1. Activity – Get into grade range groups Primary K-2 Grades 3 - 4 Grades 5-6 Grades 7-8 Grades 9-12 What is the greatest challenge you have faced in your first weeks of teaching? How have you addressed this challenge?

2. Student Engagement SESC Educational Cooperative

3. Session Targets Aligned To PGES I can describe student engagement at the accomplished performance level I can explain the essential components required in planning engaging lessons. I can describe core behavior practices that increase student engagement.

4. What does it mean for students to be engaged? Why is this important?

5. Activity  Alone: Three minutes—think of a time (as teacher, learner or observer) when you experienced high levels of student engagement.  Group: Share your experience.  Brainstorm a list on chart paper: What does student engagement look like?

6. Student Engagement Defined Engaged AttentivePersistentConnectedCommitted “Students who are engaged are involved, but not all students who are involved are engaged.”- Philip Schlechty

7. The Engaged Student is Attentive He or she pays attention to and focuses on the tasks associated with the work being done.

8. The Engaged Student is Committed He/she voluntarily (without the promise of extrinsic awards or the threat of negative consequences) Uses (time, attention, and effort) to support the activity called for by the task.

9. The Engaged Student is Persistent He/she sticks with the task even when it presents difficulties.

10. The Engaged Student is Connected He/she finds meaning and value in the tasks that make up the work.

11. Main Point! The main difference between students who are engaged and those who are not is the way they respond to the situation or tasks at hand.

12. Activity What do we need to know as teachers that will help us design curriculum that is engaging to our students? In your group discuss and be prepared to share.

13. Avoid Common Pitfalls Don’tDo Talk more than your students.Design activities that encourage your students to speak with each other. Create lessons that allow your students to be passive.Skip the worksheets and ask students to solve puzzles, debate points, engage in other open-ended thinking activities. Let the push for accountability cause you to neglect those “teachable moments”. Turn any occasion into a learning event in your classroom. Allow yourself to drift when it comes to finding the correct pace for delivery of instruction. Plan alternate lessons in case the pace you initially set for a lesson needs adjustment. Allow your students to sit around with nothing to do while they wait for class to begin or end. Plan more work than you think your students will be able to accomplish. Confuse your students by giving hurried or unclear directions. Deliver a combination of written and verbal directions and check for student understanding.

15. THOUGHTS?........ What was not happening in this clip?

16. It’s All About ENGAGEMENT!!!! Teaching

17. Teacher Expectations When students walk into your classroom what do they usually do ? What do you expect them to do? How do you get these two together?

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20. What has to be present in order for students to be engaged? Mastery Purpose Autonomy

21. Thinking about Mastery and Engagement Can we expect students to be engaged when they think mastery is not even possible? Students have to believe that they can? The little engine that could! Have you every had a kid say I can’t before they even try? Do you sometimes overwhelm your students with too much? What if students have already mastered the content?

22. Thinking about purpose and Engagement Do your students understand why the curriculum you are trying to teach is important? It is meaningful to them? Do students see an application of the content?

23. Thinking about Autonomy and Engagement Do your students have some decision making power over their own learning? Do they have any control or choice?

24. Do you Think (PLAN) about ENGAGEMENT and learning before teaching? E nergy N oise level G rabs attention A ctive participation G ains new knowledge E nriching activities

25. Tell me, I forget. Show me, I remember. Involve me, I understand. -Ancient Chinese Proverb 25

26. “ student engagement” is predicated on the belief that learning improves when students are inquisitive, interested, or inspired.

27. Learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged.”

28. If you walked into a classroom what would students be doing that would make you think they are engaged in the learning?

29. Educators may hold different views on student engagement Attending class, listening attentively, participating in discussions, turning in work on time, and following rules Enthusiasm, curiosity, optimism, motivation, or interest.

30. So the question is, “Does compliance equal engagement?”

31. Teacher-Directed Learning You will see students... Paying attention (alert, tracking with their eyes) Taking notes Listening (as opposed to chatting, or sleeping) Asking questions Responding to questions Following requests Reacting (laughing, crying, shouting, etc.)

32. Student-Centered Learning You see students individually or in small groups... Reading critically (with pen in hand) Writing to learn, creating, planning, problem solving, discussing, debating, and asking questions) Performing/presenting, inquiring, exploring, explaining, evaluating, and experimenting) Interacting with other students, gesturing and moving

33. To boil the descriptions above down, engaged means students are active in the learning!

34. What does ENGAGEMEN T Mean to you?

35. Student Engagement Jigsaw Choose one of the articles on the table. Read the article and write down the most important things you find in the article. You will be the expert and teach to the others at your table. As a table you will share the top three ideas from all of the articles.

36. 8 Characteristics that Motivate & Engage -Instructor's enthusiasm -Making the content relevant -Organization of the lesson -Appropriate difficulty level of the material -Active involvement of students -Variety -Rapport between teacher and students -Use of appropriate, concrete, and understandable examples (Sass, 1989) Motivate Engage

37. 1. Teachers must think about learning before they think about teaching. (Jensen) 2. The brain is not designed to get complex learning correct the first time. (Jensen) 3. Students expect to be engaged in their daily lives, outside of the classroom. (Perensky, 2005) Three Rules of Engagement

38. Which picture represents you with Student Engagement

39. What are some Challenges you have with Student Engagement?

40. How does “PRAISE” connect to Student Engagement? Carol Dweck has found that students who believe intelligence is a fixed quality are more likely to avoid challenging tasks, while students who believe intelligence can be developed with effort tend to be more successful.

42. What is the connection that praise has to student engagement in our classroom? Discuss at your table Be prepared to share

47. https://www.youtube.com/watch?v=gQU3EphI pMY&feature=player_detailpage https://www.youtube.com/watch?v=gQU3EphI pMY&feature=player_detailpage#t=29

49. What is the greatest challenge you have faced in your first weeks of teaching? How have you addressed this challenge?