part iv student engagement

DIRECT INTERACTIVE INSTRUCTION141© 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512

Part IV

Student Engagement: Interaction, Feedback, and Correctives

DONE ✔

Features of Student Engagement

I will describe student engagement strategies and their impact on student achievement.

I will differentiate between covert and overt student engagement.

Features of Interaction

I will develop engagement prompts based on competence levels.

I will understand the process for effective Structured Student-Student Interaction.

I will practice Praise-Prompt-Leave.

Features of Feedback

I will analyze the effectiveness of explicit feedback to students.

I will understand the effectiveness of feedback that is confirming and corrective.

Features of Correctives

I will practice correctives for the four types of errors students most commonly make.

Assessment and Research

I will self-assess my progress in my implementation of the DII component: Student Engagement: Interaction, Feedback, and Correctives.

I will analyze the research and read the article, “All Eyes on Me: Utilizing Student Engagement to Improve Student Performance.”


142 © 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512DIRECT INTERACTIVE INSTRUCTION

DI I : PART IV

Notes STRUCTURED INTERACTION

What are the four components of Direct Interactive Instruction?

The four components of Direct Interactive Instruction are . . .

How do Standards and Measurable Objectives and Lesson Structure and Sequence increase Academic Learning Time?

increase(s) Academic Learning Time by . . .

What are some examples of ways students interact in a classroom?

An example of a way that students interact in a classroom is . . .

How do you give feedback to your students?

I give feedback to my students by . . .



DI I : PART IV

Standards and Measurable Objectives

Lesson Structure and Sequence

Student Engagement: Interaction, Feedback,and Correctives

Proactive Classroom

Management

ALLOCATED TIME

ENGAGEMENT RATE

AVAILABLE TIME

SUCCESSRATE RETENTIONTRANSFER

MOTIVATION

Using Direct Interactive Instruction to Maximize Academic Learning Time



DI I : PART IV


Which statements connect to maximizing Academic Learning Time?

The statement connects to maximizing Academic Learning Time because . . .

What information did you find interesting or consider to be an “aha”?

I consider to be an “aha” because . . .

What do you have a question about or need clarification for?

I have a question about or need clarification for because . . .

Which statements validate your current practice?

The statement validates my current practice of because . . .



DI I : PART IV

The third essential Component of Direct Interactive Instruction (Student Engagement: Interaction, Feedback, and Correctives) aligns learning expectations with opportunities for success for ALL students. Student Engagement is a robust predictor of student achievement and behavior in school, regardless of socioeconomic status. Research firmly links higher levels of engagement in the teaching-learning process with improved performance. Student Engagement strategies coupled with correctives and immediate reteaching opportunities have the greatest impact on student academic achievement of all the conditions that are under the control of the teacher. Student Engagement can make student learning in a group as powerful as one-to-one instruction.

Engagement is defined as a student’s persistence at a task and includes cognitive, emotional, and behavioral engagement. Covert engagement activities such as thinking, processing, connecting, and emotional reaction to the lesson must be made overt, or observable, at key times throughout a lesson sequence. Routines can be used that elicit behaviors demonstrating Student Engagement. Frequent, observable responses enable the teacher to provide immediate, explicit feed-back and to correct student misunderstandings in the moment, before wrong learning becomes firm. Observable Student Engagement allows the teacher to affirm learning or to provide focused correctives. When students “show what they know” as a final demonstration of a lesson objective, the information the teacher receives informs his or her next steps, including moving on to the next measurable objective, firming weak understandings, and reteaching as indicated.

The rate of Student Engagement is dependent on several factors, including motivation, level of concern about the importance of the present task, interest in a particular topic, perceived ability to learn, and fear of failure. The degree of success a student experiences during a lesson is ultimately the most important factor in Academic Learning Time. When a student is succeeding during a lesson and has ongoing knowledge of the results of that success, persistence will be strength-ened, motivating a student to stay focused on a learning objective even when the learning is difficult.




DI I : PART IV


How is covert engagement different from overt engagement?

Covert engagement is different from overt engagement because . . .

Why is it important to include both covert and overt engagement in instruction?

It is important to include both covert and overt engagement in instruction because . . .

What are some examples of covert and overt engagement strategies?

An example of a covert engagement is . . .

An example of an overt engagement is . . .



DI I : PART IV

Student Engagement: Covert and Overt

Covert Student Engagement Overt Student Engagement

Covert engagement is an unobservable student behavior. It is not openly shown by the student or openly observed by the teacher, but it is critical to students’ cognitive processes.

Covert engagement . . . The covert strategies a teacher uses to increase

or promote the probability that ALL students will

be engaged in thinking about, processing, and

preparing a response to a prompt can increase

ALT by:

• raising students' levels of concern that they may be called on for a response,

• providing processing or "think time" for students to prepare a response without having to compete based on speed, and

• increasing the probability that ALL students will be prepared to respond.

Overt engagement is the observable student behavior that is used to guide instruction. It is the behavior that informs or shows when students are learning key skills or information.

Overt engagement . . . The overt, specific, and interactive strategies

a teacher uses to prompt or elicit observable

student behavior as a continuous check for

evidence of students' understandings can

increase ALT by:

• verifying accurate learning with explicit feedback;

• preventing lost time to reteaching, redirec-tion, and negative transfer with correctives and pre-correctives;

• increasing motivation through student knowledge of results and positive self-esteem due to explicit feedback; and

• informing the teacher to allow for adjusting instruction based on checking for evidence of understanding.

Both covert and overt Student Engagement that includes ALL students is critical to increasing Academic Learning Time

and student achievement.



DI I : PART IV

What can be done to increase the time that students have to think before they respond?

• Always wait 3-5 seconds after asking a question before calling on a student.

• Wait for several hands to go up before calling on someone.

• Implement a “no hands” policy—have students keep their hands down, call unpredictably on someone.

• Use cues and signals such as: “Think about this for a minute . . . “, “Remember . . . “, “Think about a time . . . “, etc.

• Walk around the room before calling on students.

• Use proximity and/or eye contact during “think time.”

Strategies for Covert Student Engagement



DI I : PART IV

What can be done to measure the impact of instruction?

• Use “Pair/Share” to increase ALT by allowing all students to answer the question or prompt with a partner before they share out to the class.

• Use “Pair/Share/Ink” to increase ALT by allowing all students to write down their thoughts before they share out to the class.

• Assign A/B partners so that each partner has equal opportunity to participate.

• Use choral response for whole group checking for solidifying content, process, and/or procedure.

• Use “pull cards” to call on random students.

• Use a “Ticket-Out-the-Door” or “Parking Lot” to solicit responses from students.

• Use content-specific prompts.

• Use sentence frames when students share out.

• Use “think pads” for higher-level responses and problem-solving.

• Have students listen to other students as they share answers and signal if they agree or disagree with the answers and why.

• Use concept maps and/or graphic organizers.

