ESU 4 Science Cadre:

Student Engagement

November 9, 2011

Mitzi Hoback, Gregg Robke, Ellen Stokebrand & Suzanne Whisler

Agenda• Opening & Introductions• Student Engagement• Experts from the Field

– Jim Woodland, NDE– Mary Moser, Pawnee City

• Lunch• Technology Tools for Engagement• Sharing of Best Practices & Networking• Closing

Why Do YOU Teach?

Dr. Robert Marzano…

… translates research and theory into applications for the classroom.

Discuss some of the following assertions/issues. Agree? Disagree?

1. We sometimes confuse the behaviors of engaged with compliant.

2. Students really just want “edutainment.”

3. Can you have engagement with high-stakes testing and accountability?

An Old Proverb states:

o You can lead a horse to water, but you can’t make them drink.

o We learned that maybe with “reward and punishment” the horse will do what ever we ask.

o However, consider a different goal, “How can I make the horse thirsty?”

Engagement …

From:Why aren’t

students more engaged?

To: How can we make

our classrooms more engaging?

Dr. Marzano’s Four Questions

How Do I Feel?

Am I Interested?

Is This Important?

Can I Do This?

•How Do I Feel?•Am I Interested?

Attention

• Is This Important?•Can I Do This?

Engagement

Question One

How do I feel?

Aspects of Emotional Engagement Influenced by the Classroom

o Students’ levels of energy

o A teacher’s positive demeanor

o Students’ perceptions of acceptance

“Amazingly, the part of the brain that processes movement

is the same part of the brain that processes learning.” Eric Jensen, Teaching With the Brain in Mind, 2005

Physical MovementoStretch breaksoMovement related to rehearsal (inch,

feet, yard)oMovement necessary to further

understand the contentoGive one, Get one

oDrama

Physical Movement

o Physical representationso Movement that facilitates sharing (Mix-

Pair-Discuss)o Voting with your feeto Corners activitieso Whole-class or whole-school exercise

Let’s Get Engaged!

Give One/ Get OneOn a card, respond to the following: • One way I engage students in my classroom

is to . . .

• Take your card and find a partner; introduce yourself, share your information and then exchange cards

• Table groups identify themes and patterns to share with full group

Groups at Work – Copyright MiraVia LLC – All rights reserved

NOTE: you leave with your partner’s card

• After two or three exchanges, return to yourtable group and share information on your lastcard

Vote With Your Feet• Students move to different parts of a room

to signify which answer they believe is correct.

• Best done with multiple choice questions or controversial topics.

Are nuclear power plants designed to be safe during times of natural disasters?

Do you have anything to add to your share

sheet?

Paired Verbal Fluency

• Letter off A – B

• Take turns talking about topic

• Do not repeat anything already said

Three rounds:Round 1 – 60 seconds eachRound 2 – 45 seconds eachRound 3 – 30 seconds each

Partners:

Topic: What important information did you learn from Jim and Mary today?

Groups at Work – Copyright MiraVia LLC – All rights reserved

Do you have anything to add to your share

sheet?

Sharing & Networking Protocol• Form two groups: Elementary & Secondary• Choose a facilitator, a time keeper, a recorder and a

reporter– Facilitator: Guide the conversation– Time Keeper: Work in a break, ensure there is time for

each area of discussion, give a 10 minute warning to begin wrapping up conversations

– Recorder: Record lesson ideas and/or instructional strategies that were shared with the group

– Reporter: Share the groups recorded ideas with the large group

• In your group take turns sharing and discussing:– Lesson ideas– Instructional StrategiesBe ready to share out what your group

discussed at 2:30

Do you have anything to add to your share

sheet?

Those who can, do . . . Those who can do MORE, teach.

~Author Unknown

You make a difference, you matter immensely!

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