Hooking Students – The Anticipatory Set

Hooking Students – The Anticipatory Set

Debriefing the Reading

You read Chapter 3: Experimenting with Technologies. I’d like us to split into four groups and talk about how we might use the following technologies to encourage problem solving and critical thinking in our learning adventures. Feel free to think of specific examples from the book or others you may know about.

Group 1: Using microworlds

Group 2: Using simulations

Group 3: Using games

Group 4: Using virtual worlds

Be ready to share out in about 10-15 minutes, organized as follows:

1. Describe your technological focus in 1-3 bullet points.

2. Give an example or a few examples.

3. Talk about how this can facilitate problem solving and critical thinking.

4. If you have time, talk about how this could be integrated into a learning adventure for this class.

What is a Good Hook?

Think about lessons in school that really hooked you in, or made you want to engage in the lesson. The task and hook work hand in hand to focus the students on the learner outcomes. Designing the task and hook is a balancing act between providing the students with a direction and purpose, but not directing them with steps to follow or a menu of choices. The hook is just what it sounds like. It is a way to compel the students to want or need to know and learn the content the teacher has included in the project.

Some questions to think about:

  • Who owns the problem presented?
  • How does this problem relate to the student?
  • Does the task or problem pass the “so what” test?
  • Do the students have input as to how the task is approached?
  • Are there multiple solutions for the task?
  • Does the problem seem authentic for the student?
  • From (http://ed.fnal.gov/lincon/act/el/ml_taskhook.shtml)

The Anticipatory Set

  • Give some facts, interesting websites, additional questions, etc. – this is considered the anticipatory set – the part of the adventure where you get students excited about the question.
  • Include an appropriate online game or activity related to your question – don’t just provide a link – give students something specific to do
  • If appropriate for your topic – create a small gallery of photos that fit the question. But give students something to do with the pictures – or encourage them to create a photo album of their own pictures related to the question.


Check out this student example or other examples here.

For Monday

  • Make sure to post a blog in response to Chapter 3. Next week I will ask you to leave a comment(s) on classmates blogs.
  • Complete the creation of your anticipatory set/hook. You should go ahead and post this on your Google Site. (see below)
  • Create a Google Site: you can start this with your partner or group. Make sure to keep a few things in mind:
    • Make sure the title of your site reflects the nature of your adventure.
    • Share permissions within your site with your partner of group. You will want to make sure everyone can make edits. Here’s a video to help you choose the correct settings.
    • Make sure your navigation bar reflects the sections in the rubric: Author Introduction, Inquire, Hook, Organize, Explore, Show What you Know, Finding a Career, and Parent Teacher Letter.

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