The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree

The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree

Activator O Think of your favorite teacher in your K-12 career. O Consider why they were engaging. O Stand and share your experience with an elbow partner. 3

The Complexity and Importance of Engagement Research on motivation and engagement is essential to understanding some of the most fundamental and vexing challenges of school reform. National Research Council’s Committee on Increasing High School Students’ Engagement and Motivation to Learn (2004) 4

“There is, of course, no single correct definition of engagement.” O Motivation O Engagement O Attention O Interest O Effort O Enthusiasm O Participation O Involvement 5

Learning Targets and Success Criteria O Learning Targets O Learn about the four essential questions a learner internally audits before they engage. O Success Criteria O I can articulate the role emotion plays in engagement O I can articulate the role interest plays in engagement O I can articulate how relevance contributes to engagement O I can articulate how self-efficacy contributes to engagement 6

Marzano and Pickering’s Essential Components for Engagement O The 4 Questions Students Ask Themselves O How do I feel? O Am I interested? O Is this important? O Can I do this? 7

Attention O You have your students attention when they answer positively to questions 1 and 2 O How do I feel? O Am I interested? O Attention involves working memory and if the answer to one and two is a negative response students will have no conscious experience of the material. 8

Engagement O A positive response to questions 3 and 4 affect how long the information will be kept in the working memory. O Information not deemed important, will not be kept in the working memory O If students do not believe they can perform tasks relative to the information, the brain will eventually reject it. 9

Do I have your attention? Are you engaged? 10 ks/rita_pierson_every_ kid_needs_a_champion

Partner Reflection O Find a partner and discuss: O How did you feel watching Rita? O Where you interested? O Was it important to you? O Can you do this? O How did she gain your attention? O Were you engaged? 11

When Presenting New Learning O There are 2 Essential Questions: O Do I have their attention? O Are they engaged? 12

Question 1: How do I feel? 13

Factors Out of Your Control O Illness O Amount of sleep O Home relations O Emotional development O Proper nutrition O Amount of support they have 14

Under Your Control O Every classroom can be a place where all students experience a lively, accepting and positive environment 15

5 Strategies for Addressing ~ How do I feel? O 1. Using effective pacing O 2. Incorporating physical movement O 3. Demonstrating intensity and enthusiasm O 4. Using humor O 5. Building positive teacher-student peer relationships 16

Strategy 1: Pacing O Too slow then energy drops and attention wanes O Too fast and there is confusion and frustration O Proper Balance combines high energy and adequate time for student to process information. O Times this matters most: admin tasks, making transitions, assigning seatwork, presenting new content O Bueller? Buellar? Buellar? 17

Strategy 2: Incorporating Physical Movement O Impacts energy and ability to attend to task O Over your lifetime you learned to adapt form “sitting and getting”~ students are not as far along O Any physical movement is helpful O Dr. John Medina’s work supports this strategy O Ideas- Stretch break, dance, rehearse daily routine, give one, get one, vote with your feet, corners activity, charade type activity, acting out a math process, creating physical representation of a process or concept. O

Strategy 3: Demonstrating Intensity and Enthusiasm O Yours is contagious O Positive impact on students’ level of attention O Communicates O This is exciting O This is fun O Ideas: Sharing relevant experiences, be conscious of verbal and non-verbal cues, revive your zest for teaching, using humor 19

Strategy 4: Using Humor O Laughter is the best medicine. O Self Directed Humor O Funny headlines, cartoon, quotes O Media clips 20

Strategy 5: Building Positive Teacher- Student and Peer Relationships O Rita is an example. O PBIS Programs, CHAMPS, Compassionate Schools, ACES, Resiliency Training O Positive Reinforcement O Ensure fair and equitable treatment of all students O Accentuate the positive O Each child needs a champion O Teach and model the behavior you expect O Bumper Sticker: RESPECT NEURODIVERSITY 21

Find a New Partner O Discuss which one of the five strategies you already use regularly and one you wish to use more this school year. 22

Question 2: Am I Interested? O It makes logical sense that if a student finds the material presented in class boring or irrelevant, he or she will most likely not attend to classroom activities. The content of instruction though is not always obviously interesting to students. Teachers can help trigger and maintain situational interest by utilizing academically based games and turning questions into spontaneous chances for inconsequential competition. 23

Strategies for Increasing Interest O -math-lesson-plan -math-lesson-plan O Games O Initiating Friendly Controversy O Presenting Unusual Information O O O O Lab Blog O Questioning to Increase Student Response Rate 24

Question 3: Is this Important? O Reminder~ Questions 1 and 2 are about capturing your students’ attention. O Questions 3 and 4 are about engagement. O Engagement is a deeper and more long term phenomenon than attention. O Classroom activities that make connections to the real world help generate a positive response to this question. 25

3 Main Ways to Insure a Positive Response to Q 3 O 1. Connect to students’ daily lives O Make comparisons to student interests O 2. Connect to student’s life ambitions O 3. Encouraging application of knowledge O Provide Choice O Real World Application O Encourage Personal Projects 26

