professional development to practice the contents of this presentation were developed under a grant...

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.


Engaging Student Learners


HandoutsCritical Design Qualities of Student

WorkStudent Engagement Graphic

OrganizerMinds on Fire (Kathleen Cushman)Student Survey (Grant Wiggins)Growth Guides and Growth Guide

OrganizerPractice Profile, Fidelity Checklist,

Action Plan


Purpose and ContentLearning Objective:

Learn to recognize, plan, and apply high student engagement practices, strategies, and techniques for all learning, regardless of grade level or content area.

Expectations for the training: Participants will be able to observe and

describe the learning conditions that promote engagement.

Participants will be able to select and incorporate effective unit and lesson design qualities.




Engaging Student Learners

Effect Size and Connection to Missouri Teaching

Standards


Will come from extension from previous slide


Hattie Effect Size Hold


Connection to Missouri Teaching Standards

Standard 1, Quality Indicator 2: Engaging Students in Subject Matter

Standard 4, Quality Indicator 1: Instructional Strategies Leading to Student Engagement in Problem Solving and Critical Thinking

Standard 4, Quality Indicator 2: Appropriate Use of Instructional Resources to Enhance Student Learning

Standard 5, Quality Indicator 1: Classroom Management, Motivation, and Engagement




Opening & Introductions


Session-at-a-GlanceDefinition and Clarification of Student

Engagement Practice Hattie Effect SizeIdentifying the qualities and conditions of

engagementApplication of qualities of engagement to a

lessonSelf-Assessment and ReflectionSummarize and Organize


Norms

Begin and end on time.Be an engaged participant.Be an active listener—open to new

ideas.Use notes for sidebar conversations.Use electronics respectfully.


Essential Question

What does it mean to be a highly engaged student?


Guiding Questions

What are some components of high student engagement?

What actions, practices, strategies, and techniques promote high engagement for all learners?

How do I assess my lessons and units for engaging qualities?




Part One: Clarify the Terms “Motivation” and “Engagement”


Thinking About EngagementCreate teams of 3 or 4, or table teams.On a sticky note, answer the following questions solo:

Who was your favorite teacher?Why was s/he your favorite?As a team, share your findings and note:What characteristics do your favorites have in common?

Each team will share with the larger group.


Motivation and Engagement

We often hear people say, “This student is not engaged in the classroom. S/he is just not motivated.”

These terms used interchangeably, but the definitions are NOT the same.

Our goal is to create units and lessons that contain engaging qualities, thus motivating our students.


Definition of MotivationResearchers who have struggled with

questions of what motivates students generally recognize two major types of motivation: intrinsic and extrinsic. Intrinsic motivation is the desire to do or achieve something because one truly wants to and takes pleasure or sees value in doing so. Extrinsic motivation is the desire to do or achieve something not for the enjoyment of the thing itself, but because doing so leads to a certain result. Pintrich, 2003


Trying a “Rewards System”to Motivate Students

“Teachers and parents alike have tried some system.Pizza parties, charts with stars, candy,

ribbons…

While there may be an initial increase in desired behavior, in most cases, these attempts to buy performance don’t last long.”

Steve Gardiner, 2014


The Cycle of Rewards

“Similar to an addiction, the rewards must get larger and larger in order to get the same result.”

“…the only motivation most students get from rewards is the motivation to get more rewards.”

Steve Gardiner, 2014


A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the

doors of the school, and then find to our dismay that they’ve sent us the

wrong kids.

They just aren’t motivated.


Understanding Motivation: Center of Gravity Summary

Move into teams.Read the assigned section of “Minds on

Fire” by Kathleen Cushman.Complete a “Center of Gravity” summary

by recording on chart paper to share aloud:The most important paragraphThe most important sentenceThe most important wordThe connection between motivation and

mastery learning


Connecting Meanings

If “engagement” includes emotional involvement and commitment, reflect on why Cushman suggests “analyzing our instructional practice with motivation in mind”.

(p. 43, first column)Consider Cushman’s anecdotal

evidence.


John Hattie’s Findings“No manner of school reform will be

successful until we first face and resolve the engagement problem– Too many students are ‘physically

present but psychologically absent’.Students can be easily confused.Many are bored.Students spend 85% of their time

listening to a teacher talking”.


To Increase Engagement in Learning, Students Need…

better indicators of success,more challenging material,higher expectations, andmore ways to orient toward success

in school.




Part 2: Defining Engagement


Definition of Engagement

In education, student engagement refers to the degree of attention, curiosity, interest, value, and perseverance that students show when they are learning or being taught. This extends to the motivational level and commitment of students to learn, progress, and persist in their learning.


