Training from the BACK of the Room! (TBR)

Once in awhile I come across something so inspirational and life-changing that I just have to share it with everyone. This short, powerful video is one of those things. 

I love brain stuff! Especially the brain stuff that helps me become better at what I do, both personally as well as professionally. So when I found this little presentation gem about the brain, I thought it merited its own blog post.

Maybe creating a better website is not your goal. Maybe you just want to know more about the brain and what it pays attention to, whether looking at a website, a slide presentation, a handout, or any visual display of information.

Sometimes it’s the most obvious thing that you might need a gentle reminder about, especially when the pace of your workday feels frenetic and leaves you exhausted at the day’s end. So when I came across this informative slide presentation, I thought you might find it interesting and helpful. Grab one or two ideas and try them out – and enjoy!

While this short slide presentation speaks to parents with school-age children, I found the 5 tips to be great for adults, as well. When we, as adults, find ways to beat summer “brain drain,” we also energize and refresh our own thinking and learning skills. Happy summer all!

Ever heard of “RSA Shorts?” How about “Espresso for the Mind?” One of the first “fast-draw” companies, RSAnimate, makes these delightful, short, fast-paced presentations that brilliantly capture one question or concept in an entertaining and visually interesting way.

In this fabulous new video by “Smarter Every Day,”  you’ll see a “hands-on” demonstration (literally!) of neuroplasticity, and how your brain hardwires anything it learns to the point that it is very challenging for you to unlearn it. You’ll also see what happens when you unlearn something, then try to relearn it. This great brain experiment uses a tool we’re all familiar with: a bicycle!

One of the stress-inducing issues I have with instructing others in large, face-to-face groups, is remembering names. And, from the conversations I’ve had with many other trainers, teachers, and instructors, it seems I’m not alone – many of us have a hard time remembering names. What to do?

What is is about travel (especially to countries other than our own) that makes the human brain sit up and pay attention? What happens inside the brain to make it change itself, rewiring neurons and making new synaptic connections?

Knowing the Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) is all well and good, but what do you DO with that information when you’re instructing others? Let’s find out.

Bloom’s Taxonomy of the Cognitive Domain (a fancy term for six critical thinking skills) has been around for a very long time and is still taught as part of educational pedagogy in most colleges and universities across the USA. Although many educators and trainers are familiar with Bloom’s, the percentage of them that deliberately design courses and programs using Bloom’s is probably quite small. Why?

Once in awhile, you come across a slide presentation that says, in a couple of simple icons, what most folks take hundreds of words  – or years – to say. The ongoing debate about “heart versus head” or “emotion versus logic” in education and training today is captured in this simple slide presentation:

Extroverts LOVE interacting with dozens of people during a class or training. They relish the exchange of information and energy. However, even the most passionate trainer who happens to be an introvert often feels overwhelmed just THINKING about the upcoming interactions. I know because I’m an introvert at heart.

Just about the time I thought I had written enough about the power of images in helping the human brain to learn more and to remember information longer, I came across this fabulous slide presentation that truly proves a picture is worth a thousand words:

Perhaps you remember the series of books for kids titled “Choose Your Own Adventure” (if not, and if you have kids, check out these cool adventure stories on Amazon). Branching stories are the adult versions: structured, self-paced, scenario-based learning experiences.

We all have “gremlins” – bad habits that keep us company, even when we’re determined to transform them into more benign companions. One of mine is procrastination, that time-stealer that can make or break both business deals and personal relationships. Here’s a short-but-great video on how to manage this gremlin.

For the ATD Sacramento Super Session participants of either the “Got a Minute?” March 19th workshop or the “Using Brain Science to Make Training Stick” March 20th class, here are 5 specific “Follow-Ups” you can do to make sure you remember and use what you learned during the Super Session:

You’ve just attended a great train-the-trainer class and the excitement there has been replaced by the busyness of your daily life. Here are 5 ways to hold onto what you learned:

Take a moment right now to roll your neck, stretch your arms above your head, lean back in your chair, and take a few deep breaths. I’ll pause writing and do this quick Body Break with you … There now, you probably feel a bit more alert, and perhaps curious, as well.

My husband and I went to see the movie “Focus” the other evening. A segment of the movie gave a vivid example of “priming” – the word brain scientists give to a concept that is really important for human learning.  

Got too much content to teach in too little time? Can’t stop for lengthy learning games because the important information you have to present takes up all the training time? No problem! Read on … 

Brain scientists call them “priming” – getting the human brain ready to learn.  I call them “Warm-Ups” – short, quick, optional activities that will introduce you to some of the concepts from the March 20th Super Session in Sacramento, California. Here are five “Warm-Ups,” the first being the most important one to do:

You walk into the training room and immediately realize that this exciting train-the-trainer event will be dramatically different from other training programs you have attended. What are the clues that lead you to this conclusion? 

In keeping my promise to the Training 2015 Conference and Expo Certificate Program participants that I would post some of the brain research about how digital technology is affecting the human brain, I have collected an assortment of informative and provocative articles.

Just over two years ago my 4th son (Clay Anderson) came up with a brilliant idea. He called it “Friday Resolutions” and it worked like this:

Just about the time I’m thinking that I really need to begin a regular practice schedule – rather than hit or miss –  if I want to get really good at playing the keyboard for the little local band I’m in (and we’re playing a dance gig in March – ack!), I run across this fabulous slide presentation!

“The person doing the most talking – or moving or writing – in a class or training is doing the most learning.” And,if you observe a traditional face-to-face class, it’s immediately obvious who is doing the most talking, moving, and writing: the instructor or trainer, of course!

“Intermittent Reinforcement.” Also called “Spaced Practice” – a gift to give yourself for 2015. Forget New Year’s resolutions. Forget promising yourself that you’ll NEVER do this or ALWAYS do that. And forget about learning a new habit or behavior by repeating it again and again in one “massed practice” – one large chunk of time.

A difficult adult learner: resistant, passive. Thinks activities are a waste of time. Doesn’t really want to be sitting in a classroom with a group of strangers at all. And nothing you try in the class setting works. What do you do?

You already know that learner-to-learner interactions – paired, small groups, or class discussions about content – significantly increase long-term memory of the information being discussed. But the problem most trainers face is how to begin that kind of interaction when learners don’t yet know each other and don’t feel psychologically safe with each other yet.

You’ve just delivered some important content via a lecture to a class of adult learners. You want them to remember the content, so how do you help them do just that? Here are three quick ways to ensure that your adult learners will remember what you’ve taught them.

These questions pop up often from eager trainers: “How do I begin making changes in my training programs? How do I encourage adult learners to participate? Where do I start?” Here are a few suggestions to try – ideas that may help you get past the initial challenge of making the change from traditional training to a more learner-centered approach.

The title of this blog entry came from a friend in the speaking industry – a motivational speaker who was trying to change his own habit of speaking non-stop, without allowing any audience participation.

For those of us who have been doing this “teaching/training” thing for awhile, we often seem to base it on “Well, if learning a certain way works for me, it should work for others.” Maybe that’s the case; but, then again, maybe not.

I must admit that I check email a few times during the day – well, actually, quite a lot, if I count email check-ups on my iPhone, as well as my computer. It goes like this: Do a little work here, check email there. More work, more email. And maybe I throw in a web search or two, for good measure.