0. Engagement Strategies That Work
Erin Stutzman, Ed.S.- PBiS Coach
Natalie Hilton, Ed.S.- PBiS coach
Who is in the audience
Example of Thumbs up, Thumbs down to see how people are in the am- Explain- Thumbs up means great, thumbs down means not good yet, in middle means good

1. What is Engagement? Think (ink):
What is engagement? What does it look like, sound like?
Pair: Turn to your elbow partner
Share: 1’s then 2’s
What is engagement?
How were your responses the same? different?
Partner up- decide who is 1 and who is 2
Walk around room when working with partner- write down peoples names and their ideas so can share out with large group

2. Norms Be Respectful Be Responsible Please silence all cell phones
Participate in activities
Remain engaged in presentation
Be Responsible
Take notes in a way that works for you
Use work time given to create a plan
Ask questions when something does not make sense
Feel free to use the restroom as needed

3. Objectives
I will be able to state how active engagement increases student learning.
I will be able to identify when and what engagement strategies I will use to get students actively engaged in my classroom.
I will be able to use a variety of engagement strategies (i.e. choral reading, cloze reading, Think, Pair, Share)

4. Engagement is...
Engagement IS: Doing, Reading, Answering, Speaking, Writing, Signaling, Performing, Thinking.

5. Engagement is NOT...
Engagement is NOT: Quietly watching others, Listening, Waiting for your turn, Pretending or faking, Just more seat work, Killing time quietly…
Engagement is NOT the strategy you chose
It is about:
Why did I choose that strategy?
How will I structure the use of the strategy to make the thinking of all my students visible?

6. Why use Engagement Strategies?
Knowing that six or seven students understand (i.e. those who raise their hands) is not the same as knowing that 32 do.
~Fisher & Frey, pg. 37
You cannot measure their thinking if you cannot make their thinking visible.
~Anita Archer
Increased academic achievement
Increased on task behavior
Decreased behavioral challenges

7. Engaging ways to make thinking visible
Verbal Response
Written Response
Action Response
There are really only three ways to make thinking visible. We can't read a child's mind, so the child has to output something and there are 3 ways to do this.

8. Engagement- Verbal Response
THINK, INK, PAIR, SHARE
This is a 4 step protocol.
First we will think of as many ways as possible that a student could verbally respond to a lesson.
Then, we will individually write a list of all the ways we can think of.
Then, we will share with our elbow partners.
Then we will share out with the large group.
Teach Think, Ink , Pair Share--
Partner off,1 and 2- We could walk around and do this
Have 1’s raise hands, then 2’s to make sure all have a #
go through protocol
When sharing, walk around and listen to what others are saying- affirm and then also write down their responses and names to share with large group.

9. Verbal Responses-Choral Responses
Use when answers are short and the same
Students are looking at teacher:
Ask question
Put your hands up to indicate silence
Give thinking time
Lower your hands as you say, "everyone"
Students are looking at common stimulus:
Point to stimulus
Tap for response

10. Choral Responses Provide adequate thinking time
Have students show signal to you that they are ready to respond
thumbs up
eyes on you
If students do not respond or if they blurt out an answer- REPEAT
Tell audience that you will ask question and put hands up, give thinking time, then when hands go down, they say response
Model choral responses on adequate, and REPEAT

11. Choral Reading Read passage with students Read at a moderate rate
Tell students, "keep your voice with mine".

12. Let's Practice
Choral reading has a number of benefits over round-robin reading. First, more students are on task and gaining reading practice. Second, because you are reading with your students, you are modeling appropriate fluency, and prosody. Finally, you provide support for the lowest-readers, because they immediately hear any words they did not know.

13. Cloze Reading
Use anytime you have to read something (directions, paragraph, word problem)
Teach the students how to do it before you ask them to do it. Practice doing this and give feedback.
Ask students to put their finger on the first word they are going to read.
Monitor to make sure all students have their finger on the word –or- tell them to look at their partner and see if their partner has their finger on the word.
Begin reading pausing at meaningful words. The students will read that word. (If it is two words that go together like United States, you delete the second word).

14. Let's Practice
The cloze procedure is very useful when you want all students to be attentive and you want to read the material quickly. Cloze Reading can be used for reading directions, for reading an explanation of a process in a textbook, for reading the initial pages of a chapter, for reading examples and nonexamples, for rereading a passage to increase decoding fluency, and to read a math story problem.
Make sure to choose words for students to read that increase comprehension

15. Count the number of time she used choral responding
Count the number of time she used choral responding? What other verbal strategies did you observe?

16. Verbal Responses:Partners
Use when the answers are long or different
Partners:
Assign partners
Pair lower performing students with middle performing students
Give each partner a number 1 or 2
Partner 1 share with Partner 2; Partner 2 share with Partner 1
Use triads only when necessary
Assign a strong student to be 1 and the weaker student to be one of the 2's.

17. Verbal Responses-Partners
Other helpful hints:
Teach students how to work together: Look, Lean. Listen, Whisper
Explain that partners are not related to "friendships" but a working relationship.
Occasionally change the partnerships (every three to six weeks)
Join two partnerships to work in cooperative teams
Consider using a sentence starter like “ I agree with the assertion….”
Consider putting numbers 1 and 2 on tables
Partner work will be much more efficient and meaningful if students are taught the expectations of partner work.

18. Anita Archer- SLANT Strategy
Watch video-8 minutes
Watch for strategies that Anita uses- what do you like about the strategies she uses?

19. More verbal responses...
žChants (When we write, we TAP, TAP, TAP. They know this means think Topic, Audience, Purpose)
žSongs
žPull sticks-They all have to be on task as they do not know who will be called on. You can also ‘faux pull sticks’ when needed.
žStudy, tell, help, check
žWhip around or pass
Study (give students time to review their notes, handout, or text). Tell (direct one person to tell their partner all they can remember without consulting notes), Help (have the partners help them by asking questions, giving hints or telling missing info), Check (when both partners have exhausted their recall have them check their notes, handouts, or textbooks for any missing information.

