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1 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Engaging Student Learners

2 Professional Development to Practice Handouts  Critical Design Qualities of Student Work  Student Engagement Graphic Organizer  Minds on Fire (Kathleen Cushman)  Student Survey (Grant Wiggins)  Growth Guides and Growth Guide Organizer  Practice Profile, Fidelity Checklist, Action Plan

3 Professional Development to Practice Purpose and Content  Learning Objective:  Learn to recognize, plan, and apply high student engagement practices, strategies, and techniques for all learning, regardless of grade level or content area.  Expectations for the training:  Participants will be able to observe and describe the learning conditions that promote engagement.  Participants will be able to select and incorporate effective unit and lesson design qualities.

4 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Engaging Student Learners Effect Size and Connection to Missouri Teaching Standards

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6 Professional Development to Practice Will come from extension from previous slide

7 Professional Development to Practice Hattie Effect Size Hold

8 Professional Development to Practice Connection to Missouri Teaching Standards  Standard 1, Quality Indicator 2: Engaging Students in Subject Matter  Standard 4, Quality Indicator 1: Instructional Strategies Leading to Student Engagement in Problem Solving and Critical Thinking  Standard 4, Quality Indicator 2: Appropriate Use of Instructional Resources to Enhance Student Learning  Standard 5, Quality Indicator 1: Classroom Management, Motivation, and Engagement

9 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Opening & Introductions

10 Professional Development to Practice Session-at-a-Glance  Definition and Clarification of Student Engagement Practice  Hattie Effect Size  Identifying the qualities and conditions of engagement  Application of qualities of engagement to a lesson  Self-Assessment and Reflection  Summarize and Organize

11 Professional Development to Practice Norms  Begin and end on time.  Be an engaged participant.  Be an active listener—open to new ideas.  Use notes for sidebar conversations.  Use electronics respectfully.

12 Professional Development to Practice Essential Question  What does it mean to be a highly engaged student?

13 Professional Development to Practice Guiding Questions  What are some components of high student engagement?  What actions, practices, strategies, and techniques promote high engagement for all learners?  How do I assess my lessons and units for engaging qualities?

14 Professional Development to Practice Purpose and Content  Purpose: Learn to plan and apply high student engagement strategies for all learning, regardless of grade level or content area.  Content: Session at-a-glance; Introductions; Guiding questions; Norms; Pre-assessment, Planning for engagement, Implementing high engagement strategies, and reflecting on engagement strategies used.

15 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Part One: Clarify the Terms “Motivation” and “Engagement”

16 Professional Development to Practice Thinking About Engagement  Create teams of 3 or 4, or table teams.  On a sticky note, answer the following questions solo:  Who was your favorite teacher?  Why was s/he your favorite? As a team, share your findings and note:  What characteristics do your favorites have in common?  Each team will share with the larger group.

17 Professional Development to Practice Motivation and Engagement  We often hear people say, “This student is not engaged in the classroom. S/he is just not motivated.”  These terms used interchangeably, but the definitions are NOT the same.  Our goal is to create units and lessons that contain engaging qualities, thus motivating our students.

18 Professional Development to Practice Definition of Motivation  Researchers who have struggled with questions of what motivates students generally recognize two major types of motivation: intrinsic and extrinsic. Intrinsic motivation is the desire to do or achieve something because one truly wants to and takes pleasure or sees value in doing so. Extrinsic motivation is the desire to do or achieve something not for the enjoyment of the thing itself, but because doing so leads to a certain result. Pintrich, 2003

19 Professional Development to Practice Trying a “Rewards System” to Motivate Students  “Teachers and parents alike have tried some system.  Pizza parties, charts with stars, candy, ribbons…  While there may be an initial increase in desired behavior, in most cases, these attempts to buy performance don’t last long.” Steve Gardiner, 2014

20 Professional Development to Practice The Cycle of Rewards  “Similar to an addiction, the rewards must get larger and larger in order to get the same result.”  “…the only motivation most students get from rewards is the motivation to get more rewards.” Steve Gardiner, 2014

21 Professional Development to Practice A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids. They just aren’t motivated.

