Created a generation of passive learners Intervention classes Instructional time Evaluation system
“State of the Nation” Shared Responsibility for Literacy Unique to your content CCSS - Creating analytical, critical thinkers Danielson Evaluation Model Already using strategies in classrooms Refine current and discover new strategies that work best in your classroom
Barriers to Shifting Responsibility Content Experts! Knowledge doubles every 10 years Mile Wide and Inch Deep Don’t know how to handle struggling readers Confusing ability to read with their ability to think
Learning Targets From the Charlotte Danielson Framework Domain 3c: ● I can engage students in learning From the Illinois Professional Teaching Standards 4K: I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..
Become a Student! Practice note-taking Cornell Notes Today’s Topic: Student Engagement
Cornell Notetaking Dr. Pauk – Cornell University, Stanford, UCLA’s School of Engineering, most Law Schools, Requires students to review notes and think critically after learning has taken place
Strategy for teaching Cornell Note-taking S et up your page Draw your margins Label clearly T ake notes Use your best strategies A ctively listen, analyze, ask questions R eview, revise, reflect Look over notes and highlight, edit, annotate, or add info Write your questions and reflection
Five Fast Fixes 1. Prepare classroom routines 2. More time planning outside of class = less work in class 3. Plan to PREPARE TO LEARN - ENGAGE AND TRANSFORM INFORMATION – REFLECT ON LEARNING 4. Ask engaging, open-ended questions 5. The person doing the talking, reading, and writing is the one learning Prepare Classroom Routines: Consistency increases student involvement Vary within Routine Time Everything! More Time Planning: Get in the Weeds Work harder Outside of Class = Work less in class Plan Effectively: Prepare to Learn Engage and Transform Reflect on Learning Ask the Engaging, Open-ended Question: Confusing Abilitiy to Read WITH Ability to Think The person doing all the talking, reading, and writing in your classroom is the person doing all the learning!
Quote and Comment 1. “At one extreme, thinking is impossible without some information on the subject. At the other extreme, perfect information would make thinking unnecessary.” (Edward deBono) 2. “Many a man fails as an original thinker simply because his memory is too good.” (Nietzsche)
Possible Sentences Possible Sentences for Strengthening Student Engagement Name of Topic Word Box 1. engaging2. patterns3. discussion 4. curiosity5. relationships6. energy 7. SCORE8. model9. connect 10. strategy11. define12. persist _____ 1. ____________________________________________________ ____________________________________________________ _____________________________________________________ _____ 2. ____________________________________________________ ____________________________________________________
Concept Sorts Make them “meaty” - Content or 3-column – Biology example More than one acceptable way to sort – World History Example Sort more than one way – The Jungle Example
Prepare to Learn Strategies Quote and Comment Possible Sentences Anticipation Guides Concept Sorts THIEVES – Textbook Frontloading
Read from Different Perspectives The Boomer – Positive The Buster – Negative The Factoid – Important facts The Emotionalist – Evokes Feelings
“What If” Disruptions to the Nitrogen Cycle: What would happen to the nitrogen cycle if there were constant electrical storms over major portions of the earth? Disruptions to the Carbon Cycle: What would happen to the carbon cycle if humans outlawed all fossil fuel vehicles and relied solely on electric cars?
Engage and Transform Information C.E.R. Strategy Save the Last Word - Survivor Cornell Notes Reading from Different Perspectives (Boomer/Buster/Factoid/Emotionalist) “What if” questions
Organizational Web Test What I learned this week about STUDENT ENGAGEMENT
Numbered Heads Students number off in teams, one through four. The teacher asks a series of questions, one at a time. Students discuss possible answers to each question for an established amount of time (about 30 seconds to 90 seconds, depending on the complexity of the task). The teacher calls a number (1–4), and all students with that number raise their hand, ready to respond. The teacher randomly calls on students with the specified number to answer on behalf of their team. Students are encouraged to acknowledge similarities and differences between their team's response and that of other teams (e.g., We predicted a very different outcome.; Our reaction was similar to that of Ana's group.). The teacher continues posing questions and soliciting responses in this manner until the brainstorming or review session is finished.
3 - 2 - 1 Compare Write three similarities between engagement and motivation. Write two differences between engagement and compliance. Write one question you still have about student engagement.
Teach Three Name 5 essential pieces of information every sophomore should know about ________________________. Name 3 essential pieces of information every middle schooler should know about _________________________. Name 1 essential pieces of information every first grader should know about ______________________________.
Reflection Strategies ● Numbered Heads ● 3-2-1 Compare ● Organization Web Test ● Give Three Adjectives ● Teach Others ● Wave
Complete Cornell Notes Questions? Reflective Summary Include which strategy would most likely shift responsibility for learning in your classroom? Wave Strategy
Revisit Learning Targets From the Charlotte Danielson Framework Domain 3c: ● I can engage students in learning From the Illinois Professional Teaching Standards 4K: I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..