9/21/2023 0 Comments Hocus focus spot the difference![]() ![]() When the time expires, ask each person to spin around, face their partner, and taking turns, identify all of the changes that have been made. The key is that all changes have to be visible, so moving the lint from one pocket to another doesn’t fly. Swap a watch to the other wrist, fold up cuffs, unbutton a shirt. No need to give them examples of what to change – they always work it out. Next, instruct each person to change or alter three things about their appearance during the next 30 seconds – without sneaking a peek! It’s important that you do not telegraph what you are about to do in advance of this step, for reasons that will soon become obvious. Try a group-splitting exercise such as those discussed in Categories or Getting Into Pairs to randomly form these partnerships.Īsk each pair to start by standing back to back with their partner. This two-person exercise is ideal for slowing the pace of your program, and to encourage your group to notice the subtle things about other people that we often overlook. Try and find those three new things.Īlright, the collar. Okay?Īlright, everyone ready? Okay, turn around. Change another three things, so new three things you need to change about yourself. Okay, whether or not you managed to get all three, my guess is you probably got most of them if not all of them. Now you don’t need to actually be touching, so I suggest just pull away just half a step from your partner, but you are back to back. In a moment when I ask you to turn around, your objective is to find those three things that your partner has changed about their appearance. Okay, everyone in a good spot? Does anyone need more time? This is really kicking out of the park all that wonderful trust we have developed up to this point. (people preparing to play Spot The Difference) If you need to you can turn away a little bit from your partner. Okay? Got the idea? Alright, thirty seconds starts now. ![]() So don’t turn around.īy all means you can look at other people, that’s not important, but I want you to be able to change three things about your appearance so that when you, in a moment, when I say turn around, the objective for your partner is to identify the three things that you changed. So for the next 30 seconds for all of you, I’m asking you to change three things about your appearance. So Reno, you and I are back to back, so are all of our partners here. I’m actually doing this at the same time I’m going to be describing it. So can I ask you now to stand back to back with your partner. Results demonstrated that the learning and performing of magic tricks could impact all three domains of learning resulting in student improvement in on task behaviors, planning and sequencing, socialization and meaningful conversation, and fine motor skills/dexterity.Here’s how the exercise works, and I’m going to start you right now all at the same time. This is an activity-based, academic and functional curriculum that integrates simple magic tricks into classroom instruction in an organized, systematic manner. Teachers used the Hocus Focustm curriculum for this project. This project was implemented to determine if learning and performing magic tricks as a part of an educational activity could bring about improvements in specific areas for special learners. However, instruction that addresses these needs is often not a component of the school-wide curriculum. Many of these students have – or will have – a significant need to develop not only academic skills but also functional and social skills. We are asking educators to teach an increasingly heterogeneous population of students, some of which face additional learning challenges. Using magic in the classroom can also allow the teacher to assist in the implementation of the codes of social conduct (including the hidden curriculum), educate on the value of listening and response to facial expressions, and improve understanding of emotion.Īs a society, we are looking to schools to be or become settings where our children learn the skills for successful adulthood. ![]() As a result, students can improve on task behaviors, planning and sequencing, socialization and meaningful conversation, and fine motor skills/dexterity. Learning and performing magic can impact all three domains of learning – cognitive, affective, and psychomotor. It is an appropriate method for engaging diverse student groups including Second Language Learners (SLL), low Socio-Economic Status (SES), At-Risk, Emotional Behavior Disorders (EBD), Autism, and Learning Disability (LD). Teaching magic tricks in the context of an educational activity can capture and hold the attention of children, including those with learning challenges. Hocus Focus tm is a project-based, academic and functional curriculum that integrates simple magic tricks into classroom instruction. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |