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Increasing Student Engagement

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Increasing Student Engagement Motivation: ... The Key to Success in Learning a video set by ASCD Teaching with the Brain in Mind by Eric Jensen The Human Brain ... – PowerPoint PPT presentation

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Title: Increasing Student Engagement


1
Increasing Student Engagement
  • This slide show was prepared by
  • Aimee Evans, Professional Development Specialist
  • at Arch Ford Education Service Cooperative
  • using resources listed on the last page.

2
Increasing Student Engagement
  • Working on the Work

3
Five Levels of Student Engagement
  • Passive Compliance
  • Rebellion
  • Ritual Engagement
  • Retreatism
  • Authentic Engagement

4
Five Levels of Student Engagement
  • Authentic Engagement
  • Ritual Engagement
  • Passive Compliance
  • Retreatism
  • Rebellion

5
Round Robin Share
  • Three minutesthink of a student and scenario
    that you think is representative of one of the
    levels of engagement
  • Taking turns, describe a student and scenario and
    let the group decide which level of engagement it
    represents--discuss

6
CP Reflection
  • Describe circumstances under which you would fit
    into each category of engagement

7
Types of Classrooms
  • The Highly Engaged Classroom
  • The Well-Managed Classroom
  • The Pathological Classroom

8
Personal Written Reflection
  • How would you go about finding out the present
    status of your school relative to levels of
    engagement?
  • What questions would you ask and of whom?

9
Talking Slips Share
  • Each person takes three sticky notes in his hand.
  • Select a person to begin a discussion about the
    ideas relative to the personal reflection topic.
  • Sharing can go in any order, but as each person
    contributes to the discussion he places a sticky
    note in the center of the table. Each person
    contributes three times.
  • Stop and add new information to your personal
    written reflection.

10
From Vision to Reality
  • Beliefs serve as the basis for visions.
  • Visions shape missions and strategic goals.
  • Missions set strategic goals.
  • Strategic goals indicate needed actions.
  • Action goals define tasks and specify activity.

11
Team Statement
  • Three minutesin writing, describe the school you
    would like to build relative to levels of
    engagement.
  • Round Robin Share the descriptions.
  • Work together to develop a team statement upon
    which all can agree.

12
CP Reflection
  • Re-read and discuss the Basic Assumptions on page
    xviii. Make note of anything you wish to discuss
    with the whole group or that you wish to remember
    from your reflection.

13
Factors that Influence Student Achievement
  • Teachers Can Control
  • Teachers Can Influence
  • Teachers Cant Control

14
Standards for a WOW School
  • Highly Engaged Classrooms
  • Satisfactory Student Achievement
  • Common Understanding of What Students Should Know
    and Be Able To Do
  • Organize Knowledge To Appeal to Students
  • Link Tasks to Performances and Products About
    Which Students Care
  • Communicate Standards for Work

15
Standards for a WOW School
  • Physically and Psychologically Safe Place
  • Affirm Performances By Involving Significant
    Others
  • Provide Opportunities To Work With Others In
    Meaningful Ways
  • Novelty and Variety In Tasks
  • Incorporate Appropriate Choice
  • Assign Tasks That Are Real and Important

16
Personal Written Reflection
  • Where do you think your school stands today in
    relation to the standards for a WOW school?
  • Are any of the standards topics on which a group
    within the PLC ought to focus?
  • Which standards affect parent involvement and how
    could they influence the parent involvement plan
    at your school?
  • Which standards focus on classroom instruction
    and how could they influence instruction in your
    school?

17
Increasing Student Engagement
  • Motivation The Key to Success in Teaching and
    Learning

18
Systems Involved in Learning
  • Self System
  • Metacognitive System
  • Cognitive System

19
Self System
  • Is the incoming information important? (Does it
    meet a basic need or a personal goal?
  • Can I be successful with this?
  • Do I have positive associations with the learning
    environment, topic, or teacher?

20
Metacognitive System
  • Set goals for student learning.
  • Ask students to set personal goals.
  • Provide consistent, specific feedback in
    reference to the goals.
  • Teach students skills to direct their work toward
    goals, such as positive self-talk and breaking
    down large assignments into small tasks.

21
Cognitive System
  • Input of information (modalities)
  • Constructing meaning
  • Storing in memory
  • Accessing from memory

22
Motivationally Anchored Instruction
  • Understand why intrinsically motivating
    instruction can improve student learning and
    achievement.
  • Identify the four conditions that create highly
    motivating classrooms for a broad range of
    students.
  • Identify approaches to a school-wide focus on
    motivating instruction.

23
Team Brainstorm
  • Three minutesthink of an experience (as teacher,
    learner or observer) of highly motivated
    learning.
  • Round Robin share your experience.
  • Brainstorm a list on big paper What does highly
    motivated learning look like?

24
CP T-chart
  • Create a T-chart to compare and contrast
    Intrinsic and Extrinsic motivation.
  • Intrinsic Extrinsic

25
CP Discussion
  • What are the advantages and challenges of using
    intrinsic motivation for learning?
  • How could intrinsic motivation be used to support
    the current emphasis on standards?
  • How might intrinsic motivation work with a
    scripted curriculum?
  • If your school relies on an extrinsic approach to
    learning, how might you make it more effective?

26
Anticipation Guide
  • Agree or Disagree
  • Teachers can develop intrinsic motivation in
    students.
  • What are some ways a teacher can
  • establish an inclusive classroom?
  • help students develop positive attitudes?
  • enhance student development of meaning?
  • engender competence?
  • How does the Motivation Framework appear to
    relate to the 10 critical qualities of student
    work?

