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NAAE Virtual Book Club

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Sarah Warren

Finding the Black Pearl

Posted by Sarah Warren Aug 19, 2020

Pirates, this is our final adventure for the summer! Thanks for sailing with us!

 

 

 Finding the Black Pearl

 

So far, you have created goals, learned what it means to be a pirate, and have your crew in place. After navigating the high seas last week, it’s time to find your final treasure: the elusive black pearl. The black pearl is rare, and highly sought after. It is something we can strive for as agricultural educators, to be those rare black pearls in a treasure chest full of gems.

 

Throughout this course we have talked about our goals, and what we want to accomplish with lessons or units during the school year, but what is one word or phrase that you want students/faculty/administrators to use to describe your classroom this year? Five years from now?

 

Furthermore, what is your lasting impact that you want to leave on your school and community when you retire? Do you want to be known as Black Bart, Captain Kidd, Blackbeard, Captain Morgan or Captain (Insert Your Name Here)?

 

Respond with your reflections in the comments below.

 

Remember to maintain the pirate’s life- don’t spend all your treasure in one place, or at one time. Also keep in mind that your treasure chest is not full. There are always more gems and rare coins to find; more tools to use for your classroom. 

Sarah Warren

Navigating the High Seas

Posted by Sarah Warren Aug 17, 2020

Adventure #9...I can see the treasure chest off on the horizon! We're so close!

For completing this assignment, you will earn a Garnet!

 

 

 

Navigating the High Seas

“...Because our culture lives by the philosophy that you either win it all or you are a failure, the team was trashed. Don’t buy into this B.S.! (It reminds me of when the Bills lost four Super Bowls in four years and were labeled by many as embarrassments and failures. Hello! To lose four consecutive Super Bowls, you have to go to four consecutive Super Bowls, which is an unbelievable accomplishment.)”

-Dave Burgess, page 155

 

You have the tools. We have talked about lessons, units, hooks and goals. You have decided who your crew is to man your ship. Now you have left the port. Now what? How do you keep the fears at bay to not turn around and head back to your previous teaching styles? What could potentially hold you back?  What is your Kraken? Who is your Moby Dick?

 

Dave mentions the five most common reasons people turn back, or don’t even start:
 

1. The fear of failure

2. Believing you have to figure it all out before you begin

3. Perfectionism

4. Lack of focus

5. Fear of criticism or ridicule

 

He also goes on to say, “[that] the best way to overcome fear is to take action. The more action you take and the quicker you take it, the better.” Part of a pirate’s plan to get to the treasure is to be prepared for the potential obstacles along the way.

 

 

Respond in a comment below:

1. What (or who) is your Kraken?

2. How will you defeat your Kraken?

Sarah Warren

Who is Your Crew?

Posted by Sarah Warren Aug 12, 2020

Welcome to Adventure #8...one week left!

For completing this assignment, you will earn an Emerald!

 

Who is Your Crew?

“Having a diverse crew is in your best interest. Don’t be limited by your subject, grade level, school, or even profession. Take counsel from a wide variety of people and seek out multiple perspectives.”

-Dave Burgess, page 169

 

Most, if not all of you already have a crew whether you subconsciously know it or not. Take some time to think about who your crew is currently. Then think about whom else you want to include in your crew. Who rounds it out to give you different perspectives? Consider Administrators, Community members, NAAE staff and members, Superintendent, other Teachers, etc.

 

Also take into account people on your crew, or people from other ships that may cause mutiny. Who are your naysayers; who causes “killaboration?” You may not necessarily want them on your crew, but as you start to navigate the high seas, it is good to know where they are located - to keep them on your radar. Knowing your naysayers helps you plan for and overcome the objections they have to your lesson, units, or your subject in general.

 

1. Who is your crew and/or who you want it to be, and why? What do they contribute to your crew?
Let your crew members know you appreciate them! Reach out to them and let them know that you consider them to be a crew member, or reach out to someone new and ask them to be a part of your crew.

 

2. Who are your naysayers? Why are they considered naysayers, and how do you think you can continue to adjust the conversation with them to potentially create collaborators instead of killaborators?

It's probably best to generalize your naysayers for the sake of this conversation, i.e. don't call anyone out by name. However, write them down somewhere you keep your notes so you don't forget!

 

PRESERVICE TEACHERS: If you are not in the classroom, or about to be, who is your crew that you use in school? University professors, past ag teachers, etc.

