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What is ‘Sticky Teaching’ and how does it work?


What is ‘Sticky Teaching’ and how does it work?

Trying to figure out if your lessons are resonating? Time to consider the idea of becoming a ‘sticky teacher’ and seeing how it works in the classroom. Here are a few quick tips that will help you understand how to make your lessons actually stick to your students’ brains. These are the fundamental ideas and reasons behind sticky teaching – a fun term that will help teachers think twice about the most effective ways to truly connect with students.

So What Is Sticky Teaching, Then?

In a nutshell, sticky teaching is when you create and teach lessons that are memorable. They’re sticky. They’re going to be conveying ideas that students will actually (*gasp!*) remember after they leave the classroom. They’ll do better with tests, quizzes, reports, non-academic experiences, etc. You get the idea.

See Also: How to enhance your lessons with Google Art Project

Sticky teaching involves using eye-catching and memorable media. This includes visuals, technology, video, etc. Below are some reasons why you should give it a whirl.

Why You Should Try Sticky Teaching

  • Half of our brain focuses on processing visual information.
  • We process visuals about 60,000 times faster than we process text.
  • We all forget about 90% of what we learn in a month. Most of us forget what we learn in about an hour. An HOUR. Seriously.
  • Getting and keeping students’ attention is critical. Stickiness can help.

Explore The ABCs of Smart & Sticky Teaching

Check out this fantastic visual created by Chris Lema. It’s worth scrolling down and seeing exactly how you can leverage the idea of building truly engaging lessons to make your students remember something for more than, well, an hour. Seriously.

sticky teaching

Jeff is an education and technology lover who has worked in far too many industries to count. Okay, like maybe 5 or 6. Jeff can indeed count that high but it's not recommended. Jeff also likes to write bios in the third-person.


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