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The Secrets to Creating an Engaging Classroom: TPT’s for ALL Students

The Secrets to Creating an Engaging Classroom: TPT’s for ALL Students

June 13, 2012

Conestoga Valley School District

Professional Development

Michelle Trasborg

Susan Grammer and Nicole Reinking

“Engagement does not result from students’ desire to learn. Engagement results from students’ desire

to do things they cannot do unless they learn.”

“Engagement does not result from students’ desire to learn. Engagement results from students’ desire

to do things they cannot do unless they learn.”

-Phil Schlechty

What is the CV Curriculum Framework?What is the CV Curriculum Framework?

• Combination of UbD & Marzano’s Art & Science of Teaching

• UbD provides the framework for curriculum writing.

• The Art & Science of Teaching blends with UbD by providing a roadmap for effective teaching guided by 10 Design Questions.

Where have we been? Where are we going?Where have we been? Where are we going?U

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The Marzano Protocol:The Marzano Protocol:

Lesson Segments Involving Routine

Events

Design Question 1: What will I do to establish and

communicate learning goals, track student progress, and

celebrate success?

Design Question 6: What will I do to establish or

maintain classroom rules and procedures?

Lesson Segments Addressing Content

Design Question 2: What will I do to help students

effectively interact with the new knowledge?

Design Question 3: What will I do to help students

practice and deepen their understanding of new

knowledge?

Design Question 4: What will I do to help students

generate and test hypotheses about new

knowledge?

Lesson Segments Enacted on the Spot

Design Question 5: What will I do to engage students?

Design Question 7: What will I do to recognize and

acknowledge adherence and lack of adherence to classroom rules and

procedures?

Design Question 8: What will I do to establish and

maintain effective relationships with students?

Design Question 9: What will I do to communicate high

expectations for all students?

Why Design Question 5?Why Design Question 5?

• Teacher feedback indicated a need to work with student engagement.

• Student demographics have changed to require a focus on engagement.

• Brain based learning and educational best practices direct us to the importance of student engagement.

The Marzano Protocol:The Marzano Protocol:

Lesson Segments Involving Routine

Events

Design Question 1: What will I do to establish and

communicate learning goals, track student progress, and

celebrate success?

Design Question 6: What will I do to establish or

maintain classroom rules and procedures?

Lesson Segments Addressing Content

Design Question 2: What will I do to help students

effectively interact with the new knowledge?

Design Question 3: What will I do to help students

practice and deepen their understanding of new

knowledge?

Design Question 4: What will I do to help students

generate and test hypotheses about new

knowledge?

Lesson Segments Enacted on the Spot

Design Question 5: What will I do to engage students?

Design Question 7: What will I do to recognize and

acknowledge adherence and lack of adherence to classroom rules and

procedures?

Design Question 8: What will I do to establish and

maintain effective relationships with students?

Design Question 9: What will I do to communicate high

expectations for all students?

Thank you, Michelle! Thank you, Michelle!

Engagement occurs when…Engagement occurs when…

• Students see their work as personally meaningful.• Students feel challenged by the rigor of the work.• Students master content through authentic, project-

based, inquiry-driven learning.• Students work and learn collaboratively and

socially, both online and off.• Students evaluate for and select the

best tools for their work.

Students who are engaged:Students who are engaged:

• Learn at high levels and have a profound grasp of what they learn

• Retain what they learn• Can transfer what they learn to new contexts

Bloom’s Revised TaxonomyLorin Anderson (a student of Bloom)

Bloom’s Revised TaxonomyLorin Anderson (a student of Bloom)

http://www.nwlink.com/~donclark/hrd/bloom.html

Why is engagement important?

Why is engagement important?Students

engaged…

…except that one!

EngagementEngagement

• Engagement is the pre-cursor to learning. • Engagement is not the goal, but unless learners

are fully engaged in the work, they will not successfully learn and achieve high standards.

Metacognitive Learning ModelMetacognitive Learning Model

Engage Think Learn

Engagement Tools

KWL, Story Map, Jigsaw, Timelines, Charts,

Graphs, Journal Entry, etc.

Metacognitive Strategies

Visualizing, Inferring, Summarizing, Synthesizing,

Questioning, Making Connections, etc.

Critical Learning

Content, Skills, Plot/Theme,

Fact/Opinion, Vocabulary,

Sequencing, Cause & Effect, etc.

Engagement QuadrantsEngagement Quadrants

Engagement QuadrantsEngagement Quadrants

Engagement QuadrantsEngagement Quadrants

Engagement QuadrantsEngagement Quadrants

Engagement QuadrantsEngagement Quadrants

How do levels of engagement impact student

learning?

How do levels of engagement impact student

learning?

Engagement LevelsEngagement Levels

• Authentic Engagement• Strategic Compliance/Engagement• Ritual/Passive Compliance• Retreatism• Rebellion

Authentic EngagementAuthentic Engagement

Authentic EngagementAuthentic Engagement

• The student sees the activity as personally meaningful.

• The level of interest is sufficiently high that the student persists in the face of difficulty.

• The task is sufficiently challenging such that the student perceives she/he will accomplish something of worth by doing it.

• The emphasis is on optimum performance and internal motivation.

• The learning transfers from one context to another.

Strategic Compliance/EngagementStrategic Compliance/Engagement

Strategic Compliance/EngagementStrategic Compliance/Engagement

• The task has little value to the student but the student associates it with outcomes of results that do have value (ie. grades, rewards, attention, approval)

• If the task doesn’t promise to meet the extrinsic goal, the student will abandon it.

• Students have a superficial grasp of what they learn and cannot transfer what they learn from one context to another.

Ritual/Passive ComplianceRitual/Passive Compliance

Ritual/Passive ComplianceRitual/Passive Compliance

• The work has little meaning to students and is not connected to what does have meaning.

• Students learn at low levels and have a superficial grasp of what they learn.

• The student seeks to avoid confrontation.• The emphasis is on minimums and exit

requirements.• Do not retain what they learn and cannot transfer

learning to different contexts.

RetreatismRetreatism

They’re still hanging in there…but barely.

RetreatismRetreatism• The student is disengaged from current classroom

activities and goals.• The student is thinking about other things and is

emotionally withdrawn from the situation.• The student rejects all goals associated with the

learning.• The students feels unable to do what is being

asked or is uncertain about what is being asked.• The students do not participate in the learning

and learn little from the activities.

RebellionRebellion

RebellionRebellion

• The student is disengaged from current classroom activities .

• The student IS actively engaged in another agenda.

• The student creates their own means and goals.• Students sometimes learn a great deal from

what they elect to do.• Students develop poor work habits and negative

attitudes towards formal education and intellectual tasks.

FauxgagementFauxgagement

FauxgagementFauxgagement

• Does anyone have any questions?• Thumbs up/thumbs down• Eye contact• Watching a movie• Appropriate behavior

True/Not True Hold UpTrue/Not True Hold Up

Teacher effectiveness has a greater influence on student performance than

race, socioeconomic status, or class size.

TRUEOne teacher can make a difference.

We must believe this.

QUALIFIERQUALIFIER

Thinking Outside the Pencil BoxThinking Outside the Pencil Box

TPT’s…Too Baby-ish for High School?

ResourcesResources

• www.schlechtycenter.org• www.instituteforinstructionalcoaching.org• www.pacoaching.org• Himmele, P., and W. Himmele. Total

participation techniques, making every student an active learner. Alexandria, Virginia: Association for Supervision & Curriculum Development, 2011.