“Deal or No Deal” Quiz

This is a fun in class quiz activity that can be used for any subject area or content.  It is different for every class and the kids hardly feel like it is a “real” quiz.  I set it up as a real quiz in terms of telling them to get prepared (study).  If they think it is a game ahead of time they don’t take the prep time seriously.  So basically I tell the class “We are having a quiz on ___ day”.  Then the day of the quiz I set up the “DEAL or NO Deal” format. 

I got this idea from a drug education grad class I was in where the professor would give a one question final exam for 100 pts!!  It sounded awesome at the time but then when I was taking the quiz it was nerve racking!!  You still have to prepare for anything; essay, true-false, short answer, multiple choice, fill-in the blank, etc … we had NO idea what the question would be or in what format.  I was hoping for an essay question because I had a “BS” in Vocab arts …. ;-) but the day of the exam came and we got our ONE

question … I was a nervous wreck.  The question was “What is the most widely abused drug in the US?”  A ONE WORD answer for a 100 points … uhhhgggg.  Talk about second guessing myself.  Let see … most powerful … no …. most addictive … no …  most popular … no … most prescribed … no ….. ahhhhhhhhhhhhhhhhhhhhh.  The answer …. Did you guess it???    Caffeine!     Yes, I did get it right but it was stressful.  There was a lot of processing that had to go on for me to write that one word down.

I have never forgotten that experience so I thought "how could I bring that type of assessment into my classroom?"  I was inspired by Deal or No Deal!

   

Set-up:

I have 9 white envelopes each with a number 1 – 9 and the envelopes are numbered 1 - 9.  I have the numbers randomly mixed.  

I also have 12 manila envelopes in order at the front of the room.  In 8 Manila envelopes I have a piece of paper with a content question.  Some are T/F, essay, multiple choice, listing, ordering, etc.  The other five manila envelopes have a piece of paper that states one of the following:

• “free 5 points”
• “free 10 points” but choose 2 more envelopes
• Pick two more envelopes
• Pick three more envelopes

The kids have a max of 8 content questions they might get.  Each piece of paper with a question on it has the point value for that question.  Some groups only get one question and it might be the free 10 points?  In that case the class just got 10 extra credit points.  Some classes get 8 full on questions?  We go through each question anyway but I explain that later.

The Activity:

I have the class take out a sheet of paper to take the quiz on.  I choose one contestant (usually a pretty confident student that is well liked in the class).  There is almost no strategy to this activity it is all just chance.  I then hand out the WHITE envelopes to 9 students in the class and tell them NOT to look inside them and hold them up.  I have

the contestant then choose ONE white envelope.  I place that unopened envelope on the front table for all to see.  I say to the contestant “That is your envelope”.  I then have the contestant choose another WHITE envelope.  And I give them the envelope to hold.  (Here is where I build up suspense) I say:

“Do not look into the envelope yet.  Inside this envelope is a number and that number will represent the number of MANILA envelopes you will choose.  Inside each MANILA envelope is either a question or free points.  Now, only you (the contestant) can look at the number inside your envelope and decide if we have a DEAL or NO DEAL …. If you choose DEAL, then you will pick that number of MANILA envelopes and the quiz begins; if you choose NO DEAL then you will close your WHITE envelope and pick another WHITE envelope from the crowd … BUT … if you choose NO DEAL & you pick a different envelope you will no longer have a choice to choose again, whatever number is in THAT envelope will be the number of MANILA envelopes we will pick.” 

Then I would have the contestant choose the white envelope and look inside to see what number they got and decide, on their own, if we have a DEAL or NO DEAL. 
                                                                                                                               

If they say “DEAL” (Usually a low number) we show the number to the class and the student picks the appropriate number of Manila envelopes, gives them to me and goes back to their seat.  I will then open and read the questions or information in the envelope basically like an in-class oral quiz.  I just jot down how many actual questions and points each class received since they will all be different.

Now, if the student says “NO DEAL” (usually a high number) they select a new white envelope from the crowd and just before they open it I throw in the “twist”.  I say:

 “Now … before you open that envelope and reveal your number we have ‘your’ envelope sitting right here (referring to the envelope sitting on the front table for all to see).  I will give you the opportunity to switch envelopes?  You can keep the one you are holding in your hand now OR go with the envelope you picked at the very beginning.  Either way we go with what is IN that envelope.  Now, are you going to keep the envelope in your hand or switch and go with ‘your’ envelope on the table?”

