2.+Attention+Strategies

How can we adapt this table to make it a useful tool to be filled in during the class? I presume we would need to remove the Column Practical Application and could replace it with something like: Check boxes: Was this Strategy used in the XX Yes/No but a bit boring and also they will ahve to have good knowledge of them to spot them (many of them) or if we use bad example it will jsut be mainly nos So we need to think carefully about how and if this table can/should be used And also very fundamentally I think we should look through each of these tables and see which strategies we are applying in our elesson!!!!!!!

Indian teacher uses the word 'fuck' to teach grammar to college students []
 *  Attention Strategies and Application ||
 * ||  Strategies ||  Practical Application  ||
 * A1 |||| Incongruity, Conflict ||
 * A1.1 || Introduce a fact that seems to contradict the learner’s past experience. ||  ||
 * A1.2 || Present an example that does not seem to exemplify a given concept. ||  ||
 * A1.3 || Introduce two equally plausible facts or principles, only one of which can be true. ||  ||
 * A1.4 || Play devil’s advocate ||  ||
 * A2 |||| Concreteness ||
 * A2.1 || Show visual representations of any important object or set of ideas or relationships ||  ||
 * A2.2 || Give examples of every instructionally important concept or principle. ||  ||
 * A2.3 || Use content-related anecdotes, case studies, biographies, etc. ||  ||
 * A3 |||| Variability ||
 * A3.1 || In stand up delivery, vary the tone of your voice, and use body movement, pauses, and props. ||  ||
 * A3.2 || Vary the format of instruction (information presentation, practice, testing, etc.) according to the attention span of the audience. ||  ||
 * A3.3 || Vary the medium of instruction (platform delivery, film, video, print, etc.) ||  ||
 * A3.4 || Break up print materials by use of white space, visuals, tables, different typefaces, etc.) ||  ||
 * A3.5 || Change the style of presentation (humorous-serious, fast-slow, loud-soft, active-passive, etc.) ||  ||
 * A3.6 || Shift between student-instructor interaction and student-student interaction. ||  ||
 * A4 |||| Humour ||
 * A4.1 || Where appropriate, use plays on words during redundant information presentation. ||  ||
 * A4.2 || Use humorous introductions. ||  ||
 * A4.3 || Use humorous analogies to explain and summarize. ||  ||
 * A5 |||| Inquiry ||
 * A5.1 || Use creativity techniques to have learners create unusual analogies and associations to the content. ||  ||
 * A5.2 || Build in problem solving activities at regular intervals. ||  ||
 * A5.3 || Give learners the opportunity to select topics, projects and assignments that appeal to their curiosity and need to explore. ||  ||
 * A6 |||| Participation ||
 * A6.1 || Use games, role plays, or simulations that require learner participation. ||  ||