1. Engaged Learning Jennifer Glasheen Director of Teaching, Learning and Assessment South East Education Cooperative (SEEC)
Bell Work:
Make a list of all of the strategies you have used this week to engage students in their learning.
Whip around the room

2. Essential Questions:
How do I create an environment in which my students are actively engaged in the learning?
How do I know my students are engaged?
How do I seamlessly incorporate active strategies into my classes?

3. Our Learning Targets Today
To create a definition of “student
engagement”
To explore a variety of strategies that increase student engagement and achievement
To identify ways these strategies can be implemented into my classes

4. Think – Ink – Link Define Student Engagement Stopwatch
Think (30 sec) about your definition of student engagement – what is it? what does it look like/ sound like? What are students doing saying? Teachers?
Ink (1 minute) – Write your definition in as much detail as possible on the graphic organizer
Link – Stand up, hands up, pair up, share
Determine partner A and partner B
Stopwatch
Make eye contact across the room with someone and share your thoughts.

5. With a Partner: Partner A: Share definition
My definition of student engagement is _____.
Partner B: Summarize and respond
What I heard you say was _____ and I ____.
agree because…
respectfully disagree because ….
Agree and would add (ideas from your definition)…

6. Active learning is
an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting.
In other words Through being active.

7. Engagement:
The observable evidence of a learner’s interest and active involvement in all lesson content and related tasks, with clearly articulated “evidence checks” of concrete, productive responses to instruction. It is “Visible Learning.”
Kevin Feldman
A definition, what does it look like?

8. Academic Engagement at its Core is the Quantity and Quality of Students:
Saying – Oral Language
Writing – Written Language
Doing – pointing, touching, demonstrating, etc.

9. 4 Key Attributes of Meaningful Student Engagement:
NOT a Choice – it’s how we play the game
Observable – you can see it
Requires Student Action (saying, writing, doing)
Intentional – not by chance. Teachers “make it happen” by design - Structure

10. Why Active Engagement? Increased academic achievement
Increased on-task behavior
Decreased behavioral challenges

11. Everyone
Does
Everything

12. Little known fact: 20% of the students are doing 80% of the responding
AGREE???

13. Teacher Talk
In a traditional classroom, teachers talk about 80% of the time (some over 90%!!)
Assuming a 50 minute class period
Teacher talk =40 minutes
Student interaction = 10 minutes
30 students in a class
20 seconds or less per student!

14. With a Partner:
Share what you think are the 3 most salient points of the first minutes of our session
Most years in education – go first!

15. 2-10 Rule
No more than 10 minutes goes by without students saying, writing, doing – making meaning of the learning
Research - based
He who talks is also doing the learning!

16. Anita L. Archer, Ph.D.
Author and Consultant Explicit Instruction: Effective and Efficient Teaching, NY: Guilford Publications

17. Using the Frayer Diagram
Your definition of Active Engagement
Partners – match fingers
Shorter fingers – watch what teacher is doing
Longer fingers – watch what students are doing
3. Be mindful of “Missed opportunities”

18. With your partner, share
4 minutes Any missed opportunities you can identify?

19. Good practices Vocabulary review
Listing critical attributes with definition
Monitored responses with slates, everyone accountable
Prompted students to explain responses
Examples/non-examples
Promoted use of vocabulary
Proximity
Some that were suggested

20. Active engagement strategies
Use of responses slates – held everyone accountable
Partners – assigned roles
Randomly checked for understanding
Examples to verify understanding
Dr. Arch created a “no chill zone”

21. Missed opportunities
Sometimes Dr. Archer retaught before requesting a response – students didn’t have to think and retrieve the information
Did she really know if they “got it”

22. Who can tell me ?

23. Just say no to hand raising!

24. Engagement Strategies
Read article by Dr. Kevin Feldman – paragraph 1
Mark the two most important points FOR YOU
Stand up – new partner – B go first; A go second
Digging deeper – 10 minutes – review several strategies
A shorter station might give teachers an opportunity to stand and stretch or for a quick bathroom break.

25. Precision Partnering
Classroom seating arrangement conducive to partnering
Clock partners – some pre-arranged, some
chosen
As a rule of thumb, don’t put high students with low students in terms of academic competence
Rank students highest to lowest (1,2, , 29, 30)
1 with with 18
2 with with 30
Have you noticed?

26. Assign two “floaters” or “pinch hitters”
Reliable, flexible, friendly and socially competent students
Floaters replace missing partner
Becomes another “2” in structured partner activities
Practice SLANT strategy (Anita Archer)

28. Precision Partners
If a listener doesn’t have a job, they probably won’t listen!
Quick write: Think of all of the strategies we’ve used today in this session and write them down.

29. Give one, Get One Make a Give One, Get One Sheet .
Write down 4 strategies that you might try in your class in the next week
Stand up and exchange one idea with someone and then write their idea on your page.
Switch partners and Continue until your page is full.
Explain Give and Get
If time permits… have participants get up and do activity.
Also, use Framing the learning for self assessment o
Or Rate yourself and groups

30. Resources: www.centeroninstruction.org www.scoe.org/reading
Anita Archer, Ph. D.
Dr. Kevin Feldman, Ph. D.

31. How well we teach = How well they learn - Anita Archer How well WE Structure = How Engaged THEY are We haven’t taught until They have Learned! - John Wooden Make your classroom a “NO CHILL ZONE” - Dr. Kevin Feldman