Sarah Warren

The Master of Hooks

Posted by Sarah Warren Aug 10, 2020

Adventure #7

For completing this assignment, you will earn a Diamond!

 

 

The Master of Hooks

 

The majority of Part II is dedicated to presentational hooks - how to think of them, and examples that Dave has used in his classroom. There are thirty-two different kinds of hooks in Teach Like a Pirate! If you can take a lesson plan and think of a hook for all 32 examples, you are an Extra Ultimate, Supreme Master of Hooks. However, just to think of two or three hooks per lesson plan gives you variety and is more than enough to be a Master of Hooks. It is the ability to go beyond the box. Step outside of it and walk away from the box. Be bold, and don’t be afraid to not choose the obvious answer as a hook.

 

Using the lesson that you worked on last week in How to be Captain Hook, please write a more detailed summary of your lesson using the guiding questions in the assignment attached below. Then try to come up with ONE hook for each of the seven areas of hooks:

1. “I Like to Move It, Move It” 

2. Long Live the Arts 

3. What’s in it for Me? 

4. All the World is a Stage 

5. Stand and Deliver 

6. Advanced Tactics 

7. Around the Edges

 

For example, from the Advanced Tactics area, my hook may be The Techno Whiz Hook, and so on and so forth. If you would like to do more than seven, excellent! Keep in mind to not go with the obvious hook if possible.

 

Please try to be as detailed as possible, as we would like to compile everyone’s responses in a booklet PDF for shared ideas. Please be sure to double check your spelling and grammar as well. If you would not like your lesson/hooks included in the book, there is a place to mark that. The PDF will be posted to Communities of Practice in the Virtual Book Club. It will not be advertised, nor posted elsewhere.

Please add all documents to the "2020 Teach Like a Pirate" folder. (Uploading and Categorizing Files.docx) Please title your document "The Master of Hooks_[First Name Last Name]"

Sarah Warren

How to be Captain Hook

Posted by Sarah Warren Aug 5, 2020

Adventure #6

For completing this assignment, you will earn a Peridot gem!

 

 

 

How to be Captain Hook


“‘Dang it! I wasn’t going to learn today. He tricked me. That man is sneaky!’ I live for that moment." -Dave Burgess, page 82

 

In the first chapter of Part II, Dave refers to a three circle teaching model. As agricultural educators, we are familiar with this in terms of the Instruction, SAE and FFA model.

 

 

However, the Instruction circle can be broken down further into another three circle model: Content, Technique/Method, and Presentation. Dave argues that largely, professional development seminars and training materials are missing the Presentation component of the model. There is a lot of emphasis on content and the technique/methods that are being used to be taught. Where is the fun? The creativity?

 

For this adventure...
1. Pick one of your lessons - a favorite, or one that you want to further develop.


2. Using the attached Venn Diagram worksheet, fill in where components of your lesson currently fit in. Use a black font for this. You can also create your own diagram!


3. Then, creating more text boxes, and using a blue or different color font, think of ideas of how to balance out all three areas. How do you create more Umph! to your presentation, while maintaining content? Your presentation doesn’t always have to be over the top, but it can still be entertaining enough to engage the audience. Feel free to adjust the size of your circles and edit as you see fit to show us your vision.

 

4. Post the Venn Diagram in the "2020 Teach Like a Pirate" folder. (See Uploading and Categorizing Files.docx).

 

5. Once you have posted your diagram, come back to this post and add a comment linking to your document. Post a brief description of the lesson in the comment as well. To add your document link to the comment, simply type the "@" symbol, and begin typing the name of your document. It should pop up. Click on the document from the pop up list to tag it in your comment.

 

PRE-SERVICE TEACHERS: There are several ways to go about this assignment, even if you are not in the classroom yet. If you are student teaching this year, think of a lesson that you will be teaching and work with that. Another option is to take a lesson plan that you have created in one of your college courses and refer to the feedback you received from your instructor. If you have not created a lesson plan yet, think of a lesson/topic that you want to teach to students, or refer to your favorite lesson that one of your teachers taught in high school.

Can you believe it is already time for adventure #5? Neither can we.

For completing this assignment, you will earn a Turquoise Stone!


 

The Commitment to Being “On”-Board

“I refuse to cheat a student by delivering a subpar performance just because he has me later in the day, or early in the day when I’m not quite awake. Although no mother stands in the back of the room with a checkbook, in a very real sense, I know forty mothers and a whole community are counting on me.” -Dave Burgess

 

Now that we have explored what it means to be a PIRATE, it is time to commit to being on-board the ship. Each pirate and crew member has different passions and motivations to why they lead the lifestyle they do, but the one thing they all have in common is that they chose to get on the same ship. This course is designed to be about an individual journey because each of you is at a different point in your careers, your communities and school districts require different things, and in general, no two people are the same. However, we are committing to getting on the same ship because we want to develop professionally towards the same goal - to be better teachers.

