Madetostick Thescienceofadultlearning 120118130616 Phpapp01

7/17/2019 Madetostick Thescienceofadultlearning 120118130616 Phpapp01

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Made to StickBrian S. McGowan, PhD

May 6th, 2011



http://www.madetostick.com



Made to Stick

Built off the work of Malcolm Gladwell:

“Tipping Point examined the forces that cause socialphenomena to ‘tip’, or make the leap from small

groups to big groups.

“Tipping Point had ! sections:" #irst $ the need to get the right people" %hird $ the need for the right context" %he second & ‘the stickiness factor’



Made to Stick'esson ():

*hat is +tick-



hy are !we" here:

" e the /M0 communit

" e are the seed #$D the soi%&or e'ce%%ence in ed(cation.

" 1 s(ccess %ies in o(r a)i%ity totrans&er know%ed*e.



M+S: a%%s to #ction

). 02erthing can be made3more4 rememberable.

5. *e must challenge oursel2esto make things stick3463ier4.

!. 7e2er stop asking:“8ow can 9this be stickier-



0xample



;s

thisstick-



-'amp%e 1:

8ow

can

this

be

stickier-



hat is the # St(dy

" <nowledge

" =ttitude

" +kills

" Beha2ior

" >utcomes

?o changes endure-



hat is the # St(dy

3#SB4



hich is Stickier

3 # S B

4

http://www.pbase.com/ronniestravelphotography/cambodia








Made to Stick Mode%

). +imple

5.

@nexpected!. /oncrete

A. /redible

. 0motional

C. +tories



Made to Stick Mode%

S5-SS



Made to Stick'esson (5:

+imple



SMP7-+potting and /ommunicating

= /lear Message



Simp%e is Sticky

%he =rch2illain of stick ideas

is the Curse of Knowledge

>ur learners ha2e a lot to sa about how ourmessages are transferred



+he (rse o& 3now%ed*e

" %he more we know something, the lessable we are to imagine what it feels likenot to know it1

" %he greater the challenge: & to make break something down

& to engage without o2erwhelming

& to de2elop an accessible message

7earners ha8e a %ot to say a)o(t how

yo(r messa*es are !trans&erred"



$eed +o omm(nicate

" Militar

" =ir %raffic /ontrol

" 0mergenc Doom" +urgeons

*hat can we learn from thecommunication strategies of these

highl skilled, high stress professions-



# Simp%e oadmap

" /ommander’s ;ntent:

& 7o plan sur2i2es contact with the enem.

" =sk oursel2es: & ;f we do nothing else during tomorrow’s

mission we must EEEEEEEEEE.

& %he single, most important thing we must

do tomorrow is EEEEEEEEEE.



Simp%e is9

" = engineer knows she has created a

masterpiece not when there is nothing leftto add, but when there is nothing left to

takeawa.

& =ntoine de +aint$0xuper



# Simp%e -'ercise 1:

" %appers and 'isteners 0xperiment

). %hink of three of our fa2orite songs &

pri2atel Fot them down

5. =sk a colleague or friend. “/an ou guessthe song ; am about to drum for ou-

!. ?on’t stop until all of the songs ha2e been

guessed & no hints

A. 'earn from the challenges presented b

perspecti2e1



Made to Stick'esson (!:

@nexpected



5$-P-+-DBuilding a %reasure Map

0xperience for 'earners


http://slidepdf.com/reader/full/madetostick-thescienceofadultlearning-120118130616-phpapp01 25/625$-P-+-D

The IOM saysour CE system is broken….stay tuned to learn

why it may be all YOU !ault…



+he ;irst Stepo& 3now%ed*e +rans&er

" %he more we are confronted with ourknowledge gaps, the more likel we are tobe curious

@nexpectedness ;+ 7>% about a gimmick

@nexpectedness ;+ 7>% about clipart

@nexpectedness ;+ 7>% about animations

" @nexpectedness ;+ about peaking a

learner’s curiosit



-8ery !#ha<" moment m(st )epreceded with a !(h" moment



#n itch to )e scratched9

" %he attention$grabbing action must forcethe learner to ask %80 Huestion that ouare read to answer1

& /uriosit$peaking actions that do notfocus the learner are counterproducti2e

& Iredisposing actions not followed b

solutions are ‘painful’

"re your programs #$ommuni$ations%

attra$ting attention or distra$ting attention&



Coming up on News at 11…

" %emperatures are stable for the next few

das, but a drastic change is in order for

the weekend, sta to find out whether ou

will need shorts or a parka1

" %here is an insidious new addiction raging

through our middle schools and the

source might be1J>@.

