Creating that spark
How do I create that joy from the start?
SNAP
​
As I reflect on what fun looks like in the classroom based on students responses, I remained cognizant of how important it is for students to be active in the conversation and learning. In this way, I thought about how I can make sure students become engaged from the start of each lesson. Therefore, I want to use hooks as the way that I can get students immediately engaged to be seen and heard. I have been able to incorporate hooks in many different lessons!
Artifacts: (press the arrow to continue the slides)
Slides & Video of Mystery Animal Science Lesson
​
These slides were used as a hook for students to be engaged for the Science lesson about life cycles. With these slides, the students tried to guess what the mystery animal was by looking at images of different life stages. The students were excited to make these guesses, but they learned what the different stages looked like in the frog life cycle. Overall, the lesson increased the learning experience for the students.
Mystery Games:
​
Engage: When I reference the activity as a “game”, the students were ready and excited to play. It is noted that, "Academic games have been found to increase enagement and participation among students." (Dorfner & Zakerzadeh, 2021). This engagement leads to motivation. For example, I noticed the students become motivated in learning when I mentioned that we're doing a mystery science game (Mystery Animal Slides). In this hook, I showed the students images of a life cycle and it was up to them to try and guess what animal it was. This required the students to use background knowledge and form connections to the different types of life cycles we have learned about. The students were ready to participate and make their guesses in the chat. Having students this excited to participate is always something I look forward to.
It is noted that engagement occurs when students are active and involved in the learning process. With this for, "Student engagement to be achieved, communication must be encouraged and accessible for all members..." (Blakey and Major, 2019). Not only is this a way for students to verbally learn about the life cycle, but also they are able to visually cater to the different learners. This activity was accessible for all students opening the space for all voices.
​
​
​
Hooking students in with games:
“I think a guessing game is a great way to get the young students engaged in the lesson right from the start.”
​
Professor
Artifacts:
Slides & Video of Mystery Plant Science Lesson
​
The slides above (Mystery Plant) were used to engage students and hook them into learning about plants. Through using the hook, I was able to create a space where students were active and involved in their learning as having this voice and space was a common theme among the students' responses.
"This mystery animal game is very clever - nice way to engage the students!"
"I can tell the engagement really went up!"
Professor
C.M.
"This activity will be really interesting. When we look at plants, we don't always think about the seed that they once were. A different way of thinking!"
C.L.
Keeping this Understanding by Design and Differentiated Instruction in mind, I thought about what the students need and what I must do to support their needs. By starting the Science lessons with a game, I was able to invite students into the conversation and hear their voices since they made guesses. With this ability to be active in the conversation continued the mindset where students can be active throughout the lesson. The students were invested in the learning process. This engagement occurred as they remembered knowledge and solidified connections. An effective classroom includes one that considers, “whom they teach (students), where they teach (learning environment), what they teach (content) and how they teach (instruction)." (Tomlinson, McTighe, & McTighe, 2013).
Artifact: Student Work- Wildlife & Adaptation Project
​
These are some examples of students' work within this Science unit about adaptation and habitats. Students were able to choose any animal they wanted which increased how active they were during the learning process. The students love animals and this gave them a chance to learn about their favorite animal. It became a lesson and activity that was meaningful to them!
"What a great way to connect students interests to the Science Lesson. They loved having the space to share and create!"
Journal Entry: (1/5)
​
"Hook- this was a fun way for the students to be involved in the lesson and introduce them to the concept of habitats. It was nice to see so many smiling faces"
​
Animals:
The Science unit was focused on habitats. As an hook, I showed a picture of a polar bear in the desert and asked the students what was wrong. All the students knew something looked incorrect and they were ready to share what it was. By learning the Science content, students were able to apply their knowledge to other related projects.
​
One of the application components was drawing a picture and writing about an animal in a certain habitat. Students chose their favorite animal. For example, one student loves octopuses so he was excited to research this animal, draw a picture and then write about it. Providing students with this chance to draw and research, it highlights that students can use art to represent concepts and ideas included in Eisner (2002). The students' work was displayed on the class website and they were able to do presentations. Each student had time and space to present their work making it an authentic assessment. Students were so excited to share their work with one another and were giving each other "shine" in the chat. This student interaction is so important and further builds that trust and community. Kohn (1996) includes that, “Communities are built upon the foundation of cooperating throughout the day, with students continually being invited to work, play and reflect with someone else…” (pg.13). In this way, students were able to engage in both their work and others in the class.
In addition to learning about animals in their habitats, students were able to learn about what it means to be an endangered animal. Not only did they learn the causes of endangerment, but they learned what they can do to support this by writing letters to wildlife preservationists. This project was a way for the students to take what they learned and use it in another context. After writing the letter, the students were even more excited to read and present their letters to the class. We spent the following days putting the “spotlight” on each student. The smile on their faces proved that they were proud of their work. The project gave students the chance to use their voice both on paper and aloud. There were minimal requirements, so students were able to write about any animal. They loved having the choice to pick what they wanted. Overall, the project was one which gave them purpose with an end goal helping to create a meaningful activity (Smith et al., 2015, p. 34).
