THE

Sticky Learning
PLAYBOOK
The Sticky Learning Playbook

Copyright © 2023.
Welcome to the Sticky Learning Playbook!

While this playbook was originally developed for the ID Academy

and adult executive learners, we think it has relevance to a broader
audience. It’s a curated collection of ways to enliven your teaching
practice, whether online or in-person.

RESOURCES THAT INSPIRED OUR STRATEGIES

Harvard University’s Project Zero ↗
Kagan Cooperative Learning Structures, Spencer Kagan ↗
Liberating Structures ↗
Teaching that Sticks, Heath Brothers ↗
Universal Design for Learning ↗

PS the ↗ arrow marks a link to a web page URL that you can visit.

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“A sticky idea is an idea that's understood,
that's remembered, and that changes
something (opinions, behaviors, values).”

—Chip & Dan Heath

Why did we develop this playbook?

Sticky practices make the classroom experience more engaging.

They help the brain stay focused and retain information. And when
the brain stays focused, students readily absorb concepts and
apply them effectively.

As you plan your lessons, think about what has grabbed you as a
learner. And if you are looking for more inspiration, try out some of
our strategies culled from educational experts as well as our own
classroom experiments at the Institute of Design.

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The playbook is organized around five central themes.

1 2 5
3
FOSTER
RECRUIT BUILD
ACTIVATE
4 REFLECTIONS
INTEREST RAPPORT
CONTENT SUSTAIN
FOCUS

Each theme provides activities and tips to enhance

your content and make it stick. While these themes
follow the linear flow of a lesson, they don’t have to be
used sequentially. Browse all the themes or find one
intriguing way to engage your next class.

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What’s in this playbook?

1. RECRUIT INTEREST 8
Stoke learner curiosity and connect the content to their interests.

2. BUILD RAPPORT 13
Make learners feel seen and welcomed, and they will be receptive to learning.

3. ACTIVATE CONTENT 18
Move beyond the what (the content) to the how—those experiences that
bring content to life.

4. SUSTAIN FOCUS 24
Design a variety of activities that help the brain stay focused and not check out.

5. FOSTER REFLECTIONS 30
Create moments of reflection to deepen and activate knowledge.

Sticky Learning
1 Recruit Interest
Stoke learner curiosity and
a. TAP INTO CURIOSITY
Figure out what learners already know and
connect the content to their what they are most curious to learn.

interests.
b. MAKE IT RELEVANT
Here are four strategies to get started. The answer to "what's in it for me" hooks
participants and drives learning.

c. CO-CREATE AGREEMENTS
Co-creating shared agreements establishes
expectations for class behavior.

d. PLAY WITH THE TOPIC

Give learners opportunity to explore the
subject before diving in.

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RECRUIT INTEREST

TAP INTO CURIOSITY

Figure out what learners

already know and what they
are most curious to learn.

KNOW WONDER ACTIVITY ↗ WHEN THIS WORKS

This quick, inclusive tool is great at the
1. Create two frames on a whiteboard—one for “Know” beginning, middle and end of the course.
and one for “Wonder”. Learners generate ideas on Returning to the Wonder frame ensures that
the Know frame, followed by the Wonder frame. all questions are addressed.

2. Divide the class into two teams, one team clusters WHY THIS WORKS
the Know stickies, the other the Wonder stickies. Get insight on what learners are most
curious to learn and ways to build on their
3. Call on someone from each team to report out on existing knowledge.

key themes and ideas.

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RECRUIT INTEREST

MAKE IT RELEVANT

The answer to "what's in it

for me" hooks participants
and drives learning.

IDEAS WHEN THIS WORKS

Share scenarios that are relevant to learners'
industry or sector.
Invite an internal participant/stakeholder to talk
about the ways in which class content is relevant
to company goals and strategies.
Establish relevance at the beginnning and
reiterate often.
WHY THIS WORKS
Adult learners learn best when the
material has immediate value or connects
to prior experiences.

Ask all learners to write about how the topic

relates to their role, team, company. What might it
enable them to do better or differently? What are
practical applications?

