LDC and Engagement Techniques

1. LDC and Engagement Techniques

2. Check on Tech • Audio Wizard • Elluminate tools • Hand raise • Microphone • Smiley face • Checkmark • Chat box • Polling

3. Virtual Meeting Norms Please… • participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window. • raise your hand to indicate that you’d like to use the microphone when it is time for questions. • release the microphone when you are finished. • use the door to indicate that you are away from your computer if you need to step out.

4. Goals for This Afternoon… • Connect today’s conversation about engagement to other frameworks you may be using • Show how engagement techniques can enhance your LDC module or everyday instruction • Breathe new life into 2 old standby techniques: T-P-S and Exit Slips • Provide practical tips and resources to increase student ownership and participation

5. How do we define engagement? What words or phrases come to mind when we talk about student engagement? (Please enter your responses in the chat window.)

6. What is engagement? • The student sees the activity as personally meaningful. • The student’s level of interest is sufficiently high that he persists in the face of difficulty. • The student finds the task sufficiently challenging that she believes she will accomplish something of worth by doing it. • The student’s emphasis is on optimum performance. ~Schlechty Center on Engagement

7. How Does Engagement Impact Student Learning? Active participation involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues and concerns of an academic subject. Meyers & Jones, 1993

8. How Does Engagement Impact Student Learning? Peer learning produces changes in achievement: • Twice as much as computer-assisted instruction • Three times more than reducing class size • Almost four times greater than produced by lengthening the school day by one hour Source: Levin, Glass, and Neister (1997) Effectiveness of peer learning in terms of reading and math outcomes

9. Engagement = Brain Sweat Connect to: The H.E.A.T. framework http://loticonnection.cachefly.net/global_documents/HEAT_Framework_Poster.pdf PA Educator Effectiveness

10. 2013 Danielson Framework 3b

11. 2013 Danielson Framework 3c Activities and assignments The activities and assignments are the centerpiece of student engagement, since they determine what it is that students are asked to do. Activities and assignments that promote learning require student thinking that emphasizes depth over breadth and encourage students to explain their thinking. Grouping of students How students are grouped for instruction (whole class, small groups, pairs, individuals) is one of the many decisions teachers make every day. There are many options; students of similar background and skill may be clustered together, or the more-advanced students may be spread around into the different groups. Alternatively, a teacher might permit students to select their own groups, or they could be formed randomly.

12. 2013 Danielson Framework 3c Instructional materials and resources The instructional materials a teacher selects to use in the classroom can have an enormous impact on students’ experience. Though some teachers are obliged to use a school’s or district’s officially sanctioned materials, many teachers use these selectively or supplement them with others of their choosing that are better suited to engaging students in deep learning—for example, the use of primary source materials in social studies. Structure and pacing No one, whether an adult or a student, likes to be either bored or rushed in completing a task. Keeping things moving, within a well-defined structure, is one of the marks of an experienced teacher. And since much of student learning results from their reflection on what they have done, a well-designed lesson includes time for reflection and closure.

13. 2013 Danielson Framework 3c

14. Connect to: Problem Based Learning • Webinar: The Literacy Design Collaborative (LDC) in Project Based Learning https://bie.adobeconnect.com/_a1141099724/p68ryog48ht/?launcher=false&fcsContent=true&pbMode=normal • Video: Project Based Learning Overview http://www.bie.org/videos/video/project_based_learning_explained

15. Connect to: • Reading Apprenticeship http://www.wested.org/cs/ra/print/docs/ra/approach.htm - framework • Paideia Seminar http://www.paideia.org/

16. LDC: What Skills? Preparing for the Task • Task Engagement • Task Analysis Reading Process • Text Selection • Active Reading • Essential Vocabulary • Academic Integrity • Note-taking Transition to Writing • Bridging Writing Process • Controlling Idea • Planning • Development • Revision • Editing • Completion

17. Verbal Responses: T-P-S What are the ways students can verbally respond in a lesson? Think Think AND record responses before sharing. I’ll be roaming around, capturing your good ideas! Pair Share your ideas with your partner. Record your partner’s best ideas I’ll still be roaming, so continue to share your thinking! Share Let’s summarize the conversations as a group.

18. Verbal Responses : Partners Tips for Using Partners • Assign partners and rotate every 3-6 weeks. • Verbalize expectations for how we treat each other. • Pair lower performing students with middle performing students. • Give partners a number, letter, etc. • Sit partners next to each other. • Utilize triads when appropriate (ex. 1, 2, 2). • Collaborative work, individual accountability. http://www.superteachertools.com/classroom-tools/group-maker.php Use partners when answers are long or different.

19. Verbal Responses : Partners Tips for Using Partners • TEACH students how to work together. Start early and be relentless about developing a routine. LOOK, LEAN, LISTEN, WHISPER • Explain that partners are not related to “friendships” but better described as “work relationships.” • Make cooperative teams by joining two partnerships. Using partners within a group of four doubles the response opportunities. Use partners when answers are long or different.

20. Verbal Responses: Partners Authentic Use of Partners • Teacher provides a sentence starter. Respond to partner. • Retell lesson content using a graphic organizer. • Brainstorm (Think-Pair-Share). • Explain a process, strategy, or algorithm using examples to their partner. • Complete an experiment, project or create a product. • Read to or with partner. • Review information ( Stop and Summarize or Study, Tell, Help, Check).

