Transcript LFS Refresh: Acquisition Lesson

Building Engagement through
Effective Lesson Design
Tapp New Teacher Meeting
11/16/06
Jennifer Frisch
The Next Step
Many of you listed “interest,” “motivation,”
and “engagement” as problems you are
facing.
 Today’s Essential Question:
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How can you plan engaging and
effective lessons?
Word
Map
What is it?
Students maintaining high interest and
motivation during lesson.
What is it like?
Energy
Interest
The Word
Actively
Participate
Engagement
Work
Cooperatively
Performance
Tasks
What do students do?
Excitement
The Five C’s of Engagement
Curiosity: the desire to know…
 Collaboration: learning is social before
intellectual
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 Creativity: the desire to create
 Choice: no one likes to be told what to do!
 Competence: doing something well
20% of what we hear
30% of what we see
Passive
10% of what we read
50% of what we see
and hear
90% of what we say
and do
Active
70% of what we say
How do we get the
attention of the student’s brain?
Two factors primarily
influence what our brains
pay attention to are:
 Meaning
 Emotion
Meaning
To make information meaningful
– Link to Prior Knowledge
Connect to experience they have had
or information they already know
OR
 Create an experience with them.

Emotion

Need to have a “hook” to motivate

Not too much BUT enough to pique
interest and get them engaged.
Possible Sentences
Directions: Use three or more of the following
words in a sentence that you think may make
sense. Do not look up the words or read in your
book at this point. Just give it a try using what
know now.
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Scarcity
Interdependence
Producing
Consuming
Resources
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Economic system
Economic
development
Exchanging
Saving
Investing
Paired Verbal Fluency
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Set Up:
Students pair and decide who will be 1 and 2 in each
pair. Announce the topic.
Round 1:
1 talks about topic and 2 listens for 45 seconds
Students switch roles and repeat\
Round 2:
1 talks more and 2 listens for 30 seconds
Students switch roles and repeat
Process or Write:
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Things you and your partner share
Ideas shared that need clarification
Questions about the topic
Think, Pair, Share
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Interactive lectures increase student
retention of information by 20%.
Student accountability for learning during
lectures increases retention of
information by 55%.
Make sure you are asking them to share.
Learning is first a social activity
before it is a cognitive activity.
Graphs, charts, and graphic organizers help
students see the connections among related
terms
Provide depth of meaning
Provide visual representations of concepts
Organize information
Assist with story retelling, summarizing, writing
Hot Seat
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Before class starts, the teacher places
questions on sticky notes and places them
underneath student desks (hidden from view).
Ask students to discover if they are in a “Hot
Seat” by looking underneath for sticky notes
Students who find questions take turns reading
the questions to the class and either answering
or seeking answers from the audience.
Students can complete this as paired or small
group activity.
Make sure questions are accessible to students
Partners A & B
Partner A will talk nonstop for a
designated amount of time on a topic of
study. ( Partner B…..shhhhhhh!)
 Partner B now starts talking for more time
but may not repeat anything said by
Partner A. ( Partner A …..shhhhhh!)

The Important Thing….
The important thing about ________ is _______
Another detail
Another Detail
Another Detail
But the important thing about ________ is _______
The first and last sentences are nearly identical
New knowledge is more effectively
stored in the long term memory
when it is associated with anything
that is familiar.
Mnemonic Devices
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Songs
Poetry
Plays
Gestures
Raps
Acronyms
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My Very Educated
Mother Just Served
Us Nachos
(Planets)
ROY G BIV
(Colors)
Others?
Before you go…
 Evaluation
forms
 Suggestions for next month?
 Questions/Comments?