I'm neither a doctor of science nor a neuroscience specialist. However, I have been a trainer for many years now. For almost 2 years now, I've been working a lot on these issues, firstly in the field of sport (decision making) and then I became interested in these issues as a trainer, finding myself confronted with two training situations which led me to ask myself even more questions.
The first was when, a few months apart, I had a certain number of identical trainees in 2 training courses which at one point had a common subject that was identical both in content and in the teaching activity developed. I realised that on this subject, the trainees were not, for the most part, able to give me the action verbs for this approach, even though they had seen them a few months before, and even less so the (relative) order.
Given the undeniable quality of the course, there could only be two reasons: either the trainer wasn't very good, or the trainees had understood but not memorised the content of this theme. As discussions with other trainers confirmed that this wasn't the first time, we can assume that it was indeed a problem of memorisation.
I think that all trainers have been faced with this situation at one time or another.
The second unsettling situation was when, during a training course on neuroscience that I was following, I discovered that part of a training module on reading that I had created (at the time based on the most widely recognised knowledge and experience of experts in the field) was in fact completely wrong scientifically and that over the 15 years I had been training hundreds of trainees on ... hot air.
You'll understand that in either case it's complicated to be a satisfied trainer.
As trainers, we need to constantly improve our knowledge and skills, both in terms of the development of teaching methods and teaching activities. That goes without saying. But we also need to better understand how this teaching approach is perceived by learners, and what they retain from the knowledge and skills we share with them.
Understanding how learning takes place, how new knowledge is memorised and the best ways of retaining this new knowledge (otherwise what use are we?) requires a better understanding of the contributions of neuroscience.
Although the title of this site only partially covers its objective (a short, free domain name isn't something you find on the streets), our aim is to use established neuroscience knowledge to see how trainers can make the most of their advances, correct what is outdated and improve what can be improved in their knowledge and skills.
The short video presentation will give you the first elements and the objective limits of such a site. We hope it will help you in your passion as a trainer. Don't hesitate to give us your feedback.
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