cesa 3 student engagement day 2

Student Engagement

Day 2

Agenda for Today

Rewards & PunishmentsStudent Choice

Personalizing Learning - Student SurveysLesson Planning

BreakWork time

LunchHomework

Grades & AssessmentFinal thoughts

What went through your

mind last night?

The engaged student is...(1) they are attracted to their work(2) they persist in their work despite challenges and obstacles(3) they take visible delight in accomplishing their work Phil Schlecty (1994)

“Passionate Learners - Student Engagement” © 2015 Pernille Ripp

3 Areas Needed for Engagement:

1. Behavioral engagement, including how often the student completed homework on time, followed school rules, and responded in class discussions.

2. Emotional engagement, including whether the student felt interested in his or her class subjects and accepted in the school culture.

3. Cognitive engagement, including how well the student managed and monitored his or her own learning.

Eccles & Wang (2013)


http://www.sciencedirect.com/science/article/pii/S0959475213000327

Some Hard Truths about Engagement

Students become disengaged, because…⊡They feel no connection⊡They feel little urgency⊡They feel there is no purpose⊡They feel they have no power⊡When the teacher talks too much⊡When the teacher does not differentiate⊡When they do mostly worksheets⊡When learning becomes something just to get

through


Asking the Hard Questions


http://youtube.com/v/dt2i86k_jLQ

⊡Connections Web⊡Vision video⊡Share a read aloud⊡Circle⊡Silent challenges⊡Regular challenges⊡This or That (idea from Jenn Gonzales)⊡Dear future student letters

“Passionate Learners - Student Engagement” © 2015

Pernille Ripp

First Week Ideas

Ways to Spread Positivity

⊡Speak up and stand up⊡Remove the power from those who are

negative influences⊡Ask privately if they are okay⊡Spread the cheer


Quicks Tips for Re-engagement

⊡Energy up or energy down⊡Silent sharing⊡Dance break⊡Turn and talk⊡Draw it out⊡Affirm and replace⊡Move location


Punishment & Rewards

Questions to ponder

Are we shaming students?Are we creating a divide?Are we only singling out certain students?Are we dis-engaging the disengaged?Are we changing behavior long-term?


Some Hard Truths on P & R

1. Students don’t actually need rewards to work. 2. Rewards tend to go to the same kids over and over

and over. 3. Rewards split the students. 4. Rewards devalue the learning. 5. You keep giving rewards; the students won’t work

without it. 6. The students will argue with you. 7. Rewards become the measure of success. 8. Students lose their voice in the learning process. 9. But they all get rewarded…. 10.Rewards create more work for the teacher.


“Before you punish, ask the question,

“Why?”

““...Lastly, but certainly not least, a teacher should always ask “Why?”.

Sometimes, teachers just assume that a student is not behaving without thinking

about the condition. What if the student is having troubles at home so the student

can’t get that homework assignment done. Or, what if the student is having a headache, so he can’t focus on his book. My one piece of advice is “Never assume

a student is willingly misbehaving.”” Zack, 5th grader

Student Choice

Lessons in Motivation

⊡Choice matters⊡Motivation is contagious⊡Punishment/rewards stifle learning⊡Be excited yourself⊡Consider outside factors⊡Manage/Guide what is in front of you


5 Tenets of Choice

⊡Choice in engagement⊡Choice in product⊡Choice in setting⊡Choice in timeline⊡Choice in assessment


Which of these do you incorporate

already?

This is not our educations, it is

theirs.

The Power of A Survey

Student Beginning of Year Survey

https://docs.google.com/document/d/1VZoxvw50wTT9wooJB3BdQxOuN_ct3HOtM58R40JwWM8/edit

https://docs.google.com/document/d/1VZoxvw50wTT9wooJB3BdQxOuN_ct3HOtM58R40JwWM8/edit

Parent Beginning of Year Survey

https://docs.google.com/document/d/1mDzfQa7izGcL04TvteUMyN39DKqA1a6uZtEX7anXjBE/edit

https://docs.google.com/document/d/1mDzfQa7izGcL04TvteUMyN39DKqA1a6uZtEX7anXjBE/edit

Why surveys?

⊡Equal voice⊡Ability to ask questions⊡Direction for later learning⊡Immediate feedback⊡Creating/supporting reflective practitioners⊡Protected honesty


When to survey?

Whenever you want!

Tips:Make them shortMake them to the pointDo it at the beginning of classGive them the bigger purpose


Questions?

Lesson PlanningLet’s Start From the Back

How to Plan Student-Centered Lessons

By yourself:● Know your goal● Brainstorm initial ideas

With students:● Discuss outcome/breakdown standards● Flesh out details and tweaks● Discussion● Start rubric

Allow enough time for proper setup - it will save you time in the long run.

Before“Passionate Learners - Student Engagement” © 2015 Pernille Ripp

What is the purpose?Where are the choices?