21. Verbal Responses: Partners • Study- Give students an opportunity to study their notes, handout, or text(s) (1-2 minutes). • Tell- Direct one member of each partnership to tell their partner all they can remember about a topic without consulting any materials. • Help- Have their partners help them out by asking them questions giving them hints, or tell them any missing information. • Check- When both partners have exhausted their recall, have them check their notes, handouts, or text for any missing information.

22. Verbal Response: Individual Response Guidelines for using individual verbal responses • Do notrely on calling on • Individuals • Volunteers • Inattentive students • DO expect that if the answer is a product of instruction ALL students could answer What’s the thinking behind these guidelines?

23. Verbal Responses What else can you try? • Partner First • Have students share answers with their partners • After partners share, call on a few individuals or volunteers • Question First • Ask a question • Raise your hands to indicate silence • Provide thinking time • Call on a student • Whip around or Pass (many possible answers) • Start at any location in the room. Have students quickly give answers going around room without commenting. Students may say “PASS” if they don’t have a response or someone already shared their response. • Random Reporter • Assign students numbers • Put numbers on sticks and randomly pull a number

24. LDC: What Skills? Preparing for the Task • Task Engagement • Task Analysis Reading Process • Text Selection • Active Reading • Essential Vocabulary • Academic Integrity • Note-taking Transition to Writing • Bridging Writing Process • Controlling Idea • Planning • Development • Revision • Editing • Completion

25. Action Responses: Signaling • Instructional activity to prompt student engagement • Used with questioning, so all students are accountable • Examples: • ABCD/True & False cards • Vocabulary Terms/Concepts • Electronic clickers • Polleverywhere http://www.polleverywhere.com/

26. Signaling is a type of formative assessment for all students to check for understanding with the use of questions and responses. Deepening understanding occurs when the “Justify/Why” step is used with provided sentence starters peers and teachers correct, shape, and expand responses. Engineer success.

27. Crazy About Clickers • Multiple sets of clickers are available for loan to schools through IU 13 IMS. Log into Medianet to reserve yours! • For more on the CPS system check out the links below. CPS for Powerpoint is our favorite! eInstruction website http://www.einstruction.com/#

28. Action Responses: 4 Corners 4 Quadrants/Corners • Ask a question. • Offer 4 answer choices; label the 4 corners. • Allow adequate thinking time. • Students stand up and move to a corner. • Students justify why to a partner. • Debrief with whole class as individuals share. • With students in 4 quadrants, ask next question. Which civil liberty do you value the most? freedom of religion, freedom of speech freedom of press, right to vote Use 4 Quadrants when all 4 answers are acceptable.

29. Action Responses: Questions On the Move Questions on the Move • Students line up in the middle of the room. • Ask a question. • Offer 2 answer choices; label 2 sides of room. • Allow adequate thinking time. • Students move to a side. • Students justify why to a partner. • Debrief with whole class as individuals share. • Students move to center before next question. Was the Iran-Contra Affair a bigger threat to the US Constitution than Watergate? Should Animals be kept in zoos? https://www.teachingchannel.org/videos/quick-classroom-warm-up Use Questions on the Move when both answers are acceptable.

30. Key Word Strategy • Give each student 2 post-its • Use student notes or text • Have students reread predetermined portion individually or in jigsaw groups. • Direct students to write 1 key word or brief phrase on each post-it • Form pairs or small groups. Have each student share their key words and why they selected them • Group works collaboratively to create a brief summary statement using the key words. Each group shares statement and the thinking behind it with whole group.

31. Revisiting Exit Slips • Document learning The three most important things I learned today are… Today I changed my mind about… What I’d like to tell someone else about what I learned is… • Examine the process of learning Two questions I have about what we did in class today are… I am confused about… What I would like to learn next is… I am wondering about… • Evaluate the impact of your instruction The thing that helped me pay attention in class today was… The thing that helped me understand most today was… Something that did not help me learn in class today was…

32. Putting It All Together:SLANT • Anita Archer structure expectations for active participation with 7th and 8th graders(iTunes podcast) using the SLANT strategy http://www.scoe.org/pub/htdocs/archer-videos.html S= Sit Up L= Look and Listen A= Ask and Answer N= Nod and Note T= Track

33. Upcoming Webinars • March 7th– (3:00 – 3:45) Understanding the Informational/Explanatory & Narrative Rubrics • March 21st– (3:00 – 3:45) How to Facilitate a Scoring Session in Your School Have you registered for the Summer Showcase?

34. Contact Us! Barbara Smith- LDC Site Lead Email: barbaraa_smith@iu13.org Phone: (717) 606-1374 Cell Phone: (717) 644-1144 Skype: barbaraa_smith_iu Twitter: @BarbSmith2 Kelly Galbraith- LDC Consultant Email: kelly_galbraith@iu13.org Phone: (717) 606-1667 Cell Phone: (717) 419-4069 Skype: kelly.galbraith.iu Twitter: @galbraith_kelly Ruth Manthey-LDC Program Assistant Email: ruth_manthey@iu13.org Phone: (717) 606-1939 Tweet about LDC! @LDCIU13