Have you ever wondered why it’s easier to learn from a certain teacher than another? Why is it that everyone in Ms. Brown’s class understands whatever she presents them with, regardless of their learning style and/or ability, and the students in Ms. Clarkson’s class don’t seem to get anything?

There are many, many factors that affect the success level of any learning environment, and we talk about a number of them later in this chapter. Class agreements set the tone and create parameters within which the group agree to operate. Addressing different learning styles through varying presentation techniques helps to successfully engage and excite each and every person in the group. Understanding how breathing and breaks affect the brains ability to take in information is also critical. Using non-traditional methods for note-taking and presentation to stimulate the brain to non-linear thinking result in increased retention of information. You’ll find more information about all of these factors as you read on.

However, one of the most important techniques we use to increase the success levels of learning in EQ ADVANTAGE® Total Learning Environments™ is the Three Step Learning Model. This model is designed to present material, give the learner a "real" experience of it, and then anchor the material permanently into their recall by linking it to other information or experiences relevant to their lives. It is a simple, but powerful model for successful facilitation in any environment, with any group of learners. The components are:

Set-Up

In the set-up, the facilitator presents new data or information to the learner. In this step of learning, the goal is to make the information relevant enough to the learner that he/she will make a agreement with themselves and the facilitator to participate.

• Led by facilitator.
• Present new information or material.
• Engage learners to participate in learning process by talking about the relevancy of the new material to their lives.
• Provide rules for a "learning game" or directions for a "learning exercise."

Experience
In this section of the Three Step Learning Model, the facilitator creates an "experience" of the material or information being presented. This "experience" is designed to further excite and engage the learner and to provide a relevant link between the material and their own lives. The "experience" step of this model may be a learning "game," a written exercise, a small group discussion, or anything where each and every learner participates at some level beyond simply listening.

Participation should involve the learner thinking about how the material may affect their lives, combined with an exercise that engages them physically. An ideal "learning experience" will involve movement, role playing or visualization whereby the learners have a real-life experience of the material being taught.

• Supervised by facilitator, with every learner participating.
• Can be a "learning game," written exercise, small group discussion, role playing, etc.
• Most effective when involves physical motion and/or visualization.
• Provides a "real-life" link between material and learners life.

Debrief
It is is critical that the learning "experience" is debriefed fully. There are a number of reasons for this. Firstly, the facilitator wants to ensure that the learner has experienced the material the way it was intended and has successfully "anchored" into memory with the ability to retrieve the material when required. Secondly, the facilitator wants to ensure that the learner has discovered a relevant link between the information and their lives. Thirdly, it is important, particularly when working with "life material," to ensure any emotions that arise during the experience are handled before moving on to the next step of learning. Finally, it is important to celebrate any wins or "gains" that the learner makes each step of the way, and this is the ideal time to do just that.

• Designed to "anchor" the material so the learners are able to retrieve it and use it whenever it is relevant in their lives.
• Ensures the material is understood correctly.
• Ensures relevant links have been made between the material and the learners lives.
• Handles emotions that may arise during the "experience" portion of the learning.
• Celebrates wins and gains made by the learner.

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