Teaching Content Outrageously: How to Captivate All Students and Accelerate Learning, Grades 4-12

256 Pages·2008·1.89 MB·English

by  Stanley Pogrow

4–12
JOSSEY-BASS TEACHER JOSSEY-BASS TEACHER GRADES
POGROW
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Content Outrageously offers the perfect antidote. their students who would otherwise be left behind. The tstt YY
In this book, Stanley Pogrow shows teachers how combination of cognitive science, humor, insight, tech- an OO
to transform standards-based content lessons into niques, and examples will make you laugh, inspire you, d Auu
ctt
dthyanta mleaicv ea nsdtu d“oeunttrsa gsoe oeunst”h rleaallrendi nagn de xfpasecriiennacteeds aanndd ogrivigei nyoalu w tahyes p troa ctetiaccahl tkoeoyl sc oton tcerneta oteb jiemcatigviensa.”tive celerrraagg
they readily meet the learning goals. Drawing from — DR. PEDRO PORTES, director, Center for Latino ate Leeoo
ast umdoednetls ,s uthcec easustfhuollry iunstreodd uwcitehs uthned e“rOpuetrrfaogrmeoinugs Aprcohfieesvseomr eonf te adnudc aStuiocnc,e Ussn iivne Ersdiutyc aotfi oGne,o arngdia earninuussllyy How to Captivate All Students and
Teaching” method showing how teachers can inte- g
grate humor, surprise, imagination, character, and “Is holding students’ attention becoming more and Accelerate Learning
dramatic storyline to create lessons that are riveting, more difficult? Let Stanley Pogrow show you how dra-
effective, and meaningful. The book includes: matization and humor can help you teach any content
far more effectively to a wary classroom audience.” STANLEY POGROW
• D etailed guidance on implementing the method – CAROL JAGO, teacher, Santa Monica High School,
in any content area in grades 4-12 Santa Monica, CA
• Vivid classroom portraits of teachers making use
of the method to teach math, science, language “Dr. Pogrow gives priceless solutions and clear methods
arts, and social studies lessons that work for making teaching and learning more fun
• A dvice on applying the techniques to improve and effective in today’s classrooms. This is the one book
discipline and classroom management that should be read by all those who want to make a
difference by captivating, inspiring, and empowering
The author reveals how all teachers can tap into their all learners.”
own imagination and creativity to construct lessons — DALIA JOHNSON, science and Spanish teacher,
and units that are mesmerizing and that efficiently middle school director, MS 188, New York City
increase student performance on content. Public Schools
THE AUTHOR
GRADES
4–12
STANLEY POGROW, Ph.D., is professor of Educational
Leadership at San Francisco State University. He is best
ms, Tucson, AZ Sknkoillws)n Pfroorg draemve lfoopr inacgc tehleer aHtOinTgS t h(He ilgehaernr iOngrd oefr uTnhdinerkpinegr-
Willia forming Title I (economically disadvantaged) and special EDUCATION
Hal education students.
U.S. $24.95 | Canada $26.95
Cover design by Chris Wallace
Cover illustration by Dan Santat
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Pogrow ffirs.tex V3-10/14/2008 4:47pm Pagei
J O S S E Y- B A S S T E A C H E R
J
ossey-Bass Teacher provides educators with practical knowledge and
tools to create a positive and lifelong impact on student learning. We
offerclassroom-testedandresearch-basedteachingresourcesforavariety
of grade levels and subject areas. Whether you are an aspiring, new, or
veteranteacher,wewanttohelpyoumakeeveryteachingdayyourbest.
From ready-to-use classroom activities to the latest teaching framework, our
value-packed books provide insightful, practical, and comprehensive materials
onthetopicsthatmattermosttoK–12teachers.Wehopetobecomeyourtrusted
source for the best ideas from the most experienced and respected experts in
thefield.
Pogrow ffirs.tex V3-10/14/2008 4:47pm Pageii
More Praise for Teaching Content Outrageously
‘‘Pogrow is one of the nation’s most inventive educators. He demonstrates his
creativity,andthatoftheteachersheworkswith,inthispowerfulreminderthat
lively lessons produce engaged learners. A wonderful book demonstrating that
creativeteachingiswithinthegraspofallwhoareprivilegedenoughtobecalled
teacher.’’
