1. Concorde In-Service June 24, 2014 Increasing Student Involvement

2. Talents of your team “pick a card” Step 1 Step 2 Step 3 Step 4

3. Reading Game Ok, not really a game… Move to sit with other group members ( readings are numbered) Designate roles “play the game”

4. Optimal learning Learning is optimized when students are actively engaged in learning. Research on teaching and learning shows that most of us remember: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what we have discussed with others 80% of what we have experienced personally 95% of what we teach someone else

5. What happens in class? Acquisition of information/knowledge Application of information/knowledge Demonstration of understanding/knowledge Highlight your syllabus, use a different color for each of the different types of tasks

6. Acquisition What are ways that students acquire information in your class? teacher driven—lecture, video… Student driven—read text,

7. Application In what ways do students apply information in your class? Teacher driven—tests, quizzes, Student driven--

8. Demonstration In what ways do students demonstrate understanding in your classroom? Teacher driven— Student driven--

9. Involvement Strategies Benefits – Students stay on task – Students retain more of their learning – Other

10. Types of Involvement Strategies Those that elicit independent thinking Those that elicit collaborative thinking Students will be more motivated to learn if they are actively engaged in the learning process

11. Anticipatory Set aka Icebreaker aka warm-up relates to the objective of the lesson Sometimes harder to do, but effective Interesting and relevant to students’ lives Often more team building in nature—easier to develop Brief (3-5 minutes) Discuss with a couple around you ones you have used

12. Independent thinking Whip around, pass option Teacher poses a ? …each student given the opportunity to either provide a response or pass to next student Question, all write teacher poses a ?...students write a response

13. Independent cont. Voting teacher poses a ?...students raise hands at will. Questions can relate prior knowledge or check understanding of topic being discussed Choral work students repeat or supply information aloud in unison

14. Independent cont. Make a prediction teacher asks students to make a prediction at the beginning or a lesson or at a strategic point in a lesson Nonverbal techniques respond by raising hand, thumbs up or down, word or number cards, pointing to something Stand up if you agree/disagree Values line/horseshoe…teacher makes statement, students place themselves on the line according to their opinions

15. Independent cont. Pass the Q& A teacher presents a question and gives the answer. Then he or she turns to one student and asks the same question. Student gives the answer and in turn asks another student the same question. Keep asking and answering until all have responded. Outcome sentences used after the learning…give a sentence starter for each to finish either verbally or in writing “I learned… “I rediscovered… “I am beginning to wonder.. “ I feel.. Sometimes called ticket out. Could also be the beginning of a new session as review

16. Collaborative involvement Sharing Pair student thinks first alone then share with partner…can also be triads “I say” review Students pair up to explain to each other what they understand about a concept or thing

17. Collaborative cont. Roundtable teacher distributes a response sheet to each member of the group, with each sheet posing a different question, problem or idea. Students write a response on the sheet they’ve been given, then pass it on. Can also just pass along the same questions for each to respond with his or her own answer.

18. Nature of group work Work that could be done independently but choose to have students work together Work that each member’s contribution add to the whole

19. Group Activities Using group activities can be one of the best ways to involve students in learning. Here are some guidelines for effective groups: Give clear directions for the group before students start moving into the groups. Set a definite time limit for the group. Most discussion groups should be around 5-7 minutes. Remember the task expands to fit the time available.

20. Group cont. Establish a quota of what is to be accomplished. Challenge the group to come up with 10 ideas in 5-7 minutes. Get students into groups quickly and have a method for getting students into groups. There are many ways to get students into groups. – Each row is a group – Count off as in sports teams – Have group assignments for the week, month or semester.

21. Strategies for group work To get all students involved, make sure every group member has a role to play. Here are some examples of roles: – Reporter: Reports best ideas of group. – Leader: Keeps the group on task – Note Taker: Takes notes – Time Keeper: Makes sure the group finishes on time – Discussion Leader: Get all members of the group to participate – Writer: Writes the best ideas on the board

22. Finding a Partner/creating groups Find a partner who: Was born in the same month as you Has the same shoe size ALSO: Use a deck of cards (may want to stack the deck sometimes) Numbered handouts Clock Partners Other options

23. Cautions Sometimes not all students work well together Pay attention to groups while they are working so you have a sense of how each member is participating Think of ways to be “fair” in grading work done in groups

24. Finally We know that good teaching requires variety Look for ways to incorporate group work into your classroom (steal from each other) If you are bored, they probably are as well When deciding on the best way for students acquire information, remember “The brain can only absorb what the bottom can endure”