Components of EngagementThe student is attentive; he/she pays

attention to and focuses on the tasks associated with the work being done.

The student is committed (without the promise of extrinsic rewards or the threat of negative consequence).

The student is persistent. He/she sticks to the task even when it presents difficulty.

The student finds meaning and value in the tasks of the work.

Phillip C. Schlechty (2011)


Engaged students make a “….psychological investment in

learning. They try hard to learn what school offers. They take pride not

simply in earning the formal indicators of success (grades), but in

understanding the material and incorporating or internalizing it in their

lives.”

Fred Newmann 1992


Discussion: Research on Engagement

Teachers and students were asked two questions: 1. What kind of work do you find engaging?

Work that allowed for creativity, sparked curiosity, provided an opportunity to work with others, and produced a feeling of success.

2. What kind of work do you hate?Work that was repetitive, required no thought, or

was forced on them.

Discuss: Consider what our favorite teachers did…

Strong, Silver, and Robinson (1995)


Teachers Can Heighten Student Engagement

What research tell us about student engagement:Engagement is associated with student

achievement.Teachers can increase and decrease

engagement, depending on classroom environment.

There are a variety of ways to evaluate student engagement.

Parsons, Nuland, Parsons. 2014


“Student Engagement is Malleable”

“Student engagement is malleable, and teachers have the

ability to design contexts and tasks that encourage or discourage student

engagement. Teachers create an engaging environment by fostering cooperation, positiveness, and tasks that are authentic, collaborative, and

challenging.” Parsons, Nuland, Parsons. 2014


“The core business of our schools is to ensure that every student, every day, is provided challenging, interesting, and

satisfying work.”

Phillip Schlechty


How do I go about incorporating elements of

engagement? What will a lesson look like? Sound

like?


Lesson Design Qualities

Phillip Schlechty proposed a Framework for Lesson Design Qualities

of Student Work1. Design Qualities of Context

These are required elements2. Design Qualities of Choice

Choose those appropriate for your students and lesson


Understanding the Design Qualities

We will examine Schlechty’s design qualities that increase student engagement. The qualities are divided into two

groups:Context

These are must-havesChoice

These are nice-to-haves


Schlechty’s Proposed Design Qualities of Context:

Must-HavesContent and SubstanceOrganization and KnowledgeClear and Compelling Product Standards

Protection from Adverse Consequences


Schlechty’s Design Qualities of Choice: Not All Must be

PresentProduct FocusAffirmation of PerformanceAffiliationNovelty and VarietyChoiceAuthenticity

Lessons may contain a combination of these.


Critical Design Qualities Jigsaw

After counting off and creating teams, read and summarize Schlechty’s Critical Design Qualities of Student Work in 9 words or less.

Record on a Sticky Note.Be ready to share your summary

with the group.

Handout: Critical Design Qualities of Student Work

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eThe Design Qualities Enhance Student

Engagement“Student engagement refers to

the degree of attention, curiosity, interest, value, and perseverance that students show when they are learning or being taught.”




Part Three: Identifying and Checking For Engaging

Qualities in Teacher Practice


Students Who Are Engaged…

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

retain what they learn, andcan transfer what they learn to new

contexts.

Phillip Schlechty


Students Who Are Strategically Compliant…

learn at high levels but have a superficial grasp of what they learn,

do not retain what they learn, andusually cannot transfer what they

learn from one context to another.


Unpack “Strategically Compliant” and “Engaged”

With a shoulder partner, discuss what teachers will see and hear when students are engaged rather than just compliant. Jot your thoughts on a sticky note.

Engaged Compliant


ApplicationUsing what you have learned about lesson

design qualities for engagement and what one would expect to see and hear from engaged students, evaluate the Tiny House video, a building unit, by using the Student Engagement Graphic Organizer. Does it contain the design concepts of

context?Does it contain design concepts of

choice?Does it exemplify an engaging lesson?

Handout: Student Engagement Graphic Organizer


Organizer for Evaluating the Critical Design Qualities

Student Engagement

Phillip Schlechty’s

Design Qualities of

Student Work: Context (Must

be present)

Definition Clear and Apparent Missing or Unclear

Content and Substance

What is to be learned and the level of student interest in the subject or topic

Organization of Knowledge

How the work is organized—problem solving approach, discovery approach, didactic teaching—with consideration for learning styles that are assumed or are to be addressed

Clear and Compelling Product Standards

The extent to which students are clear about what they are to do, what the products they produce would look like, what standards will be applied to evaluate these products and their performances, and how much value students attach to the standards that are to be used; that is, do the students believe in the standards and see them as personally compelling?

