Behavior management lesson #1

Behavior management lesson #1

Student Engagement

Definition of Student Engagement:
In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning, or being taught, which extends to the level of motivation they have to learn and progress in their education.

LEVELS OF ENGAGEMENT According to Phillip Schlechty, founder and chief executive officer of the Center for Leadership in School Reform, there are five ways that students respond or adapt to school-related tasks and activities.

Levels of Student Engagement
REBELLION Diverted Attention No Commitment The “Behavior Problem” The Rebellious Student usually: Refuses to do the assigned task. Acts in ways to disrupt others. Substitutes tasks and activities to which he or she is committed. Defiant Feels self-conscious about lack of ability. Thinks he/she is smarter than the teacher.

The Retreatist Student usually: Tries not to be noticed. Disengaged from the lesson or assigned task. Makes little attempt to comply. Usually not disruptive to the learning of others. Does not participate. Learns little or nothing from the task. Does minimal classwork or homework. Is frequently absent or tardy. Wishes you would leave him/her alone. RETREATISM No Attention No Commitment AKA “The Loner”

PASSIVE COMPLIANCE Low Attention Low Commitment The Passively Compliant Student usually: Sees little value in the assigned task. Does enough work to avoid negative consequences. Emphasis is placed on meeting the minimum requirements. Satisfied with “C” quality work. Answers questions when asked. Avoids volunteering for anything. Learns at low and superficial levels.

STRATEGIC COMPLIANCE High Attention Low Commitment AKA “Teacher’s Pet“ or “Over-Achiever” The Strategically Compliant Student usually: Wants to earn an A 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. Motivated by rewards.

AUTHENTIC ENGAGEMENT High Attention High Commitment The kid who loves to learn. The Authentically Engaged Student usually: Loves learning for the sake of learning. Immerses him or herself in work that has clear meaning and immediate value. 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.

Teacher Humor #1

What is cooperative learning?
How to increase student engagement through cooperative learning strategies. What is cooperative learning? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.

Cooperative learning should not be confused with the dreaded “Group Project.”

Cooperative Learning is Student Collaboration, Communication, and creation!

Kagan Cooperative Learning Strategies
Kagan strategies work to increase student engagement through active participation, use of movement through the classroom, cooperation and student interaction. Kagan strategies differ from traditional instruction in that they are designed to assure multiple, or all students, are participating rather than only allowing one student to respond at a time. Many of the strategies also put the responsibility for acquiring information or knowledge on the student, rather than relying on teacher-directed instruction. This shift of responsibility fosters student engagement as students must be active and engaged in order to successfully complete the lesson, (Kagan, 2009). Fan-N-Pick & Manage Mat Round Robin Cooperative Writing Cube “If You Were”

Fan-N-Pick and Manage Mats
What is it? Fan-N-Pick is a simple strategy that can be used in the classroom to foster collaboration and interaction between students. Focus: review a concept, discuss an issue, demonstrate understanding of content, or share information about a topic Advantages: Fan-N-Pick allows students to switch roles so that every group member takes a turn at each role. This assures that one team member does not dominate the group, and that team members cannot "hide" and let the other team members take over the work load. Manage Mats are useful when the teacher needs to increase student participation, manage groups, & promote discussion.

Fan-N-Pick Manage Mat

Teacher Humor #2

If You Were… Type of student collaboration activity that engages students in thought-provoking discussion, allowing them to begin critical thinking, leading them to critical writing activities.

Thinking about Writing
Icebreaker (verbal/oral) Getting students to talk and know that it is a safe environment Use about once a week and spin off into a classroom activity Journal of the day Thinking about Writing Talking pieces Great brainstorming for writing Journal activity Journals to paragraphs to essays Kagan (2009)

Variations on “If You Were”…
Can always replace the content in the boxes with content-covered subjects if you were a Civil War soldier… turn the game into an game of “have you ever” Then, you may move on into higher-level questioning

“Applying” Question Stems
If you could put yourself in the place of one of the characters, what would you have done? What would result if __________? Compare and contrast __________. What questions would you like to have answered? How do you believe the character would solve the similar situation of __________? If you could put the main character in another story setting, how would he/she act? If you had to plan a vacation for the main character, where would they go?

