Part 3-Building a Better PIRATE

Do you want to be safe and good, or do you want to take a chance and be great?--Jimmy Johnson

THE AWKWARD QUESTION

Do you want to be great? It can be scary, but I hope you'll say yes! Dave explains, "Our purpose is too mighty for anything less!"

WHERE DO I START?

CC Photo: imanka via Flickr

Take the first step, even though it's the hardest! Don't let the fear of failure, believing (erroneously) that you have to have it all figured out before you can begin, perfectionism, a lack of focus, or the fear of criticism or ridicule prevent that first step! Try one thing, and no matter whether it goes well or badly, take another step! It's the only way to make progress!

FINDING A CREW

See out others, educators and non-educators, PIRATES and non-PIRATES, to learn from and with, in person and online. We're all better together, and YOU have much to add to the conversation on teaching and learning!

FINDING TREASURE!

Dave Burgess (and I!) both hope you take encouragement and ideas from this book, and he truly means it when he says he wants to hear from you! Email him, mention him in a Tweet, sign up for the mailing list, and, of course, see him at IntegratED 2015 on July 21st at East Noble High School during our joint summer of eLearning conference!

Q1--HOW HAS THIS BOOK STUDY MADE YOU A BETTER TEACHER?

AND

Q2--WILL YOU SPREAD THE MESSAGE OF THIS BOOK TO OTHERS?

Week 5- Presentational Hooks (Part 2)

All the World Is a Stage
"I am the director, producer, stage manager, and lead actor for the one hundred eighty different performances that will take place in and around my room.  It is my stage, and I honor and value it as such." (Burgess, 107)


INTERIOR DESIGN HOOK

• How can I transform my room to create the ultimate atmosphere for this lesson?
• Can I change the lighting for mood?
• Can I block out all light and just use accent lights to emphasize certain things?
• Can I cover or decorate the walls, the ceiling, or the floor?
• Can I change the entrance?
• How can I rearrange the desks for this lesson to be most effective?
• Can I create more space by removing desks?
• Can I add partitions to break the room into areas or to create maze-like corridors?
• If a theme park were opening up a new attraction based on my lesson, what would it include?

THE BOARD MESSAGE HOOK

• What can I write on my board or have projected on my screen that will immediately spark curiosity and interest as the students enter my room?
• What type of message will create a buzz and provoke students to point it out and begin to talk to each other about it before the bell even rings?
• What can I write that will be intriguing and mysterious and compel students to approach me and ask questions before we get started?
• Can I just put a QR code on the board or screen and see what happens?
• Can I have an intriguing image projected that will eventually tie into my content?

THE COSTUME HOOK

• What can I wear as an outfit or costume for this lesson?
• Is there an existing character that I can impersonate?
• Can I create a character that is relevant to this lesson
• Can I invent a superhero or super villain for this subject?
• What accessory (something as small as a hat or glasses) can I wear to enhance my presentation?

THE PROPS HOOK

• What physical item can I bring in to add to my presentation?
• What image can I show?
• Instead of just talking about a book, can I bring it?
• Instead of just mentioning a person, can I show a picture?
• What can I bring that students could actually hold in their hands and pass up and down the aisles?

THE INVOLVED AUDIENCE HOOK

• How can I consistently keep the audience feeling involved?
• Can I cue them to make certain motions or sounds at key points?
• Can I incorporate call and response into this lesson?
• Can I, unknown to their classmates, cue certain students to play a pre-arranged role?
• Can I bring students to the front of the room as volunteers?

THE MYSTERY BAG HOOK

• How can I gain engagement by openly hiding something from the class?
• Can I have a closed box or a package on the front stand? (Mr. Luca's "BOX OF MYSTERY")
• How can I build up the suspense of the unveiling?
• Can I cut a hole into a box so that students reach inside and feel the contents but not see?
• Can I give hints and open the floor for guesses?
• What can I put into the mystery box or bag that would tie to my lesson?
• After displaying the item, how can I get students to try to figure our the relationship between it and the lesson?

Stand and Deliver

THE STORYTELLING HOOK

• What captivating story can I tell that would draw students into this lesson?
• Can I create a high-interest story to fit the lesson?
• What techniques of the master storytellers, such as dramatic build, can I use to enhance this presentation?
• How would speaking in character, using accents, changing intonations, and varying volume for effect (even whispering) have an impact on the class?
• How can I use facial expressions, dramatic pauses, and gestures to improve the power of my lecture?

