What will I do to engage students?

Morris + Sacher

*Design Question 5

*Student Engagement

*Student Engagement can be broken down into 2 levels

*Attention vs. Engagement*Attention

*Short-term focus on classroom activities

*How a student feels and their level of interest

*Engagement

*Long-term intrinsic motivation for learning

*Relevance or importance of learning to the student’s future

*Self-efficacy – Can I learn this material? and Do I have control over my future?

*Student Engagement:

4 Questions

*When choosing how much effort to devote to

learning, students ask themselves 4 questions:

1.How do I feel?

2.Am I interested?

3.Is this important?

4.Can I do this?

Attention

Relevance

Self-Efficacy

*HOW DO I FEEL?

*If students sense that they are not welcome, accepted, and supported in the classroom,

the probability is low that they will engage in classroom

activities. *3 Factors*The student’s level of energy

*The demeanor of the teacher

*The student’s perception of acceptance by teacher and peers

*HOW DO I FEEL?

Today I feel like this…Low-

probability of engagement

High-probability of engagement

*HOW DO I FEEL?

*5 Strategies to help students “Feel good”1.Strategy: Effective pacing

https://www.teachingchannel.org/videos/time-limit-classroom-strategy

2.Strategy: Physical movementhttps://www.teachingchannel.org/videos/refocusing-students?fd=1

3.Strategy: Demonstrating intensity and enthusiasmhttp://www.youtube.com/watch?v=uhiCFdWeQfA

4.Using humor

5.Strategy: Building positive relationshipshttps://www.teachingchannel.org/videos/building-relationships-through-gestures

*HOW DO I FEEL?

*What are some ways you can build

relationships with students?

*How can you make sure your students feel welcomed, accepted, and supported?

Talk About It…

*AM I INTERESTED?

*Students want to know whether or not an activity will be “fun.”

*Techniques for peaking student

interest*Anticipatory sets/guides

*Kinesthetic learning

*Multiple intelligences

*Social learning

*AM I INTERESTED?

*Techniques for peaking student interest*Anticipatory sets/guides

*https://www.teachingchannel.org/videos/reading-teaching-strategy

*www.wordle.net

*AM I INTERESTED?

*Anticipatory Guides: Romeo and Juliet

Before Readi

ng

Statement After Readi

ng

People join gangs because they are not strong willed and do not know the value of human life.

If a family member is in danger, I would do anything to protect them, even if that means I could die.

I would expect a family member to do anything to protect me; including die for me.

Love at first sight is real and powerful. 

Suicide is stupid.

Parents should never control who their children spend time with or love.

We cannot control our fates.

Most murders are premeditated.

If I found the right girl/guy I’d marry her/him in a heartbeat.

Directions: Read each statement. Mark your answer in the “Before Reading” column. Agree/Disagree/No opinion.

*AM I INTERESTED?

*Anticipatory Guides: Runner

Directions: The following word cloud contains themes and topics found in the novel, Runner. Choose which word is more interesting to you and write about it for the next three minutes.

*AM I INTERESTED?

*Techniques for peaking student interest*http://www.youtube.com/watch?v=eYYf-mUmPqI

*Kinesthetic learning

*Social learningTalk about it…

Besides using physical movement and kinesthetic learning, what

else does Ms. Gruwell accomplish

with this activity?

What sort of anticipation guide could you create for one of your

lessons?

*IS THIS IMPORTANT?

* If the answer is yes, students are more likely

to be involved in the tasks at hand.

*The more a teacher can tap into students’ higher-

level goals, the more engaged the class as a

whole will be. (Marzano, Designing

and Teaching Learning Goals and Objectives, 2009)

*IS THIS IMPORTANT?

*Four ways to tap into students’ personal lives and interests*Make comparisons to

student interests

*Students compare academic content to a personal interest

*Students expand and expound their interests

*Students receive structure and guidance regarding those comparisons

*IS THIS IMPORTANT?

*Make it meaningful, make it relevant*Make comparisons to student

interests

*Students compare academic content to a personal interest

* https://www.teachingchannel.org/videos/teaching-science-with-current-events

* https://www.teachingchannel.org/videos/teaching-french-revolution?fd=1

* https://www.teachingchannel.org/videos/teaching-economic-systems

*When students can connect a personal experience to class content, it becomes meaningful and memorable.

Talk about it…In what ways are these teachers

making content relevant, meaningful, and memorable for

their students?

*CAN I DO THIS?

*A case can be made that this is the most important factor affecting engagement.

(Marzano, School Leadership That Works, 2010)

*Strategies to enhance self-efficacy

*Effective praise and verbal feedback

*Tracking and studying progress

*Providing examples of efficacy

*Teaching about efficacy

*CAN I DO THIS?

*Effective praise and feedback*Strategy: “My Favorite No”* https://

www.teachingchannel.org/videos/class-warm-up-routine

*Strategy: “Passing Notes”* https://

www.teachingchannel.org/videos/passing-notes-teaching-strategy

Talk about it…

In what ways could you adapt these strategies for your

content area?

* MORE STRATEGIES

*Other great strategies to increase participation, interest, and engagement*Strategy: “Kick Me” (vocabulary/analogies)* https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive

*Strategy: “Participation with Playing Cards” (questioning technique)* https://www.teachingchannel.org/videos/improve-student-participation

*Strategy: “Peer Teaching”* https://www.teachingchannel.org/videos/student-peer-teaching

*Strategy: “Hook Stations”

*https://www.teachingchannel.org/videos/hook-stations

*Strategy: “Interactive Stations” (literary analysis)

*https://www.teachingchannel.org/videos/increase-engagement-and-understanding

* In Conclusion

*Questions and Comments

*THE END

Morris

Sacher