Providing Opportunities for Students to Talk about Themselves Design Question 5 – Element 31

Providing Opportunities for Students to talk about Themselves How can you provide students with opportunities to relate content being presented in class to their personal interests?

Before we begin… Before we begin talking about element 31, let’s be sure there is an understanding about how the elements in Design Question 5 are related. This is important as you plan your lessons. While watching the below video, please take notes about how the elements in Design Question 5 are related.

How do the elements in DQ 5 relate to each other? Introduction to Design Question 5

How are the elements related to each other? You should have noticed: Elements in DQ5 can be used simultaneously within a lesson. They need to be intentionally planned for and are teacher directed. Now let’s talk about element 31 specifically.

Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

Review Scale for Element 31

Desired Effect for Student Learning Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 31 is “Students cognitively engage or re-engage as a result of having opportunities to talk about themselves.” To receive an Innovating rating, the teacher must adapt and create new strategies for unique student needs and situations in order for the desired effect to be evident in ALL students.

Before reading the articles, think about… How do you provide student with opportunities to relate content to their personal interests? How do you highlight students use of specific cognitive skills?

Element 31: Providing Opportunities for Students to Talk about Themselves Use the links below to better understand how to implement element 24. Design Question 5 – Element 31 Key Criteria Design Question 5 – Element 31 Techniques

Now that you have read the articles, reflect… In addition to providing students with opportunities to relate what is being addressed in class to their personal interests, and to achieve an Applying rating, how can you monitor the extent to which these activities enhance student engagement. Need monitoring ideas? Click here To achieve an Innovating rating, how can you adapt and create new strategies that addresses ALL unique student needs and situations? Need adaptation ideas? Click here

Remember… Research has shown that students pay more attention to information that is personally meaningful to them If students perceive that information is relevant to their personal goals and self-images, they will take greater interests.

It’s Your Evaluation, Make the Most of It! Your evaluator will only rate you on what he/she sees which is OK because it is not necessary for you to have everything checked in the teacher and/or student evidence to receive a good rating. Also, remember you can invite your evaluator to your classroom to see you using this element. You have control of what your evaluator sees.

Is This Element in Your PGP? Sign into www.effectiveeducators.com. 1. Click on the Growth tab 2. Click on the Plans option. 3. Open your current plan and fill out a new Reflection Log, answering the appropriate questions. 2. Decide how you will change your teaching as a result of viewing this module. 3. Execute your change, reflect on its impact, and fill out another Reflection Log in iObservation

How Are You Supported? Here are resources in case you have further questions: Your evaluator Another evaluator on your campus Your school’s Classroom Practice Mentor (CPM) For more examples and resources visit the All About Marzano website Everything you ever wanted to know (and more) About Student Engagement – Pasco County Schools