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e5 – The Journey Continues

e5 – The Journey Continues. The Engage Domain. Presented by Melissa Corps, Julie Armstrong & Sarah Brittain May, 2010. Mixin ’ it up!. On your handout is the name of an item/landmark etc. Eg cigar Move to the table that has the city to match your item. Eg Cuba.

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e5 – The Journey Continues

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  1. e5 – The Journey Continues The Engage Domain Presented by Melissa Corps, Julie Armstrong & Sarah Brittain May, 2010

  2. Mixin’ it up! On your handout is the name of an item/landmark etc. Eg cigar Move to the table that has the city to match your item. Eg Cuba

  3. Refreshing your memory about e5 Which Capabilities are found within each Domain? Looking at the laminated cards, sort out which Symbols, Capabilities and Statements match up with which Domains.

  4. Another layer! Now looking at the general descriptions of each Domain on the sheet at your table, re-evaluate your positioning of the Teacher Capabilities. Move them around as you see fit.

  5. e5 – A holistic view

  6. LOOKING AT THE LEVELS

  7. Unpacking the Levels in Engage On your tables are A3 sheets that provide a breakdown of each of the capabilities within the Domain of Engage.

  8. Focusing on Engage ENGAGE - focuses on the teacher capabilities of: • Develops shared norms • Determines readiness for learning • Establishes learning goals • Develops metacognitive capacity

  9. Matching to capabilities and levels You have been given strips of card that contain ‘I statements’ and practical examples of what the teacher does within each capability and under each level of the Engage domain. Read through the cards and discuss which capability they relate to.

  10. Which level? Using blue tacplace each statement against the appropriate level within the capability to show its developmental nature.

  11. Swap and check... Swap your sheets with another group at your table and consider the work that the other team has done. When you question the developmental nature of their responses, discuss it with them and only move cards if there is agreement from the original team. Check on pages 3 to 6 of your booklet.

  12. PHYSICAL ENVIRONMENT How do YOU like to work? It’s report writing time. Reflect upon the environment that allows you to work at your optimum level. • Cold Hot

  13. PHYSICAL ENVIRONMENT How do YOU like to work? • Cold Hot • Silent Noisy

  14. PHYSICAL ENVIRONMENT How do YOU like to work? • Cold Hot • Silent Noisy • Lying on the floor Sitting nice and straight at a desk

  15. PHYSICAL ENVIRONMENT How do YOU like to work? • Cold Hot • Silent Noisy • Lying on the floor Sitting nice and straight at a desk • Work spread all over the floor/table Nothing on desk other than work being done at the time.

  16. PHYSICAL ENVIRONMENT How do YOU like to work? • Cold Hot • Silent Noisy • Lying on the floor Sitting nice and straight at a desk • Work spread all over the floor/table Nothing on desk other than work being done at the time. • Nothing to eat/drink Food and drink available ALL the time

  17. Developing Shared Norms e5 :The teacher refers to shared norms in their interactions with students and shares responsibility with them for reinforcing protocols.

  18. WRITE QUESTIONS In your first week with a new class you want to work with them on establishing norms to make the year enjoyable and productive for everyone. For example ‘ How could we deal with the different ways that we like our physical environment to be?’ On the back of your booklet, list ways that you have established shared norms in your classroom this year.

  19. Develops metacognitive capacity e5 : The teacher supports students to evaluate their own and others’ thinking. The teacher facilitates processes for students to monitor the effectiveness of their learning.

  20. Bloom’s Ladder • Think of a task your students have completed this week • Write it down on a Post–It Note in front of you • Share with others at your table • Turn to page 9 of your booklet to find action verbs aligned with Bloom’s Taxonomy of Thinking • Select the ‘best fit’ for the task • Place your Post-It Note alongside the appropriate level on the ladder

  21. If she can do it . . . . .

  22. Determines readiness for learning e5 : The teacher uses all available evidence to determine each individual student’s current level of understanding. They use questions generated by students to extend the focus of learning and to connect with students lives.

  23. Reflecting with a Graphic Organiser – Page 10

  24. Establishes Learning Goals • The teacher supports students to use evidence to personalise their learning goals and align them with curriculum standards. The teacher provides assessment rubrics, illustrating increasing levels of proficiency based on curriculum standards.

  25. Picture Chat • Look at the pictures and as a group discuss how providing students with evidence allows them to establish learning goals.

  26. Reflective Journal (2 mins) • Turn to the back of your folder and take out your Reflective Journal. • List one piece of information that you received about the Engage domain and explain how you could develop it in your teacher practice.

  27. Sixty Second Challenge • How many can you answer?

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