 

We are committing to being onboard the same ship to be PIRATEs. In Teach Like a Pirate, PIRATEs is a mnemonic.

  Passion      Immersion        Rapport       Ask and Analyze     Transformation      Enthusiasm

 

1. Our crew has explored all six words together, but individually, what do the six words mean to you?


2. Would you keep all the letters as the same words above, or would you change any? Why would you change or keep the letters of the mnemonic PIRATE? 

 

3. Create your own pirate-themed mnemonic for your classroom. What are some words that resonate with you and your teaching philosophy? If you can't think of any words for PIRATE, try some of these: SHIP, CREW, AHOY, TREASURE, JEWEL, OCEAN, SAIL, etc. Get creative!
(And if you need some word inspiration, here's a link to https://www.thesaurus.com/)


You can always simply add a comment to record your response under this post. However, if you need more room to express yourself, don't hesitate to use any of the Communities of Practice features, including creating a new document. If you create any new blog, document, or discussion post, be sure to categorize it in the "2020 Teach Like a Pirate" folder. For help, see Uploading and Categorizing Files.docx

It’s time for Adventure #4 Pirates!

For completing this assignment, you will earn your Bronze Doubloon!


 

 

Mapping Out Your Destination

Ask & Analyze

“If people knew how hard I had to work to gain my mastery,

it wouldn’t seem so wonderful at all.”

-Michelangelo

 

Agricultural educators are known for their hands on approach to lessons and are masters of their trade, but how long did it take for you to become a master? How do you retain a great idea that comes to you in the middle of the night while pulling calves, or watering the plants in the greenhouse on the weekend?

 

Transformation

 

“When embarking on any journey, choosing the destination is a critical first step. With a destination in mind, you can set your internal GPS and be assured you are heading in the correct direction.”

-Dave Burgess

 

Refer to pages 57-60 in Teach like a Pirate, regarding “The World’s Greatest GPS… Your Brain” and “Two Questions for Raising the Bar.”

 

With those passages fresh in your mind, consider the Two Questions for Raising the Bar:

1. If your students didn’t have to be there, would you be teaching in an empty room?

2. Do you have any lessons you could sell tickets for?

 

Now think about your classroom. What is your destination or goal for this course? Do you want to focus on making one unit stellar this year, or completely transform your classroom from the first day to the last day? Where do you want to be as a teacher?

 

Record your reflections in a comment on this post, below.

Sarah Warren

Your First Three Days

Posted by Sarah Warren Jul 27, 2020

It’s time for Adventure #3 Pirates!

For completing this assignment, you will earn your Ruby Jewel!

 

 

Your First Three Days

 

It is finally summer! Typically, fairs, livestock shows, summer conferences, FFA activities, and family vacations fill the ag teacher’s calendar of “summer recharge” time. Oh, and don’t forget, it is also your time to plan for the upcoming school year. COVID-19 is the gift that keeps on giving, however, and you might be in an extremely uncertain place right now as you look ahead to whatever your school district has planned for this fall. Though we don't have all the answers for you, we want to help you get a head start on next year’s planning for the crucial First Three Days! It might be overwhelming right now to plan for the entire year, so let's just start at the very beginning. 

 

Please consider the following questions about your First Three Days:

 

 

1. What do you currently do for your first three days of school?

 

2. How can you transform your classroom in the first three days to maximize student engagement and build a strong learning community, especially in light of current world events?

 

3. What do your ideal three days look like?

 

Considering the questions above, craft your first three days. Add a comment below to begin outlining YOUR first three days. This is the perfect opportunity for Ag Teachers - I mean, Pirates - all across the country to brainstorm together. Don't be afraid to ask questions, give suggestions, and above all encourage one another! We will get through this together, crew.

And don't forget....

Sarah Warren

Passionate Pirate

Posted by Sarah Warren Jul 22, 2020

Good Morning Pirates!

Your second adventure is below.

For completing this assignment, you will earn your Amethyst Jewel Badge!

 

 

Your Passion(s) for Being a Pirate

We are not passionate about everything we teach. It’s OK! Let the freedom wash over you. Now that the secret’s out in the open, let’s talk about it.”

