Teaching that Sticks! Six Core Principles for Creating memorable Presentations

Simple

Unexpected Concrete

Credible

Emotional – Have them dig deep

Story Savvy Teaching & Learning

CJ

aaabv

Have them dig deep

Intended Learning Outcomes

Learning & Teaching Activities

Assessment

Outcomes

Instruction

Feedback & Assessment Components/Tasks

Situational ContextEnvironmentEnvironmental Factors:

Institutions, Disciplines, Cultures, Communities, Classrooms

Emotional picture“A credible idea makes people believe. An emotional idea makes people care.”

- Made to Stick

Most motivation theories describe two components to student motivation

Activities that are valued

Some expectancy of

success

StudentMotivation

Emotion

Lab Safety Demonstration

Have them dig deep

“The most basic way to make people care is to form an association between something they don’t yet care about and something they do care about.”

- Made to Stick

Model 1 – Emotion drives value

OUTCOME

VALUE

EMOTION

Case studies allow students to experience real world ambiguity

From Mark Faviell Photos/flickr

Structured Small Groups allow students to experience other viewpoints

Have them dig deep

Ask them!

UofM Image library

But, how do I know what my students value?

Questions that may help you reveal your students values

• This course will be a success for me if…• The biggest challenge I see in this course

is…

Show your emotion: why you love your topic

UofM Image library

Model 2 – Emotion IS the outcome

EMOTION

Y

X

Caring about something may be your outcome

V

L.Dee Fink (2003)

Emot

io

n

Intended Learning Outcomes

Learning & Teaching Activities

Assessment

Outcomes

Instruction

Feedback & Assessment Components/Tasks

Situational ContextEnvironmentEnvironmental Factors:

Institutions, Disciplines, Cultures, Communities, Classrooms

National Library of Medicine

See yourself as a scientist (self-authorship)

Reflective writing allows students to see their own subjective reactions

usdakaotawar.org

Have them dig deep

“How was this reading difficult for you?”

“ …the really difficult part of teaching is not organizing and presenting the content…but rather in doing something that inspires students ...to have some level of emotional involvement with it.”

- Robert LeamnsonLearning as Biological Brain Change

In summary

• Have them dig deep• Introducing emotion makes people care• Show your enthusiasm for your subject• Link to things students care about• Ask students what they care about• Make emotion your outcome

Simple

Unexpected Concrete

Credible

Emotional

Story – We are wired for story Savvy Teaching & Learning

CJ

Review of our stories

Our brains are “wired” for story

rorotoko.com

Jonathan Gottschall: Literary Darwinist

Jerome Bruner: Narrative Ways of Knowing

Tell your story

From latimesblogs.latimes.com

“…a lot of good might come from letting our own enthusiasm show while we are teaching.”

- Robert Leamnson

From latimesblogs.latimes.com

‘“A story is powerful, because it provides the context missing from abstract prose”- Made to Stick

“A story is powerful, because it provides the context missing from abstract prose”

- Made to Stick

tobybarnes on flickr

Use storytelling effectively in your teaching

Connect your story to your learning outcome

UofM Image library

Don’t memorize your story

Newhavenindependent.org

Use in moderation

www.health.gov

kellybader.com

Refer back to your story

In summary

• Our brains are wired for story• Tell your story• Connect story to outcomes• Don’t memorize• Use in moderation• Refer back to your story

Activity

1. Remember your learning outcome that you wrote during Jane’s section?

2. Choose a story (preferably one that evokes emotions) to help your students achieve that outcome.

3. Jot down your story.4. During lunch tell share your story with the people

sitting near you at your table. 5. Reveal your learning outcome to your listeners.

Ask them for feedback.

National Library of Medicine

Story Feedback

1. Now that you’ve had a chance to listen to each others stories…

2. How do you pull them all together?3. Synthesize an understanding you have about

stories and teaching based on the stories you heard at your table

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). What factors motivate students to learn? How learning works: 7 research-based principles for smart teaching (pp. 67 - 91). San Francisco, CA: John Wiley & Sons.

Eshel, N. (2007). The science inside learning. Washington, D.C.: The American Association for the Advancement of Science.

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses (First ed.). San Francisco: Jossey-Bass.

Heath, C., & Heath, D. (2008). Made to stick: Why some ideas survive and others die. New York: Random House.

Heath, C., & Heath, D. (2010). Teaching that sticks www.heathbrothers.comHofer, B. (2011). Motivation in the college classroom. In M. Svinicki, & W. J. McKeachie

(Eds.), McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (13th ed., pp. 140 - 150). Belmont, CA: Wadsworth.

Leamnson, R. (2000). Learning as biological brain change. Change, 32(6), 34 - 40. Reynolds, G. (2012). Presentation Zen: Simple ideas on presentation design and delivery

(2nd ed.). Berkeley, CA: New Riders Press. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation.

Contemporary Educational Psychology, 25, 68-81.

References