• Use exercises, activities, and games provided in textbooks for specific skills.

• Use TPR (total physical response).

Strategies for Overt Student Engagement



DI I : PART IV


What are some examples of teacher and student Interaction?

An example of teacher and student Interaction is . . .

What are some examples of Student Engagement?

An example of Student Engagement is . . .



DI I : PART IV

How students are prompted to think about what they are learning and their responses to frequent checking for evidence of understanding should guide the pacing and the progression of the lesson as account-ability is gradually transferred from the teacher to the student.

A Variety of Levels of SupportThe level of structure and support a teacher needs to provide at key

points in a lesson sequence will vary across functions of a lesson and from student to student. The knowledge gained through Student Engage-ment combinations provides information about which stage the class is ready for and which students need more or differentiated instruction at each stage.

Lesson Sequence and Interaction Combinations

Input and Model T-C, T-G, T-S

Structured Practice T-C C-T, T-G G-T, T-S S-T

Guided Practice T-G, S-S, G-G

Independent Practice S-S, G-G and individually

Transfer of Accountability Through Engagement Scaffolds

T TS TS TS ST = Teacher

C = ClassG = Small Group

S = Student



DI I : PART IV


How can Leveled Questions be used to differentiate instruction for GATE students, English learners, and struggling readers?

Leveled Questions can be used to differen-tiate instruction for by . . .



DI I : PART IV

Leveled Questions are a powerful way to engage, challenge, and ensure mastery of high standards by ALL students. A measurable objective will include the performance verb, or observable action, that will tell how students will “show what they know” to indicate they have mastered the objective. The Competence level (verb) students can demonstrate after a period of initial learning will be at a lower level of difficulty than it will be as they approach mastery. As the lesson progresses, questions will increase in difficulty and students will require more covert processing time to respond.

Developing and Applying Leveled Questions:• Ensure that the performance verb in the measurable objective is

appropriate to the standard being addressed in the lesson.

• Pre-determine questions for the lesson that begin at lower levels of knowledge and basic understanding and that progress to the Competence level of the measurable objective.

• Pre-determine a range of engagement routines that accompany the lesson sequence (student-teacher, student-student, etc.).

• Select visual organizers or frames that will organize student thinking and make the levels of difficulty observable (compare/contrast, explain, predict, outline, etc.). A few organizers should be routinely utilized across lessons. Students must be able to focus on the new learning at hand.

• During the lesson use student responses to “beam” lower- and higher-level questions to individual students, using the responses to inform adjustments to instruction and move the lesson forward.

• Return to students that need to be coached upward during the lesson to verify their understanding at the higher levels.

• Provide additional support to those few students who continue to need more support during Guided Practice.

Questions/Prompts by Competence Level



DI I : PART IV

Leveled Questions

Level of Competence Question Stems Leveled Questions for Lesson

Knowledge Identify . . .Who/When/Where did . . . How many . . . ?

Comprehension Define the meaning of . . .What was the main idea?Who was the key character?Can you distinguish between . . . ?

Application Who would you choose?What would happen if . . . ? How would you . . .? Do you know someone like . . . ?

Analysis Compare and contrast . . .What can you infer . . . ?Which things were fact? Find five words in the story that begin with the same sound.

Synthesis What alternative would you suggest for . . . ?How would you explain the reason . . . ?What changes would you make to revise . . . ?

Evaluation What is the most important . . . ?

What is the ideal . . . ?

If . . . then what is the best solution?



DI I : PART IV

DIRECT INTERACTIVE INSTRUCTION155

*Samples of Visual Organizers for the Competence Level Knowledge

*Each visual organizer can be found in The Literacy Solution™ A System for Reading Comprehension by Action Learning Systems.

STUDENT WORK SAMPLE

��©2003, 2006 Action Learning Systems, Inc. All rights reserved.

Sequence ChainText: ________________________________________Dragon Gets By

Dragon is hungry. He looks in his cupboard but there isn’t any food.

Dragon gets in his car and drives to the grocery store.

Dragon eats all the food in the parking lot.

Dragon can’t fit into his car.

Dragon doesn’t bring any food home from the store.

Dragon looks in the cupboard but there isn’t any food.

STUD

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ydutS droW

:smynotnA:smynonyS

:sdroW detaleR:ecnetneS txeT

:erutciP yM

:ecnetneS yM

:droW

:hceepS fo traP

:noitinifeDsubway

noun A passage under a street, usually an electric underground railway.

Now I like subways, because the seats are hot pink and because they go fast. But I don’t like subway stations. station

down

train

token

fast

train airplane

boat

People ride the subway to go to work each morning.

STUDENT WORK SAMPLE

�0©2003, 2006 Action Learning Systems, Inc. All rights reserved.

Taking Center StageText: ________________________________________

Character: ________________________________________

On-the-Surface Description

- blonde hair

- wears a hat

- white skin

- tall

- smile on face

- green shoes

- brown shirt

- doesn’t pay attention

On-the-Surface Questions

On-the-Surface Under-the-Surface

Who did you work for? (Mr. Doe)

How did you make the pasta pot work? (Wendy)

Where do you sleep at Strega Nona’a house? (Tou)

What did the townspeople want to do to you? (Malcolm)

How much pasta did you have to eat? (Courtney)

What kind of animals did Strega Nona have? (Ryan)

How did you hear about the job with Strega Nona? (Mr. Doe)

Would you try to make the pasta pot work again? (Kathy)

Why did you take the pasta pot when Strega Nona told you not to? (Tracy)

Are you going to keep working for Strega Nona? (Kenneth)

Why don’t you pay attention? (Yee)

Strega NonaBig Anthony



DI I : PART IV

*Samples of Visual Organizers for the Competence Level Comprehension


STUDENT WORK SAMPLE


Who gathered food in the fall? Where did Frederick gather

sun rays, colors, and words in the fall?When did the fa

mily of field mice

take to their hideout in the stone wall?

How did Frederick gather

sun rays, colors, and words?

What did Frederick do in the

stone wall in the winter?

Should Frederick have

gathered food?

What did the family of field mice

do in the stone wall in the winter?

FrederickQuestion Tree

On-the-Surface Information:

Under-the-Surface Information:

On-the-Surface Question:

ohW

tahW

woH

yhW dl

uoC

dluohS

dlu

oW

erehW

nehW

Answer:

Question TreeText: ________________________________________

200 ©2003 Action Learning Systems Inc. All Rights Reserved.

STUDENT WORK SAMPLE

Story Grammar Maptext: ________________________________________

Elements

Main Characters Other Characters

Setting

Beginning Middle End

Theme – Under-the-Surface

Problem Resolution

WH

OW

HO

WH

ER

EW

HE

RE

WH

EN

WH

EN

WH

AW

HA

TT

HO

WH

OW

ChiefNephewSlave

Dagomba

It is important to be thoughtful and smart.

