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Welcome! 8:00-8:15 Please sign in so you get credit for your attendance. Create a name tent so we don’t default to calling you Sue or Nicole. 3. Write your name on the sticky side of a Post-It note and place it on the DOOR PRIZE sign.
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Welcome! 8:00-8:15 Please sign in so you get credit for your attendance. Create a name tent so we don’t default to calling you Sue or Nicole. 3. Write your name on the sticky side of a Post-It note and place it on the DOOR PRIZE sign. (Hint: We want the door prize selections to be anonymous!) Claim a seat and take out the pink Appointment sheet from your folder. Mingle with the other awesome teachers in the room in order to schedule your morning appointment slots. Try to fill in the 8:00, 9:00, 10:00, and 11:00 a.m. appointments. 5. Grab some refreshments.
The Secrets to Creating an Engaging Classroom: TPT’s for ALL Students June 13, 2012 Conestoga Valley School District Professional Development Michelle Trasborg Susan Grammer and Nicole Reinking
“Engagement does not result from students’ desire to learn. Engagement results from students’ desire to do things they cannot do unless they learn.” -Phil Schlechty
What is the CV Curriculum Framework? • Combination of UbD & Marzano’s Art & Science of Teaching • UbD provides the framework for curriculum writing. • The Art & Science of Teaching blends with UbD by providing a roadmap for effective teaching guided by 10 Design Questions.
Where have we been? Where are we going? Conestoga Valley Curriculum Framework introduced with The Art & Science of Teaching Design Questions 1 & 2 Plus UbD Lesson Plans Design Questions 3 Design Questions 5 Design Questions 4 Use of the UbD lesson plan with AMT Introduction of AMT UbD Implementation
Why Design Question 5? • Teacher feedback indicated a need to work with student engagement. • Student demographics have changed to require a focus on engagement. • Brain based learning and educational best practices direct us to the importance of student engagement.
Engagement occurs when… • Students see their work as personally meaningful. • Students feel challenged by the rigor of the work. • Students master content through authentic, project-based, inquiry-driven learning. • Students work and learn collaboratively and socially, both online and off. • Students evaluate for and select the best tools for their work.
Students who are engaged: • Learn at high levels and have a profound grasp of what they learn • Retain what they learn • Can transfer what they learn to new contexts
Bloom’s Revised TaxonomyLorin Anderson (a student of Bloom) http://www.nwlink.com/~donclark/hrd/bloom.html
Why is engagement important? Students engaged… …except that one!
Engagement • Engagement is the pre-cursor to learning. • Engagement is not the goal, but unless learners are fully engaged in the work, they will not successfully learn and achieve high standards.
Metacognitive Learning Model Engagement Tools KWL, Story Map, Jigsaw, Timelines, Charts, Graphs, Journal Entry, etc. Metacognitive Strategies Visualizing, Inferring, Summarizing, Synthesizing, Questioning, Making Connections, etc. Critical Learning Content, Skills, Plot/Theme, Fact/Opinion, Vocabulary, Sequencing, Cause & Effect, etc.
Engagement Levels • Authentic Engagement • Strategic Compliance/Engagement • Ritual/Passive Compliance • Retreatism • Rebellion
Authentic Engagement • The student sees the activity as personally meaningful. • The level of interest is sufficiently high that the student persists in the face of difficulty. • The task is sufficiently challenging such that the student perceives she/he will accomplish something of worth by doing it. • The emphasis is on optimum performance and internal motivation. • The learning transfers from one context to another.
Strategic Compliance/Engagement • The task has little value to the student but the student associates it with outcomes of results that do have value (ie. grades, rewards, attention, approval) • If the task doesn’t promise to meet the extrinsic goal, the student will abandon it. • Students have a superficial grasp of what they learn and cannot transfer what they learn from one context to another.
Ritual/Passive Compliance • The work has little meaning to students and is not connected to what does have meaning. • Students learn at low levels and have a superficial grasp of what they learn. • The student seeks to avoid confrontation. • The emphasis is on minimums and exit requirements. • Do not retain what they learn and cannot transfer learning to different contexts.
Retreatism They’re still hanging in there…but barely.
Retreatism • The student is disengaged from current classroom activities and goals. • The student is thinking about other things and is emotionally withdrawn from the situation. • The student rejects all goals associated with the learning. • The students feels unable to do what is being asked or is uncertain about what is being asked. • The students do not participate in the learning and learn little from the activities.
Rebellion • The student is disengaged from current classroom activities . • The student IS actively engaged in another agenda. • The student creates their own means and goals. • Students sometimes learn a great deal from what they elect to do. • Students develop poor work habits and negative attitudes towards formal education and intellectual tasks.
Fauxgagement • Does anyone have any questions? • Thumbs up/thumbs down • Eye contact • Watching a movie • Appropriate behavior
True/Not True Hold Up Teacher effectiveness has a greater influence on student performance than race, socioeconomic status, or class size. TRUE One teacher can make a difference. We must believe this.
Thinking Outside the Pencil Box TPT’s… Too Baby-ish for High School?
Resources • www.schlechtycenter.org • www.instituteforinstructionalcoaching.org • www.pacoaching.org • Himmele, P., and W. Himmele. Total participation techniques, making every student an active learner. Alexandria, Virginia: Association for Supervision & Curriculum Development, 2011.
