the highly engaged classroom marzano and pickering presented by sandy gessner-crabtree
TRANSCRIPT
The Highly Engaged
ClassroomMarzano and Pickering
Presented by Sandy Gessner-Crabtree
The Highly Engaged
ClassroomMarzano and Pickering
Presented by Sandy Gessner-Crabtree
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ActivatorO Think of your favorite teacher in your
K-12 career. O Consider why they were engaging. O Stand and share your experience
with an elbow partner.
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The Complexity and Importance of Engagement
Research on motivation and engagement is essential to understanding some of the most fundamental and vexing challenges of school reform.
National Research Council’s Committee on Increasing High School Students’ Engagement and Motivation to Learn (2004)
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“There is, of course, no single correct definition of engagement.”
O MotivationO EngagementO AttentionO InterestO EffortO EnthusiasmO ParticipationO Involvement
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Learning Targets and Success Criteria
O Learning TargetsO Learn about the four essential questions a
learner internally audits before they engage. O Success Criteria
O I can articulate the role emotion plays in engagement
O I can articulate the role interest plays in engagement
O I can articulate how relevance contributes to engagement
O I can articulate how self-efficacy contributes to engagement
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Marzano and Pickering’s Essential Components for Engagement
O The 4 Questions Students Ask ThemselvesO How do I feel? O Am I interested?O Is this important?O Can I do this?
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AttentionO You have your students attention
when they answer positively to questions 1 and 2O How do I feel? O Am I interested?
O Attention involves working memory and if the answer to one and two is a negative response students will have no conscious experience of the material.
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EngagementO A positive response to questions 3
and 4 affect how long the information will be kept in the working memory.
O Information not deemed important, will not be kept in the working memory
O If students do not believe they can perform tasks relative to the information, the brain will eventually reject it.
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Do I have your
attention?
Are you engaged?
http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
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Partner ReflectionO Find a partner and discuss:
O How did you feel watching Rita? O Where you interested? O Was it important to you? O Can you do this? O How did she gain your attention? O Were you engaged?
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When Presenting New Learning
OThere are 2 Essential Questions:ODo I have their attention?
OAre they engaged?
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Question 1:
How do I feel?
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Factors Out of Your Control
O IllnessO Amount of sleepO Home relationsO Emotional developmentO Proper nutritionO Amount of support they have
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Under Your Control
OEvery classroom can be a place where all students experience a lively, accepting and positive environment
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5 Strategies for Addressing ~How do I feel?
O1. Using effective pacingO2. Incorporating physical
movementO3. Demonstrating intensity and
enthusiasmO4. Using humorO5. Building positive teacher-
student peer relationships
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Strategy 1: PacingO Too slow then energy drops and attention
wanesO Too fast and there is confusion and
frustrationO Proper Balance combines high energy and
adequate time for student to process information.
O Times this matters most: admin tasks, making transitions, assigning seatwork, presenting new content
O Bueller? Buellar? Buellar?
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Strategy 2: Incorporating Physical Movement
O Impacts energy and ability to attend to taskO Over your lifetime you learned to adapt form
“sitting and getting”~ students are not as far along
O Any physical movement is helpfulO Dr. John Medina’s work supports this
strategyO Ideas- Stretch break, dance, rehearse daily
routine, give one, get one, vote with your feet, corners activity, charade type activity, acting out a math process, creating physical representation of a process or concept.
O https://www.gonoodle.com/results
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Strategy 3: Demonstrating Intensity and EnthusiasmO Yours is contagiousO Positive impact on students’ level of
attentionO Communicates
O This is excitingO This is fun
O Ideas: Sharing relevant experiences, be conscious of verbal and non-verbal cues, revive your zest for teaching, using humor
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Strategy 4: Using Humor
O Laughter is the best medicine. O Self Directed HumorO Funny headlines, cartoon, quotesO Media clips
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Strategy 5: Building Positive Teacher-Student and Peer Relationships
O Rita is an example. O PBIS Programs, CHAMPS, Compassionate
Schools, ACES, Resiliency TrainingO Positive ReinforcementO Ensure fair and equitable treatment of all
studentsO Accentuate the positiveO Each child needs a championO Teach and model the behavior you expectO Bumper Sticker: RESPECT NEURODIVERSITY
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Find a New PartnerO Discuss which one of the five
strategies you already use regularly and one you wish to use more this school year.
