Presentation is loading. Please wait.

Presentation is loading. Please wait.

Student Engagement As presented by John Antonetti November 17, 2012

Similar presentations


Presentation on theme: "Student Engagement As presented by John Antonetti November 17, 2012"— Presentation transcript:

1 Student Engagement As presented by John Antonetti November 17, 2012
Carroll Knicely Center, Bowling Green, KY Working on the Work by Dr. Phillip Schlechty

2 Reflection Experimentation Analysis Lesson Design
These things hold us back from systemically moving kids forward. Reflection – Human beings need time to reflect. And that means they get to say whatever they want. There has to be safety. Sometimes that means doing the lesson before teaching it so as to catch those things we shouldn’t teach. Experimentation – Jump in and try something. Everybody should be forced to try something. Different people experiment at different rates. Analysis – We do not build in time for analysis. Test scores do not tell us what to do on Tuesday. If we do not have an analytical person on our team, then we have to build that process. Look and see what you see. Lesson Design – Intentional planning questions misconceptions etc.

3 Intellectual Engagement
Academic Engagement (High Yield Instructional Strategies) Intellectual Engagement (Big Idea Thinking) Egocentric Engagement (8 Engaging Qualities of Work) Successful learning tasks include a component from each of these three areas.

4

5 Academic Engagement Identifying Similarities and Differences
breaking a concept into similar and dissimilar characteristics provides opportunity to understand and solve challenging problems by analyzing them in a simple way Summarizing and Note-taking analyzing information to find what is essential and put it into one’s own words Identifying Similarities and Differences Venn Diagrams graphic organizers that compare and contrast T-charts graphic organizers that classify analogies comparison matrices metaphors Summarizing and Note-taking identifying main idea creating outlines creating webs highlighting key concepts mneumonics practicing a specific note-taking style reciprocal teaching using summary frames

6 Academic Engagement Nonlinguistic Representations
Representing knowledge in a form other than words Generating and Testing Hypotheses Applying knowledge by asking “what if” questions and clearly explaining conclusions Advance Questions, Cues, and Organizers Using prior knowledge to anticipate and enhance further learning Nonlinguistic graphic organizers creating models visualizing mental pictures using and creating pictures and drawings using and creating multi-sensory modes of learning and expression acting out concepts or ideas (charades) Generating and Testing Hypotheses formulating, explaining, and carrying out hypotheses determining a set of characteristics or traits creating thesis statements distinguishing between inductive and deductive reasoning practicing with a variety of problem-solving and investigational activities Advance Questions, Cues, and Organizers participating in a variety of practice exercises with advance organizers watching a teacher model the use of cues and advance organizers being given “wait time” after a question is asked before answering

7 Intellectual Engagement
Synthesis Creating new ideas and information using what has been previously learned (by combining or substituting patterns, or ignoring expected patterns) Evaluation Making informed judgments about the value of ideas, materials, or situations (comparative or superlative) Analysis Breaking down an idea or concept into parts to examine relationships among the parts (by newly discovered patterns, traits, rules) Application Making use of information in a context different from the one in which it was learned (using patterns, traits, rules in a new situation) Superlative – of, relating to, or being the form of an adjective or adverb that shows the highest or lowest degree of comparison

8 Egocentric Engagement
Personal Response Clear/Modeled Expectations Emotional/Intellectual Safety Learning from Others Sense of Audience Choice Novelty and Variety Authenticity All of this work is from Dr. Schlechty in Working on the Work

9 Personal Response – More than one right answer
Work that engages students almost always focuses on a product or performance of significance to students. When students explain their answers or the logic and reasoning behind those answers, they are invested in their personal response.

10 Personal Response Does NOT lead to engagement… Leads to engagement…
Recall of answers Multiple answers possible Only one answer possible Multiple answers accepted Only one answer accepted Supported predictions Opinions Remembrances Connections Comparisons Analogies Summary Statements Explanations Problem solution strategies I think…because… Caution: Optimal personal response is based upon activities that force ALL students to articulate their ideas, rather than four or five students. For that reason, written personal response may be more powerful than oral response. Personal Response is the reason we need reflection.

11 Clear/Modeled Expectations
Student knows what success “looks like” Students prefer knowing exactly what is expected of them, and how those expectations relate to something they care about. Standards are only relevant when those to whom they apply care about them.

