The document provides guidance on using effective training techniques based on brain science and learning principles. It discusses 6 learning principles that trump traditional teaching methods: movement, talking, images, writing, shorter sessions, and variety. These principles are supported by quotes and research. The document also introduces the 4Cs training map model for designing interactive sessions around connections, concepts, concrete practice, and conclusions. Sample activities are described like myth/fact games, teach-backs, and action planning that reinforce learning. The key message is that an engaging, participatory approach centered on these brain-based techniques will lead to a more memorable and impactful learning experience.

1. Training from the BACK of the Room

2. Think…
of a time when you participated in an
effective training.
• What made it effective?
• How much of it do you
remember?
• What have you applied?

3. Quotes
Knowledge depends on engagement.
Engagement is inseparable from empowerment.
Empowerment means the opportunity to contribute.
Learning is an act of participation.
We are all lifelong learners.
- Jay Cross
Who dare to teach never cease to learn.
- John Cotton Dana
We learn in context, with others, as we live and work.
Recognizing this fact is the first step to crafting effective learning experiences.
- Jay Cross

4. Session Outcomes
• List the 6 learning principles that trumps
traditional learning (6 Trumps)
• Define the 4Cs Map
• Identify activities to be used for Agile training
6

5. 7

6. Challenges?
8
A memorable learning experience together!
Attention
Engagement
Retention

7. Accelerated Learning Manifesto
9

8. 10
Movement
trumps
sitting.
Talking
trumps
listening.
Images
trumps
words.
Six Learning Principles that trumps Traditional Teaching
Writing
trumps
reading.
Shorter
trumps
longer.
Different
trumps
same.
The 6 Trumps

9. Ű
6 Brain-Science Principles
that Trump Traditional
From: "Using Brain Science to Make Training Stick"
By: Sharon Bowman www.Bowperson.com
Ŭ
Movement trumps sitting.
Movement sends more oxygen to the body and brain, which means
that learners have more energy, are more alert, and can think and
learn more easily. Every 10 - 20 minutes, have learners take a
quick oxygen break. They can: stand and stretch, sit and stretch,
stand and talk, walk around the room, stand and write on wall charts
– anything that gets the learner's body moving and oxygen to his/her
brain.
ŭ
Talking trumps listening.
The person doing the most talking is doing the
most learning. Talking reinforces content. Have
learners form pairs, triads, or small standing/sitting
groups, and do one of the the following: summarize,
ask/answer questions, discuss, debate, list facts and
share opinions with others.
Ů
Images trump words.
The human brain thinks in images first, then words.
Images are powerful learning and memory tools.
Images can include: photos on slides (full size and
dramatic), icons on handouts, stories, case studies,
personal vignettes or images that learners draw as they
are taking notes – anything that creates vivid mental
pictures in the learner's mind.
ů
Writing trumps reading.
Learners remember what THEY write, not what YOU
write. Provide (or have learners create) a "graphic
organizer" – a note-taking tool that has both
images/shapes and spaces in which to write. Do
an Internet search for "graphic organizers" to
find ones that your learners can use.
Shorter trumps longer.
Attention lessens after about 10 - 20 minutes. Divide your
content-delivery into 10, 15, or 20-minute segments. In
between instructional segments, have learners DO
something with the content. Activity examples: Pair-Share,
Think-and-Write, Stand-Stretch-Speak, Sticky-Note-
Writing, Sit-Stretch-Think, The Walkabout. Log onto
www.Bowperson.com for activity instructions and more
quick, content-review activities.
Different trumps same.
The human brain notices things that are different
from things that are routine, predictable, or boring.
It also notices things that change in the learning
environment. So: CHANGE ANYTHING! Change
the ways you deliver content. Change the activities
you have learners do. Change elements in the
learning environment. The learner's brain wakes up
when things change.
ű
© 2018 Sharon L Bowman
www.Bowperson.com
Teaching and Training

10. 11
• An instructional
design tool that will
show you and the
learners where the
instruction is going
and get there
together.

