1. WELCOME Bringing Excitement to the Classroom: Understanding What Motivates and Engages Today’s Students DOE:IS 179652 Brandman:EDDU 9355

2. Today is a review day. We won’t be presenting any new information, but rather providing you an opportunity to review your Portfolio by sharing what you have done and hearing from your colleagues what they have done.

3. We want you to walk out of here today feeling great about your Portfolio. That you have a clear understanding of what is required, what you need to and what student evidence you need to collect so you can turn it in on November 17 th.

4. You have 3 options in turning in your Portfolio. 1.Send it to Joe electronically 2.Come to my classroom D-2 on Oct. 3 rd from 4:30-7:30 3.Send in to me in school mail here at Jarrett

5. As we have talked about, we prefer you turning it in electronically. Those Portfolios should be sent to: loverdeportfolios@gmail.com

6. If you don’t receive an email back from Joe confirming that he has your Portfolio, email him at JoeLoverde@me.com or call him at 303-718-3502 JoeLoverde@me.com Give him at least 24 hours to respond.

7. If you are turning in a hard copy, we prefer that you type it up. The pages of the Portfolio are on Joe’s website…JoeLoVerde.com. The reviewers have had some issues with hand written Portfolios that were difficult to read. If you have poor handwriting…please type it up!

8. A quick review… The goal of this class is to provide you with an understanding of today’s student and ideas, strategies and techniques for motivating and engaging them in the learning process based upon that understanding.

9. We looked at 8 dynamics which influence today’s student and impact how they look at the world. Those 8 were…

10. 1.View of authority 2.Beliefs about work 3.Persistence 4.Importance of storing information 5.Immediate feedback/gratification 6.Recognition 7.Responsibility 8.Choices

11. As we discussed in the class, it is not about agreeing or disagreeing with their view, but rather understanding it and knowing how it impacts their behavior in the classroom and their engagement in the learning process.

12. Armed with that understanding of those 8 dynamics, we then looked at 8 factors related to engagement. Those factors were…

13. 1.Curiosity 2.Control 3.Success 4.Relevancy 5.Fun 6.Speed 7.Variety 8.Mistakes

14. We then asked you to evaluate 3 of your existing lessons related to those 8 factors.

15. Next, we wanted you modify an existing lesson or create a new lesson that using the engagement factors. You were to evaluate the effectiveness of those lessons and provide student evidence to support your evaluation.

16. Turn to page #2 in your Portfolios.

18. Question #1. We are asking you to assess your class……in relation to 4 of the 8 dynamics on page #2 in your Workbooks. Those 8 dynamics are…

19. 1.View of authority 2.Beliefs about work 3.Persistence 4.Importance of storing information 5.Immediate feedback/gratification 6.Recognition 7.Responsibility 8.Choices

20. We asked that you kept those 8 in mind and watched your student’s behavior from the beginning of the school year. We wanted you to pick the 4 that you believe are having the most impact on your student’s behavior and performance.

21. For each dynamic, we wanted you to… A.Identify and explain the dynamic B.Evaluate how that is impacting student behavior and performance C.Cite specific examples to support your evaluation NO STUDENT EVIDENCE REQUIRED

22. We only need you to cite what you heard them say or saw them do.

23. A.Identify the dynamic and provide a quick explanation. Here is an example of what one of the teachers in this class wrote…

24. VIEW OF AUTHORITY Identification and explanation of the dynamic: Many students today have a cynical view of authority. Their parents have borne the brunt of misguided political, economic and religious decisions in our country, and have developed a mistrust that has trickled down to their offspring. Authority figures and institutions are not automatically trusted or followed without question. Everyone from sports figures to religious leaders has been caught in too many lies. Students have been taught to be wary – to question, distrust, and second-guess.

