1 / 64

http:// www.youtube.com / watch?v = jofNR_WkoCE

York MRL Team January 29, 2014 Jill Johnson, ESU 6 @ mrsjillj jjohnson@esu6.net. http:// www.youtube.com / watch?v = jofNR_WkoCE. Student Engagement. Teacher–Student Relationships. Adherence to Rules and Procedures. High Expectations. The Art and Science of Teaching.

laban
Download Presentation

http:// www.youtube.com / watch?v = jofNR_WkoCE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. York MRL Team January 29, 2014 Jill Johnson, ESU 6 @mrsjillj jjohnson@esu6.net http://www.youtube.com/watch?v=jofNR_WkoCE

  2. Student Engagement Teacher–Student Relationships Adherence to Rules and Procedures High Expectations The Art and Science of Teaching Enacted on the Spot Involves Routines Learning Goals and Feedback Rules and Procedures Addresses Content in Specific Ways Interacting With New Knowledge Generating/ Testing Hypotheses Practicing and Deepening Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

  3. Question 5: How to re-engage our students!

  4. Engagement--Four Questions

  5. You can lead a horse to water, but you can’t make them drink. We learned that maybe with “reward and punishment” the horse will do what ever we ask. However, consider a different goal, “How can I make the horse thirsty?” An Old Proverb states:

  6. Strategies to increase engagement • Use of games • Inconsequential competition • Manage response rates • Physical movement • Effective pacing • Student interest • Demonstrating intensity and enthusiasm

  7. Let’s Look at Some Games

  8. Do two things… • Participate in the game • Observe: • Participation • Laughter • Excitement

  9. Pyramid Game 200 points 100 points 100 points States and Territories Colors Trees 50 points 50 points 50 points

  10. Pyramid Game Things That Happened in the 1970s 200 points Things Albert Einstein Would Say Types of Government 100 points 100 points Liquids Titles of Plays Battles 50 points 50 points 50 points

  11. Taboo Australia This favorite game is a great tool for students to practice vocabulary and summarize. The object is to get someone to say the word using clues that don’t use the “taboo” words. Prime Minister Great Barrier Reef Kangaroo Sydney Perth

  12. Taboo • Adverb • adjective • modify • part of speech • time • verb • Latitude and Longitude • lines • map • globe • parallels • prime • grid

  13. Who Am I? • Teacher makes note cards. One person students have studied in class is on each card. • Need top hat (or baseball cap). • One student sits on stool in front of class and puts on hat. The student chooses a card without looking at it. The teacher tapes it to the front of the hat. The student’s job is to figure out who the person is by asking yes or no questions.

  14. Who Am I? • Let’s play. In your group, pick one person to turn away from the screen. • The name will be on the projector. • The “it” person asks yes or no questions until he or she gets the right answer.

  15. Who Am I? Obama

  16. Who Am I? Lady Gaga

  17. Talk a Mile a Minute • Students are given a list of terms that have been organized into categories. • Each team designates a talker. • The talker tries to get the team to say each of the words by quickly describing them. • The talker is allowed to say anything about the terms while talking but may not use any words in the category title or any rhyming words. • The talker keeps talking until the team members identify all terms in the category. • If members of the team are having difficulty with a particular term, the talker skips it and comes back to it later.

  18. tornado hurricane cold front cumulus clouds sleet barometer El Nino Things Associated With Weather

  19. Play Charades • Each team designates an actor. • The actor tries to get the team to say each of the words by acting them out. • The actor keeps acting until the team members identify all terms in the category. • If members of the team are having difficulty with a particular term, the actor skips it and comes back to it later.

  20. Charades—Science oxygen carbon monoxide helium neon rotate revolve atom

  21. Show, But Don’t Tell • Show students how to do something. Demonstrate it but don’t describe it. • (Technology or math skills lend themselves to this process). • Have them work in two-ish to talk with each other to describe what they saw. This puts them in charge of paying attention. • Ask questions such as… “What did you see me do?” “What did I do next?” “What else did you see?” “Can you do this?” • Have students write it….writing to learn…. “inking your thinking” • Use tech—a student summarizes and describes and use camera to capture….twitter talk • Comparison to video game. No one tells them. They don’t read directions.

