Instructional Openings

Real World Hook

One way we bring authenticity to our lessons is by making explicit connections or real world hooks to what we're learning. What I particularly enjoyed about our persuasive writing unit is that we were able to identify real problems in our own school community and to think of solutions. It then brought about real change in our school, and in this case brought about getting more magazines into the classroom which was an identified need of our class.

Strategy Resources (2)
Teacher In Action
 
 
 
Teacher Planning Resource
 
 
This is a comprehensive list on different ways to engage your students at the beginning of the lesson through hooks. The purpose of a “hook” is to help students frame their thinking and focus on the concept at hand. Some are obviously better for some subjects than others, and some may be redundant, but use this resource to gather different ideas and change up your lesson openings! Credit: lms.marshall.k12tn.net/evaluation%20stuff/Lesson%20Hooks.doc
 
Teacher In Action
 
 
Teacher Planning Resource
 
 
This is a comprehensive list on different ways to engage your students at the beginning of the lesson through hooks. The purpose of a “hook” is to help students frame their thinking and focus on the concept at hand. Some are obviously better for some subjects than others, and some may be redundant, but use this resource to gather different ideas and change up your lesson openings! Credit: lms.marshall.k12tn.net/evaluation%20stuff/Lesson%20Hooks.doc
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Quick
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Blended Learning Model Overviews
Rotational Model with Two Groups

We began to pilot blended learning three years ago starting with K-2. So our 3rd grade students have had three years of blended learning and we have a solidified understanding of what works. At Aspire Titan Academy, we use a rotational model in both math and ELA, which provides students 90 to 120 minutes of individual computer time daily. In both math and ELA, students are divided into two group, each spending half their time in teacher-led instruction and the remainder of working on the computers. While they’re on the computers, students use either DreamBox Learning (math), i-Ready or myON (reading), or an enrichment program, such as a typing software program.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 120 minutes (Reading and Writing Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: MyOn; i-Ready

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency

 
Collaborative Student Groups
Start, Result, Change

Start, Result, Change is a strategy students use during math investigations to help them process what is hapenning in word problems. Using the parts or information students identify as being present, this strategy is a scaffold which enables students to process and consider what our next steps to solving a problem will be. Do we need to find the start, change, or the result?  

 
Instructional Openings
Know, Want to Know, Solve

KWS stands for what we Know, Want to know, and how might we Solve a word problem. The KWS Chart is a catalyst that gets my students to organize and analyze complex word problems. My students are more successful with word problems when they have a toolkit for simplifying the complex information often found within word problems. This tool is an essential scaffold for English Language Learners in my class. The strategy is also great to uncover with my students the fact that there are multiple ways of solving a problem, no matter how complex it may be, and often times there may be multiple routes to a solution.  

 
 
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