engagement - iste 2010
DESCRIPTION
Latest (and probably last) version of the engagement talk with several improvements. Presented at ISTE, Denver CO, June 28, 2010.TRANSCRIPT
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What Is It?Where Can I
Get Some?Bernie Dodge, PhD
San Diego State University
Engagement:
http://webquest.org/workshops/engagement7
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My Questions to the Twitterverse:
What is engagement? What does it look like?
What looks like engagement but really isn’t?
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What does engagement mean to YOU?
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What IS Engagement?
unklar @berniedodge I think "engagement" sometimes has to be taking notes, listening to the teacher, doing homework alone; oh, yeah, and STUDYING!
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What IS Engagement?
mmuir @berniedodge Eye contact w Head nodding w a smile while the teacher presents looks like engagement but often isn't...
mmuir @berniedodge Kids asking their own questions and finding answers and being excited and teaching others about it is engagement
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What IS Engagement?
thecleversheep @berniedodge Engagement: utterly tuned in, focused and undistractable; and they don't realize they're learning.
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Informal Study
N = 265
Describe a learning experience you had that was boring
And one that was fun
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The subject was the Civil War and we were discussing the tools, weapons, and clothing used during that era. We worked in small teams and moved from one artifact table to another.
We had to figure out what the artifact was, what it was used for, and why it was invented.
We then presented our findings to the class.
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In my junior American Literature class, we were expected to write a narrative based upon a selected piece of famous art.
We were to study every aspect of the painting and then create a story around it. We were allowed to pick the painting we wanted from a selection and we were allowed to work with a partner.
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This is gross, but we were learning what causes finger/toenails to become discolored or misshaped.
We looked at slides, read out loud, took notes and then took our shoes off and identified the things we had learned on each other.
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We constructed hurricane proof houses that we tested using a fan and then a leaf blower. you were given little materials, expected to come up with your own design structure and to explain your selections to a group.
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Expectations
ListenWatch
Interact with Other LearnersInteract with Instructor
Interact with an ArtifactSit still
Move aroundPerform or Present
RememberThink Creatively
Think Critically
0% 20% 40% 60% 80% 100%
FunBoring
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Second Study
http://edweb2.net/lmf/index.php
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http://edweb2.net/lmf/index.php
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http://edweb2.net/lmf/index.php
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Challenge
0 10 20 30 40 50 60 70 80
highmoderateeasy
# Stories
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Teacher Enthusiasm
Series1
0 20 40 60 80 100 120
highmediumlow
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Interaction with other learners
Series1
0 10 20 30 40 50 60 70 80
highmediumlow
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Other Common Attributes
Instructor warmth
Human interest
More concrete than abstract
Sensory rich
Hands on
Physical activity
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Out of 160 storiesonly 2 were about a lecture
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Out of 160 storiesonly 2 were about a lecture
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Engagement & Technology
They’re all digital natives… so all we need is more hardware, right?
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Caught up in the moment, I actually bought things like this. (Well, not quite like this.)
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Every day we hear about new tools
especially at conferences like this.
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Each day is like a visit to a new country
We get excited and a part of our brain shuts down.
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You’ve got to remember where you came from
Don’t forget what you already knew as a teacher
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An ad I recently received
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Reminded me of this…
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And came with claims that make my BS detector light up.
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Magazines are adopting new technologies in the name of engagement and so will textbooks.
Be skeptical. And excited.
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OK, so what IS engagement?
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Engaged Learning
Conrad & Donaldson Engaged Learning Model
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Engagement Research
STROBE
Used in medical education
Cycle of observing teacher and students
Validated against self-reports
O’Malley, K. et al, (2003). Validation of an observational instrument formeasuring student engagement in health professions settings. Evaluation & the health professions, 2003, 26; 86.
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Observation protocol
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Interactions
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Interactions
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Interactions
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Interactions
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Interactions
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Maria Muldaur
It ain’t the meat,
It’s the motion.
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To sum it up: Engagement…
is about lots of interaction,
about the thing you’re trying to teach,
using as much of the brain as possible.
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WebQuest.org
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It’s not easy to get this across to novice teachers
They’ve been damaged
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If only we had a visual language for talking about this…
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SDSU Playbook
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Rhumba
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Figure Skating
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Teaching is at least as complicated as football
Or rhumba
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Interactions Thick lines = intense interaction requiring deep processing
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Interactions Thin lines = weak interaction requiring shallow processing
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http://slatest.slate.com/features/news_dots/default.htm
News Dots
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Interactions Teacher demonstrates the site. Learners watch
Engagement = low
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Interactions Teacher gives URL. Learners explore.
Engagement = low to medium
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InteractionsTeacher gives URL and a task: What is in the news that interests you least?
Learners explore and reflect.
Engagement = medium
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InteractionsTeacher gives URL and a task: Within groups, become an expert on one aspect of the news. Then work together and decide on a prediction about what the top five topics will be tomorrow.
Engagement = high
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The SAME tool leads to DIFFERENT engagement
It’s all about teaching, not technology
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http://www.360cities.net/image/sanaa-sunset
360 Cities
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How could you maximize engaged, powerful learning with the 360 cities
site?
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InteractionsWorking in groups of
three,decide how to maximize this,
this, and this.
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What did you come up with?
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So how can we measure engagement in our own teaching?
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EOP
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EOP
Put a number from 1 to 10 to indicate the amount of interaction of each type.
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EOP
Put a number from 1 to 6 to indicate the kind of thinking required by the interaction:1 = Remembering2 = Understanding3 = Applying4 = Analyzing5 = Evaluating6 = Creating
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EOP
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MEOP
Testing now in Oklahoma
Will be used in San Diego in our Qualcomm project
Quantified feedback
Immediate results
Learning by focused observation
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Pre-Class
Setup
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Random Student
Generation
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3-Minute Cycles
0:00 – 0:59 Observe Teacher & Class
1:00 – 1:29 Observe Student A
1:30 – 1:59 Observe Student B
2:00 – 2:29 Observe Student C
2:30 – 2:59 Observe Student D
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TeacherObservati
on
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Student Observat
ion
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Interactions Thick lines = intense interaction requiring deep processing
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The Ebb & Flow of Teaching
Student-Teacher
Student-Student
Student-Data
Student-Self
0 2010 4030 50 60
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Homework: Get a friend to watch you teach
And watch the interactions.Why? Because you’re too caught up in the moment to
catch it all, no matter how experienced you are.
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Engagement: Where Can I Get Some?
It’s under your nose
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Engagement: Where Can I Get Some?
Actually, it’s above and behind your nose
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What Is It?Where Can I
Get Some?Bernie Dodge, PhD
San Diego State University
Engagement:
http://webquest.org/workshops/engagement7