1. Make Comparisons to Student Interests O Identify items to be compared O Ex. Compare the physical characteristics of an alligator to anything of their choice O Select characteristics on which comparisons will be based O Physical, process, sequence of events, cause and effect, fame or notoriety O For each characteristic, identify similarities and differences O Ex. Analogical Reasoning Tasks O Explain what was learned from doing the comparison 27

2. Connecting to Student’s Lives Ambitions or Personal Projects O 1. What do I want to accomplish? O 2. Who else has accomplished the same goal? O 3. What skill and resources will I need to accomplish my goal? O 4. What will I have to change in order to achieve my goal? O 5. What is my plan for achieving my goal and how hard will I have to work? O 6. What small steps can I take now? O 7. How have I been doing? What have I learned about myself? 28

3. Encouraging Application of Knowledge O Design Cognitively Challenging Tasks O Decision Making O Problem Solving O Experimental Inquiry O Investigations O Provide Choice O Choice of Tasks O Choice of Reporting Formats O Choice of Learning Goals O Choice of Behaviors 29

3. Cont.~ Present Real World Applications O Service Projects~ Grade level, school wide, district wide O Exemplar Programs O 1. Kepner Educational Excellence Program O 2. Fowler Unified School District Service Learning Program O 3. National Novel Writing Month 30

New Partner O Find someone in the room you have not partnered with today O Share one important aspect about making learning important and why it might be important for student engagement. 31

Break! Please take a 5 minute stretch break 32

Question 4: Can I Do This? O If yes, students are more likely to engage. O If no, students might lessen or abort their involvement- even if they have positive feelings about the task, are interested in the topic, and perceive it as being related to their personal goals. O If students believe they can do something, they can. If they believe they can’t, they can’t. (Mindset) O Some students believe that they are born with a certain amount of ability and can’t do better. In their minds, effort doesn’t count. ( Nurture Shock) O “Learning is risking. Every time we venture to learn something new, we take a big risk beyond our comfort zone.” O Deporter, Reardon, Singer-Noirie

4 Strategies to Enhance Students’ Self Efficacy O Tracking and Studying Progress O Using Effective Verbal Feedback O Providing Examples of Self-Efficacy O Teaching Self-Efficacy 34

Strategy 1: Tracking and Studying Progress 4 Take-Aways from Research 35

O Not all students know the connection between effort and achievement. O Achievement increases when teachers show the relationship between an increase in effort to an increase in success. O Rewards should be directly linked to successful achievement towards a goal. O Abstract or symbolic recognition has more impact than tangible things. 36

FixedGrowth MindsetMindset O Belief that your intelligence and abilities cannot be changed O Talents are carved in stone O Fear making mistakes. Belief that your abilities and intelligence can change through effort and learning View mistakes as learning opportunities. Dweck, Mindset: The New Psychology of Success,

Date__9/17_Date_9/24_Date_10/1_Date_10/20_ Date_10/31_ Date_11/15_Date_______ Date______ My Progress in Writing Process—Content and Organization Goal Achievement Effort 38

Scale for Effort and Preparation Score 4.0To be sure I accomplish my goal, I’m trying harder and preparing more than I think is necessary. Score 3.0I’m trying hard enough and preparing well enough to accomplish my goal. Score 2.0I’m trying hard but not preparing as well as I could. Score 1.0I’m not trying very hard or preparing very well. Score 0.0I’m not really trying or preparing at all. 39

Effort Rubric 4. I worked on the task until it was complete. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as an opportunity to strengthen my understanding. 3. I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. 2.I put some effort into the task, but I stopped when difficulties arose. 1.I put very little effort into the task. 40

Assessing Effort O Occasionally have students assess their effort and achievement on a task and discuss the relationship between the two. Have students create a class effort rubric. 41

Technology Tools O RubiStar O O iRubric O O Values Commercials/Posters O

One Word O Write one word that summarizes your thoughts about tracking and studying progress effort. O Form a group of 3 or 4 and share your words. 43

Effective Feedback 44

Feedback Every word from adult to student sends a message. 45

Have you ever received feedback like this? 46

Feedback Austin’s Butterfly 47

“ Feedback is among the most powerful influences on achievement. The simplest prescription for improving education must be ‘ dollops of feedback’. ” Researcher John Hattie

Think, Pair, Share O Compare and contrast Austin’s Butterfly and the grade on top of the term paper: O Consider impact on growth mindset O Consider next steps for the learner O Consider which you would prefer as a learner 49

What makes for effective feedback? O Timely O Specific and clear O Corrective O Fosters a growth mindset 50

Feedback is most effective when it happens in a low-threat environment. 51

Feedback should include the learner’s reflection on effort and preparation and foster a growth mindset. 52

Are mindsets permanent? Mindsets are an important part of your personality, but you CAN change them. 53

