Engagement Granite School District Learning Task WarmUp n

Engagement Granite School District

Learning Task: Warm-Up n Think of a time that you were a student and you were off-task. Were you bored or confused… Why? What was the situation? What was the organization of the class? n Write for three minutes. n Share your story with a partner. n Note the commonalities – one commonality per sticky note.

What do we see? n Bring your common sticky notes to the board. n Note the commonalities.

Ponder at your table … How would this be different in your class? Would this be different in your class?

“Bored” n Do the teachers who “bore” kids really like kids? n Students say they would rather be scared in an out of control classroom than be bored. n Will students who are bored find something else to do?

WE RESERVE THE RIGHT TO REFUSE SERVICE TO ANYONE! (Ever want to put this on your door? )

Let’s Define Direct Instruction Guided Practice Up front, teacher directed, lecture Teacher directed practice (partner or group) Independent Practice When Finished INDEPENDENT practice (seat work) What do I do when done? What is the next task to keep engaged? Fast finishers?

Learning Task: Teacher Habits for Engagement Brainstorm (alone) the various ways you engage students during input, guided practice, and independent practice, and when they’re finished. Use the note-taking guide. But note …

NOTE … “LISTENING” is no longer a verb for you to use when describing what your students will do. Listening is a PASSIVE activity.

How do you know? n Writing n Note n Etc. taking

Learning Task: Teacher Habits for Engagement Brainstorm (alone) the various ways you engage students during input, guided practice, and independent practice, and when they’re finished. Use the note-taking guide. Input Guided Independent Finished (Direct Practice Instruction) Goal

Learning Task: Teacher Habits for Engagement n n Brainstorm (alone) the various ways you engage students during input, guided practice, and independent practice, and when they’re finished. Use the note-taking guide. Share this information with your team. What questions do you have? After examination and discussion of questions, refine your own chart. Write one goal for each area: input, guided practice, … Share one goal with your table.

Direct Instruction – What percentage of students do you want engaged during direct instruction? (benchmark 80%)

Attention Span Age + or – Two minutes!

Direct Instruction – What percentage of students do you want engaged during direct instruction? (benchmark 80%) – How do students signal you that they are ready, finished or need help?

Signals – What percentage of students do you want engaged during direct instruction? (benchmark 80%) – How do students signal you that they are ready, finished or need help? – Why would you want them to know?

Discuss at your table: How do your student signal you that they: are on the page where you want them to be? are ready to go on, need assistance, or finished? What will students do when they get where you want them to be?

Student Engagement vs Student Assessment What is the difference?

Have you felt this way … n It’s not my job to make them learn – it is just my job to present the material. (whose job is it? ) n If you don’t know … ask someone else (what if no one knows? )

Questioning • • • Engagement (90 – 100% Response Rate) Assessment (5% Response Rate) Open (30 – 40% Response Rate) • During Direct Instruction, the teacher uses: 70% ENGAGEMENT Questions 30% ASSESSMENT Questions

Discuss at your table: What percentage of kids in your class respond when you ask an OPEN question? And … who are they?

Is it possible … That during instruction, a student could sit in your class and NEVER answer a question or be called upon… and have it be OK? ?

Assessment (Average: 5% respond) n One student/one response. n Raise of hand – calling on one child. n “Deyanne, who are the main characters? ”

Open Questions (Average: 30 -40% respond) n “Fishing” for an answer” n Students don’t know how to respond. n Question asked usually with no wait time – whoever wants to answer responds. n “Who are the main characters?

Engagement (Average: 90% respond) n Response method given before the question. “Show me (finger count) how many characters are in the story. ” “Whisper to your neighbor the main characters the story. ” n Physical cue to think and then chorally respond.

What percentage of students do you want to be ACTIVELY ENGAGED during Direct Instruction?

So, what is the difference between ACTIVE & PASSIVE?

Ponder … How are you doing when it comes to active engagement during direct instruction?

Name That Question n. Open (1) n. Assessment (2) n. Engagement (3)

Question #1: Who is the main character in the text? Open

Question #2: Tim, what is the answer to number seven? Assessment

Question #3: “Whisper to your neighbor: How did you get your answer to number 5. ” Engagement

Engagement/Questioning Practice Guide n Label each question as open, assessment or engagement. n If it is an open or assessment question, change it to an engagement question or request.

Engage THEN Assess Numbered Heads together – Who was the MOST conflicted character in the story and why? 2. Group Member 3, prepare to answer. 3. Group 7, Member 3 what is your answer? 1.

Assessing for HIGHER Engagement n n n Dice Grid Names on popsicle sticks Hat (randomizer) Selector Tools (Kagan) Other ideas ? ?

“Now is the time that we must choose between what is right and what is easy!” -Albus Dumbledore

Guided Practice n In grade levels, discuss strategies you use to keep students engaged during guided practice. n Share your “best” strategy with the group.

Other ways to keep kids engaged “Responders” Allows you to ask questions, know WHO has responded, and DATA to move forward or to revisit the concept. (apx. $2000 per classroom set)

Other ways to keep kids engaged “Presenters” sleeve with markers ($140/set) (OR use heavy duty sheet protectors) (OR use whiteboards)

Making a lesson more active n Think of a lesson you have taught that may have appeared “boring” or something you do repetitively. n Look at the handout “Active Engagement. ” n Using these samples, “liven” up and add “active engagement” to this lesson. ”

Prepare for a Round Robin: “Mr. Lake will split you into groups of 4”

Round #1 Person #1: write down the equation. Person #2: factor the quadratic. Person #3: solve each factor [set = to 0] Person #4: write the answer in the form of 2 points. Person #1: sketch the graph of the quadratic.

Round #2 Person #2: write down the equation. Person #3: factor the quadratic. Person #4: solve each factor [set = to 0] Person #1: write the answer in the form of 2 points. Person #2: sketch the graph of the quadratic.

Jane Vella “We learn what we are doing. ”

Think Time: n Bring to mind your most difficult class. n On average, are they: actively engaged? somewhat engaged? “ACTIVE” but not at all engaged?

Arrange these strategies from least impact (at top) to greatest impact (at bottom) with respect to their capacity to foster engagement. Average Retention Rates practice by doing discussion group demonstration teach others audio-visual lecture reading

Lecture Engagement Strategies Impact

Lecture Reading Engagement Strategies Impact

Lecture Reading Audio Visual Engagement Strategies Impact

Lecture Reading Audio Visual Demonstration Engagement Strategies Impact

Lecture Reading Audio Visual Demonstration Practice By Doing Engagement Strategies Impact

Lecture Reading Audio Visual Demonstration Practice By Doing Discussion Engagement Strategies Impact

Lecture Reading Audio Visual Demonstration Practice By Doing Discussion Teach Others Engagement Strategies Impact

Engagement Planning Guide Teacher DO Direct Instruction: Guided Practice: Independent Practice: Student DO

House Story

We are here to teach children the behaviors we want to see. Not to crucify them for the behaviors they came with. Geneva Elementary Staff 2000