again, you made something new. There are nothing about activities of students. read the scripts:
...So, back to our biology lecture, you start talking about frogs, and then you pull a live frog out of your briefcase.
You're describing it while you hold it up, show the students how long its legs are and, and how they're used for jumping, for example.
Then, maybe you'll even let the frog jump around a bit on the desk or the floor.
In this case, by doing something unexpected, something more engaging, you can tap in to their passive attention and it can last much longer than active attention.
As long as the frog is still there, your students will be interested.
22 in 30
again, you made something new. There are nothing about activities of students. read the scripts:
...So, back to our biology lecture, you start talking about frogs, and then you pull a live frog out of your briefcase.
You're describing it while you hold it up, show the students how long its legs are and, and how they're used for jumping, for example.
Then, maybe you'll even let the frog jump around a bit on the desk or the floor.
In this case, by doing something unexpected, something more engaging, you can tap in to their passive attention and it can last much longer than active attention.
As long as the frog is still there, your students will be interested.