| |
| |
Preface | |
| |
| |
The Human Learner-What Research Tells Us | |
| |
| |
Learning Is Not Easy (Especially When Others Make It So Hard) | |
| |
| |
Challenge 1 | |
| |
| |
Challenge 2 | |
| |
| |
What Is This Book About? | |
| |
| |
An Introduction to Some "Familiar Terms" | |
| |
| |
Basic Vocabulary-The Terms of the Trade | |
| |
| |
Two Key Principles: Your Mantra as a Trainer (Educator, Instructor) | |
| |
| |
Live or Technology-Based: It's All the Same | |
| |
| |
What's in This Book and Why? | |
| |
| |
Remember This | |
| |
| |
The Human Learner | |
| |
| |
What Is Learning? | |
| |
| |
How We Learn: Senses, Filters, and Memory | |
| |
| |
Long-Term Memory: Time and Capacity | |
| |
| |
What Does This Mean for the Learner ... and the Trainer? | |
| |
| |
Remember This | |
| |
| |
What You Must Know to Be a Better Trainer | |
| |
| |
Getting Learners to Learn | |
| |
| |
Different Types of Knowledge: Declarative and Procedural | |
| |
| |
Key Ingredients for Learning | |
| |
| |
Adapting for Differences in Ability, Prior Knowledge, and Motivation | |
| |
| |
Remember This | |
| |
| |
Adult Learning Principles | |
| |
| |
Good Classes and Bad Classes | |
| |
| |
Four Key Adult Learning Principles | |
| |
| |
The Bottom Line on Adult Learning Principles | |
| |
| |
Remember This | |
| |
| |
A Five-Step Model for Creating Terrific Training Sessions | |
| |
| |
Six Universal Principles from Research on Learning | |
| |
| |
A Universal Model for Structuring Any Learning Session | |
| |
| |
The Training Session Planning Sheet | |
| |
| |
The Training Session Scripting Sheet | |
| |
| |
Using the Five-Step Model to Retrofit Existing Training Sessions | |
| |
| |
Final Review of the Five-Step Model | |
| |
| |
Remember This | |
| |
| |
Getting Learners to Remember | |
| |
| |
Metacognition: The Executive Learning Controls | |
| |
| |
Cognitive Strategies: How to Build Learning Faster, Better, Cheaper | |
| |
| |
Remember This | |
| |
| |
Applying What You Have Learned-Making Learning Research Work | |
| |
| |
Training Approaches and a Cornucopia of Learning Activities | |
| |
| |
Four Major Types of Training | |
| |
| |
Pulling the Four Types of Training Together | |
| |
| |
25 Training Activities You Can Use | |
| |
| |
Summarizing the Activities | |
| |
| |
Closing the Door on This Active Chapter | |
| |
| |
Remember This | |
| |
| |
Testing or Examining-What's the Difference? | |
| |
| |
What Was That All About? | |
| |
| |
Testing Versus Exams | |
| |
| |
How Do I Go About Creating Tests? | |
| |
| |
Remember This | |
| |
| |
Hit or Myth: What's the Truth? | |
| |
| |
The Bottom Line on Learning | |
| |
| |
Hit-or-Myth-A Final Match-Up | |
| |
| |
Concluding Reflections on Telling Ain't Training | |
| |
| |
A Rapid Review of Telling Ain't Training | |
| |
| |
Something to Think About-Reflections from Carl Jung | |
| |
| |
For Further Reading | |
| |
| |
About the Authors | |
| |
| |
About the ISPI | |