ENGAGEMENT

1. ENGAGEMENT CUE - Palm Springs - March, 2008 Peg Portscheller Portscheller & Associates Denver, CO

3. CHANGE!! How hard is it??

4. Change is HARD!! • Anyone here have a morning routine? • Let’s look at Dan Lortie’s research • Let’s talk about Dave Letterman….

5. ENGAGEMENT Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance Engagement: High Attention High Commitment The task, activity, or work students are assigned or encouraged to undertake has inherent meaning or value to the student. Phil Schlechty

6. Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Engagement: High Attention High Commitment The task, activity, or work students are assigned or encouraged to undertake has inherent meaning or value to the student.

7. Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Strategic Compliance High Attention Low Commitment The task, activity, or work has little or no inherent meaning or value to the student, but it is associated in the student’s mind with outcomes and results that are of value (e.g., entry into college.)

8. Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Ritual Compliance: Low Attention Low Commitment Students are willing to expend whatever effort is needed to avoid negative consequences, though they see little meaning in the tasks assigned or the consequences of doing those tasks.

9. Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Retreatism: No Attention No Commitment The student is disengaged from the task, expends no energy in attempting to comply with the demands of the task, but does not act in a way that disrupts others and does not try to substitute other activities for the assigned task.

10. Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Rebellion: No Attention No Commitment The student summarily refuses to do the task assigned, acts in a way that disrupts others and/or attempts to substitute tasks and activities that he or she is committed to in lieu of those assigned by the school and the teacher.

11. Reflections • Think about your schools and your students…how engaged are they, how successful are the, how prepared are they for “what comes next?. • What needs to happen at “your place” in order for more students to be more successful?.

12. Product Focus Clear and Compelling Product Standards Authenticity Content and Organization of Knowledge ENGAGEMENT Protection from Adverse Consequences Choice Novelty and Variety Affirmation of Performance Affiliation

13. Content & Substance ”The what” - standards/the content/the curriculum.

14. Organization of Knowledge Information and knowledge is organized in clear, accessible ways. Ways that let students use the knowledge and information to address tasks that are important to them.

15. Product Focus Work that almost always focuses on on a product or performance.

16. Clear and Compelling Standards Knowing exactly what is expected of them and how those expectations are related to something they care about.

17. Protection from Adverse Consequences When students can try tasks without fear of embarrassment, punishment or implications that they are inadequate.

18. Affirmation of Performance When significant others (e.g. parents, teachers, fellow students, ect.) make it known that they think the students work is important.

19. Affiliation Opportunities for students to work interdependently with others.

20. Novelty and Variety New and different ways of doing things

21. Choice Having some degree of control over what they are doing. Doesn’t mean they should dictate curriculum, perhaps only a choice in terms of how the work is accomplished.

22. Authenticity Tasks that are meaningful and have real or important consequences & implications

23. Product Focus Clear and Compelling Product Standards Authenticity Content and Organization of Knowledge ENGAGEMENT Protection from Adverse Consequences Choice Novelty and Variety Affirmation of Performance Affiliation

24. Are your schools your “grandfather’s Oldsmobile? • The old 3 R’s • The new 3 R’s

25. Are your schools your “grandfather’s Oldsmobile? • The old 3 R’s • Reading, ‘Riting and ‘Rithmetic • The new 3 R’s

26. Are your schools your “grandfather’s Oldsmobile? • The old 3 R’s • Reading, ‘Riting and ‘Rithmetic • The new 3 R’s • Rigor, Relevance and Relationships

27. Who the heck is Daniel Pink?

28. Who the heck is Daniel Pink? • The 3 A’s….. • The 6 Approaches…..

29. What Do Business Leaders Think? • Core Subjects, Global Awareness, Financial and Economic Literacy • Flexibility, Initiative, Cross-Cultural Skills and Productivity/Accountability • Information and Media/Communications Literacy • Creativity, Critical Thinking, Problem Solving, Communication and Collaboration

30. What Can We Learn From Students…. • 370,000 Voices - The Quaglia Institute

31. Natl Data - Self Worth 51% I am proud of my school 49% I enjoy being at school 46% Teachers care about my feelings and struggles 50% Teachers care about me as an individual 49% Teachers care if I am absent 21% I have never been recognized for something positive at school 50% If I have a problem, I know a teacher I can talk to 55% Teachers respect students 41% Students respect teachers 31% Students respect each other

32. Natl Data - Active Engagement 46% School is boring 58% At school I am encouraged to be creative 40% My classes help me in my everyday life 58% Teachers enjoy working with students 39% Teachers have fun at school 32% Teachers make school an exciting place to learn 73% My teachers present lessons in different ways

33. How do you think your students would respond?

34. Peg PortschellerPortscheller & AssociatesDenver, CO Pegp5@comcast.net