27
Round Robin
  • What activities contribute to developing a
    community of learners who feel respected and
    connected to one another and to the teacher?
  • What activities offer meaningful choices and
    promote personal relevance to contribute to a
    positive attitude?
  • What activities engage students in challenging
    learning that has social merit?
  • What activities help students understand that
    they are becoming more effective in the authentic
    learning that they value?

28
Personal Written Reflection
  • Which of the four conditions seems hardest to
    accomplish?

29
Motivationally Anchored Classrooms
  • Implement all four conditions of the Motivational
    Framework for Culturally Responsive Teaching in
    your classroom or school.
  • Identify what an effective instructional coach
    does to support motivationally anchored
    instruction.

30
Dot Graphing-To what extent does my school
  • Help all students feel respected and connected to
    each other?
  • Offer culturally relevant learning experiences?
  • Offer meaningful choices to students as they
    learn?
  • Challenge a broad range of students?
  • Help students know that they are becoming
    effective learners?

31
Viewing the segments on the four components
  • Review handout describing criteria for the
    component in the upcoming segment.
  • View segment, making relevant observations along
    the way.
  • Think about the notes taken, then pair and share
    observations.
  • Provide teacher with warm feedback.
  • Provide teacher with cool feedback.

32
Mental Model
  • Work with your group to create a Mental Model to
    help you organize the information you now know
    about the Motivational Framework.

33
Carousel Feedback
  • Visit the Mental Model that was created by each
    of the other groups. Offer a warm comment or a
    question on a sticky note and leave it behind.
  • Discuss the modelssimilarities/differences

34
Motivationally Anchored Schools
  • Know how motivationally anchored adult learning
    and collaboration can become part of a daily
    school environment and guide professional
    development.
  • Understand the advantages of five-minute
    administrative walkthroughs.
  • Understand how to design and implement an
    approach to action research known as
    data-in-a-day.

35
Mining for Motivation
  • What insights were stimulated by this activity?
  • What positive potential actions could be taken?
  • How might this activity be used in your classroom
    or school?

36
Talking Slips Share
  • How can we create a learning atmosphere in which
    teachers feel respected by and connected to one
    another?
  • How can we help teachers develop a favorable
    disposition toward a learning experience through
    personal relevance and choice?
  • How can we create challenging, thoughtful
    learning experiences that include teacher
    perspectives and values?
  • How can we help teachers create an understanding
    that they are effective in learning something
    that they value?

37
Think-Pair-Share
  • Take 8 minutes to read and respond to each
    question personally, then pair and share.
  • How did the coach support the teachers
    motivation while reflecting with her on lesson?
  • What are advantages and challenges of organizing
    opportunities for motivationally anchored adult
    learning and collaboration?
  • What structures and routines already exist within
    your school to organize motivationally anchored
    adult learning?

38
Whole Class Discussion
  • What was interesting?
  • What surprised you?
  • What additional questions about either
    walkthroughs or data-in-a-day would you like to
    have answered?

39
Increasing Student Engagement
  • What Every Teacher Should Know About Student
    Motivation
  • Teaching with the Brain in Mind

40
Reward vs. Celebration
  • Rewards have market value AND are expected.
  • Celebrations have market value OR are expected,
    but not both.

41
Key PointsBook Study Strategy
  • Read Chapter 2 of What Every Teacher Should Know
    About Student Motivation.
  • As you read, note key points on sticky notes, one
    per page.
  • Use Talking Slips Strategy to share key ideas you
    noted.
  • Team Mind Map the chapter, using appropriate
    symbols and color-coding.

42
Getting Attention Jigsaw
  • Teaching with the Brain in Mind pages 42-48,
    50-51
  • Teaching with the Brain in Mind pages 55-61
  • What Every Teacher Should Know About Motivation
    pages 25-33
  • What Every Teacher Should Know About Motivation
    pages 19-28

43
Getting Attention Jigsaw
  • Divide two sheets of paper into four sections
    each (total of 8 sections).
  • Label the sections Motivation, Attention,
    Emotion, Learned Helplessness, Threats, Novelty,
    Processing Time, Key Ideas
  • Use the sections to make notes of what you need
    to share during the teach time.

44
Folder 3, Activity 3 Attention
  • Effective attentions system must be able to
  • Identify and focus on most important items
  • Sustain attention while monitoring and ignoring
    other
  • Access memories that might be relevant
  • Shift attention quickly.

45
Passive to Active
  • We are passively attuned to a limited range of
    stimuli all the time.
  • We actively attend when our emotional system is
    activated or when our analytic system moves the
    information to the frontal lobe.

46
Processing Complex Information
  • Multi-tasking simultaneous processing
  • Chunking
  • Connecting and patterning

47
Biochemistry of Attention
  • Cyclic90 minute cycles
  • Peaks in morning
  • Decreases throughout day

48
Anticipation GuideBook Study Strategy
  • Read and respond to the anticipation guide.
  • Discuss with your CP.
  • Read Chapter 4 and make notes on the anticipation
    guide.
  • Discuss with group.

49
MEMORY The only evidence that learning has
occurred
50
Memory Pathways
  • Semantic-stores words and facts
  • Episodic-based on context and location
  • Procedural-motor memory
  • Automatic-conditional, possibly part of
    procedural
  • Emotional-joy, fear, surprise, sadness, disgust,
    acceptance, anticipation, anger, may not be a
    separate pathway

51
Practice Writing Anticipation Guide
  • Work with your CP.
  • Select a reading passage from your inquiry kit
    folders.
  • Peruse the passage and create an anticipation
    guide for a book study session.

52
Resources
  • Working on the Work by Philip Schlecty
  • What Every Teacher Should Know About Student
    Motivation by Donna Walker Tileston
  • Motivation The Key to Success in Learning a
    video set by ASCD
  • Teaching with the Brain in Mind by Eric Jensen
  • The Human Brain Inquiry Kit by ASCD
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