The Highly Engaged Classroom Induction Session Joy MacKenzie Principal of Hershey Primary Renee...
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The Highly Engaged ClassroomInduction Session
Joy MacKenzie Principal of Hershey Primary Renee Owens Middle School Teacher
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Bell ringer:What is engagement? Please take a few minutes and write
down some descriptors of what it “looks like” and “sounds like” when students are engaged in your classroom.
We will compare this definition with one you will describe at the end of this session
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Essential Questions: What can I do to get students’
attention? What can I do to keep students
engaged? What will work for me? What will I take
back to my classroom to implement?
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Introductions Questions on the move
Activity Find out more about the group
Debrief How/Why is this engaging?
Materials for today’s class:https://will2will.wikispaces.com/Professional+Development
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Working Definition of Engagement Attention:
How do I feel? (affective side of learning) Am I interested? (extent to which
classroom activities intrigue students)
Attention is a short-term phenomenon that ranges from a few seconds to a few minutes
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Working Definition of Engagement Engagement:
Is this important? (extent to which students perceive classroom goals as related to their personal goals)
Can I do this? (extent to which students have or cultivate a sense of self-efficacy)
Engagement is a more long term phenomenon lasting beyond initial attention
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A Bit of Research: Students will fill their “working memory”
with “permanent memory” if they are not engaged.
OutsideWorld Sensory Memory Working Memory Permanent Memory
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Part One:How do I feel?
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How do I Feel?Students will be more engaged in a lively, positive and accepting classroom
Effective Pacing
Transitions
Presentation of new content
Commitment and Community
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Let’s look at the Teaching Rubric The classroom environment
Creating an environment of respect and rapport
Establish a culture for learning Managing classroom procedures Managing student behavior Communicating clearly and accurately Engaging students in learning
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Effective Pacing Pacing too slow– energy drops; too fast
and students can become confused Need routines for
Handing in assignments Distributing materials Storing materials after activity Getting organized into groups
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Whip around/pass around Choose one of the previous areas and
tell us what that routine looks like in your room
Other ideas?
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Student Grouping Jigsaw “active participation strategies” Be ready to share with the group
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Transitions Entering the classroom
Posting expectation Write to a prompt Check homework Think-pair-share to a question
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Transitions
What to do when I am through? Helping other students Work on more advanced content Studying a topic of their own choice Homework Read
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Transitions
Exiting classroom Ticket out the door Question for the next day Reflection/Summary
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Lino.it Let’s try it
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Presentation of New Content Chunk and Chew
3 minute pause Knew and new Ask a question (students of each other)
Incorporating Physical Movement Inside/outside circle Four Corners Vote with your feet Give one, Get one
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Classroom Community Student inventories
3X5 cards Name
Three words to describe me Learning is fun when I like classes that Something that really challenges me is
Student/Teacher commitments
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Reflection What were strategies you already knew?
What is something new that you can use?
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Part 2Am I Interested?
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Strategies to increase interest Games Interesting facts White boards Anticipation Guides Surveys Questioning to increase response rates
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Let’s look at the teaching rubric Establishing a culture of learning Demonstrating knowledge of students Selecting Instructional goals Using questioning and discussion
techniques Engaging students in learning
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Games Questions and answers connect
Each student has a card with one question to ask and one answer that belongs to someone else’s question
Which one doesn’t belong? 4 vocabulary or concepts/3 are related;
one is not
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Friendly controversy
Interesting facts
Interesting Information
Unusual information The New York Times (www.nytimes.com) science, social studies and language arts Federal Resources for Educational Excellence (http://free.ed.gov) science, social
studies, language arts, math The History Channel (www.history.com) “This day in history” Trivia Library(ww.trivia-library.com) all content areas Book: Napoleon’s Buttons: 17 molecules that changed history
Students can find unusual information/put on wiki site etc.
Personal stories to illustrate a point or concept
Don’t do trivia to do trivia– link to content
QR scavenger hunt
Movie clips, music etc.
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Questioning to increase response rates Answering a question occupies a
student’s working memory Call on students randomly Paired responses Wait time (varies) Error correction Simultaneous responses
All write, choral responses, signals, response cards, act-i-votes
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Reflection on part two How can these strategies increase
student attention?
Which would be most useful at this time in your classroom?
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Part 3Is this important?
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Is This Important? Relating objective or essential question
to real life or larger context (rationale) Allow choice
Choice of task Create a poster illustrating the main themes
in “To Kill a Mockingbird” Investigate the time period in which “to Kill
a Mockingbird” takes place. Compare and Contrast that time period with current time.
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Strive for higher level (HEAT FRAMEWORK) Analyze Argue Against Compare/contrast Criticize Defend Evaluate Interview Recommend
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Is This Important? Choice of reporting format
Written Oral Debate Demonstration Visual representation Drama, Song, Rap
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Reflection on Part 3 How can you take one of your
assignments and provide student choice?
Be ready to share with the group
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Part 4Can I do this?
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Self-efficacy Most important factor Tracking progress Effective Verbal Feedback Look for opportunities to assess self-
efficacy, and integrate the concept into your classroom
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Respond to these 3 questions Strongly Agree(1-2-3-4-5)Strongly
Disagree You have a certain amount of
intelligence and there isn’t much you can do about it
Your intelligence is something about you that you can’t change very much
You can learn new things, but you can’t really can’t change your basic intelligence
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Two Theories Entity theory (fixed intelligence)
Incremental theory (growth in intelligence)
How can we make a shift?
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Jigsaw article by Carol Dweck Break into groups Read a portion of the article Write main points on a poster paper Share
Choice of output (example: voice thread or google docs)
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Self-theory survey Designed by Carol Dweck (2000) Ask three questions using a 5 point
Leiter scale Keep the conversation alive
How does your self theory affect you in school?
What are you doing to enhance your belief in the growth theory
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Track Progress Visual representation of progress
Graphs Rubrics Checklist Goal setting Specific written feedback
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Providing feedback Avoid fixed characteristics – “see how
smart you are” (either you have it or you don’t)
Praise effort and quality of work– link two together
Specific feedback
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ExamplesSuccessful student performance
Point out aspects of the task that were done well
Comment on obvious effort and preparation
Unsuccessful student performance
Point out aspects done well and done less well
Asks about effort and preparation
Learned helpless concept
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Integrating Self-efficacy Stories about the power of efficacy
Dare to Dream! 25 Extraordinary Lives (Humphrey, 2005)
Movie Clips: The Pursuit of Happyness; Babe
Quotes/discussion of quotes about efficacy The man on top of the mountain did not fall
there– Anonymous Genius is 99% perspiration and 1% inspiration
—Thomas A. Edison
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Reflection Think of a time when you contributed to
a student’s self-efficacy or when you as a student had a teacher who did the same
Share this example with a partner
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And in conclusionGrowth theory working memory
Questioning Movement
Pacing Routines
3 minute Pause choice
ENGAEMENT!!!!
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What is your “take-away?” 3 things to consider
2 “must do’s”
1 major “ah-ha”
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Resources for presentation
The Highly Engaged Classroom. 2011. Marzano. Solution Tree Publishers
How to Teach so Students Remember. 2005. Sprenger. ASCD Publishers
Summarization in Any Subject. 2005. Wormeli. ASCD Publishers
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Thanks for Coming