I am a teacher/magician and I'm trying to put together A workshop for teachers on how to incorporate magic within the school curriculum. This can help motivate their students!!!! I will not be introducing magic props such as thumb tips etc... I just want to teach the basics. Does anyone have any ideas?

Thanks

Lots of stuff would work to illustrate various academic principles.

Are you looking for something specific?

Some sleight of hand effects might be good for psychological concepts. Some stage stuff illustrates optics. My kids have learned to be very analytical by thinking about how certain forces work. And my 9-year old grasped a certain physics concept in one gulp when I said that it was what makes the basic cups and balls effect work.

If physics seems a bit much for a 9-year old, we homeschool. Plus it was sort of extra-curricular...

Barry

The basics of perception and how we form expectations, and how we decide if there is a causal relationship between events are interesting subjects in and of themselves.

The field of cognitive psychology is rich with studies and demonstrations.

How does the one-ahead principle, or the general notion of deconstructing one's presumptions help a student at this stage? Do you want them to apply these tools to their studies? Can you imagine the horrors that await them when they ask better questions?

What, specifically do you want them to learn?

I have a friend that teaches Algebra and he uses me and my resources each year to illustrate mathematical principles in magic. The kids are fascinated at the power of mathematics.

Along the lines of what Steven has said, I use mathematical "tricks" with my kids to spark interest in math. Also, I use magic illustrations when teaching probability. Magic can also go over well in the sciences. This is a tremendous avenue to explore in both magic and teaching.
-Jim

I've been a teacher for a long time now and I currently lecture and advise on best practice...

I'm afraid I wouldn't recommend using magic to illustrate a concept in class, I've been there and done it. It's too entertaining and distracts from what you are trying to teach. All the kids end up saying is "do another trick sir!"... and all they go away remembering is the trick, not the point of the lesson.

An exception is possibly in maths where the trick may relate directly to a principle covered but those are quite limited, specific opportunities I think.

In the hall or general assembly, magic can work really well to focus attention, but then so can many other props or visual aids that don't also add an element of distraction to the message.

The best thing magic has to offer to education is the same as experience in any performing art... how to hold people's attention and communicate effectively.

When I began magic, what fascinated me was 'how the tricks work'. It made my mind become much more 'open'. It showed me how to think 'outside the box'. I no longer say "that's impossible", but "that's not impossible".

Unfortunately, in a classroom, I suppose it would be improper to explain a trick or two that appear 'impossible', to prove the point of thinking outside the box.

However, mentalism could be used in helping their memory (mnemonics).

I agree. Many students lack sufficient skills in rhetoric and being expressive when speaking. This avenue can be greatly capitalized on in the classroom.

However, I think that the other posts in regards to the use of magic in the classroom can not entirely be dismissed as a distraction- though you are certainly right about the students' excitement and asking to see more tricks. I would suggest a strong focus of keeping things in context.

There are many applications that when placed together, can be effective. However, puzzling these pieces together is the quest of the thread.

I think some magic could be used to describe quantum physics very well, I don't feel that the age group you are thinking of would be studying this subject though.

Students tend to learn better from teachers that have a certain... magnetism.
A teacher that can paint an image in the students mind or tell a story that captivates the class will get a good rapport and pass information across much more efficiently.
If you were to use magic to make the picture/story more memorable then I feel you would hook the students into learning with little effort. Just don't put out too much!

I hadn't thought of that caveat. Since we homeschool, it isn't a 1/30 teacher-student ratio -- everything stays very focused. In a classroom you also couldn't easily determine whether all the students are already involved in magic -- cups and balls was already something my daughter could relate to and I didn't actually *do* any magic as part of the discussion, I just referred to it.

Barry

I'd agree if you went with "illustrate" as opposed to describe.

Conjuring illustrations, as metaphors, aphorisms and similes seems appropriate to me.

Like in movies, the story has to hold itself together. Special effects can enhance a presentation, and unfortunately all too often distract from the intended messages.

I don't use magic as part of the curriculum, but it is a part of my management system. It has been far more effective than most token economies used in our school. The kids earn the privilege of seeing tricks done. It keeps the excitement going. Because the effects are always different, there is no satiation. They are excited about the idea of learning themselves and have checked books out of the library on magic. School should be fun and entertaining. Your brain learns better that way. Magic is a nice way of encouraging this atmosphere. It also provides an avenue for those who may not and never will be academically oriented.

I'm a teacher and I use magic as a treat for whenever they deserve it.