Transcript Facilitating Classes That Strengthen Student Engagement

Lindsay Estes
[email protected]
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9-low prep ways to engage students during
class
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Why is student engagement important?
◦ After two weeks we tend to remember…
P
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10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we say
90% of what we say and do
Edgar Dale, Audio-Visual Methods in Technology, Holt,
Rinehart, Winston
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Describe a time your students were highly
engaged in class.
◦ What do you believe contributed to this
engagement? Content, process, structures,
planning?
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De-brief
Independent
Work
Teacher Talk
Group Work
Partner Work
Prior to a lesson
During a lesson
After a lesson
Anchor
Learning happens when you connect new information to existing
information
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Should be:
◦ Low Risk/Low Stakes
◦ All students should be able to contribute something
◦ Focus on what the STUDENTS know
◦ Connect what the students know to what they will
be doing
◦ Post images and/or key vocabulary that will be
taught/used in the day’s lecture
◦ Using the vocabulary, students write a prediction of
what they will learn or discuss
◦ Students share predictions
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Import
Export
Expansion
• Using these vocabulary words write a predication of what we
will learn about America’s growth in the 1800’s.
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Introduce new topic to students.
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Give students a few minutes to draw whatever comes to
their mind when they think of the topic.
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Lecture/Present new information
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After the lecture, have students draw what comes to their
mind related to the topic.
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Next students write about what changed in their drawing
and why.
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Students share with a partner.
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Up-front/front loading
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Its worth the time
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How could you use some of these
engagement ideas in your classes?
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Serve as Checks for Understanding
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Break up the monotony of “sit and get”
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Allow students to discuss and process new
information directly after receiving it
◦ Teacher introduces topic and presents information
◦ Half-way through the lesson, students “roll the
dice”
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Roll the Dice:
US’s Involvement in WWI
1--Predict
2—Explain- the difference…
3—Summarize…3 key ideas
4—Evaluate…Do you agree with…
5—Question…Write 5 questions
6--Connect to Prior Knowledge
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Quick Talks (Energizers/Checks for
Understanding)
◦ At mid-point of a lecture, stop and have students give
“quick talks” about what they have learned so far.
◦ Students get in teams of 3-4, they must speak for 60
seconds to share all they know about the topic
(WITHOUT STOPPING); when one stops talking, the next
one must start.
◦ Give student teams a few minutes to prepare, but only
have 1-2 teams share.
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Half-way through the lecture/lesson, stop.
Have students write two questions they have
about the content of the lecture.
Collect the questions and answer.
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How could you use some of these ideas in
your classes?
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Assimilate and process information
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Learn from others
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Checks for understanding
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The First Word
Assign key vocabulary from the lecture to
groups or pairs of students.
Students generate a short phrase or sentence
for each letter of the word vertically
First Word Examples:
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Sun is the star at the center of the solar system
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Orbits are the paths that planets take around the Sun
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Lunar eclipses occur when the Moon gets blocked by the Earth
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Asteroids are big rocks that orbit the Sun
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Rings-- the planet Saturn has them
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First Word Examples:
Saturn is the sixth planet from the Sun
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You can see some planets with your naked eye
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Some other planets are: Earth, Venue, Mars, Jupiter, Pluto, and Neptune
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The Earth is the only planet with life on it
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Every year, the Earth orbits the Sun once
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Mercury is the planet closest to the Sun
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Lipton, L., & Wellman, B. (1999). Patterns and practices in the learning-focused classroom. Guilford, Vermont:
Pathways Publishing.
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Silent activity
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After the lesson/lecture, post a question(s) on
the board.
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Students write a response to the questions on
the board.
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Students respond to each others’ writings by
simply drawing a line from the response and
writing their thoughts.
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Key Vocabulary
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Interactive
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Connections
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Shows understanding
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Key words from today’s lesson
Roll the Dice
Vocabulary Predictions
activate prior
knowledge
The First Word
Quick Talks
student engagement
Talking Drawings
Chalk Talk
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On your own: Choose two words from the
word wall that you did not know prior to
today. What do they mean?
With a partner: Using five words from the
word wall, describe…
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Choose one strategy that you could use with
your students. How would you use it in your
classes?
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The hardest working person in a classroom
should always be….
the student