Peter McDermott Jennifer Pankowski Elizabeth Smith Conversations About Teaching Peter McDermott Jennifer Pankowski Elizabeth Smith School of Education Pace University McDermott, Pankowski, & Smith

Teaching Circles 2017-2018 Fall: Sept 19 and Oct 17th. Spring: Feb 20th and Mar 20th. McDermott, Pankowski, & Smith

Quick Write What role should lecture have in your current coursework? What else might you try? McDermott, Pankowski, & Smith

Engagement Encourage students to participate in academic work with interest and thoughtfulness. McDermott, Pankowski, & Smith

Why engagement? Linked to achievement Distinguishes between high and low performing students. Predictor of academic success Improve student retention. Neuroscience and learning McDermott, Pankowski, & Smith

3 Elements of Engagement Behavioral (time on task) Cognitive (meaningfulness and strategic) Affective (interest and enthusiasm) McDermott, Pankowski, & Smith

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Alternatives to Lecture https://tinyurl.com/ycgmnw7f McDermott, Pankowski, & Smith

Features of Engaging classroom activities Authentic Collaborative Challenging Choice McDermott, Pankowski, & Smith

Lesson structure Frontloading Guiding Unpacking McDermott, Pankowski, & Smith

Warm-ups Think-pair-share Anticipation guides Questioning Quick writes Frontloading Warm-ups Think-pair-share Anticipation guides Questioning Quick writes McDermott, Pankowski, & Smith

Guiding Questioning Pairs and small group discussion Active note- taking Book clubs/circles McDermott, Pankowski, & Smith

Unpacking Writing – paraphrasing & summarizing Exit cards – what was learned & questions Partner and small groups – report out McDermott, Pankowski, & Smith

Interactive technologies McDermott, Pankowski, & Smith

Padlet: https://tinyurl.com/y82zguw5 McDermott, Pankowski, & Smith

Why a Book Club? Small groups (4-5 students) reading the same book. Students choose a book from the instructor’s suggested list or option to self-select with approval. Students read the whole book or section by section and prepare discussion questions for the book club members. “Meet” on discussion board or at a synchronized meet-up time online. McDermott, Pankowski, & Smith

What are the Benefits of Book Clubs? Fosters student collaboration. Delve deeper into a topic vs. jumping from one concept to another. Connect to content or author in a new way, “real world” connections. Encourages ‘personalized learning’ and forming evidence-based arguments/opinions. Exposed to other club members’ perspectives and experiences. McDermott, Pankowski, & Smith

Learning Objectives for Book Clubs Students will: identify and discuss “big ideas” of the book. articulate questions to lead to a deeper group discussion. collaborate with other book club members to explore problems or challenges highlighted in the reading. reflect on learning, application to course goals and content understanding. R. Beach and S. Yussen. Practices of productive adult book clubs. Journal of Adolescent and Adult Literacy 55 (20) 121-123. http://www.northeastern.edu/cpsfacultycentral/wp-content/uploads/2014/10/FL14-Harrington-Shauna_Book- Clubs.pdf McDermott, Pankowski, & Smith

Great ways to use Poll Everywhere in the classroom

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How do instructors use Poll Everywhere? Teachers use Poll Everywhere to find out where students stand in regards to important issues raised by, or related to, the subject matter. Who do you think will become the next president of the United States? (for a US Government class) In Mary Shelly’s novel Frankenstein do you think the monster is born evil or good? (for an English Literature class) If a substance is strongly acidic, what is the PH range on a scale of 1-14? (for a Chemistry class) What is the correct way of saying, “Being alone is preferable to being in bad company”? (for a Spanish class) McDermott, Pankowski, & Smith

How does Poll Everywhere improve the classroom experience? McDermott, Pankowski, & Smith

My Polls https://www.polleverywhere.com/my/polls McDermott, Pankowski, & Smith

Upgrade for free!! http://www.pace.edu/its/teaching-and- learning/classroom-technologies/poll- everywhere

Work Informing Presentation Doyle, W. (1982). Academic work. Review of Educational Research, 53(2), 159-199. Guthrie, J.T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). New York: Springer. Parsons, S.A., Nland, L.R., & Parsons, A.W. (2014). The ABCs of student engagement. Phi Delta Kappan, 95(8), 23-37. Parsons, S.A. et al. (2015). Students’ engagement in literacy tasks. The Reading Teacher, 69(2), 223-231. McDermott, Pankowski, & Smith