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LDC and Engagement Techniques
LDC and Engagement Techniques
Check on Tech Audio Wizard Elluminate tools
o Hand raiseo Microphoneo Smiley faceo Checkmarko Chat boxo Polling
Virtual Meeting NormsPlease…
participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window.
raise your hand to indicate that you’d like to use the microphone when it is time for questions.
release the microphone when you are finished.
use the door to indicate that you are away from your computer if you need to step out.
Goals for This Afternoon… Connect today’s conversation about
engagement to other frameworks you may be using
Show how engagement techniques can enhance your LDC module or everyday instruction
Breathe new life into 2 old standby techniques: T-P-S and Exit Slips
Provide practical tips and resources to increase student ownership and participation
How do we define engagement?
What words or phrases come to mind when we talk about student
engagement?
(Please enter your responses in the chat window.)
What is engagement? The student sees the activity as personally
meaningful. The student’s level of interest is sufficiently
high that he persists in the face of difficulty. The student finds the task sufficiently
challenging that she believes she will accomplish something of worth by doing it.
The student’s emphasis is on optimum performance.
~Schlechty Center on Engagement
How Does Engagement Impact Student Learning?
Active participation involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues and concerns of an academic subject.
Meyers & Jones, 1993
How Does Engagement Impact Student Learning?
Peer learning produces changes in achievement:
Twice as much as computer-assisted instruction Three times more than reducing class size Almost four times greater than produced by
lengthening the school day by one hour
Source: Levin, Glass, and Neister (1997) Effectiveness of peer learning in terms of reading and math outcomes
Engagement = Brain Sweat
The H.E.A.T. frameworkhttp://loticonnection.cachefly.net/global_documents/
HEAT_Framework_Poster.pdf
PA Educator Effectiveness
Connect to:
2013 Danielson Framework 3b
2013 Danielson Framework 3cActivities and assignmentsThe activities and assignments are the centerpiece of student engagement, since they determine what it is that students are asked to do. Activities and assignments that promote learning require student thinking that emphasizes depth over breadth and encourage students to explain their thinking.
Grouping of studentsHow students are grouped for instruction (whole class, small groups, pairs, individuals) is one of the many decisions teachers make every day. There are many options; students of similar background and skill may be clustered together, or the more-advanced students may be spread around into the different groups. Alternatively, a teacher might permit students to select their own groups, or they could be formed randomly.
2013 Danielson Framework 3cInstructional materials and resourcesThe instructional materials a teacher selects to use in the classroom can have an enormous impact on students’ experience. Though some teachers are obliged to use a school’s or district’s officially sanctioned materials, many teachers use these selectively or supplement them with others of their choosing that are better suited to engaging students in deep learning—for example, the use of primary source materials in social studies.
Structure and pacingNo one, whether an adult or a student, likes to be either bored or rushed in completing a task. Keeping things moving, within a well-defined structure, is one of the marks of an experiencedteacher. And since much of student learning results from their reflection on what they have done, a well-designed lesson includes time for reflection and closure.
2013 Danielson Framework 3c
Connect to:Problem Based Learning Webinar: The Literacy Design Collaborative
(LDC) in Project Based Learning https://bie.adobeconnect.com/_a1141099724/p68ryog48ht/?launcher=false&fcsContent=true&pbMode=normal
Video: Project Based Learning Overview http://www.bie.org/videos/video/project_based_learning_explained
Connect to: Reading Apprenticeshiphttp://www.wested.org/cs/ra/print/docs/ra/approach.htm - framework
Paideia Seminarhttp://www.paideia.org/
LDC: What Skills?
Preparing for the Task Task Engagement Task AnalysisReading Process Text Selection Active Reading Essential Vocabulary Academic Integrity Note-taking
Transition to Writing BridgingWriting Process Controlling Idea Planning Development Revision Editing Completion
Verbal Responses: T-P-S What are the ways students can verbally respond in a lesson?
ThinkThink AND record responses before sharing.I’ll be roaming around, capturing your good ideas!
PairShare your ideas with your partner. Record your partner’s best ideas I’ll still be roaming, so continue to share your thinking!
ShareLet’s summarize the conversations as a group.
Verbal Responses : PartnersTips for Using Partners
Assign partners and rotate every 3-6 weeks. Verbalize expectations for how we treat each
other. Pair lower performing students with middle
performing students. Give partners a number, letter, etc. Sit partners next to each other. Utilize triads when appropriate (ex. 1, 2, 2). Collaborative work, individual accountability.
http://www.superteachertools.com/classroom-tools/group-maker.php
Use partners when answers are long or different.
Verbal Responses : PartnersTips for Using Partners
TEACH students how to work together. Start early and be relentless about developing a routine. LOOK, LEAN, LISTEN, WHISPER
Explain that partners are not related to “friendships” but better described as “work relationships.”
Make cooperative teams by joining two partnerships. Using partners within a group of four doubles the response opportunities.
Use partners when answers are long or different.
Verbal Responses: PartnersAuthentic Use of Partners
Teacher provides a sentence starter. Respond to partner.
