1. Corning-Painted Post School District November 2013
High Quality Instruction: Teachers Are Actively Facilitating Student Engagement
Corning-Painted Post School District
November 2013

2. Today’s Goal Is to Help You Answer These Questions:
What is student engagement?
What are examples of strategies I can use to assure students are fully engaged in learning?
In what ways can I improve my use of the four major components of this domain –
Activities and assignments?
Grouping of students?
Instructional materials and resources?
Structure and pacing?
Focus, Road Map, Guide through Assessment

3. Nothing Happening
“It is possible to have a smoothly functioning, lively classroom where all the students appear happily occupied with worthwhile tasks and yet no mental acts conducive to learning are taking place.” Graham Nuthall, 2005

4. Student Engagement
“In the engaged classroom, students actively construct understanding by collecting, manipulating, and analyzing information. Research supports the use of a variety of teaching strategies to increase student engagement.” - ETS

5. APPOINTMENT CLOCK
Create an appointment for each of the four times provided. Make sure you have a different name on each line. Make appointments with teachers from a different grade level than your own.
Give your staff a few minutes to find individuals for each of the 4 appointments on the clock. Encourage them to step out of their comfort zone and make appointments with people they may not know as well or who are in different grades, roles or departments. This should take about 3-4 minutes. (for the principal practice – choose someone at your table)

6. Engaging Students in Learning
Danielson Domain 3C:
Engaging Students in Learning
activities and assignments
grouping of students
instructional materials and resources
structure and pacing
Provide Handout: 3C Examples

7. APPOINTMENT CLOCK QUESTIONS/TASKS…
APPOINTMENT CLOCK QUESTIONS/TASKS….. Using the Handout “3 C As a Resource:
With your 12:00 appointment, discuss one way you can increase student engagement/performance with activities and assignments ? (3 minutes)
With your 3:00 appointment, share one strategy you use when grouping your students.
With your 6:00 appointment, share one question you have about effectively using materials and resources to engage students in meaningful ways..
With your 9:00 appointment, share one way you will change structure and pacing in your classroom to more meaningfully engage students.
Change questions/tasks to fulfill your own needs/expectations for PD at your site. Allow discussions to continue for about 4-5 minutes, enough time for both persons at the appointment to have a chance to speak to the question. Use the other appointments throughout the session at separate intervals. This will get the group up and moving, break up table talk and help them to refocus.

8. Attributes of Engagement
Is not the same as “busy” or “time on task”.
“Minds On” is essential. Hands on activity is not enough.
“What is required is intellectual involvement with the content….mental engagement.”
Engagement is simultaneous and continuous throughout the lessons.
“School is not a spectator sport.”

9. Planning Strategies for Engagement In Grade Level Groups:
Take turns pulling strips from the bag until all strips are taken.
Read the definition of the strategy on your strip.
Come up with a specific way to use the strategy during the coming week in your own classroom to engage students in meaningful
Repeat for each strip you drew.
Share within the group the strategies you have come up with, rotating around the circle until each strategy and an example of how to use it has been shared. Provide feedback and suggestions for enhancement, where applicable.
As a grade level, pick one strategy that you have not often used that you will try out during the coming week.
Each participant share with the grade level group one additional strategy that you wrote down that you will commit to use in your classroom in the coming week.
Then, together, identify two essential ideas or “Ahas” about using the engagement strategies.
Cut the strategies on the handout “Checking for Understanding” into individual strips and put in a bag, box or coffee can – 1 set of strips for each grade level.
Ask members of each grade level to take turns pulling strips from the bag until all the strips are taken. As each grade level group member to
1. Read the definition of the strategy on your strip.
2. Come up with a specific way to use the strategy during the coming week in your own classroom to engage students in meaningful
3. Repeat for each strip you drew. .
3. Share within the group the strategies you have come up with, rotating around the circle until each strategy and an example of how to use it has been shared. Provide feedback and suggestions for enhancement, where applicable.
4. As a grade level, pick one strategy that you have not often used that you will try out during the coming week.
5. Each participant share with the grade level group one additional strategy that you wrote down that you will commit to use in your classroom in the coming week.
6. Then, together, identify two essential ideas or “Ahas” about using the engagement strategies.
Whole Group -- Have each group share their ahas from the experience.
Follow-up: Let the faculty know that at the next faculty meeting, they will have an opportunity to share what they learned from using the strategies in their classrooms.

10. Leprachaun Traps
If there is time, engage teachers in watching this short video from The Teaching Channel. What do they notice about
activities and assignments
grouping of students
instructional materials and resources
structure and pacing
Discuss as a whole group.

11. Other videos with examples
Thumbs Up
Engage with your body language
Tracking
The Clock
SLANT
If there is time, engage teachers in watching this short video from The Teaching Channel. What do they notice about
activities and assignments
grouping of students
instructional materials and resources
structure and pacing
Discuss as a whole group.

12. What is student engagement?
Did we meet the goals set for our learning? Turn to your shoulder partner to confirm
What is student engagement?
What are examples of strategies I can use to assure students are fully engaged in learning?
In what ways can I improve my use of the four major components of this domain –
Activities and assignments?
Grouping of students?
Instructional materials and resources?
Structure and pacing?
Focus, Road Map, Guide through Assessment