Date post: | 01-Nov-2014 |
Category: |
Education |
Upload: | center-for-teaching-learning-university-of-minnesota |
View: | 445 times |
Download: | 2 times |
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