{"id":75,"date":"2023-08-17T16:49:51","date_gmt":"2023-08-17T20:49:51","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/?post_type=chapter&#038;p=75"},"modified":"2023-08-17T17:32:45","modified_gmt":"2023-08-17T21:32:45","slug":"bridge-in","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/chapter\/bridge-in\/","title":{"raw":"Bridge-In","rendered":"Bridge-In"},"content":{"raw":"Responsibility for learning rests primarily with the learners. At the same time, the instructor has a responsibility to create conditions that motivate learners. The bridge-in is meant to gain attention and establish relevance for the lesson. Sometimes known as the \u201cmotivational statement\u201d or \u201chook,\u201d the bridge-in helps the learners prepare for what is about to happen.\r\n\r\nAn effective bridge-in enhances the motivation to learn by connecting learners to the content of the lesson in an interesting and\/or relevant way. This segment of the lesson is usually quite short. However, in lessons where the motivation may be less than optimal, the bridge-in is particularly important. Unenthusiastic learners may be \u201chooked\u201d if the bridge-in provides answers to questions like:\r\n\r\n\u201cWhat\u2019s in it for me?\u201d \u00a0 \u00a0\u201cWhy does this matter?\u201d \u00a0 \u00a0\u201cWhy should I learn this?\u201d\r\n<h2><strong>Strategies that build motivation early in a lesson:<\/strong><\/h2>\r\n<ul>\r\n \t<li>Provide reasons for learning this topic, explaining why the topic is important and how it may be useful in other situations, or demonstrating that it is a transferable skill.<\/li>\r\n \t<li>Tell a short and engaging story in connection with the topic.<\/li>\r\n \t<li>Show a brief animation or comic.<\/li>\r\n \t<li>Refer to something in the learners\u2019 own experiences*.<\/li>\r\n \t<li>Pose a <b>provocative question <\/b>linked to a current event or the learners\u2019 personal lives.<\/li>\r\n \t<li>Show a live stream of a related event to set the scene.<\/li>\r\n \t<li>Offer a startling statistic or unusual fact that prompts curiosity.<\/li>\r\n \t<li>Link the topic to material already discussed.<\/li>\r\n<\/ul>\r\n* NOTE: Personal stories, anecdotes, and examples can be very effective. In a multi-cultural or diverse setting, however, it is important to consider learners\u2019 life experiences and backgrounds. If a learner is not aware of current trends in popular culture or wasn\u2019t alive when rotary telephones were used, for example, a given story that is meant to <i>bridge <\/i>might be mystifying or, if everyone else laughs at the joke, could even make the learner feel excluded.","rendered":"<p>Responsibility for learning rests primarily with the learners. At the same time, the instructor has a responsibility to create conditions that motivate learners. The bridge-in is meant to gain attention and establish relevance for the lesson. Sometimes known as the \u201cmotivational statement\u201d or \u201chook,\u201d the bridge-in helps the learners prepare for what is about to happen.<\/p>\n<p>An effective bridge-in enhances the motivation to learn by connecting learners to the content of the lesson in an interesting and\/or relevant way. This segment of the lesson is usually quite short. However, in lessons where the motivation may be less than optimal, the bridge-in is particularly important. Unenthusiastic learners may be \u201chooked\u201d if the bridge-in provides answers to questions like:<\/p>\n<p>\u201cWhat\u2019s in it for me?\u201d \u00a0 \u00a0\u201cWhy does this matter?\u201d \u00a0 \u00a0\u201cWhy should I learn this?\u201d<\/p>\n<h2><strong>Strategies that build motivation early in a lesson:<\/strong><\/h2>\n<ul>\n<li>Provide reasons for learning this topic, explaining why the topic is important and how it may be useful in other situations, or demonstrating that it is a transferable skill.<\/li>\n<li>Tell a short and engaging story in connection with the topic.<\/li>\n<li>Show a brief animation or comic.<\/li>\n<li>Refer to something in the learners\u2019 own experiences*.<\/li>\n<li>Pose a <b>provocative question <\/b>linked to a current event or the learners\u2019 personal lives.<\/li>\n<li>Show a live stream of a related event to set the scene.<\/li>\n<li>Offer a startling statistic or unusual fact that prompts curiosity.<\/li>\n<li>Link the topic to material already discussed.<\/li>\n<\/ul>\n<p>* NOTE: Personal stories, anecdotes, and examples can be very effective. In a multi-cultural or diverse setting, however, it is important to consider learners\u2019 life experiences and backgrounds. If a learner is not aware of current trends in popular culture or wasn\u2019t alive when rotary telephones were used, for example, a given story that is meant to <i>bridge <\/i>might be mystifying or, if everyone else laughs at the joke, could even make the learner feel excluded.<\/p>\n","protected":false},"author":284,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-75","chapter","type-chapter","status-publish","hentry"],"part":47,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/pressbooks\/v2\/chapters\/75","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/wp\/v2\/users\/284"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/pressbooks\/v2\/chapters\/75\/revisions"}],"predecessor-version":[{"id":183,"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/pressbooks\/v2\/chapters\/75\/revisions\/183"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/pressbooks\/v2\/parts\/47"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/pressbooks\/v2\/chapters\/75\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/wp\/v2\/media?parent=75"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/pressbooks\/v2\/chapter-type?post=75"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/wp\/v2\/contributor?post=75"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/floblendedcamosun\/wp-json\/wp\/v2\/license?post=75"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}