So what was my activity? Well, we were discussing finding a problem, solutions to that problem, and then selecting the best solution for this problem. I gave them the problem of "The Ball State Ass Slapper"--if you haven't heard of it, I have attached the news report. I could talk about the Ass Slapper for quite some time and all of the issues involved with it--like the fact that it got state-wide news coverage, yet we didn't get an email about an armed robbery that happened the day after this happened. I digress--but I had students get into groups of two and answer these questions of what the problem is, why is it a problem, what are solutions, etc. The group that had the best answer--and by best answer I mean the most ridiculous and made everyone laugh the most--would get to pick out the type of candy that the whole class will get (considering Halloween is nearing). What was the best solution, you ask? A butt bear-trap. Yes, that's right. A. Butt. Bear. Trap. I found that not only did this activity help them work through these questions and utilize the skills and see why it is important, but it also really lightened the mood. It felt good to break up the monotony of early morning classes with a bit of fun.
So what have been some of your best activities?
I love this example! Finding a pertinent example of a local issue has been a challenge for me for this unit. You have a bit of an upperhand being familiar with BSU. I've written about the "Dirt Pudding" exercise I did to explain the parts of an argument. I am also working on a way to use memes to explain logical fallacies for next week. I think props, videos, visuals, and other concrete examples make the most effective lessons.
ReplyDeleteToday I used TED.com I thought they might pretty enjoy. But they were quite.....
ReplyDeleteIf we choose a topic, something around us, it would be wonderful.
This is the one, I really like your choice.
Let me find another one. Thanks
I'm terrible at coming up with interesting activity ideas. More often than not, I steal what everyone has been talking about. For example, last week, I modified the "design a slide" activity that we did in 601 for my class's proposal project. The day I explained the assignment sheet, I had them to do a freewrite in which they brainstormed ideas for proposals concerning public spaces (which is the assignment) and then create a slide they could present to class that discussed the space in question and the major problem with that space. It worked really well.
ReplyDeleteI showed a TED talk earlier this week. I expected it to go over better than it did, but I think it mostly just bored them. It's all still kind of hit or miss for me at this stage. I've never taught a composition class like this before. I taught the literature portion of a combined comp/lit class for my MA assistantship, so I haven't developed many good activities just yet.
Okay, so "butt bear trap" may, in fact, be the funniest phrase I've read on any of these blogs. But anyway, I am also bad at coming up with activities, mostly because I get overwhelmed with trying to pick them. I get convinced that it's not going to work, and then I'm back to square one but now completely stressed out. I think the key to making lesson plans is to focus but not overthink it. Look things up, and keep an open mind. Hope it helps!
ReplyDeleteHa, this sounds great! I've been agonizing over activities—it's one thing to understand a concept or even have a good idea, but another thing to translate it into a functioning classroom activity. I also really appreciate those students who take the time to tell you that you're doing well.
ReplyDeleteThis is great. I wonder if the same question was posed to several classes if a similar solution would be created. Did you have them draw up plans for this device? I'm off-topic. It seems that you've made class interesting to a student, so let the success bells ring, way to go!
ReplyDeleteBrian used it for his other class and they did just as well with it! So it seems to translate well! The other class came up with butt buttons that would shoot darts of chloroform--whether it would work or not is debatable, but it was funny. And no plans were drawn (due to time), but I was sure to ask about affordability--and who would pay for said devices--and other questions to make sure the students understood what they should be doing with their solutions for their papers.
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