuss and process information (small group discussion, problem-solving, role-play, demonstrations, and open-ended question forums) to draw them in and verify that they grasp your meaning.

Above all, when you design and deliver information, apply brain-based learning concepts such as motion, novelty, sound/music, color, and engagement to maximize learning potential.

The Trainer’s Role in the Adult Learning Environment by The Creative Trainer – Robert W. Lucas, Awarding Winning Author, and Blogger

For additional ideas on how to effectively design brain-based learning events, actively engage learners and reinforce key concepts while helping ensure positive learning outcomes and transfer of learning, get copies of Training Workshop Essentials: Designing, Developing and Delivering Learning Events That Get Results, The Creative Training Idea Book: Inspired Tips and Techniques for Engaging and Effective Learning, and Energize Your Training: Creative Techniques to Engage Learners.

Six Factors Affecting Active Learning

Six Factors Affecting Active Learning

Active, brain-based, experiential, and accelerated learning are terms used for training initiatives that involve getting learners to become active participants in your sessions. Various theories and research related to adult learning and brain-based learning indicate that through active involvement, participants become more vested in the session outcomes and are more likely to gain, retain, recall and use what they experience.

Six Factors Affecting Active Learning

Six Factors Affecting Active Learning by The Creative Trainer – Robert W. Lucas, Awarding Winning Adulting Learning Author

Consider the following factors when you sit down to create activities and initiatives that will involve and stimulate your learners.

Audience Makeup.

Ensure that you choose activities and content that are appropriate for the group you will be facilitating. Some activities (e.g. role-play) work best when participants know one another well or are comfortable with one another. Talk to program sponsors and/or participants in advance when possible and before you design your content and activities in order to determine who will comprise your audience.

Participant Knowledge and Experience Levels. 

To successfully build on what learners know, you must first determine current capabilities. You can do this through a training needs assessment process that is part of a standard instructional systems design (ADDIE) process. Also, ensure that the planned activity suits the audience level (e.g. frontline employee, supervisor, manager, or executive). Otherwise, you can easily either intimidate or bore your learners with your planned activities.

Desired Involvement.

Decide how, and to what extent, you want to involve participants. While much self-discovery is possible, you will need to intermingle your own involvement with that of your learners.

Available Time.

One mark of a professional creative trainer is to be able to accomplish established learning objectives and planned activities within the allotted timeframe in a seemingly effortless manner. When selecting activities, ensure that the time limit set is realistic and allows for successful completion and debriefing without intruding on other planned program segments.

Training Venue.

Take care to select a facility that has space and equipment needed to conduct planned activities. When possible, actually visit the site so that you can visualize layout and activities. Also, talk to the people who will do the room set up for the session to ensure that they understand your needs. Do not count on a third-party relaying your needs to setup people.

Group Size.

Choose activities that are appropriate for the size of your audience and ensure that co-facilitators are planned if necessary.

If you effectively plan and oversee the activity process, chances are that learners will feel a sense of accomplishment and that learning will more likely occur.

Learn This Blogger – Robert W. Lucas

Robert W. Lucas is an internationally-known author and learning and performance expert. He specializes in workplace performance-based training and consulting services. Furthermore, he has four decades of experience in human resources development, management, and customer service in a variety of organizational environments. Robert Lucas was the 1995 and 2011 President of the Central Florida Chapter of the American Society for Training and Development (ASTD).

Robert W. Lucas has lived, traveled, and worked in 28 different countries and geographic areas. During the past 40 years, Bob has shared his knowledge with workplace professionals from hundreds of organizations, such as Webster University, AAA, Orange County Clerk of Courts, Walt Disney World, SeaWorld, Martin Marietta, all U.S. military branches, and Wachovia Bank. In addition, Bob has provided consulting and training services to numerous major organizations on a variety of workplace learning topics. To contact Bob visit his website at www.robertwlucas.com or his blog www.thecreativetrainer.com.

Creativity Quote – Robert W. Lucas

Creativity Quote – Robert W. Lucas

Trainers who truly believe that they are creative and tap into brain-based learning research. To engage with their learners through a variety of active learning strategies. Robert W. Lucas has been quoted as saying “Creativity is a state of mind!”

Creativity Quote – Robert W. Lucas by The Creative Trainer – Robert W. Lucas

These trainers are ALWAYS going to be a step ahead of their peers who do not apply such knowledge. This is because learning professionals who have taken time to study how the human brain best processes. They simply try to apply information to understand the importance of creating an environment in which learners become active participants. Such environments use elements such as movement, motion, sound/music, light, color, novelty, engagement, and fun. Therefore this can stimulate brain neurons. These elements play a key role in helping gain and hold learner interest. And, once attention is focused, learners are better able to gain, retain, recall, and use what they have learned. Creativty Quotes - Robert W. Lucas

For creative resources that can add sizzle and effectiveness to any classroom learning environment, get a copy of The Creative Training Idea Book: Inspired Tips and Techniques for Engaging and Effective Learning and Energize Your Training: Creative Techniques to Engage Learners. 

