1. WELCOME DQ5: ENGAGING STUDENTS
Please sign in and collect materials. (Choose 3 colored sheets of paper.)
Sit 3 to a table.
Fold all three colored sheets of paper in half hamburger style (Do NOT tear.)
Complete the bell work activity provided at your table on a half sheet of colored paper.
BEV PERRAULT
DONNA HUNZIKER

2. Please sit 3 to a table and complete your
WELCOME
DQ5: ENGAGING STUDENTS
Please sit 3 to a table and complete your
Bell Work Activity

3. Wow! 4 Minutes My students were really engaged in this lesson!
Bell Work
Wow! Minutes My students were really engaged in this lesson!
Fold your colored sheet of paper in half. (Do NOT tear.)
On a half sheet, write about a time when your students were highly engaged in learning.
Underline or highlight the elements of the lesson and environment that resulted in this high level of engagement.

4. It’s Okay to have Fun! Suffering is Optional.
GROUP NORMS
Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking s to Breaks; Focus on Instructional Model and not Evaluation Process
Collaborate in Group Work
Take Responsibility for Engaging in Learning and Continuous Growth
It’s Okay to have Fun! Suffering is Optional.

5. Resources on Web page
Select Instructional Model and Evaluation under Departments.
PowerPoint Presentations, along with district PD schedule, are found under the Learning Opportunities tab.
Additional information may be found under the Teacher Resources tab.
You are welcome use an electronic device to open this presentation from our webpage.

6. GOAL
The participant will be able to use strategies to effectively engage students in learning.

7. Academic Journal
Fold three sheets of colored paper in half hamburger style.
Select two sheets and along the fold, cut one inch from the top and the bottom.
Third Sheet: From one inch in from top and bottom, cut along the fold. (Do not cut to the edges.)
Thread the first set of two sheets through the center cut of the third sheet.

8. WHAT WILL I DO TO HELP ENGAGE STUDENTS?
Planning for DQ5
Label the cover of your academic journal:
DESIGN QUESTION 5
WHAT WILL I DO TO HELP ENGAGE STUDENTS?
Label the back of your academic journal:
RESOURCES

10. “Researchers agree that engaged students learn more, retain more, and enjoy learning activities more than students who are not engaged.” -Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”

11. Questions of Engagement
How do I feel?
Am I interested?
Is this important?
Can I do this?
- Marzano

12. Table Discussion
In your journal, create a graphic organizer about your engaging lesson. (3 minutes)
Identify the elements and environment that increased engagement.
Share your graphic organizer at your table. (1 minute each person)

13. 31. Providing Opportunities for Students to Appropriately Talk about Themselves
The teacher provides students with opportunities to relate what is being addressed in class to their personal interests
Teacher Evidence
 Teacher is aware of student interests and makes connections between these interests and class content
Teacher structures activities that ask students to make connections between the content and their personal interests
When students are explaining how content relates to their personal interests, the teacher appears encouraging and interested
Relate the teacher and student evidence to the activity that participants just completed.
Explain REVISED SCALE on which ever slide is the first protocol minutes

14. 31. Providing Opportunities for Students to Appropriately Talk about Themselves
The teacher provides students with opportunities to relate what is being addressed in class to their personal interests
Student Evidence
 Students engage in activities that require them to make connections between their personal interests and the content
 When asked, students explain how making connections between content and their personal interests engages them and helps them better understand the content

15. Self-motivation
Comes from a desire to achieve understanding for the enjoyment of learning or to accomplish a personal goal, rather than for a reward or incentive
Intrinsically motivated students tend to access more of their previous learning and creativity in new learning experiences
Extrinsically motivated students tend to retain less and show a weaker commitment to learning
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”

16. Students are motivated to engage when…
Motivation
See Value in
the Learning
Believe They
Can Learn It
Can make an Emotional/Personal
Link to the Content/Process
(Relate to Prior Knowledge/Experiences)

