ESU 4 Science Cadre: Student Engagement November 9, 2011 Mitzi Hoback, Gregg Robke, Ellen Stokebrand & Suzanne Whisler

Agenda Opening & Introductions Student Engagement Experts from the Field –Jim Woodland, NDE –Mary Moser, Pawnee City Lunch Technology Tools for Engagement Sharing of Best Practices & Networking Closing

Why Do YOU Teach?

Dr. Robert Marzano… … translates research and theory into applications for the classroom.

Discuss some of the following assertions/issues. Agree? Disagree? 1. We sometimes confuse the behaviors of engaged with compliant. 1. Students really just want “edutainment.” 1. Can you have engagement with high- stakes testing and accountability?

An Old Proverb states: o You can lead a horse to water, but you can’t make them drink. o We learned that maybe with “reward and punishment” the horse will do what ever we ask. o However, consider a different goal, “How can I make the horse thirsty?”

Engagement … From: Why aren’t students more engaged? To: How can we make our classrooms more engaging?

Dr. Marzano’s Four Questions How Do I Feel? Am I Interested? Is This Important? Can I Do This?

How Do I Feel? Am I Interested? Attention Is This Important? Can I Do This? Engagement

Question One How do I feel?

Aspects of Emotional Engagement Influenced by the Classroom o Students’ levels of energy o A teacher’s positive demeanor o Students’ perceptions of acceptance

“Amazingly, the part of the brain that processes movement is the same part of the brain that processes learning.” Eric Jensen, Teaching With the Brain in Mind, 2005

Physical Movement o Stretch breaks o Movement related to rehearsal (inch, feet, yard) o Movement necessary to further understand the content o Give one, Get one o Drama

Physical Movement o Physical representations o Movement that facilitates sharing (Mix- Pair-Discuss) o Voting with your feet o Corners activities o Whole-class or whole-school exercise

Let’s Get Engaged!

Give One/ Get One On a card, respond to the following: One way I engage students in my classroom is to... Take your card and find a partner; introduce yourself, share your information and then exchange cards Table groups identify themes and patterns to share with full group Groups at Work – Copyright MiraVia LLC – All rights reserved NOTE: you leave with your partner’s card After two or three exchanges, return to your table group and share information on your last card

Vote With Your Feet Students move to different parts of a room to signify which answer they believe is correct. Best done with multiple choice questions or controversial topics. Are nuclear power plants designed to be safe during times of natural disasters?

Do you have anything to add to your share sheet?

Paired Verbal Fluency Letter off A – B Take turns talking about topic Do not repeat anything already said Three rounds: Round 1 – 60 seconds each Round 2 – 45 seconds each Round 3 – 30 seconds each Partners: Topic: What important information did you learn from Jim and Mary today? Groups at Work – Copyright MiraVia LLC – All rights reserved

Do you have anything to add to your share sheet?

Sharing & Networking Protocol Form two groups: Elementary & Secondary Choose a facilitator, a time keeper, a recorder and a reporter –Facilitator: Guide the conversation –Time Keeper: Work in a break, ensure there is time for each area of discussion, give a 10 minute warning to begin wrapping up conversations –Recorder: Record lesson ideas and/or instructional strategies that were shared with the group –Reporter: Share the groups recorded ideas with the large group In your group take turns sharing and discussing: –Lesson ideas –Instructional Strategies Be ready to share out what your group discussed at 2:30

Do you have anything to add to your share sheet?

Those who can, do... Those who can do MORE, teach. ~Author Unknown You make a difference, you matter immensely! 23