On Monday, I let you all know that your Google Drive (Document) Grades were updated. In this document, you will notice that your blog assignment was graded based on both the posting and commenting assignments. You were asked to comment six times over the course of the semester. If you find your grade in error (maybe I missed a comment) or if you’d like to take the opportunity to read classmates posts and leave substantive comments for them, I’d be happy to revise your grade. In order to receive credit, I am going to ask that you guys make this process a little faster for me (it’s time consuming to surf through every student’s blog, posts, and then comments – multiple times). To receive credit for submitting comments, please use this Google Form, pasting links to your comments.
Today we are focusing on the second part of your project, the anticipatory set or “hooking” students.
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.
- 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.
Project Schedule (Looking Ahead)
Here’s the link to the rubric and you can see below for the schedule wrapping up our semester.
4/5 – Creating a Graphic Organizer for Students
4/8 – Creating Exploration Activities for Students
4/10 – Creating ways for Students to Show What They Know
4/12 – Helping Students Find a Career/Parent-Teacher Letter
4/15 – Workday
4/17 – Author Introduction Videos
4/19 – Workday for your group to finalize the Learning Adventure
4/22 – 4/26 – Learning Adventures Showcase (Final Group Presentations) – I love this week!!! Plan to bring food!!!