THE SWIMMING WITH THE SHARKS HOOK 

• How can I enter the audience and break down the barrier between teacher and class?
• Can I participate in the activity?
• Can I storm up and down the rows and use the whole room as my platform?
• Can I enter the physical space of key areas in the room where attention is waning?
• Is there a different place, or multiple places, that I can present from for the sake of novelty?

THE TABOO HOOK 

• How can I use the fact that students are fascinated by that which is taboo and forbidden?
• How can I position my topic so that it seems like a little-known script?
• How can I take advantage of the fact that students (and adults!) are intrigued by things they aren't supposed to hear?
• Can I position my topic as if it is illicit, even though it isn't?

THE MIME HOOK

• How can I use the mesmerizing power of silence to spark interest and engage?
• Can I use nothing but written messages to deliver my lesson or opening hook?
• Can I use mime techniques and gestures to get my point across?
• Can I incorporate charades and/pr Pictionary-type activities?
• Can students be asked to get their messages across without words, as well?

THE TEASER HOOK

• How can I spark interest in this lesson by promoting it ahead of time?
• What can I do to create a positive expectancy in advance?
• What aspect of this lesson can I tease beforehand to provoke curiosity?
• If I were creating a movie trailer or preview for this lesson, what would it include?
• If I were planning a marketing promotion for this lesson what would I do and when would I begin?

THE BACKWARDS HOOK

• How can I gain an advantage or increase interest by presenting this material out of sequence/
• Can I tell them the end of the story and let them figure out and discover the beginning and the middle?
• Can I show them an end product that will make them want to learn the skills to get there?

Advanced Tactics

THE MISSION IMPOSSIBLE HOOK

• How can I design my lesson so that students are trying to unravel and solve a mystery?
• How can I incorporate clues that can only be decoded by learning or researching the relevant subject? (Think Da Vinci Code or National Treasure)
• Can they be provided a treasure map or sent on a scavenger hunt through your content?
• What fictional character or role can they play?
• What crisis must they prevent?
• Can I change this from a standard assignment to a daring and impossible mission?

THE REALITY TV HOOK

• How can I design my lesson to take advantage of the popularity of reality TV?
• Can I create a Survivor-style challenge and divide the class into tribes?
• Can this be configured as an Amazing Race partner lesson?

THE TECHNO WIZ  

• How can I tap into the technological prowess of my students?
• Can I create a paperless lesson?
• How can technology help to connect my students to people from all over the world and help them gain a global perspective?

Around the Edges

THE CONTEST HOOK

• How can I include a contest in this lesson to build excitement and motivation?
• What type of review game can I design to ramp up the entertainment level of my class?
• What kind of in-class challenge can I create that would take advantage of their competitive instinct?
• Can I be part of the challenge or contest?

THE MAGIC AND THE AMAZING HOOK

• What amazing principle can I demonstrate as part of this lesson?
• Is there a magical effect that could help to deliver this message?
• Can I teach my students an amazing skill that they will go home and show others?

THE CHEF HOOK 

(Consider allergy or dietary restrictions...)

• How can I enhance this lesson by adding food or drinks?
• What type of food would be perfect for this lesson?
• How can I use food or drinks to demonstrate a point?

THE MNEMONIC HOOK

• Are there key bits of information I want my students to know cold?
• Is there a pattern to point out?
• Can the point of the lesson be tied to previous knowledge?
• Does a mnemonic exist for the material?
• Can I design my own mnemonic to help them remember this material?
• Can the students create their own mnemonic?
• How can I embed a mnemonic theme throughout my presentation to aid retention?

THE EXTRA-CREDIT CHALLENGE HOOK

• What high-interest and motivating challenges can I create that relate to this unit?
• What intriguing mission can I send students on to allow them to extend their learning in a unique way?
• How can I provide my students the opportunity for an experience that will create life-long memories? (Not required, by strictly extra-credit)

QUESTION #1 - Choose TWO (or more, if you like)  of the HOOKS from above.  How have used this HOOK or how do you plan to use a HOOK in the future to engage your students?

Week 4-Presentational Hooks (Part 1)

The Third Circle

"A good teacher, like a good entertainer, first must hold his audience's attention. Then he can teach his lesson." - Hendrik John Clarke

Burgess makes this analogy in the book- it's like riding a bike with flat tires. It takes so much more effort and time to get where you're going if you aren't properly inflated

The bike tires represent your teaching content and your technique/method.  You need these! Without them, you would have nothing to teach!

"If you don't have the content element of your lesson in place, you are either just entertaining or babysitting." (Burgess p.76)

The hooks that Burgess goes on to describe in this section of the book can't be used unless you know your content. But just having the tires on your bike doesn't mean you're going anywhere. You need air in those tires! The air for the tires is called Presentation. That's the third circle.

