In 2021, neuroscientist Jeff Hawkins published in his book “A thousand brains. A new theory of intelligence.“ an epoch-making concept of how the brain perceives and learns about the world (which could be a breakthrough in neuroscience similar to Charles Darwin’s theory of natural selection and evolution). Building on previous research, Hawkins convincingly explains how the brain uses existing map-like reference frames to create and store knowledge. That is, to remember and keep stored in memory. Reference frames cannot be passed on to a learner by a teacher or an educator. They must be found or constructed by each person on their own. This is why the end result may also be somewhat unique to each person.

Figuratively, this process can be explained as follows. You are in a familiar City. Walking down the street you notice a new building on the edge of a park. You make a mental note of it and place it on the map of the city in your head. If you don’t recall the location of it after the first time, you will have learned it by walking past the same building for the second or third time.

Or another example. You find yourself visiting an unfamiliar city for the first time. However, you have a map of the city (given to you by your mother or a teacher) and you know your location. It makes it easy for you to find the park and mark down the new building that was not on the map.

Certainly, it is possible to learn things we have not encountered before. For this, the brain creates a new frame. In other words, you are in a strange city without a map. You will gradually move on, pass several buildings and come to an intersection. You turn right, go along the street until you reach a fountain. You turn back, go the other way at the intersection and discover something new again. This is how you get to know the city.

It will take time, require repetition (walking the same path again) and you might also get lost when you wander off to unfamiliar areas.

Coming back to the learning process, it is clear that there is no point for the educator to start explaining a new concept or theory if there is no place in the learners’ minds to settle it.

Find out what they already know

Thus, the educator’s first step is to understand if and what kind of reference frames or maps the learners already have. In case of a new group, unfamiliar to the educator, many teachers do such research. The methods used are mainly various tests, quizzes, practical tasks or other methods of testing knowledge or skills. This is a good start. Whereas it is also worth noting that this is a one-way activity, only the teacher or the educator can benefit from it. Nothing changes for the learners.

Help them understand what they already know. And do not know

In order for adults to require new knowledge, they must find the existing reference frames in their head on their own, analyse them and mark the white areas that need to be supplemented. What can an adult educator do to help people navigate the new knowledge landscape, to be a guide for them and help build mental maps?

The testing methods mentioned above can be helpful if the answers are not checked by the teacher but by the person himself. For example, independently comparing one’s test results with the so-called correct answers provided by the educator. Or better yet, working in smaller groups of 2 to 5 people. It also allows each learner to compare his or her results with the rest of the learners’ and detect the personal level in the group. Examining each other’s answers is already the first step in developing a frame of reference. Social interaction enhances learning and also increases learning motivation.

Searching for such links may not be time consuming at all. More examples of suitable methods are as follows:

• Buzz groups. Small groups of 2 - 6 people discuss the topic at hand to find out their previous contacts and knowledge in a short period of time (2 - 6 minutes).

• Data collection. Small groups (boards) interview the members of other boards about the topic at hand and share the collected information in the original group.

• The KW(L) or know - want to know (- learn) method. Learners jot down for themselves what they know about the topic already, what they still want to know about it, (what they actually learnt).

• Check-lists. Students indicate which definitions are familiar to them and which are not.

• Defining the Concept. In pairs or smaller groups the learners have to come up with a definition to a term and share it with the larger group.

• Concept/Mind Maps to mark existing knowledge and add new knowledge later.

• Telling stories, bringing examples. Sharing topic-related experiences in pairs or smaller groups.

• Scales. The topics to be discussed in the lesson are listed on the wall or board, and either linear scales (a line with values at the end, e.g. 1 - 10) or radial diagrams (scales arranged as a cobweb) are prepared next to them. Each participant uses a marker or places a sticker on each scale to indicate the value of their current knowledge/skill.

• Labelling. Hand out a selection of pictures related to the topic being studied and labels with definitions. The learners have to match the pictures to the corresponding definitions.

There are hundreds and hundreds of suitable methods. The Internet and your colleagues help you find the most preferable ones. It is important to remember that before introducing learners to a new theory or concept, help them choose a map for the journey.

Help them understand, what to learn and WHY

Limiting oneself to exploring no other but one’s own reference frames and the holes in it, may not be enough to trigger a meaningful learning process. Clear goals are needed for what I want to add to my map and why.

The last question is of critical importance. It is known that an adult learner is very pragmatic. He only learns what seems to be essential for him. So, have each group member write down or say (better both) what they plan to learn in that lesson or course.

Help the learner with a few supporting questions either in writing or orally. Some examples to choose from:

• What do you wish to achieve with the course?

• What is your goal?

• What do you want to happen to … ?

• What do you actually want?

• What do you hope to achieve?

• What results do you expect to get?

• What result would be ideal for you?

• What do you wish to change?

• Why is this goal important to you?

• What are the benefits of achieving this goal?

• What changes when you reach your goal?

• What are the consequences of not achieving your goal?

Saying your goal out loud is important to support consistency and persistence. When time is of the essence and the group is large, it is enough for the participants to be able to introduce their goals and their reasons to each other in pairs.

Moreover, do not confuse the goal stated by the educator at the beginning of the lesson as the goal for that day’s lesson for the goal of the learner. It is good but not sufficient enough.