Engaging Students in Learning Welcome Cycle 1 & 2 December 3, 2009.

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Presentation transcript:

Engaging Students in Learning Welcome Cycle 1 & 2 December 3, 2009

Session Goals To identify the elements of engagement of students in learning in domains one and three To explore and discuss engagement of students learning evidence To analyze personal activities for engagement To view and accurately describe evidence of engagement of students in learning.

Planning Engagement –Domain One Engagement starts with planning for it to happen Three important points: Encourages thinking and problem- solving Permits choice and initiative Depth rather than breadth

Delivery and Instruction- Domain Three What is observed? 1.Activities and assignments 2.Grouping of students 3.Instructional materials and resources 4.Structure and pacing Review pages of Framework

Jigsaw Assignments and Questions Assignments- One: Rationale and explanation paragraphs 1and 2 Two: Rationale and explanation paragraphs 3 and 4 Three: Activities and assignments and grouping Four: Instructional materials and resources to the end of page 84. Questions- How does engagement influence Domains 1,2,and 3? What is the importance of assignments and grouping/ How do materials, resources, and structure and pacing play a part in engagement? How would a teacher be able to demonstrate engagement in an observation of through artifacts?

Signers of the Declaration Exploring engagement in learning within the power of the pen.

Building Engagement In your group create a visual representation of your question and answer. As you are working, generate other questions that you have about the topic. Use sticky notes to post those questions on your presentation.

Unpacking the Signer’s Activity The advantages of engagement for the participants. Barriers to engagement and understanding

Assignments with a “Twist” In a US History class, studying the Civil War: Traditional: Write a 5-page report on the Second Battle of Bull Run. With a “twist”: Imagine that you were a Confederate (or Union) soldier in the Second Battle of Bull Run; write a letter home.

US History Outcomes Know the events of the Revolutionary War Analyze data Appreciate the perspectives of different groups and individuals involved in the convention Work cooperatively with others Write a well-organized essay with findings Illustrate results through visual representation

Examining Activities This activity is done in pairs of mentors and new teachers.

Looking for Evidence What do we see and hear

Observation Requirement Remember you are considering two things: The three questions for engagement which would be found on the assignments and materials. AND The grouping of students and structure and pacing.

Discussion Log Where are we now?

Looking at the Scoring Guide The conference includes: Review of performance Completion of discussion log 5. Marking “3C” on the Domain Three scoring guide. Note this domain scoring guide will be completed during the Instruction phase of the program.

Questions? And THANK YOU!