language and stories defeat the curse of knowledge and make “Concrete executives’ strategy statements stickier,” conclude Heath and Heath. a result, all the “As members of an organization can share an understanding of the strategies and a language for discussing them.” This has obvious implications for principals talking about a school’s strategic objectives (“All Children Can Learn,” Percent Proficiency”): make the school’s goals “90 concrete and tell real stories about how teachers and other staff members have been successful in carrying them out. But what are the implications for the classroom? Teachers are constantly bedeviled with the curse of knowledge. They have a deep understanding of what they are teaching they are the who know the tune they – “tappers” are communicating and often it’s difficult to understand why students don’t – immediately it.” The same advice holds true: be concrete, be dramatic, try to get “get inside students’ heads and understand what it’s like not to know what’s being taught. And one more thing: constantly check to see if your message is getting through. Curse of Knowledge” by Chip Heath and Dan Heath in Harvard Business Review “The
“Concrete language and stories defeat the curse of knowledge and make executives’ strategy statements stickier,” conclude Heath and Heath. “As a result, all the members of an organization can share an understanding of the strategies and a language for discussing them.” This has obvious implications for principals talking about a school’s strategic objectives (“All Children Can Learn,” “90 Percent Proficiency”): make the school’s goals concrete and tell real stories about how teachers and other staff members have been successful in carrying them out. But what are the implications for the classroom? Teachers are constantly bedeviled with the curse of knowledge. They have a deep understanding of what they are teaching – they are the “tappers” who know the tune they are communicating – and often it’s difficult to understand why students don’t immediately “get it.” The same advice holds true: be concrete, be dramatic, try to get inside students’ heads and understand what it’s like not to know what’s being taught. And one more thing: constantly check to see if your message is getting through. “The Curse of Knowledge” by Chip Heath and Dan Heath in Harvard Business Review
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