How Neuroscience Supports
Teaching That’s Remembered
Holly J. Inglis
with
Kathy L. Dawson
Rodger Y. Nishioka
How Neuroscience Supports Teaching That’s Remembered
Copyright © 2014 Fortress Press. All rights reserved. Except for brief quotations in critical articles or reviews, no part of this book may be reproduced in any manner without prior written permission from the publisher. Visit http://www.augsburgfortress.org/copyrights/ or write to Permissions, Augsburg Fortress, Box 1209, Minneapolis, MN 55440.
Cover image: PET Scan of Normal Brain of a Twenty Year Old © Visuals Unlimited/Corbis
Cover design: Laurie Ingram
Book design: PerfecType, Nashville, TN
Library of Congress Cataloging-in-Publication Data is available
Print ISBN: 978-1-4514-8878-4
eBook ISBN: 978-1-4514-8965-1
Holly J. Inglis
Holly J. Inglis
Holly J. Inglis
Holly J. Inglis
Part Three: The Courage to Change the Things You Can
Holly J. Inglis
6 The Artistic and Even Risky Endeavor of Teaching: A Narrative Response to “Tips for Sticky Learning”
Rodger Y. Nishioka
Holly J. Inglis
8 Reimagining Course Design: A Case Study
Kathy L. Dawson
Where We Are
Toto, I’ve a feeling we’re not in Kansas anymore.
—Dorothy, The Wizard of Oz
The Changing Landscape*
Holly J. Inglis
What’s the stickiest thing you can imagine? Maybe it’s pine pitch, or wallpaper paste, or duct tape, or a burr in your pets’ fur. Have you ever gotten a song or an advertising jingle stuck in your head? Have you ever wondered why that tune won’t go away but you can’t remember the three things you wanted to get at the grocery store? Why do certain things stick with us either temporarily or over time? Intangible things, like concepts and ideas, can be sticky, too, but what makes one idea sticky and another idea seem to disappear? Since its release in 2007, the book Made to Stick has become popular with managers, marketers, teachers, ministers, entrepreneurs, and others who want to make their ideas stick. The authors, Chip and Dan Heath, borrow the concept of “stickiness” from Malcolm Gladwell’s popular book, The Tipping Point, and apply it as a practical tool to create and construct effective ideas that transform behavior. In The Tipping Point, Gladwell argues that the method of presentation and the structure of information greatly affect the “stickiness” of a message. “Stickiness means that a message makes an impact.… It sticks in your memory.… Unless you remember what I tell you, why would you ever change your behavior?”1
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About Sticky Learning: How Neuroscience Supports Teaching that’s RememberedIn spite of new classroom technologies, many seminary professors rely solely on auditory methods. By the end of a course, a student may have gained some knowledge and skill, but they might not have embedded what they’ve learned into their long-term memories. Elementary and secondary education teachers have worked with neuroscientists to enhance students’ learning and memory with new classroom practices—while seminary professors have largely left this potential untapped. In this book, Holly J. Inglis shows how advances in neuroscience can inform pedagogical method in the seminary classroom. Her overview of how learning occurs in the brain, different types of memory, and memory creation provides a framework for pedagogical tools. Her application to specific academic disciplines enables instructors to make concrete modifications to their classroom method. Kathy L. Dawson and Rodger Y. Nishioka have implemented Inglis’ approach, and their dialogue with Inglis shows that seminary education can lead to learning that “sticks”—skills and knowledge that stay with students for a lifetime. |
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