I’m constantly surprised by the amount of adverts for beauty products or health foods on television that claim some form of validity for their boasts based on what could be described as very dodgy statistics or other data.
Putting to one side the ‘75% improvement in 2 weeks’ claim that is based on a study of 43 women who self-judge and don’t compare to any meaningful measure; the anecdotal evidence, “my mum tried ‘X’ and found that her skin looked so much younger that builders whistled at her as she walked passed”; or the even more bizarre collection of ‘science’ phrases that give an air of credibility to any product; putting all this to one side, here is a great opportunity.
A great opportunity to engage the pupils in maths, science or English lessons (what do those words mean, do they make sense in this context?). Using the adverts as a starting point and incorporating the SMART Board interactively we can focus not only on the content and skills but also on Higher Order and Critical thinking as we take apart the claims made by these companies.
What are the pedagogical benefits of using these adverts in a lesson?
One of the key benefits is RELEVANCE. These are adverts that the pupils will see day in day out and it is certainly something they will spend money on. If the material is relevant then this will;
- allow all students to have an opion as they will all have seen the adverts, engage the pupils in the harder maths or science material to follow, motivate them to find out more, encourage them to take ownership of the material and continue to learn outside of the classroom
Also important is the incorporation of Higher Order Thinking. Using Bloom’s Taxonomy we can get the students to:
- Analyse the content of the advert
- Evaluate the content and compare this to other sources or data they themselves have obtained from experiments or statistical analysis
- Create a critique or more accurate advert for the product (it’s a shame that the product in the new advert may be less fantastic sounding)
We will also be able to encourage the Critical Thinking of the pupils by forcing them to consider information they get presented with on a regular basis. I suppose the key issue is to equip the pupils with tools to be able to deal with this type of advertising:
- Can we test the claims and do they hold up to a simple analysis?
- Compare to what we know and see if the claims sound plausible?
- Can we look to an authority for clarification of the claim?
- Who wrote it and for what purpose (if it was a test commissioned by the company for the advert it may be less reliable)?
How do we incorporate Interactivity?
I’m not a Maths or Science teacher so my ideas are rather general and generic, but hopefully we can add ideas in the comments section for this post.
For any of the subjects I’ve identified links to adverts on YouTube or to a recorded source or from a selection of adverts on the internet would be the simplest way to start, we could analyse the claims and look at how we might test these in a Science lesson or question the statistics in Maths. Using some simple activities like ‘Drag and Drop’ or ‘reveals’ we can introduce new ideas or hint at approaches the students might want to take in their own research.
What we have to make sure is the students are using the SMART Board and creating their own activities and sharing ideas.
Using Notebook software and the IWB to deliver this type of lesson will have several benefits:
- Reducing the time taken to produce resources for the class – if you do them digitally they can always be updated, reviewed or altered as needed
- The use of technology is something that the pupils understand and are comfortable with (this reinforces the idea of ‘relevance’ to them)
- It gives plenty of opportunity for the pupils to come and present their ideas and interact with the material – taking control of the lesson and presenting ideas for the class to critique is very powerful.
- We can engage the ‘multiple learning styles’ present in the room.
As long as we follow the design principles set out in Tracy’s recent post then the lessons we create will engage and motivate the entire class especially when we combine it with relevant and interesting material and give them the opportunity to question big companies who advertise on TV.