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RECRUIT INTEREST

CO-CREATE AGREEMENTS

Co-creating shared agreements

establishes expectations for
class behavior.

IDEAS WHEN THIS WORKS

Establish agreements at the beginning of
Invite participants to create their own list of class the course. Revisit occasionally, perhaps
agreements, such as: coming up with hand signals when
someone forgets an agreement.
Ask questions
WHY THIS WORKS
Build on the ideas of others Participants are more willing to engage
because they know that the learning
Arrive on time environment is a safe one where they can
take risks.
Have pen and paper handy

Read other sample agreements ↗ for inspiration.

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RECRUIT INTEREST

PLAY WITH THE TOPIC

Give learners opportunity to explore

the subject before diving in.

SCRAPPY COLLAGE ACTIVITY ↗ WHEN THIS WORKS

Invite class to make a collective collage that
represents what the topic allows their
team/company to do better or differently.
For example, using images (then captions), make a
collage that shows how human-centered design
might enhance our products and services.
Great activity before getting into the
complexities of a topic.
WHY THIS WORKS
It's often beneficial to provide doorways into
seeing the potential of a topic before diving
into the details. Working with visual images
provides a nice change of pace from text
and discussion.

Consider playing music during this activity.

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2 Build Rapport
Make learners feel seen and
a. BREAK THE ICE
Ice breakers help learners warm up and
welcomed, and they will be transition from one activity to another.

receptive to learning.
b. INTRODUCE ONESELF
Here are four strategies to get started. Give your class a glimpse of who you are.

c. INTRODUCE LEARNERS
Find out who's in the room and a bit about
what makes each person tick.

d. EXPRESS APPRECIATION
Nothing beats the feeling of being seen
and appreciated.

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BUILD RAPPORT

BREAK THE ICE

Ice breakers help learners

warm up and transition from
one activity to another.

IDEAS WHEN THIS WORKS

Great at the beginning of class or as a
Use these prompts in class, on Zoom or Mural. transition after a break.

Share the best piece of advice you ever received.

Share the most meaningful compliment you've
ever received.
WHY THIS WORKS
A good ice breaker reduces social barriers,
makes everyone feel more comfortable, and
even improves team performance.

Find something in your that space represents the

way you solve problems.

One person demos an awkward dance move.

Everyone must imitate the move. Each person
chooses the next dance instructor.

Describe your journey to this class in seven words

or images.
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BUILD RAPPORT

INTRODUCE ONESELF

Give your class a glimpse of

who you are.

IDEAS WHEN THIS WORKS

Fill in a few fun details about yourself that help set
the tone for the class.
What inspired you to teach this subject?
What aspects of the topic are you still curious about?
Bring in two objects that have meaning for you and
explain what that meaning is.
Introduce yourself at the beginning of the
first class.
WHY THIS WORKS
When learners feel connected to their
instructor, they are more likely to open up
and take risks in discussions and projects.
Knowing about their instructor builds trust.

Describe your idea of a “very nice” day.

Explain the best way to communicate with you.

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BUILD RAPPORT

INTRODUCE LEARNERS

Find out who's in the room

and a bit about what makes
each person tick.

IDEAS WHEN THIS WORKS

Use prompts that pull out a memory or an insight;
require a short response, and make everyone
excited to share and hear others' responses.
Participants interview each other about the story
behind their names. Invite them to inquire about
At the beginning of a project or course when
everyone is getting to know each other.
WHY THIS WORKS
Inviting learners to introduce themselves in
provocative new ways establishes trust,
psychological safety and builds community.

pronunciation, family significance, feelings about

their name, etc.

What's something new that you learned about

yourself in the last 6 months?

What is your most trivial, useless superpower?

What would you write on a gigantic billboard?

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BUILD RAPPORT

EXPRESS APPRECIATION

Nothing beats the feeling of

being seen and appreciated.