 

The suspense and pressure is crazy at this point.  Kids in class are yelling different things .. “Switch don’t switch ….. “.  I tell the contestant to ask the

class what they should do so any “blame” is on the class too ;-).  Then once the student chooses I reveal the number in the envelope that they DID NOT choose (It is either a cheer or a groan?).  I like to remind the students at this point that they all were part of selecting the envelope so we all share the pain or glory of what is in the chosen envelope.  I reveal the number in the envelope they DID choose (again a cheer or groan) and then have the contestant select the appropriate number of Manila envelopes and continue with the oral quiz.

I usually just grade them in class and have them grade their own quiz.  Regardless of how many questions the students answer for a quiz, I go through each envelope and we answer the questions in a discussion format so the information is “quizzed” either way.  I like to then shuffle all the envelopes so kids don’t start spreading the word on which ones to pick.

It is a fun way to quiz the kids and it is fun to see them get all fired up over choices.  Depending on the units I use this format in, I use it as a teachable moment to talk about life choices and sometimes it works out well and other times we have to just muscle through it and try to prepare as best as possible.  Some kids will say “I didn’t care because I knew all the stuff anyway so whether it was 1 question or 10 questions it really didn’t matter.”  

Some didn’t study at all so they were hoping for the one T/F question I use that as an example about preparing yourself for the unknowns of what lies ahead & resiliency.  The kids who prepared for the quiz are way less stressed about how many questions or which questions get selected.  The pressure and stress level is low because they have prepared and are more resilient.  However, the ones who were not prepared have a higher stress/anxiety level and therefore have less resiliency because they are hoping on chance or luck to get them through.  The more prepared you are, the less stressful situations are and the more resilient you can be in any given situation.

It is amazing how a simple little quiz can generate so much excitement, anticipation and a teachable moment all in one.  You can take this and adapt it to any number of questions or content areas too.  You can change the types of questions, add in different “reward” cards, include different actions or demonstrations, etc.

See if your classes want to make a “DEAL” or not ….

Paragraph Puzzle: Using cookie sheets for more than just baking

The simple concept is to take a paragraph or explanation about whatever content you want and cut it up into incomplete phrases and have the students put the “puzzle” back together in a complete paragraph again.  This is not a new idea by any means but it is and easy & active way for kids to process information.  I add to the activity cookie sheets and magnet stick-ons to make it a little different.  You can use this for many different applications and content areas.  I do a number of different types of puzzle activities using the same basic principle.  This can be done either after watching a vodcast, classroom discussion, reading the

information online or in a textbook, etc. …  You could also use this activity as a problem solving activity prior to teaching the material to see if they can use context clues, prior knowledge or punctuation cues to put the “puzzle” together.   Either way the activity is simple.  

In this blog, I am using it as a review activity to explain the functions of the male reproductive system.  I also do this same type of activity for the female reproductive system, menstrual cycle and fertilization.  Sometimes I do all of them?  You could even do them in succession, when one puzzle is done they start the next one.  I typically do one at a time based on what we are covering in that time frame.

Set up:

I write up a paragraph explaining a process or information.  It could even be putting things in a certain order or step-by-step instruction.  I like to laminate

the paragraph so it is durable and reusable.   I then cut the paragraph up with scissors into strips of incomplete sentences.   On the back of each strip, I put a little piece of stick-on magnetic strip.  (You could even cut up old refrigerator magnets and glue them on??)   I buy the magnetic strip in a roll and it has an adhesive strip on one side.  .  I just cut a small square,

peel and stick it on to the back of the strip.  Once the paragraph is laminated, cut and magnetized I put the strips in a zip lock bag to store them in.  I then have Tupperware containers to store all the bags in for re-use.

Procedure:

I break the class in groups of 2-4 and give each group a cookie sheet and a bag with the magnetized paragraph strips in it.  I simply tell them to put the

strips back into paragraph form so it makes sense and reads correctly.  Depending on the group I will tell them the first and last strip to get them started.

Once they think they have the puzzle completed they simply bring the cookie sheet to me.  I am usually walking around checking on groups so the magnets are easy ways for them to bring their work to where I am rather than waiting around for me to get to them.  I simply read their paragraph and when I encounter an error (wrong placement) I simply turn that strip and say “you are correct up to that point” and back they go to re-work the rest of the puzzle.  Once they have it, I start using the members of that group to check the work of other groups and help groups that are struggling.  If I am helping a group and someone says “check mine”, I can simply direct them to a student that is finished to check it.  They simply do the same thing I did.  At this point it becomes a peer teaching activity too.  I may even have a couple students go to a struggling group and help them get “un-stuck”.