"You care about the students interests and hobbies outside of the classroom and adapt the material to fit their interests"
C.M.
Hooking students in with connections:
C.M.
This journal entry shows my growing appreciation for engaging students in the conversations and learning happening in the classroom. Through this lesson, I noticed many smiling faces reinforcing what it looks like when students are engaged and feel joy and happiness. As I saw more and more smiling faces, I realized that this is something I want to see more of throughout the day. The students appreciated this space!
What is your favorite type of candy?:
​
“What is your favorite type of candy”, a hook that had all the students' raise their hands immediately because they wanted to share their answers. Therefore, this question engaged the students into the new Writing unit, but also provided the students with a Writing assignment. Not only was it for academic purposes, but it also created a commonality among all students and something they were able to use as an example when they worked on their personal hooks.
​
I noticed how difficult it is when we transition from one subject to another subject. As a result, it is crucial for me to take a few moments to hook and engage the students instead of starting the lesson and material right away. It is interesting that the question about favorite candy question triggered many hands to raise. In addition, this question transitioned into discussing what a hook is. Therefore this showed students how we can engage our readers when we write. This hook drew the students into the Writing lesson. It is noted that, "These pedagogies that stress student effort or work tend to engage more effectively." (Meyer, 2014). Hence, students were involved in their learning from the start of the lesson.
Artifact: Video of Hook:
"What is your favorite type of candy."
Hooking students in Writer's Workshop:
A simple question of, "What is your favorite type of candy?", was one that students could relate to and connect with. As I posed the question to the class, I was able to invite the students in, as well as excite them. I asked a question, and they were ready to answer. This appropriate and successful craft move was a way I was trying to engage the students as well as teach them about hooks in Writing.
Artifacts: Student Work
"I was even engaged with this question"
C.M.
"Gorgeous launch!"
 |  |
|---|---|
 |  |
 |  |
 |  |
"Morgan I love this! Great way to grab their eyes and ears on something they all have an opinion on."
​
Cohort Feedback​
These are some examples of students' work as they start their writing pieces by using hooks. When looking at the students' hooks, I noticed that the students were asking questions as a way to engage their reader. Through their work, the students could correctly demonstrate what a hook is and how it can be used to grab their reader's attention.
Artifacts: Math Estimation Slides and Videos (2)
​
This artifact highlights the slides and videos of students as we transitioned into Math Workshop. We were starting a new unit about estimation, and asking the students to try to guess how many jelly beans, they were able to notice how estimation can relate to their own lives. By asking the students a question, I was able to create a space where voices were heard as students were able to make guesses and answer the question.
"How many jelly beans?":​
​
An introduction to the new Math unit of estimation was for the students to guess how many jellybeans are in a jar. It was a fun way for students to work on the estimation skill without the students explicitly thinking they are learning it. The students were more focused on making guesses and were actively involved with the activity. They were excited to put their guesses into the chat. There were many shocked faces when I told them the answer. This game allowed the students to work on the skill of making educated guesses and "play created open space for thinking" as Oldridge (2019) includes. Play is an important aspect in engagement and a way to connect the Math standards to students' interests. While playing this game, I did not focus on who was the closest in their guessing, rather I focused on the students’ reasoning for making their guesses. Therefore, student thinking and thought process was what was emphasized. It gave me additional insight of how I need to tailor the instruction based on their guessing strategies aligning instruction and students' needs (Burns, 2005).
Games that all students can participate provides them with the common space and entry point into the conversation. As an educator, a quick activity like this is one which the students are able to remember and use as a common reference point. Kriete and Davis (2014) describe that “Having fun is also a universal human need….it does mean engagement and fascination with what we do. Having fun is not about winning, but about immersion in the pleasure of the activity itself…." (pg. 19). The focus of this game was not about students being correct, rather the focus was their thinking process.
Hooking students in Math:
“I've played this game before, it is so fun.”
​
"Can we play this again!"
"You have wonderful HOOKS! The students love all these games that you have created. "
C.M.
Students
Powerpoint Slide: Halloween candy
Class line plots:​
​
Using relevant topics and contexts are ways to engage the students. This Math lesson was the introduction lesson to learning about and using line plots. Halloween Candy was a relevant and fun way topic. I began by asking, “What are some ways I can organize the candy.” This is a low inference based question allowing students to build on one another and then relate to the idea of making line plots.
This discussion of line plot organization allowed the students to apply what they learned while working on a class line plot on favorite desserts. This experience provides the students, “to collaborate on a common endeavor…”(Kohn, 1996, pg.15). After creating a line plot, the students answered questions about their data giving them a sense of purpose and autonomy. Creating this common reference point for students provided them with the chance to start building background knowledge.
This artifact of the class line plot demonstrates students ability to collaborate as they created data. Students were engaged as they were able to plot a point representing their favorite dessert. Overall, this line plot created purpose as students were able to answer and ask questions based on the class data.
