1:30-1:40

Welcome the knitting experts to the class and get them set up in different areas in the room while class waits outside. Have them start knitting.

Welcome the class and tell them that this is ed psyh.

Knitting needles, yarn, experts, thank you notes, gift certificates for Java Co.

Grabber—this entire lesson is designed as a grabber for the course. Ed Psych is a required course for MAE students and there is not always a high interest in taking required classes. Asking students to learn how to knit is unique and requires different learning skills than they are used to doing—particularly the first day of a class. This activity was designed as a basis for discussion for the syllabus. Grabbers are important to get students’ attention and intrigue. Since 99% of what we learn comes to us through our senses, this kinesthetic activity may gain and hold attention of students. The perceptual register or reticular activation system (RAS) helps the brain monitor incoming information and decides whether it is worthwhile or not. There is not much time to engage someone in learning.

1:40-2:30

Tell the students that they have an hour to learn to knit.

Every 5 min. or so ask students to write down how they are learning to knit.

List of questions/observations regarding the knitting

Procedural Memory was probably engaged as students were doing something and not just listening, but this was not the only intended focus.

2:30-2:50

Debrief from the knitting by asking students to share their experiences.

Relate all of their inquiries to the class and how people learn.

Pass out the syllabus and go over it.

Syllabus

Episodic Memory--is based on the context and location. I was hoping to engage students’ episodic memory by allowing them to remember an unusual experience in a college classroom that evoked strong feelings. The episodic memory is located in the hippocampus, is highly brain-compatible and the information can be remembered for years although details may become distorted. It is remembered in context with a strong emotional tie and needs little intrinsic motivation to be activated. This is important because most students may not be intrinsically motivated to learn to knit.