Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
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 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
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.
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!
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 all of the components are
necessary for success.
18. The SUCCESs model can serves as checklist
AFTER designing a class or workshop.
19. The University of Minnesota Center for Teaching and
Learning has evidence that the SUCCESs model is a
useful framework for teaching development.
20. The Sticky Teaching workshop was the most-attended
workshop of the 2011 University-wide Teaching
Enrichment series.
100
80
60
40
20
0
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 of
this workshop?
“The ‘six principle’
checklist”
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 of
this workshop?
“I liked the clean and to-the-
point style on each topic”
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 of
this workshop?
“People like stories”
27. What is the appeal of this approach?
• Simplicity
• Relief from eduspeak
• Inductive approach appealing to those
without theoretical teaching framework
• Validates intuitive instructor “drives”
28. What was the most useful aspect of
this workshop?
“The validation that
stories are an effective
teaching technique”
29. We have identified pedagogical 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
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
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
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 your take-home message from
this presentation?
• Try to write this in 10 words or less
• Share this with the people next to you
Notas del editor
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
