What do these instructions mean?
Using tv as model
Televison soap are agood planning guide . students remember resonababl complicated and multiple plot lines due to the way these programmes use reinforcement ,recap,and cliffhangers. Model your lesson along these lines .
Reinforcement and recap became (starters)and cliffhangers are useful (plenaries) which then work as starters next time .
This approach also allow a sense of dreama to be given to moe abstract content eupuzzles and formulae that will beresolvedthe next lesson . science practicals are particals are particularly good for endingendering this approsch, the experiments being the reinforcement, and the outcomes the cliffhangers. What is important is how ou, as a teacher , st up the delivery alarger than life , slightly (hammy) approach rarely fails.
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I am stuck on the "translation message" part of the question. There might be some editing needed to clean up the grammar of it, but the overall message seeks to bring a sense of excitement into lessons. Using the idea of soap operas/ serials, with their extreme use of emotion and anticipation, the message seems to indicate that teachers could adopt some of the same elements to make lessons quite exciting and relevant to the lives of students. Using the example of science experiments with the numerous plot twists (data collection) and gossip (formulating hypothesis) and cliffhangers (waiting for presuppositions to be validated or denied), the passage discusses how instruction can pique student interests much like a serial. Essentially, the passage calls for teachers to inject excitement and enthusiasm into the lessons to make them more enticing to students.
This is like your question from yesterday -- it's about using TV techniques to help students learn.
Make your lessons be like a TV soap opera. Repeat important points over and over again. Use cliffhangers (where one part of a story or lesson ends and you don't know what's going to happen next) to make your students want to start the next part of the lesson. (Cliffhangers are called that because a classic one of these is to have the hero hanging off the edge of a cliff at the end of one episode and you have to wait for the next episode to find out what happens.)
When you start your next lesson, restate the previous one and use your cliffhanger to start this lesson.
This will let you make your lessons more dramatic. But remember, you yourself will have to be able to be dramatic as you present the lesson. You may have to overact, to exaggerate, but that will help make things more dramatic.
So --- that's basically what it says.
It is a bit hard to understand. :-) Let me see if I can translate. Basically it says that television soap operas are set up in a form that can be copied for use in lesson plans. Soaps use devices such as repetition and cliffhangers to keep their audiences engaged. You can do the same to help make abstract content more interesting to students. They give the example of using a puzzle at the end of class and giving the answer in the next class being similar to a cliffhanger. Science practicals are another example. What is most important is the delivery - using a sense of humor, adding a sense of drama rarely fails.
Hope this helps clear it up.
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