It works as a great activity.  Once all the groups are done I read the full paragraph aloud and talk about where people got stuck and talk about different clues they used to master the activity.  I do this kind of activity for multiple different content areas.  The kids like the magnets and it is an easy addition to a simple paper puzzle activity to make it a little different.  Plus the cookie sheets are portable so they can move it around and not mess up their progress.

Cookie sheets and magnets = fun times in class ;-) 

Play Doh HIV

This is an activity I started using play-doh to demonstrate how HIV works.  I started using play doh as a way to “demonstrate/explain” other content areas as well.  It is fun for the kids, they can use their creativity and they come up with some hilarious demonstrations/examples of whatever concept you are teaching.  It has become a fun activity that gets the kids engaged in class and be creative.

Prep:

I have cookie sheets that I use for different activities (Paragraph Puzzles) so they come in handy for this one too.  They work to make the activity a little more portable and “contained” and it helps with clean up as well.  I went out and bought 2 “cases” of smaller play-doh containers of different colors.  I think there are 24 little tubs in a case which gave me somewhere around 50 smaller containers.  I think it ran me about $25.00.  So far that amount has worked OK.  

I simply divvy up the tubs of play-doh based on the number of groups I have.  I usually try not to have more that 4 to a group.  You can adjust the amount of play-doh you need based on class size.  I will say, the more you have the better.  Kids LOVE using lots of different colors.  I will probably add another case this year just to help with replacements and options.

Activity:

This activity I use as an in-class assessment as to how well they are grasping the concept of HIV’s function inside the body.  We talk about all the different White Blood Cells and their jobs in the vodcast as well as what HIV does to specific WBC.  That sets up the whole premise of why and how HIV turns into AIDS, how meds work, why people get sick and eventually die.  Typically this would be an activity that would follow a Vodcast or two & Q & A discussion.  (see Vodcast 7.1 & Vodcast 7.1a StarWars)

I tell them to create a model using the play-doh to show/explain how HIV attacks the immune system.  Make sure you are showing the functions of the parts of the immune system and how HIV interacts with that. 

I simply break them into groups of no more than 4.  I give them the directions and let them go.  Once they are “finished” I come around and they explain what their model is.  A few guidelines I use are to not mix and mash the pay-doh to make “tie-dye”.  It is fine to “mush” different parts together of different colors but try not to “mix” them together.  It just keeps the play-doh colors intact for other groups.  And the obvious not throwing or stealing the play-doh .. J

Outside of that, the kids are on their own to create their model. 

Once they are done they pack up the play-doh and put them back into the correct color tub and make sure the lid is sealed tight and bring their tubs and cookie sheets to the table (I usually check all of them too.)  Usually the kids then want to walk around and see what other groups have made.  If

you have time and resources you could have the kids do a gallery walk when they are finished to see what other groups have put together.  It is a great way to showcase their work.   Sometimes I take pics of each group’s model and then I can show those on the screen the next day and have the kids explain their model to the class.  It works pretty good if you have the time to show case each groups’ work.. 

This is also one of those great times where if a student has not watched the vodcasts yet they can do that in class before playing with the play-doh.  It is amazing how much play-doh is an incentive to high school kids … ;-)

I am also starting to use the play-doh activity for other concept areas as well.  It started with this activity concerning HIV/AIDS but the light bulb clicked on and I started seeing where I could have the kids use play-doh to demonstrate/explain/assess other areas too.  They ask for the play-doh all the time.  “Mr. Troeger…. can we do the play doh thing today????” ….. weird  ;-)

A wild ride .....

I got an encouraging email from a Health Teacher in New York and while replying to her email I was motivated to write this blog.  I thought I would share some thoughts about the last year as I re-vamped my teaching style and philosophy.  Thanks Jen for the email and good luck to you as you embark on a new chapter ….   

 Why did I do this?:

Last year at this time I was burned out to say the least.  I have been teaching my butt off but it just seemed to be falling on deaf ears.  For a few years now I have been thinking … “There HAS to be a better way!?”  I saw some info on this “Flipped Classroom” idea and started to look into it.  Like most teachers starting their flip I was doing the same thing ... seeking as much info as I could about the Flipped Classroom.  I went to FlipCon12 on my own dime to gain the magic formula on this “new era in education”.  I was a sponge, taking in all I could but in the health education area I was coming up blank. I knew this was the direction I wanted to and I saw the potential but was freaked a little about what to do in class? I have lectured for 15 years .... what would I do during class?  What happens if the kids don’t do stuff?  What if it doesn’t work?  