Artifact: Class line plot on favorite dessert
Heading to the Donut Shop:
​
The Reading Workshop objective was focused on finding the main idea (Standard: C.C. 1.2.A). I started the lesson by telling a long story to the students,: "So friends yesterday I left school and was really hungry. I thought about if I want to eat now. Do I want to eat carrots? No I wasn’t really in the mood for that. Do I want to eat some pretzels. No dont want something salty. I was just thinking to myself what do I want to eat. And you know what I wanted something sweet. So I decided to go to the donut shop. I looked at the whole cabinet filled with donuts. There was probably about 50 there to choose from. Oh my!- so you know friends if you just asked me what was the main idea of what I said I wouldn’t just say I went saw 50 flavors of donuts. No- that is not what it was all about."
By beginning with a story rather than directly starting the lesson stating the objective, the students were engaged in the story. As I asked about the main idea, many hands were raised. The first response I received was a student sharing that the main idea was about, "You being hungry after school." I asked about details and received a response about eating food and going to the donut shop. By relating the main idea to a concept that is relatable the students grasped the information and the purpose of the lesson. Even later in the day, some students were asking me about what donut I chose. Overall, students knew what was expected of them with how to find a mind idea and through a reference point and examples this was demonstrated (Smith et al., 2015, p. 34). Finding this connection allowed students to access relatable knowledge.
Journal Entry (2/28):
​
"I was happy that the students were able to pick up what the main idea was and that was a way I was able to relate it to a chapter book we were looking at. The students did well with this and I used the whiteboard as a way for all students to be involved and thinking, rather than just waiting to call on students. I also really worked on tone and changing my voice. I did this by whispering that all the answers are in the passage, and that they are doing too much work. This caught their attention and something I am going to think more about."
Hooking the students in
Reader's Workshop:
This journal entry highlights how using a story connected the standard of finding the main idea to an event that the students can relate to. As a result, after sharing, the students correctly identified the main idea, With this, I better understood that through creating a fun story, the students were drawn in, therefore paying attention. This led the students to better understand what the point of the lesson was. This is known as a "Connection" in a Reading Mini-Lesson described in Calkins as it "contextualizes the day's teaching by connecting it to work students already have been doing. " ( pg. 2)
"Yes...this is such a great attention getter. You showed this strategy can be used to draw attention to learning content...and not just to redirect behavior..."
C.L.
"How do you feel in the snow?":
​
I started the lesson by asking the students,: “How they feel when they play in the snow. Do they feel excited or happy or sad?” This question allowed me to explain the concept of mood in Literacy, where we need to match the voice and tone to how the character is feeling. (If the character is excited - we aren't whispering.) This question is known as the "Connection" found in Calkins Reading Mini Lesson in that providing the students with an interesting entry point is a way to later create a reference to the students (pg. 40). This entry point is one which the children were entertained with as it is relatable and exciting.
This concept worked well especially since it snowed the previous day where many students could participate. The students could draw upon what they did yesterday in the snow to help them understand the objective for the day. Through creating connections to their own lives, I was able to support them (Hammond & Jackson, 2015, pg. 48).
Journal Entry (2/3):
​
"We had a lot of participation of students sharing today- when we are excited we aren't sad or whispering. I think this was a good way for the students to make connections and relate it to their own lives. I find that that intros are enaging the students and grabbing their attention."
"You have great hooks in the beginning of the lesson to relate the content to the students. I can tell you engage the students within the first minute of your lesson."
My journal entry highlights the value of creating connections for the students. This question is one that the students are excited to answer as they love talking about what they do in the snow or what they play. This also gives them the space to further form connections with their peers.
C.M.
"What is one thing that made you smile" is one example of the different check in questions I ask the students throughout Morning Meeting. During this time, I am able to open up the space for students to share which gives them the chance to share their own interests, as well as allows their peers to notice connections. These check in questions are so important because it gives me the chance to learn more about the students and the time to continue to ask questons. They are able to notice that I see and care for them.
Morning Meeting:
​
These morning meeting check in questions are important because they create a comfortable space for students to participate. In addition, these questions provide students with a safe environment where they know that they are seen and heard. This is essential for learning to occur since check in questions can be considered preventative measures allowing students to share, as well as learn about their peers (Kriete & Davis, 2014) . The students are able to make connections with one another to form new friendships. These relationships can be described as the "affective glue in teaching and learning" since they are based on students feeling "affirmation" and "validation" (Hammond, pg.73). With morning meeting check in questions, students are able to be seen and heard, and the first step for learning and teaching.
​
I feel that engagement and attention cannot occur unless the students feel comfortable. The morning check in questions is a way to create a space where the students are more comfortable because they feel seen and heard. Building these positive relationships are essential for learning to follow as described in Smith et. al (2015) pg. 24.
"These check in questions are ways that you can learn about the students more, but also the students are able to learn about one another. GREAT WAYS to create connections! "
"What a great question- thinking about what the students would teach us! I also loved hearing their responses"
C.M.
C.M.
Finding ways to hook students is a way to increase engagement. By implementing different hooks, students were given the space to share and listen to others. Not only were they able to be involved, but these hooks could be used to form connections which can be thinking about the snow or guessing the number of jelly beans. All of these hooks can relate to the lessons' objectives and used as an additional entry point into the skills.