Protection from Adverse Consequences for Initial Failures

Extent to which the task is designed so students feel free to try without fear that initial failures will bring them humiliation, implicit punishment, or negative sanctions

Definition Clear and Apparent Missing or UnclearProduct Focus The opportunity to structure tasks

and activities so that what students are to learn is linked to some product, performance, or exhibition to which the student attaches personal value.

Affirmation of Performance

The possibility of designing tasks and activities so that the performance of students is made visible to persons who are significant in their lives, as well as designing the work in ways that make it clear that the quality of the performance of the student has meaning and value to peers and others whose opinions the student values and cares about.

Affiliation The possibility of designing tasks so that students are provided the opportunity to work with peers as well as with parents, outside experts, and other adults, including but not limited to the teacher.

Novelty and Variety

The possibility of providing students the opportunity to employ a wide range of media and approaches when engaged in the activities assigned and encouraged.

Choice The possibility of designing tasks and activities so that students can exercise choice either in what they are to learn or how they go about learning that which it is required that they learn.

Authenticity The possibility of linking learning tasks to things that are of real interest to the student, especially when the student is not interested in learning what adults have determined s/he needs to learn.

Handout: Organizer of Schlechty’s Design Qualities


Video from Teaching Channel

Tiny House

https://www.teachingchannel.org/videos/tiny-house-collaborative-project-hth





Engaging Students

Watch the next video. Once again, look for Schlechty’s Critical Design Elements.

This time, watch as a Critical Friend.On an organizer, mark all the qualities

you observed.Compare your organizer with that of a

table partner or team member. What necessary elements were missing,

if any? Handout: Student Engagement Graphic Organizer


Video from Teaching Channel

“Keep it or Junk It”

https://www.teachingchannel.org/videos/student-run-lesson





Checking a Lesson for Engaging Design Qualities

The goal is not to redesign each lesson, or to present an alternate plan for writing lessons.

The goal is to purposely incorporate qualities that will enhance and promote student engagement.

Then we can consider the degree of attention, curiosity, interest, value, and perseverance that students show when they are learning or being taught.


Teachers Need to Evaluate Student Engagement

One means of assessment is observation:Do students talk about their learning

outside of class?Can students handle mild frustration?Do students have the strategies they

need in order to persevere?Do they participate in class discussions?Are they enthusiastic?Do they have a positive attitude?


Reflection: Developing and Sustaining Student

EngagementTeachers should seek feedback

from students as to the success of the teaching, providing criteria for younger or inexperienced student evaluators.

Teachers should then reflect on their own performance; how can lessons be changed in order to be more engaging?


Sample Survey from Grant Wiggins

Examine a copy of Wiggins’ online student survey.

https://grantwiggins.files.wordpress.com/2014/10/ae-student-survey-2014-15.pdf

What kinds of information would teachers receive?

Handout: Wiggins Student Survey Instrument




P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eConstructing an Engagement Assessment

InstrumentConsider your grade level and teaching goals.

With a colleague or team, create an end-of-unit Student Survey with no more than 4 questions: what questions would you ask students that would indicate students were engaged?

When time is called, each team will share one of their questions with the whole group.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eGrant Wiggins’ Blog: Shadowing a Student for 2

Days http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/ What the teacher learned aligns with

what Schlechty’s model suggests.

http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/









Part 4: Enhancing Lessons and Units Using the Design Qualities of

Engagement

Robert J. Marzano, John Hattie, Doug Lemov


Qualities that Help Increase Student Engagement

Our goal is to purposely incorporate design qualities that will enhance and promote student engagement.

DESE has provided a Growth Guide on its website to help educators as they review and develop lessons with engaging qualities.

The Growth Guides provide numerous strategies, techniques, and practices.


In teams, examine the contents of your folder containing Proven Practices. (or access electronically) The Standards are aligned with the Missouri Teaching Standards that focus on student engagement, problem solving and critical thinking, and classroom management

Handouts: Folders with Proven Practices, and Growth Guide: Changing Practice

Growth Guide Expert Groups:Connecting to the Missouri

Teaching Standards


Growth Guide Expert Groups

As a team, examine the growth guides for one designated Standard/Quality Indicator.

Complete the organizer by choosing one practice/technique/strategy from each researcher that you could implement to increase student engagement in your classroom.

Be ready to share with the whole group.




Part 5: Assessment and Reflection


Sharing Lessons that Worked!

What have you taught that started fires in the minds of students?

What expertise do you have to share?


As a team, talk-- and then choose a lesson that a member has recently taught to use as an example.Splash the lesson title, grade level,

and main components in an attention-grabbing way on chart paper using markers, “graffiti style.” Post the lesson.