I bought the book “Flip your Classroom” and stood in line to get Jon Bergmann and Aaron Sams to sign my book, but secretly I just wanted to get some leads on health teachers that are flipping their classes so I could look them up.  I got to Jon and asked “so do you know any health ed. teachers that are flipping?”  I anxiously awaited … he said “Nope?! … I can’t see why it wouldn’t work though” … Aaron just shook his head from side to side.  In my head I screamed “CRAP!  So … I am on my own on this one” … and off I went thinking … “well, I guess I can make it whatever I want.”  And that is the cool thing about flipping your classes is that there is no set format.  It is all in how it works in YOUR class for YOUR kids.  My 2^nd semester looks different from my 1^st.  My 3^rd hour class looks a little different than my 7^th.  I have learned that Flipping your teaching is a fluid, dynamic thing that changes as you and your students do.  The great thing is that the backbone of the flipped model allows for that freedom of adaptation.  It will bend, and grow as you do.  That has been so cool.

So how did I start?:

I started looking at what I could do with the time I never had.  What things did I always wish I had time for?  I started remembering all the activities that I rushed through and never felt I gave ample time for the connections to be made.  I started isolating what I could put on video as I put my block plan together and it started to evolve. Things I rushed through or had a question mark next to based on time started to become more a focal point in the unit.  Those activities could now be the “A-Ha” moments for the kids to make the connection from head knowledge to true understanding. 

In the beginning I also had to get comfortable not being the "sage on the stage" and being the "guide on the side".  Sometimes it almost feels like I am not doing much just because I am not up front blabbing. On the other hand I am scooting from area to area checking in, answering questions, asking questions, checking answers, evaluating, restating, challenging, etc .... I feel like I am a teacher of individuals now rather than teaching a class!  It’s been a fun change to be honest. It hasn’t been a simple change, it has been work, but it’s been energizing work.

Just the other day I had my classes watching my vodcast on the Female Reproductive System in class and filling out the notes (Vodcast 5.3 – it’s a long one so i gave them in-class time to work on it) and I started feeling guilty because I was basically watching them watch me ... but then it hit me ... "I have ALL their undivided attention right now for 33 minutes!” ... every kid was engaged, watching, writing, pausing, re-watching, giggling asking each other questions, showing each other things in the vodcast, etc ... no way could I have done that in class lecturing.

It was a paradigm shift and it was cool to see.

So what about now?

I think the videos are the easy part ... getting the students to apply the content now is the work but it is cool to see the kids really understand it better. I am still having some issues with a few classes but as problems arise I find solutions or try new things and increase my knowledge and skill set. It's not like my classes run like a well-oiled machine just yet. I still have those days where it all falls apart but you just learn from it and go on just like when I lectured 100% of the time .... but now the kids don't look at me with that blank stare anymore ... ;-)

I spent many a night going to bed at 3 am because I was getting a video finally uploaded but that was only a season. I had committed to it, put my head down, pushed forward and did it. I am fortunate enough to have a semester class so I knew that once the videos were done I wouldn't have to worry about doing them for the second semester. Semester 2 has been about tweaking the classroom end and working the bugs out of my flip.

So has it solved all my problems?

I say to people all the time, "The flipped classroom has solved more problems than it has created." and it is true. There are still frustrations though. I have kids still getting 25% in class because they don't do anything ... notes/emails home, phone calls, progress reports, administration interventions, PBIS, etc .... they still just don't do anything. But.... they always have access to everything when and if they choose too, and I have put them 100% in the center of the learning environment so I am not "accused" of not doing something. It's all right there for them to take and do.

I love that part!

The kids are accountable for their learning and I am accountable for giving them an OPPROTUNITY to learn.  I am providing a differentiated, individualized environment for every student 24/7. Most take advantage of it ... some don't. That is the reality of the human condition. We all make choices and have to live with consequences good and bad. The Flipped classroom provides both of those experiences for students.  They can choose to take advantage of the learning opportunities set in front of them, or not.   The ones that take advantage of those opportunities are very successful (even the special ed, ELL and at-risk kids), and the ones that are not taking advantage of the opportunities are struggling … just like in a traditional classroom.  But my videos and quizzes are still there for them if they want … it’s up to them.

Just the other day I had a student in one of my “challenging” classes say “you know, when I watch the videos, class make so much more sense … I actually know what is going on now!”  She was one that sporadically watched the vodcasts or consistently watched them “late” so we had already moved through the application pieces in class.  When her grade was starting to deteriorate, she started following the suggested timeline for the videos and “Voilà” class made sense for a change.

