ORIGINALLY FROM EDUCATIONAL CONSULTANT GALE ELKINS Increasing
Student Engagement
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Learning Targets Today I will learn: To differentiate between
Mandated and Discretionary prompts. How to utilize both Covert and
Overt Mandates that increase student engagement, active
participation, and cognitive processing of the learning. How to
look for natural breaks in the lesson and incorporate mandated
processing activities designed to allow students to process the
content and concrete it to memory.
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Anyone?
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Appointment Clock Please get up, move around the room, and set
all appointments for today. You have 1 minute to get this done and
get back to your seat.
What is the difference between A and B? A: Everyone show me a T
of F on the following B: Who can tell us if A: Discuss with your
partner B: Can I have a volunteer A: In your journal jot down B:
Can anyone tell meanyone?
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Which set of directions engages kids more? Why? Discuss with
your 12:00 appointment
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What is the difference between A and B? A: Everyone show me a T
of F on the following B: Who can tell us if A: Discuss with your
partner B: Can I have a volunteer A: In your journal jot down B:
Can anyone tell meanyone?
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What is the difference between set A and set B? Discuss with
your 3:00 appointment
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Set A DirectionsMandates Set B DirectionsDiscretionary
Mandatory, required, not optional. 3 Critical points All Students
Simultaneously Processing (Doing or manifesting) the learning.
Optional, a choice Volunteerism in learning Sometimes you do want
to hear from just one kid, but it should be intentional and not let
others off the hook. **Can be threatening and or damaging to
at-risk kids. Student Engagement
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Mandate Without talking or looking at your notes.Think to
yourself for 30 secondsWhat are the 3 critical attributes of a
MANDATE? EveryoneWrite them down on your white board. Share whats
on your white board with your 6:00 appt. Check each other to make
sure you both have the 3 critical attributes. Now working with your
partner Sort the tickets in the envelope into two piles of Mandated
vs Discretionary statements. Hint: check the 3 critical
attributes
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Used to allow students to process chunks of new material being
presented. Ever heard of Chunk, Chew, and Spew? Also effective as a
review strategy. When to use Mandates.
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Brain Research about learning Long-term Memory Short-term
Memory Adults=10 minutes of new input 9-12 th grade= 7-9 minutes
6-8 th grade=??? Less After that its gone and replaced with new
data. Processing time and activity Learning Ten best teaching
practices: How brain research, learning styles, and standards
define teaching competencies DW Tileston - 2005 -
books.google.com
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Mandate Examples Think for 30 seconds to yourself about how
this brain research information relates to the need to break up
lessons into manageable Chunks. Now get together with your 9:00
appointment and discuss your thoughts. Now do a 90 Second
power-write about how this information is critical to teaching and
learning? Be ready to share.
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Covert Mandate Overt Mandate Creates a mental manifestation.
Gives private think or rehearsal time. **Effective to use before an
overt mandate or paired with discretionary. Creates a physical and
visible manifestation of the learning. Total Physical
Response=Signal Verbal Pair share/Choral Response Written 2 Types
of Mandates
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Benefits of Covert Mandates Think time and the effect on
Student Responses: More correct answersIncreases students accuracy
(mental rehearsal). Increases sense of security if students can
think about it before hand. Longer more well developed answershave
time to really create a complete answer. More sophisticated
vocabularytime to prepare. THINK TIME is critical to all students
process and mentally rehearse before answering or more importantly
hearing some elses answer first.
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Think Time THINK TIME is critical in order for all students
process and mentally rehearse before answering or more importantly
hearing someone elses answer first.
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How to use Covert Mandates Four examples: Give a covert
direction that prepares them for a mandate. Give a covert direction
that gets them to give a correct overt answer. Give a covert and
then go to cold call or popsicle sticks. (Everyone thinks first and
then cold call on students to answer.) Give a covert and then go to
discretionary (Ask for volunteers to answer and ask other students
to listen and see if he/she is correct or if anything is left
outRaise your hands if you had the same answer).
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Mandate example I want you to get together with one of your
appointment clock partners. I will tell you who in a minute.Your
task is to make a list of as many examples of Overt Mandates that
you can think of in 2 minutes that you could apply to a recent or
upcoming lesson. Get with your 12:00 appt. now. Be ready to share
your list with the group.
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Mandate example I am going to read a mandate out loud. When I
read it write on your whiteboard a big C or O to tell me if the
statement is a Covert or Overt Mandate. Show me when I say 1,2,3
show me. Be ready to defend your answer either way.
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Mandates: 1. All Students 2. Simultaneously 3. Processing the
learning Review: Mandates or Discretionary Questions? Everyone take
out your book and turn to page 97. Raise your hand when you have an
answer. On the count of three, everyone tell me what the least
common factor of 25.
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More Review With a partner of your choice stand and do an A/B
discussion: 1 person is the A the other the B A) Discuss Covert vs
Overt Mandates B) Discuss why overt mandates can help students more
quickly achieve a deeper understanding.
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Take Away Exit Ticket On scratch paper please write about one
take-away today related to the use of Mandates. This is something
you now feel comfortable consistently implementing into your
teaching toolbox. Feedback- What did you think of todays
presentation? What would have helped you learn this better?