17. Understanding Engagement is not…
Rocket science!
Nuclear physics!

18. But it is critical to learning… following are some basic concepts!

19. 29. Demonstrating Intensity and Enthusiasm
The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.
Teacher Evidence
 Teacher describes personal experiences that relate to the content
 Teacher signals excitement for content by:
Physical gestures
Voice tone
Dramatization of information
Teacher overtly adjusts energy level

20. 29. Demonstrating Intensity and Enthusiasm
The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.
Student Evidence
 When asked, students say that the teacher “likes the content” and “likes teaching”
 Students’ attention levels increase when the teacher demonstrates enthusiasm and intensity for the content

21. Teacher Passion

22. 36. Acknowledging Students’ Interests and Backgrounds
The teacher uses students’ interests and background to produce a climate of acceptance and community
Teacher Evidence
Teacher has side discussions with students about events in their lives
Teacher has discussions with students about topics in which they are interested
Teacher builds student interests into lessons
Student Evidence
When asked, students describe the teacher as someone who knows them and/or is interested in them
Students respond when teacher demonstrates understanding of their interests and background
When asked students say they feel accepted

23. Learning Relationships
“Students show increased effort in classroom activities when teachers take an interest in students as individuals, get to know them by name, and talk to them not only in the classroom but during other activities in the school as well.”
-Dr. Richard Jones, “Strengthening Student Engagement,” 2008

24. 32. Presenting Unusual or Intriguing Information
The teacher uses unusual or intriguing information about the content in a manner that enhances student engagement.
Teacher Evidence
Teacher systematically provides interesting facts and details about the content
Teacher encourages students to identify interesting information about the content
Teacher engages students in activities like “Believe it or not” about the content
Teacher uses guest speakers to provide unusual information about the content

25. 32. Presenting Unusual or Intriguing Information
The teacher uses unusual or intriguing information about the content in a manner that enhances student engagement.
Student Evidence
Students’ attention increases when unusual information is presented about the content
When asked, students explain how the unusual information makes them more interested in the content

26. Intriguing Picture Activity
I’m in the Pic!
Intriguing Picture Activity
On a page in your academic journal, label your sheet with the following underlined words/phrases:
1) What facts & details do I notice?
2) 5 Senses: What do I taste, hear, see, touch, smell?
3) What questions/ideas do I have when I view this picture?
4) Class Application: How can I use this type of activity with my students?

27. 3.5 Minutes
Photograph used with permission.
– Daniela White Images
While viewing the photograph, complete each section of your graphic organizer.

28. Round Robin
5 Minutes
1st participant shares a single fact or detail from section 1.
Rotate clockwise for each participant to share a single fact or detail from section 1, not shared by another team member.
Participants may add to graphic organizers as the team shares.
Repeat for Sections (Share only one item from each section.)

29. Share your ideas and borrow someone's ideas!
Random Response
Photograph used with permission.
– Daniela White Images
Share your ideas and borrow someone's ideas!

30. Student Feedback: What kind of work do you find engaging
Student Feedback: What kind of work do you find engaging? What kind of work do you hate?
Students stated that the most engaging work “allowed for creativity, sparked curiosity, provided an opportunity to work with others, and provided a feeling of success.”
Students responded that they hated work that was “repetitive, required no thought, or was forced upon them.”
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”

31. Working on the Work
Schlechty is credited with the “Working on the Work” theory.
When teachers work on the quality of the work, student engagement will increase.
Increased engagement will result in increased academic performance as students work harder to achieve desired results.
This is known as the “WOW” framework
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the Literature”

32. Read & Reflect Response Cards
Activity
15 Minutes
Read & Reflect Response Cards
Number your whiteboard 1-4.
Read “Schlechty Center on Engagement.”
Whoever has the red plate, draw a question card; read the question aloud and think about your answer. Verbally answer the question using evidence from the text. Participants with blue plates should agree, add on, or disagree and tell why.
Every participant records answer on plate. (both red & blue plates)
Rotate plates clockwise one person.
Repeat.

33. Explain using evidence from the text.
Question #1
“I need to get at least 92% on this assignment to get straight A’s this semester. Then my GPA will be & I’ll be in the top 10 of my graduating class.”
This is an example of
Cognitive Engagement
Strategic Compliance
Ritual Compliance
Rebellion
Explain using evidence from the text.