In saying that … I have another student in the same class say to me “now let me get this straight, I can watch the video, take the quiz as many times as I need to and do my homework in class … you have to try really hard to fail!”  I said “Yup!”  …. He is failing ??  It can be frustrating when kids still won’t take what you have put in front of them.  Lead them to water … but they have to drink.  Most do, some don’t but ALL have the opportunity to succeed.  That is what I love about my Flip!

Got a list ... PUZZLE it

For the last few years I have been trying to do more hands on type of learning and less lecture but the content lectures always seemed to push the activities short.  Since I was turned on to the flipped classroom my teaching world has been radically changed.  Now all these ideas and activities can now become a more focal part of classroom time.  One activity that I have done in my traditional teaching as a " break" from lectures can now be used as a more useful teaching tool.  It is pretty simple and honestly I got the idea from someone else so I cannot take the credit for this simple idea.

Basically this activity works best when you have a list of things for students to learn.  I use it primarily as a tool to present a large list of suicide warning signs.  What I did was take the list and broke it down into groups of 4 and put those 4 on one sheet of colored paper.  I did this with each set of 4 things.  I ended up with about 5 sheets (20 things total).  I put each set of 4 on a different colored sheet of paper and then cult each up into about 8 pieces thus creating a puzzle.  I put all the pieces into an envelope and give to a group of students to put together.  Once each puzzle is out together, the students then copy the list down in their notes.  It is just a quick, entertaining, simple way to get students engaged in and write down an otherwise meaningless list of "things". 

Here is how I use the puzzles in class: 

We are in the middle of our suicide/depression unit.  The students have watched a video in class about a true story of a boy who was depressed and suicidal and eventually committed suicide.  What the students were to do during the video is identify any warning signs they observed in the video.  We have not talked about these warning signs yet so I am seeing what they already know and allowing them to see that they have some intuition when it comes to identifying risky behaviors.  The following day I break them into groups and hand out an envelope with the puzzles.  They put the puzzles together and copy down all the actual warning signs in their notes.  Then they check off all the warning signs they noticed in the video the day before by comparing their lists with the notes they just took from the puzzles.  I then ask the groups to report on what warning signs were clearly present in the video.  Here you could even incorporate a white-boarding activity as a way to have students identify lists or themes from the video.  (See white-boarding).  I usually have just done a Q & A but I am looking to integrate the whiteboard idea or even a google doc?

The kids seem to like it because it allows them to work together, accomplish a task and write out a simple list.  The kids also shift their attention about every 20 mins so it makes the class go quicker.   It is a cheap, easy and quick way to get kids to copy a list in their notes and not feel like they are just copying stuff down.  You can make this strategy work for just about anything.

Give the note puzzle a try and see how you like it.

Whiteboard it ...

I have been reading some articles and blogs on white-boarding.  It seems like a pretty simple concept and it reminds me of the old school slates that the one-room school houses used to have.  Each kid would have their own slate and chalk and could write their answers on the slate to show the teacher their work.  I see the white-boarding idea as the same thing.  I have tried a few different activities with the whiteboards and it has worked pretty well.  It is pretty simple; you give a group of kids a whiteboard and let them go.  It is a quick, unique and easy way to have students and/or groups of students answer questions, draw examples, demonstrate knowledge or apply material.  I love to have the students use pictures and symbols to answer questions too.  They love using the dry erase markers and write on these big sections of whiteboard.  Whiteboards are easy to erase and totally reusable.

To make the whiteboards simply go to a home improvement store and get two 4 x 8 sheet of mar lite (shower surround) and have your HS wood shop class cut it into sections.  They cost anywhere from $6.00 - $10.00 per sheet.  You can cut up some old T-shirts to use as erasers and then get some Dry-Erase markers.  You can be up and running for about $30.00-$40.00 easy!  The diagram of what I use in my class is for 2 different sized white-boards based on a class size of 24-32.  The large boards can be for up to 8 groups and 24 small boards to be used in pairs or individually.   The large boards are 32” x  24” and the smaller boards are 10.5” x  12”.  I have a diagram pic of the cut sheets below

 Here is an example of an activity I did in class just yesterday.  We have been learning about emotional management and have been learning skills to act “different” when we get angry, frustrated, anxious, etc.  The skill we are working on is Decision Making.  They have already seen a vodcast on the skills and we watched a clip from “According to Jim” from youtube (see “Using YOUTUBE to help YOUTEACH”).  Now we are looking at making good decisions. 

