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Sticky Teaching; Enduring Learning: Strategies to Make Teaching Stick

Sticky Teaching; Enduring Learning: Strategies to Make Teaching Stick. Stephen Roth Center for Excellence (CTE) University of Maryland. Your task as you sit down with lunch: Introduce yourself to your tablemates.

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Sticky Teaching; Enduring Learning: Strategies to Make Teaching Stick

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  1. Sticky Teaching; Enduring Learning: Strategies to Make Teaching Stick Stephen Roth Center for Excellence (CTE) University of Maryland Your task as you sit down with lunch: Introduce yourself to your tablemates. Think about a “wow” moment in your education; an activity or event or class that remains memorable both for the activity and for the learning that coincided with it. Share that story with your table.

  2. 7 Principles for Good Practice in Undergraduate Education by Chickeringand Gamson (1987) Good practice in undergraduate education: • Encourages student-faculty contact. • Encourages cooperation among students. • Encourages active learning. • Gives prompt feedback. • Emphasizes time on task. • Communicates high expectations. • Respects diverse talents and ways of learning.

  3. What’s missing?

  4. 7 Principles for Good Practice in Undergraduate Education by Chickeringand Gamson (1987) Good practice in undergraduate education: • Encourages student-faculty contact. • Encourages cooperation among students. • Encourages active learning. • Gives prompt feedback. • Emphasizes time on task. • Communicates high expectations. • Respects diverse talents and ways of learning.

  5. Three Cornerstones • Transparency • Engagement • Content

  6. Engagement

  7. Engaging Students What can you do to elicit the engagement of your students? What contributes to “wow” moments? How do you make learning “stick”?

  8. Simple UnexpectedConcrete CredibleEmotional Stories Successful Engagement

  9. Simple UnexpectedConcrete CredibleEmotional Stories Successful Engagement

  10. Simple – distill your idea to its essence

  11. Find the big picture, and determine what is important and what is not

  12. “Simplicity isn’t about dumbing down: it’s about prioritizing.”

  13. What is the core message of Cardio Pulmonary Resuscitation instructions?

  14. Can CPR be distilled to a core message in compact form? Call then try

  15. Our working memory capacity is limited

  16. Our brain can only process several discrete pieces of information at one time 4

  17. Simple UnexpectedConcreteCredibleEmotional Stories Successful Engagement CJ

  18. Unexpected gain and maintain the attention of your audience

  19. create a mystery what did the wreckage of the Titanic reveal about the cause of its sinking?

  20. What do we know “for sure” about the relationship between sugar and hyperactivity in children? open a knowledge gap

  21. Discussion Break Explore a Counterintuitive Finding What have you done—or what have you seen done—that effectively captures and maintains the attention of your audience during a presentation?

  22. Simple UnexpectedConcreteCredibleEmotional Stories Successful Engagement CJ

  23. Ground your idea in sensory detail • Have students use their senses • Why talk about something that can be EXPERIENCED? • Collect data • Listen • Smell • See • Move • Explore and Experience

  24. Simple UnexpectedConcrete CredibleEmotional Stories Successful Engagement CJ

  25. Sell and support your idea • Something credible is something believed. • “see for yourself” • Activities that push students to learn something directly • 2005 Nobel Prize in Physiology/Medicine • Add details to examples • Expose relationships

  26. SimpleUnexpectedConcrete CredibleEmotionalStoriesSuccessful Engagement

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

  28. We remember what we care about

  29. Most motivation theories describe two components to student motivation: Emotion

  30. “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

  31. 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…

  32. Simple UnexpectedConcreteCredibleEmotional Stories Successful Engagement CJ

  33. Stories vivid compelling real life

  34. Storytelling is a powerful pedagogical tool in any discipline

  35. Story Story Teller Audience

  36. How do YOU do this?? • What are ways you can make YOUR class or activity more engaging? • What was the one thing that most resonated with you this afternoon? • What stories can you add? How can you make your class more emotionally engaging? • Troubleshoot activities/assignments you are not satisfied with. • Ask for ideas; brainstorm.

  37. Simple Distill your idea to its essence Unexpected Gain and maintain attention Concrete Ground your idea in sensory detail Credible Sell and support your idea Emotional Motivate your audience to care Stories Inspire and teach your audience how to act

  38. Want more? Thinking of making your course stickier? We do free one-on-one consultations. Contact us at: Center for Teaching Excellence www.CTE.umd.edu

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