1. Student Engagement Presentation Increasing Student Engagement in the Classroom

2. Definition of Student Engagement: “The involvement of the minds of all learners with that which is to be learned.”

3. Explicit and Implicit Engagement EXPLICIT : Expressing understanding of the task in a clear and obvious way. IMPLICIT: The state of being involved. Understood, but not specifically expressed by the learner.

4. Explicit and Implicit Engagement What you might hear a teacher say: Explicit: “Signal me when you have decided which topic....” “Jot down a three sentence summary of yesterday’s....” “In pairs, read one section to each other, then....” “Create a skit that portrays the elements....”

5. Explicit and Implicit Engagement What you might hear a teacher say: Implicit: “Be ready to read me your introductory sentence....” “As you view this brief video, think about....” “In just a minute, I will ask each of you to share....” “Think about a time when you....”

6. Levels of Student Engagement REBELLIOUSNESS Behavior Problem

7. What does it look like? The Rebellious Student usually:  Scores Below Basic  Scores Far Below Basic  Scores Advanced  Rejects the task overtly  Feels self-conscious about lack of ability  Thinks he/she is smarter than the teacher

8. Levels of Student Engagement RETREATISM FBB & some BB students

9. What does it look like? The Retreatist Student usually:  Scores Below Basic  Scores Far Below Basic  Tries not to be noticed (not a rebel)  Does minimal classwork or homework  Is frequently absent or tardy  Wishes you would leave him/her alone

10. Levels of Student Engagement PASSIVE COMPLIANCE: The majority of our students!

11. What does it look like? The Passive Compliant Student usually:  Scores Below Basic or Basic  Does enough homework to avoid a missing assignment card  Wants to pass your class  Answers questions when asked  Avoids volunteering for anything  Earns C and D grades

12. Levels of Student Engagement RITUAL ENGAGEMENTS: We need to move our students here.

13. What does it look like? The Ritual Engager usually:  Scores Basic or Proficient  Wants to earn an A or a B in your class  Wants to get into college  Volunteers responses to earn points  Uses “extra-credit” opportunities to make up for occasional lapses in effort  Forgets about your class once the period is over beyond what is due the next day

14. Levels of Student Engagement AUTHENTIC ENGAGEMENT: That kid who stands out in the crowd

15. What does it look like? The Authentic Engager usually:  Scores Proficient or Advanced  Loves learning for the sake of learning  Wants to earn an A in your class...and will!  Wants to get into a competitive college  Volunteers responses to show understanding  Uses “extra-credit” opportunities to earn >100%  Thinks and talks about your class long after the period has ended out of genuine interest

16. Why Examine Student Engagement? Successful learning is more than passive receipt of processed information. All learning, except for simple rote memorization, requires the active involvement of each learner.

17. How Do We Do It? Changing words and phrases, student confidence, scaffolds, relevant and interesting materials, explicit and implicit tasks and the like, can move students to higher or lower states of engagement. Metacognitive Learning: Help students decode the learning process by verbalizing your approaches to solving problems, creating thesis statements, interpreting written text.

18. “But I teach the curriculum!” The INTENDED Curriculum: Content specified by the state, district, or school to be addressed in a particular course or at a particular grade level. The IMPLEMENTED Curriculum: The content actually delivered by the teacher. The ATTAINED Curriculum: The content actually learned by the students. ©Robert Marzano (2003)

19. How Do We Do It? Attention Spans: Most students can only sit and absorb information for fifteen minutes at a time. Many students can’t focus for ten minutes!

20. Ask Yourself:  How do I know that my students understood today’s lesson?  What evidence do I have that my students are achieving?  How can I better engage them tomorrow so that they can begin to become authentic learners?

21. Remember: Authentic student engagement is the one common avenue to reach all students!

22. Using Backwards Lesson Design Teachers should think like assessors: “How will we know if students achieved the desired results?” © Wiggins & McTighe (1999)

23. 1. Consider what evidence needs to be collected to prove that students have met the goal. Using Backwards Lesson Design

24. 2. Specify the knowledge and skills that they will provide to demonstrate evidence of understanding. Using Backwards Lesson Design

25. 3. Design a sequence of lessons, activities and learning experiences to help them master the knowledge/skills. Using Backwards Lesson Design

26. 4. Specify apt teaching and coaching strategies, such as direct instruction and cooperative learning. Using Backwards Lesson Design

27. Planning the Lesson A. Learning Objective B. Key Content Standard C. Assessment D. Concepts & Academic Language E. ELD Standard

28. Teaching the Lesson 1. Introduction 1.1 Anticipatory Set 1.2 Standard 2. Presentation 2.1 Key Content 2.2 Scaffolding 2.3 Check for Understanding 2.4 Differentiated Instruction 3. Practice Options 3.1 Structured 3.2 Guided 3.3 Independent 4. Closure