Scavenger Hunt for Engagement

1. Scavenger Hunt for Engagement School of Rock

2. The Purpose of the Scavenger Hunt • Learn about the 5 levels of engagement • Search for the various levels of engagement in video clips • 3 types of classrooms • Work in team

3. Take Two Minutes to Form Your Scavenger Hunt Teams of Four or Five people According to the Following Criteria: Form Teams with People Having the Same Eye Color

4. Each person will take a level of engagement and become the expert for the group. If there are only 4 in your group the tallest person will take 2 of the levels of engagement. Read and prepare to present the level (s) to your group members. Be prepared to share a student in your class that generally demonstrates those qualities. Be specific with the behaviours. Learning the 5 Levels of Engagement

5. Sometimes you will be watching the teacher and sometimes you will be watching students. • Prior to viewing each video clip, you will be told who to watch for evidence of the profile elements. • Look for evidence to justify your engagement level choice Directions

6. Scavenger Hunt Team Information Please turn to your Evidence Sheets. • Today’s movie clips come from School of Rock. • After viewing each clip, teams will briefly record evidence of how the character responded to the work. • Next, teams should check off the profile element (engagement, strategic compliance, ritual compliance, retreatism, rebellion) that best fits their evidence. • Example: A team may cite the student comment of, “I did the work because I wanted a good grade” as their evidence. Then they would check off strategic compliance. • Each team is allowed one vote so teams must come to summary on their vote. Rely upon your evidence to help your vote selection. • You will have a time limit for each vote. You will be given a 15 second warning before time expires.

7. This movie features Jack Black, a comedian, musician, and actor. He was nominated for a Golden Globe Award for this performance. • The student musicians in the video are musicians, not actors. They were picked for this movie for their musical talents. The music you hear is the music they produce. • This movie is fiction. It is not a video on how to teach. We use these clips because they provide classic examples of how people respond to the work they are given. • You will see an elaborate class project. You will also see evidence of engagement during work times that are tedious, difficult, and not always fun. Working on the Work may sometimes be ‘hands-on’ but it is always ‘minds-on’. • So, have fun, laugh. Just remember your mission, watch for evidence of the profile elements! Notable Notes on SOR

8. Please turn to the Evidence Sheets. Each person will record their own on the Individual Score sheet One person from each team will need to record your team votes. Ready to Begin!

9. CLIP 1 • This is the substitute teachers first minute of his first day in the classroom. Please watch the teacher and the student in the front row named Summer. • The teacher starts by calling her Tinkerbell instead of her name, Summer.

10. Individuals will first record their choice and evidence • Teams should discuss and record evidence for Summer. • Check off the profile element that best fits your team’s evidence on the group sheet. • Teams should discuss and record evidence for the teacher. CLIP 1

11. CLIP 2 • Teams should focus on the teacher. • Teams should discuss and record evidence for the teacher. • Check off the profile element that best fits your team’s evidence.

12. CLIP 3 • Teams should focus on the students and Summer • Teams should discuss and record evidence for Emily. • Check off the profile element that best fits your team’s evidence.

13. CLIP 5 • Teams should focus on drummer and lead guitarist • Teams should discuss and record evidence for Summer. • Circle the profile element that best fits your team’s evidence.

14. CLIP 7 • Teams should focus on the teacher and students. • Teams should discuss and record evidence for the teacher. • Check off the profile element that best fits your team’s evidence for the teacher. • Teams should discuss and record evidence for the students. • Check off the profile element that best fits your team’s evidence for the students.

15. CLIP 8 • Teams should focus on Teacher and then Summer • Teams should discuss and record evidence for the Teacher and Summer. • Circle the profile element that best fits your team’s evidence.

16. CLIP 9 • Teams should focus on everyone. • Teams should discuss and record evidence for everyone. • Circle the profile element that best fits your team’s evidence.

17. During the next 5 minutes: • Discuss your group findings • Write down 3 Ahaas • Discuss with the large group SHARING RESPONSES

18. Where do your students fit? Pick a class – check off where each of your students would best fit most of the time based on their behaviour.

21. The Highly Engaged • The Well-Managed • The Pathological 3 Types of Classrooms

22. Most students are engaged All students are engaged some of the time Considerable strategic compliance Limited retreatism and ritual compliance Little or no rebellion Highly Engaged

23. Less engagement than highly engaged classrooms May appear engaged because the students are compliant Strategic compliance is the dominant mode of engagement Has more ritual compliance and retreatism than highly engaged Little or no rebellion Well-Managed

24. May look well like the well-managed classroom except for the presence of patterned rebellion. Many students actively reject work Many students substitute other activities Very little engagement Considerable strategic compliance High incidence of ritual compliance and retreatism. Pathological

25. Reflect on your chart

26. Choose your level of engagement during this professional development and record the observable behaviours to support your choice. Measuring my level of engagement