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Question 2: Am I Interested?
O It makes logical sense that if a student finds the material presented in class boring or irrelevant, he or she will most likely not attend to classroom activities. The content of instruction though is not always obviously interesting to students. Teachers can help trigger and maintain situational interest by utilizing academically based games and turning questions into spontaneous chances for inconsequential competition.
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Strategies for Increasing Interest
O https://www.teachingchannel.org/videos/elementary-math-lesson-plan
O GamesO Initiating Friendly ControversyO Presenting Unusual Information
O www.nytimes.comO http://free.ed.govO www.edutopia.orgO www.pbs.org Idea Lab Blog
O Questioning to Increase Student Response Rate
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Question 3: Is this Important?
O Reminder~ Questions 1 and 2 are about capturing your students’ attention.
O Questions 3 and 4 are about engagement.
O Engagement is a deeper and more long term phenomenon than attention.
O Classroom activities that make connections to the real world help generate a positive response to this question.
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3 Main Ways to Insure a Positive Response to Q 3
O 1. Connect to students’ daily livesO Make comparisons to student
interestsO 2. Connect to student’s life ambitionsO 3. Encouraging application of
knowledgeO Provide ChoiceO Real World ApplicationO Encourage Personal Projects
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1. Make Comparisons to Student Interests
O Identify items to be comparedO Ex. Compare the physical characteristics of an
alligator to anything of their choiceO Select characteristics on which comparisons
will be basedO Physical, process, sequence of events, cause
and effect, fame or notorietyO For each characteristic, identify similarities and
differencesO Ex. Analogical Reasoning Tasks
O Explain what was learned from doing the comparison
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2. Connecting to Student’s Lives Ambitions or Personal Projects
O 1. What do I want to accomplish?O 2. Who else has accomplished the same goal? O 3. What skill and resources will I need to
accomplish my goal?O 4. What will I have to change in order to
achieve my goal? O 5. What is my plan for achieving my goal and
how hard will I have to work?O 6. What small steps can I take now?O 7. How have I been doing? What have I
learned about myself?
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3. Encouraging Application of Knowledge
O Design Cognitively Challenging TasksO Decision MakingO Problem SolvingO Experimental InquiryO Investigations
O Provide ChoiceO Choice of TasksO Choice of Reporting FormatsO Choice of Learning GoalsO Choice of Behaviors
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3. Cont.~ Present Real World Applications
O Service Projects~ Grade level, school wide, district wide
O Exemplar ProgramsO 1. Kepner Educational Excellence
ProgramO 2. Fowler Unified School District
Service Learning ProgramO 3. National Novel Writing Month
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New PartnerO Find someone in the room you have
not partnered with today O Share one important aspect about
making learning important and why it might be important for student engagement.
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Break!Please take a 5 minute stretch
break
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Question 4: Can I Do This?
O If yes, students are more likely to engage. O If no, students might lessen or abort their involvement-
even if they have positive feelings about the task, are interested in the topic, and perceive it as being related to their personal goals.
O If students believe they can do something, they can. If they believe they can’t, they can’t. (Mindset)
O Some students believe that they are born with a certain amount of ability and can’t do better. In their minds, effort doesn’t count. ( Nurture Shock)
O “Learning is risking. Every time we venture to learn something new, we take a big risk beyond our comfort zone.”
O Deporter, Reardon, Singer-Noirie 1999
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4 Strategies to Enhance Students’ Self Efficacy
O Tracking and Studying ProgressO Using Effective Verbal FeedbackO Providing Examples of Self-EfficacyO Teaching Self-Efficacy
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Strategy 1: Tracking and Studying
Progress4 Take-Aways from Research
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ONot all students know the connection between effort and achievement.
