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Posts: 6
Reply with quote  #31 
I have used the Taboo Hook by using a play on words, like, "....not proper at school". The class was quickly intrigued, and I easily tied this into teaching common and proper nouns.

Posts: 6
Reply with quote  #32 
Reading through the hooks, I found quite a few hooks that I have used. I now realize I need to use the hooks more regularly. The hooks that I have used most consistently in Science are The People Hook and The Picasso Hook. I use the People Hook, data on display with people graph, for gauging students' knowledge and beliefs about misconceptions for the upcoming topic. At the beginning of the year, I have found I need to give my students parameters when using the Picasso Hook, as they are fearful about taking an idea and running with it. Unfortunately, my students expect clear directions and placement of all images, information, and even the placement of their names since that's how their past teachers have incorporated art. It takes gradual release over the year to help my students become comfortable letting their creative ideas out and not needing detailed layouts from me. 

Posts: 6
Reply with quote  #33 

I have used the Dance/Drama Hook in my Government class when I have them act out a portion of the Constitutional Convention. Some of them get really into it, so it could also fall under the Kinesthetic Hook as well.

In my World Geography class, I use the Real-World Application Hook as much as possible because it gives the students a reason to listen. There are many more that I've used, but my favorite is probably the Life-Changing Lesson Hook. I want my students to be inspired and to be able to think outside of the classroom. One lesson that I use this with is when we talk about women's rights and specifically what Malala Yousafzai has done for the education of girls and young people in general. The students seem to really connect with her, and it makes them a little bit more grateful for the opportunities that they have.



Posts: 37
Reply with quote  #34 
As a math instructor for college students, I think the best hook for me to incorporate would be the real-world application hook.  The most common complaint is that students think they are having to take this class just to get to another class and they will never use what they learn.  It's just a hoop to jump through.  They often ask when that kind of math is used and, unfortunately, I often don't know the answer.  So this summer, I'm going to make an effort to look up the different topics I teach and how they are applied in different careers and real-world problems so I can give them a better answer to their question.  

I have used the music hook when I taught the quadratic formula and it has helped several students before.  


Posts: 6
Reply with quote  #35 
Hooks are very important in my classroom.  Students are often frustrated when they are pulled out of their regular classroom and do not want to come.  One hook that I wanted to talk about that I have used is the  People Prop Hook to help engage students. I work with groups teaching a Dyslexia Intervention program and we often use this hook to help divide the words into syllables.  Each person is a vowel and chairs are the consonants.  The students enjoy the movement and I believe it helps them remember where to divide the words into syllables.  The discussion and the movement are great.  A true winner in my book.

Posts: 6
Reply with quote  #36 
I have always loved to dress up in costumes. Halloween is my favorite holiday, and I do a lot of cosplay, so naturally, I have been using the costume hook for years. I usually read The Cask of Amontillado with my freshmen within the first few weeks of school. I have a powerpoint with pictures illustrating some of the things freshmen may not be familiar with: amontillado, carnival, catacombs, a mason's trowel. I stand outside my door in a black cloak (or roquelaure) and a mask, and glare ominously at my students as they enter the classroom. When we get to Fortunato, I pull out a jester marionette and change my voice to something like Mario, from Super Mario Brothers, and continue to act out as much of the story as possible with just a man and his puppet. As students from previous years pass my room, they are always able to recall, from the costumes or props, the stories we read together in these ridiculous ways, so I know it has a lasting impact on their learning, but more importantly, it makes them want to be at school. And it makes my job fun!

Posts: 38
Reply with quote  #37 

For student engagement, in U.S. History, I would use the children's game of "Pin the Tail on the Donkey,"  in teaching the Indian Removal Policy e.g.,  "Trial of Tears, " and the "X" marks the spot, where the blind fold student pins the tail.

Posts: 65
Reply with quote  #38 
I loved his hook ideas! Hooks and incorporating the multiple intelligences into lessons is something I feel like I could really improve upon on in the future. An example of a kinesthetic hook that I have used is to have the answer choices A, B, C, and D coordinate with corners of the room. Then we play "four corners" to answer the questions. Or, I've cut up math problems and hidden them in Easter eggs and done an Easter egg hunt. I try to do at least some kind of hook each lesson because I teach elementary school, and they need to get up and move/be entertained. 

