TRAINING SYSTEMS =
For the fastest learning and greatest
retention, all learning goes in this order:
| FIRST: | Attention getting opening |  |
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Learners tell or write what they already know | ||
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Facilitator tells or writes big objectives for learning | ||
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Learners write, verbalize & visualize specific individual objectives as though already achieved (Facilitator makes sure they’reSMART & tells research on why objectives help learning) | ||
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Facilitator tells all learning methods and times | ||
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Facilitator & Learners work on all learning methods needed to meet objectives (repeat cycle below for each learning method needed to meet all objectives) | ||
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Objective (boxed) | ||
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Intro (labeled) | ||
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Facilitator instructions &/or text (labeled) | ||
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Processing (labeled) | ||
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Facilitator reviews all that is learned | ||
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Facilitator tells and shows resources to use for future | ||
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Learners complete the Learning Action Plan | ||
| LAST: | Call to action closing that matches opening | ||
| For self-study manuals, video, audio, WBT/CBT - all references to what the facilitator does are done by written instructions, voice-overs or on screen "facilitator"
Overall you’ll speed up learning with: |
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Learning methods for all 4 learning styles (unless determined that training will not include all styles) and highly interactive using the standard - Facilitator talks no more than 25% of time, including lecture, instructions, opening/closing, processing questions - Learners doing 75% with Facilitator as expert in room | |
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Use Fun Meter buttons as part of the learning | |
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Learning that allows for the cycle of learning to be achieved |
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1st build community |
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2nd build knowledge |
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3rd build skill |
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4th build possibilities |
Learning method in group training to get learners involved with each other within the first 15 minutes Include at least one method to help learners retain what they learned
While learning imagine: - boss said they’d be giving a report on what they learned
- have to do classroom training on what they learned
- have to write book from new view pointTake breaks frequently Plan to review notes regularly after training 3-4 minutes each time - practice during training Create multi-sensory memories of each thing to remember Make visual images linked - especially if there’s movement or humor Play music to stimulate emotional part of brain - long term memory is situated there Record what they want to learn and listen to it & music together Organize material in related categories and label categories Memory flashing - look at notes for a few minutes, then rewrite w/o looking at them, then compare the 2 sets. Keep doing this until both sets are the same Flash cards for review Create mnemonic devise - 3, 5 or 7 letters best Let it sink in overnight after reviewing notes - brain uses sleep as time to file Number the points Whole learning - learn words, add sound, add movement Fluency=mastery - continue learning it after already know it Compress information into chunks and label each chunk, then make a mnemonic for the chunk words Use music to associate actions with the speed, etc. of the music and/or lyrics with music to remember a list in order or other methods (ex. ABC song) Hold up props or use hand motions while saying words to create pictures (ex. To remember cartoon hold up a car and a record while saying the word)
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Participative Learning Methods Most training includes people who learn one way better than another. Because of this mixture and to keep people's attention, use a variety of learning methods to meet their needs. Remember, you can use all the methods below for self study, OJT, and for group training: |
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