I gave them a decision making worksheet (click here) and they had to come up with 6 choices concerning a situation I gave them.  The idea is to show there are always options … good ones and bad ones but there are always options.  They filled out the worksheet in pairs and then I had them write down the options they came up with AND draw a stick figure picture to represent each choice.  They also needed to somehow identify the option they felt was the best for the situation.  I then had them bring their boards up to the front and display them on the front board as we discussed their choices.  Again, the point was to show how many options they have in any given situation and to practice their decision making skills.  He kids had a blast using the whiteboards and coming up with pics to create for their options.  Some get pretty creative like “Throwing a Monkey at them” …. ;-) 

The white-boarding activity can be used for lots of different things and it puts the creating in their hands.  Instead of me at the front writing things, they can be doing it at their desks in pairs, groups or individually.  You can use it for review games, content games, graphic organizing, Pictionary activities, etc.  The sky is the limit.  Having a quantity of markers is a plus but even one color is fine.  The kids just like doing stuff on the boards.  Here is where you see your art kids shine in class!!

Give White-boarding a try.  You are only limited to your imagination.

Using YOUTUBE to help "YOUTEACH" ...

I’m sure all of us that are using technology and conscious of the Flipped Model are more than familiar/comfortable with youtube.  I know there are lots of other video platforms out there like Vimeo, Schooltube, etc … I am using youtube because it is what I am most comfortable with and it is not blocked by our school district ;-).  I also go right from youtube not from downloaded sources and the clips are short.  I am not trying to "watch a video" but merely using a short clip as a means to create deeper understanding or a discussion point for class.

Using video clips can be great visual and conceptual tools for a lesson.  I use them all the time for “case studies” in my area of health education.  I am amazed at what is out there to use as supplemental clips to aid in discussion, demonstrating a point, connecting a concept, etc.  it sometimes is as simple as typing in a situation to search and viola … you’ve got a bunch of clips to choose from.  You can pretty much use youbtube just like a search engine or even use a search engine's video search.  I simply type in a show I think would work and some buzz words like "Big Bang Theory Breakup" "According to Jim Anger", "Seinfeld Gonnorhea" and see what shows?  Sometimes you can click the similar links that pop up and guide you to a perfect clip somewhere else.  Try to be as specific as you can in the title to narrow a search. 

Now obviously there is a lot of inappropriate stuff out there so I would never blindly pull up a clip and show it in class.  Also beware of student suggestions on-the-spot too.  Many kids will say “Oh, pull this video up it is perfect for this situation.”  Their view of school appropriate and an adults’ view of school appropriate are WAAAAAY different.  I am all for student suggestion but I definitely preview before I present.  I have been burned on that one before!!

Here is an example of how I used a clip from “According to Jim” off of youtube to illustrate a point about emotional management.

First, the students have watched 2 vodcasts about emotional management.  Vodcast 2.1 talks about how the brain processes emotional stimuli (Amygdala & Pre-frontal cortex) and Vodcast 2.2 talks about the 6 skills for reacting better (Recognizing A.N.T.s, Using diffusers, Compassion, Decision making, communication & relaxation).

We have talked in class a little about the concepts of the A.N.T.s (Automatic Negative Thoughts) & Diffusers.  I then play the clip and have the students answer questions either on paper or in a google doc connecting the concepts from the vodcasts, class activities and the clip.  I love using popular TV sitcoms because they are usually well known, funny, and usually accurate in some exaggerated spectrum.  Seinfeld, although dated, provides many good life lesson clips!!  I also like “the Big Bang theory” especially in dealing with communication & relationships.  There are a ton of shows out there but those have been a few I really like.  PSA’s are also great to find too.   Usually short but very powerful (“this is your brain on drugs … any questions”) we tend to remember those!!

In a classroom setting, I simply pull the clip up in class and we watch it together, but you could easliy link the video off of a website or moodle and have the kids watch it and answer the google doc questions in small groups or individually.  Lots of options here.

Here is the according to Jim clip and the According to Jim google doc with questions I use. 

I also included a few other clips I use in my class over the semester.  (Keep in mind I teach health & sex education so I have a little more “spectrum” to include .. ;-)

  

Seinfeld "Shrinkage" (Male reproductive system)

  

TBBT "Screwed" (Relationship problems)

 

Montana meth Project "Not Gonna Be that Guy" PSA

   

Give some clips a try to make your content a little richer and open up those classroom walls to the world.