| Training generally emphasizes repetitive learning. This | | | | engaged through abstract thought, problem solving, |
| is the "repeat after me" mentality with the teacher | | | | forward planning and creativity. |
| as the center of power and the learner as passively | | | | The limbic system is involved in bonding and |
| obedient. There has been little effort to create, | | | | emotions. It is the social and emotional brain. This is |
| problem solve, or think on our own. As a rule, we | | | | the part of the brain that contains our long-term |
| remember about 50% the next day, 25% of it in 2 | | | | memory. It allows us to feel, to remember and to |
| days and 2% in approximately 2 ½ weeks. | | | | interact with other people. Emotions have profound |
| Fortunately, there has been more brain research in | | | | effect on the quality and quantity of learning. By |
| the last 25 years than in all of human history | | | | encouraging positive feelings, the speed of learning is |
| combined. The triune brain theory has gained a lot of | | | | increased. When relationship building in visioning and |
| popularity. It says that we have 3 separate but | | | | goal setting is encouraged, our dreams are |
| interconnected areas of specialization. Those 3 areas | | | | emotionalized by assisting people to tap into the |
| are the neo-cortex, the limbic system and the | | | | feelings involved with attitudes. |
| reptilian brain. When we use them all together for | | | | The reptilian brain is involved with survival. It governs |
| learning we get the mix of the three providing for | | | | our automatic functions like heartbeat and our |
| optimization of our learning ability. | | | | circulatory systems. It survives and reacts. We get |
| It is important to recognize the importance of | | | | some obedience to precedence and routine while |
| engaging all three areas of the brain. We want to | | | | engaging our survival instincts and automatic |
| involve the whole mind and the body while engaging | | | | functions. This is where repetitive learning comes in. |
| our emotions, senses and receptors to integrate the | | | | By incorporating spaced repetition into learning, we |
| development of new knowledge and skill into our | | | | allow for engagement of the reptilian brain. We have |
| existing knowledge. | | | | found that when people hear something repeated |
| The neo-cortex is the brain cap - the gray matter | | | | over consecutive days for a short period of time, |
| that is 80 to 85 percent of our brain mass. It handles | | | | they generally retain over 60% of it for 15 years to |
| functions like language, abstract thought, problem | | | | life. |
| solving, forward planning, fine movement and | | | | With all this in mind, are there better methods that |
| creativity. It is what makes us unique. Teaching | | | | can be used for your organization to get a return on |
| learners to move, think, talk, imagine and create | | | | their training and development investment? How can |
| meaning for themselves optimizes learning and human | | | | you engage the whole mind and body of your |
| performance. While visioning and goal setting on a | | | | people? |
| personal and professional level, the neo-cortex is | | | | |