22 Professional Development to Practice Understanding Motivation: Center of Gravity Summary  Move into teams.  Read the assigned section of “Minds on Fire” by Kathleen Cushman.  Complete a “Center of Gravity” summary by recording on chart paper to share aloud:  The most important paragraph  The most important sentence  The most important word  The connection between motivation and mastery learning

23 Professional Development to Practice Connecting Meanings  If “engagement” includes emotional involvement and commitment, reflect on why Cushman suggests “analyzing our instructional practice with motivation in mind”. (p. 43, first column)  Consider Cushman’s anecdotal evidence.

24 Professional Development to Practice John Hattie’s Findings  “No manner of school reform will be successful until we first face and resolve the engagement problem–  Too many students are ‘physically present but psychologically absent’.  Students can be easily confused.  Many are bored.  Students spend 85% of their time listening to a teacher talking”.

25 Professional Development to Practice To Increase Engagement in Learning, Students Need…  better indicators of success,  more challenging material,  higher expectations, and  more ways to orient toward success in school.

26 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Part 2: Defining Engagement

27 Professional Development to Practice Definition of Engagement In education, student engagement refers to the degree of attention, curiosity, interest, value, and perseverance that students show when they are learning or being taught. This extends to the motivational level and commitment of students to learn, progress, and persist in their learning.

28 Professional Development to Practice Components of Engagement  The student is attentive; he/she pays attention to and focuses on the tasks associated with the work being done.  The student is committed (without the promise of extrinsic rewards or the threat of negative consequence).  The student is persistent. He/she sticks to the task even when it presents difficulty.  The student finds meaning and value in the tasks of the work. Phillip C. Schlechty (2011)

29 Professional Development to Practice Engaged students make a “….psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives.” Fred Newmann 1992

30 Professional Development to Practice Discussion: Research on Engagement  Teachers and students were asked two questions: 1. What kind of work do you find engaging?  Work that allowed for creativity, sparked curiosity, provided an opportunity to work with others, and produced a feeling of success. 2. What kind of work do you hate?  Work that was repetitive, required no thought, or was forced on them. Discuss: Consider what our favorite teachers did… Strong, Silver, and Robinson (1995)

31 Professional Development to Practice Teachers Can Heighten Student Engagement  What research tell us about student engagement:  Engagement is associated with student achievement.  Teachers can increase and decrease engagement, depending on classroom environment.  There are a variety of ways to evaluate student engagement. Parsons, Nuland, Parsons. 2014

32 Professional Development to Practice “Student Engagement is Malleable” “Student engagement is malleable, and teachers have the ability to design contexts and tasks that encourage or discourage student engagement. Teachers create an engaging environment by fostering cooperation, positiveness, and tasks that are authentic, collaborative, and challenging.” Parsons, Nuland, Parsons. 2014

33 Professional Development to Practice “ The core business of our schools is to ensure that every student, every day, is provided challenging, interesting, and satisfying work.” Phillip Schlechty

34 Professional Development to Practice How do I go about incorporating elements of engagement? What will a lesson look like? Sound like?

35 Professional Development to Practice Lesson Design Qualities Phillip Schlechty proposed a Framework for Lesson Design Qualities of Student Work 1. Design Qualities of Context These are required elements 2. Design Qualities of Choice Choose those appropriate for your students and lesson

36 Professional Development to Practice Understanding the Design Qualities  We will examine Schlechty’s design qualities that increase student engagement.  The qualities are divided into two groups:  Context  These are must-haves  Choice  These are nice-to-haves

37 Professional Development to Practice Schlechty’s Proposed Design Qualities of Context: Must-Haves Content and Substance Organization and Knowledge Clear and Compelling Product Standards Protection from Adverse Consequences

38 Professional Development to Practice Schlechty’s Design Qualities of Choice: Not All Must be Present Product Focus Affirmation of Performance Affiliation Novelty and Variety Choice Authenticity Lessons may contain a combination of these.

39 Professional Development to Practice Critical Design Qualities Jigsaw  After counting off and creating teams, read and summarize Schlechty’s Critical Design Qualities of Student Work in 9 words or less.  Record on a Sticky Note.  Be ready to share your summary with the group. Handout: Critical Design Qualities of Student Work

40 Professional Development to Practice The Design Qualities Enhance Student Engagement  “Student engagement refers to the degree of attention, curiosity, interest, value, and perseverance that students show when they are learning or being taught.”

