I capitalize on incidental learning at the beginning and end of the class period while waiting with my students at the door. This is often conversation about something they mentioned during the lesson that did not directly relate to the lesson, but was interesting to the student. Another topic I tend to gravitate towards is fun facts I learned on NPR or an article I read that seemed interesting. In both of these types conversations, I try to add the language that I have heard from professionals into the content of what students are saying. This blend helps elevate our conversation together.
I have used incidental learning to help develop an opportunity for explicit instruction after hearing about some drama my high schoolers were navigating through. Their choices helped me to realize how uninformed they were for the choices possible in a certain situation. This conversation at the door led me into a mini-unit on friendship and decision making. The language we developed together helped them to better assist with discussing and executing choices that led to stronger interpersonal skills.
I have used incidental learning to help develop an opportunity for explicit instruction after hearing about some drama my high schoolers were navigating through. Their choices helped me to realize how uninformed they were for the choices possible in a certain situation. This conversation at the door led me into a mini-unit on friendship and decision making. The language we developed together helped them to better assist with discussing and executing choices that led to stronger interpersonal skills.