11. – what they will learn
or want to learn
– each other
– the instructor
12
Learner activities:
• Quick Start
• Top Take-aways
• Standing Survey
• Learners make
connections with:
– what they already
know or think they
know about the topic
One technique that could be used here is to do a STANDING SURVEY. Have signs posted on different sides of the wall that
reads, for example, “Know a little about the topic on the left, Know a great deal about the topic on the right”.

12. • Learners take in new
information in
multisensory ways:
– Hearing
– Seeing
– Discussing
– Writing
– Reflecting
– Imagining
– Participating in short,
quick review activities
13
Learner activities:
• Concept Centers (Myth or Fact Game,
Self-Correcting Sheet, Best Practices
Discussions)
One of the techniques used here is PAIR AND SHARE. Learners pair up and share what they know about the topic. This is then shared with the rest of the
group so that learning is validated by the group as well as the trainer who chimes in to correct any inaccurate information

13. • Learners actively
practice a skill using
new information,
participate in an
active review of
what they have
learned, or teach the
skill or new
information to others
14
Learner activities:
• Teach-Backs
One technique that is used here is TEACH BACKS. After the concept is learned and shared with the participants, they spend
time teaching each other what they learned.

14. • Learners summarize:
– what they have
learned
– evaluate it
– celebrate it
– create action plans
for how they plan to
use it after the class is
over
15
Learner activities:
• Learning Logs
• The Walkabout
One of the techniques used here is LEARNING LOGS. This is a written summary of what participants learned and how they
plan to use it.

15. 4Cs Training Map Example
Topic: _________________
Audience: ____________ Time: ___________
Learning Outcomes:
17
C1 – CONNECTIONS
Content:
Learners Activities:
C2 – CONCEPTS
Content:
Learners Activities:
C3 – CONCRETE PRACTICE
Content:
Learners Activities:
C4 – CONCLUSIONS
Content:
Learners Activities:
= Action Word (Observable learner behavior + Concept/Skill
USE: Identify, define, List, Explain,
Summarize, Demonstrate
DO NOT USE: Learn, Understand, Know

16. Topic: Agile Manifesto
Audience: New team members Time: 10 minutes
Learning Outcomes: Identify 4 values of the agile manifesto
18
C1 – CONNECTIONS
Content: What learners already know
about the agile manifesto.
Learners Activities:
Standing Survey
C2 – CONCEPTS
Content: 4 values and 12 principles of
the agile manifesto
Learners Activities:
Graphic Organizer
C3 – CONCRETE PRACTICE
Content: Active review of the agile
mindset characteristics
Learners Activities:
Teach-backs
C4 – CONCLUSIONS
Content: Summaries and action plans
Learners Activities:
Ball Toss (What have you learned? What
will you do with it?)
4Cs Training Map Sample

17. Activity: Myth of Fact Game
Each table group is given a stack of index cards with myths or facts about the topic. Groups
collaboratively sort the cards into two piles, then check their answers against an
answer key. Learners can also create the game cards and exchange them with others
before playing the game.
Activity: Demonstrations
Table groups can take turns demonstrating a skill or procedure with skits, role-plays,
presentations, and the like.
Activity: Teach-backs
Learners pair up and teach each other what they have learned in the session.
Activity: Ball-toss
Learners form a circle, toss a soft ball around the circle, and state what they learned or
what they plan to do with what they learned.
Activity: Action Plans
On index cards, learners finish the phrase “I plan to ….” by writing what they plan to do
with what they learned. If time allows, they share their action plans with a partner.
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Activities (Examples)

18. Summary
• Begin with an end in mind (what will be the
takeaways?)
• Need to know (what must learners be aware
of?)
• Design backwards (what will be the activities
to satisfy the outcomes?)
• Use the 4Cs Map as a guide
• Use the 6 trumps to measure the level of
effectiveness.
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19. References