Using "Context" and "Stickiness" to Improve the Learning Experience

Here are some final thoughts on the book called "The Tipping Point" as it applies to using the Wall Street Journal for current events discussions in class. The book, written by Malcolm Gladwell, talks about how some small ideas or items catch fire and become big. The tipping point is that point when the large change happens.

My classes have already reached that point this semester. More specifically, this particular tipping point occurs when the students begin to see how the course material relates to the real business world. They feel at ease reading the Journal and discussing current events. Students begin to get excited and gain confidence as they begin to see connections with what we are studying. They also begin accumulate information from articles throughout the semester, making connections between various articles over time.

As I read "The Tipping Point," it inspired me reflect on what I can do to make sure reach this tipping point as early as possible each semester. How can we move our students to that point and do it quickly? In blog postings over the last couple of weeks, I have discussed a few ideas we can adopt. I can see a couple more application from the book.

The "stickiness" of an idea or an item is its memorability. This is another factor from the book involved in pushing an idea over the tipping point into something big. How can we make newspaper reading and student interest in current events 'stick' with our students?

To make the ideas stick, we can use the concepts I have already outlined in previous blog postings, for example using active students in the class to ignite others, in addition to our instruction and enthusiasm. Real life is much more interesting than manufactured examples.

Another factor we can use is "Context," meaning whether the environment provides conditions to encourage or discourage change. The learning environment has a lot to do with a teaching idea moving forward. Gladwell uses the example of New York City cleaning up subways as one factor contributing to a drop in crime. The message is that the subways were no longer a crime-dominated environment; that crime was not acceptable. The context of the city at the time set a tone and allowed safety to increase.

We can do the same thing in class by setting a positive tone and environment with high expectations for student growth and change. If we set the standards and expect our students to have dynamic discussions, it is far more likely to happen. I expect and model interesting, dynamic current events discussion, and it happens. For further evidence, I have noticed as more of my colleagues use the Journal, my students accept the assignment and more quickly 'tip' into willing and successful integration!

Hopefully some ideas from "The Tipping Point" have inspired you to help your students over the tipping point to greater academic success!