— DavidC.Berliner,FormerPresident,AmericanEducationalResearch
Association,FormerDeanandRegents’Professor,MaryLouFultonCollege
ofEducation,ArizonaStateUniversity
‘‘Dr. Pogrow tells not only what outrageous content teaching is, but how to do
iteffectively,andhow totrainothers todoit. Thebook isvitalfor teachersand
professional developers interested in accelerating student learning as well as in
improving teacher practices. The book is informative, practical, and fun. It’s a
mustreadforeveryseriouseducator.’’
— Dr.AhmesAskia,Director,ProfessionalDevelopment,NationalUrban
Alliance,AtlantaGA
Pogrow ffirs.tex V3-10/14/2008 4:47pm Pageiii
Teaching Content
Outrageously
HOW TO C APTIVATE ALL STUDENTS
AND ACCELERATE LEARNING,
GRADES 4–12
Stanley Pogrow
Pogrow ffirs.tex V3-10/14/2008 4:47pm Pageiv
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Pogrow,Stanley.
Teachingcontentoutrageously:howtocaptivateallstudentsandaccelerate
learning,grades4-12/StanleyPogrow.—1sted.
p.cm.
Includesbibliographicalreferencesandindex.
ISBN978-0-470-18026-6(pbk.)
1. Education—Experimentalmethods.2. Teaching—Aidsanddevices.3.
Creativeteaching.4. Dramaineducation. I.Title.
LB1027.3.P642008
371.1—dc22
2008041908
PrintedintheUnitedStatesofAmerica
firstedition
PBPrinting 10987654321
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C O N T E N T S
About ThisBook vii
Aboutthe Author xv
Acknowledgments xix
ONE WhyTeach Outrageouslyin All the ContentAreas? 1
TWO Perspectiveson DramatizingContentInstruction 17
THREE FromDisciplinetoOutrageousTeaching:ClassroomUse
of DramaticTechniques 39
FOUR Howto DesignOutrageousLessons:EssentialSteps 69
FIVE OutrageousLessons: Examplesfrom the Classroom 89
SIX Suspenseand Surprise: WhyOutrageousLessonsWork 143
SEVEN GettingStarted 165
EIGHT So...Let’s Do It! 185
AppendixA: The Originsof Drama 193
AppendixB: Gamesand Quizzes—SelectedResources 197
AppendixC: SimulationUnits—SelectedResources 201
Pogrow ftoc.tex V3-10/14/2008 4:47pm Pagevi
AppendixD: Lesson Plansfor the Sample Lessons 207
AppendixE: TeachingOutrageouslyin the EarlyGrades 221
References 225
Index 229
vi
Contents
Pogrow f01.tex V3-10/14/2008 4:48pm Pagevii
A B O U T T H I S B O O K
A
ll teachers face a set of problems that at times seem unsolvable.
Forexample:
(cid:127) Whatdoyoudoonthosedayswhenstudentsarebored,uncooperative,
uninterested—orevenactivelyresistanttolearning?
(cid:127) Whatdoyoudowhentherequiredcontentobjectivesseemtooabstract
ortoodifficultformoststudentstounderstandorappreciatenomatter
howyoutrytoexplainthem?
(cid:127) Howdoyouhandleaclassinwhichthemomentyoustarttoteach,half
thestudentsdecidetheyneedtosharpenapencilorgotothebathroom?
(cid:127) Whatdoyoudowhenthebestinstructionalpracticesfailtowork?
Therearealsoongoingchallenges,suchasthefollowing:
(cid:127) How do you get students who are two or more years behind in reading and
mathtowriteessaysandsolvemathwordproblems?
(cid:127) Howdoyougetstudentstoreflectonkeyideasratherthanjustlearnfacts,and
how do yougetthose whoarepreoccupied withdoingwell ontestquestions
totrulyengagefundamentalideas?
(cid:127) How do you teach the YouTube generation, which expects on-demand,
individualizedentertainmentandlearningexperiences?
Pogrow f01.tex V3-10/14/2008 4:48pm Pageviii
Theseareeverydayproblemsformostteachersandprincipals.Inaddition,as
public schools in the United States become increasingly segregated by race, and
asaccountabilitypressuresgrow,alloftheseproblemsareexacerbated.
