Download to read offline
Teaching that sticks! Christina slides
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
More Related Content
Similar to Teaching that sticks! Christina slides
More from Center for Teaching & Learning - University of Minnesota
Teaching that sticks! Christina slides
- 1. Teaching that Sticks!Six Core Principles for Creating memorable Presentations
- 2.
- 3. aaabv Have them dig deep
- 4. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Assessment Learning & Teaching Activities Feedback & Assessment Components/Tasks
- 5. “A credible ideamakes people Emotional picture believe. An emotional idea makes people care.” - Made to Stick
- 6. Most motivation theoriesdescribe two components to student motivation Activities Some Student that are expectancy valued of success Motivation
- 7. Lab Safety Demonstration Have them dig deep
- 8. “The most basicway 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
- 9. Model 1 –Emotion drives value EMOTION VALUE OUTCOME
- 10. Case studies allowstudents to experience real world ambiguity From Mark Faviell Photos/flickr
- 11. Have them digdeep
- 12. But, how doI know what my students value? Ask them! UofM Image library
- 13. Questions that mayhelp you reveal your students values • This course will be a success for me if… • The biggest challenge I see in this course is…
- 14. Show your emotion: whyyou love your topic UofM Image library
- 15. Model 2 –Emotion IS the outcome X Y EMOTION
- 16. V L.Dee Fink (2003)
- 17. Environment Situational Context Environmental Factors: Institutions, Disciplines, Cultures, Communities, Classrooms Outcomes Intended Learning Outcomes Instruction Assessment Learning & Teaching Activities Feedback & Assessment Components/Tasks
- 18. See yourself asa scientist (self- authorship) National Library of Medicine
- 19. Reflective writing allowsstudents to see their own subjective reactions “How was this reading difficult for you?” Have them dig deep
- 20. “ …the reallydifficult 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 Leamnson Learning as Biological Brain Change
- 21. 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
- 22.
- 23. Review of ourstories
- 24. Our brains are“wired” for story Jerome Bruner: Jonathan Narrative Gottschall: Ways of Literary Knowing Darwinist rorotoko.com
- 25. Tell your story From latimesblogs.latimes.com
- 26. “…a lot ofgood might come from letting our own enthusiasm show while we are teaching.” - Robert Leamnson From latimesblogs.latimes.com
- 27. “A story ispowerful, because it provides the ‘“A story is powerful, because it context missing from provides the context missing from abstract prose” - Made to Stick abstract prose” - Made to Stick tobybarnes on flickr
- 28. Use storytelling effectivelyin your teaching
- 29. Connect your storyto your ge library learning outcome
- 30. Don’t memorize yourstory Newhavenindependent.org
- 31.
- 32. Refer back toyour story kellybader.com
- 33. In summary • Ourbrains are wired for story • Tell your story • Connect story to outcomes • Don’t memorize • Use in moderation • Refer back to your story
- 34. Activity 1. Remember yourlearning 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.
- 35. National Library ofMedicine
- 36. Story Feedback 1. Nowthat 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
- 37. References 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.com Hofer, 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.
Editor's Notes
- #3 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
- #12 Integration – Relate to the viewpoints of different stakeholders - cross-disciplinary teams
- #17 Dee Fink divides learning into these six components and posits that they are interrelated rather than sequential. The three on the right are similar to Bloom’s taxonomy. By human dimension Fink means skills like teamwork and communication. Caring has to do with motivation and valuing the subject matter. Learning to learn includes reflecting on learning and how to improve.
- #19 Human dimension – self-authorship – see yourself as a scientist – show human angle of science
- #20 Caring– Value– reflective writing – what was difficult about reading this? What “facts” were called into question?
- #23 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
- #36 CC