Learn This Blogger – Robert W. Lucas

Robert W. Lucas is an internationally-known author and learning and performance expert. He specializes in workplace performance-based training and consulting services. Furthermore, he has four decades of experience in human resources development, management, and customer service in a variety of organizational environments. Robert Lucas was the 1995 and 2011 President of the Central Florida Chapter of the American Society for Training and Development (ASTD).

Robert W. Lucas has lived, traveled, and worked in 28 different countries and geographic areas. During the past 40 years, Bob has shared his knowledge with workplace professionals from hundreds of organizations, such as Webster University, AAA, Orange County Clerk of Courts, Walt Disney World, SeaWorld, Martin Marietta, all U.S. military branches, and Wachovia Bank. In addition, Bob has provided consulting and training services to numerous major organizations on a variety of workplace learning topics. To contact Bob visit his website at www.robertwlucas.com or his blog www.thecreativetrainer.com.

6 Strategies for Energizing Learners and Generating Enthusiasm

6 Strategies for Energizing Learners and Generating Enthusiasm

There are many ways to spark excitement, energize learners, and generate enthusiasm in your sessions. Take the time to search out and develop strategies and techniques that are innovative and require learners to think while having fun and enjoying their experience. So let’s take a look at 6 Strategies for Energizing Learners and Generating Enthusiasm!

Energizing Learners and Generating Enthusiasm

Here are six ways that you can help stimulate enthusiasm in your learning events.

6 Strategies for Energizing Learners and Generating Enthusiasm

1.  Be enthusiastic about your facilitation.

Through your own interest and excitement, you can help engage and stimulate learners. If learners perceive that you are just a “talking head” who is regurgitating memorized information or parroting what is on your slides, they will likely tune out early in the session and you will not regain their attention.

Keep your information and delivery format fresh by updating and adding to content and design on a regular basis. For example, if you deliver the same content regularly (e.g. new hire orientation), change the icebreaker or other activities that you use periodically. This will require you to stay alert and think about what you need to do, thereby keeping you alert and making your delivery seem new and more stimulating.

2.  Plan and deliver activities that add value.

Your goal is the overall accomplishment of learning objectives. Do not add activities or other content and training aids just because they are fun or you like them. Make sure that anything you do, say or use in your programs is relevant to session content, aids learning, and is tied directly to desired learning outcomes.

3.  Ensure that initiatives are well organized.

Take time to prepare and practice before learners arrive. One of the worst things that a facilitator can do is to stumble along, rely heavily on notes and training aids, and appear uncertain about what they should do or say next. Become proficient with the information and training aids that you will use and do not spend time learning while participants are present.

4.  Clearly and concisely deliver directions.

To ensure that participants get the maximum benefit from all activity in a session, take the time to explain what learners are to do. Since people are either visual, auditory, or kinesthetic learners (or some combination of the three) prepare instructions in several formats to ensure everyone gets what you want them to do. For example, instead of just verbally sharing activity instructions, put them in writing on a handout, flip chart, or slide and discuss them as you show the training aids. Leave the instructions on display during the activity so that learners can refer back to them for clarification if needed.

5.  Communicate the purpose and Added Value And Results For Me (AVAR-FM) of the activity.

It is crucial that learners have the value of what they are doing explained so that they will understand potential benefits. Tell them exactly what benefits they will personally gain from the information you provide.

Making an assumption that the objective of an activity should be obvious could be a serious mistake. Remember that people learn and process information differently.

6.  Solicit questions, comments, or suggestions.

Before participants begin an activity, take the time to ask if everything is clear and to determine if all their questions related to the activity be answered before they begin.

Throughout your session, you also provide multiple opportunities for learners to provide feedback and suggestions on how your facilitation of content or activities might be enhanced to add value. By effectively planning your session content and activities and setting expectations for learners, you are more likely to tie into learner motivation and generate enthusiasm for your programs. Since brain-based learning research shows that by actively engaging learners, you increase the potential for more effective learning and memory enhancement; your sessions will likely be better received.

6 Strategies for Energizing Learners and Generating Enthusiasm by The Creative Trainer – Robert W. Lucas, Awarding Winning Brain-Based Adult Training Author

For additional ideas on how to effectively engage learners during training and educational events, get a copy of The Creative Training Idea Book: Inspired Tips and Techniques for Engaging and Effective Learning or Creative Learning: Activities and Games That Really Engage People.