Posts: 148
Reply with quote  #39 
I loved this section about hooks.  I believe that I am using the Mozart hook currently.  I use music as timers.  Students enter the classroom to a motivational music video. They have until the end of the video to be ready for instruction.  I also like to use music videos to teach concepts like inference, predicting, I like the idea that was mentioned that students could take a popular song and change the words to reflect course content.  I think this is a great extension.  I would also like to try to marry the Mozart hook with applying the Real World application hook. 

Posts: 6
Reply with quote  #40 
So many awesome ideas!!! So I use a Music (Mozart)/Kinesthetic hook in my PE class. It was hilarious to read the title of one of the chapters is I Like to Move It Move It when that is the exact song I use often in one of our daily warm ups and it totally gets a lot of the kids fired up since I use it in a call and response way. I say We like to move it move it and the last move it they say while we exercise. Buuutt now that I think about it the younger kids love it while my older ones are just ehhh about it. Gets me thinking I need something different for them that might get them excited about there warm up. I'm doing superhero warm ups this year and doing some theme music with it might be neat.
Also, during certain games where there is a wait time I do dance breaks to popular music. I've realized the more they like the music the more fun they have moving in my class. And the more fun they are having the more fun I am having too!

Posts: 6
Reply with quote  #41 
I use the "People Prop Hook" when we begin our unit on coding. Last summer the classroom carpet was replaced by tile flooring which made the blocks easier to see. Each block was a step. The students were partnered with one being the game character and the other being the computer programmer. The character could only make the moves the programmer gave. Each student in every grade level (Kindergarten through 5th grade) practiced being both the character and the programmer, giving directions and following directions. They would step each other across the room, to the door, around the table, to their computer. They would "loop", repeat the direction, a certain number of times. Some students would even loop multi-step directions, i.e. "take two steps, turn right" four times so the character returned to the starting point. The physical activity helped them focus on the task when they were at their computer creating the code to build a fort, collect a gem, or skate around an object.
Julleen Bottoms

Posts: 89
Reply with quote  #42 

I just love this section of the book.  So much usual information! I’ve actually used several of the hooks, but could definitely jazz them up more in future lessons. I’ve used the Picasso Hook many times in science class.  Drawing/sketching observations in the field, under the microscope, or in the laboratory are fun for my science students. I’ve also used painting when learning about light and pigments. One of my students’ favorite hooks was the Safari Hook. For example, went outside to a field by the school and students measured 10 x 10 plots. They identified biotic and abiotic factors in their plot, describing and sketching their findings. As a science teacher, I used the Props Hook almost daily, it’s so important for them to see it, touch it, smell it and sometimes taste it!


Posts: 6
Reply with quote  #43 
What a great selection of hooks! Several I already use, but since I work with elementary age students, I primarily rely on the kinesthetic hooks. I have found that students remember more about things they actually do...clapping as they spell out loud, repeating definitions at varying volumes, anything that gets them out of their desks or lets them move. I also like to find songs that students can use to help remember parts of speech or specific grammar rules.

Posts: 11
Reply with quote  #44 
So many hooks to choose from! I have used the kinesthetic, Picasso, and Mozart hooks with great success. Using these methods gets even the most apathetic student to participate and even show deep insight. I really want to find a way to use the safari, student hobby, and so many others in my classes. I will definitely incorporate these because I believe that students will be more engaged in a class filled with activities that interest them.

Posts: 12
Reply with quote  #45 
The hook that I plan to use with my students is the Safari Hook.  I don’t typically lessons outside of the classroom.  However, I know that it can positively change the perspective of the learner.  I intend to conduct more lessons with my students outside.  I want to primarily focus on my Science lessons by going outside to explore nature and tie in the 5 senses.  Especially when we get to TEK K.7 – Earth and Space.  I think this would be a good time for students to use things we find in nature to observe, describe, compare, etc. 
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