Sticky Learning: How Neuroscience Supports Teaching That’s Remembered

by Holly J. Inglis (Author); Kathy L. Dawson (Contributor); Rodger Y. Nishioka (Contributor)

This book is part of the Seminarium Elements series.

Format:  Paperback
Pages:  120
ISBN:  9781451488784
Trim Size:  6×9
Release Date:  Saturday, November 1, 2014
Price:  $24.00

Click here to read related blog posts by Holly J. Inglis.

About the Book:
Despite the introduction of new technologies for classrooms, many seminary courses still utilize primarily auditory methods to convey content. Course outcomes may include opportunities for learners to demonstrate knowledge and skills gained but may not include opportunities for learners to begin to embed knowledge and skills into their long-term memory.

Educators are engaging with neuroscientists to reshape classroom practices, content delivery, curriculum design, and physical classroom spaces to enhance students’ learning and memory, primarily in elementary and secondary education. Why not in seminary education?

An overview of how learning occurs in our brain, what the different types of memory are, and how memory is created serves as a framework for suggesting pedagogical tools. These brain-friendly tools are specifically applied to individual academic disciplines, enabling instructors to make concrete modifications in the structure and content of what is taught, making learning more ‘sticky.’

Inglis’s synopsis of the use of neuroscience in the classroom and suggested action is followed by a collaborative dialogue with Kathy L. Dawson and Rodger Y. Nishioka. Dawson and Nishioka provide practical commentary regarding the successful implementation of Inglis’s proposed approach. As a group, Inglis, Dawson, and Nishioka create a text that extends pedagogical innovation in inspiring but practical ways.

Reviews:

“In many ways, Sticky Learning is all business. It has no traditional introductory or closing material and ends simply with a works cited list….I especially appreciated the websites and QR codes to unlock additional content that are scattered throughout the book. Overall, this is an important book for educators at any level to read and wrestle with as they continue to seek the best ways to educate their students. ~ Rob O’Lynn, Kentucky Christian University, via the Wabash Center’s “Reflective Teaching” book reviews. Accessed 5/18/2015

“Brain research is front and center….Using this brain research for the good of the church would seem to be a self-evident task. Some work in this field is now being published, with Inglis’s book being a wonderful example. Inglis takes on the task of how brain theory can help us teach better. She does an extraordinary and clear job of doing so.”  ~Bruce M. Hartung, Concordia Seminary, via Concordia Journal/Fall 2015, pp. 364-365 [print] and p. 87 [issuu.com].

Order today at augsburgfortress.org and Amazon.com.

Go here for the Logos ePub version.