                                                -Dave Burgess

 

Now that we know more about each of you, we want to know what your motivations are. Your Play-Doh introductions gave great insight to what you are passionate about personally and professionally. We now want to dig deeper and get a well-rounded look at where your passion stems from. Dave divides passion into three categories:

 

1. Content Passion:

Within your subject matter, what are you passionate about teaching? In other words, of all the topics and standards you teach as part of your curriculum, which are the ones you most enjoy?

 

2. Professional Passion:

Within your profession, but not specific to your subject matter, what are you passionate about? What is it about being an educator that drives you? What ignites a fire inside of you?

 

3. Personal Passion:

Completely outside of your profession, what are you passionate about?

 

Please comment below to respond to these questions! At the bottom of this post there should be an "Add Comment" button. If you do not see this button, please email Sarah. Be sure to read your crew members' responses as well - you never know, you just might make a new friend who shares the same passions as you! Don't be afraid to hit that "like" button or reply to someone else's response as well. 

Sarah Warren

Pirate 101

Posted by Sarah Warren Jul 15, 2020

Ahoy, Pirates!

Welcome to the NAAE Virtual Book Club. Your first adventure is below. For completing this assignment, you will earn your Sapphire Jewel Badge!

 

Pirate 101

Before we set sail on the open seas, we must get to know who our shipmates are. Just as Dave Burgess spends the First Three Days of School creating a safe, fun environment, we want to do the same. This week, we will be focusing on the first day of school, and introducing ourselves.

 

Play-Doh Introduction Activity

Using Play-Doh, create something that represents YOU. Use your imagination! What best describes you in the classroom, out of the classroom, or both?

 

 

If you don't have any playdoh handy, there are several DIY recipes online! Here is a good video to walk you through that process: How to Make Playdoh

 

Once you have fashioned your masterpiece, please share it with everyone! Take a picture and explain your creation in the caption, OR take a video of yourself introducing it. Post your introduction to this Communities of Practice group, in the 2020 Teach Like a Pirate Folder. If you need some help, see this example: Uploading and Categorizing Files.docx

 

NAAE Staff and Interns have provided examples for you: NAAE Staff Playdoh Introductions.docx. We look forward to getting to know each of you!

Do you remember the very first video I shared in this book club? It can be found in the Testing the Waters post, and you might want to go watch it if you haven't already - it will give you some context for what follows below.  


Of all the adventure and travel-related themes we could've gone with to metaphorically send you off on your next grand expedition, I drift back once again to pirates (maybe its because our next book club is coming soon...Calling all Pirates! Join the NAAE Summer Book Club). There's just something about this season of our lives that feels a lot like a bold, rebellious journey on the high seas - there's no tried and true map to follow (just some hopeful ideas to guide you), the winds aren't blowing favorably to your preferred path, and its in your best interest to be savvy, flexible and daring. I turn again to the example Jack Sparrow gives us in his new pursuit in the following clip:

 

The Fountain of Youth

 

In our last assignment EVER for Tim Elmore's Marching Off the Map, it's time to look ahead and decide two things: where am I, and where do I want to go? 


We have spent our time together exploring Generation Z, learning techniques to engage them on their own terms, and reflecting on our teaching styles to have real conversations about our classrooms. Now, we look ahead to how we plan to use what we have learned to better ourselves, our students, and subsequently our world. Consider the following question and activity as one last exercise of reflection:

 

WHERE AM I?

1. What is the biggest takeaway you have gained from this book club - about yourself, your career, your students, the world, etc?


WHERE AM I GOING?

2. Before you put this book on a shelf, take some time to draw a new map for a goal you want to set. I have included a template for you to use (admittedly my design skills only go so far), or to inspire you to create your own visual representation of where you want to go and how you want to get there. 

- Think of one thing you want to accomplish this next school year. Big or small....whatever your heart desires as "treasure!"

- Map out some smaller "adventures" or goals you will need to accomplish to get to your treasure
- In my map, I have included some obstacles. Do you foresee any treacherous ground you'll have to cross?

 

You can create a Word Doc like the one attached, draw it out on a piece of paper and take a picture, or use any other creative method, just as long as you actually draw out where you're going and how you plan to get there. I hope you will use this time to get creative and have fun! Once you're finished with your map, please upload it to the Chapter 12 & Epilogue folder (see Uploading and Categorizing Files.docx for help). 

