The 4 Stages of Learning in a Brain-Based Event
There has been an increased focus on events that are produced in a brain-friendly way and result in knowledge transfer in the meeting and event industry. An event should produce measurable results and fit specific learning outcomes.
However, in order for permanent, real learning to occur, the brain has to go through four stages. They are: Preparation, Presentation, Integration and Performance. Unfortunately, most of these stages are either ignored or mismanaged in the course of a typical event.
Stage one: Preparation: This is where the learner's mind gets into an optimal state to receive information. This state is characterized by:
- Arousal of interest/curiosity
- Strong desire for the learning or the benefits from learning
- Outwardly focused/aware state
- Clear about the goals of learning
Without preparing the student for the learning, the student has no compelling reason to learn and retain the material.
What happens in a “typical” event: Very little information-focused preparation for the event occurs, aside from a few invites, surveys, etc. Once at the event, the attendees enter the ballroom. The environment is familiar to the brain and it draws clear conclusions: “This is going to be more of the same”. Time to get out the smartphone. . . Previous associations of meetings being painful or a waste of time cause immediate disengagement.
Without proper preparation, not only does the brain revert to potentially negative meeting stereotypes, but it fails to connect the event with personal relevance. If something is not relevant, then it won’t be remembered.
Stage two: Presentation: The learner encounters the learning. Optimally the information is presented in a multi-sensory delivery using a variety of brain-friendly techniques:
- Appealing to all intake modalities (VAK)
- Shift of focus every 6-8 minutes
- Big picture to detail
- Utilizing novelty, humor, storytelling, etc. to engage the learner
If the material isn't presented in a way that is interesting and engaging to the learner, it won't sink in and the mind will wander. If it doesn't match their "intake style" (VAK), they wont fully receive the message.
What happens in a “typical” event: Presentation is the main focus of most events—after all, it’s all about presenting the material—whether it’s a keynote speech, learning module or executive summary. This is where most meeting professionals spend their time- but presentation without the other 3 stages of learning is a waste of time—presentation does NOT equal retention.
In the typical corporate event most presentations DON'T appeal to all learning styles; presenters tend to present in their own preferred style. This may mean that a person who is highly visual presents picture slides, but offers little interpretation. Speakers who use their PowerPoint slides to be personally comfortable with their own material tend to overload the audience—subjecting them to “death by PowerPoint”.
There's no shift in focus so the attention span of an attendee is maxed out within the first 8 minutes of a presentation and "brain overload" occurs.
Stage three: Integration: At this point the learner becomes inward-focused as he makes meaning of the new learning. This is a time of feedback, testing, making sense; combining the new learning with previously stored memories to create new neural connections.
If Integration doesn't occur, it's unlikely that the learning will get embedded into long-term memory.
What happens in a “typical” event: The “what does this mean” connection doesn’t occur, nor is there time for reflection and application. One speaker is typically lined up right after another and another (sometimes under the guise of trying to fit as much “learning” in as possible) without brain breaks, and the information becomes compressed and forgotten.
Stage four: Ongoing performance: Memory encoding and strengthening occurs here as the learner tries out and performs the new learning. While some might correctly argue that a portion of performance must occur outside of the event and on the job, the event can also be a vehicle for ongoing performance.
What happens in a “typical” event: There is no review of information after it’s presented, and no hands-on application, even if it’s viable. Typically, there is no strategy introduced within the event to connect it to life and learning AFTER the event, so the expectation of ongoing learning and preparation for retention is not met.