34. Explain using evidence from the text.
Question #2
What distinguishes strategic compliance from ritual compliance?
Explain using evidence from the text.

35. Explain using evidence from the text.
Question #3
What is the impact to learning when a student is cognitively engaged rather than compliant?
Explain using evidence from the text.

36. Explain using evidence from the text.
Question #4
How might you move a student from Retreatism to Cognitively Engaged?
Explain using evidence from the text.

37. Schlechty
“The tasks students are assigned and the activities students are encouraged to undertake are clearly linked in the minds of the teacher and the students to problems, issues, products, performances, and exhibitions about which the students care and upon which students place value.”
-Schlechty, Shaking Up the Schoolhouse 2001, p. 113

38. Reflect
In your academic journal, write about student engagement reflecting on what you learned from the Schlechty Article. Add notes on how you might use the “Read & Reflect Response Cards” activity and white boards (plastic plates) in your classroom.
4 Minutes

39. Teacher Actions
“Teachers can foster an environment conducive to student engagement by practicing small, seemingly unimportant activities: greeting students at the door, making eye contact, allowing enough “wait” time when expecting a student to answer a question before moving on to another student, dignifying wrong responses, repeating a question, or giving hints that will encourage students to try again.”
-Marzano, A Different Kind of Classroom, 1992

40. Managing Response Rates
Jigsaw Activity
Managing Response Rates
35 Minutes
Participants leave their “home” group and meet in “expert” groups.
Read, Discuss & Plan – 20 minutes Individually read provided article. Expert groups discuss the content and plan how to present the information to the whole group.
Presentation – 5 minutes or less each Each Expert Group will present examples of the assigned questioning techniques.

41. Group Presentations Jigsaw Activity 5 Minutes each
During each presentation record information about Managing Response Rates in your academic. Include note on how you might use these strategies with your students.

42. 26. Managing Response Rates
The teacher uses response rate techniques to maintain student engagement in questions.
Teacher Evidence
 Teacher uses wait time
 Teacher uses response cards
 Teacher has students use hand signals to respond to questions
 Teacher uses choral response
 Teacher uses technology to keep track of students’ responses
Teacher uses response chaining
Student Evidence
 Multiple students or the entire class responds to questions posed by the teacher
 When asked, students can describe their thinking about specific questions posed by the teacher

43. 27. Using Physical Movement
The teacher uses physical movement to maintain student engagement.
Teacher Evidence
 Teacher has students stand up and stretch or related activities when their energy is low
Teacher uses activities that require students to physically move to respond do questions
Vote with your feet
Go to the part of the room that represents the answer you agree with
 Teacher has students physically act out or model content to increase energy and engagement
 Teacher use give-one-get one activities that require students to move about the room

44. 27. Using Physical Movement
The teacher uses physical movement to maintain student engagement.
Student Evidence
 Students engage in the physical activities designed by the teacher
When asked, students can explain how the physical movement keeps their interest and helps them learn

45. 24. Noticing & Reacting When Students are Not Engaged
The teacher scans the room making note of when students are not engaged and takes overt action.
Teacher Evidence
 Teacher notices when specific students or groups of students are not engaged
 Teacher notices when the energy level in the room is low
Teacher takes action to re-engage students
Student Evidence
 Students appear aware of the fact that the teacher is taking note of their level of engagement
 Students try to increase their level of engagement when prompted
 When asked, students explain that the teacher expects high levels of engagement

46. 25. Using Academic Games
The teacher uses academic games and inconsequential competition to maintain student engagement.
Teacher Evidence
 Teacher uses structured games such as Jeopardy!, family feud, and the like
Teacher develops impromptu games such as making a game out of which answer might be correct for a given question
Teacher uses friendly competition along with classroom games
Student Evidence
 Students engage in the games with some enthusiasm
 When asked, students can explain how the games keep their interest and help them learn or remember content

47. Talk a Mile a Minute Game
Modeling the Game
Talk a Mile a Minute Game
Project a subject with a list of related vocabulary.
Participants are in pairs. Participant A will face the screen and Participant B will have his/her back to the screen.
While facing the screen, Participant A describe each word on the list by giving clues. Clues may not include any of the words or the subject.
Participant B will guess individual vocabulary words and will name the general subject.
Vocabulary may be skipped and returned to later.
We need two volunteers to model this game.

