Registered: 1372714056 Posts: 122
Reply with quote #1
Choose a hook from pages 87-137. How have you used this hook or how do you plan to use the hook in the future to engage your students?
__________________ Maggie Susong ATPE Member Engagement Coordinator
Registered: 1492636320 Posts: 6
Reply with quote #2
Teaching 2nd grade ESL students means you fine fun and interactive ways to help them understand the concepts we are teaching. I have used The People Prop Hook in my class. I use this in teaching even and odd numbers. I have the students pair up with a partner. We then discuss that if you have a partner, it is an even number. If you don't have a partner, it is an odd number.
Registered: 1493413927 Posts: 6
Reply with quote #3
I teach PreK students. I try to incorporate music and movement into every lesson I deliver. I am constantly asking myself - "How can I get the students moving?" "Is there a song about this?" Preschoolers are tough critics - they don't pay attention or even ignore you quietly if your lesson is not physically engaging.
Registered: 1493860993 Posts: 12
Reply with quote #4
I plan on using The Mozart Hook in a future lesson. I teach middle school students so music they can relate to is a plus. Mr. Nicky on YouTube has a video for Ancient China that changes the words to Blurred Lines. I plan on having it play as the students enter the room. It incorporates everything from the Ancient China lesson.
__________________ Cheryl Rene Ferguson
Registered: 1434397038 Posts: 13
Reply with quote #5
I will definitely use the kinesthetic hook! I found that this year when we did get out of the room and got outside looking for 2 & 3 dimensional figures in their everyday environment, it was a lot of fun. Hopefully, that was an example to them to look for more of the same in other settings. They put prisms and pyramids together from models they cut and pasted together. With these kids being more able to sit and listen because they're older, it's easy to fall into that same old habit of sitting and listening. I will work much harder this summer looking over my lesson plans and changing them into more of the kinesthetic type lessons. Hopefully I can come up with a good activity for using proportions, since most of the knowledge skills at this grade level place some focus on recognizing the use of proportions.
Registered: 1493337320 Posts: 6
Reply with quote #6
Teaching music my typical hook is the game that goes with the song. The method I primarily use emphasizes teaching "singing games" and then isolating elements that students learn (rhythm/melodic typically). However not every game appeals to every learner. I try to mix it up a bit and alternate games that are loco-motor vs. staying put like play parties vs. clapping games and this does help but there are still some unreached learners. I also give students a chance to collaborate to come up with creative projects.
What I would like to try in the upcoming school year is to hook students personally but this brings up another challenge. One of my students wrote on their end of the year test to answer "what do you wish you had learned this year" "more about you." I wrote back that I feel like I need to learn more about my students personally too! How do I do this when my class sizes are on average 36:1 (we're talking 1st grade through 5th) with a little less than 5 hours a month? This is where I need to get really creative and sacrifice some content for the better good. __________________ Jenny Todd
Registered: 1493516229 Posts: 12
Reply with quote #7
I am going to use the Mozart hook. Some of my students have asked to have music playing while they work, but I felt it was a distraction because it was in the wrong language, and not everyone appreciates instrumental music of whatever type I might play. I liked the idea of having something playing during the passing period. I think several days of a certain genre in the right culture/language during the passing period would set the mood for the class. Then if they began work and wanted to listen to music, I would just continue the same music.
__________________ Teresa Tuggle
Registered: 1287643127 Posts: 98
Reply with quote #8
I've used the "people prop hook" when teaching things having to do with the solar system, seasons, and day/night cycle. For example, when teaching about day vs night, one person acts as the sun and another acts as the earth and spins around. This really helps the class understand how it's daytime when facing the sun and nighttime when not facing the sun.
