1. Granite School District
Engagement
Granite School District

2. Learning Task: Warm-Up
Think of a time that you were a student and you were off-task. Were you bored or confused… Why? What was the situation? What was the organization of the class?
Write for three minutes.
Share your story with a partner.
Note the commonalities – one commonality per sticky note.
Collect sticky notes. Gather and post as bar graph.

3. What do we see? Bring your common sticky notes to the board.
Note the commonalities.

4. Ponder at your table … How would this be different in your class?

5. “Bored” Do the teachers who “bore” kids really like kids?
Students say they would rather be scared in an out of control classroom than be bored.
Will students who are bored find something else to do?

7. WE RESERVE THE RIGHT TO REFUSE SERVICE TO ANYONE!
(Ever want to put this on your door?)

8. Let’s Define Direct Instruction Guided Practice Independent Practice
Up front,
teacher directed,
lecture
Guided Practice
Teacher directed practice (partner or group)
Independent
Practice
INDEPENDENT practice (seat work)
When Finished
What do I do when done?
What is the next task to keep engaged?
Fast finishers?

9. Learning Task: Teacher Habits for Engagement
Brainstorm (alone) the various ways you engage students during input, guided practice, and independent practice, and when they’re finished. Use the note-taking guide.
But note …

10. NOTE …
“LISTENING” is no longer a verb for you to use when describing what your students will do.
Listening is a PASSIVE activity.

11. How do you know?
Writing
Note taking
Etc.

13. Learning Task: Teacher Habits for Engagement
Brainstorm (alone) the various ways you engage students during input, guided practice, and independent practice, and when they’re finished. Use the note-taking guide.
Input
(Direct Instruction)
Guided Practice
Independent Practice
Finished
Goal

14. Learning Task: Teacher Habits for Engagement
Brainstorm (alone) the various ways you engage students during input, guided practice, and independent practice, and when they’re finished. Use the note-taking guide.
Share this information with your team. What questions do you have? After examination and discussion of questions, refine your own chart.
Write one goal for each area: input, guided practice, …
Share one goal with your table.

15. Direct Instruction
What percentage of students do you want engaged during direct instruction?
(benchmark 80%)
If a child is unengaged during the initial part of instruction what will happen later on?

16. Attention Span
Age + or –
Two minutes!

17. Direct Instruction
What percentage of students do you want engaged during direct instruction? (benchmark 80%)
How do students signal you that they are ready, finished or need help?

18. Signals
What percentage of students do you want engaged during direct instruction? (benchmark 80%)
How do students signal you that they are ready, finished or need help?
Why would you want them to know?

19. Discuss at your table: How do your student signal you that they:
are on the page where you want them to be?
are ready to go on, need assistance, or finished?
What will students do when they get where you want them to be?

20. Student Engagement vs Student Assessment
What is the difference?

22. Have you felt this way …
It’s not my job to make them learn – it is just my job to present the material. (whose job is it?)
If you don’t know … ask someone else (what if no one knows?)

23. Questioning Engagement (90 – 100% Response Rate)
Assessment (5% Response Rate)
Open (30 – 40% Response Rate)
During Direct Instruction, the teacher uses:
70% ENGAGEMENT Questions
30% ASSESSMENT Questions

24. Discuss at your table:
What percentage of kids in your class respond when you ask an OPEN question?
And …
who are they?

25. Is it possible …
That during instruction, a student could sit in your class and NEVER answer a question or be called upon…
and have it be OK????

27. Assessment (Average: 5% respond)
One student/one response.
Raise of hand – calling on one child.
“Deyanne, who are the main characters?”

29. Open Questions (Average: 30-40% respond)
“Fishing” for an answer”
Students don’t know how to respond.
Question asked usually with no wait time – whoever wants to answer responds.
“Who are the main characters?

30. Engagement (Average: 90% respond)
Response method given before the question. “Show me (finger count) how many characters are in the story.” “Whisper to your neighbor the main characters the story.”
Physical cue to think and then chorally respond.

31. What percentage of students do you want to be ACTIVELY ENGAGED during Direct Instruction?

32. So, what is the difference between ACTIVE & PASSIVE?

34. Ponder …
How are you doing when it comes to active engage-ment during direct instruction?
Game Show clip art?

35. Open (1) Assessment (2) Engagement (3) Name That Question
Game Show clip art?

36. Question #1: Who is the main character in the text? Open
Game Show Host

37. Question #2: Tim, what is the answer to number seven? Assessment
Game Show Host

38. Question #3:
“Whisper to your neighbor: How did you get your answer to number 5.”
Engagement
Game Show Host

39. Engagement/Questioning Practice Guide
Label each question as open, assessment or engagement.
If it is an open or assessment question, change it to an engagement question or request.

40. Engage THEN Assess
Numbered Heads together – Who was the MOST conflicted character in the story and why?
Group Member 3, prepare to answer.
Group 7, Member 3 what is your answer?

41. Assessing for HIGHER Engagement
Dice
Grid
Names on popsicle sticks
Hat (randomizer)
Selector Tools (Kagan)
Other ideas ????

42. “Now is the time that we must choose between what is right and what is easy!”
-Albus Dumbledore

43. Share your “best” strategy with the group.
Guided Practice
In grade levels, discuss strategies you use to keep students engaged during guided practice.
Share your “best” strategy with the group.

44. Other ways to keep kids engaged
“Responders” Allows you to ask questions, know WHO has responded, and DATA to move forward or to revisit the concept. (apx. $2000 per classroom set)
Ask Rob for a PHOTO of Responder & cost of system.

45. Other ways to keep kids engaged
“Presenters” sleeve with markers ($140/set)
(OR use heavy duty sheet protectors)
(OR use whiteboards)
Ask Rob for a PHOTO of Responder & cost of system.

46. Making a lesson more active
Think of a lesson you have taught that may have appeared “boring” or something you do repetitively.
Look at the handout “Active Engagement.”
Using these samples, “liven” up and add “active engagement” to this lesson.”

47. Prepare for a Round Robin:
“Mr. Lake will split you into groups of 4”

48. Round #1
Person #1: write down the equation.
Person #2: factor the quadratic.
Person #3: solve each factor [set = to 0]
Person #4: write the answer in the form of 2 points.
Person #1: sketch the graph of the quadratic.

49. Round #2
Person #2: write down the equation.
Person #3: factor the quadratic.
Person #4: solve each factor [set = to 0]
Person #1: write the answer in the form of 2 points.
Person #2: sketch the graph of the quadratic.

50. “We learn what we are doing.”
Jane Vella
“We learn what we are doing.”

51. Think Time: Bring to mind your most difficult class.
On average, are they:
actively engaged?
somewhat engaged?
“ACTIVE” but not at all engaged?

52. Average Retention Rates Arrange these strategies from least impact (at
top) to greatest
impact (at bottom)
with respect to
their capacity
to foster
engagement.
practice by doing
discussion group
demonstration
teach others
audio-visual
lecture
reading

53. Engagement
Strategies
Impact

54. Engagement
Strategies
Impact

55. Engagement
Strategies
Impact

56. Engagement
Strategies
Impact

57. Engagement
Strategies
Impact

58. Engagement
Strategies
Impact

59. Engagement Strategies Impact
Adults do not learn from experience, they learn by discussing the experience. Do we make the same mistake twice? We have learned by discussing this with others/self.

60. Engagement Planning Guide
Teacher DO
Student DO
Direct Instruction:
Guided Practice:
Independent Practice:

61. House Story

62. We are here to teach children the behaviors we want to see.
Not to crucify them for the behaviors they came with.
Geneva Elementary Staff 2000