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Student Engagement

Student Engagement. Joshua Miller Blytheville Middle School 7 th Grade Math. Discussion. What does engagement look like? How do you use engagement in the classroom? How can you redirect student behavior in the event a student becomes disengaged?. What is Active Engagement?.

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Student Engagement

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  1. Student Engagement Joshua Miller Blytheville Middle School 7th Grade Math

  2. Discussion • What does engagement look like? • How do you use engagement in the classroom? • How can you redirect student behavior in the event a student becomes disengaged?

  3. What is Active Engagement? • Refers to the joint functioning of motivation, conceptual knowledge, cognitive strategies, and social interactions in literacy activities • 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.

  4. Active Engagement and Motivation • Factors affecting the development of extrinsic motivation in a school setting: • Compliance • Recognition • Grades • Factors affecting the development of intrinsic motivation in a school setting: • Level of challenge offered by tasks and materials • Quality and timing of feedback to students about heir work • Supports and scaffolds available to learners • Students’ interest in tasks and content • Nature of the learning context

  5. How can I engage my students? • Have multiple student-teacher interactions • Be an effective teacher • Use different strategies to engage your studentsw • Have effective classroom management skills • Distractions cause trouble • Plan carefully, have deep knowledge of curriculum • Deliver instruction effectively • Zone of Proximal Development

  6. Student-Teacher Interaction • The most direct way to increase learning rate is by increasing the number of positive, or successful, instructional interactions per school day. • It is important that students who need extra instruction to gain skill mastery get that instruction in a timely manner. • After initial instruction, teachers need to determine who will benefit from reteaching or pre - teaching in small group and/or one-on-one.

  7. What is an effective teacher? • Awareness of purpose • Task orientation • High expectations for students • Enthusiastic, clear, and direct • Lessons consistently well prepared • Students on task • Strong classroom management skills • Predictable routines • Systematic curriculum-based assessment to monitor student progress

  8. Knowledge of Curriculum • Know the components of your subject • Instructional content • Instructional design • Strategies • Learning styles, activities • Routines • How will you transition? • Sequence of Instruction • Direct versus indirect instruction • Assessments • Formal or informal?

  9. Active Engagement and Direct Instruction • Components of Interactive Direct Instruction • Teacher-directed learning. • Teacher serves as the instructional leader for students, actively selecting and directing or leading the learning activities. • High levels of teacher-student interaction. • Students spend their time interacting with the teacher either individually or as part of a group as opposed to spending most of their time in independent study or seatwork.

  10. Zone of Proximal Development • Created by Vygotsky. • The difference between what an apprentice can do without guidance and what he or she can do when assisted. • The teacher’s role is to assist the students in moving through the zone to become expert users of their new knowledge and skills. • Always maintain at least a 6-10 foot distance between students • Anything above 10 feet may cause distraction and disengaged learners

  11. Scaffolding • Temporary devices and procedures used by teachers to support students as they learn new strategies • To scaffold effectively • Anticipate student errors • Students tend to struggle and will need that extra assistance • Conduct teacher guided practice • vary the context and difficulty of the task within the assignment between your strong and struggling learners • Provide feedback • directly from the teacher, or through peer observations • Recognize when it is appropriate to fade scaffolds

  12. Discussion • What are some ways you can keep engagement up now? • Will you change anything in your classroom routines or transitions? • You have five minutes to come up with a scenario in which one person is the student and one person is the teacher. • The student will become disengaged during class time. • The teacher will implement strategies to encourage the student to become engaged. • The audience will critique and come up with alternative solutions to keep the class engaged.

  13. References • Active engagement strategies: http://curry.virginia.edu/reading-projects/projects/garf/Georgia%20Active%20Engagement%20Strategies.ppt

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