1. Capital Area Intermediate Unit Tanya Morret, Presenter Capital Area Intermediate Unit All Students Engaged Based on the research by Anita Archer, Dylan Wiliam, Mike Schmoker, and Debra Pickering

2. Evidence? If you were to walk in a room and see Active Engagement, how many times in a 7 minute whole group session would the teacher have all students responding? Capital Area Intermediate Unit 1-23-45-67-8>8 1 Finger2 Fingers3 Fingers4 Fingers5 Fingers

3. Collaborative Pairs Capital Area Intermediate Unit

4. Video Clip Tally Marks for Number of Times All Students Respond How Students Respond

5. Characteristics of Active Student Engagement Routine Varied Brief Formative Easily Observed Capital Area Intermediate Unit

6. Why Active Enagagement? Opportunities to respond relate to: Significant increase in academic achievement Increased on-task behavior Decreased behavioral challenges Mastery of low level skills to allow for extended thinking Strengthens neural pathways to make learning permanent

7. Capital Area Intermediate Unit What is Active Engagement? Opportunities to Respond Verbal Responses (partners or choral response) Written Responses Action Responses All students respond!

8. Why aren’t educators using them? Off-task behaviors Sharing wrong answers Loss of control Capital Area Intermediate Unit

9. Teach routines Explain the routine – the what and the why. Model the routine. Rehearse several times. Use it consistently. Capital Area Intermediate Unit

10. Routines for… Whole group Capital Area Intermediate Unit

11. Quiet Signal Verbal Class/Yes Nonverbal Clap Lights Shhhh Raised Hand Capital Area Intermediate Unit

12. What Does the Research Say? Research says 18 days of instruction in an elementary classroom are lost to transition – A consistent quiet signal will gain an educator back 15 of those 18 days Capital Area Intermediate Unit

13. What to do when… Listening Responding (Pairs, small groups, individually) Writing Turning Work In ??? Capital Area Intermediate Unit

14. Power Teaching Class - Yes Bodies and Chairs The Rules Celebration Partner Check Teach-Okay

15. Capital Area Intermediate Unit Verbal Responses – Choral Response (Use when answers are short and the same) Students are looking at the teacher. Ask a question. Put up your hands (teacher) to indicate silence Give thinking time Lower your hands as you say, “Everyone.” Students are looking at their own book or paper Ask a question. Use an auditory signal (“Everyone”)

16. Capital Area Intermediate Unit Verbal Responses – Partners (Use when the answers are long or different) Routine Assign partners – A/B,1’s and 2’s, Peanut Butter/Jelly, LOOK, LEAN, LISTEN, and WHISPER Pace!!

17. Capital Area Intermediate Unit Verbal Responses – Individual Turns Less desirable practices #1 Calling on volunteers Guidelines:  Call on volunteers when the answer is a product of personal experience.  Don’t call on volunteers when the answer is a product of instruction or reading. Instead, expect that all students could answer the question. #2 Calling on inattentive students

18. Capital Area Intermediate Unit Verbal Responses – Individual Responses Whip Around or Pass This strategy is best used when there are many possible answers to a question. Ask the question. Give students thinking time. Quick, No Judgment, Opportunity to Pass

19. Capital Area Intermediate Unit Written Responses Routine paper, post-its, graphic organizers, journal pages, white boards, etc.

20. Capital Area Intermediate Unit Written Responses – Choral Give a directive. Have students write their answers on individual white boards. When adequate response time has been given, have students display their boards. Give feedback to students.

21. Capital Area Intermediate Unit Are you Smarter Than a 5 th Grader? Which integer represents this scenario? An elevator rises 5 floors -5 or 5 5

22. Capital Area Intermediate Unit Are you Smarter Than a 5 th Grader? What is 102 rounded to the nearest hundred? 100

23. Capital Area Intermediate Unit Written Responses – Partner/Small Group Give One/Get One Individual lists, students meet up and review lists – sharing one answer List/Pass/Amass Individual list (one item), then pass lists to another person who reviews it and add to the list 5-3-1 You list “5”, partners narrow to “3”, Tables narrow to 1.

24. Capital Area Intermediate Unit Written Responses -Individual Gauge the length of the written response to avoid “voids” Make the response fairly short OR Make the response “eternal” 2$ summary-limits length and allows for precision

25. Capital Area Intermediate Unit Action Responses-Choral Act out. Act out story, concept, historical event, etc. Gestures. Body Protractor Mirror Mirror Facial expressions. Example: the word is despondent. When you feel very low from the loss of hope, you feel despondent. If you have lost all hope and feel very low, you are ____. If you lost your job, all of your savings, and your home, you would feel _____. Show me with your body and face: How would you look if you felt despondent?

