The very first chapter of this book really caught my attention. I must say I really had to reflect when the author stated that we do not like to think but rather we prefer to rely on our memory. This information got me thinking (rather than relying on my memory only) about my students and why they may not attempt certain aspects of my class. If the vast majority of my students do not like to think but rather rely on their memory then I as a teacher must have to find ways to trick their minds into going back to their memories and then move them forward into thought. I have always had "hooks" that I use to teach students new information by relating it to something that they already know but now I am looking at my hooks in a whole new light.
My most common hooks is story telling. I use stories that are analogous to what we are learning. I know that the stories work because students will see me years later and can retell the story. The part I am not sure of is if the students move on past the story or if they get stuck on the story and miss the concept that I am trying to teach. I really like the 4 C's that the author uses to help tell stories: causality, conflict, complications, and character. I am reworking my stories to try to fit these catagories and hope that my stories do a better job of making the content stick as well.
The third aspect of this book that caught my attention is the scientific research or lack of research in the area of learning. I had always viewed a learning style and an intelligence as one in the same.
This book was definately an interesting read.