---

WELCOME TO THE BARBEQUE

Another analogy that Burgess uses is going to a BBQ. As the host, you wouldn't serve your guests a piece of raw meat, and you wouldn't limit the menu to just one item!So, welcome to the Educational BBQ! Take a little of everything!   You can't hand a student a raw slab of meat (the content) and expect them to swallow it whole! Here, you'll find some necessities to hosting a successful Educational BBQ:

1. Meat - your content and standards. You can't make a lesson without knowing what you're covering! (If you are a vegetarian, insert Veggie/Quinoa meat here!)

2. Seasonings and marinade - your presentational strategies.  Unseasoned meat is edible, but not tempting. Your students are counting on you to "marinate" your content so it goes down easier.

3. A working grill- Heat! Energy! Get things fired up, then let it simmer as needed!

"Just like meat has to be turned and basted, you have to continually add engaging twists, turns, and changes of pace throughout the lesson." (Burgess p. 78) 

4. Side dishes and desserts - activities, games and projects that add flavor to your lesson. These are not time wasters; they add to a student's experiences and help content comprehension. 

TRANSITIONS WILL KILL YOU

Once you have everything you need to host a successful Educational BBQ (aka- a lesson) make sure your transitions from one activity to another is flowing properly. Try not to have any stop-and-starts. You may have everything beautifully planned and ready to go, yet there has been no thought as to how you will transition between activities.  

"To keep your students from mentally checking out, try to get all administrative activities out of the way before beginning your presentation. If students will need materials, have them get them out before you start."(Burgess p.81)

Question #1- Imagine yourself going to the Educational BBQ and you've been asked to bring something to the table. Which item would you be able to bring with no problem, and why? The meat, seasonings, the grill, or a side dish? Which item is the most difficult for you to bring? Why?

CRASH COURSE IN HOOKS

"Much of your success as an educator had to do with your attitude towards teaching and towards kids. The rest of your success is based on your willingness to relentlessly search for what engages students in the classroom and then having the guts to do it." (Burgess p.84)

"...don't take it too seriously. Be willing to have fun with the process."(Burgess p.85)

The hooks that Burgess shares are really brain teasers for teachers when they are creating lessons. It goes back to the Ask & Analyze section of the book. I reference this section often, and I've read the book several times! If you don't ask the questions, you'll never come up with the answers.  So - ask these questions!

"I LIKE TO MOVE IT, MOVE IT" 

KINESTHETIC HOOKS

• How can I incorporate movement into this lesson?  
• Can we incorporate gestures and motions that students could do from their desks?
• Can I use a game that incorporates movement and action to enhance this lesson?
• Or, do I just need to do a brain break as a transition?

PEOPLE PROP HOOK

• Can I use my students as props, inanimate objects, or concepts?
• Can we create a human graph, chart, map, or equation?
• Can students be assigned a specific step in a process or an event?
• Can some students be props and others prop movers?

SAFARI HOOK

• How can I get my class outside of my four walls?
• Where would be the best places on campus to deliver this content?
• Is there an area of the school that serves as the perfect backdrop for this lesson?
• Can I plant key items outside for us to "discover"?

LONG LIVE THE ARTS

PICASSO HOOK

• How can I incorporate art into this lesson?
• What can my students draw or make that would help them understand the material?
• Can they make some kind of non-linguistic representation of the material?
• Can they design word pictures in which the way the word it written reveals its definition?

MOZART HOOK

• How can I use music to aid my presentation?
• What would be the perfect song or type of music to create the right mood and proper atmosphere?
• What songs have lyrics that relate to this lesson?  
• If I don't know, can I ask my students to find examples of music that relate to this topic?
• How can I most effectively use music as they enter the room?
• Can students change the lyrics of a song to better reflect the content they are learning?
• Can students create raps/songs that demonstrate their understanding of the content or standard?
• Can I use music to transition?

DANCE & DRAMA HOOK

• Can I provide the opportunity for my students to do skits or appear in videos related to what we are learning?
• Can they learn and perform a relevant dance?
• Can they impersonate key people from history in a panel discussion or interview format?
• Can the reenact historical events?
• Can they write a script and create a video to play for the class?

CRAFT STORE HOOK

• How can I incorporate a craft into this lesson?
• What can my students make that relates to this material?
• Could there be craft skills my students already possess that could enhance my curriculum and simultaneously allow them the chance to be an expert for a day?
• Can I provide some basic supplies such as craft sticks, pipe cleaners, and duct tape, give them an open-ended creative project, and turn them loose?