Mother

What shouldthe nephewdo about hisinheritance?

The nephewtakes theslave,rewarding him as well.

The chief tells thenephew he won’tget all hisinheritances.

The nephew thinksabout what heshould take whenhis uncle dies.

The nephew takesthe head slave.

A Chief Names His Heirs

STUDENT WORK SAMPLE


Visual QuestioningText: ________________________________________

On-the-Surface Description On-the-Surface Questions

Under-the-Surface Questions

226

Officer Buckle and Gloria

Page 2

A man is on the stage.

The man is holding a paper.

The children are sleeping.

The boy is flying a paper airplane.

Page 5

There is a dog behind the man.

The children are awake.

Who is on the stage?

What is the man holding?

What are the children doing?

Where is the dog?

What is the man reading?

Why are the children sleeping?

Who are the children looking at?

STUDENT WORK SAMPLE


Think-About

What is the word?

mounted

What is the full sentence?

Then she mounted her horse and rode off with the soldiers.

Predict what the word means or what it is about.

It must be something she can do on a horse.

What words can we substitute?

grabbed, got on, found

Check the Clues:

Word Parts

mount(mountain)

ed

Parts of Speech

verb – ed

Context

There’s a picture of her climbing into the saddle.

The sentence before she says good-bye to her family.

Verify the prediction.

We predict “mounted” means the same as “climbed on.”



DI I : PART IV

*Samples of Visual Organizers for the Competence Level Application


STUDENT WORK SAMPLE

�0�©2003, 2006 Action Learning Systems, Inc. All rights reserved.

Enhanced DefinitionText: _______________________________________

Key word or theme:

Word Definition

1.

2.

3.

4.

5.

Graphic:

Definition in my own words:

Science Textbook

How the Earth and Moon Interact

revolve the movement of one object around another object

rotate the spinning of an object on its own axis

axis a center line

orbit to move around on a given path

29 ½ the number of days it takes the moon to orbit the earth

The moon rotates on its axis as it revolves around the Earth. It takes 29 ½ days for the moon to orbit the Earth.

STUDENT WORK SAMPLE


Sample of Pocket Chart

Add to put together+

3 + 4 = 719 + 10 = 29

Subtract to take away–

19 – 10 = 922 – 5 = 17

< greater thanbigger

6 < 10

> less thansmaller

9 > 5

Mathematical Operations

Sample of Pocket Chart

wing bird

webbed feet duck

trunk elephant

gills fish

Features of Animals

STUDENT WORK SAMPLE


Question MakerText: ________________________________________________________________

On-the-Surface Question

Question EvidenceUse text to justify your classification.

On-the-Surface Question

Under-the-Surface Question

Under-the-Surface Question

Johnny Appleseed

Where were people moving? The text says the people were moving west.

How did the people travel? The picture shows people traveling in wagons.

Why wasn’t Johnny afraid of animals? The text doesn’t say why. We have to guess the reasons. Maybe because he lived outside with them.

Why did more and more people move west?

The text doesn’t say why. We have to guess the reasons. Maybe because they wanted better homes.

STUDENT WORK SAMPLE


Mammal

Concept MapText:_____________________________

Category

Animal

Concept

Mammal

Related Concept

Reptile

What is it like? What does it do?

has live birth hair or fur gives milk

My understanding...

A mammal is an animal that has live babies and feeds them milk. Mammals have hair or fur on their bodies.

Life Science



DI I : PART IV

*Samples of Visual Organizers for the Competence Level Analysis


STUDENT WORK SAMPLE


Name Prediction Evidence(After revealing the first section of the cover)

Dashaun

Emma

(After revealing the 2nd section of the cover)

Dashaun

Emma

Julian

Molly

(After revealing the 3rd section of the cover)

Dashaun

Romero

(After the Picture-Walk)

Yesenia

It will be in a city.

It is at sunset.

(Revised Predictions)

I think it’s still a city.

I think it’s sunset in a city.

Someone is painting a building.

Someone is painting a picture.

(Revised Predictions)

Someone is painting a picture.

The girl is an artist.

She likes to do art work.

tall buildings

color of the clouds

(New Evidence)

tall buildings

both the buildings and the clouds

can of paint

paintbrush is small

(New Evidence)

paint is black on the small brush

Her hat is the kind that an artist wears.

She is drawing on a big tablet.

Predicting with EvidenceFrom Jamaica Louise James by Amy Hest

STUDENT WORK SAMPLE


Beginning-Middle-EndText: ________________________________________Swimmy (narrative text)

STUDENT WORK SAMPLE


Word LadderText: ________________________________________

Evidence or Reasons: Why did you place the words in this order?

6

5

4

3

2

1

The Napping House

by Don and Audrey Wood

dreaming

snoring

sleeping

napping

dozing

resting

These words are all about sleeping. One is when you start to relax, and six is when you are in a deep sleep.

STUDENT WORK SAMPLE


Sequence Prediction

Pocket Chart

Our Sequence Prediction

FIRST nest

NEXT egg

NEXT hatch

AFTER THAT feed

FINALLY adult bird

Life Cycles

Pocket Chart

Our Sequence Prediction

One day little bear came to visit Grandmother and Grandfather bear in their little house in the woods.

He had some bread and Jam.

“Have some more,” said Grandmother.

“How about a goblin story?” asked little bear.

So Grandfather began.

He was waiting for Mother and Father bear to come and take him home.

Little Bears’ Visit by Elise Helelund Minarik



DI I : PART IV

*Samples of Visual Organizers for the Competence Level Synthesis


208 ©2003 Action Learning Systems Inc. All Rights Reserved.

STUDENT WORK SAMPLE

Record/Reduce/Reflecttext: ________________________________________

Reduce (Index) Record (Notes)

Reflection: Under-the-Surface Connections

Nutrients

Vitamins

How many vitaminshave scientistsdiscovered?

I can’t remember totake pills. I need toeat a balanced diet.

Nutrients Substances the body needs in order to stay healthy.

B - pork, green veggiesNiacin - beef, liver, whole wheat breadC - oranges, lemons, grapefruitD - enriched milk, fish oil

13 identified by scientistsRDA - Recommended Daily Allowance

A deficiency occurs if the body does nothave enough of a particular vitamin.

Some people take vitamin pills

It’s important to eat a balanced diet, or diseasecan occur. Eating a balanced diet is hard ifyou’re really busy.

Health

STUDENT WORK SAMPLE


What’s the Word?Sentence: ______________________________________________

Covered word: ________________________________________

Text: ____________________________________________________

Name Prediction Evidence

Here is our school.

school

I am Six by Ann Morris

Jennifer

Sarah

Miguel

Jasmine

Dalayne

class

school

school

teacher

school

friends

class

school

six

The picture has kids and a teacher.

The first letter is s, not c.

The picture shows a class in front of a build-ing.

There is a teacher there, and that is all that is different from the other pictures.

