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The Highly Engaged Classroom

Dr. Tina Boogren Marzano Research Laboratory Associates


Lecture

Reading Audio-visual

Demonstration

Discussion Groups

Practice by doing Teach others/immediate use of learning

Average Retention Rate

after 24 hours Pg. 3

5% 10%

20%

30%

50%

75% 90%

Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns

Boosting Retention


(Pg. 2) Our road map…

•  Review research on engagement strategies; •  Delve deeper into teacher roles with the engagement process;

•  Learn how to create a classroom environment where engagement is the norm;

•  Experience strategies for engagement; and •  Learn how four quesCons determine how involved students are in classroom acCviCes.


Approximate aEenCon spans… •  For pre-‐adolescents:

•  Change up instrucCon approximately every 5-‐10 minutes.

•  For adolescents into adults…

•  Change up instrucCon approximately every 10-‐20 minutes.


Cross-‐Town Buddy •  We someCmes confuse the behaviors of engaged with compliant. Agree or Disagree?

•  Students really just want “edutainment.” Agree or Disagree?

•  Can you have engagement with high-‐stakes tesCng and accountability?


An Old Proverb states: •  You can lead a horse to water, but you can’t make them drink.

•  We learned that maybe with “reward and punishment” the horse will do whatever we ask.

•  However, consider a different goal: “How can I make the horse thirsty?”


Engagement…

From:

Why aren’t students more engaged?

To:

How can we make our classrooms more engaging?


Student Engagement

Student engagement happens as a result of a teacher’s careful planning and execu6on of specific strategies.


Dr. Marzano’s Four QuesCons (pg. 5-‐14)

How Do I Feel?

Am I Interested?

Is This Important?

Can I Do This?


• How Do I Feel? • Am I Interested?

AEenCon

• Is This Important? • Can I Do This? Engagement


Graphic RepresentaCons:

We process informaCon more deeply when we engage in both linguisCc and

nonlinguisCc ways.


Create a Non-‐LinguisCc RepresentaCon for the Four

QuesCons:

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


Ques:on One:

How do I feel? Page 5-7


How Do I Feel? •  EffecCve pacing •  Physical movement •  DemonstraCng intensity and enthusiasm •  Using humor •  Building posiCve relaConships


How Do I Feel?

•  EffecCve pacing •  Physical movement ⏎ •  DemonstraCng intensity and enthusiasm •  Using humor •  Building posiCve relaConships


“Amazingly, the part of the brain that processes movement is the same part of the brain that

processes learning.” Eric Jensen, Teaching With the Brain in Mind, 2005


John Ratey, Spark

“The real reason we feel so good when we get our blood pumping is that it makes the brain funcCon at its best… This benefit of physical

acCvity is far more important than what it does for the body.”


John Medina:

“Physical ac6vity is cogni6ve candy.”


Physical Movement •  Stretch breaks •  Movement related to rehearsal •  Movement necessary to further understand the content •  Drama •  Physical representaCons •  Movement that facilitates sharing (Mix-‐Pair-‐Discuss) •  VoCng with your feet •  Corners acCviCes •  Whole-‐class or whole-‐school exercise


Slap Count


Slap Count

•  Slap Count: – Partners or triads – Can ‘slap’ 1, 2, or 3 Cmes – Goal: to be the last one to ‘slap’ on the final number

– Can mix it up with even numbers, factors, etc.


Brain Gym


Brain Gym

•  Touch lek hand to right ear and right hand to nose (at the same Cme).

•  Bring both hands back to your sides. •  Now swap: touch right hand to lek ear and lek hand to nose (at the same Cme).

•  Bring both hands back to your sides… •  How fast can you go???


How Do I Feel?

•  EffecCve pacing •  Physical movement •  DemonstraCng intensity and enthusiasm

•  Using humor ⏎ •  Building posiCve relaConships


Humor


Humor When teachers use humor, students feel beEer about the content, the teacher, and perhaps even themselves. •  More oxygen •  Endorphin surge •  Posi6ve climate •  Gets aHen6on •  Increased reten6on


Humor in the Classroom

•  Bantering with students should be approached with great cauCon. (Avoid teasing and sarcasm.)

•  A teacher using himself or herself as the subject of humor is appropriate and useful.


Movie Clips and Media

Use short clips for different

subject areas and grade levels.


Ques:on Two:

Am I interested? Page 8-0


QuesCon Two: “Am I Interested?”

There is more to teaching than talking at kids.

Students have to be mentally involved for learning to occur.


Am I interested?

1.  Using GAMES and inconsequenCal compeCCon

2.  IniCaCng friendly CONTROVERSY 3.  Introducing UNUSUAL INFORMATION 4.  QUESTIONING to increase response rates


Am I interested?

1.  Using GAMES and inconsequenCal compeCCon ⏎

2.  IniCaCng friendly CONTROVERSY 3.  Introducing UNUSUAL INFORMATION 4.  QUESTIONING to increase response rates


Research on The Use of Games to Improve Student Learning

Marzano Research Lab reports the results of three meta-‐analyses.