OAchievement increases when teachers show the relationship between an increase in effort to an increase in success.
ORewards should be directly linked to successful achievement towards a goal.
OAbstract or symbolic recognition has more impact than tangible things.
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Fixed GrowthMindset Mindset
O Belief that your intelligence and abilities cannot be changed
O Talents are carved in stone
O Fear making mistakes.
•Belief that your abilities and intelligence can change through effort and learning
•View mistakes as learning opportunities.
Dweck, Mindset: The New Psychology of Success,2007
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My Progress in Writing Process—Content and Organization
Goal
Achievement
Effort
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Scale for Effort and Preparation
Score 4.0 To be sure I accomplish my goal, I’m trying harder and preparing more than I think is necessary.
Score 3.0 I’m trying hard enough and preparing well enough to accomplish my goal.
Score 2.0 I’m trying hard but not preparing as well as I could.
Score 1.0 I’m not trying very hard or preparing very well.
Score 0.0 I’m not really trying or preparing at all.
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Effort Rubric 4. I worked on the task until it was complete. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as an opportunity to strengthen my understanding.
3. I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident.
2. I put some effort into the task, but I stopped when difficulties arose.
1. I put very little effort into the task.
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Assessing EffortOOccasionally have students assess
their effort and achievement on a task and discuss the relationship between the two.
Have students create a class
effort rubric.
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Technology ToolsO RubiStar
O http://rubistar.4teachers.org/index.php
O iRubricO http://www.rcampus.com/
indexrubric.cfm
O Values Commercials/PostersO http://www.values.com/
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One WordOWrite one word that summarizes
your thoughts about tracking and studying progress effort.
OForm a group of 3 or 4 and share your words.
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Effective Feedback
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Feedback
Every word from adult to student sends a message.
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Have you ever received feedback like this?
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Feedback
Austin’s Butterfly
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“Feedback is among the most powerful influences on
achievement. The simplest prescription for improving
education must be ‘dollops of feedback’.”
Researcher John Hattie1992
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Think, Pair, ShareO Compare and contrast Austin’s
Butterfly and the grade on top of the term paper:O Consider impact on growth mindsetO Consider next steps for the learnerO Consider which you would prefer as a
learner
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What makes for effective feedback?
OTimelyOSpecific and clearOCorrectiveOFosters a growth mindset
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Feedback is most effective when it happens in a low-threat environment.
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Feedback should include the learner’s reflection on effort and preparation and foster a growth mindset.
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Are mindsets permanent?
Mindsets are an important part of your personality, but you CAN change them.
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Effective Praise and Verbal Feedback (Fixed Theory)
Types to avoidOReferences to permanent
characteristicsO“How good, bad, nice, naughty you
are…”O“You are the best, my favorite, very
smart, not very smart, very bright, quick to learn, not very good when it comes to…”
Marzano, Pickering & Heflebower, The Highly Engaged Classroom, 2011.
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Verbal Feedback that Expands the Growth Mindset
Reference how a student engages in a task. O You were very focused; keep it up. O You tried very hard on this—nice job.O You put a lot of effort into this. Way to go!O You were well prepared. It sure paid off. O You came well informed—very good
preparation. O You really thought this through, excellent
work.Marzano, Pickering & Heflebower, The Highly Engaged Classroom, 2011.
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So how shall we respond?
ONot... “Wow, you got nine of ten correct. You must be really smart.”
OInstead— “You got nine right. That’s a really good score, and you must have worked really hard.”
Dweck, Mindset: The New Psychology of Success,2007
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Feedback Tips
OGoldilocks PrincipleONot too much, not too little, but just
right. OVaries case by caseOTeachable momentsOPoint out at least as many strengths
as weaknessesOQuick and Quiet FeedbackOIn-class Conferencing
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Feedback StrategiesOFist to FiveORed-Green-Yellow Response CardsOThink-Pair-Share-SquareOExit SlipsORock, Paper, Scissors
O The teacher asks a question and each student discusses it with a partner. Students do rock, paper, scissors, and the winner has to give the response to the teacher on behalf of the team (pairs or trios).
