welcome dq5: engaging students please sign in and collect materials. (choose 3 colored sheets of...

WELCOMEDQ5: ENGAGING STUDENTS

Please sign in and collect materials. (Choose 3 colored sheets of paper.)

Sit 3 to a table. Fold all three colored sheets of paper

in half hamburger style. (Do NOT tear.)

Complete the bell work activity provided at your table on a half sheet of colored paper.

BEV PERRAULTDONNA HUNZIKER

SEMINOLE COUNTY PUBLIC SCHOOLS

WELCOMEDQ5: ENGAGING

STUDENTS

Please sit 3 to a table and complete your

Bell Work Activity

SEMINOLE COUNTY PUBLIC SCHOOLS

Wow! 4 Minutes

My students were really engaged in this lesson!

Fold your colored sheet of paper in half. (Do NOT tear.)

On a half sheet, write about a time when your students were highly engaged in learning.

Underline or highlight the elements of the lesson and environment that resulted in this high level of engagement.

Bell Work

GROUP NORMSAre Respectful of Other’s Opinions and Listen

with an Open Mind; Limit the Use of Electronics for Checking Emails to Breaks; Focus on Instructional Model and not Evaluation Process

Collaborate in Group Work

Take Responsibility for Engaging in Learning and Continuous Growth

It’s Okay to have Fun! Suffering is Optional.

Resources on Web page Select Instructional Model and Evaluation

under Departments. PowerPoint Presentations, along with district PD

schedule, are found under the Learning Opportunities tab.

Additional information may be found under the Teacher Resources tab.

You are welcome use an electronic device to open this presentation from our webpage.

GOAL

The participant will be able to use strategies to effectively engage students in learning.

Academic Journal

Fold three sheets of colored paper in half hamburger style.

Select two sheets and along the fold, cut one inch from the top and the bottom.

Third Sheet: From one inch in from top and bottom, cut along the fold. (Do not cut to the edges.)

Thread the first set of two sheets through the center cut of the third sheet.

DESIGN QUESTION 5

WHAT WILL I DO TO HELP ENGAGE STUDENTS?

Planning for DQ5

Label the cover of your academic journal:

Label the back of your academic journal:

RESOURCES

“Researchers agree that engaged students learn more, retain more, and enjoy learning activities more than students who are not engaged.”

-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”

Questions of Engagement

How do I feel? Am I interested? Is this important? Can I do this?

- Marzano

Table DiscussionIn your journal, create a graphic

organizer about your engaging lesson. (3 minutes)Identify the elements and

environment that increased engagement.

Share your graphic organizer at your table. (1 minute each person)

31. Providing Opportunities for Students to Appropriately Talk about Themselves

The teacher provides students with opportunities to relate what is being addressed in class to their personal interestsTeacher Evidence

Teacher is aware of student interests and makes connections between these interests and class content

Teacher structures activities that ask students to make connections between the content and their personal interests

When students are explaining how content relates to their personal interests, the teacher appears encouraging and interested

31. Providing Opportunities for Students to Appropriately Talk about Themselves

The teacher provides students with opportunities to relate what is being addressed in class to their personal interestsStudent Evidence

Students engage in activities that require them to make connections between their personal interests and the content

When asked, students explain how making connections between content and their personal interests engages them and helps them better understand the content

Self-motivation Comes from a desire to achieve

understanding for the enjoyment of learning or to accomplish a personal goal, rather than for a reward or incentive

Intrinsically motivated students tend to access more of their previous learning and creativity in new learning experiences

Extrinsically motivated students tend to retain less and show a weaker commitment to learning


Students are motivated to engage when…

Motivation

See Value inthe Learning

Can make an Emotional/PersonalLink to the Content/Process

(Relate to Prior Knowledge/Experiences)

Believe TheyCan Learn It

Understanding Engagement is not…

Nuclear physics!

Rocket science!

But it is critical to learning…following are some basic concepts!

29. Demonstrating Intensity and Enthusiasm

The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.Teacher Evidence

Teacher describes personal experiences that relate to the content

Teacher signals excitement for content by: Physical gestures Voice tone Dramatization of information

Teacher overtly adjusts energy level

https://www.teachingchannel.org/videos/best-teaching-advice?utm_source=Alpha+List&utm_campaign=239a89574d-Newsletter_December_8_2012&utm_medium=email

29. Demonstrating Intensity and Enthusiasm

The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.

Student Evidence When asked, students say that the teacher “likes the content”

and “likes teaching” Students’ attention levels increase when the teacher

demonstrates enthusiasm and intensity for the content

Teacher Passion https://www.teachingchannel.org/videos/

best-teaching-advice?utm_source=Alpha+List&utm_campaign=239a89574d-Newsletter_December_8_2012&utm_medium=email






36. Acknowledging Students’ Interests and Backgrounds

The teacher uses students’ interests and background to produce a climate of acceptance and community

Teacher Evidence Teacher has side discussions with students about events in

their lives Teacher has discussions with students about topics in which

they are interested Teacher builds student interests into lessons

Student Evidence When asked, students describe the teacher as someone who

knows them and/or is interested in them Students respond when teacher demonstrates understanding

of their interests and background When asked students say they feel accepted

Learning Relationships

“Students show increased effort in classroom activities when teachers take

an interest in students as individuals, get to know them by name, and talk to them not only in the classroom but during other

activities in the school as well.”

