Welcome to Professional Learning for Beginning Alberta Teachers Today’s Session Engaging Students: The Art of Effective Teaching With Chantal Walker Today’s session will begin at 4:00 pm If you require any assistance to login call 1-780-842-8806

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ENGAGING STUDENTS: THE ART OF EFFECTIVE INSTRUCTION Introduce self as ATA instructor- describe services provided by ATA. Explain that this workshop is based on the book: Beyond Monet: The artful science of instructional integration by Barrie Bennett and Carol Rolheiser Facilitated by Chantel Walker, Associate Instructor chantel.walker@rdpsd.ab.ca

About me…..

About you… Where do you teach? What level do you teach? Questions you have?

Fish Bone Organizer of Lesson Design Closure/ Reflection Models Demonstrating Input/ Information Mental Set Sharing the Objective and Purpose Practice Checking for Understanding Lesson Design Now in roll of student- Explain that this workshop will use the graphic organizer of the Fish Bone: Next slides will be sharing the objectives then there will be a poll to establish mental set. Many different learning styles- VAK- visual, auditory, kinestetic, Mental Set: Also known as the “hook” or “anticipatory set” Brain research supports providing students with an idea or activity by which they can link new information to already established pathways. The mental set can also awaken interest through arousing curiosity about the new material.   Sharing the Objective and Purpose: This is the heart of any lesson; the concept around which the entire lesson is based. At some point in the lesson—whenever it is most appropriate—students should have a clear understanding of the ultimate objective of the learning. For example, “Before you leave the room today, I want you to be able to demonstrate that you know at least five parts of the Elizabethan theatre.” Input: How will you deliver the necessary information? Keep in mind multiple intelligences, learning styles and brain research. Do you really want to lecture and give notes for 45 minutes? Models, Demonstrating: If students know what the target looks like they are more likely to hit it. Provide clear examples of what the objective for learning looks like or sounds like. Checking for Understanding: How do you know they “got it”? Avoid the least effective method of doing this: “Is everyone clear? Okay, let’s move on.” Practice: This may be guided or independent; as part of the lesson or as homework. Closure/Reflection/Extension

Goals of the Workshop…. Introduce/Review ways to Engage and Motivate students. Collaborate Discuss Resources Sharing the Objective and Purpose: This workshop will involve participants in a number of activities designed to heighten their awareness and understanding about how they teach. The workshop will engage participants in learning activities designed to stimulate their thinking about how they can use them in their own classrooms. Go over objectives explain that they will learn how to motivate students while learning and participating in strategies that engage students.

The Science Within the Art… Teaching is one of the most complex, demanding and important professions in the world. Mention that Bennett believes that teaching is one of the most complex and demanding professions because of the many aspects that must be considered every day. Most teachers don’t realize how complex their work is, because so much of what teachers do is intuitive. Teachers need to be purposeful not just put kids in a group and call in it collaboration. Teaching is complex, for example, 1 in 6 will be at risk (socio economic, domestic violence etc.). Teachers need to consider multiple intelligences when planning games, ability levels, gender, learning disabilities. Research shows that teacher knowledge about teaching and the learning process is the most powerful predictor of student success – Moranzo 1998, Greenwald, Hedges, Liane 1996 Last activity was simply a poll but was also the mental set of a lesson, also increased motivation as set student up for success. Poll itself was purpose choses as this in online and gets everyone involved

Think/Pair/Share What are all the things a teacher must consider in order to have an effective Think/Pair/Share activity in the classroom? Think quietly to yourself about this question. Please practice the social skill of RESPECT by thinking quietly and not sharing your answer with others. I will give you 10 seconds to THINK about this question starting now. (Allow 10 seconds.) When I say, ―Go‖, please SHARE your answers with the person across from you. Please practice the social skill of LISTENING to your partner. After you share I will be randomly selecting people to share with the large group. When you judge that participants have had sufficient time to share, use a quiet signal to bring them all back to order. Ask for responses from the large group, using some form of random selection. (Avoid the ―who would like to answer‖

Things to Consider… Face-to-face interaction Framing the question Language difficulties Level of question (Bloom’s Taxonomy) Odd or even groupings Opportunities for sharing Quiet signal/getting everyone back on track Students being left out Wait time Where can we use this? Mental Set, Input, models, check for understanding?

How can I use Think Pair Share in my classroom?

Graffiti Think Write Move Return Home When I say, ―GO‖, using your marker, write as many answers as you can think of on the chart paper at your table. Since this is graffiti, you don’t have to worry about neatness, or spelling or even what direction you are writing. However, since it is graffiti, you want to remain very quiet—because you don’t want to get caught! I’m going to give you a very short time to write your responses. When I say ―MOVE‖, you will move as a group, to the table to your right and graffiti again on the paper at that table. When I say, ―RETURN HOME‖ you will return to your home group, sit down and put your markers down. Is everyone ready for the question? Remember, you want to write quickly and quietly— because this is graffiti.

