1. Sticky Teaching Adam Berman
Heard about Course Design, Structure, Assessments
Instructional strategies – Learning activities facilitated by technology
Now we come to bringing it all together in your teaching style for every class session from the first to the last day.
3:00-3:05 ADAM slides 1 and 2
3:05 – 3:25 NYDIA slides 3-11
3:25 – 3:40 NYDIA slide 12 + discussion
3:40 - 3:45 ADAM slides14
3:45-4:20 ADAM slides 15-20
4:20-4:30 ADAM slides 22-24
4:30-4:45 ADAM slide 25

2. Today’s goals and agenda
Teaching that Sticks
The First Day
Advice for the rest of the term
This will be very tactical – concrete suggestions.

3. TEACHING THAT STICKS

4. Teaching that Sticks The curse of expertise Follow SUCCES Simple
Unexpected
Concrete
Credible
Emotion
Stories
Start out with the tapper exercise
Choose two volunteers
Have one volunteer tap out the rhythm to the song “The Start Spangled Banner” or Happy Birthday – no one else should know what they are going to “tap out” They can tap with their foot or on a table with their hand.
The second person will try to guess what song it is. They will have trouble likely
Why is it so clear to the tapper and not to the listener? More importantly how hard did the tapper think it would be for the listener to come up with the song?
The curse of expertise is the reason why teaching can be difficult: When you already know something (a topic, a song etc) it is hard to imagine what it is like NOT TO KNOW IT
The 6 principles address the Curse of Expertise, by applying them you can avoid falling into the Curse of Expertise
From Teaching that Sticks by Dan and Chip Heath

5. Simple
What is the core message of the class or what are the BIG questions to answer?
Communicate as simply as possible
Small units
Use analogies or familiar concepts
Point 1: This requires some tough decisions
What is in and what is out?
Point 2: Take baby steps – break concepts apart and/or use analogies to things that students already are familiar with
Examples….
Try to memorize the following in seconds
J FKFB INAT OUP SNA SAI RS
How to make it easy….
JFK FBI NATO UPS NASA IRS
The second version is familiar simple and compact

6. Unexpected Present a puzzle to solve…a mystery
Show what the students are missing in their understanding
Piques interest
Gives students a Huh? Moment before the Aha!
Examples of “mysteries” What should a small start-up do in the face of competition from Google?” or

7. Concrete
Appeal to the senses – sight, sound, taste smell, touch - to explain material
Use demonstrations or hands-on experiences
Start with a blank slide – ask participants: In math, what is a function? That funny thing that has the notation f(x)? Frequently, people describe it as a machine where you put one thing in and another comes out. This is much more CONCRETE than the mysterious definition ”A function associates one quantity, the argument of the function, also known as the input, with another quantity, the value of the function, also known as the output.” Why is it more concrete – immediately a picture comes to mind.
Anything that appeals to the senses, makes material more accessible than just a thought or idea.
Another example is of a high school teacher trying to teach the history of the Civil War – they talked about strategies, tactics, progress of the battlefront, political debates. The students were respectful, but not much more.
Then he decided to try something different.
He asked the student to imagine the sounds of war (the explosions,
the rustle of uniforms, the occasional eerie quiet)
and the smells of war (dust, gunpowder, blood, excrement)
Now they began to understand some of the consequences of this event.

8. Credible How do we make something believable? Test it Experience it
Statistics to show the relationships: e.g. The cost of water..
Bottled water costs
about 8.4 cents per ounce. Municipal water in San Francisco
costs about cents per ounce. When you read
those two statistics, what you take away is this: Wow, there’s
a big difference there. Bottled water costs a lot more than
municipal water!
If you bought and drank a bottle
of Evian, you could refill that bottle once a day for 10 years,
5 months, and 21 days with San Francisco tap water before
that water would cost $1.35.” Now your brain can begin to
apprehend THE FULL SCALE of the difference between these
numbers—it’s not a big difference, it’s a gargantuan difference!
WHAT WE WANT STUDENTS TO REMEMBER ARE THE RELATIONSHIPS, NOT THE STATISTICS necessarily

9. Emotion Appeal to something other than their heads:
What Emotion does for an idea—it makes people
care. It makes people feel something.
Hit them in the gut or in the heart!

