Tag Archives: anchoring
Brain Friendly tips for students
For a lot of us, the exam season is upon us; for some it’s mocks, for others it’s the real thing. Whichever is your current situation, all over the land parents can be heard encouraging their loved ones as follows:
"Turn off that (delete as needed):
laptop
x-box
playstation
ipod
TV
mobile
Wii
... and DO SOME REVISION!"
So I thought I would share some [...]
Posted in Practice, Theory Also tagged accelerated learning, brain, brain scan, challenges, Focus, memory, neurology, recollection, retention 5 Comments
The power of a good story
For ages now I have been planning to write some posts about the power of "story" but for a number of reasons (some of which I don't yet understand myself) I have been unable.
SO, when I came across an article by Jill Chivers yesterday, I thought I'd share it with you. It's called "The Power [...]
Posted in Practice Also tagged accelerated learning, Comunication, meaning, psychology, retention 5 Comments
Top 10 activities for participant centered learning
Following on from my “top 10” (ways to split a group) post a couple of weeks ago I thought I would do another one.
So here, in no particular order, are my top 10 activities for un-facilitated learning:
Check list – each participant is provided with a tick list of activities they should have completed by the [...]
Posted in Practice Also tagged accelerated learning, challenges, creation, facilitation, information, retention 3 Comments
Dale’s Cone of Learning figures debunked
Edgar Dale was a US educationist and professor of educations at Ohio State University. In 1946 he developed his most famous model, the cone of learning.Since then it has been quoted frequently, far and wide as the definitive evidence for how we retain information when delivered in various styles and mediums and has informed how to design training courses in specific ways.
This is unfortunate, because the figures we associate with the model are meaningless. In this post, Paul explains why and encourages to be careful when sharing 'facts' with others.
Take your learners to a concert (or two)