Active Engagement and Reciprocal Teaching

“A teacher’s job is not to teach kids, a teacher’s job is to create meaningful engaging work whereby the student learns the things we want them to learn.” Phil Schlecty

Active Engagement Agenda Daily Outcome: Participants will determine key factors in creating a classroom as a place of learning.  Before: Interview Response  During: Reciprocal Teaching  After: Collecting Keepers

Before: Interview Response Directions: 1. Interview question: What are the characteristics of an effective learning environment? 2. Interview three people - ask the question, record the response, then move to another person. 3. Summarize findings on the back of the note card. note card.

During: Modified Reciprocal Teaching Tasks  Questioner – makes connections to the text by asking questions  Word Builder – selects vocabulary that is important to the understanding of the text and try to define  Keeper – chooses details and facts that stand out  Summarizer – describes the text in a comprehensive and concise statement

Modified Reciprocal Teaching Directions  Assign initial tasks  Read and complete task  Share information  Pass cards to the right  Repeat process

“A Tale of Two Classrooms: Transforming a ‘Place’ of Learning” The contradiction exemplified so eloquently in the first paragraph of A Tale of Two Cities by Charles Dickens poignantly creates a metaphor A Tale of Two Cities by Charles Dickens poignantly creates a metaphor for the possibilities of creating a classroom as a positive learning environment. For one classroom, it can provide the best of times, the age of wisdom, the epoch of belief, the season of Light, and the spring of hope. In comparison, another classroom can experience the worst of times, the epoch of incredulity, the season of Darkness, and a winter of despair. How does a brick building transform into a place of learning? How can individual rooms within this place become ones in which “learning” turns into a tangible and desired need not only for students but teachers as well? The answer lies within the assumptions that students have about learning and the use of active engagement as a means to address these assumptions.

Job Examples “A Tale of Two Classrooms: Transforming a ‘Place’ of Learning”  Word builder – contradiction – disagreement in meaning; transform – to change; assumptions – making an opinion based on information  Keeper – Students assumptions about learning Students assumptions about learning Assumptions affect engagement and learning Assumptions affect engagement and learning  Summarizer – Classrooms are places of learning that can be positive or negative experiences for students.  Questioner – How can I, as a teacher, transform my class into a positive place of learning?

Labeling Your Paper for Reciprocal Teaching Chunk 1 Chunk 2 Chunk 3 Chunk 4 Job (Word Builder, Keeper, Etc.)

After: Collecting Keepers Directions: As a group, decide on the five most important keepers. As a group, decide on the five most important keepers. Record the keepers on chart paper. Record the keepers on chart paper. Explain the importance of these details as they apply to the understanding of the concept. Explain the importance of these details as they apply to the understanding of the concept.

Active Engagement Lesson Plan Daily Outcome: Participants will determine key factors in creating a classroom as a place of learning. Before: Interview Response Purposes: build background knowledge; summarize Purposes: build background knowledge; summarize During: Reciprocal Teaching Purposes: engage with the text; identify vocabulary; summarize; generate questions; identify main ideas After: Collecting Keepers Purpose: analyze and evaluate key information

Parking Lot Postings Reflect on the learning from today: Questions Questions Concerns Concerns Comments Comments This is the exit slip. This is the exit slip.