The first letter is s, not t.

They look like friends.

Friends doesn’t fit with “is.”

The first letter is s, not c.

It starts with s, and it is about being six.

STUDENT WORK SAMPLE


Word SplashText: ________________________________________

Key Words

Summary

Topic

Jack and the Beanstalkby Paul Galdone

Jack and the Beanstalk

The boy lives with the giant in a castle in the sky. They can climb down the beanstalk when they want to. They have lots of gold.

STUDENT WORK SAMPLE


Sequence Summary

Beginning

Middle

End

for Cows in the Kitchen

Pocket Chart

The animals are making a big mess in the house.

The farmer is asleep in the haystack.

Farmer Tom woke up.

Farmer Tom shooed the animals out of the house.

Farmer Tom went back to sleep.

The animals crept back into the house.

The animals woke Farmer Tom up!



DI I : PART IV

*Samples of Visual Organizers for the Competence Level Evaluation


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Leave In/Leave OutBased on Swimmy by Leo Leonni

Pocket Chart 1 Pocket Chart 2

Leave In

Swimmy lived in the corner of the sea.

One day a tuna ate Swimmy’s brothers and sisters.

Only Swimmy escaped.

Swimmy saw many creatures in the sea.

Swimmy found another school of fish hiding behind a

rock.

Swimmy taught the fish to swim together.

They scared the big fish away.

Leave Out

The tuna shouldn’t have eaten the little fish.

Swimmy was sad.

Swimmy swam away.

Swimmy found another school of fish.

Swimmy was happy.

STUDENT WORK SAMPLE


Pocket Chart Before Reading After Reading

Character

(who)

Pip

Old Abra

Brave

Pip

Old Abra

Setting

(when and where)

dark

tunnel

tunnel

night

Problem

(what happens)afraid

afraid

dark

Resolution

(what happens)

magic

courage

brave

courage

magic

Sum-O-WordsText:_______________________________Pip’s Magic

STUDENT WORK SAMPLE

�0©2003, 2006 Action Learning Systems, Inc. All rights reserved.

Three-Way DefinitionWord: ________________________________________

My Definition

Class Definition

Dictionary Definition

Root

A part of a plant.

root

The part of the plant that is in the ground. They hold the plant in the ground. They give the plant water.

The underground part of a plant that absorbs water, minerals, and nutrients from the soil.



DI I : PART IV

*Sample of the Question Tree

STUDENT WORK SAMPLE


Who gathered food in the fall? Where did Frederick gather

sun rays, colors, and words in the fall?When did the fa

mily of field mice

take to their hideout in the stone wall?

How did Frederick gather

sun rays, colors, and words?

What did Frederick do in the

stone wall in the winter?

Should Frederick have

gathered food?

What did the family of field mice

do in the stone wall in the winter?

FrederickQuestion Tree

On-the-Surface Information:

Under-the-Surface Information:

On-the-Surface Question:

ohW

tahW

woH

yhW dl

uoC

dluohS

dlu

oW

erehW

nehW

Answer:

Question TreeText: ________________________________________

*This visual organizer can be found in The Literacy Solution™ A System for Reading Comprehension by Action Learning Systems.



DI I : PART IV


Why is Structured Student-Student Interac-tion an important delivery routine for all students?

Structured Student-Student Interaction is an important delivery routine for all students because . . .

How will you ensure that students both see and hear sentence frames when needed?

One way students will see the sentence frames is . . .

One way students will hear the sentence frames is . . .



DI I : PART IV

Engagement strategies that provide for Structured Student-Student Interaction provide a compelling synthesis of social learning and high expectations. Students with caring and supportive interpersonal relation-ships in school report more positive academic attitudes and values, and more satisfaction with school. These students are also more academically engaged. Engaging collectively, rather than competitively, in learning for mastery of high standards provides students with the context they need to have a strong grasp of what they learn, retain what they learn, and transfer what they learn to new and increasingly authentic applications as they progress to mastery of high standards.

Criteria for Structured Student-Student Interaction:• Teacher provides content-based prompt/question by

proficiency level.

• Teacher tells students how long they have to think about the prompt/question.

• Students think about the prompt/question and how they would answer it.

• Teacher tells students how long they have to talk to their partners about the prompt/question.

• Students talk to their partners and answer the prompt/question.

• Teacher monitors student interaction.

• Teacher provides scaffolds as needed to structure student responses.

• Teacher calls on students to share with class.

• Students share with class in complete sentences.

• Teacher offers explicit feedback as needed.

A Strategy for Structured Student-Student Interaction



DI I : PART IV


Which “Praise-Prompt-Leave” component facilitates efficient monitoring of students?

The “Praise-Prompt-Leave” component facilitates efficient moni-toring of students because . . .

Why does the “Praise-Prompt-Leave” strategy allow a teacher to monitor all students and give explicit feedback?

The “Praise-Prompt-Leave” strategy allows a teacher to monitor all students and give explicit feedback because . . .



DI I : PART IV

One of the most frequently asked questions regarding checking for understanding and engagement is: “How can a teacher monitor all students and give explicit feedback and correctives?” “Praise-Prompt-Leave” provides teachers with an effective strategy to monitor and provide all students with explicit feedback and immediate correctives (Jones, 2007).

Example:

PRAISE: “Good job! You began multiplying in the one’s column correctly.”

PROMPT: “The next thing you need to do is record in the one’s column.”

LEAVE: “I’ll be back to check your work.”

Praise-Prompt-Leave consists of three components:1. Praise: Praise provides reinforcement of correct practice of a concept or skill. In

giving praise the teacher describes specifically what the student has done correctly using simple declarative sentences. If there is no correct practice to reinforce, the teacher should comment on something the student has done correctly (i.e., name on paper, neat handwriting, etc.).

2. Prompt: The prompt tells the student exactly what to do to correct an error or to prog-ress with an assignment. Only one error should be addressed in the prompt statement. The teacher uses brief, declarative sentences when giving a prompt. Prompts can be used to:

• reteach an error that is the result of an obvious misunderstanding by correcting one error at a time,

• cue a student who has made a careless error by directing the student to check for the error, and

• direct a student to continue if no error has been made when the teacher gives feedback.

3. Leave: After the teacher has given the praise and prompt statements, the student is left to apply the information independently, breaking the pattern of dependency and developing independence for learning.

Praise–Prompt–Leave



DI I : PART IV


Why are Feedback and Correctives important delivery routines for all students?

is an important delivery routine for all students because . . .

What are other examples of providing explicit Feedback?

Another example of providing explicit Feedback is . . .



DI I : PART IV

Without question, explicit Feedback is one of the most powerful influences on learning and achievement. The two types of explicit Feedback, confirming and corrective, leave little room for a student’s ambiguity about instruction and detachment from that instruction.

Consistent use of explicit Feedback not only fosters risk-taking, it sets expectations for the students’ engagement and the teacher’s response, but this impact can be either positive or negative.

