Engaging Students in Learning Hillary Jenkins LaNaye Parrott Sharon Walton Estella West

I hear, and I forget I see, and I remember I do, and I understand. -Confucious

What does it mean to “engage” students in learning? Lessons are student focused. Students are actively participating.

Why should we engage our students? To create authentic student work samples To apply various learning styles To involve students in their learning To provide personal value in the work To improve their academic performance To improve classroom management

Engaging Students to Show What They Know… draw a diagram make a time line make a poster write a diary do an oral presentation write a poem build a model design a Web page create a puzzle make a video make a tape design a T-shirt do a report write a song create a collage write a play journal entry build a diorama discussing debating writing problem solving

There are many ways to engage your students including: Learning Stations Cooperative Grouping Self Assessment Use of materials and resources Use of technology Use of manipulatives

Learning Stations Learning stations are areas within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy. It is a place where a variety of activities reinforce and/or extend learning, often without the assistance of the classroom teacher. It is a time for students to practice reading, writing, speaking, listening, and working with letters.

Cooperative Grouping Students of various learning abilities share responsibilities while working together to complete a task. They are responsible for their own learning.

Cooperative Group Jobs Leader – keep everyone on task and make sure everyone participates and understands Recorder – takes notes and keeps all the work together Reporter - presents their groups’ work or discussions to the class Monitor – watches the time Material’s Manager – collects materials

Elementary Example for Discussion Hooway for Wodney Wat By: Helen Lester –Read book aloud to students. Put students into groups of 5. Have students add another “page” to the story. Tell what happened to Camilla Capybara and Wodney.

Middle School Example for Discussion Animal Farm By: George Orwell –After reading book together as a class, put students into groups of 5. Have students find a part of the story they would change. What changes would you make and why?

High School Example for Discussion The Scarlet Letter By: Nathaniel Hawthorne –After reading the book as a class, put students into groups of five. Have each group choose a scene from the book, write a script, and act out it out.

Self Assessment Allows students to develop the critically reflective thinking required for understanding their own learning. It can increase self confidence. It helps students create relevance and meaning from their education.

Product and Performance Tic-Tac-Toe Rubric WrittenVisualOral Research report PosterLesson presentation News articleGraphic Organizer Oral Presentation Information brochure PowerPointRadio Interview

Materials/Resources Sentence strips Highlighter tape Marker board Picture books Literature Books Magazines Encyclopedias Internet

Technology By using technology teachers can actively engage all students, including those with learning disabilities, ADHD, speech impairments, fine motor impairments, and Asperger’s Syndrome.

Types of Technology Computers Overheads PowerPoint Word United Streaming Digital Cameras Video Cameras Various educational websites

Manipulatives Counters Erasers Digi-blocks Coins Buttons DVD players Magnetic Letters Calculators Protractors Rulers Globes/maps Dry erase boards

Lecture Reading Audio/Visual Demonstration Discussion Group Practice by Doing Teach Others The Learning Pyramid for Engaging Students

Conclusion Engaging all learners is essential. Teachers are encouraged to strive for development of lessons that are engaging and motivating for a diverse class of students. Vary tasks within instruction as well as across students. In other words, an entire session for students should not consist of all drill and practice, or any single structure or activity.

Resources Classroom Instruction That Works Robert Marzano, Debra Pickering, and Jane Pollock Integrating Differentiated Instruction + Understanding by Design Carol Ann Tomlinson and Jay McTighe Making Classroom Assessment Work Anne Davies