The Optimized Learning™ System is a specific, structured approach to education which engages learners in such a way that their competency with the subject of the training is optimized.  The Optimized Learning™ system contains the elements which follow.

Objectives:  For the individual learner (we use the term ‘participant’), the result of Optimized Learning™ will be a joyful learning experience and enthusiasm for the subject taught.  The participant will complete the training feeling balanced, peaceful, expanded, and confident of the new information. The purpose of Optimized Learning™ is to raise participants’ learning performance in six primary areas:

1. Speed of assimilation. 
2. Comprehension of new information.
3. Creativity in applying new information.
4. Retention of what was learned.
5. Ability to communicate what was learned. 
6. Practical and innovative application of new ideas. 

Optimized Learning™ will consistently improve all of these performance areas, regardless of the subject being taught. 

Methodology:  This method can be utilized in retreat settings, traditional classrooms or corporate trainings with equal success, provided the method is used consistently.

The training is structured into time segments which relate to key components and focus elements.  In Optimized Learning™ the activities offered are designed not only to teach information, but to engage the participant in additional ways.  It is these additional components and focus elements which facilitate the objectives. 

Participants design their own course by selecting and scheduling their activities from within the structure and choices offered for the particular training.  Choosing activities facilitates becoming more engaged in the training. 

Some activities engage more than one component or focus element; thus some activities can be selected and scheduled for several consecutive time segments, and fulfill several requirements of the training.

Components:  The essential components for achieving the performance objectives are as follows.  Each one of these components must be included in a course.

1.  Energetic Levels

The preparation for learning must engage the participant on at least four energetic levels:  spiritual, mental, emotional, and physical.  Unless all four energetic levels are active and in alignment, any learning will be inconsistently applied in life, resulting in impotent application.

2.  Application Skills

These skills allow a participant to apply the learning to life.  They include five teachable and measurable skills:  creativity, communication, group co-creativity, intuition, and abstract application.  Specific activities will engage and enhance these individual skills.  The first four are required in the preparation phase of the training and the last, Application of New Ideas, is addressed in the final phase of the training.

3.  Information

The informational component of the training will always include (to the degree possible) a multi-sensory presentation which engages the participant with visual, auditory, kinesthetic, experiential and participatory stimulation.

4.  Nutrition

Integral to a learning experience is healthful nutrition which engages people on all four energy levels and essentially, makes learning possible.  This can be achieved most easily in a retreat setting where a balanced and healthy buffet menu can be provided.  In some cases, menus can be customized for individual needs.  In other settings, such as schools or corporate settings, it may be possible to offer meals or snacks such that participants have the opportunity to sustain the body nutritionally.

5.  Environment

Care is taken to provide a safe, aesthetic, and calm environment for all activities so focus, attentiveness and retention can be achieved. 

Focus of Each Activity:  In Optimized Learning™ each activity offered is designed to engage a specific focus element.  The Optimized Learning™ System is structured into three phases, preparation (the longest phase), information, and application.
 

The Preparation Phase:  The first eight focus areas are designed to balance and stimulate the participant.  Information related to the specific instructional topic may or may not be included in these activities.  This extended preparation phase is intended to bring the participant into a state of readiness for learning information, by engaging and balancing the individual in each of the energetic levels and enhancing each of the application skills. 

The following chart shows sample types of activities that engage various energetic levels.  The activities may be designed to be suitable for the instructional subject and the culture of the group. 

It is important that each energy level be engaged daily.  The first four activities, highlighted, are required at least once in each training course or once a week for longer instructional formats.

The training is structured so that the individual participant will also choose from a list of activities designed to engage the application skills.  For example:

It is important that each application focus be engaged at least twice in each training course or twice a week for longer instructional formats.  The first four activities, highlighted, are group trainings that are required if presented.

The Informational Phase:  When participants have prepared for learning by engaging in these various activities, they are presented with a ‘lesson’ in the more traditional sense.  However, within our methodology, care is taken to include a multi-sensory presentation of information, including visual, auditory, kinesthetic, experiential and participatory presentation.

The Application Phase:  Once the Information has been presented, this phase is designed to summarize what has been learned, with emphasis on innovation and practical application.   Activities and instruction during this phase will also stimulate abstract application of the information presented and can include testing, individual presentations or group presentations.   

Conclusion

During the informational and completion components of the training, instructors will readily observe that the six learning performance objectives have been met. 

Participants will quickly assimilate and retain information, and will be well prepared for individual and group contributions when called upon, in vivid contrast to their counterparts in more traditional classrooms or training which lack the preparation and application components.

Further study of this method will prove to enhance learning objectives for all types of subjects. Organizations, companies and educational institutions will all benefit from incorporating the Optimized Learning™ system into their programs.