Explicit Feedback

Common Issues Resulting in Ineffective Feedback:• A teacher’s reluctance to provide negative information that may injure a

student’s self-esteem or negatively impact his/her motivation, resulting in little or no Feedback

• Feedback that is too global, not explicit

• Feedback that is too specific and does not reteach to the concept, rule, or process

• Concern that there is not enough time to provide the necessary Feedback, resulting in a student’s ambiguous understanding of information

Positive Effects of Explicit Feedback:• The more clear and explicit the Feedback, the more readily students master

concepts and skills addressed by the standard

• Provides for the teacher evidence of a student’s understanding or misunderstanding

• Feedback to an individual allows other students the opportunity to confirm their understandings

• Provides additional modeling of academic language in the appropriate context and with proper syntax

• Students never practice “wrong-learning”

• Provides reteaching opportunities and “firming” of correct responses

• Fosters risk-taking and a safe environment in which students are highly engaged, self-assessing, and secure in trying, even when the learning is hard



DI I : PART IV

Confirming Feedback is direct, explicit, and non-subjective. It provides unambiguous confirmation for students on exactly how their engagement is successful. When used to confirm one student’s response, it also provides extra opportunities for other students to confirm their engagement and experience the modeling of academic language in the appropriate context and with proper syntax.

Consistent use of Confirming Feedback not only fosters risk-taking, it sets expectations for students’ engagement and the teacher’s response. Confirming Feedback leaves little room for a student’s ambiguity about instruction and detachment from that instruction.

Confirming FeedbackE

xam

ple

s

Ambiguous Explicit

Great job! You're doing this well!

Great job! You identified the predicate of this sentence. You are meeting today's objective.

Excellent work! Your math problems are complete.

Good! Keep going.

You're writing an interesting essay.



DI I : PART IV

If we are going to foster risk-taking and a safe environment in which students are highly engaged, self-assess, and feel secure in trying, even when the learning is hard, we need to be able to provide explicit inter-action by planning for and delivering effective Pre-Correctives, specific Feedback, and immediate Correctives throughout a lesson. It is critical that a student never practices “wrong-learning.” By using the two types of Correctives, students are scaffolded for success and immediately redirected when they are “off the mark.”

Corrective Feedback

Two Types of Correctives:1. Pre-Correctives: This is a caution light that prompts a student to avoid making

a mistake on new or similar, but different learnings. Pre-Correctives should be considered during the planning of a lesson.

2. Correctives: There is an art and a science to turning a misunderstanding, a mistake, or a lack of knowledge into a teaching opportunity. Correctives provide varied opportunities to increase Academic Learning Time and to reteach a student while “firming” correct responses other students have.

Examples:

•Don’t let the next word confuse you. It is . Everyone say it with me, .

•Let me give you a clue when looking for the preposition in the next sentence. Prepositions don’t always come at the end of sentences.

Examples:

•No, that is not the noun. Remember, a noun is a person, place, or thing. What is the noun in this sentence?

•The word is . Everyone, what is the word? Bobby, what is the word?



DI I : PART IV


How does Confirming Feedback help move students toward standards mastery?

Confirming Feedback helps move students toward standards mastery by . . .

How does Corrective Feedback help move students toward standards mastery?

Corrective Feedback helps move students toward standards mastery by . . .



DI I : PART IV

Using Feedback, both Confirming and Corrective, to maximize Academic Learning Time is a process that begins with the planning for Pre-Correctives and progresses within the lesson as Confirming Feed-back and Correctives are utilized when needed.

As students respond to prompts or questions, consider the following strategies:

If . . . Then . . .

a student answers correctly and firmly,

acknowledge the answer quickly with explicit feedback and continue with the lesson. Example statements:"Good. You were able to .""You have a very strong first sentence. It tells me ."

a student answers correctly and hesitantly,

acknowledge and briefly give the information for getting the answer. Example statements:“Yes, is the subject of the sentence because . . . ”“Exactly! The product of 2 x 2 is 4.”

a student answers incorrectly and carelessly,

give the correct answer quickly and continue with the lesson. Example statements:“The main character of the story is .”“No, the first thing we do is .”

a student answers incorrectly,

give hints, probes, or reteach. Example statements:"You told me the answer to . I am asking .”"Listen to me. I am going to say this word two times: , . Now, it’s your turn to say the word . What word?”

Delivering Confirming and Corrective Feedback



DI I : PART IV

Notes



DI I : PART IV

Read each example of interaction, determine what type of response (Confirming or Corrective) is needed, and then write the response.

Interaction Teacher's Response

Teacher: Read this word. (Points to cake.)

Student: (silence) . . . cake?

Teacher: What is the onomatopoeia in this sentence: "Her hair went swish, swish, swish"?

Student: hair

Teacher: Solve this problem: 24 + 8 =

Student: 100

Teacher: What does every sentence begin with?

Student: Every sentence begins with a capital letter.

Teacher: When I am adding 2-digit numbers, which num-bers do I add first?

Student: Uh . . . the numbers in the 10's column?

Delivering Confirming and Corrective Feedback



DI I : PART IV


Why is it important to give Corrective Feedback during a lesson?

It is important to give Corrective Feedback during a lesson because . . .

How does Feedback increase Academic Learning Time?

Feedback increases Academic Learning Time by . . .



DI I : PART IV

On the surface, all errors should be corrected during the course of a lesson. No student should be left thinking an incorrect response is the correct answer. When errors are minor and infrequent, the main goal is to correct the error in a way that does not disrupt the flow of the lesson.

However, when the same students repetitively make the same errors, it can be beneficial for a teacher to:

• identify the type of error being made.

• analyze the frequency of the types of errors in relation to the students and the instruction.

• determine the appropriate correctives for the errors.

Most errors can be categorized into four types.

• Motor

• Memory

• Discrimination

• Process

Delivering Corrective Feedback: Four Types of Errors



DI I : PART IV

Motor Errors occur when a student has difficulty repeating a sound, a word, or an action, leading to inaccuracy in providing a correct response.

Example 1 - Corrective Example 2 - Pre-Corrective

Teacher: Who can read word 4 in line 1?

Student: egg

Teacher:

Model: My turn. Listen, the word is eggs (emphasize end sound).

Lead: Read the word with me, eggs.

Test: Your turn to read the word eggs.

Student: eggs

Teacher: This is a pipette.

Model: Watch me as I show you how to use a pipette.

Lead: Try this with me.

Test: Your turn.

Correctives: Motor Errors

Example: The student reads or says a word incorrectly.

Corrective: Provide a model, lead students in doing it correctly, and test to confirm the correct response.

(Model—Lead—Test)



DI I : PART IV

Memory errors occur when students don’t remember the correct response or respond with silence to a prompt.


Teacher: Here are three types of rocks. What are the three types of rocks?

Student: The three types of rocks are metamor-phic, sedimentary . . .

