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Teaching that sticks presentation v4

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Presentation given at Lilly West 2012

Presentation given at Lilly West 2012

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  • Cut off own ear – not true. Flunked Math – not true. *8 glasses of water / day – not true. Bystanders did nothing – not true.
  • 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
  • J C
  • J C
  • CJ
  • CJ
  • J
  • ID TopicFind backgroundUse catalogsUse indexesCheck the netEvaluate sourcesCiteEedCJ more images for other steps
  • JJEngaging and worthy problems Questions of importanceActual or similar to issues faced by adult citizens and consumers or professionals in the field In contextAuthenticSee for yourself!~
  • JCHit em in the gut
  • CC
  • CNow that you have ideas from this presentation, think back to your five word concept, idea or skill that you wrote on the board. What I would like you to do now is design anactivity for your presentation that purposely incorporates emotion or story (or both!). Discuss this with a person sitting next to you
  • -Faculty, graduate student, & staff teaching development-Leadership & teaching Retreats-Scholarly reading group-Blog and Teaching Tips topics
  • 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. Christina Petersen, Ph.D & David Langley, Ph.D Center for Teaching and LearningBased on the book Made to Stick by Chip and Dan Heath
  • 2. 1. Introduce the SUCCESs model2. Analyze the appeal and efficacy of this model for teaching development3. Examine the model for alignment with current pedagogical theory
  • 3. CJ
  • 4. Create outcomes to achieve your Align impact. assessments with learning outcomes. Activities should prepare students for assessments.Identify your ideal course impact. Distill to core idea.
  • 5. “ Simplicity isn’t about dumbing down: it’s about prioritizing ”
  • 6.  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!
  • 7. Teaching that sticks: Six principles for creatingmemorable messages that promote learning. Create memorable messages that promote learning.
  • 8.  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!
  • 9. Gain & maintain attention.
  • 10. Can you give me an example?
  • 11. See for yourself.
  • 12. Emotional Hit ‘em in the gut.
  • 13. In Story format People like stories.
  • 14. 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
  • 15. We believe all of the components arenecessary for success.
  • 16. The SUCCESs model can serves as checklistAFTER designing a class or workshop.
  • 17. The University of Minnesota Center for Teaching andLearning has evidence that the SUCCESs model is auseful framework for teaching development.
  • 18. The Sticky Teaching workshop was the most-attendedworkshop of the 2011 University-wide TeachingEnrichment series. 100 80 60 40 20 0
  • 19. What is the appeal of this approach?• Simplicity• Relief from eduspeak• Inductive approach appealing to those without theoretical teaching framework• Validates intuitive instructor “drives”
  • 20. What was the most useful aspect ofthis workshop? “The ‘six principle’ checklist”
  • 21. What is the appeal of this approach?• Simplicity• Relief from eduspeak• Inductive approach appealing to those without theoretical teaching framework• Validates intuitive instructor “drives”
  • 22. What was the most useful aspect ofthis workshop?“I liked the clean and to-the- point style on each topic”
  • 23. What is the appeal of this approach?• Simplicity• Relief from eduspeak• Inductive approach appealing to those without theoretical teaching framework• Validates intuitive instructor “drives”
  • 24. What was the most useful aspect ofthis workshop? “People like stories”
  • 25. What is the appeal of this approach?• Simplicity• Relief from eduspeak• Inductive approach appealing to those without theoretical teaching framework• Validates intuitive instructor “drives”
  • 26. What was the most useful aspect ofthis workshop? “The validation that stories are an effective teaching technique”
  • 27. 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
  • 28. Element Biological Correlate - Learning Pedagogical Correlate – TeachingS – SimpleDistill to coreideaU – UnexpectedGain & maintainattentionC - ConcreteGive me anexampleC – CredibleSee for yourselfE – EmotionHit ‘em in thegutS – StoriesPeople likestories
  • 29. Element Biological Correlate - Learning Pedagogical Correlate – TeachingS – Simple Short-term memory capacity isDistill to core finite - Short term vs. long term memory -idea Eric KandelU – UnexpectedGain & maintainattentionC - ConcreteGive me anexampleC – CredibleSee for yourselfE – EmotionHit ‘em in thegutS – StoriesPeople likestories
  • 30. Short term vs. Long term Memory
  • 31. 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 – UnexpectedGain & maintainattentionC - ConcreteGive me anexampleC – CredibleSee for yourselfE – EmotionHit ‘em in thegutS – StoriesPeople likestories
  • 32. Cognitive Load Theory Intrinsic Load Total Extraneous Load cognitive Load Germane Load
  • 33. 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 – UnexpectedGain & maintainattentionC - ConcreteGive me anexampleC – CredibleSee for yourselfE – Emotion Emotion strengthens brain reactionHit ‘em in the to information - Limbic System activationgut – Robert LeamnsonS – StoriesPeople likestories
  • 34. Emotion and Limbic System Activation
  • 35. 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 – UnexpectedGain & maintainattentionC - ConcreteGive me anexampleC – CredibleSee for yourselfE – Emotion Emotion strengthens brain reaction Value drives motivation to learn - to information - Limbic System activation Motivation theories - Martin FishbeinHit ‘em in thegut – Robert LeamnsonS – StoriesPeople likestories
  • 36. Motivation TheoriesActivities Some Studentthat are expectancy valued of success Motivation
  • 37. 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
  • 38. What is your take-home message fromthis presentation?• Try to write this in 10 words or less• Share this with the people next to you