Sticky Learning: How Neuroscience Supports Teaching That's Remembered

by Kathy L. Dawson

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.’ As a group, Inglis, Dawson, and Nishioka create a text that extends pedagogical innovation in inspiring but practical ways.

Genres: Education

123 pages, Kindle Edition

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.