Learn This Blogger – Robert W. Lucas

Robert W. Lucas is an internationally-known author and learning and performance expert. He specializes in workplace performance-based training and consulting services. Furthermore, he has four decades of experience in human resources development, management, and customer service in a variety of organizational environments. Robert Lucas was the 1995 and 2011 President of the Central Florida Chapter of the American Society for Training and Development (ASTD).

Robert W. Lucas has lived, traveled, and worked in 28 different countries and geographic areas. During the past 40 years, Bob has shared his knowledge with workplace professionals from hundreds of organizations, such as Webster University, AAA, Orange County Clerk of Courts, Walt Disney World, SeaWorld, Martin Marietta, all U.S. military branches, and Wachovia Bank. In addition, Bob has provided consulting and training services to numerous major organizations on a variety of workplace learning topics. To contact Bob visit his website at www.robertwlucas.com or his blog www.thecreativetrainer.com.

Experiential Learning Helps with Retention

Experiential Learning Is Key To Helping Adult Learners Retain and Use What They Experience

Experiential Learning Helps with Retention

Accelerated learning strategies (e.g. adult learning games and activities, role play, visioning exercises, team building games, outdoor group activities [ROPES course], and similar techniques) applied in an adult learning environment are paramount to assisting in memory development.

Experiential Learning Is Key To Helping Adult Learners Retain and Use What They Experience by The Creative Trainer – Robert W. Lucas, Awarding Winning Author, and Blogger

According to some brain-based learning researchers, such active learning exercises potentially help strengthen memory formation through learner engagement but also help reinforce concepts shared through more traditional training means.

For more information and ideas on how to create your own active learning training environment, click here.

‘Experiential Learning Helps with Retention’ About This Blogger – Robert W. Lucas

Robert W. Lucas is an internationally-known author and learning and performance expert. He specializes in workplace performance-based training and consulting services. Furthermore, he has four decades of experience in human resources development, management, and customer service in a variety of organizational environments. Robert Lucas was the 1995 and 2011 President of the Central Florida Chapter of the American Society for Training and Development (ASTD).

Robert W. Lucas has lived, traveled, and worked in 28 different countries and geographic areas. During the past 40 years, Bob has shared his knowledge with workplace professionals from hundreds of organizations, such as Webster University, AAA, Orange County Clerk of Courts, Walt Disney World, SeaWorld, Martin Marietta, all U.S. military branches, and Wachovia Bank. In addition, Bob has provided consulting and training services to numerous major organizations on a variety of workplace learning topics. To contact Bob visit his website at www.robertwlucas.com or his blog www.thecreativetrainer.com.

Make Learning Fun for Adults by Using Creative Training Strategies

Make Learning fun for Adults by Using Creative Training Strategies

Make Learning Fun for Adults by Using Creative Training Strategies

If you make learning fun for adults that does not mean that your training sessions are ineffective. In fact, brain-based learning research indicates the usefulness of adding novelty. For example, you can use elements like learner engagement activities, color, music, sounds, and other active approaches. These can contribute to learning when you use them effectively. Just remember that anything that you say or use in a session should contribute to accomplishing your stated learning objective. Do not use an activity or training aid just because it is familiar to you or can provoke a laugh. Adult learners typically consider these a waste of time.

For years, adult learning environments were traditionally modeled after academic classrooms with rows of tables facing the front of the room. The teacher or professor was the center of attention. Because most trainers were exposed to such configurations, they often model their own adult learner classrooms in the same fashion. Thankfully, many trainers and adult educators have discovered creative training or accelerated learning techniques. These can help create environments where adult learners actually enjoy their training experience and learn more.

Following are easy to apply creative training ideas that can potentially enhance learning outcomes to help make learning fun. By adding a bit of novelty and competition, you can potentially motivate some learners.

Spin to win

Add excitement and build an atmosphere of fun through the use of large prize wheel spinners. Use these for review activities in which you list key concepts on the wheel spokes. Once a participant spins they have an opportunity to describe or explain the concept and win a small prize.  You can also use a spinner to list a variety of small prizes that participants who correctly answer questions or volunteer get to spin and win.

Cash in with play money

If you are doing cashier or financial related training, use realistic-looking play money to simulate actual currency and add a sense of reality. You can also use play money to reward participants who volunteer, correctly respond to your questions, and arrive in class or return from breaks on time. At the end of the session,  learners can use their money to buy small session-related items that you provide. These small mementos will often end up on a desk or bookshelf in an office or at home. When the participants see them, they are potentially reminded of the session and its content, thus reinforcing the learning.

These creative training ideas, along with many other ways to make learning fun and engage learners, are from Energize Your Training: Creative Techniques to Engage Learners.