Registered: 1493328772 Posts: 12
Reply with quote #9
The Dance and Drama Hook
- I have used this hook when doing the Water Cycle with my second grade students. I divided them into four groups: evaporation, condensation, precipitation, and ground water. The students had to create a short skit using their bodies, voices, or any props they could find in the classroom to perform their part of the water cycle. They had a blast! - I want to use this hook in the future with all of my subjects I teach: from impersoning historical characters, to creating dances for content, and for any other cycle or information in science, math, grammar, etc. __________________ Lauren Milam
Registered: 1493384892 Posts: 6
Reply with quote #10
As a Reading intervention teacher, I used the Kinesthetic Hook. We used motions with repetitive chants to teach key concepts and it was fun watching the "I'm too cool for school" attitudes melt away! Last year our campus read
Genre Connections and tried using concrete objects, music, and art in new and different ways. I was really reluctant to use music in one of the lessons I modeled but I was blown away by the response of the students. They really opened my eyes to the power of a Mozart Hook! __________________ Cathy Holladay
Registered: 1431398943 Posts: 15
Reply with quote #11
While I currently use several hooks, improvement is always good. The book
Disruptive Thinking recommends something similar to the life-changing lesson hook, so it must be fate that I was already considering this seriously for next year. Beers and Probst suggest that when reading, students should address two questions: How is this changing me? and How is this reading changing my view of the world? This experience, I feel, can be extended to the daily personal reflection. The questions can and should be applied to every aspect of learning. As they are learning, they should be analyzing why the lesson is valuable, applicable to their lives and how it affects them personally. This should easily integrate into what I'm already teaching and enhance how students are perceiving what they are doing.
Registered: 1333332680 Posts: 70
Reply with quote #12
I love using kinesthetic hooks.
I remember reading about doing movement activities before I actually taught elementary-aged kids, and I thought that they were a bit trendy / unnecessary and that I would never need to use them. I mean, the kids in my class would sit attentively at their desks and pay attention and learn, right? This was also before I had my own kids. My students now are majority ADHD and they *need* to be moving. I have them stand whenever I can, and I love simple things that get the kids engaged. My favorite for teaching addition, subtraction, and multiplication facts is to use a 12-sided foam dice (die). They are really cheap and can be ordered from Amazon. One student tosses it to another student, who reads off the number "4" and then tosses it to another student who reads off his/her number "6." The student who shouts out the answer "10!" has the dice tossed to him/her and the cycle repeats. A great way to keep the students alert and engaged. The students love catching and throwing the dice, so they are eager to play.
Registered: 1321373118 Posts: 61
Reply with quote #13
I currently use several hooks, but definitely need to use more! I teach office administration to young adults, so I’m actually trying to train them to sit at their desk for 1-2 hours at a time. But I realize that it’s a process and I encourage some movement, as long as it doesn’t disturb others. One of the skills I teach is using the copy machine. I have them make 20 copies, 2-sided and stapled of the actual packets that I’ve created for their curriculum. Plus they fax a cute cartoon to our records department and then scan and email an updated resume to me. My budget allows me to have a copy machine in my classroom, but instead, I have them go to the front office where one of the secretaries helps them. It gets them into a different environment with professionals in their field.
As part of a “safety/hazards in the office” lesson, I have my students highlight the emergency evacuation plan on an office map and then we walk out to see the various exits. It also gives me a chance to walk around a bit!
There are so many opportunities for these hooks, but I use so few of them. As I review material with my students, I’m now aware of the possibilities and will start to incorporate more hooks!
Registered: 1302285407 Posts: 34
Reply with quote #14
I taught Middle School matha and I love any Kinesthetic activity. My kids have to "sit" through many classes during the day so I include some type of movement every day.
One of my favorite activities is using beach balls. I buy them on clearance at the end of summer by the dozen and keep them on-hand. When needed, I take a permanent marker and put questions, shapes, symbols, fractions, decimals, etc. all over them. Then we play ball. On an activity that we spiral back to throughout the year I use three beach balls. One is covered in fractions (simple and mixed), one is covered in decimals, and the last is covered with symbols (+, -, compare, x, /). We send all 3 into the air. The three students who catch them go to the board and work together to add, subtract, multipy, divide, or compare the fraction and decimal chosen. Chosen: The one your right thumb lands closet to on the catch.
Registered: 1493908371 Posts: 7
Reply with quote #15
The kinesthetic hook works very well in my classroom. My students like to get out of their chair and move around as most of them have a hard time sitting in one place for an extended period of time. It also takes out the monotonous act of sitting and listening to someone lecture at them. One student I had said he thought most of his teachers sound like the one on the Charlie Brown cartoons! I do not want my students thinking that way of learning, so I try to get them out of their seats to move around. Sometimes we do go outside for our lessons, even if it is sitting under a shade tree to read a story and acting it out in different ways. This is their favorite thing to do especially in the mornings as it is very nice in cool. I have also set up stations around the room where they have to move from one to the other after they have chosen the assignments they wish to do. Some of these assignments may include games and working with partners.