ENGAGE
When we talk about hook lessons, we are describing the initial lessons which link into children’s prior knowledge about concepts, as well as testing our hypotheses about where children’s interest lie. Within hook lessons, we consider three key elements: generating interest in a new concept or topic of study, assess prior related knowledge, and provide beginning or introductory knowledge necessary for moving forward.
It is important to consider how the environment will be stages to provoke interest in these hook (or link) lessons. Will an area of the room need to bigger to promote interest? Will new materials need to be provided for this initial exploration? How many children can engage in the experience at one time? These are all critical questions to ask yourself when planning to ensure engagement with children is substantial and that it inspires their interest and curiosity.
In science experiments, a necessary part of the process is to remove any obstacles or unnecessary variables to truly test a given hypothesis. Within the early childhood classroom, this is also true: when testing a hook lesson to confirm children’s interest, remove any materials or modify room arrangement that may impact the lesson in unintended ways. Try to simplify the materials available as much as possible to zoom in on the three elements mentioned before: generating interest, gauging prior learning, and providing some initial knowledge to support engagement with the materials.
It is important to consider how the environment will be stages to provoke interest in these hook (or link) lessons. Will an area of the room need to bigger to promote interest? Will new materials need to be provided for this initial exploration? How many children can engage in the experience at one time? These are all critical questions to ask yourself when planning to ensure engagement with children is substantial and that it inspires their interest and curiosity.
In science experiments, a necessary part of the process is to remove any obstacles or unnecessary variables to truly test a given hypothesis. Within the early childhood classroom, this is also true: when testing a hook lesson to confirm children’s interest, remove any materials or modify room arrangement that may impact the lesson in unintended ways. Try to simplify the materials available as much as possible to zoom in on the three elements mentioned before: generating interest, gauging prior learning, and providing some initial knowledge to support engagement with the materials.
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