Engaged Learning Jennifer Glasheen Director of Teaching, Learning and Assessment South East Education Cooperative (SEEC) Bell Work: Make a list of all of the strategies you have used this week to engage students in their learning. Whip around the room

Essential Questions: How do I create an environment in which my students are actively engaged in the learning? How do I know my students are engaged? How do I seamlessly incorporate active strategies into my classes?

Our Learning Targets Today To create a definition of “student engagement” To explore a variety of strategies that increase student engagement and achievement To identify ways these strategies can be implemented into my classes

Think – Ink – Link Define Student Engagement Stopwatch Think (30 sec) about your definition of student engagement – what is it? what does it look like/ sound like? What are students doing saying? Teachers? Ink (1 minute) – Write your definition in as much detail as possible on the graphic organizer Link – Stand up, hands up, pair up, share Determine partner A and partner B Stopwatch Make eye contact across the room with someone and share your thoughts.

With a Partner: Partner A: Share definition My definition of student engagement is _____. Partner B: Summarize and respond What I heard you say was _____ and I ____. agree because… respectfully disagree because …. Agree and would add (ideas from your definition)…

Active learning is an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. In other words . . . Through being active.

Engagement: The observable evidence of a learner’s interest and active involvement in all lesson content and related tasks, with clearly articulated “evidence checks” of concrete, productive responses to instruction. It is “Visible Learning.” Kevin Feldman A definition, what does it look like?

Academic Engagement at its Core is the Quantity and Quality of Students: Saying – Oral Language Writing – Written Language Doing – pointing, touching, demonstrating, etc.

4 Key Attributes of Meaningful Student Engagement: NOT a Choice – it’s how we play the game Observable – you can see it Requires Student Action (saying, writing, doing) Intentional – not by chance. Teachers “make it happen” by design - Structure

Why Active Engagement? Increased academic achievement Increased on-task behavior Decreased behavioral challenges

Everyone Does Everything

Little known fact: 20% of the students are doing 80% of the responding AGREE???

Teacher Talk In a traditional classroom, teachers talk about 80% of the time (some over 90%!!) Assuming a 50 minute class period Teacher talk =40 minutes Student interaction = 10 minutes 30 students in a class 20 seconds or less per student!

With a Partner: Share what you think are the 3 most salient points of the first minutes of our session Most years in education – go first!

2-10 Rule No more than 10 minutes goes by without students saying, writing, doing – making meaning of the learning Research - based He who talks is also doing the learning!

Anita L. Archer, Ph.D. Author and Consultant Explicit Instruction: Effective and Efficient Teaching, NY: Guilford Publications

Using the Frayer Diagram Your definition of Active Engagement Partners – match fingers Shorter fingers – watch what teacher is doing Longer fingers – watch what students are doing 3. Be mindful of “Missed opportunities” http://explicitinstruction.org/?page_id=319

With your partner, share 4 minutes Any missed opportunities you can identify?

Good practices Vocabulary review Listing critical attributes with definition Monitored responses with slates, everyone accountable Prompted students to explain responses Examples/non-examples Promoted use of vocabulary Proximity Some that were suggested

Active engagement strategies Use of responses slates – held everyone accountable Partners – assigned roles Randomly checked for understanding Examples to verify understanding Dr. Arch created a “no chill zone”

Missed opportunities Sometimes Dr. Archer retaught before requesting a response – students didn’t have to think and retrieve the information Did she really know if they “got it”

Who can tell me . . . ?

Just say no to hand raising!

Engagement Strategies Read article by Dr. Kevin Feldman – paragraph 1 Mark the two most important points FOR YOU Stand up – new partner – B go first; A go second Digging deeper – 10 minutes – review several strategies A shorter station might give teachers an opportunity to stand and stretch or for a quick bathroom break.

Precision Partnering Classroom seating arrangement conducive to partnering Clock partners – some pre-arranged, some chosen As a rule of thumb, don’t put high students with low students in terms of academic competence Rank students highest to lowest (1,2,3 . . . 28, 29, 30) 1 with 16 3 with 18 2 with 17 15 with 30 Have you noticed?

Assign two “floaters” or “pinch hitters” Reliable, flexible, friendly and socially competent students Floaters replace missing partner Becomes another “2” in structured partner activities Practice SLANT strategy (Anita Archer)

Precision Partners If a listener doesn’t have a job, they probably won’t listen! Quick write: Think of all of the strategies we’ve used today in this session and write them down.

Give one, Get One Make a Give One, Get One Sheet . Write down 4 strategies that you might try in your class in the next week Stand up and exchange one idea with someone and then write their idea on your page. Switch partners and Continue until your page is full. Explain Give and Get If time permits… have participants get up and do activity. Also, use Framing the learning for self assessment o Or Rate yourself and groups

Resources: www.centeroninstruction.org www.scoe.org/reading Anita Archer, Ph. D. Dr. Kevin Feldman, Ph. D. http://sestrategies.wikispaces.com/

How well we teach = How well they learn - Anita Archer How well WE Structure = How Engaged THEY are We haven’t taught until They have Learned! - John Wooden Make your classroom a “NO CHILL ZONE” - Dr. Kevin Feldman