Presenting Unusual or Intriguing Information Design Question 5 - Element 32: How do you use unusual or intriguing information about the content in a manner that enhances student engagement?

Before we begin… Before we begin talking about element 32, let’s be sure there is an understanding about how the elements in Design Question 5 are related. This is important as you plan your lessons. While watching the below video, please take notes about how the elements in Design Question 5 are related. Click here for the video.

How are the elements in Design Question 5 related to each other? After watching the video, you should have noticed that all of the elements have one common goal and that is to engage students in the learning process. Each element provides a different tactic for meeting the same goal. We hope you also noticed that while all of these elements are contained under the category “Enacted on the Spot”, student engagement can and should be planned for in advance. However, you will still need to read your students and apply some of these strategies as you notice the overall energy of the group becoming low. Now, let’s talk about element 32, specifically.

Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

Review Scale for Element 32

Desired Effect in the Students The desired effect is, “students cognitively engage or re-engage as a result of presentation of unusual or intriguing information.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

Task While watching the below video, please identify what unusual or intriguing information does the teacher present and how is it presented? After watching the video you will be asked to identify the teacher and student evidence to rate the teacher on this element. Click here for the video. NOTE: You must be signed into If the video’s hyperlink still does not work, please copy/paste this link:

Video Question Q: What unusual or intriguing information does the teacher present and how does she present it. A: The teacher presents information about the origin of the metric system and she does so by reading a non-fiction article from a book with the students.

Task On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

Review Teacher and Student Evidence What did you see?

Review Teacher and Student Evidence What did we see?

How to Rate Teacher and Student Evidence You can only give credit for what you see. Teacher systematically provides interesting facts and details about the content. The teacher read an article that contained many interesting facts about the metric system. Students’ attention increases when unusual information is presented about the content. The students displayed interest by remaining focused on their teacher and the article and asking questions related to the article.

Review Scale for Element 32

How we Rated the Teacher This teacher earned a rating of Applying for element 32. The teacher presented unusual information about the metric system by reading an article with the students. She was monitoring the extent to which the information enhanced the students’ interest. This is evidenced when she does redirect a student’s attention back to the book. Based on the evidence found in the video this teacher would not be considered Innovating as we do not see her adapting or creating new strategies for unique student needs and situations in order for the desired effect to be evident in all students. The good news is you evaluator will be able to see your entire classroom/lesson (or lesson segment) and ask you and your students questions!

What is next? First, start with a self-evaluation. What teacher and/or student evidence can you identify for element 32 in your classroom? What rating do you think you would receive on the scale for this element? Now that you have determined where you rate on the scale, take some time to identify what you need to change or improve upon in order to grow to a higher rating on the scale. The resources on the following slide may be useful in helping you to get started.

Additional Resources You must be signed into to use these links. But if they don’t work, we’ve provided the links you can copy/paste. Strategies for Providing Unusual or Intriguing Information This article provides several different ideas for incorporating unusual or intriguing information in lessons. Strategies for Providing Unusual or Intriguing Information Providing Unusual or Intriguing Information This video shows an example of element 32 in action in a middle school history lesson. Providing Unusual or Intriguing Information Providing Unusual or Intriguing Information This video shows an example of element 32 in action in a tenth grade classroom. Providing Unusual or Intriguing Information

Is this element in your PGP? Then you need to… 1. sign into Click on the Growth tab and then click on the Plans option. Open your current plan and fill out a new Reflection Log, answering the appropriate questions. 2. decide how you will change your teaching as a result of viewing this module. 3. execute your change, reflect on its impact, and fill out another Reflection Log in iObservation.

Further questions? Here are resources in case you have further questions: - Your evaluator - Another evaluator on your campus - Your school’s classroom practice mentor (CPM)