-Dr. Richard Jones, “Strengthening Student Engagement,” 2008

32. Presenting Unusual or Intriguing Information

The teacher uses unusual or intriguing information about the content in a manner that enhances student engagement.Teacher Evidence

Teacher systematically provides interesting facts and details about the content

Teacher encourages students to identify interesting information about the content

Teacher engages students in activities like “Believe it or not” about the content

Teacher uses guest speakers to provide unusual information about the content

32. Presenting Unusual or Intriguing Information

The teacher uses unusual or intriguing information about the content in a manner that enhances student engagement.Student Evidence

Students’ attention increases when unusual information is presented about the content

When asked, students explain how the unusual information makes them more interested in the content

Intriguing Picture Activity On a page in your academic journal, label your sheet

with the following underlined words/phrases:

1) What facts & details do I notice?

2) 5 Senses: What do I taste, hear, see, touch, smell?

3) What questions/ideas do I have when I view this picture?

4) Class Application: How can I use this type of activity with my students?

I’m in the Pic!

While viewing the photograph, complete each section of your graphic organizer.

3.5 MinutesPhotograph used with permission.

– Daniela White Images

Round Robin

1st participant shares a single fact or detail from section 1.

Rotate clockwise for each participant to share a single fact or detail from section 1, not shared by another team member.

Participants may add to graphic organizers as the team shares.

Repeat for Sections 2-4. (Share only one item from each section.)

5 Minutes

Share your ideas and borrow someone's ideas!

Random ResponsePhotograph used with permission.

– Daniela White Images

Student Feedback: What kind of work do you find engaging? What kind of work do you hate? Students stated that the most engaging

work “allowed for creativity, sparked curiosity, provided an opportunity to work with others, and provided a feeling of success.”

Students responded that they hated work that was “repetitive, required no thought, or was forced upon them.”


Working on the Work Schlechty is credited with the “Working

on the Work” theory. When teachers work on the quality of

the work, student engagement will increase.

Increased engagement will result in increased academic performance as students work harder to achieve desired results.

This is known as the “WOW” framework


Read & Reflect Response Cards

Number your whiteboard 1-4. Read “Schlechty Center on Engagement.” Whoever has the red plate, draw a question card;

read the question aloud and think about your answer. Verbally answer the question using evidence from the text. Participants with blue plates should agree, add on, or disagree and tell why.

Every participant records answer on plate. (both red & blue plates)

Rotate plates clockwise one person. Repeat.

Activity15 Minutes

Question #1“I need to get at least 92% on this assignment to get straight A’s this semester. Then my GPA will be 4.421 & I’ll be in the top 10 of my graduating

class.”

This is an example of A.Cognitive EngagementB.Strategic ComplianceC.Ritual ComplianceD.Rebellion

Explain using evidence from the text.

What distinguishes strategic compliance from

ritual compliance?Explain using evidence from the

text.

Question #2

What is the impact to learning when a student is cognitively engaged rather than compliant?


Question #3

How might you move a student from Retreatism to Cognitively Engaged?


Question #4

S c h le c h ty

“The tasks students are assigned and the activities students are encouraged to undertake are clearly linked in the minds of the teacher and the students to problems, issues, products, performances, and exhibitions about which the students care and upon which students place value.”

-Schlechty, Shaking Up the Schoolhouse 2001, p. 113

In your academic journal, write about student

engagement reflecting on what you learned from the Schlechty Article.

Add notes on how you might use the “Read & Reflect Response Cards” activity and white boards (plastic plates) in your classroom.

Reflect

4 Minutes

Teacher Actions

“Teachers can foster an environment conducive to student engagement by practicing small, seemingly unimportant activities: greeting students at the door, making eye contact, allowing enough “wait” time when expecting a student to answer a question before moving on to another student, dignifying wrong responses, repeating a question, or giving hints that will encourage students to try again.”

-Marzano, A Different Kind of Classroom, 1992

Managing Response Rates

Participants leave their “home” group and meet in “expert” groups.

Read, Discuss & Plan – 20 minutes Individually read provided article. Expert groups discuss the content and plan how to present the information to the whole group.

Presentation – 5 minutes or less each Each Expert Group will present examples of the assigned questioning techniques.

Jigsaw Activity35 Minutes

Group PresentationsDuring each presentation record

information about Managing Response Rates in your academic. Include note on how you might use these strategies with your students.

Jigsaw Activity5 Minutes

each

26. Managing Response Rates

The teacher uses response rate techniques to maintain student engagement in questions.

Teacher Evidence Teacher uses wait time Teacher uses response cards Teacher has students use hand signals to respond to questions Teacher uses choral response Teacher uses technology to keep track of students’ responses Teacher uses response chaining

Student Evidence Multiple students or the entire class responds to questions

posed by the teacher When asked, students can describe their thinking about

specific questions posed by the teacher

27. Using Physical Movement

The teacher uses physical movement to maintain student engagement.