WHAT'S IN IT FOR ME?

"It's human nature to ask (or at least think), What's in it for me?  We all want to know how current events might have an impact on our lives."  (Burgess, 103)

STUDENT HOBBY HOOK

• How can I incorporate the hobbies and outside interests of my students into this material?
• Do I even know the this about my students?
• How can I harness the power of connecting my content to what students are already interested in?

REAL-WORLD APPLICATION HOOK

• How can I show my students why learning this content is important in the real world?
• How will they possibly apply this in their life?
• Can we increase motivation and engagement by offering reasons to learn that go beyond - because it's on the test?
• Can they create something real that will be more than a classroom project but actually allow them to interact with the world in an authentic way?

LIFE-CHANGING HOOK

• How can I use this lesson to deliver an inspirational message?
• What type of life-changing lesson can be incorporated into the content?
• What type of essential questions can I ask that allow students the opportunity for personal reflection and growth?

STUDENT-DIRECTED HOOK

• How can I provide opportunities for autonomy and choice in this unit/lesson?
• Can I allow students interest to dictate our direction and learning while still covering what we need to address?
• How can I release some of my control and provide students the chance to be the experts and directors of this subject?

OPPORTUNISTIC HOOK

• What current events are related to this lesson?
• Is there a hot topic in the news or on campus that I can use to capture student interest?
• What aspect of current pop culture can I tie into this material?
• In what ways can I incorporate currently popular trends, fads, TV shows, and movies in order to make this relevant and engaging for my class?
• Can I put intriguing images of current events on the walls with QR codes underneath that link to more information?

Question #2 - Choose TWO of these Hooks.  How have used them or what ideas do you have for the future to engage your students?

