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Evidence matrix presentation retweet 2012 v4

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Presentation for CTL Retreat. (2012 CTL Retweet)

Presentation for CTL Retreat. (2012 CTL Retweet)

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  • In Teaching that Sticks, the Heath Brothers describe how they reverse engineered sticky ideas to identify the features they have in commonThese elements form an acronym, SuccesThe Heath brothers believe (and so do we!) that if you follow this acronym, you will be able to make your presentations more sticky.We’ll go through this acronym in the next part of this workshop

Transcript

  • 1. Welcome! #CTLretreatAs you come in:1. Check in at the Tweet Booth2. Sit where you like, but no more than 4 people per table3. Have some food4. Write your simple summary on a white board near your table5. Get ready to sing Happy Birthday
  • 2. Principle 1: SimpleDesign your presentation around a core idea, displayed in compact form.
  • 3. Principle 2: UnexpectedCapture the attention of your attendees at the beginning and hold it throughout.
  • 4. Principle 3: ConcreteUse the power of imagery and richexamples to explore and explain difficultconcepts.
  • 5. Principle 4: CredibleUse convincing evidence and multiple formats to embellish key points.
  • 6. Principle 5: EmotionCreate conditions that make people care and become emotionally invested in your content.
  • 7. Principle 6: StoriesEngage listeners through vivid, compelling,and real-life stories that inspire them to act.
  • 8. Scholarly evidence for the SUCCESs elements
  • 9. Short Term Memory Activity• http://www.garyfisk.com/anim/lecture_stm.s wf
  • 10. Magical Number 7
  • 11. We have identified pedagogical and biologicalcorrelates for all of the elements of the model.• Element• Pedagogical Correlate• S – Simple• U – Unexpected• C - Concrete Biological Pedagogical• C – Credible Correlates = Correlates =• E – Emotion Learning Teaching• S – Stories
  • 12. Element Biological Correlate - Learning Pedagogical Correlate – TeachingS – Simple Short-term memory capacity is Active processing ability is finite - finite - Short term vs. long term memory - Cognitive Load Theory - John SwellerDistill to coreidea Eric KandelU – Unexpected Surprise activates arousal -Selective Interest leads to cognitive engagement Attention and Arousal Theories – Jennifer - Situational Interest – Suzanne HidiGain & maintain CoullattentionC - Concrete Observations reactivate stored Learning builds on pre-existingGive me an knowledge - Mirror neurons - Giacomo knowledge - Constructivism – John Dewey,example Rizolatti Jean Piaget, Lev VygotskyC – Credible Cognition is encoded from sensory Direct experience validates theory - experience – James Zull Experiential learning – David KolbSee for yourselfE – Emotion Emotion strengthens brain Value drives motivation to learn - reaction to information - Limbic Motivation theories - Martin FishbeinHit ‘em in thegut System activation – Robert LeamnsonS – Stories Our brains are wired for story - Knowledge can be held in stories - Theory of Mind – Rebecca Saxe Narrative Inquiry, Narrative Ways of Knowing -People like Jerome Brunerstories
  • 13. 1. I see the potential of using this model in my future teaching or instructional development work. 2. I need to have sound scholarship supporting this model for it to be useful to me. 16 14 1. Potential 12 2. Need ScholarshipNumber of people 10 8 6 4 2 0 Strongly Agree Somewhat Neutral Somewhat Stongly Agree Disagree Disagree Data from Lilly West
  • 14. 1. I see the potential of using this model in my future teaching or “This theory resonates well.. so if it instructional development work. 2. I need to have sound scholarship supporting this model for it to had a strong evidential basis I can be useful to me. 16 see it going really far.” 14 1. Potential 12 – LillyNeed Scholarship 2. West AttendeeNumber of people 10 8 6 4 2 0 Strongly Agree Somewhat Neutral Somewhat Stongly Agree Disagree Disagree Data from Lilly West
  • 15. Simple (biological): Short-termmemory capacity is finite
  • 16. Chunking Activity
  • 17. 17 761 0401 4927 47
  • 18. STOP! Remember the number butdon’t write it down.
  • 19. GO! Write the number down.
  • 20. 17 761 0401 4927 47
  • 21. 1776 1040 1492 747
  • 22. STOP! Remember the number butdon’t write it down.
  • 23. GO! Write the number down.
  • 24. 1776 1040 1492 747
  • 25. 17 761 0401 4927 471776 1040 1492 747
  • 26. Simple (pedagogical): Activeprocessing ability is finite.
  • 27. The curse of knowledge activity1. Each person at the table will tap out the song on their note card (don’t share your note card with anyone else!)2. The rest of the table will be guessers.3. Tappers – as you’re tapping, estimate how many people will correctly guess your song4. Guessers - write down what song you thought it was5. Tappers – reveal your song and see how many people got it right6. Move to the next Tapper and repeat until everyone has tapped.
  • 28. Element Biological Correlate - Learning Pedagogical Correlate – TeachingS – Simple Short-term memory capacity is Active processing ability is finite - finite - Short term vs. long term memory - Cognitive Load Theory - John SwellerDistill to coreidea Eric KandelU – Unexpected Surprise activates arousal -Selective Interest leads to cognitive engagement Attention and Arousal Theories – Jennifer - Situational Interest – Suzanne HidiGain & maintain CoullattentionC - Concrete Observations reactivate stored Learning builds on pre-existingGive me an knowledge - Mirror neurons - Giacomo knowledge - Constructivism – John Dewey,example Rizolatti Jean Piaget, Lev VygotskyC – Credible Cognition is encoded from sensory Direct experience validates theory - experience – James Zull Experiential learning – David KolbSee for yourselfE – Emotion Emotion strengthens brain Value drives motivation to learn - reaction to information - Limbic Motivation theories - Martin FishbeinHit ‘em in thegut System activation – Robert LeamnsonS – Stories Our brains are wired for story - Knowledge can be held in stories - Theory of Mind – Rebecca Saxe Narrative Inquiry, Narrative Ways of Knowing -People like Jerome Brunerstories
  • 29. Concrete (biological): Observationsreactivate stored knowledge.
  • 30. Concrete (pedagogical): Learningbuilds on pre-existing knowledge. Neust LLC.com
  • 31. Conclusion1. Scholarly support for SUCCESs matters to some.2. Short term memory capacity is finite.3. Active processing ability is finite.4. Schema help us process more.5. Observations reactivate stored knowledge.6. Learning builds on pre-existing knowledge.7. Choose your examples wisely.
  • 32. ConclusionCompose a tweet of your take-home message of thispresentation.#CTLretreat