APPRECIATION CIRCLE ACTIVITY WHEN THIS WORKS

1. Select someone to start the process (this person will
receive their feedback last). This person will express
what they appreciate about one teammate and then
that person chooses someone else to appreciate.
2. Continue until everyone has had a turn to share and
receive (best to leave the instructors out of this
activity; state that this is for participants only).
3. The gratitude circle is an alternative to the
appreciation circle that can be done at the end of
any class. Each person shares one or two things
they are grateful for (related to the class or not).
At the close of a project or course, once
learners have had a chance to collaborate
and get to know each other better.
WHY THIS WORKS
This is a powerful closing activity because it
happens on a peer level, comes from the
heart, and ends the course on a high note.
Appreciation experiments have revealed that
showing appreciation of others significantly
increases the giver's well-being.

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3 Activate Content
Move beyond the what
a. INTEGRATE ONGOING FEEDBACK
Ask for feedback and respond to it in a
(the content) to the how— timely fashion.

those experiences that

b. ENCOURAGE PEER COLLABORATION
bring content to life. Give learners opportunities to make meaning
Here are five strategies to get started. of new content with peers.

c. INVITE LISTENING IN A NEW WAY

Encourage learners to actively listen to
content and capture connections.

d. GIVE LEARNERS A ROLE

Encourage participants to take more active
class roles.

e. MAKE EVERYONE ACCOUNTABLE

Increase learner focus and attention by
putting everyone on the hook.

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ACTIVATE CONTENT
INTEGRATE ONGOING FEEDBACK
Ask for feedback and respond
to it in a timely fashion.
FEEDBACK MODEL ACTIVITY ↗
Ask these questions in class, on Mural or Zoom.
What was useful today and how might I apply it?
What do I need more clarity around?
What else would you like to share?
WHEN THIS WORKS
Capture comments at the end of every class
and address what needs more clarity at the
beginning of the following class.
WHY THIS WORKS
Feedback helps you figure out what's useful
and where learners need further explanation
or clarity. It also brings your attention to any
other issue, big or small, that might be
affecting learners' experiences.
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ACTIVATE CONTENT

ENCOURAGE PEER COLLABORATION

Give learners opportunities to

make meaning of new content
with peers.

THINK, PAIR, SHARE ACTIVITY WHEN THIS WORKS

1. Present a problem or question to the class, for example,
What's your definition of an effective team?
2. Give learners time to reflect and write down their
responses, individually, on a sheet of paper.
3. Learners, paired off in class or breakout rooms, discuss
their responses and come to a shared understanding
and new definition.
Use this strategy at any point in a lesson: to
introduce a topic, debrief a lecture, reflect on
an activity or increase engagement during
an energy lull.
WHY THIS WORKS
Giving learners time to think, formulate more
thoughtful varied responses, and share their
thinking with others has a profound effect on
their depth of understanding.

4. Each pair writes their definition on a sticky.

5. Discuss what the definitions have in common as well

as their differences. Variation: insert another round with
groups of four before the full class discussion.

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ACTIVATE CONTENT

INVITE LISTENING IN A NEW WAY

Encourage learners to actively listen

to content and capture connections.

ACTIVE LISTENING ACTIVITY WHEN THIS WORKS

1. During a lecture or presentation, ask
learners to write down answers to each of
these questions, using paper and pen.
Invite them to take notes on their own paper
under three headings, for example:
What was surprising?
A good tool to use during lectures to help
learners track content and stay engaged.
WHY THIS WORKS
The brain benefits from classic pen and
paper, especially when learning remotely.
Note taking involves more cognitve
engagement in summarizing, organizing,
paraphrasing.

What was useful?

In what ways will I apply this information?

2. Debrief responses to each question after

the lecture.

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ACTIVATE CONTENT

GIVE LEARNERS A ROLE

Enourage participants to take

more active class roles.

SMALL GROUP ROLES ACTIVITY WHEN THIS WORKS

Assign roles in breakout groups and invite
learners to embody these roles with a sense of
humor, as if they were part of an improv troupe.
Example roles:
Timekeeper
Works best in breakout groups or subteams
when participants choose their own roles.
WHY THIS WORKS
Giving participants a role in a group
dramatically increases their engagement
and knowledge retention.

