teaching that sticks presentation v4
DESCRIPTION
These are the slides from my Lilly West 2012 presentation Teaching that sticks: six principles for creating memorable messages that promote learningTRANSCRIPT
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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
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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
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CJ
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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.
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Simplicity isn’t about
dumbing down: it’s about
prioritizing ”
“
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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!
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Teaching that sticks: Six principles for creating memorable messages that promote learning.
Create memorable messages that promote learning.
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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!
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Gain & maintain attention.
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Can you give me an example?
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See for yourself.
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Emotional
Hit ‘em in the gut.
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In Story format
People like stories.
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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
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We believe all of the components are necessary for success.
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The SUCCESs model can serves as checklist AFTER designing a class or workshop.
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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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0 20
40
60
80
100
The Sticky Teaching workshop was the most-attended workshop of the 2011 University-wide Teaching Enrichment series.
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What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
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What was the most useful aspect of this workshop?
“The ‘six principle’ checklist”
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What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
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“I liked the clean and to-the-point style on each topic”
What was the most useful aspect of this workshop?
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What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
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“People like stories”
What was the most useful aspect of this workshop?
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What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those without theoretical teaching framework
• Validates intuitive instructor “drives”
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“The validation that stories are an effective
teaching technique”
What was the most useful aspect of this workshop?
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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
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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
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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
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Short term vs. Long term Memory
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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
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Cognitive Load Theory
Intrinsic Load
Extraneous Load
Germane Load
Total cognitive
Load
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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
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Emotion and Limbic System Activation
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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
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Motivation Theories
Activities that are valued
Some expectancy of success
Student
Motivation
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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
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What is your take-home message from this presentation?
• Try to write this in 10 words or less
• Share this with the people next to you
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