“Analyzing” Question Stems
What motive does __________ have? What conclusions can you draw about _________? What is the relationship between __________? How is __________ related to __________? What ideas support the fact that __________? What evidence can you find that __________? What inferences can you make about _________? What generalizations can be made about ______? What assumptions do you make about ________? What is the theme of the __________?

“Evaluating” Question Stems
Compare two characters in the selection: which was a better person? Why? With which character would you most like to spend the day? Do you agree with the actions of __________? How could you determine __________? Why was it better that __________? What choice would you have made about _______? How would you explain __________? What data was used to make the conclusion? Would it be better if __________?

“Creating” Question Stems
What would happen if __________? What advice would you give __________? What changes would you make to __________? Can you give an explanation for __________? How could you change the plot? Suppose you could ________, what would you do? How would you rewrite the section from __________’s point of view? How would you rewrite the ending of the story?

Teacher Humor #3

Cooperative Writing Cube Games
Type of student collaboration activity that engages students in collaborative writing allowing them to critically think and write, depending on others’ thought processes, as well.

Writing Cube Games are “Stop Stories” in which each person in the group has a turn writing the story… ONE VERSION IS THE FAIRY TALE CUBE. Kagan (2009)

VARIATIONS TO THE FAIRY TALE CUBE
Variation – Superhero Cube Vary the structure just by changing the pictures on the cubes to superheroes Person # 1 begins the story. Person # 2 continues the next line of the story. Continue on with each person in the group, adding one/two sentences each time with each turn.

Variations of the Writing Cube Strategy
Elementary/Middle School – High School – Two dice used to integrate math Structure activity just by going with dice numbers within the groups Person # 1 begins the story with their numbers of words rolled/sentences rolled Person # 2 continues the next number of sentences of the story Continue on with each person in the group adding sentences each time with each turn, according to their number shown on the dice Single die used to integrate math Structure just by going with die numbers with in the groups Person # 1 begins the story with their number of words rolled Person # 2 continue on with each person in the group adding the certain number of words shown on die **Can use two dice for differentiation and instead of adding only words, add sentences.

Elementary Cooperative Writing With Dice

Teacher Humor #4

Cooperative Learning Strategy:
Round Robin- Rally Robin - 3/4 students 2 students

Round Robin/Rally Robin
What is it? A cooperative learning strategy that allows students to take turns responding orally. RoundRobin - students take turns in teams RallyRobin - partners take turns

Steps for Round Robin & Rally Robin
Teacher poses question. Students THINK. ALL students take turns stating responses or solutions using Round Robin or Rally Robin to share. One student from each group shares with class for consensus, if needed.

When to use Round Robin/Rally Robin
Team building with Round Robin/Rally Robin Team Building Social Skills Knowledge Building Processing Information Thinking Skills Favorite song Favorite movie Most proud of 3 wishes What would be your perfect day? Favorite animal

Ways to use Round Robin/Rally Robin:
Content Area Math: Take turns making combinations of change in certain denominations. (example: $.50 can be 2 quarters, 5 dimes, 50 pennies,etc.) Science: Discuss steps of an experiment. Social Studies: Discuss a historical figure in depth. ELA: Discuss elements of a story. Use STAAR QUESTION STEMS For Higher Level Questioning

(Kaga) Kag Round Robin - Teams Rally Robin - Partners Kagan (2009)

Kagan Strategies at Work

Teacher Humor #5

What does Cooperative Learning Do for the Classroom?

Kagan (2009)

Teacher humor # 6

How Can I Assess Cooperative Learning in the Classroom?

Kagan (2009)

Classrooms with no cooperative
learning strategies:

Don’t Be A Charlie Brown Teacher!
Get your students engaged with cooperative learning strategies for a successful school year!!

Building an Effective Lesson Plan
The Lesson Cycle Proper, purposeful planning prevents poor practices. Which in turn prevents unfocused lessons, then unfocused learning (or no learning), then poor performance in class, and then poor performance on exams. Etc, etc, etc. Here at CISD, we require all teachers to have lesson plans posted. I’m going to show you what that looks like and how the lesson cycle fits into that format.

