student engagement as presented by john antonetti november 17, 2012 carroll knicely center, bowling...
TRANSCRIPT
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Student Engagement
As presented by John AntonettiNovember 17, 2012
Carroll Knicely Center, Bowling Green, KYWorking on the Work by Dr. Phillip Schlechty
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Lesson Design
Experimentation
Analysis
Reflection
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Academic Engagement(High Yield Instructional
Strategies)
Intellectual Engagement
(Big Idea Thinking)
Egocentric Engagement
(8 Engaging Qualities of Work)
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Academic Engagement• Identifying Similarities and Differences– breaking a concept into similar and dissimilar
characteristics provides opportunity to understand and solve challenging problems by analyzing them in a simple way
• Summarizing and Note-taking– analyzing information to find what is essential
and put it into one’s own words
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Academic Engagement
• Nonlinguistic Representations– Representing knowledge in a form other than
words• Generating and Testing Hypotheses– Applying knowledge by asking “what if” questions
and clearly explaining conclusions• Advance Questions, Cues, and Organizers– Using prior knowledge to anticipate and enhance
further learning
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Intellectual Engagement• Synthesis
– Creating new ideas and information using what has been previously learned (by combining or substituting patterns, or ignoring expected patterns)
• Evaluation– Making informed judgments about the value of ideas, materials, or
situations (comparative or superlative)• Analysis
– Breaking down an idea or concept into parts to examine relationships among the parts (by newly discovered patterns, traits, rules)
• Application– Making use of information in a context different from the one in
which it was learned (using patterns, traits, rules in a new situation)
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Egocentric Engagement
• Personal Response• Clear/Modeled Expectations• Emotional/Intellectual Safety• Learning from Others• Sense of Audience• Choice• Novelty and Variety• Authenticity
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Personal Response – More than one right answer
Work that engages students almost always focuses on a product or performance of significance to students. When students explain their answers or the logic and reasoning behind those answers, they are invested in their personal response.
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Personal ResponseDoes NOT lead to engagement… Leads to engagement…
Recall of answers Multiple answers possible
Only one answer possible Multiple answers accepted
Only one answer accepted Supported predictions
Opinions
Remembrances
Connections
Comparisons
Analogies
Summary Statements
Explanations
Problem solution strategies
I think…because…
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Clear/Modeled Expectations
• Student knows what success “looks like”• Students prefer knowing exactly what is
expected of them, and how those expectations relate to something they care about. Standards are only relevant when those to whom they apply care about them.
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Clear/Modeled ExpectationsDoes NOT lead to engagement… Leads to engagement…
Oral explanations by teacher Students articulate the targets of their personal response
Inconsistent expectations Students inspect for targets in their work
Grading policies Requirements of quantities and qualities in the response
Models of expectation and/or strategy
Visual exemplars that persist
Rubrics and self-assessment
Text support for opinions
I included…when I…
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Emotional/Intellectual Safety
• Freedom to take risks• Students are more engaged when they can try
tasks without fear of embarrassment, punishment, or implications that they’re inadequate. Personal response activities that students must support with logic, reasoning or explanation require more intellectual safety than answering a question that has only one right answer.
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Emotional/Intellectual SafetyDoes NOT lead to engagement… Leads to engagement…
Answering single-answer questions Students take risks with “unpopular” or more subtle answers
Answers without explanation Students explain why/how their answer is plausible
Students being correct or incorrect Students are passionate about their answers
Students being allowed to “opt-out” of answering or thinking
First answers are questioned or defended
Students critiqued Sources, evidence, and examples are cited
Reasoning first, answers second
I disagree, because…
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Learning with Others
• Sharing and comparing ideas with peers• Students are more likely to be engaged by work that
permits, encourages, and supports opportunities for them to work interdependently with others. Those who advocate cooperative learning understand this well, and also recognize the critical difference between students working together and students working independently on a common task, which may look like group work but isn’t.
• When ideas are shared and compared, then learning takes place.
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Learning with OthersDoes NOT lead to engagement… Leads to engagement…
Simply taking turns talking Think, pair, share
Repeating single answers Literature circles
Group grades Small group discussion
Reciprocal teaching
Peer revision or review
A reports/paraphrases B’s thoughts
Explicit roles
Rotation of tasks
When David talked about the symbolism, I thought about…
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Sense of Audience
• Student work is shared• Students are more highly motivated when
their parents, teachers, fellow students and “significant others” make it known that they think the student’s work is important.
• Portfolio assessments, which collect student work for scrutiny by people other than the teacher, can play a significant role in making student work “more visible.”
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Sense of AudienceDoes NOT lead to engagement… Leads to engagement…
Being “singled out” Increased level of concern
Stage fright Connections to audience/purpose
Death by book report Voice
Responsibility to the group
Proficient work posted
Student work as exemplars
The ballgame, the concert, the play
When I finish this business letter, I will mail it to…
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Choice
• Students have meaningful options• When students have some degree of control
over what they are doing, they are more likely to feel committed to doing it.
• This doesn’t mean students should dictate school curriculum, however.
• Schools must distinguish between giving students choices in what they do and letting them choose what they will learn.
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ChoiceDoes NOT lead to engagement… Leads to engagement…
Opting out of standards Tiered assignments
Avoiding an assignment Self-selected reading material
Overwhelming choices Product differentiation
Selecting tasks in a rotation Selecting tasks from a list
Meaningful options
Taking control and making decisions
I chose to present my thoughts in graphic form instead of a paragraph.
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Novelty and Variety
• Learning experiences are unusual or unexpected• Makes learning more fun not necessarily better• Students are more likely to engage in the work asked of
them if they are continually exposed to new and different ways of doing things. The use of technology in writing classes, for example, might motivate students who otherwise would not write.
• New technology and techniques, however, shouldn’t be used to create new ways to do the same old work.
• New forms of work and new products to produce are equally important.
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Novelty and VarietyDoes NOT lead to engagement… Leads to engagement…
Chaos Variety of products
Lack of procedures and protocols Diverse perspectives
Fun for the sake of fun Integrated fun
Glitter and glue Layered interests
Games
Simulations and role-play
Competitions
Responding “in the voice of…”
Rather than working problems in math today, we each wrote two new word problems.
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Authenticity
• Connections to experience or prior learning• This term is bandied about quite a bit by
educators, so much so that the power of the concept is sometimes lost.
• When students are given tasks that are meaningless, contrived, and inconsequential, they are less likely to take them seriously and be engaged by them.
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AuthenticityDoes NOT lead to engagement… Leads to engagement…
Vocabulary in isolation Relevance to age/group
Contrived activities Tasks that represent the personalities of the learners
Worksheets Real-life activities
Practice without context Inquiry or discovery learning
Repetition of low-level work Learning in the manner of the original learnersHands-on manipulatives
Current events/issues
Learn then label
Transfer or synthesis beyond content
Extension of workplace activities
Use of workplace or home technology
This is just like on the news last night