Notetaker
Facilitator
Cheerleader

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ACTIVATE CONTENT
MAKE EVERYONE ACCOUNTABLE
Increase learner focus and
attention by putting everyone
on the hook.
NUMBERED HEADS ACTIVITY
1. Instructor provides the class with a problem to
solve, a task to complete or a question to discuss.
In breakout groups of four, learners choose their
number (one to four) and discuss the question or
challenge at hand.
2. When the breakout groups finish their discussion
and the class reconvenes, the instructor calls out a
number (one to four). Each student with that
number shares their group's work.
WHEN THIS WORKS
Good to use when the instructor has a
question, task, or problem for learners to
complete in subteams. Calling on the
numbers when the whole class comes back
together is an engaging way to increase
listening and participation.
WHY THIS WORKS
Learners listen to each other more intently
when they understand they might be
randomly selected to articulate the thinking
of their team.
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4 Sustain Focus
Design a variety of activities
a. LIFT UP THE DOWN MOMENTS
Keep the energy flowing and positive.
that help the brain stay
b. VARY LEVELS OF INTENSITY
focused and not check out.
Warm up, cool down, and shift between
Here are five strategies to get started. moderate and intense activity.

c. SPIN A TUNE
Music creates a sense of space and
heightens the experience.

d. EMBRACE VARIETY
Present content in different ways and
let learners express what they know in
different ways.

e. HONOR THE BREAK

Breaks are directly correlated with
paying attention.

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SUSTAIN FOCUS

LIFT UP THE DOWN MOMENTS

Keep the energy flowing and

positive (especially on Zoom).

IDEAS WHEN THIS WORKS

Play music as participants arrive and come back
from a break.
Put participants in breakout rooms so they can
informally chat (groups of four work best!)
Invite them to use the Zoom rename feature to state
how they are feeling, their childhood nickname, etc.
As learners log onto Zoom or come back
from a break.
WHY THIS WORKS
Take advantage of those lull moments to
build rapport and create a positive
environment. Get stagnant energy flowing
by helping people engage in different ways.

Ask a simple question and have participants

respond in the chat while waiting for everyone to
arrive, e.g., What color is your current mood?

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SUSTAIN FOCUS

VARY LEVELS OF INTENSITY

Warm up, cool down, and shift between

moderate and intense activity.

IDEAS WHEN THIS WORKS

Throughout the class.
Pace and vary activities so there is a rhythm and flow
for each class. For example: WHY THIS WORKS
Classes benefit from having a variation in
Welcome and ice breaker (warm up) levels of exertion, just like a healthy workout.
Presentation of new material
Reflection/ discussion
Break
Student presentations
What's next and class reflections (cool down)

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SUSTAIN FOCUS

SPIN A TUNE

Music creates a sense of space

and heightens the experience.

IDEAS ↗ WHEN THIS WORKS

Consider instrumental music at key inflection
points, like the beginning and end of class, as well
as during silent exercises. Choose music that best
suits the mood that you would like to create.
Invite learners to co-create their favorite
At key inflection points.
WHY THIS WORKS
Music taps into a different part of the brain
that can help learners engage with content
in different ways. Music boosts cognition
and lifts the mood.

instrumental playlist.

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SUSTAIN FOCUS

EMBRACE VARIETY

Present content in different ways

and let learners express what they
know in different ways.

IDEAS WHEN THIS WORKS

Content Presentation: Use a variety of images,
frameworks, stories, videos to present content.
Vary styles of assignments from open-ended to
more directed.
Learner Expression: Offer a variety of ways for
Throughout the class.
WHY THIS WORKS
People learn in diverse ways; design
activities that speak to different learning
preferences and styles (verbal, visual,
kinesthetic, etc.).

learners to express their learning. For example:

note-taking, drawing, diagramming, creating
questions, etc. Alternate between individual and
small group work.

