Engaging Students/Engaging Teachers

Burnaby  Head  Teachers  Faye  Brownlie    

November  23rd,  2011  www.slideshare.net  

Engagement •  Schlechty:    high  aBenCon  and  commitment  –  task  or  acCvity  has  inherent  meaning  or  value  to  the  student  

•  Stuart  Shanker  –  self-­‐regulaCon;  calmly  focused  and  alert  

•  Brownlie  and  Schnellert  –  voice  and  choice  

Highly Engaged Class

Source:  Schlechty  Center  for  Leadership  in  School  Reform.  (2006).  Accessed  online  at  h"p://media.wiley.com/product_data/excerpt/55/07879616/0787961655.pdf.    Accessed  November,  2010.  

       Product                  Focus  

Clear  Goals  &  Criteria  

No  Fault  Prac3ce  

Organiza3on  of  Knowledge  

Novelty  &  Variety  

Relevant    Content  

Design  of  Engaging  Work  

Authen3city  

Choice   Affilia3on/Affirma3on  

       Product                  Focus  

Clear  Goals  &  Criteria  

No  Fault  Prac3ce  

Organiza3on  of  Knowledge  

Novelty  &  Variety  

Relevant    Content   Authen3city  

Choice   Affilia3on/Affirma3on  

Stuart Shanker: stages of arousal

InhibiCon    asleep    drowsy    hypoalert    calmly  focused  and  alert  ***    hyperalert    flooded  

AcCvaCon  

Frameworks

It’s All About Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

MulCple  means:  -­‐to  tap  into  background  knowledge,  to  acCvate  prior  knowledge,  to  increase  engagement  and  moCvaCon  

-­‐to  acquire  the  informaCon  and  knowledge  to  process  new  ideas  and  informaCon  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Teaching approaches

for engaging diverse

learners  

Differentiation

Literature and information

circles

Open-ended teaching

Inquiry learning

Multiple intelligences

Workshop

Backwards Design

•  What  important  ideas  and  enduring  understandings  do  you  want  the  students  to  know?  

•  What  thinking  strategies  will  students  need  to  demonstrate  these  understandings?    

                 McTighe  &  Wiggins,  2001  

Assessment for Learning Purpose   Guide  learning,  inform  instrucCon  

Audience     Teachers  and  students  

Timing     On-­‐going,  minute  by  minute,  day  by  day  

Form     DescripCve  Feedback  ¶what’s  working?  •what’s  not?  •what’s  next?  

Black  &  Wiliam,  1998   Hace  &  Timperley,  2007  

Assessment for Learning

•  Learning  intenCons  •  Criteria  •  DescripCve  feedback  •  QuesConing  •  Peer  and  self  assessment  

•  Ownership  

Goal:    Learning  IntenCons,  self  assessment  Kate  Giffin,  Queen  Alexandra,  gr.  4/5  

Learning  Inten3on  

Quiz   Mastery   Prac3ce  on  my  own  

Assistance  please!  

Where  I  get  stuck…  

I  can  create  equivalent  fracCons.  

I  can  reduce  a  fracCon  to  its  lowest  terms.  

QuesConing  

• Math  

•  Closed  vs  open  

•  1  +  4  =    

•  2  +  3  =  

•  4  +  1  =  

•  0  +  5  =  

How can you show your number for our number

book?

Reading  and  Thinking  with  Different  Texts  

•  Making  Inferences  •  Asking  quesCons  •  Using  evidence  to  support  your  thinking  

•  Learning  IntenCons:            -­‐I  can  use  world  currency  informaCon  to  explain  what  this  means  to  average  people.        -­‐I  can  interpret  this  informaCon,  providing  reasoning  for  my  interpretaCons  

A  Comparison  of  World  Currencies  –  what  does  it  mean  to  the  average  

ciCzen?  •  CiCes  being  compared:  – Athens,  Frankfurt,  Manila,  Shanghai,  Toronto  

•  Number  of  minutes  to  work  to  buy  a  Big  Mac:    -­‐12,  15,  30,  30,  88  

•  Number  of  hours  to  work  to  buy  an  8gb  iPod    -­‐10.5,  13.5,  24.5,  56.5,  128.5  

•  Annual  average  hours  worked:    -­‐1704,  1827,  1868,  1946,  2032  

•  Cost  of  living  (relaCve  to  NYC)    -­‐28.7%,  48.9%,  54.6%,  63%,  70.6%  

ar?cles.moneycentral.msn.com/SmartSpending/ConsumerAc?onGuide/burgernomics-­‐whats-­‐a-­‐big-­‐mac-­‐worth.aspx  

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…the  process  through  which  meaningful  and  

reflecCve  dialogue  arises.    Its  first  priority  is  

to  serve  the  purpose  of  promoCng  learning  –  

child,  teacher,  paraprofessional,  principal,  

vice-­‐principal,  parent.  

Assessment for Learning/Supervision for Learning

Assessment  for  Learning   Supervision  for  Learning  

Learning  IntenCons   Learning  IntenCons  

Criteria   Criteria  

QuesConing   Culture  of  Inquiry  

DescripCve  Feedback   DescripCve  Feedback  

Self  and  Peer  Assessment   Self  ReflecCon  and  Learning  Partnerships  

Ownership   Teacher  Ownership  

Meaningful  and  

reflec3ve    dialogue  around  

and  about    student    learning  

Culture  of  con3nuous  learning  and  improvement  A  Culture  of  Inquiry  

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1.  Establishing  goals  and  expectaCons    

2.  Strategic  resourcing    

3.  Planning,  coordinaCng  and  evaluaCng  teaching  and  the  curriculum    

4.  PromoCng  and  parCcipaCng  in  teacher  learning  and  development    

5.  Ensuring  an  orderly  and  supporCve  environment    

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  Teachers  make  a  difference  

  Differences  in  teacher  effecCveness  were    found  to  be  the  dominant  factor  affecCng    student  academic  gain  

  “the  implicaCon  …is  that  seemingly  more    can  be  done  to  improve  educaCon  by    improving  the  effecCveness  of  teachers  than    by  any  other  single  factor.”  

Wright,  Horn  and  Sanders,  1997