Anchor and Twist

Anchor and Twist

Have you heard? The new CPR isn’t really CPR.

Those of you required, or just plain disciplined enough, to stay current on your CPR/First Aide certifications likely know what we’re talking about. Those of you still in the dark, fear not, this isn’t really about CPR.

The new CPR (the kind when only one person is around) isn’t technically CPR because there’s no breathing (AKA the Pulmonary component). Research demonstrated that just doing chest compressions was ultimately more effective. CPR is practically already a household name, but it took many years to accomplish. A change in names could have set back the cause. So, a smart group of marketing folks convinced the medical gurus to keep the “CPR” and add the words “hands-only” to it. The theory here: anchor to something people already know and twist it to show them the difference. You can apply to same thing in your classroom. Start with providing your students’ brains something they are familiar with and then explain how this new thing or process is different.

Here’s how it might sound:
If I had never seen an earthworm and you had to describe to me how to draw one, what would you say?....(drawing) How does it look?...Anything I should change?...
Now, we’ve been investigating amphibians. Are earthworms amphibians? Nope, you’re exactly right. However, if I were to color this in with a bright color like blue or orange, it would look just like a certain type of amphibian. These bright, worm-like amphibians are called caecilians .That’s spelled c-a-e-c-i-l-i-a-n, but pronounced “see-sill-ee-un.” Say that with me….

Next time you introduce a new concept to your students, figure out what you can anchor to from their world and you’ll need only explain the “twists.”
Sidenote: The scary thing is that infomercials do this really well. They show you all horrible and non-functional products you’re familiar with and then show you their miracle-gadget and its new features. Now admit it, you’ve wanted to order at least one as-seen-on-TV item!

A big thanks to FastCompany Magazine for sharing the “Anchor and Twist” concept below. I’ve done my best to summarize, but you should really read the original article. It’s short, sweet and to the point.

Play Games. Really! It's okay!

Play Games. Really! It's okay!

A while back, we put up a post to spread the news about Edutopia. I’ve become a self-proclaimed junkie (with a name like Edutopia, how could I resist?). I get their weekly newsletter and love to peruse their site. The March 25th update was about computer games and teaching social issues. It had such valuable resources that I just had to pass them along. The update was based around this article titled “Computer Games Explore Social Issues: The fluid, interactive nature of simulations makes them ideal for tackling complex subjects.”


If you’re interested in trying some games out in your classroom, here are a few to explore:



    • Games for Change – Real World Games, Real World Impact. You’ll find games in many academic areas.

    • Operation Climate Control. You’ll find games to help students grasp climate changes and carbon emissions. There are even lessons plans and helpful links to accompany the game!

    • Play the News! Here are games to engage students in what’s currently happening in the world.

    …and there are more!


    Do you like what you see, but aren’t sure how to manage teaching through games? Here’s some great advice.


    Are you still trying to convince your administration that games are good? Check this article (“Serious Gaming: Computer Games Become Potent Student Motivators and Evaluators: A new generation of video games sneaks into assessment tools”) out.


    Classroom Engagement Tip for March 30, 2009

    Decreasing Down Time between Student Presentations: A PowerPoint Trick

    Decreasing Down Time between Student Presentations: A PowerPoint Trick

    You have 20+ plus students in class.
    You’ve assigned a small project and want each student to give a small presentation to the class.
    Students, or you, spend more time loading their presentation onto the computer than they do presenting.
    The class grows restless.
    You grow restless.

    Sound familiar? Science teacher, Malinda Burk, found a solution. She used the “Reuse Slides” feature in PowerPoint® to combine all the students’ slides, including their custom backgrounds into a single presentation. She loaded it, each student presented using their slides and when they were finished they scrolled to the next slide which happened to be the title slide for the next student to present. No time was wasted and she could review each presentation later without having to open more than one file. Check out the nifty how-to video to see for yourself.


    This page requires a recent version of Adobe Flash Player

    PowerPoint 2007 Directions
    - Open a new file or the file you would like to add slides into
    - Click on New Slide>Reuse Slides
    - (On the right side of your screen) Click Browse>file
    - Navigate to a file you would like to use
    - Select the slide(s) you would like to include from the file and click to add them to your new master presentation
    - Choose Browse>file again to select other files

    Classroom Engagement Tip for February 12, 2009

    Questions that Count

    Questions that Count

     

    Nearly a month ago, I had an appointment at the local university to meet with a professor. I was early and waited on a bench in the hallway. To my right was a classroom. I couldn’t see in, but I was close enough to eavesdrop for 15 minutes. I concluded that the class being held was an entry-level college algebra class. The professor was using an overhead transparency (the creak of the overhead knob is hard to miss) to guide the class through a number of problems.
    Perhaps it was because I could not see, but I clearly noted the following distinct pattern:

    Professor asks a question…Professor answers her question…Professor asks a question…Professor answers her question… (Repeat.)

    The above situation is not isolated; we’ve all taught classes where creating discussion felt like pulling teeth. Here are my thoughts on why student often don’t participate:

    • It is easier, requires less thought and is less risky to wait for the teacher to answer his or her own questions.
    • Teachers don’t provide enough time for students to think and discern an appropriate answer before the teachers answer themselves or move on to the next question.
    • Students don’t feel confident or safe sharing their initial thoughts.

    How do we fix the problem? Here’s what I’ve learned from watching good teachers and by trial and error in my own classroom.

    1. It’s not easy. You have to commit to setting the expectation of participation and plan to work through the initial awkwardness.
    2. Create a safe environment to share. Consider asking more open ended questions or those with no particular right or wrong answer.
    3. Ask clear questions.
    4. Wait! Students need time to think, digest and work up the courage to say something aloud
    5. Lower the level of risk by starting with:
      a. “Think to yourself…”
      b. “Share with the people next to you…”
      c. “Who will share something they heard with the class?”

    Number five is a personal favorite of mine as it can be used as a bail out when you’ve asked a question and students aren’t willing to share with everyone. Eventually students understand they are expected to participate and the process becomes more natural. Remember, it will take time and effort and it is worth it!


    Classroom Engagement Tip for January 8, 2009

    Smart Art is Your Friend

    Smart Art is Your Friend

    You’ve heard the mantra of graphic and advance organizers for years. Quit wasting your time drawing them by hand! Open up an Office 2007 program, choose INSERT and click on SMARTART. Choose the graphic that meets your needs, enter your information, play with the colors or the layout and you have a beautiful graphic organizer! Below are a just two examples.


    Want some more resources on creating effective advance organizers? Check out these sites:

    Classroom Engagement Tip for 12.3.08
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