Take a long look at this picture. Tell me what you see.
(OK, not really – I can’t actually hear you. But you get the idea.)
Sometimes instead of describing or listing, we’ll do Level Questions instead – 3 Level One, 2 Level Two, and 1 Level Three. Good times, that.
We’ll discuss, point out details, speculate, etc. While we want to get to actual ‘facts’ before moving on, I don’t want to cut off or shoot down questions or ideas which are off the mark just yet. Give them time to get there, and nudge only as necessary.
Eventually, we’ll look at a collection of FIVE pictures – ALL AT ONCE! (And you said I didn’t have ‘high standards’.) These 5 pics have something in common – what is it?
In class, we’d discuss for a while, and I’d take ideas. Very few get all the way to our subject with just these. Sometimes I’ll eventually take the pictures one at a time and talk them through to my point; other times it has to wait until we’ve come to this subject in the actual unit.
You know, give them something to look forward to – like I’m doing for you. Come on, I respect you too much to just GIVE you my answer to the connection. You’re welcome.
OK, OK – these represent some of the many ways wildcatters decided where to drill – dowsing rods (“witching sticks”), tasting the soil, visions from departed loved ones, consulting mystics (especially Native Americans associated with the area), or simply “swinging a dead cat” (choosing at random).
The next one is a bit easier, but I don’t always use it. Kinda depends on how the other conversations have gone so far. You know how it is – you have a plan, but you build in flexibility, yes?
Level Questions, discussion – whatever the spirits choose. Sometimes you might even have a movie clip you really like that helps build interest or establish context…
In any case, then we discuss a bit…
What are some characteristics of oilmen, or boomtowns, etc.?
What were some different ways people made a living during a boom, other than working in the oil fields themselves?
What seemed to be the primary source of conflict in the movie clip?
What are some other examples of technology facilitating massive changes in our lifestyles (or the economy, or whatever)?
And – if everything goes well – before you know it…
And that’s why we do pre-reading.
Even if students go through the motions half-heartedly, or even sarcastically, the previewing still works. As we go through the unit, information related in some way to these discussions is now ‘stickier’ – it has a little mental Velcro on it. Sincerity is great – nothing beats genuine interest. But faking it, and faking it hard… well, that’s almost as good.