12 Clear/Modeled Expectations
Does NOT lead to engagement… Leads to engagement… Oral explanations by teacher Students articulate the targets of their personal response Inconsistent expectations Students inspect for targets in their work Grading policies Requirements of quantities and qualities in the response Models of expectation and/or strategy Visual exemplars that persist Rubrics and self-assessment Text support for opinions I included…when I…

13 Emotional/Intellectual Safety
Freedom to take risks Students are more engaged when they can try tasks without fear of embarrassment, punishment, or implications that they’re inadequate. Personal response activities that students must support with logic, reasoning or explanation require more intellectual safety than answering a question that has only one right answer.

14 Emotional/Intellectual Safety
Does NOT lead to engagement… Leads to engagement… Answering single-answer questions Students take risks with “unpopular” or more subtle answers Answers without explanation Students explain why/how their answer is plausible Students being correct or incorrect Students are passionate about their answers Students being allowed to “opt-out” of answering or thinking First answers are questioned or defended Students critiqued Sources, evidence, and examples are cited Reasoning first, answers second I disagree, because…

15 Learning with Others Sharing and comparing ideas with peers
Students are more likely to be engaged by work that permits, encourages, and supports opportunities for them to work interdependently with others. Those who advocate cooperative learning understand this well, and also recognize the critical difference between students working together and students working independently on a common task, which may look like group work but isn’t. When ideas are shared and compared, then learning takes place.

16 Learning with Others Does NOT lead to engagement… Leads to engagement…
Simply taking turns talking Think, pair, share Repeating single answers Literature circles Group grades Small group discussion Reciprocal teaching Peer revision or review A reports/paraphrases B’s thoughts Explicit roles Rotation of tasks When David talked about the symbolism, I thought about…

17 Sense of Audience Student work is shared
Students are more highly motivated when their parents, teachers, fellow students and “significant others” make it known that they think the student’s work is important. Portfolio assessments, which collect student work for scrutiny by people other than the teacher, can play a significant role in making student work “more visible.” This one can go backwards so you have to be careful.

18 Sense of Audience Does NOT lead to engagement… Leads to engagement…
Being “singled out” Increased level of concern Stage fright Connections to audience/purpose Death by book report Voice Responsibility to the group Proficient work posted Student work as exemplars The ballgame, the concert, the play When I finish this business letter, I will mail it to…

19 Choice Students have meaningful options
When students have some degree of control over what they are doing, they are more likely to feel committed to doing it. This doesn’t mean students should dictate school curriculum, however. Schools must distinguish between giving students choices in what they do and letting them choose what they will learn.

20 Choice Does NOT lead to engagement… Leads to engagement…
Opting out of standards Tiered assignments Avoiding an assignment Self-selected reading material Overwhelming choices Product differentiation Selecting tasks in a rotation Selecting tasks from a list Meaningful options Taking control and making decisions I chose to present my thoughts in graphic form instead of a paragraph.

21 Novelty and Variety Learning experiences are unusual or unexpected
Makes learning more fun not necessarily better Students are more likely to engage in the work asked of them if they are continually exposed to new and different ways of doing things. The use of technology in writing classes, for example, might motivate students who otherwise would not write. New technology and techniques, however, shouldn’t be used to create new ways to do the same old work. New forms of work and new products to produce are equally important.

22 Novelty and Variety Does NOT lead to engagement… Leads to engagement…
Chaos Variety of products Lack of procedures and protocols Diverse perspectives Fun for the sake of fun Integrated fun Glitter and glue Layered interests Games Simulations and role-play Competitions Responding “in the voice of…” Rather than working problems in math today, we each wrote two new word problems.

23 Authenticity Connections to experience or prior learning
This term is bandied about quite a bit by educators, so much so that the power of the concept is sometimes lost. When students are given tasks that are meaningless, contrived, and inconsequential, they are less likely to take them seriously and be engaged by them.

24 Authenticity Does NOT lead to engagement… Leads to engagement…
Vocabulary in isolation Relevance to age/group Contrived activities Tasks that represent the personalities of the learners Worksheets Real-life activities Practice without context Inquiry or discovery learning Repetition of low-level work Learning in the manner of the original learners Hands-on manipulatives Current events/issues Learn then label Transfer or synthesis beyond content Extension of workplace activities Use of workplace or home technology This is just like on the news last night


Download ppt "Student Engagement As presented by John Antonetti November 17, 2012"

Similar presentations


Ads by Google