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Engagement Strategies

Engagement Strategies. Presented by Dara Kline April 21, 2010. Objectives. Understand the connection between effort and achievement and develop strategies to convey this to students Articulate examples of how to reinforce student effort

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Engagement Strategies

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  1. Engagement Strategies Presented by Dara Kline April 21, 2010

  2. Objectives • Understand the connection between effort and achievement and develop strategies to convey this to students • Articulate examples of how to reinforce student effort • Apply research on the benefits of providing recognition to individual classroom settings • Increase student engagement through the use of strategies provided

  3. REINFORCING EFFORT • Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.

  4. Generalizations from the Research • Not all students realize the importance of believing in effort. • Students can learn to operate from a belief that effort pays off even if they do not initially have this belief.

  5. Recommendations for Classroom PracticeReinforcing Effort • Explicitly teach students about the importance of effort. • Have students keep track of their effort and achievement.

  6. Which statements reinforce effort? • Wow, that was easy for you! • I can see that you really stuck with it, even when it was difficult. • Thank you for working hard. • You’re a natural at this! • What did you do differently this time that helped you do better on the test?

  7. Quick Write • What will you do to acknowledge the efforts students make?

  8. Providing Recognition

  9. PROVIDING RECOGNITION • Provide students with rewards or praise for their accomplishments related to the attainment of a goal.

  10. Carousel Walk • What does providing recognition mean to you? • What do you currently do in your classroom to provide recognition to students? • What makes recognition effective or ineffective?

  11. Generalizations from the Research • Rewards do not necessarily have a negative effect on intrinsic motivation. • Reward is most effective when it is contingent on the attainment of some standard of performance. • Abstract symbolic recognition (e.g., verbal praise) is generally more effective than tangible rewards (e.g., candy, money).

  12. Recommendations for Classroom Practice • Personalize recognition. • Use the Pause, Prompt, and Praise strategy. • Use concrete symbols of recognition.

  13. Effective vs Ineffective Guidelines for Praise EFFECTIVE INEFFECTIVE random, unsystematic global bland, uniform mere participation no information no regard to effort • contingent • specific • credible, spontaneous • specified performancecriteria • provides information • focus on effort

  14. Example • Dan loved to learn and was generally successful, but for some reason, he was feeling burned out this semester. His grades had slipped a little, and his mind was wandering in class. His teacher noticed this and saw similar symptoms in other students. Fortunately for Dan, she decided that rather than come down on them, she would lighten things up. During the few weeks leading up to the midterm, she systematically gave short practice quizzes. Every time a student scored between 90-100%, or scored 10 points higher than the previous quiz, he or she received a prize. The prizes? Small toys, cracker jacks, paper party hats. Because she made it funny and light, the kids got into it. Cheers and laughter accompanied every awards ceremony.

  15. Reflection Activity: • Brainstorm ideas for providing recognition. • Complete Marzano’s Looks Like/Sounds Like sheet for this strategy.

  16. Engagement Strategies

  17. Engagement Strategies • Wake Up Thinking • Marking Text • Metaphor Charms • Text Message Summary/Twitter Summary Anne Beninghof in a presentation at the CCIU, December, 2009

  18. Engagement Strategies • List-Group-Label • My Top 10 • Headline News http://interactives.mped.org/view_interactive.aspx?id=110&title= • Vocabulary Tic-Tac-Toe • Alternate Text Vocabulary • Challenge Questions Dodge, Judith. 25 Quick Formative Assessments for a Differentiated Classroom. Scholastic, 2009. Rutherford, Paula. Meeting the Needs of Diverse Learners. Just Ask Publications, 2010. Anne Beninghof in a presentation at the CCIU, December, 2009

  19. Vocabulary Tic-Tac-Toe

  20. Who Are They?

  21. Math Terminology

  22. Action Plan • Do Now . . . • Plan For . . . • Reflect On . . .

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