Effective Praise and Verbal Feedback (Fixed Theory) Types to avoid O References to permanent characteristics O “How good, bad, nice, naughty you are…” O “You are the best, my favorite, very smart, not very smart, very bright, quick to learn, not very good when it comes to…” Marzano, Pickering & Heflebower, The Highly Engaged Classroom,

Verbal Feedback that Expands the Growth Mindset Reference how a student engages in a task. O You were very focused; keep it up. O You tried very hard on this—nice job. O You put a lot of effort into this. Way to go! O You were well prepared. It sure paid off. O You came well informed—very good preparation. O You really thought this through, excellent work. Marzano, Pickering & Heflebower, The Highly Engaged Classroom,

So how shall we respond? O Not... “Wow, you got nine of ten correct. You must be really smart.” O Instead— “You got nine right. That’s a really good score, and you must have worked really hard.” Dweck, Mindset: The New Psychology of Success,

Feedback Tips O Goldilocks Principle O Not too much, not too little, but just right. O Varies case by case O Teachable moments O Point out at least as many strengths as weaknesses O Quick and Quiet Feedback O In-class Conferencing 57

Feedback Strategies O Fist to Five O Red-Green-Yellow Response Cards O Think-Pair-Share-Square O Exit Slips O Rock, Paper, Scissors O The teacher asks a question and each student discusses it with a partner. Students do rock, paper, scissors, and the winner has to give the response to the teacher on behalf of the team (pairs or trios). 58

Tech Tools for Feedback O Quizlet O TeachingChannel O Linoit - O Clickers O Google Docs O iPods 59

Feedback The message to students should always be that if you try hard and prepare well, you can accomplish great things. 60

Your Turn O What thoughts, questions, challenges, or ideas do you have regarding effective feedback? O Form a group of three, share your responses 61

Providing Examples of Self-Efficacy

O It is significant for your students to get first hand experience correlating their effort and preparation with achievement and for them to discuss this process; however, it is equally important for them to be reminded of just how powerful a strong sense of self- efficacy can be in terms of shaping one’s future. To do this, use stories. Literature, history, weekly news stories are abounding with stories of people whose lives have demonstrated the power of self-efficacy. 63

 Providing Examples of Self Efficacy 64

 Reinforcing effort 65

Way to Provide Examples O BING: Will Allen, Suraya Pakzad, Roland Fryer O Time Magazine online, offers personal profiles and a list of the 100 most influential peoplewww.time.com O Books! About kids who show great courage, make a difference and dare to dream O Movie clips O When used consistently, students discern common traits among those who accomplish great things overcoming obstacles and hardship. 66

Quotations O Perseverance O When you get to the end of your rope, tie and knot and hold on. -FD Roosevelt O Change O To change is difficult. Not to change is fatal. –Ed Allen O Greatness and Following Hopes and Dreams O Not knowing when the dawn will come, I open every door. - Emily Dickinson O Opposition O No one can make you feel inferior without your consent.- Eleanor Roosevelt O Optimism O Change your thoughts, and you change the world. – Norman Vincent Peale 67

Think-Pair-Share O Think of a time when you succeeded by continuing to try even when a task was difficult. O Find a partner and share your story. 68

Teaching Self- Efficacy O Teach directly the elasticity of the human brain and reinforce the notion that hard work and practice enhance competence, enhanced competence improves achievement. When you teach directly about self-efficacy, you can improve their self- efficacy. 69

Resources O Talent is Overrated: What Really Separates World-Class Performers Form Everybody Else by Geoff Colvin (2008) O Think Smart: A Neuroscientist’s Prescription for Improving Your Brain’s Performance by Richard Restak (2009) O The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. By Daniel Coyle. (2009) O The Road to Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports and Games edited by K. Anders Ericsson (1996) 70

Carol Dweck’s Mindset (2006) O Distinguish between growth and fixed O Have students identify their personal theories O Keep the conversation alive O One conversation or lesson on mindset and the brain is not going to impact learners O Try once a month O Have them collect the data that shows the relationship between their effort and progress 71

Planning for High Engagement O egies egies O Dweck (200) p. 177 Self-Theory Survey O Summary handout from today with essential questions for planning for high engagement 72

Reflection Questions O Ask Yourself: Are Students Engaged? O Question 1: Do I provide a safe, caring and energetic environment? O Question 2: Do I make things interesting? O Question 3: Do I demonstrate why the content is important? O Question 4: Do I help students realize that personal effort if the key to success? O Marzano, March 2013, ASCD Educational Leadership 73

Reflection 74 O Write down two to three take-aways from what you have just learned that you can easily incorporate in your instructional practice.

Learning Targets and Success Criteria O Learning Targets O Learn about the four essential questions a learner internally audits before they engage. O Success Criteria O I can articulate the role emotion plays in engagement O I can articulate the role interest plays in engagement O I can articulate how relevance contributes to engagement O I can articulate how self-efficacy contributes to engagement 75

Thank You! Sandra Gessner-Crabtree Director of Teaching and Learning OESD