1. Cornerstone 3: Engagement and Enjoyment
How does the teacher motivate students to do their best work and inspire the love of learning?

2. Engaged and Enjoying?

3. Engaged and Enjoying?

4. What are we looking for: Instructional Indicators
3.1: Engages students in diverse forms of thinking (e.g., practical,
analytical, creative, exploring feelings and values)
3.2: Uses key “motivational levers” like controversy, choice,
competition, challenge, and creativity to increase students’
commitment to learning
3.3: Maintains a high level of student excitement and on-task
behavior using a wide variety of tools and strategies
3.4: Communicates and maintains a passion for teaching,
learning, and quality work throughout lessons and units
3.5: Taps into the power of “selfhood”: encourages students to
pursue their own interests, make their own choices, develop
their own perspectives, and express their values and dreams
3.6: Creates a classroom environment that has the capacity to
inspire and delight (e.g., through enthusiasm, humor,
novelty, color, movement)

5. 3. 1 Engaging students in diverse forms of thinking (e. g
3.1 Engaging students in diverse forms of thinking (e.g., practical, analytical, creative, exploring feelings and values)
Elements of diverse thinking:
Fluency, Flexibility, Elaboration, Originality, Complexity, Risk- taking, Imagination, Curiosity
Research to back it up:
The more we can create flow, engaging student interest while stretching their abilities, the more we can accelerate the ascending intellectual demands of all students. (Jane A. G Kise 2007)
High Quality demands all styles of thinking, teaching students how to get the most out of their minds means rotating strategies across all styles. (Silver, Strong and Perini 2007)

6. Invites diverse forms of thinking:
How would you rate yourself: Novice, Developing, Proficient, Expert?
Evidence, how are you doing this?
Does it work?
How do you know, student behaviors?
Ways to improve it?

8. 3.2 Uses key “motivational levers” like controversy, choice, competition, challenge, and creativity to increase students’ commitment to learning
Research to back it up: Specifically, choice seems to increase intrinsic motivation, effort, task performance, and subsequent learning. To produce these impressive findings, classroom tasks that offer choice must be robust enough to allow students to make direct connections to their personal goals. (Marzano and Pickering 2011)

9. Use motivational levers such as controversy, choice, competition, challenge, creativity:
How would you rate yourself: Novice, Developing, Proficient, Expert?
Evidence, how are you doing this?
Does it work?
How do you know, student behaviors?
Ways to improve it?

10. 3.3 Maintains excitement and on-task behavior using a variety of tools and strategies.
Research to back it up:
Teachers who used a wide variety of techniques and strategies to engage students experienced almost no behavioral problems in their classrooms. (Pressley and Mohan 2008) 
There are tons of examples for this.
“Tools” book from beginning of year.
Observation example.

11. Maintain excitement and on-task behavior using a variety of tools and strategies:
How would you rate yourself: Novice, Developing, Proficient, Expert?
Evidence, how are you doing this?
Does it work?
How do you know, student behaviors?
Ways to improve it?

13. 3.4 Displays a passion for teaching and learning.
Research to back it up:
The teacher’s enthusiasm for teaching, learning and for the subject matter has been shown to be an important part of effective teaching, both in supporting positive relationships with students and in encouraging student achievement (Stronge 2002).
This can be observed in your teaching, lesson plans, unit planning, expectations, etc.

14. Display a passion for teaching and learning:
How would you rate yourself: Novice, Developing, Proficient, Expert?
Evidence, how are you doing this?
Does it work?
How do you know, student behaviors?
Ways to improve it?

15. 3.5 Encourages students to pursue interests, make choices, and develop personal perspectives.
This is where we tap into the power of “Selfhood”. We allow the students to do the above things along with letting them express their dreams and values.

16. Encourage students to pursue interests, make choices, and develop personal perspectives:
How would you rate yourself: Novice, Developing, Proficient, Expert?
Evidence, how are you doing this?
Does it work?
How do you know, student behaviors?
Ways to improve it?

17. Examples of methods in which this can be done:
3.6 Creates a classroom environment that has the capacity to inspire and delight.
Examples of methods in which this can be done:
Humor
Enthusiasm
Novelty
Color
Movement
Discussion
Video
Quotes
Etc., Etc., Etc.

18. Create a classroom that inspires and delights:
How would you rate yourself: Novice, Developing, Proficient, Expert?
Evidence, how are you doing this?
Does it work?
How do you know, student behaviors?
Ways to improve it?

19. Student Behaviors Are energetic and enthusiastic Display effort
Enjoy themselves in the classroom
Express their own interests, ideas, and insights
Are on-task and motivated
Stretch their minds with different forms of thinking

20. Dimension 3: Engagement and Enjoyment Cornerstone 3 | How does the teacher motivate students to do their best work and inspire the love of learning?
What are some ways to increase student engagement in your classroom?
What are some ways you could keep students more actively involved in the lesson?
Did you ever feel that you were losing some students as the lesson progressed? What did you do to regain their attention?
How did you use multiple forms of assessment to enhance student engagement and personal reflection on new learning?
What role did students play in using assessment data to guide their own learning?
What kinds of motivational levers (e.g., choice, controversy, competition) did you employ to motivate your students? How well did these levers work?
How do you ensure that students see and understand connections between “fun” activities and the underlying concepts of the lesson?
What evidence did you have that students were deeply engaged in the lesson?
How did you assess your students’ enjoyment of the lesson and its activities?
How committed were your students to new learning? How did you assess this level of commitment?