41 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Part Three: Identifying and Checking For Engaging Qualities in Teacher Practice

42 Professional Development to Practice Purpose and Content  Purpose: Provide opportunity for learners to discuss what application in the classroom looks like.  Content: Applying learning from Schlechty: group discussion on what implementation looks like in a variety of contexts; applying the design qualities in a measureable, observable way. Creating a self-assessment instrument.

43 Professional Development to Practice Students Who Are Engaged…  learn at high levels and have a profound grasp of what they learn,  retain what they learn, and  can transfer what they learn to new contexts. Phillip Schlechty

44 Professional Development to Practice Students Who Are Strategically Compliant…  learn at high levels but have a superficial grasp of what they learn,  do not retain what they learn, and  usually cannot transfer what they learn from one context to another.

45 Professional Development to Practice Unpack “Strategically Compliant” and “Engaged”  With a shoulder partner, discuss what teachers will see and hear when students are engaged rather than just compliant. Jot your thoughts on a sticky note. EngagedCompliant

46 Professional Development to Practice Application  Using what you have learned about lesson design qualities for engagement and what one would expect to see and hear from engaged students, evaluate the Tiny House video, a building unit, by using the Student Engagement Graphic Organizer.  Does it contain the design concepts of context?  Does it contain design concepts of choice?  Does it exemplify an engaging lesson? Handout: Student Engagement Graphic Organizer

47 Professional Development to Practice Organizer for Evaluating the Critical Design Qualities Student Engagement Phillip Schlechty’s Design Qualities of Student Work: Context (Must be present) DefinitionClear and ApparentMissing or Unclear Content and Substance What is to be learned and the level of student interest in the subject or topic Organization of Knowledge How the work is organized— problem solving approach, discovery approach, didactic teaching—with consideration for learning styles that are assumed or are to be addressed Clear and Compelling Product Standards The extent to which students are clear about what they are to do, what the products they produce would look like, what standards will be applied to evaluate these products and their performances, and how much value students attach to the standards that are to be used; that is, do the students believe in the standards and see them as personally compelling? Protection from Adverse Consequences for Initial Failures Extent to which the task is designed so students feel free to try without fear that initial failures will bring them humiliation, implicit punishment, or negative sanctions DefinitionClear and ApparentMissing or Unclear Product Focus The opportunity to structure tasks and activities so that what students are to learn is linked to some product, performance, or exhibition to which the student attaches personal value. Affirmation of Performance The possibility of designing tasks and activities so that the performance of students is made visible to persons who are significant in their lives, as well as designing the work in ways that make it clear that the quality of the performance of the student has meaning and value to peers and others whose opinions the student values and cares about. Affiliation The possibility of designing tasks so that students are provided the opportunity to work with peers as well as with parents, outside experts, and other adults, including but not limited to the teacher. Novelty and Variety The possibility of providing students the opportunity to employ a wide range of media and approaches when engaged in the activities assigned and encouraged. Choice The possibility of designing tasks and activities so that students can exercise choice either in what they are to learn or how they go about learning that which it is required that they learn. AuthenticityThe possibility of linking learning tasks to things that are of real interest to the student, especially when the student is not interested in learning what adults have determined s/he needs to learn. Handout: Organizer of Schlechty’s Design Qualities

48 Professional Development to Practice Video from Teaching Channel  Tiny House  https://www.teachingchannel.org/videos/tiny- house-collaborative-project-hth https://www.teachingchannel.org/videos/tiny- house-collaborative-project-hth

49 Professional Development to Practice Engaging Students  Watch the next video. Once again, look for Schlechty’s Critical Design Elements.  This time, watch as a Critical Friend.  On an organizer, mark all the qualities you observed.  Compare your organizer with that of a table partner or team member.  What necessary elements were missing, if any? Handout: Student Engagement Graphic Organizer

50 Professional Development to Practice Video from Teaching Channel  “Keep it or Junk It”  https://www.teachingchannel.org/videos/stude nt-run-lesson https://www.teachingchannel.org/videos/stude nt-run-lesson

