Shifting Responsibility for Learning

1. Shifting Responsibility for Learning Ann Eifler, Literacy Coach and Reading Specialist West Aurora High School – District 129 aeifler@sd129.org 630-301-6731

3. Created a generation of passive learners • Intervention classes • Instructional time • Evaluation system

4. “State of the Nation” • Shared Responsibility for Literacy • Unique to your content • CCSS - Creating analytical, critical thinkers • Danielson Evaluation Model • Already using strategies in classrooms • Refine current and discover new strategies that work best in your classroom

5. Barriers to Shifting Responsibility • Content Experts! • Knowledge doubles every 10 years • Mile Wide and Inch Deep • Don’t know how to handle struggling readers • Confusing ability to read with their ability to think

6. Learning Targets From the Charlotte Danielson Framework Domain 3c: ● I can engage students in learning From the Illinois Professional Teaching Standards 4K: • I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..

7. Become a Student! • Practice note-taking • Cornell Notes • Today’s Topic: Student Engagement

8. Cornell Notetaking • Dr. Pauk – Cornell University, Stanford, UCLA’s School of Engineering, most Law Schools, • Requires students to review notes and think critically after learning has taken place

9. Strategy for teaching Cornell Note-taking • Set up your page • Draw your margins • Label clearly • Take notes • Use your best strategies • Actively listen, analyze, ask questions • Review, revise, reflect • Look over notes and highlight, edit, annotate, or add info • Write your questions and reflection

10. Five Fast Fixes More Time Planning: Get in the Weeds Work harder Outside of Class = Work less in class Plan Effectively: Prepare to Learn Engage and Transform Reflect on Learning Ask the Engaging, Open-ended Question: Confusing Abilitiy to Read WITH Ability to Think The person doing all the talking, reading, and writing in your classroom is the person doing all the learning! Prepare Classroom Routines: Consistency increases student involvement Vary within Routine Time Everything! • Prepare classroom routines • More time planning outside of class = less work in class • Plan to PREPARE TO LEARN - ENGAGE AND TRANSFORM INFORMATION – REFLECT ON LEARNING • Ask engaging, open-ended questions • The person doing the talking, reading, and writing is the one learning

11. Prepare to Learn Strategies Take Notes

12. Build Background Frontloading:

13. Quote and Comment 1. “At one extreme, thinking is impossible without some information on the subject. At the other extreme, perfect information would make thinking unnecessary.” (Edward deBono) 2. “Many a man fails as an original thinker simply because his memory is too good.” (Nietzsche)

14. Possible Sentences Possible Sentences for Strengthening Student Engagement Name of Topic Word Box 1. engaging 2. patterns 3. discussion 4. curiosity 5. relationships 6. energy 7. SCORE 8. model 9. connect 10. strategy 11. define 12. persist _____ 1. ____________________________________________________ ____________________________________________________ _____________________________________________________ _____ 2. ____________________________________________________ ____________________________________________________ ____________________________________________________

15. Concept Sorts • Make them “meaty” - Content or 3-column – Biology example • More than one acceptable way to sort – World History Example • Sort more than one way – The Jungle Example

16. Prepare to Learn Strategies • Quote and Comment • Possible Sentences • Anticipation Guides • Concept Sorts • THIEVES – Textbook Frontloading

17. Engage and Transform Information Take Notes

18. Claim / Evidence / Reasoning Find Evidence to support the claim C.E.R. CLAIM: Students engaged in work are meeting human needs. STATEMENT Paragraph # 1. 2.

19. Read from Different Perspectives The Boomer – Positive The Buster – Negative The Factoid – Important facts The Emotionalist – Evokes Feelings

20. “What If” • Disruptions to the Nitrogen Cycle: • What would happen to the nitrogen cycle if there were constant electrical storms over major portions of the earth? • Disruptions to the Carbon Cycle: • What would happen to the carbon cycle if humans outlawed all fossil fuel vehicles and relied solely on electric cars?

21. Engage and Transform Information • C.E.R. Strategy • Save the Last Word - Survivor • Cornell Notes • Reading from Different Perspectives (Boomer/Buster/Factoid/Emotionalist) • “What if” questions

22. Reflect on Learning Take Notes

23. Organizational Web Test What I learned this week about STUDENT ENGAGEMENT

24. Numbered Heads • Students number off in teams, one through four. • The teacher asks a series of questions, one at a time. • Students discuss possible answers to each question for an established amount of time (about 30 seconds to 90 seconds, depending on the complexity of the task). • The teacher calls a number (1–4), and all students with that number raise their hand, ready to respond. • The teacher randomly calls on students with the specified number to answer on behalf of their team. • Students are encouraged to acknowledge similarities and differences between their team's response and that of other teams (e.g., We predicted a very different outcome.; Our reaction was similar to that of Ana's group.). • The teacher continues posing questions and soliciting responses in this manner until the brainstorming or review session is finished.

25. 3 - 2 - 1 Compare • Write three similarities between engagement and motivation. • Write two differences between engagement and compliance. • Write one question you still have about student engagement.

26. Teach Three • Name 5 essential pieces of information every sophomore should know about ________________________. • Name 3 essential pieces of information every middle schooler should know about _________________________. • Name 1 essential pieces of information every first grader should know about ______________________________.

27. Reflection Strategies ● Numbered Heads ● 3-2-1 Compare ●Organization Web Test ●Give Three Adjectives ● Teach Others ●Wave

28. Complete Cornell Notes • Questions? • Reflective Summary • Include which strategy would most likely shift responsibility for learning in your classroom? • Wave Strategy

29. Revisit Learning Targets From the Charlotte Danielson Framework Domain 3c: ● I can engage students in learning From the Illinois Professional Teaching Standards 4K: • I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..

30. Continue Learning