Insuchanenvironment,teachersrelyontheoldstandbysof(a)tellingstudents
‘‘you needto learnit becauseitis on the test andif you do not do well you will
notgetpromoted,’’(b)sendingtheunrulytotheofficeandcomplainingtotheir
parents,(c)ignoringpassivelearnersafterinitialattemptstogetthemtorespond,
or(d)makingthelesson‘‘authentic’’andtellingstudents,‘‘Youwillunderstand
whythisisimportantwhenyoubecomeadults.’’
None of these techniques are ideal. The problems with the first three are
obvious. The problem with the fourth is that adolescents go through stages
in which they think adults are dorks, and most efforts to provide ‘‘authentic’’
curricula focus on applications from the adult world—which can serve to
reinforcestudents’beliefthatthecontentisuncool.
Whatisateachertodo?
Thebestsolutionistoconvertthosecontentlessonsintolearningexperiencesthat
aresofascinatingandentertainingthatstudentscannothelpbutbedrawnintowhat
youaretryingtogetthemtolearn,andhangontoyoureverywordandgesture!
Impossible?Apipedream?Afantasy?
Not really. It actually is possible to draw all students deeply into what you
are trying to teach, pretty much whenever you want to. This book describes
a methodology for creating lessons and units for teaching any content, be it
traditional or standards based, in ways that engage and inspire even the most
reluctant, resistant, and superficial learner. The techniques provide a way for
teachers to have fun teaching those lessons and units that have formerly been
trouble,whileincreasingstudentlearning.
Inthisbookyouwillmeetteachersacrossthecontentareaswhoareteachingin
suchanunusualanddaringfashionthattheonlyadjectivesthatapplytodescribe
theselessonsandunitsareoutrageousandhighly effective. Thesetypesoflessons
andunitsarehereafterreferredtointhisbookasOutrageousTeaching,orteaching
content Outrageously. The Outrageous Teaching approach is designed to teach
conventional content objectives more effectively and quickly than traditional
approaches. It is the fusion of art, creativity, imagination, and emotion—and
pragmatics.
The techniques of Outrageous Teaching are designed to be employed by any
teacherwithabitofdaringinanycontentareaingrades4through12.Thefocus
viii
AboutThisBook
Pogrow f01.tex V3-10/14/2008 4:48pm Pageix
isonthesegradesbecausetheyaretheonesinwhichcontentobjectivesbecome
increasinglyspecializedandcomplex,andbecauseoncestudentsinthesegrades
fallbehindorloseinterestinacontentarea,theytendtogodownhillthereafter.
PURPOSE
This book presents a validated methodology for designing highly dramatic and
unconventional lessons for meeting standards-based content objectives (or any
other content objectives) that any teacher can use in any curricular area. Most
teachers already use some of these techniques in their everyday instruction to
maintain discipline and for other instructional management purposes. Outra-
geous Teaching incorporates many of these everyday techniques, such as the
use of signals to get students’ attention, along with others such as role-playing.
It then modifies and intensifies the dramatic intensity of these techniques in
systematic ways that (a) immediately capture students’ attention, (b) captivate
them throughout the lesson, (c) make them want to learn the content, and (d)
maketheteaching,learning,andapplicationofthecontentaseamlessprocess.
If you would like to experience this amazing transformation in your class-
room, read and use this book, which provides a specific planning methodology
called the Dramatized Content Planning Method. This method makes itpossible
for all teachers in all content areas to design such lessons. In addition, the
bookprovidesextensiveexamplesofteachersusingthesetechniquesindifferent
content areas. You will find here lessons that are masterful. Can you design
suchlessons?Yes!Althoughyoumayatfirstfeelintimidatedbyhowgoodthese
lessonsare,pleasekeepinmindthatmostofthehighlighted lessonsweredesigned
by inexperienced student teachers. If they could tap their imagination to create
these types of show-stopping lessons, you too can develop highly original and
creative Outrageous lessons that convert even the most prosaic topics into
captivatingandeffectivelearningexperiences.Allthesamplelessonsandunitsin
thisbookarehighlighted.
Thetechniquespresentedinthisbookarehighlypractical—albeitabitweird.
They are derived from my research and successful experience using drama as a
curriculartechniqueinthelarge-scalereformprogramsIhavedevelopedoverthe
pasttwenty-sixyears,andfrommyworkwithstudentteachersattheUniversity
ofArizona.
The reform for which I am most known is the Higher Order Thinking
Skills(HOTS)programforlow-incomeandlearning-disabledstudentsingrades
ix
AboutThisBook