Step 1: Review TTESS Domain 2.5 Monitor and Adjust
TEKS Strength/Weakness (STAAR/EOC Only) From exit ticket (or other means), what areas must be revisited and/or retaught. Frame the Lesson Objective (The expected learning today) We will Instructional Activities and Resources Seed Questions for Ongoing Formative Assessment Closing Product/Outcome (How understanding will be demonstrated) I will Critical Writing (Formative Assessment) Key Vocabulary ELPS Strategies Differentiation Struggling Learner GT/Enrichment Beginning of the lesson cycle Previously taught material Must be relevant to current lesson Studies say it takes someone to hear something 27 times before he/she remembers and/or understands something. Questions to ponder: Do you remember and understand something, especially if you’re not really very interested in it, the first time you hear it? Does your mind ever wander? What if you’ve “slept since then?” Have you ever retained something just long enough to take a test? Now, think about kids. What are our expectations of them that are different than our own experiences? This step is so important. If you don’t make part of revisiting previous learning part of your lesson, when will the kids hear that learning again? On their own? Sure, some might. How many of you expect to have a classroom of those “some?”

Seed Questions for Ongoing Formative Assessment
Step 2: Anticipatory Set TTESS Domain 2.3 Communication-Deeper Learning TEKS Strength/Weakness (STAAR/EOC Only) Frame the Lesson Objective (The expected learning today) We will Instructional Activities and Resources Seed Questions for Ongoing Formative Assessment (Guide students toward desired learning and understanding using the question stems below) *How do you write a ratio? Simplify? What does that mean? Equivalent fractions? *What is the connection with a proportion? *Rate in real life? Closing Product/Outcome (How understanding will be demonstrated) I will Critical Writing (Formative Assessment) Key Vocabulary ELPS Strategies Differentiation Struggling Learner GT/Enrichment Focuses students’ attention Give the kids a reason to learn Piques their interest Can be a question A short video clip Satirical cartoon How this fits into the lesson template: Seed Questions for Ongoing Formative Assessment Ex. *How do you write a ratio? Simplify? What does that mean? Equivalent fractions? *What is the connection with a proportion? *Rate in real life? Sometimes called the “HOOK”.

Seed Questions for Ongoing Formative Assessment
TEKS Strength/Weakness (STAAR/EOC Only) Objective (The expected learning today) We will generate equivalent forms of fractions, decimals and percentages, writing them as ratios, rates and proportions. Instructional Activities and Resources Seed Questions for Ongoing Formative Assessment (Guide students toward desired learning and understanding using the question stems below) *How do you write a ratio? Simplify? What does that mean? Equivalent fractions? *What is the connection with a proportion? *Rate in real life? Closing Product/Outcome (How understanding will be demonstrated) I will generate equivalent forms of fractions, decimals, and percentages, writing them as ratios, rates and proportions and explain how/why these skills are used day to day situations (ex. Doubling a recipe). Critical Writing (Formative Assessment) Key Vocabulary ELPS Strategies Differentiation Struggling Learner GT/Enrichment Step 3: Objective TTESS Domain 1.1 Standards and Alignment, 1.2 Data and Assessment State the objective for the lesson What is the purpose Why do kids need to know What will they get out it How it fits in the lesson template: Objective-We Will generate equivalent forms of fractions, decimals and percentages, writing them as ratios, rates and proportions. Outcome-I will generate equivalent forms of fractions, decimals, and percentages, writing them as ratios, rates and proportions and explain how/why these skills are used day to day situations (ex. Doubling a recipe).