Student growth in classrooms that used games ranged from a 13 percenCle gain to an 18 percenCle gain.

This is significant.


Games and InconsequenCal (Just for Fun) CompeCCon

•  Games should always have an academic focus. •  Regroup students so that all students experience winning and losing.

•  Points are tallied but not used to increase or decrease scores or grades.


Let’s look at some games…


Colors Trees

50 points 50 points 50 points

100 points 100 points

200 points

State Capitals

Pyramid Game


Talk a Mile a Minute

•  Everyone sees the category •  One person faces the screen, one turns away •  Talk provides clues for each term/phrase •  ConCnue unCl partner guesses all •  Stand up and declare, ‘We won!’


Ques:on Three:

Is this important? Page 10-11


Is This Important?

•  Four ways to tap into a student’s personal goals: – Comparisons to student interests – Providing choice – Real-‐world applicaCon – Personal projects


Lecture

Reading Audio-visual

Demonstration

Discussion Groups

Practice by doing Teach others/immediate use of learning

Average Retention Rate after 24 hours

5% 10%

20%

30%

50%

75% 90%

Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns

Boosting Retention


Choice of ReporCng Format •  OpCons for reporCng:

– A wriEen report – An oral report – A dramaCc presentaCon – A debate – A videotaped report – A demonstraCon or simulaCon – Using a web applicaCon


Choice/Menu Boards


Ques:on Four:

Can I do this? Page 12-14


QuesCon Four: “Can I Do This”…. The Research

•  If the answer is “NO,” students might lessen or abort their involvement –even if they have posi:ve feelings about the task, are interested in the topic, and perceive it as related to their personal goals.

Marzano, 2010


Can I Do This?

•  Using effecCve praise and verbal FEEDBACK •  Tracking and studying PROGRESS •  Providing EXAMPLES of efficacy •  Teaching about EFFICACY


Can I Do This?

•  Using effecCve praise and verbal FEEDBACK ⏎ •  Tracking and studying PROGRESS •  Providing EXAMPLES of efficacy •  Teaching about EFFICACY


Self-Theory Survey

1. You have a certain amount of intelligence, and you really can’t do much to change it.

– Strongly Agree – Agree – Mostly Agree – Mostly Disagree – Strongly Disagree


2. Your intelligence is something about you that you can’t change very much.



3. You can learn new things, but you can’t really change your basic intelligence.



Results

Scores of ‘mostly agree’ to ‘strongly agree’

= fixed theory


Dweck, Mindset: The New Psychology of Success, 2007


Mindsets

•  Mindsets are the assumptions, expectations, and beliefs that guide our behavior and our interactions with others.

•  If our attitudes, beliefs, or mindsets about teaching, learning, and our students go unexamined, the consequences can be harmful…


Fixed mindset:

talents are carved in stone

Growth mindset: qualities are things to be cultivated

through effort and can change through application and experience

Dweck, Mindset: The New Psychology of Success,2007�


Growth/Fixed Teachers •  Growth mindset teachers love to learn.

They want to learn about their students, about themselves, about life.

•  Fixed mindset teachers think of themselves as finished products. Their role is to impart knowledge.



Mindsets

Fixed Mindset

intelligence is a fixed trait

Growth Mindset

intelligence is a malleable quality, a potential that can be

developed


What Mindsets Do Goals

Fixed Mindset Students Say

Learning is Most Important

“It’s much more important for me to learn things in my

classes than it is to get the best grades.”

Growth Mindset Students Say

Looking Smart is Most

Important

“The main thing I want when I do my school work is to show

how good I am at it.”


What Mindsets Do Effort Beliefs


Effort is positive

“The harder you work at something, the better you’ll be

at it.”


Effort is negative

“To tell the truth, when I work hard at my school work it

makes me feel like I’m not very smart.”


What Mindsets Do Strategies ALer Failure


Resilient

“I would work harder in this class from now on.”

“I would spend more time studying for the tests.”


Helpless

“I would spend less time on this subject from now on.”

“I would try not to take this subject ever again.”

“I would try to cheat on the next test.”


How shall we respond? •  Not... “Wow, you got eight of ten correct. You must be

really smart.”

•  Instead— “You got eight right. That’s a really good score, and you must have worked really hard.”



Changing Your Mindset

•  Learn to hear your fixed mindset “voice.” •  Recognize that you have a choice. •  Talk back to it with a growth mindset voice. •  Take the growth mindset acCon.


BoEom Line:

I CAN GET BETTER IF I WORK HARD


The view you adopt for yourself profoundly affects the way you

lead your life.


So how shall we respond? •  Not... “Wow, you got eight of ten correct. You must be

really smart.”

•  Instead— “You got eight right. That’s a really good score, and you must have worked really hard. Tell me three things you did to accomplish your goal.”



“Ability might get you to the top, but it takes character to keep you

there.” John Wooden, legendary UCLA

basketball coach


Breakout:

We will delve deeper into the other strategies associated with each of the four

ques6ons.


Thank You! Evaluations Dr. Tina H. Boogren [email protected] THBoogren (Twitter)—Blog

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