Teaching that sticks presentation v4
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Transcript of Teaching that sticks presentation v4
Christina Petersen, Ph.D & David Langley, Ph.D Center for Teaching and Learning
Based on the book Made to Stick by Chip and Dan Heath
1. Introduce the SUCCESs model 2. Analyze the appeal and efficacy of this
model for teaching development 3. Examine the model for alignment with
current pedagogical theory
CJ
Distill to core idea.
Identify your ideal course impact.
Create outcomes to achieve your
impact.
Align assessments with learning
outcomes.
Activities should prepare
students for assessments.
Simplicity isn’t about
dumbing down: it’s about
prioritizing ”
“
Choose a presentation that you will/may give in the future
Identify an important idea that your audience should remember by the end of your presentation
Create a sentence that simply describes this concept, idea or skill in SIX WORDS OR LESS!
Teaching that sticks: Six principles for creating memorable messages that promote learning.
Create memorable messages that promote learning.
Choose a presentation that you will/may give in the future
Identify an important idea that your audience should remember by the end of your presentation
Create a sentence that simply describes this concept, idea or skill in SIX WORDS OR LESS!
Gain & maintain attention.
Can you give me an example?
See for yourself.
Emotional
Hit ‘em in the gut.
In Story format
People like stories.
Active Processing – Part II
Remember your six word concept, idea, or
skill? Design an activity that purposely
incorporates emotion or story (or both!) Discuss this with the person sitting next to
you
We believe all of the components are necessary for success.
The SUCCESs model can serves as checklist AFTER designing a class or workshop.
The University of Minnesota Center for Teaching and Learning has evidence that the SUCCESs model is a useful framework for teaching development.
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The Sticky Teaching workshop was the most-attended workshop of the 2011 University-wide Teaching Enrichment series.
What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
What was the most useful aspect of this workshop?
“The ‘six principle’ checklist”
What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
“I liked the clean and to-the-point style on each topic”
What was the most useful aspect of this workshop?
What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
“People like stories”
What was the most useful aspect of this workshop?
What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
“The validation that stories are an effective
teaching technique”
What was the most useful aspect of this workshop?
We have identified pedagogical and biological correlates for all of the elements of the model.
• Element • Pedagogical Correlate • S – Simple
• U – Unexpected
• C - Concrete
• C – Credible
• E – Emotion
• S – Stories
Biological Correlates =
Learning
Pedagogical Correlates =
Teaching
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
U – Unexpected
Gain & maintain attention
C - Concrete
Give me an example
C – Credible
See for yourself
E – Emotion
Hit ‘em in the gut
S – Stories
People like stories
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
Short-term memory capacity is finite - Short term vs. long term memory - Eric Kandel
U – Unexpected
Gain & maintain attention
C - Concrete
Give me an example
C – Credible
See for yourself
E – Emotion
Hit ‘em in the gut
S – Stories
People like stories
Short term vs. Long term Memory
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
Short-term memory capacity is finite - Short term vs. long term memory - Eric Kandel
Active processing ability is finite - Cognitive Load Theory - John Sweller
U – Unexpected
Gain & maintain attention
C - Concrete
Give me an example
C – Credible
See for yourself
E – Emotion
Hit ‘em in the gut
S – Stories
People like stories
Cognitive Load Theory
Intrinsic Load
Extraneous Load
Germane Load
Total cognitive
Load
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
Short-term memory capacity is finite - Short term vs. long term memory - Eric Kandel
Active processing ability is finite - Cognitive Load Theory - John Sweller
U – Unexpected
Gain & maintain attention
C - Concrete
Give me an example
C – Credible
See for yourself
E – Emotion
Hit ‘em in the gut
Emotion strengthens brain reaction to information - Limbic System activation
– Robert Leamnson
S – Stories
People like stories
Emotion and Limbic System Activation
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
Short-term memory capacity is finite - Short term vs. long term memory - Eric Kandel
Active processing ability is finite - Cognitive Load Theory - John Sweller
U – Unexpected
Gain & maintain attention
C - Concrete
Give me an example
C – Credible
See for yourself
E – Emotion
Hit ‘em in the gut
Emotion strengthens brain reaction to information - Limbic System activation
– Robert Leamnson
Value drives motivation to learn - Motivation theories - Martin Fishbein
S – Stories
People like stories
Motivation Theories
Activities that are valued
Some expectancy of success
Student
Motivation
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
Short-term memory capacity is finite - Short term vs. long term memory - Eric Kandel
Active processing ability is finite - Cognitive Load Theory - John Sweller
U – Unexpected
Gain & maintain attention
Surprise activates arousal -Selective
Attention and Arousal Theories – Jennifer Coull
Interest leads to cognitive engagement - Situational Interest – Suzanne Hidi
C - Concrete
Give me an example
Observations reactivate stored knowledge - Mirror neurons - Giacomo
Rizolatti
Learning builds on pre-existing knowledge - Constructivism – John Dewey,
Jean Piaget, Lev Vygotsky
C – Credible
See for yourself
Cognition is encoded from sensory experience – James Zull
Direct experience validates theory -Experiential learning – David Kolb
E – Emotion
Hit ‘em in the gut
Emotion strengthens brain reaction to information - Limbic
System activation – Robert Leamnson
Value drives motivation to learn - Motivation theories - Martin Fishbein
S – Stories
People like stories
Our brains are wired for story - Theory of Mind – Rebecca Saxe
Knowledge can be held in stories - Narrative Inquiry, Narrative Ways of Knowing - Jerome Bruner
What is your take-home message from this presentation?
• Try to write this in 10 words or less
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