Creative Training Ideas that Stimulate Adult Learners

Creative Training Ideas that Stimulate Adult Learners

Creative Training Ideas that Stimulate Adult Learners

Brain researchers have made tremendous strides in discovering how the human brain functions and processes information. For example, they have discovered that various environmental elements can have an impact on learning and memory formation. Among others, factors such as nutrition, hydration, color, light, sound, motion, movement, and novelty can potentially aid learning in training sessions. The determinant is often the way and degree to which you introduce each element in brain-based learning environments. The important point to remember when considering how to apply what we know is that creative training ideas that stimulate adult learners can potentially make training more fun and productive if used properly.

In the past three decades, I have been writing about and applying creative training strategies in order to add pizzazz to my classroom environments. When sharing ideas on brain-based learning with other trainers I typically role model the techniques being used. I also engage them in activities where they can experience the processes first hand. This approach relates to the research on brain processes and provides knowledge and skills that learners can immediately apply in their own training sessions.

The following are two creative training ideas that stimulate adult learners that I cover in my books and creative trainer programs. Additional ones are posted throughout this blog and in the resources listed at the end of this article.

Balloon reviews.

Put one small strip of paper with a key term, concept or idea related to session content covered to the point of your review inside a variety of colored balloons. Blow up the balloons and tape them around the room before participants arrive. When ready to review, ask volunteers near each balloon to retrieve one, and on your instruction, pop them. Each person is to retrieve their paper strip and, in turn, read the content from their strip aloud. Have other volunteers define or explain what the terms or concepts mean and how they might apply it. Reward all volunteers with a small session-related prize or candy. This activity addresses the use of brain-based elements of sound, motion, movement, review, color, fun, novelty, and reward/recognition.

Manipulative toys.

Most adults enjoy an opportunity to reflect back on their childhood experiences. By placing small soft manipulative toys on each participant’s table before they arrive, I provide that opportunity. I use Koosh balls, foam squeeze toys, flexible rubber bendable, and other simple toys. In my opening remarks, I explain that some research identifies 5%-15% of learners as preferring a kinesthetic learning style preference. In other words, their brain processes information best when it (or they) are actively engaged. I also share that they are free to quietly “play” with their toys during the session, as long as they do not do anything that distracts others. I even encourage them to trade with others if they see a toy they’d prefer to have. Depending on the items provided, I either tell learners that they can keep the toys as a memento of the session or I collect them for future reuse. Using manipulative toys relates to brain-based learning concepts of learner engagement, addresses the needs of kinesthetic learners, adds a bit of fun and novelty to the session, and injects color into the environment.

To get additional creative training ideas that stimulate adult learners, search this blog site for brain-based learning, accelerated learning and creative training. You can also check out The Creative Training Idea Book: Inspired Tips and Techniques for Engaging and Effective Learning, Energize Your Training: Creative Techniques to Engage Learners, and Training Workshop Essentials: Designing, Developing and Delivering Learning Events that Get Results.

 

Brain-Based Learning for Adults Helps Get Results

Brain Based Learning for Adults Helps Get Results

Brain-Based Learning for Adults Helps Get Results

As a trainer, I have been a strong advocate of brain-based learning for adults (sometimes referred to as accelerated learning) for years. I love to watch the reaction of adult learners who walk into my classrooms and encounter a variety of environmental components related to brain-based learning research. For example, colorful balloons on the wall, music playing in the background, colored handouts neatly lined up on their tables, manipulative toys, and other fun session-related novelties or props. As they enter, I greet them with a smile at the door and introduce myself. Their typical reaction is “Am I in the right room for…?”

The wonderful thing about using strategies associated with brain-based learning for adults is that I am able to pique learner interest and get them immediately mentally and physically engaged. This occurs without my having to say anything. I do this by creating a novel environment that pulls participants of their comfort zone since a “normal” adult learning environment does not contain such elements. Later, when I ask their reaction to the environment during my opening remarks, I typically hear things like, “This is going to be fun” or “This is different.” Because of my efforts during session design, learner expectations are raised and they are likely to be more receptive to information that I will provide. Also, some brain-based learning research indicates that by introducing elements, such as, sound, motion, movement, fun, color, and novelty, you can create an environment in which learners potentially better gain, retain, recall and use what they experience.

You can create similar experiences for any adult learner by gaining more knowledge about brain-based learning strategies (neuroscience of learning). You can then create environments where participants have the opportunity to become engaged in their learning while having fun.

Search this blog for other articles on brain-based learning for adults and accelerated learning. Also, to identify hundreds of ways to apply brain-based learning techniques and creative training strategies that you can easily and inexpensively use in your adult learning environments, get copies of The Creative Training Idea Book: Inspired Tips and Techniques for Engaging and Effective Learning, Energize Your Training: Creative Techniques to Engage Learners and Creative Learning: Activities and Games That Really Engage People.