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Tools for Engagement

Welcome. 2010 -2011 Leadership Academy. Tools for Engagement. How to Involve Every Student, Every Day While Using C-H-A-M-P-S. Framework for Student Achievement. Identify. Link. Revise. Design & Deliver. Analyze. Assess. Standards-Based “ EAGER ” Classrooms. E ngaged students

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Tools for Engagement

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  1. Welcome 2010 -2011 Leadership Academy Tools for Engagement How to Involve Every Student, Every DayWhile Using C-H-A-M-P-S

  2. Framework for Student Achievement

  3. Identify Link Revise Design & Deliver Analyze Assess

  4. Standards-Based “EAGER” Classrooms • Engaged students • Students Articulate the lesson’s purpose • Lessons are linked to GLEs • The teacher is utilizing Effective strategies • Appropriately high intellectual Rigor Promoting student engagement is our responsibility!

  5. Monthly Topics

  6. 2010-2011 Leadership Academy Essential Question How do educators influence states for learning?

  7. Review Pyramid • Pair up with a shoulder partner and play Rock, Paper, Scissors. • The winner of Rock, Paper, Scissors will have to choose whether he/she is the clue receiver or the clue giver. • While sitting in your seat, the clue receiver turns and faces the back of the room. The clue giver faces the screen. • The clue giver will begin giving clues for the bottom right box of the pyramid. • You will have 30 seconds to play Pyramid.

  8. Review Pyramid Anticipation FINISH! Healthy Concern Stress Essential Questions Curious Transient START!

  9. Q and A from Exit Tickets Do you really read Exit Tickets?

  10. Q and A from Exit Tickets Could we have more information about Marzano research?

  11. Q and A from Exit Tickets • Are Lesson Essential Questions expected on our board? • Should we re-write our objectives as Lesson Essential Questions? • Should Essential Questions be used along with GLEs? • Why do we write EQs for children who do not read?

  12. C.H.A.M.P.S. • Memory • Sequencing

  13. Tonight’s Essential Questions How can states of transition be fostered in students? Why are states of transition essential to student learning?

  14. What are transitions? • The movin’ on states • No particular body language • Quick and fleeting • Noticeable but make sense

  15. Tip • It is harder to transition someone in armchair with his/her feet up than it is to transition someone already standing. • Transition students before they are stuck in a state.

  16. Everyone Clean Up!!!! • Transitioning learners without warning them gives them no time to set aside one activity to make room for another.Example: 2 minute warning

  17. 2 Types of Transition Activities • Physical, Cognitive, and Emotional Breaks • Cues, Questions, and Advance Organizers

  18. Physical, Cognitive, and Emotional Breaks Smooth, simple mini-activities that move students from one activity to the next (“move-ons”).

  19. Physical, Cognitive, and Emotional Breaks • Brain Breaks • Cross Laterals • Visualization • Stretching • Voting on a Topic

  20. Cues, Questions, and Advance Organizers • Ways for students to use information they already know about a topic to connect to new learning • Cues and Questions have different uses

  21. Cues • Lead-in for upcoming learning • Activates prior knowledge • Preview of what they are about to experience • Establishes expectations for students Marzano, R., Classroom Instruction That Works, p.112-114.

  22. Questions • Ask before or after a learning experience • Questions should focus on what is important or critical to what needs to be learned as opposed to what is unusualorinteresting to the teacher • Questions elicit prior knowledge • Help students gain a deeper understanding of content Marzano, R., Classroom Instruction That Works, p.112-114

  23. More about Questions • Waiting briefly before accepting responses from students increases the depth of student responses. • Higher level questions produce deeper learning than lower level questions. They also require longer wait time.

  24. Advance Organizers • Expository • Narrative • Skimming • Graphic Advance

  25. Expository Advance Organizers Describe new content to which students are to be exposed

  26. Narrative Advance Organizers Information is presented to students in a story format

  27. Skimming Information is skimmed before reading A BRIEF HISTORY OF TRANSPORTATION Travel by Land: In 1492 when Columbus discovered America, human travel on land was limited to walking or riding on animals such as horses. Walking speed is only about 3 miles per hour (mph). Since people are seldom willing to walk for more than one hour per day, the distance they traveled from home was usually about 1-2 miles. Horse-drawn stagecoaches transported several people at once, but only averaged about 2 mph. The most rapid land travel was by horseback; the average speed was about 7 mph. By 1800 the era of motorized vehicles had begun. In 1829, the Rocket Train in England transported passengers at an average speed of 17 mph. The Model-T Ford, introduced in the United States in 1914, had a top speed of 45 mph. By 1950, with faster automobiles, travel reached 65 mph, the highest legal speed on many interstate highways in the United States. In 1964 the Japanese Bullet Train averaged 100 mph. By 1979 the TVA high speed French train moved at an average speed of 132 mph.

  28. Graphic Advance Organizers Know Want to Learn Learned

  29. In Conclusion (closure)… “Rock paper scissors” pairs: Clue Giver (winner) tells the Clue Receiver: How can states of transition be fostered in students? Reverse Roles: Why are states of transition essential to student learning?

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