by AJ George 
Do you have a large
amount of information you'd like to teach quickly and effectively? While
most trainers would agree that it's not a good idea to teach lots of
information over a short amount of time, one learning method suggests
the opposite.
In an article first reported in Scientific American in 2005, R. Douglas Fields explored how temporal patterns of stimuli create long-term memories. These timed patterns formed the basis for a 2008 book by Paul Kelley called Making Minds, in which Kelley used the information reported by Fields to develop and test what he called the Spaced Learning
method. The general idea of Spaced Learning is that large amounts of
content are condensed and then repeated to students in brief sessions,
separated by 10-minute breaks. During this time, learners perform
unrelated motor activities.
In a previous article I wrote about Knowledge Guru and the use of repetition in eLearning. The article explored if the simple act of repetition is the key to learning. One of the comments I received about that article (from
someone at Knowledge Guru, in fact) said that repetition is only part
of the picture. Repetition in conjunction with spaced chunking of the
content is more likely the key.
Here's how Spaced Learning works:
- Present all the information you want your students to walk away
with together in one big chunk. Try to do this in about 10 or 15
minutes. This learning theory doesn't give specifics on how long is too
long or short; however, 15 minutes or less has been shown to work in live classroom settings. (In an eLearning setting you might do even shorter lessons.)
The information could be presented live on PowerPoint slides or on a
large board by a classroom or online instructor. In an asynchronous
situation, the information could be presented using any of today's
eLearning tools such as Captivate, Camtasia or Storyline. - After
all of the information has been presented, take a 10-minute break. But
not just any break. Use this 10-minute break to have your students do
something completely unrelated to the core topic. Juggle. Make
something with play-doh. Draw. Do anything to stimulate a different
part of the brain. - Following the 10-minute break, return to the
lesson. Start from the beginning, but present the information in a
slightly different manner. For example, show the same slides, but with
essential points and keywords left blank. Encourage your students to
fill in these blanks. Work in a group and out loud if applicable. Don't
hold back on giving hints or clues if your learner gets stuck. This
session will probably go even faster than the original session. - Then
take another 10-minute break to do something else unrelated. Make
something else with play-doh. Dribble a basketball. You get the idea. - After
completing the second 10-minute break, give your students an
unassisted quiz (or similar assessment) in which they are able to apply
the facts and information.
According
to the Spaced Learning theory, information moves into long-term memory
easier if the human brain gets a short break. The repetition of the same
neural pathway sends the message to the brain that this information is
important, which makes information retrieval easier.
The Space Learning method is being used and developed at Monkseaton High School in England (where Paul Kelley
is Head teacher), and appears to be working out pretty well. Their
curriculum consists of presentations developed by teachers using Spaced
Learning as part of Innovation Unit's Learning Futures program. Learning Futures provides free open-source tools and guides to help schools implement the Spaced Learning method.
What's
your take on Spaced Learning? Are you using Spaced Learning in your
training initiatives? Is it having a positive effect on student
retention? Is it just a learning fad? Please feel free to post your comments.