Week 3 -Ask & Analyze, Transformation, and Enthusiasm

Ask & Analyze

"Many people believe only two kinds of people exist in the world- those who are creative and those who are not." (Burgess p.33) This chapter was a long one, but for good reason. It's all about the creative process. And that's just it; it's a process. Creativity isn't something that someone is necessarily born with or without. It also isn't something that comes in a flash of lightning or divine intervention.  "What is this creative process? To a large extent, it is the process of consistently asking the right questions." Your brain is wired to answer questions directly. It's won't think out of the box unless you prompt it to. Unless you ask yourself how to get your classes out of the classroom, you'll never find yourself outside on a beautiful day incorporating nature into your lesson!  Burgess goes on to say that creativity isn't luck or genetics, it's HARD WORK! Planning! Research! Instead of asking how you're going to keep your students awake today, your question should sound something like this: "How can I make this lesson outrageously entertaining, engaging, and powerful so that my students will never forget it and will be desperate to come back for more?" (Burgess p.43) And once you have some ideas- write them down! You can't implement what you don't remember! Make sure you have materials with you at all times to be able to document when ideas strike. Keep an index card and pen in your pocket. Use one of those fabulous apps on your smart phone. I keep a little notebook in my bag at all times.  Check out Google Keep; it's like sticky notes you won't lose and can put in your Google Drive! You might have the best ideas in the world, but until you implement them, they're just words on a piece of paper.  Don't stop there! You were brilliant! Now be productive!  If the idea is a new one, make sure you notice and document how the lesson goes. It might work right now for one of your classes, but could be tweaked easily for others. It could be a total hit! Or, it could be a total bomb. You'll never know if you don't try. I know that in this day of high-stakes evaluation, trying something new can be scary, but it's worth it! Nothing ventured, nothing gained, right? "If you haven't failed in the classroom lately, you aren't pushing the envelope far enough. 'Safe' lessons are a recipe for mediocrity at best." (Burgess p.48) Your students aren't going to be willing to go out on a limb during one of your classes unless you're willing to show a little backbone yourself. Just do it! Last, but not least: " Try to evaluate and learn from that feedback without taking it too personally." (Burgess p.48) Learn from it, and MOVE ON! We are all fallible. If a lesson tanks, well that's just another lesson to add to your experiences. A bad lesson will not kill you or your overall evaluation. Robert F. Kennedy once said, "Only those who dare to fail greatly can ever achieve greatly." Question #1 - Where/ when do you get your best ideas? What has been your best teaching idea lately? Transformation This chapter focused on making a change in your classroom set up and in your lessons. Burgess starts out stating that you don't want your lessons to be ordinary. You want your lessons to be remarkable. "Remarkable means that you are so exceptional and different that people talk about you- in a good way." (Burgess p.56) Focus on that last part... in a good way. You want others to be impressed with you, not looking into medicating you. :)  The point is, you want your lessons to be memorable. Special. Worthy of attention and note. Burgess asks us these 2 questions: If your students didn't have to be there, would you be teaching in an empty room?  Ouch. I first thought about the topics that are just not as interesting as others.  Or, the fact that not all students are going to LOVE every subject or unit.  But, then I thought about presenting it in such a way that students want to hear it.  Are we engaging enough that my students rush to get to their seats? Do you have any lessons you could sell tickets for?  This one is a little easier. I think we all have one of those lessons. The lesson we wish administration would walk in while doing an un-announced observation.  There's no way that each and every lesson is going to fulfill both of those questions. However, we can make sure that every lesson is worthy of learning if we can focus on 2 things: Positioning and Reframing. Positioning:  Putting your information in the front of your students' minds... and keeping it there!   "Position your content as if it's amazing!"   "If you can't explain why someone should pay attention to what you're saying, maybe you shouldn't be saying it." (Burgess, 62) We all want to know the purpose behind learning something new.  "Why do I need to know this" was always a famous question or "Will I ever need this information again?"  Providing the WHY - or the purpose - allows students to put meaning behind the topic.  Dave provides examples of how companies use this tactic often to 'stand out' in the noise of society.  In your classroom make sure you have the information students need front-and-center, along with yourself! Bright colors, sounds (music maybe?), pictures... something to catch the eye! Make it pleasing and interesting.  Make it stand out in the noise of life. Reframing:  "Reframing involves providing a new context for the material that helps to break down the negative associations many students come to class with."(Burgess p.62) In other words, reframing is taking something that might not seem great, and turning it into something magic. Your students might think they hate math, but that's because they've never experienced math your way!  My own children hated vitamins, until I found Gummy Vitamins!  Everything is better as a gummy!  Bath and shower times were also difficult time, until we reframed the experience as "spa time" for my daughter and "water races" for my son.  Now, I can't get them out! Sometimes all a lesson needs a just a spoonful of sugar - Mary Poppins' style. Or, fairy dust. Or, Disney/Google in general. Whatever you use, make it worth your time and more importantly, their time! QUESTION #2:  How have you used either positioning or reframing in your teaching?   ENTHUSIASM If you're not enthusiastic about your lesson, how can you expect your students to be? "If you apply nothing else form this book, but you consistently ramp up your enthusiasm level in the classroom, you will be far ahead of the game and a dramatically better teacher." (Burgess p.65) Burgess goes on to say that he would rather hire an enthusiastic teacher than a brilliant but teaching who is just 'punching the clock'. "An enthusiastic teacher can learn technique, method, and strategy, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher." (Burgess p.66) Ouch. That's a little harsh, huh? But think about it. An enthusiastic teacher is like a happy puppy- eager to please and learn new tricks. A burned-out teacher knows all the tricks and doesn't want to learn any more. I'm not going to lie, there are times when I begin the day like the first illustration, but end the day looking like the second. Not a pretty picture, but you understand the sentiment. The only way to have an energetic and engaging classroom is to be an energetic and engaged teacher- and it's exhausting! Then I have to go home to 2 of my own and they want snacks, and dinner, and playtime, and clean clothes so I start laundry, and baths, and bedtime stories, and just one more kiss and hug... you get the picture. So, how can we be enthusiastic teachers/leaders day after day without becoming completely burned out? Fake it:  You heard me. Someones you just don't feel it, and that's ok. That doesn't mean, however, that you're off the enthusiasm-hook. Your students still need you to be at your best. So, fake it. The plus side of faking it is that eventually you'll manage to fool yourself as well. It's like laughing. Your brain can't distinguish between a real or a fake laugh, so you do it until your brain is convinced it's real. Change your focus:  "No, I'm just too tired to do the dishes. I'll just let them soak another night." I drag myself upstairs and barely make it to the bed before I flop face-down on the mattress. I'm almost in dreamland when suddenly I remember that today was the release of the newest book in a series I'm reading. I jump off the mattress, grab my Kindle and download the book. 4 hours later, the book is finished and I'm finally ready for bed. Your day is going to have plenty of ups and downs. The important thing is being able to focus more on the ups. If you're able to focus on something that makes you happy, it will help you keep your energy when you're faced with something less pleasant. Find an enjoyable aspect of the lesson you're teaching and it will help you sail through any more difficult times.  QUESTION #3:  What do you do to help keep your enthusiasm alive?