25. B. How is that dynamic impact student behavior and performance. Here is what that teacher wrote for this question.

26. Evaluation of how that dynamic is impacting student behavior and learning: This dynamic changes the atmosphere in schools, which impacts student AND TEACHER behavior and learning. Not everything the teacher says, goes. To be able to be an effective teacher now, the trust of students AND parents has to be earned; it doesn’t just come along with the title anymore. If students don’t TRUST their teachers, the teacher’s credibility suffers and students turns a blind eye or deaf ear towards much of what is being taught.

27. Students are challenging to motivate and engage because teachers aren’t automatically believed or listened to. Their decisions and motives are continuously questioned and scrutinized. Students are more defiant, braver. They have rights and they know their rights. Along with being cynical, parents are more educated and demanding and have higher expectations of teachers than in the past.

28. Specific examples to support evaluation: “I had a student tell me that their parents said I didn’t need to listen to you.” “A student attempted to bully me by saying they were going to the Principal if I didn’t give them what they wanted.” “Cell phones must be on mute or vibrate only in the classroom. One of my students had theirs go off. When I asked for it, they refused to give it to me.”

29. “One students keeps interrupting me and demands to speak whenever they want.”

30. Examples related to persistence. “A student who never even tried to figure out the assignment on their own. They came to me immediately to give them the answer.” Examples related to responsibility. “My friend made me late…it’s not my fault.” “I couldn’t get the homework done because I have dance practice on Tuesday nights.”

31. Again, not hard evidence but things you have heard and observed in your students related to this dynamic. You should follow the same procedure for the other 3 dynamics that you assessed.

32. At your tables, each of you should share what you wrote for one of the 8 dynamics. This is will you a chance compare your answers to those of your colleagues and get ideas if you still aren’t clear what you are going to write in this section.

33. Questions… Do not walk out of here today without a clear idea of what we want and what you are going to do for this section of the Portfolio.

34. Turn to page #6 in your Portfolio.

36. We are asking you to assess 3 lessons that you were planning on teaching between the beginning of school and today. If you are teaching a new subject or grade level, use lessons that you taught last year.

37. What we want you to do is to be able to assess any lesson you teach in relationship to the 8 factors that engage and excite your students. Those 8 factors are listed on page #3 in your Workbooks and they are…

38. 1.Curiosity 2.Control 3.Success 4.Relevancy 5.Fun 6.Speed 7.Variety 8.Mistakes

39. You can pick any 4 of the 8 factors. As you assess your lesson, I would encourage you to pick the 4 that are the weakest. That way you have the greatest chance of improving the engagement factor of your lesson.

40. So for example… If you are already doing a good job of creating curiosity in the lesson, we would not have you assess that factor. The goal is always improvement and we encourage you to focus on the factors you can improve the most.

41. Please turn to page #6 in your Portfolio.

43. We asked that you… A.Describe the lesson. B.Evaluate it related to 4 of the 8 factors. C.Cite examples to support your evaluation.

44. As in question #1, you do not need to provide any hard student evidence. You are citing observations you made related to what they said and did in the lesson.

45. A.Description of the lesson. The goal of this lesson is to…. The students have to …. They are given…. They must write, build, create, etc…..

46. Here is what one teacher wrote… The goal of this lesson is to have students use their 5 senses (really 4 – taste not included) to make observations about the world around them. Using elements of the Scientific Method, students will examine a leaf and a clod of dirt using their eyes/magnifying glass, hands, ears and nose. They will record their observations on a data table and use this data to engage in a discussion and draw a conclusion.

47. B. Assess your lesson on 4 of the 8 factors. Let’s say you are going to use “curiosity” as factor #1 in assessing your lesson.

48. You would think about how much curiosity, based upon what we talked about in class, that is in your lesson as you planned on teaching it.

49. So, did you… -Use bold or outlandish statements to start the lesson? -Did you ask questions that generated interest? -Did you have them experience anything? -Did you do a demonstration? -Did you have a “hook?’