26. Action Responses – Partner/Group Four Corners Offer four options and vote with your feet Inside/Outside Circle Modified group share, rotate one Value line-ups Express opinions on a continuum, split the line Team Chants/Team Gestures Transform lists into chants or gestures Capital Area Intermediate Unit

27. Action Responses – Partner/Individual Thumbs up-Thumbs Down Response Cards Examples: Generic responses: yes/no, agree/disagree, true/false, A/B/C/D Punctuation Marks: !, ?, “” Vocabulary terms: perimeter, area, elude, intention, reluctant Red Light/Green Light Green Light – Good to Go, Red Light –Need Help

28. Response Cards What is the heaviest a backpack should be to avoid back pain and strain? A.No more than 50% of body weight B.No more than 25% of body weight C.No more than 10% of body weight D.No more than 30 pounds Capital Area Intermediate Unit

29. Response Cards Why would you use active engagement strategies in your classroom? A.To increase student achievement B.Because students may be more motivated C.They result in more on-task behaviors and less disruptive behavior D.Because they are fun Capital Area Intermediate Unit

30. Active Participation – Passage Reading Silent Reading Pose pre-reading question Tell students to read a certain amount Ask them to reread material if they finish early. Monitor students’ reading. Have them whisper read to you. Pose post-reading question.

31. Capital Area Intermediate Unit Active Participation – Passage Reading Choral Reading Read selection with your students. Read at a moderate rate. Tell your students “Keep your voice with mine.” Cloze Reading Read selection. Pause on “meaningful” words. Have students read the deleted words. (Excellent practice when you need to read something quickly)

32. Capital Area Intermediate Unit Active Participation – Passage Reading Individual Turns Best used in small group settings If used in large group settings… Assign each student a paragraph or a number of paragraphs. Give time for rehearsal and practice. Allow them to ask classmates for unknown words. Have students stand and read section without being called on. OR Utilize the “we” or “me” option.

33. Capital Area Intermediate Unit Active Participation – Passage Reading Partner Reading Assign each student a partner. Reader whisper reads to a partner. Students alternate by sentence, paragraph, page or time (5 minutes). Coach corrects errors. Ask: Can you figure out this word? Tell: This word is ___. What word? Reread the sentence.

34. Routines Whole group Centers Capital Area Intermediate Unit

35. Front Load Establish Expectations Practice Routines with Non-Academic Centers Start Small and Build Swift Consequences, Swift Reinforcement Capital Area Intermediate Unit

36. Reading Centers Phonemic Awareness Phonics Fluency Vocabulary Comprehension Capital Area Intermediate Unit

37. Literacy Centers Creative Writing Spelling Grammar Capital Area Intermediate Unit

38. Routines should include what to do when… something does not work they do not understand a center activity they complete a center activity early it is time to clean up (where to put their product, where to put materials away, etc.) to decide who goes first when engaged in a pair or group activity It is time to move to another center activity Capital Area Intermediate Unit

39. If things go awry… Explicitly taught? Interesting? Too easy? Too Hard? Too many new centers at once? Capital Area Intermediate Unit

40. Support for Learning a Center Listening Center What should Mrs. Morret hear? What should Mrs. Morret see? Silence as students follow along in the text. Students sitting in a chair with four legs on the ground or criss-cross applesauce on the floor. Reading as students re-read along with the narrator. Students using their pointer finger to follow along with the text. One student managing the tape player/cd player Capital Area Intermediate Unit

41. Accountability Prevents students from practicing the same errors Provides opportunity for teachers to instill the importance of quality work Conveys the importance of each academic task Capital Area Intermediate Unit

42. Accountability To whom: Teacher, Self, Partner Balance – does not have to be “paper/pencil” Check everything in the beginning and eventually scale back Teacher led vs. student led centers Capital Area Intermediate Unit

43. Accountability Ideas Buddy Read for Fluency Screen Captures (digital capture of sorts) Graphing for timed responses Write-On, Wipe off (Laminated samples) Center Highlight – Students Share in whole Group Daily Demonstration Center Progress Chart – all centers listed for the week with completed activities in a folder Capital Area Intermediate Unit

44. Center Prep Teacher Modeling/Teacher Led Guided Practice Supported Application Independent Practice Capital Area Intermediate Unit

45. Goal Setting Select one or two routines demonstrated today that you will commit to trying in your classroom from now until October Share your goal with your partner. Share your goal with anyone observing your classroom. Capital Area Intermediate Unit

46. Summary An important thing about active engagement is ______________, but the most important thing about active engagement is______________. Write on post-it with no more than 3 words for each statement and post on the door going out of the room. Capital Area Intermediate Unit