Research shows that when children use their entire body and different senses, they remember up to four times more. Tell your children a story then they can remember 10%. If you let them play out a story themselves, they can remember up to 40% of the story.
There are a number of reasons why memory works better when multiple senses are used in a lesson. Below we will work three out.
Better learn by butilization of all capacities of the brain
Functions are performed in certain areas of the brain in the brain. For example, the right side of the brain is the creative side, which works in images, feelings and ideas. The left side is the knowledge side of our brain. This works in a logical way, such as a computer. This side is important to understand things and put them into perspective. The control of muscles, smell, looking etc uses a number of parts of the brain. It is not that when you learn a language, you only speak to the logical side. With words you will also use emotions and associations from the right to learn.
Research shows that when you combine creativity, language and body you make optimal use of the possibilities of the brain. This makes it easier for the content of the lesson to come in and the knowledge automatically goes to the long-term memory.
Better learning through better motivation or attitude
An obvious reason to include or not include information is how motivated you are. People are motivated by various factors. For example, boys are generally highly motivated by competition and girls by creative methods. This does not mean that girls are not motivated by competition and boys are not motivated by a creative way of working. They are also motivated by it, but it is not their primary motivation. What matters is that you structure the lesson in such a way that there is something to experience for every type of child, boy / girl, dreamer or scientist. By offering the lessons (in part) in play and in creative processing, lessons become cool instead of boring.
Better learning through congruence (= agreement between thinking, feeling and speaking)
Recent research shows that the brain processes information that matches what we already know (congruent information) in a different way than information that is completely new to us (incongruent information).
For example, when the Biblical message is linked to a game or creative processing that the child is familiar with, that information is easily stored in the long-term memory. But it is also possible to combine food and colors with the story. A well-known example is the Easter story with smarties. Every color of the smarties represents a part of the Easter story.
Another way to build congruence into the lessons is to gradually expand the knowledge. You can do this by following a learning line and expanding the knowledge of children piece by piece.
This knowledge provides tools to shape the lessons so that the message of the Bible is better received by the children.
The lessons of Out and about!
The lessons of Out and about! are constructed in such a way that they integrate as many of these elements as possible. Every lesson starts with a game that contains a competitive and collaborative element, combined with movement and a knowledge component. Then comes the Bible time. It ends with creative processing.
The lessons go through the Bible in a chronological way, so that the children gradually understand the whole story of the Bible.
Explore the homepage how we take the children into discovery learning. Look at photo carousel and the practice video.
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