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.
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”
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
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”
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
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.”
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”
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
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”
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?
Explain using evidence from the text.
Question #3
How might you move a student from Retreatism to Cognitively Engaged?
Explain using evidence from the text.
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
“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
“Talk a Mile a Minute”
“Talk a Mile a Minute”
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
“Talk a Mile a Minute”
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
Top Related