"re your a$ti'ities teasing or spoon(!eeding

the learners&



#n 5ne'pected -'ercise 2:

" /onsider the last talk ou ga2e or

worked on:

& 8ow did the presentation begin-

& ?id it attract or distract attention-

& *hat was done to frame the Huestion-



Made to Stick'esson (A:

/oncrete



4$-+-@se Ire$built 8andles



Concrete is the easiest to embrace! 3pg )5K4

>f all of the components of the M%+ model1

" 0asil understood" 0asil remembered



Did =o( -8er onder9

"re !ables memorable be$ause

they are so $on$rete or are they so

$on$rete be$ause the ambiguityand abstra$tion was lost ) was the

!orgettable stu!! !orgotten o'ertime& #pg *+,%

t t #



oncrete oncepts #re

%he >nl /ommon 'anguage

"bstra$tion is the lu-ury o! the

e-pert. I! you'e got to tea$h an

idea to a room !ull o! people/ and

you arent $ertain what they know/

$on$reteness is the only sa!elanguage 3pg )LA4



oncrete deas are +M=D%

" +pecific

" Measurable

" =ttainable

" Dealistic

" %imel

%he Biolog of +tick

%he elcro 7umber



oncrete oncepts #%%ow 7earners

+o 5nderstand #nd 7earn

" %here is no compromise in

teaching1

0ike the tappers and listeners game…it

$an !eel unnatural to talk $on$retely

about sub1e$t matter 2we know well3…but i! we are willing to make the e!!ort

we will see the reward.



# oncrete -'ercise >:

=sk our colleagues or friends:

). ;n 5L seconds write down as man

words as ou can think of that end in $h.

5. ;n 5L seconds write down as manwords as ou can think of that end in $sh.

Concrete Concepts Are Not Absolute:

Know the Right Starting oint



Made to Stick'esson (:

/redible



-DB7-Belief is %he Gatekeeper

to Memor



-DB7-%aking =d2antage of

8uman Gullibilit +ince =ntiHuit

#%ternati8e ntrod(ction:



hy Do e Be%ie8e Somethin*

" ;t is easier6safer not to ask Huestions-

" ‘doubt’ takes thought6energ

" ‘doubt’ is unsettling

" +ome ideas Fust seem more ‘plausible’



hy Do e Be%ie8e Somethin*

-'terna% redi)i%ity:

& #amil

& #riends

& =uthorities

nterna% redi)i%ity:

& 02idence$base

& 0xperience

& ?etails

non$modifiable 2s modifiable factors



;riends, ;ami%y, ? #(thorities



nterna% redi)i%ity

" 02idence$base

" 0xperience

" ?etails…the most important thing to remember about

using statisti$s e!!e$ti'ely. 4tatisti$s are rarely

meaning!ul in and o! themsel'es. 4tatisti$s will/and should/ almost always be used to illustrate a

relationship…and learners should remember the

relationship/ not the numbers 3pg )A!4

di)% ; %i # ti t



redi)%e: ;(e%in* on@#rtistSince #ntiA(ity

" 5e'in Trudeau regularlyappeared on in!omer$ialshawking 6mira$le6 produ$ts

" Until he was prose$uted bythe 7ederal TradeCommission …

" 8e ended up $onsenting toan agreement whereby hewouldn9t appear onin!omer$ials



Made to Stick'esson (C:

0motional



-M4+4$#7%he Grease that 'ubricates the

Gears of 'earning..



Gettin* &rom # to B to

). <nows

5. <nows how

!. +hows how

A. 1but do we do-

#or example: 0xercise-



> ays to Mo8e an #(dience

). @se emotional triggers

5. =ppeal to self interest

!. =ppeal to self identit



5se -motiona% +ri**ers

" >ne 2s the Masses

" 0motion 2s =nalsis



#ppea% to Se%& nterests

%ranscendence & 8elping others

+elf$actualiNation & #ulfillment

=esthetic & Balance6Beaut'earning & <nowing

0steem & +tatus

Belonging & =ffection+ecurit & +afet

Ihsical & /omfort



#ppea% to Se%& nterests

" *hat’s ;n ;t #or Jou-

& 8ighlight the benefit of the benefit

" /lassic ad2ertising example:

& The room was !ull o! laughter as youapproa$hed the piano/ but as you beganto play…



#ppea% to Se%& dentity

" *hat’s ;n ;t #or Ieople 'ike Jou-

&+ubFecti2e norms

" 5 examples:

&“Bubba’s and %exans

&#irefighters and popcorn makers



Made to Stick'esson (O:

+tories



S+4-S%he ;mmense Iower of “Dole$plaing



+he $e't Best +hin*9

" “1sit still and picture ourselfperforming a task successfull, step

b step1 & ?arts, trombone, skating1

" Mental practice produced 56!rds ofthe benefits of phsical practice



3now%ed*e +rans&er

Iresenting facts =nalsis

+tories +imulation



ma*ination Sim(%ation

" Blurr line b6w protagonist P learner1

& *e can not separate oursel2es from theactions and emotions of the stor

& *onders of a %imited ne(rochemistry

" =d2antage Mass $ustomi:ation



hat %essons did we %earn

Simp%eimp%e 5ne'pectedne'pected oncretencrete

redi)%eredi)%e -motiona%motiona% Storiestories

+ o M a k e + h i n * s

S t i c k 9



S(mmary02erthing can be made

3more4 rememberable.



(estions or omments

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