Understanding the neuroscience of learning

The AGES model of learning is a neuroscience-based approach that provides a framework for understanding how the brain processes information and how corporate trainers and learning and development professionals can optimize learning and development activities.

The hippocampus, a small part of the brain, is vital for turning short term memory into long term memory. The more active the hippocampus is while learning, the more likely it is that learning will be retained.

The AGES model promotes four methods for maximizing the engagement of the hippocampus during learning: Attention, Generation, Emotion and Spacing. Let’s look at each element in more detail.

Attention

Attention is a critical factor for learning retention. Training should incorporate powerful ice-breaker activities. This drives engagement, which signals to the brain what we are learning is important.

Our ability to pay attention is limited. Studies have shown that the brain tends to lose focus after about 20 minutes. Therefore, trainers should switch tasks to give learners the opportunity to reflect, discuss and ask questions every 15 to 20 minutes. This gives the prefrontal cortex time to recharge and recover.

Focusing on a single topic at a time also avoids cognitive overload.

Hold your learner’s attention by:

• Using powerful ice-breaker activities.

• Helping learners to understand the why of learning.

• Changing topics every 20 minutes.

• Using a variety of activities, e.g. discussion, real-world scenarios, games, simulations, polls, etc.

• Giving them a distraction-free time and space to complete the training.

Generation

Generation is the process of connecting new ideas to existing knowledge schemes.

Encouraging learners to take an active, creative role in the learning process helps learners to connect what they are learning with what they already know. By tapping into existing neural networks and creating associations, the cognitive burden is reduced, and thus learning retention is increased.

Activities that can help generation include asking learners to:

• Apply new knowledge to situations relevant to them.

• Solve a case study by applying the newly learned concept.

• Reflect on what they have learned and how it might impact their future actions.

• Teach or present the content to someone new.

• Engage in group discussion, which amplifies learning again through the social connections.

Emotion

Strong emotions have the power to grab our attention in the moment and can simultaneously activate the amygdala region of our brain, which in turn alerts the hippocampus to boost the importance of the information and encode it in our long-term memory.

Strong negative emotions can trigger a threat response that interferes with learning. If you’re angry or upset, you may find it difficult to focus on what you’re learning. That’s why the optimal state for learning is a moderate amount of positive emotion — a state that’s been shown to promote creativity, insight, and perception.

Aim to use methods that increasing positive emotions during learning, such as:

• Novel activities

• Storytelling

• Gamification

• Rewarding social experiences where learners connect with others.

Spacing

The way some training courses are run (e.g. full-day or multi-day) is often contrary to how people effectively learn and retain information. In fact, studies have shown that long single-session trainings yield very little long-term retention. 

One of the most consistent findings in memory science is that people remember best when learning is spaced out over time. The single best way to maximize long-term retention is to let time pass after learning new information, then revisit it again for reinforcement. For optimal retention, learners should revisit new information at least three times after their first exposure to it.

Even creating two shorter sessions with a break in between leads to superior recall a week later. This effect is magnified further when the gap between learning and re-engagement includes one or more nights of sleep. Sleeping is a powerful way to facilitate the integration of new information with existing knowledge.

Be intentional about allowing spacing by:

• Designing short courses.

• Chunking down learning into smaller bite-size components.

• Using articles or activities to reinforce the learning pre- and post-session.

• Inviting participants to embed the learning through real-world application in between workshop sessions.

The AGES Model - key takeaways

The AGES model of learning provides a useful framework for understanding how the brain processes information and how we can align our learning and development activities accordingly.

The science tells us that learners need to be attentive, generate and share their own original insights, establish a positive emotional connection to the material, and have the necessary space to sort it all out.

By paying attention to these four elements, we can enhance the ability to learn, remember information, and develop new skills. All the training courses we offer are built on the AGES model of learning - to help boost engagement and make learning stick!

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