"Instructional value" is a phrase I like to use in reference to the educational worth of an activity. It's a measure of what students are taking away from the experience, as related to a learning objective. Every opportunity in the classroom can be a chance to apply prior knowledge or discover something new, even in those fun things you throw in to give your students (and yourselves) a break every once in a while. As educators, our job is to prioritize the facilitation of learning rather than simply filling time because very minute really does count- for student growth and your own mental well-being. Considering instructional value in conjunction with other best teaching practices can effectively create a shift in classroom culture and student productivity, even on those low-key days.
💡 Think of the last "fun" (non-reward based) experience you planned for your students.
- How did it go?
- Was there a learning objective attached?
- What was the level of unorganized chaos?
- What went well?
- What you have done differently if you could try it again?
Most likely, if your activity was well planned and had some sort of structure to it, it was less chaotic than if you tried something without a clear plan or structure. Additionally, if your activity had instructional value, it may have been more purposeful than doing something without any connection to prior knowledge or real world content. To illustrate these points, I've included two highly embellished scenarios in the example below. Enjoy!
Example:
A teacher has something special on the line up every day during the last month of school. Today, "popcorn" is planned for the last 30 minutes of the day. There are 2 ways this can go-
Scenario #1
You pass out bowls of popcorn for students to snack on while showing a YouTube video. Within 5 minutes, the students who were served their bowls first are done and asking for more. When you declare "no second servings", students pouts and then begin whispering at their table groups. Whispering turns into volume 2 or 3 and annoys the students who are still watching the video. Within 10 minutes, most are now disinterested in the cartoon. Students start wandering around the room finding random things to get into and you catch yourself repeating "So and so, what are you doing? Please sit down. Shhh". Eventually, half the class ends up out of their seats WITH their popcorn bowls, nonchalantly leaving a trail of ground popcorn as they go. You finally have had enough and turn off the video and allow everyone to pack-up and chat while waiting the last few minutes for the bell to ring. One kid spills his popcorn and blames it on another kid. A shouting match ensues and both end up in the office. You're stressed and annoyed because "this is why we can't have nice things". Mt. Bowl-verest (world's tallest mountain of bowls) forms in your trash can. The bell rings and, just as you are surpressing the impulse of ripping all of your hair out, a student walks by the precariously balanced pile of trash bowls, turns abruptly to talk to a friend, and her swinging backpack causes the heap to all come crashing to the floor. Bowls, popcorn, kernels everywhere. No one but you seem to notice the crash and the class proceeds to eagerly exit the classroom, tripping over and chatting with one another, casually stepping on the debris. As you numbly bid your students adieu, you either laugh because your sanity is now hanging by a literal thread, cry because you're not sure if you're angry or overwhelmed or sad or tired or hungry, or you just stand there with a blank stare questioning all of your life choices leading up to this moment.
Scenario #2
You have students pack up early (giving 2 minutes to be done and ready in seats), with instructions to leave out 1 piece of paper and a pencil. While they are packing up and preparing, you write on the board: "Popcorn: Physical or Chemical Change?". You have students fold the piece of paper into two sections (hamburger style, with name on top). Because you've been learning about changes in science, you instruct your class to think what kind of change happens when popping popcorn. You give everyone 3 minutes to make their claim and brainstorm supporting reasons/evidence on one half of their paper. They can use words or pictures. While they are working, you begin popping the popcorn and walk around, checking in with student answers and asking guiding questions so that they expand their explanations. Then, you give students 3-5 minutes to share out their thoughts and explanations with their table groups- you also remind students what a respectful discussion sounds like and encourage everyone to ADD to or CHANGE their answers based on table discussion. You continue popping popcorn. You call time on discussion and move students who think physical change to one side of the room and chemical change to the other (30 seconds to move quietly and be ready). You review debate ground rules and instruct students to exchange ideas for a few minutes before allowing students to switch sides if they've changed their mind. Finally, reveal the answer and explain why popping popcorn is _______ CHANGE. In the final 5 minutes of class, students are to return to seats and quickly write a short paragraph explaining the difference between chemical and physical changes, using popcorn as an example, on the other half of their paper. While they are writing, you prepare to-go popcorn bags. When students are finished with their paragraph, they turn in papers and are able to grab a bag of popcorn before they line up. The bell rings, most of your students head out the door declaring this "the best day ever" or calling out "thank you", since you're decidedly the GOAT due to the popularity of the popcorn activity. Stragglers turn in whatever they have completed on their paper, you tell them thank you for working so hard and hand them some popcorn as they and head out. You sit in a quiet, empty room that's normal end of school day clean and breathe a sign of accomplishment.
Reflect:
- What made scenario 2 more successful for both the teacher and the students?
- Which scenario do you more closely relate to in your own classroom?
- For your next "fun" activity-
- If there isn't already, what would it take to add instructional value to your plan?
- What else could you focus on to improve the outcome of your activity?
Debrief:
In both scenarios, students walked away with a treat of popcorn and each required about the same amount of prep work; however, with a bit more planning and intention, the second scenario also had students practicing communication, selection and explanation of supporting evidence, paragraph writing, following directions, and reviewing science content. In the same 30 minutes, the i
nstructional value (as well as thoughtful lesson planning, appropriate rigor, a positive/collaborative classroom culture, and
Big 8 strategies) made the difference....for both the students as well as the teacher.
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