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, KYWorking 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 planningquestionsmisconceptionsetc.
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.
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 waySummarizing and Note-takinganalyzing information to find what is essential and put it into one’s own wordsIdentifying Similarities and DifferencesVenn Diagrams graphic organizers that compare and contrastT-charts graphic organizers that classifyanalogies comparison matricesmetaphorsSummarizing and Note-takingidentifying main idea creating outlinescreating webs highlighting key conceptsmneumonics practicing a specific note-taking stylereciprocal teaching using summary frames
6 Academic Engagement Nonlinguistic Representations Representing knowledge in a form other than wordsGenerating and Testing HypothesesApplying knowledge by asking “what if” questions and clearly explaining conclusionsAdvance Questions, Cues, and OrganizersUsing prior knowledge to anticipate and enhance further learningNonlinguisticgraphic organizerscreating modelsvisualizing mental picturesusing and creating pictures and drawingsusing and creating multi-sensory modes of learning and expressionacting out concepts or ideas (charades)Generating and Testing Hypothesesformulating, explaining, and carrying out hypothesesdetermining a set of characteristics or traitscreating thesis statementsdistinguishing between inductive and deductive reasoningpracticing with a variety of problem-solving and investigational activitiesAdvance Questions, Cues, and Organizersparticipating in a variety of practice exercises with advance organizerswatching a teacher model the use of cues and advance organizersbeing given “wait time” after a question is asked before answering
7 Intellectual Engagement SynthesisCreating new ideas and information using what has been previously learned (by combining or substituting patterns, or ignoring expected patterns)EvaluationMaking informed judgments about the value of ideas, materials, or situations (comparative or superlative)AnalysisBreaking down an idea or concept into parts to examine relationships among the parts (by newly discovered patterns, traits, rules)ApplicationMaking 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 ResponseClear/Modeled ExpectationsEmotional/Intellectual SafetyLearning from OthersSense of AudienceChoiceNovelty and VarietyAuthenticityAll 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 answersMultiple answers possibleOnly one answer possibleMultiple answers acceptedOnly one answer acceptedSupported predictionsOpinionsRemembrancesConnectionsComparisonsAnalogiesSummary StatementsExplanationsProblem solution strategiesI 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 teacherStudents articulate the targets of their personal responseInconsistent expectationsStudents inspect for targets in their workGrading policiesRequirements of quantities and qualities in the responseModels of expectation and/or strategyVisual exemplars that persistRubrics and self-assessmentText support for opinionsI included…when I…
13 Emotional/Intellectual Safety Freedom to take risksStudents 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 questionsStudents take risks with “unpopular” or more subtle answersAnswers without explanationStudents explain why/how their answer is plausibleStudents being correct or incorrectStudents are passionate about their answersStudents being allowed to “opt-out” of answering or thinkingFirst answers are questioned or defendedStudents critiquedSources, evidence, and examples are citedReasoning first, answers secondI 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 talkingThink, pair, shareRepeating single answersLiterature circlesGroup gradesSmall group discussionReciprocal teachingPeer revision or reviewA reports/paraphrases B’s thoughtsExplicit rolesRotation of tasksWhen 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 concernStage frightConnections to audience/purposeDeath by book reportVoiceResponsibility to the groupProficient work postedStudent work as exemplarsThe ballgame, the concert, the playWhen 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 standardsTiered assignmentsAvoiding an assignmentSelf-selected reading materialOverwhelming choicesProduct differentiationSelecting tasks in a rotationSelecting tasks from a listMeaningful optionsTaking control and making decisionsI 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 betterStudents 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… ChaosVariety of productsLack of procedures and protocolsDiverse perspectivesFun for the sake of funIntegrated funGlitter and glueLayered interestsGamesSimulations and role-playCompetitionsResponding “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 isolationRelevance to age/groupContrived activitiesTasks that represent the personalities of the learnersWorksheetsReal-life activitiesPractice without contextInquiry or discovery learningRepetition of low-level workLearning in the manner of the original learnersHands-on manipulativesCurrent events/issuesLearn then labelTransfer or synthesis beyond contentExtension of workplace activitiesUse of workplace or home technologyThis is just like on the news last night