After listening to Tom Ashbrook and Robert Kapilow discuss music I was immediately drawn back into my younger years of High School band followed by the Metropolitan Youth Symphony. In those days I truly understood what Kapilow spoke of with the notes and words of songs grabbing the attention of the person playing it or listening to it. Looking back at those experiences and thinking about how to take Kapilow's knowledge into the classroom I have had an epiphany - teacher's use these techniques of hooks everyday in the classroom.
What is a hook? According to Wikipedia a hook is a "lyric or phrase that sticks with you and is easily remembered." Throughout my Army Helicopter Pilot training I have been given many hooks to remember pieces of information. They are given a different name when used to remember information, but in reality they are nothing more than hooks like in a song. For example - an easily remembered Christmas song has repeating words that are tied to unique sets of notes, making the chain of words not only memorable, but also catchy to the listener. (Kapilow - What makes holiday music great) In the Army we are given acronyms or phrases to remember pieces of information such as TOMATO FLAMES. It is a phrase - a hook - easily remembered, but it also stands for something else that is very important with regard to FAA rules for day flight. Each letter holds onto another word or phrase that is now easily remembered because of the original hook that was given. This is a simple example of a hook used by a teacher, but are there more?
I think that a teacher in a classroom develops ways for the students to remember many things. Hooks for remembering Shakespeare such as the famous phrase in Romeo and Juliet "O Romeo, Romeo! wherefore art thou Romeo?" I do not believe this phrase is intentionally given to students, but phrases like it or ways to remember Shakespeare or other plays are the hooks that teachers are developing on a daily basis to help students learn. If more teachers realized this and used the hooks like songs do there would be a better understanding on how to bring students into the classroom and out of their iPods. Developing critical hooks could be the way to develop a positive and fun environment for students to learn in.
Does anyone have any experience on this that they would like to share? I know very little about true examples but I truly felt that the use of hooks is happening within the classroom unannounced to the teacher or the student.
What is a hook? According to Wikipedia a hook is a "lyric or phrase that sticks with you and is easily remembered." Throughout my Army Helicopter Pilot training I have been given many hooks to remember pieces of information. They are given a different name when used to remember information, but in reality they are nothing more than hooks like in a song. For example - an easily remembered Christmas song has repeating words that are tied to unique sets of notes, making the chain of words not only memorable, but also catchy to the listener. (Kapilow - What makes holiday music great) In the Army we are given acronyms or phrases to remember pieces of information such as TOMATO FLAMES. It is a phrase - a hook - easily remembered, but it also stands for something else that is very important with regard to FAA rules for day flight. Each letter holds onto another word or phrase that is now easily remembered because of the original hook that was given. This is a simple example of a hook used by a teacher, but are there more?
I think that a teacher in a classroom develops ways for the students to remember many things. Hooks for remembering Shakespeare such as the famous phrase in Romeo and Juliet "O Romeo, Romeo! wherefore art thou Romeo?" I do not believe this phrase is intentionally given to students, but phrases like it or ways to remember Shakespeare or other plays are the hooks that teachers are developing on a daily basis to help students learn. If more teachers realized this and used the hooks like songs do there would be a better understanding on how to bring students into the classroom and out of their iPods. Developing critical hooks could be the way to develop a positive and fun environment for students to learn in.
Does anyone have any experience on this that they would like to share? I know very little about true examples but I truly felt that the use of hooks is happening within the classroom unannounced to the teacher or the student.
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