YOU CAN’T FISH WITHOUT BAIT: Teaching for Sticky Learning — Part 2 Posted on March 27, 2015 by Holly InglisIn the previous blog, we noted two types of bait you might use to hook your students and encourage their memory: Stimulate more of the senses in your classroom and work to help your students connect new information with their prior knowledge. In this blog, we’ll look at the remaining tips for sticky learning and then conclude by noting an example of a successful expedition in sticky teaching….
STICK, STICK, STICK: Teaching for Sticky Learning — Part 1 Posted on March 7, 2015 by Holly InglisTeaching for sticky learning is primarily a balancing act; balancing the quantity of content with the quality of the learning experience. As we examine each of five “Tips for Sticky Learning” over these two blog posts, try to remember I’m not suggesting you throw out everything you’ve known and practiced in your educational career. Instead, try to imagine tipping the scales just a little bit toward a different kind of learning experience for you as well as your students….
What is Sticky Learning? Posted on December 4, 2014 by Holly InglisWhat’s the stickiest thing you can imagine? When you hear the word “sticky,” perhaps you imagine pine pitch, or wallpaper paste, or duct tape, or a burr in your pets’ fur. In the process of remodeling our 1935 cabin we needed to drywall over an existing ceiling. In order to ensure that the drywall stuck, in addition to using drywall screws to secure each piece, we applied construction adhesive. Once the adhesive was applied to the drywall and lifted into place, there was very little time before the piece was permanently fixed in place…
What is Learning? Posted on October 8, 2014 by Holly InglisLearning outcomes – learning styles – learning assessments. We use the word learning in a lot of different contexts but what exactly is the nature of learning and how can educators work to enhance more effective student learning? Israel Galindo, Dean of Lifelong Learning at Columbia Theological Seminary, makes the bold assertion that learning is not an outcome of teaching…