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Tech Tools for Feedback
OQuizlet http://quizlet.com/OTeachingChannel https
://www.teachingchannel.org/OLinoit - http://en.linoit.com/OClickersOGoogle DocsO iPods
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Feedback
The message to students should always be that if you try hard and prepare well, you can accomplish great things.
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Your Turn
OWhat thoughts, questions, challenges, or ideas do you have regarding effective feedback?
OForm a group of three, share your responses
Providing Examples of Self-
Efficacy
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OIt is significant for your students to get first hand experience correlating their effort and preparation with achievement and for them to discuss this process; however, it is equally important for them to be reminded of just how powerful a strong sense of self-efficacy can be in terms of shaping one’s future. To do this, use stories. Literature, history, weekly news stories are abounding with stories of people whose lives have demonstrated the power of self-efficacy.
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Providing Examples of Self Efficacy
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Reinforcing effort
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Way to Provide ExamplesO BING: Will Allen, Suraya Pakzad, Roland
FryerO Time Magazine online, www.time.com offers
personal profiles and a list of the 100 most influential people
O Books! About kids who show great courage, make a difference and dare to dream
O Movie clipsO When used consistently, students discern
common traits among those who accomplish great things overcoming obstacles and hardship.
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QuotationsO Perseverance
O When you get to the end of your rope, tie and knot and hold on. -FD Roosevelt
O ChangeO To change is difficult. Not to change is fatal. –Ed
AllenO Greatness and Following Hopes and Dreams
O Not knowing when the dawn will come, I open every door. - Emily Dickinson
O OppositionO No one can make you feel inferior without your
consent.- Eleanor RooseveltO Optimism
O Change your thoughts, and you change the world. – Norman Vincent Peale
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Think-Pair-Share
OThink of a time when you succeeded by continuing to try even when a task was difficult.
OFind a partner and share your story.
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Teaching Self- EfficacyO Teach directly the elasticity of the
human brain and reinforce the notion that hard work and practice enhance competence, enhanced competence improves achievement. When you teach directly about self-efficacy, you can improve their self-efficacy.
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ResourcesO Talent is Overrated: What Really Separates
World-Class Performers Form Everybody Else by Geoff Colvin (2008)
O Think Smart: A Neuroscientist’s Prescription for Improving Your Brain’s Performance by Richard Restak (2009)
O The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. By Daniel Coyle. (2009)
O The Road to Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports and Games edited by K. Anders Ericsson (1996)
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Carol Dweck’s Mindset (2006)
O Distinguish between growth and fixedO Have students identify their personal
theoriesO Keep the conversation alive
O One conversation or lesson on mindset and the brain is not going to impact learners
O Try once a monthO Have them collect the data that shows the
relationship between their effort and progress
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Planning for High Engagement
O www.marzanoresearch.com/classroomstrategies
O Dweck (200) p. 177 Self-Theory Survey
O Summary handout from today with essential questions for planning for high engagement
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Reflection Questions
O Ask Yourself: Are Students Engaged? O Question 1: Do I provide a safe, caring
and energetic environment?O Question 2: Do I make things interesting? O Question 3: Do I demonstrate why the
content is important? O Question 4: Do I help students realize
that personal effort if the key to success? O Marzano, March 2013, ASCD Educational Leadership
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ReflectionO Write down two
to three take-aways from what you have just learned that you can easily incorporate in your instructional practice.
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Learning Targets and Success Criteria
O Learning TargetsO Learn about the four essential questions a
learner internally audits before they engage. O Success Criteria
O I can articulate the role emotion plays in engagement
O I can articulate the role interest plays in engagement
O I can articulate how relevance contributes to engagement
O I can articulate how self-efficacy contributes to engagement
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Thank You!
Sandra Gessner-Crabtree
Director of Teaching and Learning
OESD 114