Self-Assessment: Graffiti Wall and Alley Walk Activity


LIVING WAX MUSEUM

Research project Grade 11

Chose a well-known personThat person challenged the status quoMade a positive impact on society

Students researched personFound significant quotesIdentified a “game changer”

Wrote a scriptInternalized/memorized information

Portrayed their person as a “was museum” character at local public library Performed for library patrons


Alley Walk

When teams are finished, take an “Alley Walk” and, using colored markers, note and applaud appropriate design elements that increase student engagement. Use the Schlechty handout if needed.


LIVING WAX MUSEUM

Research project Grade 11

Chose a well-known personPerson that challenged the status quoMade a positive impact on society

Students researched personFound significant quotesFound a “game changer”

Wrote a scriptInternalized/memorized information

Portrayed that person as a “was museum” character at local public library Performed for library patrons

Element of choice

Authentic!

Content

Affirmation




Part Six: Where Are You Going? Planning Next

Steps


Practice Profile


Implementation FidelityEngaging Student Learners PRACTICE: IMPLEMENTATION FIDELITY CHECKLIST

Instructions: This checklist is designed for frequent checking on the fidelity of implementing the Student Engagement Practice. It is suggested that educators self-monitor their fidelity daily during early implementation. An on-site coach may also observe and use this form to record fidelity. Completed checklists can be discussed during coaching conversations. If the number of ‘Yes’ items is repeatedly fewer than four, (4), then coaching may be beneficial.Teacher… Yes Partially No If partially or no, explain.1 Includes design elements of Content

and Substance, Organization of Knowledge, Clear and Compelling Product Standards, and Protection from Adverse Consequences for Initial Failures in lessons.

2 Includes a design element of choice: Product Focus, Affirmation of Performance, Affiliation, Novelty and Variety, Choice, and Authenticity.

3 Monitors students to observe that they are attentive, committed, persistent, and find meaning and value in tasks.

4 Seeks end-of-unit student input and reflection on the qualities of engagement.

5 Refers to the Growth Guide on the DESE website in order to include strategies and techniques to enhance student engagement.

Total


Exit Ticket: Next Steps

On a sticky note, please indicateToday’s dateYour buildingYour grade level teamTwo ideas from today’s training that you

will implement to increase student engagement


Next Steps: Action=ResultsNext Steps: Actions = Results

Content Focus

Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned

What? Responsible

Person(s) Who?

Timeline When?

Resources/Support Needed Results So What?

What steps will you take to start implementing?


Resources for Practices, Strategies, and Techniques

For research and proven practices with regard to implementing teaching standards in the see the following: http://

dese.mo.gov/sites/default/files/09-Research-ProvenPracticesMarzano_0.pdf

http://dese.mo.gov/sites/default/files/10-Research-ProvenPracticesHattie.pdf

http://dese.mo.gov/sites/default/files/11-Research-ProvenPracticesTLAC.pdf


http://dese.mo.gov/sites/default/files/09-Research-ProvenPracticesMarzano_0.pdf












Sources Cushman, Kathleen. “Minds On Fire”. Educational Leadership. Dec.

2013/Jan. 2014. 38-43. Dack, Hillary and Tomlinson, Carol Ann. Searching for the

Irresistible. kappanmagazine.org. V95 N8. 43-47. Daniels, Kevin. 2014 MSDC Conference presentation. Creating

Conditions for the Highly Engaged Classroom and Student. [email protected]

Gardiner, Steve. Stop the Pay, Stop the Play. Kappanmagazine.org. 39-42. V95 N8.

Missouri Department of Education Website. Growth Guide. http://dese.mo.gov/sites/default/files/02-GrowthGuide.pdf

Parsons, Seth A.; Nuland, Leila Richey; Parsons, Allison Ward. The ABCs of Student Engagement. kappanmagazine.org. 23-27. V95 N8.

Schlechty, Phillip. Introduction to the Schlechty Center. www.schlechtycenter.org.

Wiggins, Grant. Blog. http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/

mailto:[email protected]

http://dese.mo.gov/sites/default/files/02-GrowthGuide.pdf

http://dese.mo.gov/sites/default/files/02-GrowthGuide.pdf

http://www.schlechtycenter.org/





Teacher ResourcesFor research and proven practices with

regard to implementing teaching standards in the classroom, see the following:




https://www.teachingchannel.org/videos?landing_page=General+Teacher+Videos+Landing+Page&gclid=CPyG6J73ur4CFVQFMgodQggAYw














professional development to practice the contents of this presentation were developed under a grant...

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