  22. Can You Identify? • Each team needs a piece of paper (or notecard or sticky note). • Number 1–7. • Must identify all seven nonlinguistic representations. • One member of the team will safely deliver the paper to the judge (must have all seven correct to win!). • Empower students to be the judge!

  23. Famous People 1 2 3 7 4 5 6

  24. 3 2 1 6 4 5 States 7

  25. Strategies to increase engagement • Use of games • Inconsequential competition • Manage response rates • Physical movement • Effective pacing • Demonstrating intensity and enthusiasm

  26. http://goo.gl/ByUNA

  27. Teachers asked an average of 50.6 questions; students posed only 1.8 questions in a 30 minute period. Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology, 8, 101-106.

  28. Research finding #1: Teachers ask many questions.

  29. Implication: • Questions promote student learning. • Teachers should plan their questions before asking. • Ensure that questions match the instructional objectives and promote thinking.

  30. A few carefully prepared or selected questions are preferable to large numbers of questions.

  31. Research Finding #2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  32. Implication: • Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking.

  33. Research finding #3: • Not all students are accountable to respond to all questions. • Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  34. Implication: • Teachers should establish classroom norms that every student deserves an opportunity to answer questions • All students’ answers are important.

  35. Try some procedures that get every child involved: • Use paired responses (A/B partner response). • Call on students randomly—Popsicle sticks with names on them. • Using response chaining. • Using choral responses. • Using quick draws. • Using hand signals (thumbs up/down). • Using response cards. • Using response technologies. (ASOT, pp. 71–74)

  36. PollEverywhere.com

  37. Research finding #4: • Teachers typically wait less than 1 second after asking a question before calling on a student to answer. • They wait even less time before speaking after the student has answered Sattes,B. & Walsh, J., (2005).Quality questioning research-based practice to engage every learner.

  38. Research finding #5: Teachers often accept incorrect answers without probing. They frequently answer their own questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  39. Implication: • Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.

  40. Research finding #6: Students ask very few content-related questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner. Instead of asking “What did you learn today?” ask “What question did you ask today?”

  41. Implications: • Value student questions • Help students learn to formulate good questions • Make time for student questions.

  42. From… How many doors/windows in this room? What is square root of 16? Name the members of the United Nations. To… What are the possible ways to get out of this room? List ways you can think to say “4 or -4.” What concern would you take to the United Nations and why? Quantity Questions… Active Questioning, 1995

  43. How is _________like__________? How is ________different from_________? Seeing/believing Freedom/boundaries Human brain/computer Building a building/building a relationship Bush Administration /Obama Administration Use of analogies Compare/Contrast Questions(move from concrete to abstract) Classroom Instruction that Works, 2001

  44. If the color green could talk, what would it say about the color purple? The Brooklyn Bridge has been called by a TV station to tell about its experiences. What is the bridge’s version? Be a compass. Describe what you do. What would a doctor’s stethoscope ask a disease? What would an obtuse triangle ask a parallelogram? How would Lewis and Clark feel about about our space exploration? What questions would Beethoven ask Rapsters? Personification QuestionsDifferent points of view Classroom Instruction that Works, 2001

  45. What if…? What if humans did not have a _______? How come…? How come jumbo shrimp are so small? Think of some that pertain to your topic area. A couple Other Types of Active Questions Active Questioning, 1995

  46. Record a complete day of teaching Review in privacy For every right/wrong answer (convergent) type of question give yourself a check For every divergent (multiple options) question, give yourself an X Add the total of checks and Xs How long did you wait for responses? Hunter research 2.5 seconds—try 5 seconds or more. CHALLENGE:How can I assess my questioning style? Questioning Makes the Difference, Johnson, 1990

More Related