Seal of Good Local Governance (SGLG) 2024Final.pptx
Evidence matrix presentation retweet 2012 v4
1. Welcome!
#CTLretreat
As you come in:
1. Check in at the Tweet Booth
2. Sit where you like, but no more than 4
people per table
3. Have some food
4. Write your simple summary on a white
board near your table
5. Get ready to sing Happy Birthday
13. We have identified pedagogical and biological
correlates for all of the elements of the model.
• Element
• Pedagogical Correlate
• S – Simple
• U – Unexpected
• C - Concrete
Biological Pedagogical
• C – Credible
Correlates = Correlates =
• E – Emotion
Learning Teaching
• S – Stories
14. Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple Short-term memory capacity is Active processing ability is finite -
finite - Short term vs. long term memory - Cognitive Load Theory - John Sweller
Distill to core
idea Eric Kandel
U – Unexpected Surprise activates arousal -Selective Interest leads to cognitive engagement
Attention and Arousal Theories – Jennifer - Situational Interest – Suzanne Hidi
Gain & maintain
Coull
attention
C - Concrete Observations reactivate stored Learning builds on pre-existing
Give me an knowledge - Mirror neurons - Giacomo knowledge - Constructivism – John Dewey,
example Rizolatti Jean Piaget, Lev Vygotsky
C – Credible Cognition is encoded from sensory Direct experience validates theory -
experience – James Zull Experiential learning – David Kolb
See for yourself
E – Emotion Emotion strengthens brain Value drives motivation to learn -
reaction to information - Limbic Motivation theories - Martin Fishbein
Hit ‘em in the
gut System activation – Robert Leamnson
S – Stories Our brains are wired for story - Knowledge can be held in stories -
Theory of Mind – Rebecca Saxe Narrative Inquiry, Narrative Ways of Knowing -
People like
Jerome Bruner
stories
15. 1. I see the potential of using this model in my future teaching or
instructional development work.
2. I need to have sound scholarship supporting this model for it to
be useful to me.
16
14
1. Potential
12
2. Need Scholarship
Number of people
10
8
6
4
2
0
Strongly Agree Somewhat Neutral Somewhat Stongly
Agree Disagree Disagree
Data from Lilly West
16. 1. I see the potential of using this model in my future teaching or
“This theory resonates well.. so if it
instructional development work.
2. I need to have sound scholarship supporting this model for it to
had a strong evidential basis I can
be useful to me.
16
see it going really far.”
14
1. Potential
12
– LillyNeed Scholarship
2. West Attendee
Number of people
10
8
6
4
2
0
Strongly Agree Somewhat Neutral Somewhat Stongly
Agree Disagree Disagree
Data from Lilly West
30. The curse of knowledge activity
1. Each person at the table will tap out the song on their
note card (don’t share your note card with anyone
else!)
2. The rest of the table will be guessers.
3. Tappers – as you’re tapping, estimate how many
people will correctly guess your song
4. Guessers - write down what song you thought it was
5. Tappers – reveal your song and see how many people
got it right
6. Move to the next Tapper and repeat until everyone
has tapped.
31. Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple Short-term memory capacity is Active processing ability is finite -
finite - Short term vs. long term memory - Cognitive Load Theory - John Sweller
Distill to core
idea Eric Kandel
U – Unexpected Surprise activates arousal -Selective Interest leads to cognitive engagement
Attention and Arousal Theories – Jennifer - Situational Interest – Suzanne Hidi
Gain & maintain
Coull
attention
C - Concrete Observations reactivate stored Learning builds on pre-existing
Give me an knowledge - Mirror neurons - Giacomo knowledge - Constructivism – John Dewey,
example Rizolatti Jean Piaget, Lev Vygotsky
C – Credible Cognition is encoded from sensory Direct experience validates theory -
experience – James Zull Experiential learning – David Kolb
See for yourself
E – Emotion Emotion strengthens brain Value drives motivation to learn -
reaction to information - Limbic Motivation theories - Martin Fishbein
Hit ‘em in the
gut System activation – Robert Leamnson
S – Stories Our brains are wired for story - Knowledge can be held in stories -
Theory of Mind – Rebecca Saxe Narrative Inquiry, Narrative Ways of Knowing -
People like
Jerome Bruner
stories
34. Conclusion
1. Scholarly support for SUCCESs matters to
some.
2. Short term memory capacity is finite.
3. Active processing ability is finite.
4. Schema help us process more.
5. Observations reactivate stored knowledge.
6. Learning builds on pre-existing knowledge.
7. Choose your examples wisely.
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
