Active Engagement Strategies Foothill Farms Neighborhood Network Woodridge School November 12, 2010 Marcie Nichols, Ken Dandurand, Will Pope

Main Objective To learn instructional techniques that will increase student participation and achievement.

Let’s Get Situated! Signals for attention and transition Signals for recognition and feedback Hey, Pardn’er!

Think, (Write), Pair, Share Begin a list of words A – Z that relate to active engagement strategies. From Pohl’s Thinkers Keys (2000)

Active Engagement Defined A consistent, frequent, often simultaneous engagement of the students’ minds with that which is being learned.

Graphic Organizer

Research High levels of active engagement during lessons are associated with higher levels of achievement and student motivation. Ryan and Deci, 2000

Research Studies on effective teachers have clearly established that interactive direct instruction is more effective in producing student achievement gains. Students learn best when the teacher is actively teaching and interacting with students. AFT, 2001

Arguments for the Use of Active Engagement Strategies Teacher benefits: More effective teaching Fewer behavior problems Opportunities to C.F.U. Fun! Student benefits: Increases focus and participation Increases retention Ownership of learning Students are validated

Whole Brain Teaching

Random Selection After the first answer, the rest of you might be asked to… Paraphrase Summarize Add to or counter what another has said Repeat Agree or Disagree and tell Why

Partner Walk 1.What did it feel like to be potentially “on the hook?” 2.What are positive/negative impacts of questioning through random selection? 3.How is random selection using sticks different from randomly calling on student without a selection tool? 4.How is random selection using sticks different from calling on students who raise hands?

Random Selection Students must listen intently as they do not know who will be called upon Ask question before selecting student Use Wait Time Provide scaffolds if student struggles Dignify response; access support and return to engage original student

Group Alert Tell students you will ask a question, give wait time and call on random student to answer. After that person answers, someone else will be randomly chosen to: –Summarize –Paraphrase –Repeat –Add to or counter –Agree or disagree and tell why –Offer another opinion

Choral Response Respond orally either by repeating teacher or by answering a question in unison. (Best for one word or short phrases) State what is to be repeated or ask a question WAIT (length depends on complexity of question Give the signal (count of 3, hand gesture) Monitor student simultaneity of response (i.e. all students at the same time)

Word Bank Micro lecture Choral Response Group Alert Think-Pair Share Random Selection Partner Walk Class-Yes

Just one more…

Think, (Write), Pair, Share Write one or two questions for which the answer is… “active engagement strategies!”