Teacher: What is the third type of rock?

(No response)

Teacher:

Restate: Igneous. The three types of rocks are metamorphic, sedimentary, and igneous.

Test: What are the three types of rocks?

Student: The three types of rocks are metamor-phic, sedimentary, and igneous.

Teacher:

Restate: Remember, when we identify the setting of the story we include 2 pieces of information. We include where and when the story takes place.

Test: What is the setting of a story?

Student: The setting is where and when a story takes place.

Correctives: Memory Errors

Example: The student has been taught a concept, but when asked to recall it, they don’t remember or respond with silence.

Corrective: Make the process overt.

(Restate—Test)



DI I : PART IV

Discrimination errors occur when a student is confused by a question or is confused because the answers are closely related.


Teacher: What is the setting of the story?

Student: the pig

Teacher:

Confirm: You answered the question, “Who is in the story?” Clarify: I am asking you to identify the setting of the story. The setting is where and when the story took place. Test: What is the setting of the story?

Student: The setting of the story is the farm.

Teacher:

Confirm: We have been studying both DNA and RNA.

Clarify: Be careful not to confuse the two. Think about and share with your partner the definition of RNA. (Students share with partners.)

Test: What is the definition of RNA?

Student: The definition of RNA is . . .

Correctives: Discrimination Errors

Example: The student confuses two closely related concepts and gives a different answer to the question.

Corrective: Confirm the student’s answer. Then repeat or clarify what you want the student to do.

(Confirm—Clarify—Test)



DI I : PART IV

Process errors occur when a sequence of operations, each under the control of a separate cue, are completed out of order or a step is omitted.


Teacher:

Clarify: You forgot the first step.

Restate:

First – Read the prompt.

Next – Underline the key information you need to remember.

Then – Review the checklist for your writing.

Finally – Begin your prewriting.

Test: What are the steps?

Student: The steps are . . .

Teacher:

Clarify: Don’t forget that there are 5 rules.

Restate:

Rule 1 – Turn the second fraction into its reciprocal.

Rule 2 – Change the division sign into a multiplication sign.

Rule 3 – Multiply the numerators together.

Rule 4 – Multiply the denominators together.

Rule 5 – Simplify, if necessary.

Test: What are the 5 rules?

Student: The 5 rules are . . .

Correctives: Process Errors

Example: A student completes a process out of order.

Corrective: Make the process overt.

(Clarify—Restate—Test)



DI I : PART IV


What are some examples of the four types of errors students make?

Examples of the four types of errors students make are . . .



DI I : PART IV

Read each student error example below, determine what type or types of error, the student might be making, and write a corrective for the error.

Correctives: Four Types of Errors

Error Type of Error Corrective

Teacher: Read this word. (Points to mate.)

Student: mat

o motor

o memory

o discrimination

o process

Teacher: What is the synonym for the word large?

Student: small

o motor

o memory

o discrimination

o process

Teacher: When was the Consti-tution adopted?

Student: (silence) . . . 1776?

o motor

o memory

o discrimination

o process

Teacher: Solve for x: 3x + 7 = 22

Student: x = 15

o motor

o memory

o discrimination

o process

Teacher: What is a sunspot?

Student: A sunspot is when a planet moves in front of the sun.

o motor

o memory

o discrimination

o process



DI I : PART IV


What are the determining factors for highly-effective self-assessment?

The determining factors for highly-effective self-assessment are . . .



DI I : PART IV

The Value of Self-Directed Assessment

Stephen Covey recognizes the importance of self-directed assess-ment, which he calls proactivity, by including it as one of the habits characterizing highly-effective individuals:

It means more than merely taking initiative. It means that as human beings, we are responsible for our own lives. Our behavior is a function of our decisions, not our conditions. We can subordinate feelings to values. We have the initiative and the responsibility to make things happen.”

— The 7 Habits of Highly Effective People (1989),

Stephen R. Covey



DI I : PART IV


Based on the characteristics of Student Engagement: Interaction, Feedback, and Correctives, assess your current level of DII implementation.

Based on the characteristics of Student Engagement: Interaction, Feedback, and Correctives, my current level of DII implemen-tation is . . .

In order to move to the next level of implementation, what are the next steps you will apply?

In order to move to the next level of imple-mentation, my next steps are . . .



DI I : PART IV

Characteristics Rubric

8. Continuous, multi-level interaction occurs between the teacher and students.

4 Continuous, multi-level interaction occurs between the teacher and most students (e.g., teacher to class, teacher to group, teacher to student, student to student, student to group, student to class).

3 Frequent, multi-level interaction occurs between the teacher and some students.

2 Infrequent or one-dimensional interaction occurs between the teacher and few students.

1 Little or no interaction occurs between the teacher and students.

9. Pre-corrections are utilized and correctives are quick, explicit, and relevant to the task.

4 Pre-corrections are utilized and correctives are quick, explicit, and relevant to the task (e.g., teacher correctly identi-fies potential errors in advance for pre-corrections and teacher appropriately applies correctives to student errors).

3 Pre-corrections are sometimes utilized and correctives are mostly explicit and mostly relevant to the task.

2 Pre-corrections and correctives are infrequently used and or are minimally appropriate.

1 Pre-corrections and correctives are not used or are inappropriate.

10. A range and variety of interaction strategies are used and are appropriate to the measurable objective(s).

4 A range and variety of interaction strategies are used and are appropriate to the measurable objective(s) (e.g., random response cards, sentence frames, think-ink-pair-share, choral reading, choral response).

3 Some interaction strategies are used and are mostly appropriate to the measurable objective(s).

2 Few interaction strategies are used and may or may not be appropriate to the measurable objective(s).

1 Interaction strategies are not used.

11. Leveled Questions are employed to advance the lesson and differentiate for individual students.

4Leveled Questions are employed to advance the lesson and differentiate for individual students (e.g., student achievement data is used to differentiate content questions, accounting for language skills and student performance levels).

3 Leveled Questions are employed to differentiate for individual students.

2 Leveled Questions are attempted but may not appropriately differentiate for individual students.

1 Leveled Questions are not employed.

12. All students are continuously and intentionally engaged.

4 All students are continuously and intentionally engaged (e.g., strategies are purposefully and intentionally used to engage all students).

3 Most students are frequently and intentionally engaged.

2 Some students are intentionally engaged.

1 Few students are engaged.




DI I : PART IV

Evaluating for Evidence of DII

Student Engagement: Interaction, Feedback, and Correctives – Scenario 1Ms. Williams begins the lesson by providing all the information needed to complete the practice items. As

she instructs, she asks questions and calls on the students whose hands are raised to provide the answers. If students answer in incomplete sentences, she restates the answer in a complete sentence and asks the

students to repeat. If students provide wrong answers, she calls on other students until the correct answer is given. She confirms correct answers with a “Yes!”