Retell lesson content using a graphic organizer. Brainstorm (Think-Pair-Share). Explain a process, strategy, or algorithm using
examples to their partner. Complete an experiment, project or create a
product. Read to or with partner. Review information ( Stop and Summarize or
Study, Tell, Help, Check).
Verbal Responses: Partners Study- Give students an opportunity to
study their notes, handout, or text(s) (1-2 minutes).
Tell- Direct one member of each partnership to tell their partner all they can remember about a topic without consulting any materials.
Help- Have their partners help them out by asking them questions giving them hints, or tell them any missing information.
Check- When both partners have exhausted their recall, have them check their notes, handouts, or text for any missing information.
Verbal Response: Individual Response
Guidelines for using individual verbal responses
Do not rely on calling on o Individualso Volunteers o Inattentive students
DO expect that if the answer is a product of instruction ALL students could answer
What’s the thinking behind these guidelines?
Verbal ResponsesWhat else can you try?
Partner Firsto Have students share answers with their partnerso After partners share, call on a few individuals or volunteers
Question Firsto Ask a questiono Raise your hands to indicate silenceo Provide thinking timeo Call on a student
Whip around or Pass (many possible answers)o Start at any location in the room. Have students quickly give
answers going around room without commenting. Students may say “PASS” if they don’t have a response or someone already shared their response.
Random Reportero Assign students numberso Put numbers on sticks and randomly pull a number
LDC: What Skills?
Preparing for the Task Task Engagement Task AnalysisReading Process Text Selection Active Reading Essential Vocabulary Academic Integrity Note-taking
Transition to Writing BridgingWriting Process Controlling Idea Planning Development Revision Editing Completion
Action Responses: Signaling• Instructional activity to prompt student
engagement• Used with questioning, so all students are
accountable• Examples:
ABCD/True & False cards Vocabulary Terms/Concepts Electronic clickers Polleverywherehttp://www.polleverywhere.com/
Signaling is a type of formative assessment for all students to check for understanding with the use of questions and responses.
Deepening understanding occurs wheno the “Justify/Why” step is used with provided
sentence starters o peers and teachers correct, shape, and expand
responses.
Crazy About Clickers Multiple sets of clickers are available
for loan to schools through IU 13 IMS. Log into Medianet to reserve yours!
For more on the CPS system check out the links below. CPS for Powerpoint is our favorite!
eInstruction website http://www.einstruction.com/#
Action Responses: 4 Corners
4 Quadrants/Cornerso Ask a question.o Offer 4 answer choices; label the 4 corners.o Allow adequate thinking time.o Students stand up and move to a corner.o Students justify why to a partner.o Debrief with whole class as individuals share.o With students in 4 quadrants, ask next question.
Which civil liberty do you value the most?freedom of religion, freedom of speech freedom of press, right to vote
Use 4 Quadrants when all 4 answers are acceptable.
Action Responses: Questions On the Move
Questions on the Moveo Students line up in the middle of the room. o Ask a question.o Offer 2 answer choices; label 2 sides of room.o Allow adequate thinking time.o Students move to a side.o Students justify why to a partner.o Debrief with whole class as individuals share.o Students move to center before next question.
Was the Iran-Contra Affair a bigger threat to the US Constitution than Watergate?
Should Animals be kept in zoos?
https://www.teachingchannel.org/videos/quick-classroom-warm-up
Use Questions on the Move when both answers are acceptable.
Key Word Strategy
Give each student 2 post-its Use student notes or text Have students reread predetermined portion
individually or in jigsaw groups. Direct students to write 1 key word or brief phrase
on each post-it Form pairs or small groups. Have each student
share their key words and why they selected them Group works collaboratively to create a brief
summary statement using the key words. Each group shares statement and the thinking behind it with whole group.
Revisiting Exit Slips1. Document learning
The three most important things I learned today are…Today I changed my mind about…What I’d like to tell someone else about what I learned is…
2. Examine the process of learningTwo questions I have about what we did in class today
are…I am confused about…What I would like to learn next is…I am wondering about…
3. Evaluate the impact of your instructionThe thing that helped me pay attention in class today
was…The thing that helped me understand most today was…Something that did not help me learn in class today was…
Putting It All Together: SLANT Anita Archer structure expectations for active participation with 7th
and 8th graders(iTunes podcast) using the SLANT strategy http://www.scoe.org/pub/htdocs/archer-videos.html
S= Sit UpL= Look and ListenA= Ask and AnswerN= Nod and NoteT= Track
Upcoming Webinars March 7th – (3:00 – 3:45) Understanding the Informational/Explanatory & Narrative Rubrics
March 21st – (3:00 – 3:45) How to Facilitate a Scoring Session in Your School
Have you registered for the Summer Showcase?
Contact Us!Barbara Smith- LDC Site LeadEmail: [email protected] Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: [email protected] Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Ruth Manthey-LDC Program AssistantEmail: [email protected] Phone: (717) 606-1939
Tweet about LDC! @LDCIU13