51 Professional Development to Practice Other choices…  https://www.teachingchannel.org/videos/show -and-tell-themes https://www.teachingchannel.org/videos/show -and-tell-themes  https://www.teachingchannel.org/videos/teac hing-geological-time https://www.teachingchannel.org/videos/teac hing-geological-time  https://www.teachingchannel.org/videos/real- world-math-examples https://www.teachingchannel.org/videos/real- world-math-examples  https://www.teachingchannel.org/videos/teac hing-through-legends https://www.teachingchannel.org/videos/teac hing-through-legends

52 Professional Development to Practice Checking a Lesson for Engaging Design Qualities  The goal is not to redesign each lesson, or to present an alternate plan for writing lessons.  The goal is to purposely incorporate qualities that will enhance and promote student engagement.  Then we can consider the degree of attention, curiosity, interest, value, and perseverance that students show when they are learning or being taught.

53 Professional Development to Practice Teachers Need to Evaluate Student Engagement  One means of assessment is observation:  Do students talk about their learning outside of class?  Can students handle mild frustration?  Do students have the strategies they need in order to persevere?  Do they participate in class discussions?  Are they enthusiastic?  Do they have a positive attitude?

54 Professional Development to Practice Reflection: Developing and Sustaining Student Engagement  Teachers should seek feedback from students as to the success of the teaching, providing criteria for younger or inexperienced student evaluators.  Teachers should then reflect on their own performance; how can lessons be changed in order to be more engaging?

55 Professional Development to Practice Sample Survey from Grant Wiggins  Examine a copy of Wiggins’ online student survey.  https://grantwiggins.files.wordpress.com/2014 /10/ae-student-survey pdf https://grantwiggins.files.wordpress.com/2014 /10/ae-student-survey pdf  What kinds of information would teachers receive? Handout: Wiggins Student Survey Instrument

56 Professional Development to Practice Constructing an Engagement Assessment Instrument  Consider your grade level and teaching goals.  With a colleague or team, create an end-of- unit Student Survey with no more than 4 questions: what questions would you ask students that would indicate students were engaged?  When time is called, each team will share one of their questions with the whole group.

57 Professional Development to Practice Grant Wiggins’ Blog: Shadowing a Student for 2 Days 0/a-veteran-teacher-turned-coach-shadows-2- students-for-2-days-a-sobering-lesson-learned/ What the teacher learned aligns with what Schlechty’s model suggests.

58 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Part 4: Enhancing Lessons and Units Using the Design Qualities of Engagement Robert J. Marzano, John Hattie, Doug Lemov

59 Professional Development to Practice Qualities that Help Increase Student Engagement  Our goal is to purposely incorporate design qualities that will enhance and promote student engagement.  DESE has provided a Growth Guide on its website to help educators as they review and develop lessons with engaging qualities.  The Growth Guides provide numerous strategies, techniques, and practices.

60 Professional Development to Practice  In teams, examine the contents of your folder containing Proven Practices. (or access electronically) The Standards are aligned with the Missouri Teaching Standards that focus on student engagement, problem solving and critical thinking, and classroom management Handouts: Folders with Proven Practices, and Growth Guide: Changing Practice Growth Guide Expert Groups: Connecting to the Missouri Teaching Standards

61 Professional Development to Practice Growth Guide Expert Groups  As a team, examine the growth guides for one designated Standard/Quality Indicator.  Complete the organizer by choosing one practice/technique/strategy from each researcher that you could implement to increase student engagement in your classroom.  Be ready to share with the whole group.

62 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Part 5: Assessment and Reflection

63 Professional Development to Practice Sharing Lessons that Worked!  What have you taught that started fires in the minds of students?  What expertise do you have to share?

64 Professional Development to Practice As a team, talk-- and then choose a lesson that a member has recently taught to use as an example.  Splash the lesson title, grade level, and main components in an attention-grabbing way on chart paper using markers, “graffiti style.” Post the lesson. Self-Assessment: Graffiti Wall and Alley Walk Activity

65 Professional Development to Practice LIVING WAX MUSEUM Research project Grade 11 Chose a well-known person That person challenged the status quo Made a positive impact on society Students researched person Found significant quotes Identified a “game changer” Wrote a script Internalized/memorized information Portrayed their person as a “was museum” character at local public library Performed for library patrons

66 Professional Development to Practice Alley Walk  When teams are finished, take an “Alley Walk” and, using colored markers, note and applaud appropriate design elements that increase student engagement. Use the Schlechty handout if needed.

