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Teaching that sticks presentation v4
- 1. 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
- 2. 1. Introduce theSUCCESs model 2. Analyze the appeal and efficacy of this model for teaching development 3. Examine the model for alignment with current pedagogical theory
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- 6. 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.
- 7. “ Simplicity isn’tabout dumbing down: it’s about prioritizing ”
- 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. Teaching that sticks:Six principles for creating memorable messages that promote learning. Create memorable messages that promote learning.
- 10. 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!
- 11. Gain & maintainattention.
- 12. Can you giveme an example?
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- 14. Emotional Hit ‘em in the gut.
- 15. In Story format People like stories.
- 16. 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
- 17. We believe allof the components are necessary for success.
- 18. The SUCCESs modelcan serves as checklist AFTER designing a class or workshop.
- 19. The University ofMinnesota Center for Teaching and Learning has evidence that the SUCCESs model is a useful framework for teaching development.
- 20. The Sticky Teachingworkshop was the most-attended workshop of the 2011 University-wide Teaching Enrichment series. 100 80 60 40 20 0
- 21. What is theappeal of this approach? • Simplicity • Relief from eduspeak • Inductive approach appealing to those without theoretical teaching framework • Validates intuitive instructor “drives”
- 22. What was themost useful aspect of this workshop? “The ‘six principle’ checklist”
- 23. What is theappeal of this approach? • Simplicity • Relief from eduspeak • Inductive approach appealing to those without theoretical teaching framework • Validates intuitive instructor “drives”
- 24. What was themost useful aspect of this workshop? “I liked the clean and to-the- point style on each topic”
- 25. What is theappeal of this approach? • Simplicity • Relief from eduspeak • Inductive approach appealing to those without theoretical teaching framework • Validates intuitive instructor “drives”
- 26. What was themost useful aspect of this workshop? “People like stories”
- 27. What is theappeal of this approach? • Simplicity • Relief from eduspeak • Inductive approach appealing to those without theoretical teaching framework • Validates intuitive instructor “drives”
- 28. What was themost useful aspect of this workshop? “The validation that stories are an effective teaching technique”
- 29. We have identifiedpedagogical and biological correlates 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
- 30. 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
- 31. Element Biological Correlate - Learning Pedagogical Correlate – Teaching S – Simple Short-term memory capacity is Distill to core finite - Short term vs. long term memory - idea 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
- 32. Short term vs.Long term Memory
- 33. Element Biological Correlate - Learning Pedagogical Correlate – Teaching S – Simple Short-term memory capacity is Active processing ability is finite - finite - Short term vs. long term memory - Cognitive Load Theory - John Sweller Distill to core idea 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
- 34. Cognitive Load Theory Intrinsic Load Total Extraneous Load cognitive Load Germane Load
- 35. Element Biological Correlate - Learning Pedagogical Correlate – Teaching S – Simple Short-term memory capacity is Active processing ability is finite - finite - Short term vs. long term memory - Cognitive Load Theory - John Sweller Distill to core idea Eric Kandel U – Unexpected Gain & maintain attention C - Concrete Give me an example C – Credible See for yourself E – Emotion Emotion strengthens brain reaction Hit ‘em in the to information - Limbic System activation gut – Robert Leamnson S – Stories People like stories
- 36. Emotion and LimbicSystem Activation
- 37. Element Biological Correlate - Learning Pedagogical Correlate – Teaching S – Simple Short-term memory capacity is Active processing ability is finite - finite - Short term vs. long term memory - Cognitive Load Theory - John Sweller Distill to core idea Eric Kandel U – Unexpected Gain & maintain attention C - Concrete Give me an example C – Credible See for yourself E – Emotion Emotion strengthens brain reaction Value drives motivation to learn - to information - Limbic System activation Motivation theories - Martin Fishbein Hit ‘em in the gut – Robert Leamnson S – Stories People like stories
- 38. Motivation Theories Activities Some Student that are expectancy valued of success Motivation
- 39. Element Biological Correlate - Learning Pedagogical Correlate – Teaching S – Simple Short-term memory capacity is Active processing ability is finite - finite - Short term vs. long term memory - Cognitive Load Theory - John Sweller Distill to core idea Eric Kandel U – Unexpected Surprise activates arousal -Selective Interest leads to cognitive engagement Attention and Arousal Theories – Jennifer - Situational Interest – Suzanne Hidi Gain & maintain Coull attention C - Concrete Observations reactivate stored Learning builds on pre-existing Give me an knowledge - Mirror neurons - Giacomo knowledge - Constructivism – John Dewey, example Rizolatti Jean Piaget, Lev Vygotsky C – Credible Cognition is encoded from sensory Direct experience validates theory - experience – James Zull Experiential learning – David Kolb See for yourself E – Emotion Emotion strengthens brain Value drives motivation to learn - reaction to information - Limbic Motivation theories - Martin Fishbein Hit ‘em in the gut System activation – Robert Leamnson S – 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 Bruner stories
- 40. What is yourtake-home message from this presentation? • Try to write this in 10 words or less • Share this with the people next to you