50. Here is what one teacher wrote… Factor #1: Curiosity I think I could have worked a little harder to spark my students’ curiosity about the leaf and dirt clod that I gave them to observe. Because I didn’t do this adequately, the student’s curiosity was directed more towards the magnifying glass than towards making observations using their 5 senses, and therefore the objectives I set didn’t get totally realized, although learning DID take place.

51. Turn to page #7 in your Portfolio.

53. You will finish factor #3 on this page, as well as #4.

54. C. Cite examples to support your evaluation. What did the students say or do that support your evaluation of the 4 factors?

55. If for example the 4 factors you used were…curiosity, relevancy, variety, fun… You will cite different things the students might have said or done during your lesson to support your analysis. Observations…no hard evidence

56. -“Do we have to do this again?…” variety -“Why do we have to know this?…” relevancy -They show no interest or excitement about the lesson…don’t ask questions or put much effort into the lesson…curiosity

57. -They had very little energy, excitement or engagement for the lesson…fun.

58. Here is an example of what one teacher wrote… The relevancy of this lesson was apparent to me when 2 students who barely knew each other found they had something in common (soccer). By the end of the class, they were sitting next to each other, talking like old friends. The exercise helped foster a new friendship, which will hopefully evolve into a good working relationship.

59. I don’t really create my lessons thinking of “fun”, but now I realize I need to. Most students seemed to be just going through the motions with this lesson – their gazes probably meant they were thinking about what they were going to say when their turn came, rather than really listening to their peers.

60. I concluded that the speed of the lesson was a little slow, because students were fidgety and I even kept looking at the clock. There really wasn’t enough variety in this activity. I know that. We do something similar every start of every school year. Students come to tolerate this activity and it shows in their stooped demeanor and usually soft voices.

61. We are going to break you up by grade level this time. No more than groups of 6. Each of you share one lesson you assessed. Share the description, evaluation and student observations that support your evaluation.

62. Please turn to page #12 in your Portfolio.

64. We encourage you to use the 3 lessons that you have just assessed as the ones you will use in addressing question #3 in the Portfolio.

65. We are asking you to create or modify 4 lessons. You are probably asking yourself… We just assessed 3, why aren’t we creating/modifying 3 lessons here instead of 4?

66. There is a very simple answer to that…

67. Joe screwed up!

68. Seriously, Joe should have had you create/modify 3 lessons…the 3 you assessed in question #2. Unfortunately, we can’t change it at this point. The reviewer goes on what was submitted on the course application.

69. It said “4” new or modified lessons and if there aren’t 4, your Portfolio will be rejected. Joe’s fault and he is now living in shame, all alone in dark room by himself.

71. Please turn back to page #12 in your Portfolios.

73. A.Description of the lesson… You can write exactly what you did in describing the lesson you assessed. -Goal of the lesson -How did you present it -What the students produced

74. B. List which of the 8 factors you addressed in the changes you made in the lesson. I left room for you to name up to 4 of the factors. You have to address a minimum of 2.

75. 1.Curiosity 2.Control 3.Success 4.Relevancy 5.Fun 6.Speed 7.Variety 8.Mistakes

76. So under “B” you will identify… 2, 3 or 4 of the 8 factors

77. C. Describe the actions you took related to the 2, 3 or 4 factors you were addressing. For example…If one of the factors you were using was addressing fun and the lesson was a review. You could use the fly swatter game.

78. Here is an example of what one teacher wrote related to questions B and C… B. Factors of Engagement Used: Curiosity Control

79. C. Specific actions taken: I decided that for this lesson, I could do more to raise the students’ level of curiosity. Instead of supplying students with a leaf and a clod of dirt to make observations of, I told them that I would take them somewhere special if they could do their preliminary work and behave like good scientists.

