During Langevin workshops, we take short, frequent breaks. We use a guideline of approximately 5 minutes every hour. Every so often, a client will approach me and ask why we take so many breaks. I have two responses to that question, the short version and the long one.
In a nutshell, here is the short version: Based on years and years of research into the field of adult learning, we know that retention goes up when learners take short, frequent breaks.
Now for the long version:
Instructors need to present information in a way in which allows the brain to remember it. One way to do this is to “start and stop” often. People tend to remember incomplete or interrupted tasks more than completed ones – so said Russian psychologist Bluma Zeigarnik. She first studied this phenomenon back in 1927 in a restaurant in Vienna. She noticed that waiters seemed to remember orders only as long as the order was in the process of being served. Once the waiter delivered the order to the customer, he/she forgot what was just served. Ziegarnik theorized that an incomplete task or unfinished business creates “psychic tension” within us. This tension acts as a motivator to drive us toward completing the task or seeking closure. When something is incomplete, we tend to continue to think about it. This ongoing thinking is what helps us keep important facts in mind.
So, what does all this mean for us, as trainers? If you wish to boost your learners’ memory and retention, give them short, frequent breaks! Even a quick energizer, brainteaser, or game (something unrelated to the content at hand) will make a big difference!
If you want to learn more about memory, retention, and the Principles of Adult Learning, attend our one-day workshop, “How Adults Learn.” You won’t forget it!
Melissa
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Wise advice here. At our company, we usually give 15mins within 4hr sets. After lunch, we seem to need more. Thanks for your insights on this!
I love the frequent break approach…..
the one challenge is to ensure you keep it to a 5 minute break.
True about keeping it to 5 mins. I found keeping the learners in the room was key. What works for me is to throw in “active breaks” or “mini breaks” that are just pauses in the learning when we are changing topics or modules. A game or brainteaser or a brief ‘share something with the class’ unrelated to the learning material. Sometimes a non-structured “Everyone, I need about 3 minutes to toggle over to the next topic. Feel free to chat for a few minutes”.
I then have longer (10-15 minute) “Stretch breaks” once in the am and once or twice in the pm when we encorage learners to get up, use the facilities, get some refreshments, etc.
Shannon, you had great ideas on how to give the group a 5 minute break but at the same time keep them in the room. I will be sure to use these in the future.
I recently went through a federal law enforcement academy and we were allowed a 10 minute break every hour. Personally, those breaks on some days were what got me through the day. I totally agree with the concept of mini breaks. I believe that not only does learner know what is going to happen they mentally know that they are going to have a break from just sitting there trying to absorb all the materials. My instructor about half way through our training finally started implementing work related videos upon returning from breaks which lead to discussions in the classroom. Another benefit of hourly breaks is that it gives the learner the opportunity to reflect on the material covered and then get clarification from the instructor when needed. Due to the nature of my training my instructor had no issues with students not being in their seats on time because we were major consquenses.
I am a brand new instructional design student, currently taking a graduate class on “Learning Theories and Instruction.” This week’s course topic focused on how the brain stores and retrieves information and how understanding information processing will benefit me as an instructional designer.
I found your blog “Gimme a Break” very interesting. One of the subtopics we read about this week was “Student Attention in the Classroom” and how important it was that class lessons for young children should be kept short. According to your blog, this seems to also apply to adult learners.
Along with keeping lessons short, we also learned that student attention can be increased when instructors vary their presentation styles, learning materials, classroom activities, and personal interaction with the class.
References:
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.