At key points in the lesson, Ms. Williams prompts the class to chorally repeat key steps in the process. She provides a pre-corrective for the third step in the process. For a “Ticket-Out-the-Door,” she asks the students to write the steps to the process.

Characteristic Level Evidence


9. Pre-correctives are utilized and correctives are quick, explicit, and relevant to the task.

10. A range and variety of interac-tion strategies are used and are appropriate to the measurable objective(s).





DI I : PART IV

Evaluating for Evidence of DII

Student Engagement: Interaction, Feedback, and Correctives – Scenario 2Before beginning the lesson, Mrs. Lin determines that each student has a partner and confirms which

is Partner A and which is Partner B. She also ensures that the sentence frames and Leveled Questions she prepared for this lesson are easily accessible.

During the lesson Mrs. Lin follows the criteria for Structured Student-Student Interaction by giving students the Leveled Question prompt, telling them how long they have to think and discuss the prompt, and by giving them the sentence frame they will use during discussion. She has written the sentence frames on note cards that she places under the document camera.

She alternates between calling on students with their hands up and pulling a “name stick” for the share out. She also uses a choral response and “thumbs up/thumbs down” to elicit answers from the whole class. When a student makes an error by omitting a step in the process, Mrs. Lin quickly reminds the class of the process and then tests the student who made the error.

As the lesson progresses into Guided Practice, Mrs. Lin gives each pair a white board. For the first practice item Partner A gives the information and Partner B writes it on the whiteboard. For the second practice item, the partners switch roles. During this time Mrs. Lin circulates throughout the classroom using Leveled Ques-tions and providing explicit feedback using the Praise-Prompt-Leave strategy.

Characteristic Level Evidence


9. Pre-correctives are utilized and correctives are quick, explicit, and relevant to the task.

10. A range and variety of interac-tion strategies are used and are appropriate to the measurable objective(s).





DI I : PART IV

Notes



DI I : PART IV

Text: “All Eyes on Me: Utilizing Student Engagement to Improve Student Performance”

Prediction Log

Prediction

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Evidence

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Summary

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



DI I : PART IV

Notes

All Eyes on Me: Utilizing Student Engagement to Improve Student Performance

Kit Marshall, Ph.D., CEO Action Learning Systems, Inc.

Engagement Rate may be the single most important component of Academic Learning Time because increasing the Engagement Rate for an individual student has the greatest impact on his or her opportunity to achieve. It is this continuous, multi-level engagement and resulting inter-action within a focused lesson that can make whole class instruction as powerful as one-to-one instruction.

Three Factors of EngagementStudent Engagement can be defined as the amount of time students

are actively focusing on and attempting to learn the academic content being taught. Engagement includes the student persistence at a task and is derived from a combination of factors (Carroll, 1963). Three of the factors included in Student Engagement are the cognitive, behavioral, and emotional factors.

• Cognitive engagement includes the processing that takes place while we are thinking. Cognitive engagement is covert—it can occur without any outward action. Examples of cognitive engagement include becoming immersed in a great story, reflecting on a provoca-tive question, or even reviewing a menu to decide what to order.

• Emotional engagement includes the emotional reactions that take place during the reflection on a concept. Emotional engagement is covert and includes the connections made to a speaker, a text, or the ideas being shared. Emotional engagement often occurs at a deep level and is very important to motivation, retention, and trans-fer; if students are emotionally engaged, they are more likely to be motivated to act, retain, and transfer the information.

• Behavioral engagement is overt and exhibited as an action. This interaction provides the evidence that students are cognitively and emotionally engaged. Without behavioral engagement, there is no evidence that cognitive or emotional engagement is taking place. In this case, increased interaction is the key to ensuring that the Engagement Rate has increased.

Notes



DI I : PART IV

Notes

Covert and Overt EngagementCovert and overt engagement are the key aspects that encom-

pass the three factors of Student Engagement. Covert engagement, whether it is cognitive or emotional, is not observable. In some cases students can be looking right at the speaker and not listening to a single word. Students are engaged only when overt, behavioral engagement is evident. It is behavioral engagement that translates into Interaction. With the amount of attention paid to getting students to “show what they know” and demonstrate their learning, it is easy to neglect the need for think time, particularly when the learning is complex and student aptitude (learning rate) is laborious. Yet, if Engagement Rate is to be increased, students must have both covert and overt engagement oppor-tunities in every lesson.

Covert engagement includes the thinking behavior that must occur before a student responds. Thinking precedes intelligent responding, but research on instruction indicates that often students are not given the time to think before an answer is expected. Research also indicates that teachers focus instruction on higher-achieving students, giving them more response opportunities and adjusting instruction based on the response time and responses received from these students. Although there may be no tangible evidence for this cognitive and/or emotional engagement, there must be opportunities given to ensure that this covert engagement is taking place. If students are taught that they do not have to think, or that someone else will answer, there will be a negative impact on Student Engagement.

When the thinking process is consciously and consistently rein-forced during instruction, the quality and quantity of the responses received will increase. Engagement Rate and Success Rate will go up because efforts are focused on encouraging every student to think and respond. The probability that ALL students will think about and prepare an answer is increased because their levels of concern that they will be held accountable for mastering the content are also increased. There are a number of ways to increase covert engagement during think time, and thereby increase overt engagement, like using wait time and pull cards. Ultimately, it is up to the teacher to set an expectation that it is every student’s responsibility to respond in a thoughtful way.

Overt engagement is the observable student behavior that is used to guide instruction. This behavioral engagement includes the interactions

Notes



DI I : PART IV

that students have with the teacher, with other students, and with the text or content they are learning. These interactions are the evidence that students are “getting it.”

Effectiveness of instruction cannot be determined if its impact is not measured. Teachers can measure student understanding by planning for and building in points within a lesson where students are required to respond to questions. There are a variety of strategies, such as Structured Student-Student Interaction and Leveled Questions, that teachers can use to overtly engage and confirm students’ understanding of the lesson.

While it is important to positively raise the level of concern, what about those students who are uncertain about their chances of success and who may freeze when called upon? Lowering the level of concern is sometimes as important as increasing concern. There are many things that can be done to keep students motivated and “in the game”:

• Always give students an opportunity to think and discuss the topic with a partner or a small group before answering in front of the whole class.

• Ask a question you know the student can answer.

• When the student is hesitant, give him or her a strong prompt for the correct response.

• Ask students to write down their answers, check and support struggling students, and call on a student you may have helped work through the answer.

• Give students a chance to check an answer with their neighbor before calling on someone.

While it is extremely important to give students multiple opportuni-ties to interact with the teacher and with other students, many teachers worry about the management of Interaction. One way to limit off-task behavior is to have strong routines in place that will:

• prevent students from calling out answers,

• teach students that hard answers take time to develop,

• allow all students the opportunity to participate,

• avoid ”losing control” of the class during questioning, and

• save instructional time and student energy.