How can I use Grafiti in my Classroom

Should teachers use extrinsic motivation? Agree Disagree The characteristic of Motivation: Positive feeling tone, accountability, wait time 1. Concern 2. Visibility 3. Help Value line in class: Social Studies- political parties: Adaptation- Put tape on the floor and have students sign their name at the beginning of the unit. At the end of the unit see if they changed their opinion. Characteristic of Motivation. Concern: Finding the right mix between stress and apathy. Control this through: Time – wait time if students eyes search up and down they are still thinking, if they stare at you or move side to side there thinking is over or they may need help.

How could I use a value line in the classroom? Using the Value Line Use when you want to get a quick summary of students opinions on a particular topic Helps students learn there are a variety of views on topics. Have student write/opinion before moving to spot in classroom. Get students out of their desk. Others……

Place mat Pose a question Each person answers based on what they believe the answer is. In Round Robin format the students share and write common themes in middle. Share with the whole group encourages accountability, communication, inductive thinking, brainstorming, categorizing keeps all students engaged can be used with “Walk-About”—one student visits another group to share or scout

What helped you to succeed in the task What helped you to succeed in the task? What things kept you going when you wanted to stop? BRAINSTORM- WHAT HELPED YOU SUCCEED IN A TASK?

How can I use a Place mat in my classroom?

Venn Diagram Motivating Students Engaging Students Motivation- Check for Understanding- have the participants use the Venn diagram and ask what are ways to motivate students and what are ways to engage students. Put the things similar in the middle. It will quickly become apparent that the things we do to motivate students are engaging!! Discuss Inside Outside Circle What is a Venn Diagram? . A Venn Diagram is a visual organizer used to compare and contrast concrete concepts. Venn Diagrams are made up of two or more overlapping circles. The circles show relationships between concrete concepts and allow learners to visually organize similarities and differences between the physical characteristics of the concepts. What are the steps for creating Venn Diagrams?    Identify the concrete concepts you want to compare. List out the similarities and differences of the physical characteristics of the concrete concepts Draw the structure of the Venn Diagram making circles for the concrete concepts with the appropriate overlap areas for showing the similarities. Label each circle with a concept name. In the overlapping areas, list the physical characteristics that the concrete concepts have in common. In the outer (non-overlapping) areas of the circles, list the physical characteristics that are unique to each concrete concept.

How can I use a Venn Diagram in my classroom?

Fish Bone Organizer of Lesson Design Closure/ Reflection Models Demonstrating Input/ Information Mental Set Sharing the Objective and Purpose Practice Checking for Understanding Lesson Design Next time to practice

Reflection time….. Can I…. Recognize the difference between “being consciously competent” and “accidentally adequate” when teaching and planning lessons. Plan ways to Engage Students. Reflection time….. Can I…. Explain how to use an inside outside circle Review objectives

Support After the Workshop ATA Library —Books, resources, multimedia, journal articles ATA Workshops —Many different workshops available for only $100.00 plus G.S.T. Teacher Welfare and Member Services —Workshops and services available Join a Specialist Council —Visit the ATA website – www.teachers.ab.ca ATA Ed Trust grants and bursaries available —Grants and bursaries for PD, courses and projects Become an ATA Instructor After the workshop, you may be looking for professional resources and the ATA library can help you. ATA Library (Display brochures) The library has a fabulous collection of over 13,000 books in English and French, and provides access to two online databases. The collection can be searched online 24/7 and materials can be reserved online. Books can be borrowed for one month, renewable for one month, unless it is on reserve Videos can be borrowed for one week. The library team are expert internet researchers and if you call or email, they can assist you. ATA Workshops (Display brochure and bookmark) ATA Workshops are a great way to support school or district-based professional development. Workshops can be booked as part of a comprehensive PD plan, and we are able to do series over time to meet your professional development goals. Teacher Welfare and Member Services Other program areas have workshops and services available to members in a variety of areas, such as dealing with difficult parents, e-liability, contracts and other issues. Join a Specialist Council (Display brochure) Log onto the ATA website at www.teachers.ab.ca. Click the “Login” button on the top right to sign in and select one specialist council membership annually at no cost. There are 21 specialist councils comprised of like-minded teachers who network, facilitate professional development and advocate on a variety of topics. ATA Ed Trust Grants and Bursaries Bursaries for attending specialist council conferences, completing course work and projects are available. Visit the ATA website for details and applications. Become an ATA Instructor If you are interested in facilitating workshops, watch for an advertisement in the ATA news or email Joni Turville (joni.turville@ata.ab.ca).