TEKS Strength/Weakness (STAAR/EOC Only)
Objective (The expected learning today) We will generate equivalent forms of fractions, decimals and percentages, writing them as ratios, rates and proportions. Instructional Activities and Resources 20 min reteach lesson: Review Monday FDP! Ratios, Rates and Percents related to Fractions and Decimals: AIRR 195 predictable cards – equiv fractions, ratios, proportions Motivation Math questions from 6.4 E – G with models/pics 1 – 14 ratios, rates, percents questions Small group continuing work: 1-14 questions to practice or finish MM questions with pics/models; answers around room! Rest of class work: Finish above questions Countdown Series 6, pages 2 and 3, 13 questions with partner; check or give out answers at end of class; table contest! Seed Questions for Ongoing Formative Assessment (Guide students toward desired learning and understanding using the question stems below) *How do you write a ratio? Simplify? What does that mean? Equivalent fractions? *What is the connection with a proportion? *Rate in real life? Closing Product/Outcome (How understanding will be demonstrated) I will generate equivalent forms of fractions, decimals, and percentages, writing them as ratios, rates and proportions and explain how/why these skills are used day to day situations (ex. Doubling a recipe). Critical Writing (Formative Assessment) Key Vocabulary fractions, decimals, percentages, ratios, rates and proportions. ELPS Strategies c.1A and c.1F; use prior learning and accessible language Differentiation Struggling Learner GT/Enrichment Step 4: Input and Modeling TTESS Domain 1.1 Standards and Alignment, 2.2 Content Knowledge, 1.4 Activities, 2.3 Communicate, 3.1 Classroom Environment, 3.3 Classroom Culture, 2.4 Differentiation Presenting new information Teaching the skills students are to learn. Modeling What is the purpose of modeling? Benefits? How it fits in the lesson template: Instructional Activities-the activities students are doing that enables and enhances learning. This is where the list of activities goes. ELPS Strategies-strategies you use to help ELLs grasp information that they might otherwise not understand Key Vocabulary-important words students need to learn the concepts and skills

TEKS Strength/Weakness (STAAR/EOC Only)
Objective (The expected learning today) We will generate equivalent forms of fractions, decimals and percentages, writing them as ratios, rates and proportions. Instructional Activities and Resources 20 min reteach lesson: Review Monday FDP! Ratios, Rates and Percents related to Fractions and Decimals: AIRR 195 predictable cards – equiv fractions, ratios, proportions Motivation Math questions from 6.4 E – G with models/pics 1 – 14 ratios, rates, percents questions Small group continuing work: 1-14 questions to practice or finish MM questions with pics/models; answers around room! Rest of class work: Finish above questions Countdown Series 6, pages 2 and 3, 13 questions with partner; check or give out answers at end of class; table contest! Seed Questions for Ongoing Formative Assessment (Guide students toward desired learning and understanding using the question stems below) *How do you write a ratio? Simplify? What does that mean? Equivalent fractions? *What is the connection with a proportion? *Rate in real life? Closing Product/Outcome (How understanding will be demonstrated) I will generate equivalent forms of fractions, decimals, and percentages, writing them as ratios, rates and proportions and explain how/why these skills are used day to day situations (ex. Doubling a recipe). Critical Writing (Formative Assessment) ELA- open ended response to literature-doesn’t have to be an essay/exit tickets/formulating higher level questions Math-explain how a problem is solved (steps to dividing a fraction-what would happen to the solution if one step is missing), or how the concept is used Science-explain how a result occurred from an experiment or how to do an experiment to get the desired result Social Studies- explain the effects/causes of an event or the long-range impact a person had on future events Key Vocabulary fractions, decimals, percentages, ratios, rates and proportions. ELPS Strategies c.1A and c.1F; use prior learning and accessible language Differentiation Struggling Learner *models, notes, examples in journal *manipulatives as available *peer/partner talk/work GT/Enrichment *problem solving *Think Tanks *menu of choices of activities that correlate with math TEKS Step 5: Check for Understanding TTESS Domain 1.1 Data and Assessment, 1.3 Knowledge of Students, 2.1 Achieving Expectations 2.4 Differentiation, 2.5 Monitor and Adjust, 3.1 Classroom Environment Determine if students are making sense of the material How often is this to be done? How do you know the students understand? Are they focused on the objectives? How it will fit in the lesson template: * Differentiation * Struggling Learner * GT * Critical Writing * Seed Questions