10. Story Not surprising that everyone likes stories Did you know…
Any story works, just try it
The mental stimulation of visualization is the next best thing to practice for improving performance
They are entertaining, relaxing, unthreatening but there are more reasons why they work as a device for teaching
1) Any story works – even a silly story just designed as a device for remembering accounting principles is more effective for learning than teaching those principles without the story. This is why CASE METHOD works well.
2) The mental stimulation of visualizing something acts like a low-tech simulation game

11. SUCCES: Try it out Think of one concept from your class
Apply as many of the six elements as you can - Simple, Unexpected, Credible, Concrete, Emotion, Story
Share what you came up with
Break out by discipline: Econ/Fin/BPP, RE/Ops, Marketing, MORs, Entre, Acctg
Have participants try this out
Think of one concept from you class – give them about 3 minutes
Take 5-7 minutes to apply the as many of the sixe elements as you can - Simple, Unexpected, Credible, Concrete, Emotion, Story
They may balk but ask that they just try to think about how to approach even on topic in their class using this checklist
Once they’ve used these principles, have them share with a partner what they came up with
Stop to take a few questions
Need to transition to the First Day

12. Teaching that Sticks Supported by best practices Easy to remember
From the best Haas instructors
From the larger world of education
Easy to remember
Can systematically apply to each class session to improve teaching overall
The principles connect to the best practices that we’ve found that Haas instructors use and from the broader best practices in education
The six principles can be used as a checklist—imagine the
checklist written on a Post-It note, to the side of your desk
as you plan out a lesson.
Okay, for tomorrow’s lesson I’ve
got to compare sedimentary and igneous rock.
How can I
make this Simple?
Do students have some knowledge I can
anchor in?
How can I make it Concrete?
Can I get a sample
of the kinds of rock to show them?
Can I show them photos?
How can I tell a Story?
Can I find a story of an archaeologist
who used knowledge of the rock layers to solve an
interesting problem?

13. THE FIRST DAY

14. First Day Why is the first day so important?
Think-pair-share for the first question
The first day:
Piques’ student’s interest
Let’s students know what to expect
Sets the tone for the rest of the semester
Creates a lasting first impression
Brainstorm aloud for the second – make a list on the board
Things to ask/expand upon based on the list made by the class:
Build a sense of community
Address students concerns – how hard is the class? How will it be graded?
Set the tone
Deal with the awkwardness by having a confident attitude

15. First Day
What do you think an instructor needs to do on the first day of class?
Think-pair-share for the first question
The first day:
Piques’ student’s interest
Let’s students know what to expect
Sets the tone for the rest of the semester
Creates a lasting first impression
Brainstorm aloud for the second – make a list on the board
Things to ask/expand upon based on the list made by the class:
Build a sense of community
Address students concerns – how hard is the class? How will it be graded?
Set the tone
Deal with the awkwardness by having a confident attitude

16. Before First Day Send a welcome email prior to the first session
Begin learning student names by reviewing photos
Create a connection, show that you are interested and that you respect them. - Also this doesn’t mean that you are grading easily
No music more beautiful to people’s ears than their name - start to learn them
Do people have good suggestions for how to learn people’s names?? 16

17. First Day: General strategies
“Sell” the course – discuss the BIG, meaningful questions that can be answered by this course
Outline the partnership, including expectations, philosophy, and success criteria
It will be awkward…you (and they) may be apprehensive – appear confident and enthusiastic
How might you share your passion? What ideas do people have or what has worked well for people in the past? 17

18. First Day: General strategies
Introduce yourself and course (number)
Discuss the promises of the course
Cover meaningful content (e.g. work through a problem or mini case)
Usually means reviewing the syllabus…
ADAM: Print out your four slides from first class outlining teaching philosophy, etc.
Cover important deliverables and dates.
Emphasize importance of case/class preparation, class participation and active listening as key ingredients to enhance learning.
Remember to discuss the PROMISES of the course 18

19. First Day: Set expectations
Review the structure of the course, objectives, grading scheme, workload’
Explain procedures for enrollment, sections and policies on attendance
Look the part – distinguish yourself from your students
Look the part means, yes being professionally dressed, but also being present as the instructor, not one of the students
Expectations: Respectful, prepared and pushing toward excellence 19

20. First Day: Set expectations
Give students advice for how to succeed in your class
Discuss mutual expectations around conduct and communication:
Respect, preparation, communication protocol, computers (or not), promptness 20

21. First Day: Create a positive environment
Consider using an ice-breaker
Ask small groups to discuss a topic and then share with the class
Ask students to write their reaction to the first day – report to students next session and correct misconceptions
Give an (ungraded) assignment for 2nd session
THOUGHT QUESTION: How do each of these build a sense of mutual purpose for student learning? Can you think of others… or other things you’ve tried before? 21

22. THE REST OF THE TERM

23. Ongoing: Each session
Organize the topics and corresponding learning activities
Use the SUCCES principles to explain the content
Review the timing for each part of the class – include time for questions at the end
Know how you will finish – take-aways, what homework to assign, a preview of next time

24. Ongoing: feedback Get early and ongoing feedback Solicit Share
Incorporate
Give regular feedback to students
Ask for feedback – this reinforces your interest in student learning in the minds of students AND gives you a way to monitor student perceptions of learning and satisfaction with the course
Give regular feedback to students – What does this look like?

25. Last Class
Review key take-aways: How did you answer the BIG questions?
Give references for future learning of subject matter
Motivate students to leave the course with excitement and passion for the material
Parting advice
Provide a motivation for students to stay engaged with material
Parting advice
Parting comments

26. Questions