4–12 JOSSEY-BASS TEACHER JOSSEY-BASS TEACHER GRADES POGROW HTT Teaching Content oee w Outrageously to Capaacchhii PRAISE FOR tivanngg TEACHING CONTENT OUTRAGEOUSLY te A CC wFohro t esaecehme rrse swthleos ss,t rbuogrgelde, taon dco innndeifcfet rwenitth, Tsetuadchenintgs “Pinogg troo wfin’sd n neeww bwoaoyks itso ae nmguasgte- raenadd s fuocr cteesascfhuellrys t eseaechk- ll Studenoonntteenn O UU T RAGEOUSLL Content Outrageously offers the perfect antidote. their students who would otherwise be left behind. The tstt YY In this book, Stanley Pogrow shows teachers how combination of cognitive science, humor, insight, tech- an OO to transform standards-based content lessons into niques, and examples will make you laugh, inspire you, d Auu ctt dthyanta mleaicv ea nsdtu d“oeunttrsa gsoe oeunst”h rleaallrendi nagn de xfpasecriiennacteeds aanndd ogrivigei nyoalu w tahyes p troa ctetiaccahl tkoeoyl sc oton tcerneta oteb jiemcatigviensa.”tive celerrraagg they readily meet the learning goals. Drawing from — DR. PEDRO PORTES, director, Center for Latino ate Leeoo ast umdoednetls ,s uthcec easustfhuollry iunstreodd uwcitehs uthned e“rOpuetrrfaogrmeoinugs Aprcohfieesvseomr eonf te adnudc aStuiocnc,e Ussn iivne Ersdiutyc aotfi oGne,o arngdia earninuussllyy How to Captivate All Students and Teaching” method showing how teachers can inte- g grate humor, surprise, imagination, character, and “Is holding students’ attention becoming more and Accelerate Learning dramatic storyline to create lessons that are riveting, more difficult? Let Stanley Pogrow show you how dra- effective, and meaningful. The book includes: matization and humor can help you teach any content far more effectively to a wary classroom audience.” STANLEY POGROW • D etailed guidance on implementing the method – CAROL JAGO, teacher, Santa Monica High School, in any content area in grades 4-12 Santa Monica, CA • Vivid classroom portraits of teachers making use of the method to teach math, science, language “Dr. Pogrow gives priceless solutions and clear methods arts, and social studies lessons that work for making teaching and learning more fun • A dvice on applying the techniques to improve and effective in today’s classrooms. This is the one book discipline and classroom management that should be read by all those who want to make a difference by captivating, inspiring, and empowering The author reveals how all teachers can tap into their all learners.” own imagination and creativity to construct lessons — DALIA JOHNSON, science and Spanish teacher, and units that are mesmerizing and that efficiently middle school director, MS 188, New York City increase student performance on content. Public Schools THE AUTHOR GRADES 4–12 STANLEY POGROW, Ph.D., is professor of Educational Leadership at San Francisco State University. He is best ms, Tucson, AZ Sknkoillws)n Pfroorg draemve lfoopr inacgc tehleer aHtOinTgS t h(He ilgehaernr iOngrd oefr uTnhdinerkpinegr- Willia forming Title I (economically disadvantaged) and special EDUCATION Hal education students. U.S. $24.95 | Canada $26.95 Cover design by Chris Wallace Cover illustration by Dan Santat 118800226666__ccoovveerr__33..iinndddd 11 1111//99//0099 1111::2233::0066 AAMM Pogrow ffirs.tex V3-10/14/2008 4:47pm Pagei J O S S E Y- B A S S T E A C H E R J ossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offerclassroom-testedandresearch-basedteachingresourcesforavariety of grade levels and subject areas. Whether you are an aspiring, new, or veteranteacher,wewanttohelpyoumakeeveryteachingdayyourbest. From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials onthetopicsthatmattermosttoK–12teachers.Wehopetobecomeyourtrusted source for the best ideas from the most experienced and respected experts in thefield. Pogrow ffirs.tex V3-10/14/2008 4:47pm Pageii More Praise for Teaching Content Outrageously ‘‘Pogrow is one of the nation’s most inventive educators. He demonstrates his creativity,andthatoftheteachersheworkswith,inthispowerfulreminderthat lively lessons produce engaged learners. A wonderful book demonstrating that creativeteachingiswithinthegraspofallwhoareprivilegedenoughtobecalled teacher.’’ — DavidC.Berliner,FormerPresident,AmericanEducationalResearch Association,FormerDeanandRegents’Professor,MaryLouFultonCollege ofEducation,ArizonaStateUniversity ‘‘Dr. Pogrow tells not only what outrageous content teaching is, but how to do iteffectively,andhow totrainothers todoit. Thebook isvitalfor teachersand professional developers interested in accelerating student learning as well as in improving teacher practices. The book is informative, practical, and fun. It’s a mustreadforeveryseriouseducator.’’ — Dr.AhmesAskia,Director,ProfessionalDevelopment,NationalUrban Alliance,AtlantaGA Pogrow ffirs.tex V3-10/14/2008 4:47pm Pageiii Teaching Content Outrageously HOW TO C APTIVATE ALL STUDENTS AND ACCELERATE LEARNING, GRADES 4–12 Stanley Pogrow Pogrow ffirs.tex V3-10/14/2008 4:47pm Pageiv Copyright2009byJohnWiley&Sons,Inc.Allrightsreserved. PublishedbyJossey-Bass AWileyImprint 989MarketStreet,SanFrancisco,CA94103-1741—www.josseybass.com Nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmittedinanyform or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permittedunderSection107or108ofthe1976UnitedStatesCopyrightAct,withouteithertheprior writtenpermissionofthepublisher,orauthorizationthroughpaymentoftheappropriateper-copyfee totheCopyrightClearanceCenter,Inc.,222RosewoodDrive,Danvers,MA01923,978-750-8400,fax 978-646-8600,orontheWebatwww.copyright.com.Requeststothepublisherforpermissionshould beaddressedtothePermissionsDepartment,JohnWiley&Sons,Inc.,111RiverStreet,Hoboken,NJ 07030,201-748-6011,fax201-748-6008,oronlineatwww.wiley.com/go/permissions. LimitofLiability/DisclaimerofWarranty:Whilethepublisherandauthorhaveusedtheirbestefforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantabilityorfitnessforaparticularpurpose.Nowarrantymaybecreatedorextendedbysales representativesorwrittensalesmaterials.Theadviceandstrategiescontainedhereinmaynotbesuitable foryoursituation.Youshouldconsultwithaprofessionalwhereappropriate.Neitherthepublishernor authorshallbeliableforanylossofprofitoranyothercommercialdamages,includingbutnotlimited tospecial,incidental,consequential,orotherdamages. Jossey-Bassbooksandproductsareavailablethroughmostbookstores.TocontactJossey-Bassdirectly callourCustomerCareDepartmentwithintheU.S.at800-956-7739,outsidetheU.S.at317-572-3986, orfax317-572-4002. Jossey-Bassalsopublishesitsbooksinavarietyofelectronicformats.Somecontentthatappearsinprint maynotbeavailableinelectronicbooks. LibraryofCongressCataloging-in-PublicationData Pogrow,Stanley. Teachingcontentoutrageously:howtocaptivateallstudentsandaccelerate learning,grades4-12/StanleyPogrow.—1sted. p.cm. Includesbibliographicalreferencesandindex. ISBN978-0-470-18026-6(pbk.) 1. Education—Experimentalmethods.2. Teaching—Aidsanddevices.3. Creativeteaching.4. Dramaineducation. I.Title. LB1027.3.P642008 371.1—dc22 2008041908 PrintedintheUnitedStatesofAmerica firstedition PBPrinting 10987654321 Pogrow ftoc.tex V3-10/14/2008 4:47pm Pagev C O N T E N T S About ThisBook vii Aboutthe Author xv Acknowledgments xix ONE WhyTeach Outrageouslyin All the ContentAreas? 1 TWO Perspectiveson DramatizingContentInstruction 17 THREE FromDisciplinetoOutrageousTeaching:ClassroomUse of DramaticTechniques 39 FOUR Howto DesignOutrageousLessons:EssentialSteps 69 FIVE OutrageousLessons: Examplesfrom the Classroom 89 SIX Suspenseand Surprise: WhyOutrageousLessonsWork 143 SEVEN GettingStarted 165 EIGHT So...Let’s Do It! 185 AppendixA: The Originsof Drama 193 AppendixB: Gamesand Quizzes—SelectedResources 197 AppendixC: SimulationUnits—SelectedResources 201 Pogrow ftoc.tex V3-10/14/2008 4:47pm Pagevi AppendixD: Lesson Plansfor the Sample Lessons 207 AppendixE: TeachingOutrageouslyin the EarlyGrades 221 References 225 Index 229 vi Contents Pogrow f01.tex V3-10/14/2008 4:48pm Pagevii A B O U T T H I S B O O K A ll teachers face a set of problems that at times seem unsolvable. Forexample: (cid:127) Whatdoyoudoonthosedayswhenstudentsarebored,uncooperative, uninterested—orevenactivelyresistanttolearning? (cid:127) Whatdoyoudowhentherequiredcontentobjectivesseemtooabstract ortoodifficultformoststudentstounderstandorappreciatenomatter howyoutrytoexplainthem? (cid:127) Howdoyouhandleaclassinwhichthemomentyoustarttoteach,half thestudentsdecidetheyneedtosharpenapencilorgotothebathroom? (cid:127) Whatdoyoudowhenthebestinstructionalpracticesfailtowork? Therearealsoongoingchallenges,suchasthefollowing: (cid:127) How do you get students who are two or more years behind in reading and mathtowriteessaysandsolvemathwordproblems? (cid:127) Howdoyougetstudentstoreflectonkeyideasratherthanjustlearnfacts,and how do yougetthose whoarepreoccupied withdoingwell ontestquestions totrulyengagefundamentalideas? (cid:127) How do you teach the YouTube generation, which expects on-demand, individualizedentertainmentandlearningexperiences? Pogrow f01.tex V3-10/14/2008 4:48pm Pageviii Theseareeverydayproblemsformostteachersandprincipals.Inaddition,as public schools in the United States become increasingly segregated by race, and asaccountabilitypressuresgrow,alloftheseproblemsareexacerbated. Insuchanenvironment,teachersrelyontheoldstandbysof(a)tellingstudents ‘‘you needto learnit becauseitis on the test andif you do not do well you will notgetpromoted,’’(b)sendingtheunrulytotheofficeandcomplainingtotheir parents,(c)ignoringpassivelearnersafterinitialattemptstogetthemtorespond, or(d)makingthelesson‘‘authentic’’andtellingstudents,‘‘Youwillunderstand whythisisimportantwhenyoubecomeadults.’’ None of these techniques are ideal. The problems with the first three are obvious. The problem with the fourth is that adolescents go through stages in which they think adults are dorks, and most efforts to provide ‘‘authentic’’ curricula focus on applications from the adult world—which can serve to reinforcestudents’beliefthatthecontentisuncool. Whatisateachertodo? Thebestsolutionistoconvertthosecontentlessonsintolearningexperiencesthat aresofascinatingandentertainingthatstudentscannothelpbutbedrawnintowhat youaretryingtogetthemtolearn,andhangontoyoureverywordandgesture! Impossible?Apipedream?Afantasy? Not really. It actually is possible to draw all students deeply into what you are trying to teach, pretty much whenever you want to. This book describes a methodology for creating lessons and units for teaching any content, be it traditional or standards based, in ways that engage and inspire even the most reluctant, resistant, and superficial learner. The techniques provide a way for teachers to have fun teaching those lessons and units that have formerly been trouble,whileincreasingstudentlearning. Inthisbookyouwillmeetteachersacrossthecontentareaswhoareteachingin suchanunusualanddaringfashionthattheonlyadjectivesthatapplytodescribe theselessonsandunitsareoutrageousandhighly effective. Thesetypesoflessons andunitsarehereafterreferredtointhisbookasOutrageousTeaching,orteaching content Outrageously. The Outrageous Teaching approach is designed to teach conventional content objectives more effectively and quickly than traditional approaches. It is the fusion of art, creativity, imagination, and emotion—and pragmatics. The techniques of Outrageous Teaching are designed to be employed by any teacherwithabitofdaringinanycontentareaingrades4through12.Thefocus viii AboutThisBook Pogrow f01.tex V3-10/14/2008 4:48pm Pageix isonthesegradesbecausetheyaretheonesinwhichcontentobjectivesbecome increasinglyspecializedandcomplex,andbecauseoncestudentsinthesegrades fallbehindorloseinterestinacontentarea,theytendtogodownhillthereafter. PURPOSE This book presents a validated methodology for designing highly dramatic and unconventional lessons for meeting standards-based content objectives (or any other content objectives) that any teacher can use in any curricular area. Most teachers already use some of these techniques in their everyday instruction to maintain discipline and for other instructional management purposes. Outra- geous Teaching incorporates many of these everyday techniques, such as the use of signals to get students’ attention, along with others such as role-playing. It then modifies and intensifies the dramatic intensity of these techniques in systematic ways that (a) immediately capture students’ attention, (b) captivate them throughout the lesson, (c) make them want to learn the content, and (d) maketheteaching,learning,andapplicationofthecontentaseamlessprocess. If you would like to experience this amazing transformation in your class- room, read and use this book, which provides a specific planning methodology called the Dramatized Content Planning Method. This method makes itpossible for all teachers in all content areas to design such lessons. In addition, the bookprovidesextensiveexamplesofteachersusingthesetechniquesindifferent content areas. You will find here lessons that are masterful. Can you design suchlessons?Yes!Althoughyoumayatfirstfeelintimidatedbyhowgoodthese lessonsare,pleasekeepinmindthatmostofthehighlighted lessonsweredesigned by inexperienced student teachers. If they could tap their imagination to create these types of show-stopping lessons, you too can develop highly original and creative Outrageous lessons that convert even the most prosaic topics into captivatingandeffectivelearningexperiences.Allthesamplelessonsandunitsin thisbookarehighlighted. Thetechniquespresentedinthisbookarehighlypractical—albeitabitweird. They are derived from my research and successful experience using drama as a curriculartechniqueinthelarge-scalereformprogramsIhavedevelopedoverthe pasttwenty-sixyears,andfrommyworkwithstudentteachersattheUniversity ofArizona. The reform for which I am most known is the Higher Order Thinking Skills(HOTS)programforlow-incomeandlearning-disabledstudentsingrades ix AboutThisBook