 

*********

We may not know what is coming at us next, explorers. We may only have a vague understanding of the "how" we will get somewhere, and you may only be a one-man dinghy with a tiny fragment of a map to guide you, but I have confidence in each of you that you will get there because you know the "why" behind every twist and turn. What, or perhaps who, is your "why"? 

I observed a 6th grade English teacher a few years back for a class in college. I'll never forget the assignment she gave the students that day. It helped fuel my "why" for pursuing a degree in Ag Ed. She played John Mayer's song "Waiting on the World to Change" and then asked the students to brainstorm what they would like to change about the world around them. At the end of the class, she had the students share their creative and inspiring ideas. It was certainly impressive what they had come up with! Before the bell rang, she told them that this song was written for their generation, and told them to never stop going after the things they were passionate about because one day, they were going to be old enough to do something about it. That's who you're leading as you march off the map - the future of our world. 

 

Safe travels, explorers.

Welcome to the final week of our book club on Tim Elmore's Marching Off the Map! We will have our Map Maker on Wednesday and an Expedition Chat Friday before we will finally set this book aside...for now.  

 

Take some time today to truly reflect on where you were when you started this book club. We have all spent a lot of time reacting to our situations, and probably not a lot of time processing what we've experienced. Give yourself a high five on behalf of all of your fellow explorers - you traversed a territory that has never been mapped before, and you are standing here on the other side of it! Go you! 

 

It's been exactly two months today since we set out off the edges of our familiar maps on April 15th. Can you believe that? Two months ago, our country was slowly but surely shutting down, and the end of the 2019-2020 school year was still a daunting mystery. I remember very clearly calling my mom and telling her she should try to get two weeks worth of groceries in case it became risky for her to go out - surely we would be back to normal within two weeks, she would be fine if we could just make it that long! Two weeks seemed like an incredible amount of time to be away from our daily routines...now here we are. I'm sure you all have similar stories as well. Today, we are hesitantly creeping back to our "new normal," and you are probably taking a quick breath before jumping right back into planning for an undetermined fall. I hope you can see that no matter how daunting the future can be, one day your current future will be nothing but a memory in the past, and you will have realized all at once that you somehow made it through the unknown. 

***


Elmore's "most important final word" instructs us to lead out of belief, not relief. What does this mean to you? 

Reflection:
1) In your experience, what are some of the differences between teachers who communicate out of relief rather than those who communicate out of belief? 
2) Where do you find yourself operating most often: relief, or belief? How does this impact your students?

3) Can you think of a time when someone communicated belief in you? How did this impact you?
4) Review "Taking the Path of Relief" on p. 223. Which of these actions would you like to work on in your classroom  this fall? 

Chapter 10 poses some heavy topics for us to chew on. Most of it probably came as no surprise, but Elmore packaged it very neatly in a call to action format for us as educators. One of the most profound statements he made in the chapter was this:

"...too many emerging adults have not been led well. We, the adult population, did not know how to guide them in a world filled with social media." - p. 193

 

Would you agree with this? As we are marching into unknown territory, lets not be blind to the role social media might play in the issues we see our students struggle with. We have been handed bits and pieces of information about this, probably from counselors and professional developments. But have you ever tried to make your own game plan to combat this issue specifically? Perhaps its time to draw yourself a map.

 

Map Maker:
First, reflect on the facts and examples presented in this chapter. Determine your own emotions, reactions and opinions on social media. Take some time to really understand what you have seen and experienced on this issue.

Then, organize your "game plan" for leading your students through the world of social media. Be sure to record:
a) your personal thoughts about society's use of social media
b) your personal observations of its effects on your students
c) how you plan to use and/or address it in your classroom

 

If this is truly having such a profound impact on the students you see daily, now is the time to stake your claim on how you want to use social media/the internet for good and coach your students to do the same. Sometimes we don't give ourselves time to really determine our stance - like Aaron Tippin sings, "you've got to stand for something, or you'll fall for anything." You can organize your thoughts into a document, draw them out in a "map," or post an outline in the comments below.

 

Some guiding questions to assist you as you dissect your own thoughts:
- What symptoms have you observed when students use social media?
- What could you do to convince them to use social media in moderation?
- What are you doing to leverage social media for constructive purposes?
- How can we balance our students' time on social media with face-to-face interactions?
- How can we ensure they become emotionally healthy adults?

- How can you communicate the difference between relative and timeless morals to your students?
- How can we capitalize on the positives of social media?

