Engaging instruction is important because it keeps students interested in what is presently going on in the classroom. It also prevents students from growing bored and distracting those around them as a result. When students are engaged in what is being taught in a classroom, they’re able “to pause and process what they’re learning” (Himmele & Himmele, 2017, p. 6). Many types of teaching, including randomly calling on students and lecturing, or “stand-and-deliver teaching”, don’t provide students with the time they need to actively take in and process an idea (Himmele & Himmele, 2017, p. 6). Let alone, form their own opinions and thoughts about the idea.  

The first engaging instruction activity I created is a writing prompt warm up. The prompt is as follows: “Think about all the different things you did this summer. In a short paragraph, using complete sentences, describe what you did this summer using the literary devices we have reviewed in class (hyperbole, alliteration, metaphor, simile, and personification). For example: This summer I rode a roller coaster so tall it touched the clouds.” I believe that this activity will be engaging for students because it gives them a chance to talk about themselves and their experiences, while also utilizing and reviewing literary techniques discussed in class. Milner et al. state that students are far more likely to engage in learning if “they can see themselves, their culture, their language, and their community in and through classroom endeavors” (Milner et al., 2019, p. 74). This is one reason why encouraging students to share their own experiences within the classroom is so important.

The second engaging instruction artifact I created is a treasure hunt activity that can be done in class. This treasure hunt can be based on any novel that the class has just finished reading. This activity can take up an entire class period if needed. For this activity, students will be divided into groups based on the number of students in the classroom. Each group will be given a folder containing a page or paragraph from the text the class just finished reading. Students will be tasked with identifying a specified number of figurative language examples in the given paragraph. The first group to correctly identify all examples of figurative language will present their sheet to the teacher. If they are all correct, that group will be given a clue that will lead them to the hiding place of their next text-related activity. This could be another worksheet or task hidden somewhere within the classroom. The first group to correctly complete all tasks will be given a reward such as extra credit or a late work pass etc. In addition to bragging rights of course. 

I believe this activity will be engaging for students because it allows them to work in groups to solve problems while also allowing them to get up and move around the room when searching for clues. This activity can be modified to fit any text and the amount of questions, activities, or clues can also be modified to fit whatever time frame the teacher prefers. I also believe that putting students in groups and allowing them to work with friends can also help quieter students engage with their peers. It also lets students have a good time while learning and reviewing information taught in class.

My third engaging instruction activity is a draw and share activity that can be done in class. I will have each student grab a blank piece of printer paper and some colored pencils. Then I will give my students the following prompt: “For this assignment I want you to think back to the text and recall your favorite scene or moment. Using the paper and pencils provided, please draw that moment to the best of your ability. It does not have to be the best drawing, ever but try your best. Once you are finished drawing, we will share our drawings with the class. Each of you will share what is happening in the scene and how it is important to the overall text as well as why you chose that scene.” I believe that this activity is engaging for students because it allows them to unleash their creativity while also sharing and relating to the text. It also encourages students to describe their own opinions about the text when they share why they chose the scene that they did.

References

Himmele P. & Himmele, W. (2017). Total participation techniques making every student an active learner. ASCD.

Milner, H. R., Cunningham, H. B., Delale-O’Connor, L., & Kestenberg, E. G. (2019). “These kids are out of control”: Why we must reimagine “Classroom management” for equity. Corwin, a SAGE Company.