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SUSTAIN FOCUS

HONOR THE BREAK

Breaks are directly correlated

with paying attention.

IDEAS WHEN THIS WORKS

Walk around, open the door or window, breathe
some fresh air.
Drink a glass of water or eat a healthy snack.
Lead a movement-based break.
Plan for a short ten-minute break every
60 minutes.
WHY THIS WORKS
Breaks allow everyone's brain a chance
to restore, reset and absorb new
content. Not taking a break diminishes
learners' capacities for processing and
retaining information.

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5 Foster Reflections
Create moments of
reflection to deepen and
activate knowledge.
Here are four strategies to get started.
a. CAPTURE SHIFTS IN THINKING
Invite learners to reflect on how their
thinking has changed during the duration
of the course.
b. BITE SIZE THOSE ASSIGNMENTS
Don't overburden executive learners
with homework.
c. GAUGE UNDERSTANDING
Take stock of what learners have grasped
and what they still don't understand.
d. ALWAYS QUESTION
Powerful questions are great anytime,
especially at the end of a class or course.
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FOSTER REFLECTIONS
CAPTURE SHIFTS IN THINKING
Invite learners to reflect on how
their thinking has changed during
the duration of the course.
I USED TO THINK AND NOW I THINK ACTIVITY ↗
1. Create a frame with two columns with the following
headings: “I used to think...” and “Now I think”.
2. Ask learners to write their responses to each of the
prompts on stickies.
3. Invite learners to share and explain their shifts in
thinking, as a whole group or in small groups or pairs.
WHEN THIS WORKS
Use whenever learners' initial thoughts are
likely to have changed...at the end of a class
discussion or the course itself.
WHY THIS WORKS
It is useful to summarize how the class
experience has changed learners'
understanding or perceptions of a subject.
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FOSTER REFLECTIONS

BITE SIZE THOSE ASSIGNMENTS

Don't overburden executive

learners with homework.

IDEAS WHEN THIS WORKS

Sticky note responses: invite learners to post a
quick sticky note response to a question from a short
reading or video.
Pair up: work with a buddy to apply a new framework
or model to a current work challenge.
Manifest it: be prepared to share something next
week that represents a new learning from today's
lecture (e.g. a photo, object short story).
Throughout the course.
WHY THIS WORKS
Learners are more likely to engage in
homework if it takes a reasonable
amount of time and is relevant to their
work experiences. Shrink assignments
and use varied approaches.

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FOSTER REFLECTIONS

GAUGE UNDERSTANDING

Take stock of what learners

have grasped and what they still
don't understand.

SQUARE, CIRCLE, TRIANGLE ACTIVITY ↗ WHEN THIS WORKS

Great activity for a final class.
1. Post these shapes on a digitial whiteboard and invite
learners' responses to the following: WHY THIS WORKS
Helps you know what you may need to
What  squares with your thinking, what do you reteach or clarify to ensure understanding.
understand fully?
What is still  circling that you don't fully understand?
What are ▲ three takeaways from this course that you
could apply at work?

2. Share understandings and useful takeaways; address

what is still not clear.

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FOSTER REFLECTIONS

ALWAYS QUESTION

Powerful questions are great

anytime, especially at the end of a
class or course.

IDEAS WHEN THIS WORKS

Keep asking throughout the class.
Invite learners to reflect on their learning with some of
these questions: WHY THIS WORKS
Open-ended questions invite other
How will the content from this class impact how questions. They hook the brain and introduce
you show up at work? new ways of thinking about a topic.
What do you see yourself doing differently as a
result of this course?
How will you remember what you learned?

These questions can be answered in class, on Zoom

or Mural. They can also be discussed in breakouts of
four, and then with the entire group.

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Contributors
Developed by
Sari Gluckin

with
Dr. Jenn Moore
Emery Donovan
Arrenius Karunakaran
Brandon Kinports

Designed by
Aman Bhardwaj
Happy Teaching!

For more about ID Academy and executive learning, visit us. To get future insights from the ID Academy and the Institute of Design, sign up here.