Design Question 5

1. Design Question 5 What will I do to engage students? Morris + Sacher

2. Student Engagement can be broken down into 2 levels • Attention vs. Engagement • Attention • Short-term focus on classroom activities • How a student feels and their level of interest • Engagement • Long-term intrinsic motivation for learning • Relevance or importance of learning to the student’s future • Self-efficacy – Can I learn this material? and Do I have control over my future? Student Engagement

3. When choosing how much effort to devote to learning, students ask themselves 4 questions: • How do I feel? • Am I interested? • Is this important? • Can I do this? Attention Relevance Self-Efficacy Student Engagement: 4 Questions

4. If students sense that they are not welcome, accepted, and supportedin the classroom, the probability is low that they will engage in classroom activities. • 3 Factors • The student’s level of energy • The demeanor of the teacher • The student’s perception of acceptance by teacher and peers HOW DO I FEEL?

5. Low-probability of engagement Today I feel like this… HOW DO I FEEL? High-probability of engagement

6. 5 Strategies to help students “Feel good” • Strategy: Effective pacing https://www.teachingchannel.org/videos/time-limit-classroom-strategy • Strategy: Physical movement https://www.teachingchannel.org/videos/refocusing-students?fd=1 • Strategy: Demonstrating intensity and enthusiasm http://www.youtube.com/watch?v=uhiCFdWeQfA • Using humor • Strategy: Building positive relationships https://www.teachingchannel.org/videos/building-relationships-through-gestures HOW DO I FEEL?

7. What are some ways you can build relationships with students? • How can you make sure your students feel welcomed, accepted, and supported? Talk About It… HOW DO I FEEL?

8. Students want to know whether or not an activity will be “fun.” • Techniques for peaking student interest • Anticipatory sets/guides • Kinesthetic learning • Multiple intelligences • Social learning AM I INTERESTED?

9. Techniques for peaking student interest • Anticipatory sets/guides • https://www.teachingchannel.org/videos/reading-teaching-strategy • www.wordle.net AM I INTERESTED?

10. Anticipatory Guides: Romeo and Juliet Directions: Read each statement. Mark your answer in the “Before Reading” column. Agree/Disagree/No opinion. AM I INTERESTED?

11. Anticipatory Guides: Runner Directions: The following word cloud contains themes and topics found in the novel, Runner. Choose which word is more interesting to you and write about it for the next three minutes. AM I INTERESTED?

12. Techniques for peaking student interest • http://www.youtube.com/watch?v=eYYf-mUmPqI • Kinesthetic learning • Social learning Talk about it… Besides using physical movement and kinesthetic learning, what else does Ms. Gruwell accomplish with this activity? What sort of anticipation guide could you create for one of your lessons? AM I INTERESTED?

13. If the answer is yes, students are more likely to be involved in the tasks at hand. • The more a teacher can tap into students’ higher-level goals, the more engaged the class as a whole will be. (Marzano, Designing and Teaching Learning Goals and Objectives, 2009) IS THIS IMPORTANT?

14. Four ways to tap into students’ personal lives and interests • Make comparisons to student interests • Students compare academic content to a personal interest • Students expand and expound their interests • Students receive structure and guidance regarding those comparisons IS THIS IMPORTANT?

15. Make it meaningful, make it relevant • Make comparisons to student interests • Students compare academic content to a personal interest • https://www.teachingchannel.org/videos/teaching-science-with-current-events • https://www.teachingchannel.org/videos/teaching-french-revolution?fd=1 • https://www.teachingchannel.org/videos/teaching-economic-systems • When students can connect a personal experience to class content, it becomes meaningful and memorable. Talk about it… In what ways are these teachers making content relevant, meaningful, and memorable for their students? IS THIS IMPORTANT?

16. A case can be made that this is the most important factor affecting engagement. (Marzano, School Leadership That Works, 2010) • Strategies to enhance self-efficacy • Effective praise and verbal feedback • Tracking and studying progress • Providing examples of efficacy • Teaching about efficacy CAN I DO THIS?

17. Effective praise and feedback • Strategy: “My Favorite No” • https://www.teachingchannel.org/videos/class-warm-up-routine • Strategy: “Passing Notes” • https://www.teachingchannel.org/videos/passing-notes-teaching-strategy Talk about it… CAN I DO THIS? In what ways could you adapt these strategies for your content area?

18. Other great strategies to increase participation, interest, and engagement • Strategy: “Kick Me” (vocabulary/analogies) • https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive • Strategy: “Participation with Playing Cards” (questioning technique) • https://www.teachingchannel.org/videos/improve-student-participation • Strategy: “Peer Teaching” • https://www.teachingchannel.org/videos/student-peer-teaching • Strategy: “Hook Stations” • https://www.teachingchannel.org/videos/hook-stations • Strategy: “Interactive Stations” (literary analysis) • https://www.teachingchannel.org/videos/increase-engagement-and-understanding MORE STRATEGIES

19. Questions and Comments In Conclusion

20. Morris Sacher THE END