- What technologies are you using to enhance student engagement in the classroom?
NOTE: you do NOT have to answer all of these, they are just here to spark thoughts


Finally, on p. 192 Elmore mentions the "ABCs of Guiding Students in Social Media" in the Travel Guide. If you don't have a copy of the Travel Guide, I have attached a PDF of this information to this post!

"The process of design and preparation is just like a lesson plan. You can't move forward if you haven't decided how it will be done. To envision the future is to see where you need to be in one or even five years. But to plan for it, is to know what you have to accomplish tomorrow, and the next day, and the next." - Andrew McPeak, p. 163

 

If Chapter 9 could be summarized in one word, that word would be "legacy." McPeak tells us stories of "Map Makers" just like you all who have acknowledged a problem, analyzed the problem, and created a new map to solving the problem that has enhanced the lives of others in innovative ways. He tells us that there are 4 characteristics of a Map Maker: 
- Purpose and Aspiration
- Vision and Innovation
- Design and Preparation
- Courage and Dedication

 

Andrew McPeak also gives us 3 lessons to be learned from the stories of innovation he tells:
1. You won't tread new territory overnight
2. Innovation comes in small packages, yet leave a big impact

3. The greatest map makers are the ones who are focused on the needs of others

 

As we near the last week of this book club, perhaps it is time to hone in on where you will go from here with this new information. Hopefully you have not only been encouraged to march more confidently into the unknown next step of your career, but you will also take away some strategies and inspiration to guide you along that path. As you begin to chart out your new course, perhaps you can begin with the end in mind once more....

 

Reflection:
Imagine you are retiring tomorrow (I know, it's an exciting thought! I can hear the resounding "I wish" through this computer screen). What will they say about you tomorrow at your retirement party? What LEGACY are you working toward right now?

 

If you're struggling to find your answer, consider the following guiding questions from chapter 9:
- What moment in your life would you point to as the genesis of the purpose and aspiration of your work?
- What was your vision when you started your work as an educator?

- How will you turn your greatest visions of the future into practical day-in and day-out plans?

 


  

Once again, I think the information in chapter 8 came as no surprise to the Ag Ed world. As we continue to build our new maps, we have often practiced the art of looking at some of the old maps, our old teaching styles and curriculum, and determining if we should keep the old practice or create a new one in its place. As Elmore outlines, using imagery in our messages is a practice that has been effective for the duration of human history, and will continue to be effective for years to come - perhaps now more than ever with Gen Z. You must admire Elmore's ability to bring in all of the stories and facts for this chapter, but lets get down to the heart of the message: practical application in your classroom.

 

In these book club posts, I try to pull out the main ideas of the chapter so you have an easy outline to refer back to later. Elmore poses that the reason Dr. Seuss books remain so incredibly relevant is because the message is:

1.Simple (easy to understand)
2. Short (can be digested quickly)
3. Sticky (memorable for everyone)
4. Sharable (transferrable ideas for readers)
(p. 140)

 

Reflection:
1) Think about your communication style within your classroom. Do you struggle with any of these 4 elements of effective messages/lessons? Do you excel in any of these areas? 

 

Further, Elmore spends a lot of time discussing imagery as a teaching technique. As ag teachers, you have already proven in this book club alone that you are very focused on providing experiences through which you can educate youth. In your classroom, you may already be far more fluent with this generation's language than other teachers in your building. Elmore says that students in this generation respond best to these three elements: music, experiences, images (p. 151). You have already seen with your own eyes that this is true, students respond well when you can provide a visual to accompany the topic you are teaching. 

 

Reflection:

2) How do you capitalize on the use of music, experiences, and/or images in your curriculum? 

 

Finally, Elmore leaves us with a simple exercise to help us develop a strategic plan for implementing the ideas in this chapter into our curriculum. 
D - Begin with a Dilemma
I - Then show an Image
C - This sparks Conversations
E - This should lead to an experience

 

Map Maker:
3) Where could you try "rolling the DICE" in your teaching? Pick a class you teach, or one you would like to teach, and walk through the DICE strategy for a topic that could be taught within that class.  Make an outline of how you would accomplish each element: D - I - C - E. 

 

You can either post a comment or put a document in the Chapter 8 folder, if you want more space! Here are some questions that might spur some thought as you outline a DICE lesson. You DO NOT have to answer these questions specifically.
- What is an example of an issue or problem needing a solution that you could pose related to the topic?
- What images or imagery would you like to use to support or reinforce what you are trying to teach? Do you have life experience or stories of your own you could bring in? 
- How can you encourage students to open up and discuss the topic with you?
- How can you make this real and relevant to their lives?