Sticky Learning: How Neuroscience Supports Teaching That's Remembered

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

Despite the introduction of new technologies for classrooms, many seminary courses still utilize primarily auditory methods to convey content. This title presents 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.

Genres: Education

136 pages, Paperback

First published November 1, 2014

Reviews

[Rebecca Epting · Rating 5 out of 5]

Although a book based on teaching seminary, there are so many important pieces to teaching and learning in this book. Lots of good brain science and thinking behind how to help students move information from short term memory to long term memory. Also, lots of information in just 100 pages. Very accessible for all teachers.

[Rob O'Lynn · Rating 4 out of 5]

This is, again, a book that I would like to give 4-1/2 stars to. Inglis boils down the vast amount of current scholarship on brain-based learning into an accessible format for educators and ministers who have not had the luxury of a graduate education in psychology or learning theory. For a more extensive review, you will need to see my upcoming review on the *Reflective Teaching* website.

[Natasha · Rating 5 out of 5]

I'm not a seminary professor, but I am a teacher fascinated by the study of cognition in learning, especially when it includes practical strategies to make learning "stick." For both my own learning and that of my students, this is a valuable resource. QR codes in a book? Reading this book is very near to an interactive experience. It's also an interesting read.

[Carol · Rating 4 out of 5]

Good summary of current information about the brain and teaching/learning, particularly in religious settings.