2. Tools for Engagement How to Involve Every Student, Every Day While Using C-H-A-M-P-S 2010 -2011 Leadership Academy Welcome

3. Framework for Student Achievement

5. Promoting student engagement is our responsibility! Engaged students Engaged students Students Articulate the lesson’s purpose Lessons are linked to GLEs The teacher is utilizing Effective strategies The teacher is utilizing Effective strategies Appropriately high intellectual Rigor Standards-Based “EAGER” Classrooms

6. Monthly Topics DateTools of Engagement Topic Instructional Strategies C.H.A. M.P. S. Connections Sept. 27, 2010Overview of 2010-2011 LA; What are states; Why bother? Summarizing, Vocabulary Champion Mindset; Hope; Processing Oct. 25, 2010Arousal States and Healthy Concern Summarizing, Questioning Attention Dec. 6, 2010States of TransitionCueing, Graphic organizers Memory and Sequencing Jan. 31, 2011States of Well Being, Reflection, and Calm Vocabulary, Distributed Practice Processing and Sequencing Feb. 28, 2011States of Celebration and Reward Returning to Essential Questions, Feedback Champion Mindset and Hope March 28, 2011Weather Makeup Date if Needed May, 9 2011Timeline Presentation

7. 2010-2011 Leadership Academy Essential Question How do educators influence states for learning?

8. Pair up with a shoulder partner and play Rock, Paper, Scissors. The winner of Rock, Paper, Scissors will have to choose whether he/she is the clue receiver or the clue giver. While sitting in your seat, the clue receiver turns and faces the back of the room. The clue giver faces the screen. The clue giver will begin giving clues for the bottom right box of the pyramid. You will have 30 seconds to play Pyramid. Review Pyramid

9. CuriousEssential Questions Transient Healthy Concern Anticipation Stress Review Pyramid START! FINISH!

10. Q and A from Exit Tickets Do you really read Exit Tickets? Your Ticket Out One new idea I learned today and will share with others. One new way I will focus

11. Q and A from Exit Tickets Could we have more information about Marzano research?

12. Q and A from Exit Tickets Are Lesson Essential Questions expected on our board? Should we re-write our objectives as Lesson Essential Questions? Should Essential Questions be used along with GLEs? Why do we write EQs for children who do not read?

13. C.H.A.M.P.S. Memory Sequencing

14. Tonight’s Essential Questions How can states of transition be fostered in students? Why are states of transition essential to student learning?

15. What are transitions? The movin’ on states No particular body language Quick and fleeting Noticeable but make sense

16. Tip It is harder to transition someone in armchair with his/her feet up than it is to transition someone already standing. Transition students before they are stuck in a state.

17. Everyone Clean Up!!!! Transitioning learners without warning them gives them no time to set aside one activity to make room for another. Example: 2 minute warning

18. 2 Types of Transition Activities Physical, Cognitive, and Emotional Breaks Cues, Questions, and Advance Organizers

19. Physical, Cognitive, and Emotional Breaks Smooth, simple mini-activities that move students from one activity to the next (“move-ons”).

20. Physical, Cognitive, and Emotional Breaks Brain Breaks Cross Laterals Visualization Stretching Voting on a Topic

21. Cues, Questions, and Advance Organizers Ways for students to use information they already know about a topic to connect to new learning Cues and Questions have different uses

22. Cues Lead-in for upcoming learning Activates prior knowledge Preview of what they are about to experience Establishes expectations for students Marzano, R., Classroom Instruction That Works, p.112-114.

23. Questions Ask before or after a learning experience Questions should focus on what is important or critical to what needs to be learned as opposed to what is unusual or interesting to the teacher Questions elicit prior knowledge Help students gain a deeper understanding of content Marzano, R., Classroom Instruction That Works, p.112-114

24. More about Questions Waiting briefly before accepting responses from students increases the depth of student responses. Higher level questions produce deeper learning than lower level questions. They also require longer wait time.

25. Advance Organizers Expository Narrative Skimming Graphic Advance

26. Expository Advance Organizers Describe new content to which students are to be exposed

27. Narrative Advance Organizers Information is presented to students in a story format

28. Skimming Information is skimmed before reading A BRIEF HISTORY OF TRANSPORTATION Travel by Land: In 1492 when Columbus discovered America, human travel on land was limited to walking or riding on animals such as horses. Walking speed is only about 3 miles per hour (mph). Since people are seldom willing to walk for more than one hour per day, the distance they traveled from home was usually about 1-2 miles. Horse-drawn stagecoaches transported several people at once, but only averaged about 2 mph. The most rapid land travel was by horseback; the average speed was about 7 mph. By 1800 the era of motorized vehicles had begun. In 1829, the Rocket Train in England transported passengers at an average speed of 17 mph. The Model-T Ford, introduced in the United States in 1914, had a top speed of 45 mph. By 1950, with faster automobiles, travel reached 65 mph, the highest legal speed on many interstate highways in the United States. In 1964 the Japanese Bullet Train averaged 100 mph. By 1979 the TVA high speed French train moved at an average speed of 132 mph.

29. Graphic Advance Organizers Know Want to Learn Learned

30. In Conclusion (closure)… “Rock paper scissors” pairs: Clue Giver (winner) tells the Clue Receiver: How can states of transition be fostered in students? Reverse Roles: Why are states of transition essential to student learning?