Notes



DI I : PART IV

Engagement Scaffolds There are many examples of communication and engagement strat-

egies that will increase student interaction, engage students in their learning, and scaffold the transference of accountability from teacher to student. Common examples of interaction structures include teacher-to-student and student-to-teacher, student-to-student, teacher-to-group and group-to-teacher, group-to-group, and teacher-to-class and class-to-teacher. Each of these structures is appropriate in specific parts of the lesson sequence, as illustrated in Figure A.

Lesson Sequence Grouping StructureInput and Model T–S, T–C, C–T

Structured Practice T–S, S–T, T–G, G–T, C–T

Guided Practice T–G, S–S, G–G

Independent Practice S–S, G–G, and individually

T = Teacher S = Student G = Group C = Class

During the Input and Model phase of the lesson, the teacher is responsible for sharing information with students—it is the opportu-nity to ensure an excellent first example and therefore excellent first learning. While the teacher may have a student or class chorally respond to a question or read a selection, the teacher does not provide oppor-tunities for students to work together making meaning. This helps to eliminate the chance for inaccurate first learning or inaccurate transfer.

During the Structured Practice phase of the lesson, the teacher continues to pace the lesson and walk through additional examples related to the lesson focus. The teacher provides students with addi-tional opportunities to interact with the teacher and with other students as the teacher is continually checking for evidence of understanding, providing explicit feedback on student progress toward standards mastery, and immediately correcting any misconceptions.

During the Guided Practice phase of the lesson, the teacher trans-fers more accountability to the students and engages them in a variety of grouping structures. By this phase of the lesson, the need for correctives should be minimal as the teacher has corrected or pre-corrected for inaccurate learning during Structured Practice. This is an excellent time to employ the Praise-Prompt-Leave strategy.

Independent Practice is the final phase of the lesson, and it is during this phase that students are able to complete the task independent of the

Notes

Figure A



DI I : PART IV

teacher. However, this does not mean that students would not interact with each other singly or in groups.

Two Forms of Explicit FeedbackStudents need to be challenged and supported while both being

encouraged and held accountable. Feedback is vital to learning and student motivation. Students must be able to know when their assump-tions are correct or incorrect. Asking questions across a broad range of Competence levels and getting students to engage in a public response can be eased by giving direct and explicit feedback. Responding to students with subjective and encouraging feedback can actually be a deterrent to students in the public forum of the classroom. The safest and most productive feedback is direct, explicit, situation-specific, and non-subjective. Feedback can actually take two forms—Confirming and Corrective.

Confirming Feedback validates or supports what students have said or done. It provides positive support and encourages students to continue on their path toward objective mastery. Like any type of feed-back, it must be direct, explicit, situation-specific, and non-subjective. Telling a student that he or she did a “good job” does not extend the student’s learning or provide information for other students in the class as to what the student receiving the feedback did “right.” In that case, neither the student receiving feedback nor the other students in the class can replicate or transfer what was done well. When used effectively, Confirming Feedback not only confirms an individual’s learning but also provides both a correct model of academic language and an additional explanation of the content for the rest of the class.

Providing Corrective Feedback is one of the most critical skills a teacher must have to increase Success Rate, keep Engagement high, and move the lesson forward while correcting in the moment. But, Correc-tive Feedback is often the most difficult form of feedback for teachers to give. Often, while trying to support a student, inaccurate responses occur without correction. The problem with this is that students do not know that they shared inaccurate information and the rest of the class may believe that what was shared is the correct answer. This can lead to negative transfer and retention of inaccurate information.

As with all other forms of feedback, Corrective Feedback must be direct, explicit, situation-specific, and non-subjective. However, there

Notes



DI I : PART IV

are two types of Corrective Feedback—Correctives that occur after an inaccurate response is given and Pre-Correctives that occur before responses are given in an effort to prevent inaccuracies. There should be no shame in correcting a student, if the correction is done politely and respectfully.

Some key concepts to keep in mind while focusing on specific correc-tive strategies include the following generalizations about corrective procedures that occur during initial and whole group instruction and while students are practicing what they are learning:

• Correctives occur throughout the lesson and are appropriate to the lesson sequence, the information gathered by the teacher through questioning, the complexity and difficulty of the lesson, and the aptitude of the learners.

• Correctives are immediate at the beginning of the learning and delayed as the students practice over time to build accuracy (Structured and Guided Practice) and speed (Guided and Independent Practice).

• Correctives are explicit to the type of learning error the student is demonstrating—types of errors include motor, memory, discrimina-tion, and process or sequence confusion.

The second type of Corrective Feedback is Pre-Correctives. Pre-correcting for predictable errors, or pre-teaching, is one way to correct student responses before the incorrect response is even made. Pre-Correctives for content can be made in places where students are highly likely to make a mistake or have difficulty understanding. Some exam-ples of Pre-Corrective statements include:

• “This next sentence can trip you up because it is like . . . that we worked on yesterday. Read it carefully before you decide on an answer.”

• “Look at the second row of problems. These are asking you for a different thinking process. Can you tell what it is?”

• “When I ask the next question, I want you to take some time before you answer. You will need to think about this one because it is simi-lar to the last one, but it is also different. Listen . . . ”

Notes



DI I : PART IV

Students make some of their most critical learning and transfer errors while engaged in semi-independent or Guided Practice. Because of this, initial instruction and structured initial practice are critical to correct initial learning. The manner in which students’ responses are accepted, corrected, edited, and supported in the public forum of the classroom has tremendous power. It determines the psychological safety in a classroom. How a teacher responds to a student influences every other student in the classroom and their willingness to take risks. Feed-back is not a bad thing—but it must be provided appropriately and effectively in order to increase student learning.

Maximizing Academic Learning TimeIf Engagement Rate is the single most important component of

Academic Learning Time and has the greatest impact on the opportu-nity every student has to achieve, teachers must ensure that Engagement Rate is high throughout the lesson. As students are engaged in the learning process, three important points must be considered:

• Teachers engage students when they have a wide variety of practi-cal strategies that make having a response compelling for students.

• Planning where teachers ask key questions before teaching a lesson greatly increases Academic Learning Time.

• The way teachers accept and correct student responses and elicit participation sets the tone and builds accountability and confidence.

It is this continuous, multi-level engagement and resulting interac-tions within a focused lesson that will make whole class instruction as powerful as one-to-one instruction.

Notes



DI I : PART IV

Reflection

Under-the-Surfacehow, why, would, could, and should

On-the-Surfacewho, where, when, and what happened

Subject Notes

Information Log

Text: “All Eyes on Me: Utilizing Student Engagement to Improve Student Performance”

Reflection


DI I : PART IV

What do I keep doing? What do I start doing? What do I stop doing?

Reflection Standards and Measurable Objectives



Proactive Classroom

Management

ALLOCATED TIME

ENGAGEMENT RATE

AVAILABLE TIME


MOTIVATION

part iv student engagement

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