1. Teaching that Sticks! Six Core
Principles for Creating memorable
Presentations

2. CJ

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 idea makes people
Emotional picture
believe. An emotional idea makes
people care.”
- Made to Stick

6. Most motivation theories describe 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 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

9. Model 1 – Emotion drives value
EMOTION
VALUE
OUTCOME

10. Case studies allow students to
experience real world ambiguity
From Mark Faviell Photos/flickr

11. Have them dig deep

12. But, how do I know what my
students value?
Ask
them!
UofM Image library

13. 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…

14. Show your emotion:
why you 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 as a scientist (self-
authorship)
National Library of Medicine

19. Reflective writing allows students to
see their own subjective reactions
“How was this reading
difficult for you?”
Have them dig deep

20. “ …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 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. CJ

23. Review of our stories

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 of good might come
from letting our own
enthusiasm show while we
are teaching.”
- Robert Leamnson
From latimesblogs.latimes.com

27. “A story is powerful,
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 effectively in your
teaching

29. Connect your story to your
ge library
learning outcome

30. Don’t memorize your story
Newhavenindependent.org

31. Use in moderation

32. Refer back to your
story
kellybader.com

33. 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

34. 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.

35. National Library of Medicine

36. 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

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.