1. Brains are specialized, and not equally good at everything. This means that in order to maximize learning instruction we should consider the different types of learning modalities. Most students have a preferred and a secondary modality for learning commonly called learning styles. These preferences involve receiving information through auditory, visual or kinesthetic means (Clemons, 2004). Ninety percent of learning is visual with eighty-five percent of the brain wired for visual processing. Pictures, Graphs, Charts, Diagrams, Flow Charts, Mind Maps are just some the many visual modalities for presenting new information. In addition, most of us use a combination of learning styles. Grinder's (1991) work tells us that, "In every group of thirty people an average of 22 are able to learn effectively as long as the instructor provides a blend of visual, auditory, and kinesthetic activity." So the more senses you engage, the more chance of retention.

2. Brains are designed for fluctuations rather than constant attention. This statement begs a shift to learner-centered versus instructor-centered learning. We understand that it is difficult to hold attention for longer than 15 – 20 minutes, yet our educational systems are most concerned with getting the information "OUT rather than IN." Naturally instructors under curriculum constraints opt for instructor centered methods which are efficient but lower learner retention levels. Lecturing, although a quick and easy means of delivering learning content, at first achieves a respectable 70% retention level (within the initial 10 -15 minutes). However these levels quickly plummet to 20% for the remainder of the class. Our brains are constantly taking in information from the environment and tend to become easily distracted when we perceive instruction to be less than meaningful. It becomes essential to consider and introduce learner-centered, activity-based training to engage and hold the learner's attention.

3. Positive emotions and less stressful environments are critical to leaning. In an article by John Medina (http://www.talaris.org/pdf/press/medinaarticle.pdf), he cites the experimental work of Megan Gunnar with chronically stressed babies from Romanian orphanages. Gunnar found that babies adopted from the orphanage prior to 4 months of age did well in their ability to socially adjust and learn in school while a second group adopted after 4 months of age exhibited antisocial behavior, poor self-calming and deregulated serum cortisol (a stress hormone). Their grades were in the toilet, and they were always in detention. Gunnar stumbled upon a critical developmental period within infancy which highlights the effects of stress on learning and our ability to cope. Furthermore from an article by By Jeffery A. Lackney, Ph.D. (http://www.designshare.com/Research/brainbasedlearn98.htm) "brain research also suggests that the brain learns best when confronted with a balance between stress and comfort: high challenge and low threat. The brain needs some challenge … Stress motivates a survival imperative in the brain. However, too much anxiety shuts down our opportunities for learning. The phrase used to describe the brain state for optimal learning is that of relaxed-alertness." Practically speaking, this means that instructional designers and educators need to create learning places that are not only perceived as safe learning havens, but also spark some emotional interest and engagement.