20. Effective Engagement Planning
Think about your objective
What do you want students to understand at the end of the lesson?
Think about assessment
What is the best way to determine if students are meeting the objective?
How will you be able to see their thinking?
Think about feedback
How can you provide the most effective, timely feedback to the most students?
Here are three things to think about when planning for use of an engagement strategy. Let's read the first one aloud together.
Now let's read the second one aloud together.
Now let's read the last one.
So, if you are considering these three things when planning a lesson, use of your engagement strategies will be purposeful which then makes the strategy more effective.

21. Planning Time
Which verbal strategy would you like to try and incorporate on your first day?
Pick 1
Star your choice on the Engagement Strategies handout or add to the bottom if not on the list
How do you plan to use this strategy?
Remember to consider the objective, assessment, and feedback
Ask 1st question- give wait time- ask for thumbs up to check to see if everyone has one chosen
can write this on your handout or add to bottom.
Write about how plan to use this strategy- remind them to think about the objective of a specific lesson (what they want students to learn), the assessment (how will they know they have learned it), and feedback (how you can get feedback that is timely and meaningful to students)

22. Engagement Written Response
THINK, INK, PAIR, SHARE
This is a 4 step protocol.
First we will think of as many ways as possible that a student could respond in writing to a lesson.
Then, we will individually write a list of all the ways we can think of.
Then, we will share with our elbow partners.
Then we will share out with the large group.
Now we are going to think of as many ways a child could participate by writing using the same protocol.
1’s raise hands, now 2’s
2’s share first this time, then 1’s

23. Written Response: Whiteboard
Use to quickly formatively assess all students
Teach students how to pass out or have access to white boards, marker, erasers
Keep the pace quick
Model how students will show their answers
Provide instructions on what to answer
Give the cue of "write your answer" then give the cue of "show me."
examples are white boards

24. Sentence Frames Teacher provides student with sentence starter
ex- “ I predict that…”
Provides students with academic language that we want them to use
Reminder of what you want them to be writing about so they can focus on the content
Can also use sentence starter verbally to incorporate academic language

25. More Written Responses
žTimeline
žHi-light
žGraphic Organizer
žDraw
žWrite a sentence or word on paper, post-it, journal, log
Quick write,
žWritten exit ticket

26. Planning Time
Which written response strategy would you like to try and incorporate on your first day?
Pick 1
Star your choice on the Engagement Strategies handout or add to the bottom if not on the list
How do you plan to use this strategy?
Remember to consider the objective, assessment, and feedback
Ask 1st question- give wait time- ask for thumbs up to check to see if everyone has one chosen
can write this on your handout or add to bottom.
Write about how plan to use this strategy- remind them to think about the objective of a specific lesson (what they want students to learn), the assessment (how will they know they have learned it), and feedback (how you can get feedback that is timely and meaningful to students)

27. Engagement - Action Responses
THINK, INK, PAIR, SHARE
This is a 4 step protocol.
First we will think of as many ways as possible that a student could respond with actions to a lesson.
Then, we will individually write a list of all the ways we can think of.
Then, we will share with our elbow partners.
Then we will share out with the large group.
Now we are going to think of as many ways a student could respond with actions using the TWPS protocol.

29. More Action Responses Touch things (Put your finger on....) Clickers
Thumbs up/down
Fist to Five (report out answer or level of understanding)
Stand up/sit down
Agree/disagree cards
Claps
4 corners
Act something out
Level of understanding: On a scale of 1-5 show me your level of understanding right now with 1 being I have no idea and 5 being, I totally get this.

30. Planning time
Which action response strategy would you like to try and incorporate on your first day?
Pick 1
Star your choice on the Engagement Strategies handout or add to the bottom if not on the list
How do you plan to use this strategy?
Remember to consider the objective, assessment, and feedback
Ask 1st question- give wait time- ask for thumbs up to check to see if everyone has one chosen
can write this on your handout or add to bottom.
Write about how plan to use this strategy- remind them to think about the objective of a specific lesson (what they want students to learn), the assessment (how will they know they have learned it), and feedback (how you can get feedback that is timely and meaningful to students)

31. Practice Watch Emily Fisher a LPS Teacher at Dawes Middle School
Write down each engagement strategy you see Emily using
After video, use give one, get one strategy with elbow partner
Give 1 get 1- Partner 1 shares one they saw first, then partner 2. Continue to all are shared.
When done discuss what you liked about Emily’s lesson

32. Two Closing Thoughts
It’s not what you say or do that ultimately matters. It is what you get the STUDENTS to do as a result of what you said and did that counts.
~Kevin Feldman
If we choose to take just a few well-known, straightforward actions, in every subject area, we can make swift, dramatic improvements in schools. Some believe we could virtually eliminate the achievement gap within a few years.
~Mike Schmoker

33. Exit Ticket
On half sheet of paper please answer the following questions
Write down one way you will intentionally plan to use engagement strategies to make student learning visible in your classroom.
What resources will you need to carry out your plan?
How we can make this presentation more useful to others in the future?

34. References
Archer, Anita L., and Charles A. Hughes. Explicit Instruction: Effective and Efficient Teaching. New York: Guilford, 2011.
Brookhart, Susan M. How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development, 2008.
Fisher, Douglas, and Nancy Frey. Checking for Understanding: Formative Assessment Techniques for Your Classroom.Alexandria, VA: Association for Supervision and Curriculum Development, 2007.
Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
Schmoker, Michael J. Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD, 2011.

35. Video/Web Resources