Transcript Student Engagement - Glasgow Independent Schools

Student Engagement
As presented by John Antonetti
November 17, 2012
Carroll Knicely Center, Bowling Green, KY
Working on the Work by Dr. Phillip Schlechty
Reflection
Experimentation
Analysis
Lesson Design
Academic Engagement
(High Yield Instructional
Strategies)
Intellectual
Engagement
(Big Idea Thinking)
Egocentric
Engagement
(8 Engaging Qualities of
Work)
Academic Engagement
• Identifying Similarities and Differences
– breaking a concept into similar and dissimilar
characteristics provides opportunity to
understand and solve challenging problems by
analyzing them in a simple way
• Summarizing and Note-taking
– analyzing information to find what is essential
and put it into one’s own words
Academic Engagement
• Nonlinguistic Representations
– Representing knowledge in a form other than
words
• Generating and Testing Hypotheses
– Applying knowledge by asking “what if” questions
and clearly explaining conclusions
• Advance Questions, Cues, and Organizers
– Using prior knowledge to anticipate and enhance
further learning
Intellectual Engagement
• Synthesis
– Creating new ideas and information using what has been
previously learned (by combining or substituting patterns,
or ignoring expected patterns)
• Evaluation
– Making informed judgments about the value of ideas,
materials, or situations (comparative or superlative)
• Analysis
– Breaking down an idea or concept into parts to examine
relationships among the parts (by newly discovered
patterns, traits, rules)
• Application
– Making use of information in a context different from the
one in which it was learned (using patterns, traits, rules in
a new situation)
Egocentric Engagement
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Personal Response
Clear/Modeled Expectations
Emotional/Intellectual Safety
Learning from Others
Sense of Audience
Choice
Novelty and Variety
Authenticity
Personal Response – More than one right answer
Work that engages students almost always
focuses on a product or performance of
significance to students. When students
explain their answers or the logic and
reasoning behind those answers, they are
invested in their personal response.
Personal Response
Does NOT lead to engagement…
Leads to engagement…
Recall of answers
Multiple answers possible
Only one answer possible
Multiple answers accepted
Only one answer accepted
Supported predictions
Opinions
Remembrances
Connections
Comparisons
Analogies
Summary Statements
Explanations
Problem solution strategies
I think…because…
Clear/Modeled Expectations
• Student knows what success “looks like”
• Students prefer knowing exactly what is
expected of them, and how those
expectations relate to something they care
about. Standards are only relevant when
those to whom they apply care about them.
Clear/Modeled Expectations
Does NOT lead to engagement…
Leads to engagement…
Oral explanations by teacher
Students articulate the targets of their
personal response
Inconsistent expectations
Students inspect for targets in their work
Grading policies
Requirements of quantities and qualities in
the response
Models of expectation and/or strategy
Visual exemplars that persist
Rubrics and self-assessment
Text support for opinions
I included…when I…
Emotional/Intellectual Safety
• Freedom to take risks
• Students are more engaged when they can try
tasks without fear of embarrassment,
punishment, or implications that they’re
inadequate. Personal response activities that
students must support with logic, reasoning or
explanation require more intellectual safety
than answering a question that has only one
right answer.
Emotional/Intellectual Safety
Does NOT lead to engagement…
Leads to engagement…
Answering single-answer questions
Students take risks with “unpopular” or
more subtle answers
Answers without explanation
Students explain why/how their answer is
plausible
Students being correct or incorrect
Students are passionate about their
answers
Students being allowed to “opt-out” of
answering or thinking
First answers are questioned or defended
Students critiqued
Sources, evidence, and examples are cited
Reasoning first, answers second
I disagree, because…
Learning with Others
• Sharing and comparing ideas with peers
• Students are more likely to be engaged by work that
permits, encourages, and supports opportunities for
them to work interdependently with others. Those
who advocate cooperative learning understand this
well, and also recognize the critical difference between
students working together and students working
independently on a common task, which may look like
group work but isn’t.
• When ideas are shared and compared, then learning
takes place.
Learning with Others
Does NOT lead to engagement…
Leads to engagement…
Simply taking turns talking
Think, pair, share
Repeating single answers
Literature circles
Group grades
Small group discussion
Reciprocal teaching
Peer revision or review
A reports/paraphrases B’s thoughts
Explicit roles
Rotation of tasks
When David talked about the symbolism, I
thought about…
Sense of Audience
• Student work is shared
• Students are more highly motivated when
their parents, teachers, fellow students and
“significant others” make it known that they
think the student’s work is important.
• Portfolio assessments, which collect student
work for scrutiny by people other than the
teacher, can play a significant role in making
student work “more visible.”
Sense of Audience
Does NOT lead to engagement…
Leads to engagement…
Being “singled out”
Increased level of concern
Stage fright
Connections to audience/purpose
Death by book report
Voice
Responsibility to the group
Proficient work posted
Student work as exemplars
The ballgame, the concert, the play
When I finish this business letter, I will
mail it to…
Choice
• Students have meaningful options
• When students have some degree of control
over what they are doing, they are more likely
to feel committed to doing it.
• This doesn’t mean students should dictate
school curriculum, however.
• Schools must distinguish between giving
students choices in what they do and letting
them choose what they will learn.
Choice
Does NOT lead to engagement…
Leads to engagement…
Opting out of standards
Tiered assignments
Avoiding an assignment
Self-selected reading material
Overwhelming choices
Product differentiation
Selecting tasks in a rotation
Selecting tasks from a list
Meaningful options
Taking control and making decisions
I chose to present my thoughts in graphic
form instead of a paragraph.
Novelty and Variety
• Learning experiences are unusual or unexpected
• Makes learning more fun not necessarily better
• Students are more likely to engage in the work asked of
them if they are continually exposed to new and
different ways of doing things. The use of technology
in writing classes, for example, might motivate
students who otherwise would not write.
• New technology and techniques, however, shouldn’t be
used to create new ways to do the same old work.
• New forms of work and new products to produce are
equally important.
Novelty and Variety
Does NOT lead to engagement…
Leads to engagement…
Chaos
Variety of products
Lack of procedures and protocols
Diverse perspectives
Fun for the sake of fun
Integrated fun
Glitter and glue
Layered interests
Games
Simulations and role-play
Competitions
Responding “in the voice of…”
Rather than working problems in math
today, we each wrote two new word
problems.
Authenticity
• Connections to experience or prior learning
• This term is bandied about quite a bit by
educators, so much so that the power of the
concept is sometimes lost.
• When students are given tasks that are
meaningless, contrived, and inconsequential,
they are less likely to take them seriously and
be engaged by them.
Authenticity
Does NOT lead to engagement…
Leads to engagement…
Vocabulary in isolation
Relevance to age/group
Contrived activities
Tasks that represent the personalities of
the learners
Worksheets
Real-life activities
Practice without context
Inquiry or discovery learning
Repetition of low-level work
Learning in the manner of the original
learners
Hands-on manipulatives
Current events/issues
Learn then label
Transfer or synthesis beyond content
Extension of workplace activities
Use of workplace or home technology
This is just like on the news last night