How many paths?Where is the engagement?

What to do if…. “Passionate Learners - Student

Engagement” © 2015 Pernille Ripp

Questions to ask while planning

This I Believe Project BreakdownGoal: To create a 4 or 5 paragraph speech modeled after the “This I Believe” format. See this link for examples.

Summative standards assessed: Standard 2: Evaluate claims in a text; assess and express the soundness and relevance of reasoning.

Standard 10: Present focused claims with support, using eye contact, volume, and elocution

Due Date: June 1st “Passionate

Learners - Student Engagement” © 2015 Pernille Ripp

Example

http://thisibelieve.org/

http://thisibelieve.org/


By yourself:● Don’t fret● Expect failure● Hold back

With students:● Support and discuss● Bring out the process not just the product ● Be a learner, not a leader● Discuss rubric and tweak

During

Even in failure students can learn, if we give them the proper support



By yourself:● Finalize rubric● Observe and assess

With students:● Feedback discussion on project● Students self-assess● Feedback is given to individual students

After

The after piece is often where we spend the least amount of time, but it is where we should be spending the most.


Conversation:⊡What worked?⊡What didn’t work?⊡How should I change

this for the future?

What to Ask?

Reflection:⊡How did you use your

time?⊡What did you learn

from this?⊡What are goals you

need to set?⊡What will you need to

accomplish that?


My Standards

⊡Determine/analyze development of central ideas/themes in a text;

⊡Analyze how story elements interact.⊡Write informative texts to convey ideas; select,

organize, and analyze content; summarize⊡Write narratives to share events, using vivid detail &

ordered sequence. ⊡Draw evidence from texts to support written analysis.⊡Command the conventions of standard English

grammar, usage, and vocabulary.⊡Present focused claims with support, using eye

contact, volume, and elocution“Passionate Learners - Student Engagement” © 2015 Pernille Ripp

Covering Them

⊡Students deconstruct⊡A few standards at a time⊡Spiral approach⊡Keep parents informed⊡Have continuous goal progress and

discussion⊡Allow your standards to cut your

curriculum down “Passionate Learners - Student Engagement” © 2015 Pernille Ripp

Ideas & Questions?

Homework

“ Let’s start by reviewing what we know from earlier investigations.[1] First, no research has ever found a benefit to assigning homework (of any kind or in any

amount) in elementary school. In fact, there isn’t even a positive correlation between, on the one hand, having

younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of

achievement.⊡ Alfie Kohn

Student Discussion

Prompt

What students wish

we knew⊡ They wish teachers knew just how busy they are. ⊡ They wish teachers knew that they don’t always need the

practice. ⊡ They wish teachers knew how much we all assign.⊡ They wish teachers knew that they have worked really hard

in school and wish they could have a break.⊡ Finally, they wish teachers actually did their own homework.


Limiting Homework

⊡ Find the desire. ⊡ Do your research ⊡ Involve your administrators. ⊡ Involve your team. ⊡ Front load with parents. ⊡ Think about each subject. ⊡ Start at the end.⊡ Stop talking! ⊡ Check for understanding through conversation. ⊡ Start small and easy. ⊡ Don’t beat yourself up.


Practical Tips

⊡Keep the conversation open⊡Use it for planning purposes⊡Differentiation⊡Limit as much as you can⊡Natural consequences rather than forced⊡Involve students in amount needed⊡Fluctuate as needed


If we already know who won’t do the homework,

then why are we assigning it?

Grades and Assessments

Grades

http://youtube.com/v/D-eVF_G_p-Y

Do grades measure learning

or application?

Student Discussion

Prompt

What my students wish you knew

⊡That they feel they have little to no control over what grade they get.

⊡That grades means they are done. ⊡That grades sometimes become the one thing that

their parents look at, nothing else.⊡That a grade tells them whether they are smart or

not. ⊡That publishing honor rolls or GPA’s mean that

their private learning is now public.⊡That grades are for the future, not for the now.


Students Grade Themselves

⊡Discuss what the learning outcome should be

⊡Define what each standard/grade means

⊡Students assess themselves and gather evidence

⊡Meet with teacher to discuss⊡Final grade settled


Students Defining Grades

⊡ Received mostly 3.5’s or 4’s throughout the two quarters on all summatives

⊡ Done all re-takes needed to show mastery of content⊡ Completed the 25 book challenge (or personal book

challenge goal met)⊡ Participated in classroom discussion to help support

learning of others⊡ Shows a deep level of understanding of work covered and

has used this knowledge to support the learning of others


So if we don’t do grades,

then what?

A Few Ideas

⊡In-class designed rubric⊡Standards Based Score⊡One-to-one feedback with goal setting⊡Written feedback⊡Outside audience feedback⊡Self-assessment⊡Ask the students!


Ideas & Questions?

We are losing kids every day, but we

have the power to re-engage them.

cesa 3 student engagement day 2

Education