Teacher Evidence Teacher has students stand up and stretch or related activities

when their energy is low Teacher uses activities that require students to physically

move to respond do questions Vote with your feet Go to the part of the room that represents the answer you

agree with Teacher has students physically act out or model content to

increase energy and engagement Teacher use give-one-get one activities that require students to

move about the room

27. Using Physical Movement

The teacher uses physical movement to maintain student engagement.

Student Evidence Students engage in the physical activities designed by the

teacher When asked, students can explain how the physical movement

keeps their interest and helps them learn

24. Noticing & Reacting When Students are Not Engaged

The teacher scans the room making note of when students are not engaged and takes overt action.

Teacher Evidence Teacher notices when specific students or groups of students

are not engaged Teacher notices when the energy level in the room is low

Teacher takes action to re-engage students

Student Evidence Students appear aware of the fact that the teacher is taking

note of their level of engagement Students try to increase their level of engagement when

prompted When asked, students explain that the teacher expects high

levels of engagement

25. Using Academic Games

The teacher uses academic games and inconsequential competition to maintain student engagement.

Teacher Evidence Teacher uses structured games such as Jeopardy!, family feud,

and the like Teacher develops impromptu games such as making a game

out of which answer might be correct for a given question Teacher uses friendly competition along with classroom games

Student Evidence Students engage in the games with some enthusiasm When asked, students can explain how the games keep their

interest and help them learn or remember content

Talk a Mile a Minute Game

Project a subject with a list of related vocabulary.

Participants are in pairs. Participant A will face the screen and Participant B will have his/her back to the screen.

While facing the screen, Participant A describe each word on the list by giving clues. Clues may not include any of the words or the subject.

Participant B will guess individual vocabulary words and will name the general subject.

Vocabulary may be skipped and returned to later.

We need two volunteers to model this game.

Modeling the Game

Subject: Types of Animals

MammalReptile

AmphibianBird

InsectFish

Spider

“Talk a Mile a Minute”


Round 1• Partner A faces screen & gives clues.• Partner B has back to screen and responds to clues.

You have 15 seconds to find a partner who is not at your

table.

Partner A is closest to the ceiling!

Subject: Abraham Lincoln

Civil WarPresident

Emancipation ProclamationGettysburg Address

AssassinationJohn Wilkes Booth

Ford’s Theater



Round 2 – Exchange Roles• Partner B faces screen & gives clues.• Partner A has back to screen and responds to clues.

(Partner A is closest to the ceiling!)

Subject: Engaging Students

Noticing and Reacting When Students are Not Engaged

Using Academic Games

Managing Response Rates

Using Physical Movement

Maintaining a Lively Pace

Demonstrating Intensity and Enthusiasm

Presenting Unusual or Intriguing Information


Classroom Application Return to your tables. Discuss how you can use the

“Talk a Mile a Minute” game in your classroom? – 3 minutes

Reflect in your Journal. – 2 min.

Reflect

28. Maintaining a Lively Pace

The teacher uses pacing techniques to maintain students’ engagement.

Teacher Evidence Teacher employs crisp transitions from one activity to another Teacher alters pace appropriately (i.e. speeds up and slows

down)

Student Evidence Students quickly adapt to transitions and re-engage when a

new activity is begun When asked about the pace of the class, students describe it

as not too fast or not too slow

30. Using Friendly Controversy Among Students (team talk)*

The teacher uses friendly controversy techniques to maintain student engagement.

Teacher Evidence Teacher structures mini-debates about the content Teacher has students examine multiple perspectives and

opinions about the content Teacher elicits different opinions on content from members of

the class

30. Using Friendly Controversy Among Students (team talk)*

The teacher uses friendly controversy techniques to maintain student engagement.

Student Evidence Students engage in friendly controversy activities with

enhanced engagement When asked, students describe friendly controversy activities

as “stimulating,” “fun,” and so on When asked, students explain how a friendly controversy

activity helped them better understand the content

In which instructional method is cognitive engagement the highest?Instructional Method

Laboratory (Hands-on work)

Group work Presentation

(creating/making) Individualized (seat)

work Class discussions

(whole group T-led) Teacher lecture

EngagementRank

Passive for all

Active for all

Is the Learning Active/Passive?

Sources: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000); Valentine (NSDC Conference (December, 2010)

6

12

4

3 Active for all

Active for all

Passive for all

5 Passive for most

Engagement and Instructional Methods

When compared to teacher lecture learning

experiences, the odds that students will be cognitively

engaged are:

125% higher during group learning experiences

115% higher during a laboratory learning experiences

90% higher during class presentation learning

experiences

70% higher during individualized learning experiences

Source: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000)

Classroom Application Reflect in your Journal on what

elements create cognitive engaging activities. – 3 minutes

Identify one strategy that you will implement in the next week.

Reflect

Take responsibility for student engagement practices.

“It is primarily the teacher’s responsibility to engage the students, as opposed to the

teacher expecting students to come to class naturally and

automatically engaged.”-Dr. Richard Jones, “Strengthening Student Engagement,”

2008

Learning Log

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