evidence matrix presentation retweet 2012 v4
DESCRIPTION
Presentation for CTL Retreat. (2012 CTL Retweet)TRANSCRIPT
Welcome!#CTLretreat
As you come in: 1. Check in at the Tweet Booth2. Sit where you like, but no more than 4
people per table 3. Have some food4. Write your simple summary on a white
board near your table5. Get ready to sing Happy Birthday
Principle 1: Simple
Design your presentation around a core idea, displayed in compact form.
Principle 2: Unexpected Capture the attention of your
attendees at the beginning and hold it throughout.
Principle 3: Concrete Use the power of imagery and rich
examples to explore and explain difficult concepts.
Principle 4: Credible
Use convincing evidence and multiple formats to embellish key
points.
Principle 5: Emotion
Create conditions that make people care and become emotionally
invested in your content.
Principle 6: Stories
Engage listeners through vivid, compelling, and real-life stories that inspire them to act.
Scholarly evidence for the SUCCESs elements
Simple
Unexpected Concrete
Credible
Emotional
Story Success
Short Term Memory Activity
• http://www.garyfisk.com/anim/lecture_stm.swf
Magical Number 7
We have identified pedagogical and biological correlates for all of the elements of the model.• Element• Pedagogical Correlate• S – Simple
• U – Unexpected
• C - Concrete
• C – Credible
• E – Emotion
• S – Stories
Biological
Correlates =
Learning
Pedagogical
Correlates =
Teaching
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
Short-term memory capacity is finite - Short term vs. long term memory - Eric Kandel
Active processing ability is finite - Cognitive Load Theory - John Sweller
U – Unexpected
Gain & maintain attention
Surprise activates arousal -Selective Attention and Arousal Theories – Jennifer Coull
Interest leads to cognitive engagement - Situational Interest – Suzanne Hidi
C - Concrete
Give me an example
Observations reactivate stored knowledge - Mirror neurons - Giacomo Rizolatti
Learning builds on pre-existing knowledge - Constructivism – John Dewey, Jean Piaget, Lev Vygotsky
C – Credible
See for yourselfCognition is encoded from sensory experience – James Zull
Direct experience validates theory -Experiential learning – David Kolb
E – Emotion
Hit ‘em in the gut
Emotion strengthens brain reaction to information - Limbic System activation – Robert Leamnson
Value drives motivation to learn - Motivation theories - Martin Fishbein
S – Stories
People like stories
Our brains are wired for story - Theory of Mind – Rebecca Saxe
Knowledge can be held in stories - Narrative Inquiry, Narrative Ways of Knowing - Jerome Bruner
Data from Lilly West
Strongly Agree
Somewhat Agree
Neutral Somewhat Disagree
Stongly Disagree
0
2
4
6
8
10
12
14
16
1. Potential2. Need Scholarship
Num
ber o
f peo
ple
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.
Data from Lilly West
Strongly Agree
Somewhat Agree
Neutral Somewhat Disagree
Stongly Disagree
0
2
4
6
8
10
12
14
16
1. Potential2. Need Scholarship
Num
ber o
f peo
ple
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.
“This theory resonates well.. so if it had a strong evidential basis I can see it going really far.”
– Lilly West Attendee
Simple (biological): Short-term memory capacity is finite
Chunking Activity
17 761 0401 4927 47
STOP! Remember the number but don’t write it down.
GO! Write the number down.
17 761 0401 4927 47
1776 1040 1492 747
STOP! Remember the number but don’t write it down.
GO! Write the number down.
1776 1040 1492 747
1776 1040 1492 747
17 761 0401 4927 47
Simple (pedagogical): Active processing ability is finite.
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 song4. Guessers - write down what song you thought it was5. Tappers – reveal your song and see how many people got
it right6. Move to the next Tapper and repeat until everyone has
tapped.
Element Biological Correlate - Learning Pedagogical Correlate – Teaching
S – Simple
Distill to core idea
Short-term memory capacity is finite - Short term vs. long term memory - Eric Kandel
Active processing ability is finite - Cognitive Load Theory - John Sweller
U – Unexpected
Gain & maintain attention
Surprise activates arousal -Selective Attention and Arousal Theories – Jennifer Coull
Interest leads to cognitive engagement - Situational Interest – Suzanne Hidi
C - Concrete
Give me an example
Observations reactivate stored knowledge - Mirror neurons - Giacomo Rizolatti
Learning builds on pre-existing knowledge - Constructivism – John Dewey, Jean Piaget, Lev Vygotsky
C – Credible
See for yourselfCognition is encoded from sensory experience – James Zull
Direct experience validates theory -Experiential learning – David Kolb
E – Emotion
Hit ‘em in the gut
Emotion strengthens brain reaction to information - Limbic System activation – Robert Leamnson
Value drives motivation to learn - Motivation theories - Martin Fishbein
S – Stories
People like stories
Our brains are wired for story - Theory of Mind – Rebecca Saxe
Knowledge can be held in stories - Narrative Inquiry, Narrative Ways of Knowing - Jerome Bruner
Concrete (biological): Observations reactivate stored knowledge.
Concrete (pedagogical): Learning builds on pre-existing knowledge.
Neust LLC.com
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.
Conclusion
Compose a tweet of your take-home message of this presentation.
#CTLretreat