67 Professional Development to Practice LIVING WAX MUSEUM Research project Grade 11 Chose a well-known person Person that challenged the status quo Made a positive impact on society Students researched person Found significant quotes Found a “game changer” Wrote a script Internalized/memorized information Portrayed that person as a “was museum” character at local public library Performed for library patrons Element of choice Authentic! Content Affirmation

68 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Part Six: Where Are You Going? Planning Next Steps

69 Professional Development to Practice Purpose and Content  Purpose: Provide opportunity for learners to outline their implementation steps and plans for follow-up coaching.  Content: Template for outlining implementation steps in personal teaching contexts and follow- up coaching; Additional resources for further learning

70 Professional Development to Practice Practice Profile

71 Professional Development to Practice Implementation Fidelity Engaging Student Learners PRACTICE: IMPLEMENTATION FIDELITY CHECKLIST Instructions: This checklist is designed for frequent checking on the fidelity of implementing the Student Engagement Practice. It is suggested that educators self-monitor their fidelity daily during early implementation. An on-site coach may also observe and use this form to record fidelity. Completed checklists can be discussed during coaching conversations. If the number of ‘Yes’ items is repeatedly fewer than four, (4), then coaching may be beneficial. Teacher…YesPartiallyNoIf partially or no, explain. 1 Includes design elements of Content and Substance, Organization of Knowledge, Clear and Compelling Product Standards, and Protection from Adverse Consequences for Initial Failures in lessons. 2Includes a design element of choice: Product Focus, Affirmation of Performance, Affiliation, Novelty and Variety, Choice, and Authenticity. 3Monitors students to observe that they are attentive, committed, persistent, and find meaning and value in tasks. 4Seeks end-of-unit student input and reflection on the qualities of engagement. 5Refers to the Growth Guide on the DESE website in order to include strategies and techniques to enhance student engagement. Total

72 Professional Development to Practice Exit Ticket: Next Steps  On a sticky note, please indicate  Today’s date  Your building  Your grade level team  Two ideas from today’s training that you will implement to increase student engagement

73 Professional Development to Practice Next Steps: Action=Results What steps will you take to start implementing?

74 Professional Development to Practice Resources for Practices, Strategies, and Techniques For research and proven practices with regard to implementing teaching standards in the see the following:  ProvenPracticesMarzano_0.pdf ProvenPracticesMarzano_0.pdf  ProvenPracticesHattie.pdf ProvenPracticesHattie.pdf  ProvenPracticesTLAC.pdf ProvenPracticesTLAC.pdf  https://grantwiggins.files.wordpress.com/2014/10/ae-student- survey pdf https://grantwiggins.files.wordpress.com/2014/10/ae-student- survey pdf

75 Professional Development to Practice Sources  Cushman, Kathleen. “Minds On Fire”. Educational Leadership. Dec. 2013/Jan  Dack, Hillary and Tomlinson, Carol Ann. Searching for the Irresistible. kappanmagazine.org. V95 N  Daniels, Kevin MSDC Conference presentation. Creating Conditions for the Highly Engaged Classroom and Student.  Gardiner, Steve. Stop the Pay, Stop the Play. Kappanmagazine.org V95 N8.  Missouri Department of Education Website. Growth Guide.  Parsons, Seth A.; Nuland, Leila Richey; Parsons, Allison Ward. The ABCs of Student Engagement. kappanmagazine.org V95 N8.  Schlechty, Phillip. Introduction to the Schlechty Center.  Wiggins, Grant. Blog. veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering- lesson-learned/ veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering- lesson-learned/

76 Professional Development to Practice Teacher Resources  For research and proven practices with regard to implementing teaching standards in the classroom, see the following:  ProvenPracticesMarzano_0.pdf ProvenPracticesMarzano_0.pdf  ProvenPracticesHattie.pdf ProvenPracticesHattie.pdf  ProvenPracticesTLAC.pdf ProvenPracticesTLAC.pdf  https://www.teachingchannel.org/videos?landing_page=General+Teacher +Videos+Landing+Page&gclid=CPyG6J73ur4CFVQFMgodQggAYw https://www.teachingchannel.org/videos?landing_page=General+Teacher +Videos+Landing+Page&gclid=CPyG6J73ur4CFVQFMgodQggAYw


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