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Welcome to: Student Engagement

Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending. Anonymous. Welcome to: Student Engagement. Please: Fill out a name tag Help yourself to “treats” Work on reflection questions. Goals.

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Welcome to: Student Engagement

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  1. Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending. Anonymous

  2. Welcome to:Student Engagement Please: Fill out a name tag Help yourself to “treats” Work on reflection questions

  3. Goals • To understand the importance of Design Question #5 – What Will I Do to Engage Students? • To understand connections between the Characteristics of Effective Instruction in the Iowa Core, Human Motivation Theory, and the Marzano Protocol. • To develop skills/strategies in student motivation and engagement in the classroom.

  4. Ground Rules • Take responsibility for your own learning. • Participate. • Ask questions. • Listen to learn. • Respect participants and presenter. • Honor time limits. • Silence cell phones. (Including texting)

  5. Parking Lot

  6. Cross Walk

  7. Introduction “If students are not engaged, there is little, if any, chance that they will learn what is being addressed in class…. Student engagement happens as a result of a teacher’s careful planning and execution of specific strategies.” Heflebower, T., Marzano, R., Pickering, D. (2011). The Highly Engaged Classroom: The Classroom Strategies Series. Bloomington, IN: Marzano Research Library.

  8. What are your current beliefs and practices?

  9. What is Engagement? Motivation, engagement, attention, interest, effort, enthusiasm, participation, involvement • Boredom • Disinterest • Frustration • Anger • Sadness • Worry/Anxiety • Shame • Self-blame • Enthusiasm • Interest • Enjoyment • Satisfaction • Pride • Vitality • Zest

  10. Putting the Pieces Together

  11. Characteristics of Effective InstructionCEI Student-Centered Classroom Teaching for Understanding Assessment for Learning (Formative Assessment) Rigorous & Relevant Curriculum Teaching for Learner Differences

  12. Marzano Protocol Design Question #5: What will I do to engage students?

  13. Shape Up! Partners *Circle* *Square* *Triangle* *Star*

  14. Areas to Consider

  15. 4 Key Questions • How do I feel? (Emotions) • Am I interested? • Is this important? • Can I do this? (Efficacy) Attention Engagement

  16. CLICCCK C= Chance for Success L=  Level of Concern I=   Intrinsic Motivation C= Content C= Collaboration C= Choice K= Knowledge of Results

  17. How do I feel? (Emotions) • Students’ Energy Levels – movement, pacing • A Teacher’s Positive Demeanor • Students’ Perceptions of Acceptance

  18. Use Physical Movement • Stand up and stretch • Body representations • Give one, get one • Vote with your feet

  19. Use Appropriate Pacing • Well established procedures • Transitions within lessons

  20. Demonstrate Intensity and Enthusiasm for Content • Verbal and nonverbal

  21. Human Motivation Theory Collaboration Choice

  22. Am I Interested? • Model of interaction between 3 • types of memory. • Effective questioning strategies • Activities providing involvement

  23. Use Games that Focus on Academic Content • What is the question? • Name that category. • Talk a Mile a Minute • Classroom Feud

  24. Use Inconsequential Competition

  25. Engage Students in Friendly Controversy • Choose topics carefully • Variety of ways to organize students

  26. Manage Questions and Response Rates • Wait time • Post-Teacher-Question Wait Time • Within-Student Pause Time • Post-Student-Response Wait Time • Teacher Pause Time • Impact Pause Time • Response Cards • Choral Response • Response Chaining

  27. Provide Unusual Information

  28. Is this important? • The Self-System • Students are more likely to engage in school goals that are linked to their personal goals • “Choice” is a way to help students attach importance to classroom tasks • Cognitively Complex Tasks • When challenged, students are more likely to see what they are learning and learning as important.

  29. Provide Opportunities For Students to Talk About Themselves

  30. Human Motivation Theory Intrinsic Motivation • Love/Belonging • Power/Worth/Influence • Freedom/Choice • Fun/Enjoyment Content

  31. Can I do this? (Efficacy) • Possible selves • Self-Theories • Fixed Theory • Growth Theory

  32. Human Motivation Theory Chance for Success Level of Concern Knowledge of Results

  33. Do I have their attention? Are they engaged?

  34. Other Resources • Planning Questions • Are they engaged?

  35. Revisit Goals • To understand the importance of Design Question #5 – What Will I Do to Engage Students? • To understand connections between the Characteristics of Effective Instruction in the Iowa Core, Human Motivation Theory, and the Marzano Protocol. • To develop skills/strategies in student motivation and engagement in the classroom.

  36. Next Steps… Please fill in the evaluation before leaving. Thank you!

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