Step 6: Guided Practice TTESS Domain 1. 2 Data and Assessment, 2
Step 6: Guided Practice TTESS Domain 1.2 Data and Assessment, 2.5 Monitor and Adjustment, 2.3 Communication, 3.2 Managing Student Behavior, 2.4 Differentiation TEKS Strength/Weakness (STAAR/EOC Only) Objective (The expected learning today) We will generate equivalent forms of fractions, decimals and percentages, writing them as ratios, rates and proportions. Instructional Activities and Resources 20 min reteach lesson: Review Monday FDP! Ratios, Rates and Percentages related to Fractions and Decimals: AIRR 195 predictable cards – equivalent fractions, ratios, proportions Motivation Math questions from 6.4 E – G with models/pics 1 – 14 ratios, rates, percentages questions Small group continuing work: 1-14 questions to practice or finish MM questions with pics/models; answers around room! Rest of class work: Finish above questions Countdown Series 6, pages 2 and 3, 13 questions with partner; check or give out answers at end of class; table contest! Seed Questions for Ongoing Formative Assessment (Guide students toward desired learning and understanding using the question stems below) *How do you write a ratio? Simplify? What does that mean? Equivalent fractions? *What is the connection with a proportion? *Rate in real life? Closing Product/Outcome (How understanding will be demonstrated) I will generate equivalent forms of fractions, decimals, and percentages, writing them as ratios, rates and proportions and explain how/why these skills are used day to day situations (ex. Doubling a recipe). Critical Writing (Formative Assessment) ELA- open ended response to literature-doesn’t have to be an essay/exit tickets/formulating higher level questions Math-explain how a problem is solved (steps to dividing a fraction-what would happen to the solution if one step is missing), or how the concept is used Science-explain how a result occurred from an experiment or how to do an experiment to get the desired result Social Studies- explain the effects/causes of an event or the long-range impact a person had on future events Key Vocabulary fractions, decimals, percentages, ratios, rates and proportions. ELPS Strategies c.1A and c.1F; use prior learning and accessible language Differentiation Struggling Learner *models, notes, examples in journal *manipulatives as available *peer/partner talk/work GT/Enrichment *problem solving *Think Tanks *menu of choices of activities that correlate with math TEKS Takes place immediately after instruction Students need the opportunity to practice Give them immediate feedback during practice How this fits into the Lesson Template * Instructional Activities * ELPS Strategies * Differentiation * Struggling Learner * GT * Critical Writing

Step 7: Independent Practice TTESS Domain 2
Step 7: Independent Practice TTESS Domain 2.1 Achieving Expectations, 1.2 Data and Assessment, 2.5 Monitor and Adjustment, 1.4 Activities, 1.3 Knowledge of Students TEKS Strength/Weakness (STAAR/EOC Only) Objective (The expected learning today) We will generate equivalent forms of fractions, decimals and percentages, writing them as ratios, rates and proportions. Instructional Activities and Resources 20 min reteach lesson: Review Monday FDP! Ratios, Rates and Percentages related to Fractions and Decimals: AIRR 195 predictable cards – equivalent fractions, ratios, proportions Motivation Math questions from 6.4 E – G with models/pics 1 – 14 ratios, rates, percentages questions Small group continuing work: 1-14 questions to practice or finish MM questions with pics/models; answers around room! Rest of class work: Finish above questions Countdown Series 6, pages 2 and 3, 13 questions with partner; check or give out answers at end of class; table contest! Seed Questions for Ongoing Formative Assessment (Guide students toward desired learning and understanding using the question stems below) *How do you write a ratio? Simplify? What does that mean? Equivalent fractions? *What is the connection with a proportion? *Rate in real life? Closing Product/Outcome (How understanding will be demonstrated) I will generate equivalent forms of fractions, decimals, and percentages, writing them as ratios, rates and proportions and explain how/why these skills are used day to day situations (ex. Doubling a recipe). Critical Writing (Formative Assessment) ELA- open ended response to literature-doesn’t have to be an essay/exit tickets/formulating higher level questions Math-explain how a problem is solved (steps to dividing a fraction-what would happen to the solution if one step is missing), or how the concept is used Science-explain how a result occurred from an experiment or how to do an experiment to get the desired result Social Studies- explain the effects/causes of an event or the long-range impact a person had on future events Key Vocabulary fractions, decimals, percentages, ratios, rates and proportions. ELPS Strategies c.1A and c.1F; use prior learning and accessible language Differentiation Struggling Learner *models, notes, examples in journal *manipulatives as available *peer/partner talk/work GT/Enrichment *problem solving *Think Tanks *menu of choices of activities that correlate with math TEKS After students seem to have a good grasp of the material Further opportunity to apply learning Homework Class project Class work How this fits into the Lesson Template: * Critical Writing * Closing Product/Outcome

Feedback How much time should elapse between instruction and feedback?
How often should “check for understanding” occur? Why is this important? Why is guided practice important? What happens if you don’t allow students to have the opportunity to practice independently? Put in Eduphoria lesson plan template Elementary math (ratios) Secondary ELAR

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