After a two-week holiday I, and many of you, go back into the classroom on Monday. During this time I find myself getting up early (like right now) nervous and reflecting on how to, once again, reinvent myself in the classroom. The beauty and the torcher of teaching. #cognitivedissonance.
Below are 5 videos I find myself watching when I need reminders about the teacher I want to be. Some are about research, others remind me to delay direct lecture until students crave more information to fill a gap, while other remind me that simple activities can spark powerful realizations about how the world works.
This video reminds me that cheap tools can have a big impact.
This video reminds me to delay direct instruction until and I spark student curiosity first.
This video reminds me of the action research I hope to conduct in my classroom.
This video reminds me to encourage myself and my students to find new perspectives.
This video reminds me of the type of innovation I want from myself and my students.
Because I am completely obsessed with the revising my curriculum each year, I have always struggled with meaningfully integrated a textbook. Past integration efforts (homework, reading, classroom sets, etc.) represents moves I am ashamed of and weak spots in my pedagogy. My efforts weren't wrong per se, but I never invested the time, until now (I hope) over the past 17 years of teaching to critically think about how to integrate a text in meaningful, thoughtful ways. All attempts, to be completely honest, have been out of a fear of not being taken seriously by parents or students. Or, since we are on that topic, take seriously by myself (#impostercomplex). Below is what I plan on doing this year:
Click here to access the template.
Strategically leveraging clips from movies that show various phenomena (accurate or not) can be a powerful way to spark student questioning. Whether it be challenging them to point out a specific mistake that the clip embodies, or proving the accuracy of the clip, movie clips, specifically in the sciences, provide a great opportunity for engaging students. Downloading and trimming the clips locally, or using tools like Vibby or TubeChop to present portions of the clips to students online are both strategies I use often. Below are my 15 favorite clips to use as science curiosity sparks (note: most of the clips are chemistry related given that is the primary subject I teach. Apologies). All clips are taken from YouTube.
One of the most powerful ways to spark Involuntary Curiosity in students is to strategically trim a video clip to either remove content or present an unresolved representation of the content. Both of these techniques leave students with questions as to what information was missing, or what the final result will be.
Because internet speed and access to YouTube varies in schools, downloading the desired clip from YouTube, then strategically trimming the video to be played locally is a powerful technique. I often have a trimmed clip playing on repeat loop in Quicktime as students enter the room in an attempt to grab their attention and spark their curiosity immediately.
Below is a short video outlining how I download and trim video for curiosity using technology I use savefrom.net & Quicktime. In this video I am downloading a clip from the movie Fight Club in an attempt to spark student questioning around Acid-Base Chemistry.