Following on from my previous post about engaging senior students struggling to connect with English, I thought I’d share some start up activities developed over the past few years which now form a nice wee package of introductory lessons.
Week One is important. You only get one chance to make a first impression. That first impression for any student is key but for young people who have already experienced consecutive years of Not Achieved (and however you dress that up, it’s never a great feeling), it is vital. Instead of weighing students down with course outlines and standards offered on day one, last year I decided to focus on The Future – for the world, for them as people, and for them as English students to encourage them to reflect on where they want to be and (hopefully) see some relevance in the days, weeks and months ahead because for Mr I Hate English and Ms I Never Read, by definition, this can be a very long year.
To start with, we watched a very cool compilation video summarising the highlights of 2014 via Upworthy. All they had to do was watch and see if they could yell out the event/person’s name before the subtitles. This year – and hey, it’s still early, the best one I’ve found so far is a summary via Facebook.
Fun Factor – check.
Taking it up a level we then close view The World in 2020 (I’ve also used Shift Happens in the past) and discuss ideas around changes in technology and education. Next I used a selection of articles from Mindfood on Future Trends which featured in December’s issue (and has been repeated this year). Students choose a topic that selects them (food, travel, technology) read one or more articles then answer a series of questions. The activity culminates with them pairing up with other students who read about the same topic, summarising and mind-mapping the predictions plus adding their own.
Big Picture – check.
Next I use a reflective piece of writing by a teacher simply titled Some Thoughts (on studying English) which a colleague shared with me years ago. I remind them (hopefully) about skimming and scanning as a close reading technique and then they read and answer questions.
Subject importance – check.
Now we’re up to about Day 3 so I get the students to complete the Careers Quest (regardless of whether they have done it before or not) which involves answering questions about their likes, strengths etc. This data generates a list of career options as well as entry requirements for the industry, income, current employment climate and information they can use as the basis for a report writing or oral presentations later in the year. (Make sure they save their results so they can refer back later on – and write down password!)
Individual relevance – check.
At this point only, I give out the course outline and go over available standards and credits with them. It might feel as if I’ve created a false impression that the year is going to be all about YouTube and mind maps but what I’ve learned about these students is they already know they will find the standard required hard but what might motivate them to give things a go is if they can see some relevance and understand that we are working together to develop life skills. Certainly beats writing letters about yourself ….