48. Subject: Types of Animals
“Talk a Mile a Minute”
Subject: Types of Animals
Mammal Reptile Amphibian Bird Insect Fish Spider

49. Partner A is closest to the ceiling!
“Talk a Mile a Minute”
You have 15 seconds to find a partner who is not at your table.
Partner A is closest to the ceiling!
Round 1
Partner A faces screen & gives clues.
Partner B has back to screen and responds to clues.

50. Subject: Abraham Lincoln
“Talk a Mile a Minute”
Subject: Abraham Lincoln
Civil War President Emancipation Proclamation Gettysburg Address Assassination John Wilkes Booth Ford’s Theater

51. (Partner A is closest to the ceiling!)
“Talk a Mile a Minute”
Round 2 – Exchange Roles
Partner B faces screen & gives clues.
Partner A has back to screen and responds to clues.
(Partner A is closest to the ceiling!)

52. Subject: Engaging Students
“Talk a Mile a Minute”
Subject: Engaging Students
Noticing and Reacting When Students are Not Engaged Using Academic Games Managing Response Rates Using Physical Movement Maintaining a Lively Pace Demonstrating Intensity and Enthusiasm Presenting Unusual or Intriguing Information

53. Classroom Application
Reflect
Classroom Application
Return to your tables.
Discuss how you can use the “Talk a Mile a Minute” game in your classroom? – 3 minutes
Reflect in your Journal. – 2 min.

54. 28. Maintaining a Lively Pace
The teacher uses pacing techniques to maintain students’ engagement.
Teacher Evidence
 Teacher employs crisp transitions from one activity to another
Teacher alters pace appropriately (i.e. speeds up and slows down)
Student Evidence
 Students quickly adapt to transitions and re-engage when a new activity is begun
 When asked about the pace of the class, students describe it as not too fast or not too slow

55. 30. Using Friendly Controversy Among Students (team talk)*
The teacher uses friendly controversy techniques to maintain student engagement.
Teacher Evidence
 Teacher structures mini-debates about the content
Teacher has students examine multiple perspectives and opinions about the content
Teacher elicits different opinions on content from members of the class

56. 30. Using Friendly Controversy Among Students (team talk)*
The teacher uses friendly controversy techniques to maintain student engagement.
Student Evidence
 Students engage in friendly controversy activities with enhanced engagement
When asked, students describe friendly controversy activities as “stimulating,” “fun,” and so on
When asked, students explain how a friendly controversy activity helped them better understand the content

57. In which instructional method is cognitive engagement the highest?
Is the Learning Active/Passive?
Engagement
Rank
Laboratory (Hands-on work)
Group work
Presentation (creating/making)
Individualized (seat) work
Class discussions (whole group T-led)
Teacher lecture 1
Active for all 2
Active for all 3
Active for all 4
Passive for all 5
Passive for most 6
Passive for all
Sources: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000); Valentine (NSDC Conference (December, 2010)

58. Engagement and Instructional Methods
When compared to teacher lecture learning experiences, the odds that students will be cognitively engaged are:
125% higher during group learning experiences
115% higher during a laboratory learning experiences
90% higher during class presentation learning experiences
70% higher during individualized learning experiences
Source: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000)

59. Classroom Application
Reflect
Classroom Application
Reflect in your Journal on what elements create cognitive engaging activities. – 3 minutes
Identify one strategy that you will implement in the next week.

60. Take responsibility for student engagement practices.
Learning Log
Take responsibility for student engagement practices.
“It is primarily the teacher’s responsibility to engage the students, as opposed to the teacher expecting students to come to class naturally and automatically engaged.”
-Dr. Richard Jones, “Strengthening Student Engagement,” 2008

61. The five elements are important in planning for engaging activities based on Standards-Based Content. With Common Core standards and new assessment of standards, effective teaching strategies will enhance student engagement.