My colleague and co-author, Katie Hull, is moving to middle school this year, and she attended some trainings last week. She told me that one of the things she learned about and liked a lot was a “noise-level chart.”
But I don’t think it’s as well known to high school educators, at least the two of us!
Using something like this could be very helpful in my IB Theory of Knowledge classes, which are very large, and we’re all packed into a very small classroom.
Introducing the chart, practicing it, and then explaining what level the class noise level should be prior to each activity (or, even better, asking them what they think the level should be), could be a very helpful strategy.
Again, it’s probable that most readers of this blog already know about this strategy. I wish somebody had told me about it earlier!
Here’s what I’ve come up with for my classroom – tell me how I can make it better, please:
Crash Course has this relatively new video on Pascal’s Wager, and it’s a good one for IB Theory of Knowledge classes.
My big critique of it, though, is the same one I have for all of Crash Course’s videos – he’s speaks so darn fast. Proficient English speakers should be able to get it, but English Language Learners (and I have many in my TOK course) are going to find it tough to access:
It would be an excellent piece to use when studying Perception in Theory of Knowledge classes. I’m not exactly sure how it could be used in my English Language Learners classes, but it did give me the idea of having students do a fun exercise using it as a model and having them describe what’s great about their home countries.
I just learned from a friend about a popular ABC series called “What Would You Do?” It’s basically a much edgier and updated version of “Candid Camera” dealing with important ethical issues. And, apparently, it’s been on TV for years.
It’s absolutely perfect when teaching ethics to IB Theory of Knowledge classes!
Here are three links to their resources:
Here’s the show’s site at ABC. It has a number of videos, as well as short and accessible articles describing a number of the scenarios they use.
They also have a great quiz, asking questions and giving you choices, along with showing video clips of what people actually did in those situations.
Then students would answer these questions and then share.
With these definitions as a background, can you think of any times when it might be beneficial for you to experience “cognitive ease”? Why?
Can you think of any times when it might be beneficial for you to experience “cognitive strain”? Why?
Can you think of any times when it might be beneficial for you (and for others) if you created the conditions for them to experience “cognitive ease”? Why?
Can you think of any times when it might be beneficial for you (and for others) if you created the conditions for them to experience “cognitive strain”? Why?
Can you think of any times when you could be experiencing “cognitive ease” – both on your own and when others are manipulating the situation so you are having that experience – and it would not be beneficial to you? Why?