80. Well, sure enough, they did. When the time came, I took the students outside to a garden they are normally not allowed to step foot in. Here I allowed them to wander about and choose whatever they wanted to observe, using their 5 (4) senses. They were not limited to 2 objects, as before. Their excitement was glorious as students pranced throughout the garden, RESPECTFULLY inspecting flowers, insects, vegetables, rain droplets and even the clouds above!

81. I gave students more control over their learning and the data sheets they generated with CARE and ATTENTION actually turned out quite detailed. They absolutely learned more as a result of my attention to the Engagement Factors of curiosity and control and the revisions I made to my lesson.

82. Turn to page #13 in your Portfolios.

84. D. What criteria will you use to evaluate the effectiveness of your actions. Come up with 3!

85. Criteria… -Participation -Volunteering -Behavior…less time reminding them to stay on task -Less referrals to the office -Grades -Attendance -Turning in homework

86. -Respect for other people’s property and things -Quality of work -Any of the GLO’s

87. In the example of the teacher who took their students out to the garden, they could have used… Quality producer Behavior Participation Community Contributor

88. E. Evaluation of the actions you took. Did they work…did they not work? How well did they work? Would you take this actions again in different lessons? How did it improve student engagement? Or didn’t it improve student engagement?

89. Relate it back to the criteria you identified in part “D.” Please put some thought into this. The reviewer is not looking for you to say it worked or didn’t work, but rather that you provided a clear and detailed evaluation of your actions.

90. Turn to page #14 in your Portfolios.

92. Another mistake on Joe’s part here! On the Requirements page it states… F. Student evidence from 2 students for each lesson to reflect and support your evaluation.

93. But on page #14 it states… F: Collect 2 pieces of student work from the same student. One from them before you take your action (“A” Pre…this establishes a baseline) and one from them after you have taken your action (“B” Post). This will allow you to evaluate the impact the action had in impacting their performance in your classroom

94. What is written on page #14 is wrong. The reviewer will be looking for the evidence we asked for on the “Requirements Sheet,” page #1.

95. Similar to the other mistake Joe made…the reviewer will be going off what was asked for on the requirements page. Page #2.

96. So collect two pieces of evidence from 2 DIFFERENT STUDENTS for this part of the Portfolio. As you collect student evidence…I would have you collect evidence from students that is representative of the overall effectiveness of the actions you took.

97. By that I mean… If the actions were effective with the majority of the class…provide student evidence that reflects that effectiveness. -Homework samples from a student who previously hadn’t turned in much homework.

98. Good test scores from a student who previously hadn’t scored very well on tests. A picture of product a student produced that is of much better quality than their products in the past.

99. Given that you will collect 2 pieces of student evidence for each of the 4 actions, you will be providing a total of 8 pieces of student evidence. You will be completing a caption for each piece of student evidence.

100. So for the actions you took creating or modifying lesson #1…You will put that student evidence behind page #14 Captions… What is this document… It is a homework assignment, test results, paper, project, etc.

101. Why is this evidence… This is evidence because it shows the level of work this student produced on this assignment after I changed the lesson to include….

102. What is this evidence of… A student meeting the GLO of “quality producer” as this was significantly better work than they have produced in the past. Their previous work never came up to this level of quality.

103. We do not have control over the “Caption” questions. We would have written different questions, but we have to use the ones the PDE3 office requires.

104. We are going to have you share one of your new/modified activities with the people at your table. Again, this will give you the opportunity to see how other teachers addressed this section of the Portfolio and examples of the student evidence they collected.

105. Questions….be sure you don’t leave here today with any doubts about what you need to do for the Portfolio. I will stay as long as necessary to answer any questions you might have.

106. Again, the Portfolio is due November 17 th. We have to turn in all the grades at one time, so if yours is late, you are holding up the credit for everyone in the class. Since this credit might mean a salary increase for some of you in here, we don’t want anything holding up your raise.

107. If you have a problem completing the Portfolio, know that you can use the credit ($185) for any future class we teach. That credit will never expire.

108. Mahalo for Supporting our Classes!!!!!