Weekly Writing 2: Engaging Instruction

Engaging instruction first starts with planning. One might start with clear course, unit, and lesson objectives. I like how Newcomb et al. described it: when teachers write objectives, “they force themselves to establish parameters that in turn help define and limit the scope and content of the problem areas” (p. 91). The book continues to say, (as Dr. Foster also often says,) there is a difference between “need to know” and “nice to know”. Objectives have three important parts, the behavior (what the student is doing/learning), “the conditions under which the behavior is to occur,” and the criteria for judging the performance/behavior/learning (Newcomb et al. p. 93)

When writing these objectives, it’s important to keep the learning goals in mind, as well as the domain they belong to (cognitive, psychomotor, and affective).

Cognitive: facts, information

Psychomotor: skill, performance

Affective: attitude, values, emotion

It is through these domains (and CLEAR learning objectives) that educators can facilitate lessons that apply to different learning modalities, and also engage students with multiple and different intelligences. Another way to engage in multiple intelligences is via INTEREST APPROACHES!

This warm-up type activity relates to the content of the lesson, and is engaging so that the students are interested in learning. I believe that a well executed interest approach can prime students to be excited and ready to learn more content! Teach Like A Pirate by Dave Burgess provides many avenues for integrating fun and interesting moments into lessons.

These “Hooks” that Burgess writes about are all designed to catch and peak students interest, in the hopes of keeping them engaged for learning! He demonstrates a myriad of visual, auditory, and kinesthetic devices to intrigue students. I enjoyed the section on Kinesthetic Hooks when Burgess says “It’s ok to have fun!” (p. 89).  A lot of times we might be concerned, well is it really valuable to the lesson, is this too much fun and not enough learning etc. However, if the students are excited about an activity, and it helps introduce, stretch to a higher level of comprehension, or reflect on a topic, then it is absolutely “ok to have fun!”

Hooks that I am looking forward to trying in my future classroom is the “Safari Hook” (p. 92), an example would be leaving items outside around and in the greenhouse relating to our next unit. The students must retrieve the items and figure out how they relate to the next unit. Another hook I will try to use is “The Mystery Bag Hook” (p. 114). One example might be having a non-sharp tool in a box with a hole in it that students can reach inside and feel. Then students are tasked to brainstorm what our next shop project is. I think that by creating an adventure or mystery, we can make students WANT to learn the answers. How exciting is that!?