Engagement Strategies That Work

1. Engagement Strategies That Work Erin Stutzman, Ed.S.- PBiS Coach Natalie Hilton, Ed.S.- PBiS coach

2. What is Engagement? Think (ink): • What is engagement? What does it look like, sound like? Pair: Turn to your elbow partner Share: 1’s then 2’s • What is engagement? • How were your responses the same? different?

3. Norms Be Respectful Please silence all cell phones Participate in activities Remain engaged in presentation Be Responsible Take notes in a way that works for you Use work time given to create a plan Ask questions when something does not make sense Feel free to use the restroom as needed

4. Objectives • I will be able to state how active engagement increases student learning. • I will be able to identify when and what engagement strategies I will use to get students actively engaged in my classroom. • I will be able to use a variety of engagement strategies (i.e. choral reading, cloze reading, Think, Pair, Share)

5. Engagement is... Engagement IS: Doing, Reading, Answering, Speaking, Writing, Signaling, Performing, Thinking.

6. Engagement is NOT... Engagement is NOT: Quietly watching others, Listening, Waiting for your turn, Pretending or faking, Just more seat work, Killing time quietly… Engagement is NOT the strategy you chose It is about: • Why did I choose that strategy? • How will I structure the use of the strategy to make the thinking of all my students visible?

7. Why use Engagement Strategies? Knowing that six or seven students understand (i.e. those who raise their hands) is not the same as knowing that 32 do. ~Fisher & Frey, pg. 37 You cannot measure their thinking if you cannot make their thinking visible. ~Anita Archer

8. Engaging ways to make thinking visible Verbal Response Written Response Action Response

9. Engagement- Verbal Response THINK, INK, PAIR, SHARE This is a 4 step protocol. • First we will think of as many ways as possible that a student could verbally respond to a lesson. • Then, we will individually write a list of all the ways we can think of. • Then, we will share with our elbow partners. • Then we will share out with the large group.

10. Verbal Responses-Choral Responses • Use when answers are short and the same Students are looking at teacher: • Ask question • Put your hands up to indicate silence • Give thinking time • Lower your hands as you say, "everyone" Students are looking at common stimulus: • Point to stimulus • Ask question • Give thinking time • Tap for response

11. Choral Responses • Provide adequate thinking time • Have students show signal to you that they are ready to respond • thumbs up • eyes on you • If students do not respond or if they blurt out an answer- REPEAT

12. Choral Reading • Read passage with students • Read at a moderate rate • Tell students, "keep your voice with mine".

13. Let's Practice Choral reading has a number of benefits over round-robin reading. First, more students are on task and gaining reading practice. Second, because you are reading with your students, you are modeling appropriate fluency, and prosody. Finally, you provide support for the lowest-readers, because they immediately hear any words they did not know.

14. Cloze Reading • Use anytime you have to read something (directions, paragraph, word problem) • Teach the students how to do it before you ask them to do it. Practice doing this and give feedback. • Ask students to put their finger on the first word they are going to read. • Monitor to make sure all students have their finger on the word –or- tell them to look at their partner and see if their partner has their finger on the word. • Begin reading pausing at meaningful words. The students will read that word. (If it is two words that go together like United States, you delete the second word).

15. Let's Practice The cloze procedure is very useful when you want all students to be attentive and you want to read the material quickly. Cloze Reading can be used for reading directions, for reading an explanation of a process in a textbook, for reading the initial pages of a chapter, for reading examples and nonexamples, for rereading a passage to increase decoding fluency, and to read a math story problem.

17. Verbal Responses:Partners • Use when the answers are long or different Partners: • Assign partners • Pair lower performing students with middle performing students • Give each partner a number 1 or 2 • Partner 1 share with Partner 2; Partner 2 share with Partner 1 • Use triads only when necessary • Assign a strong student to be 1 and the weaker student to be one of the 2's.

18. Verbal Responses-Partners • Other helpful hints: • Teach students how to work together: Look, Lean. Listen, Whisper • Explain that partners are not related to "friendships" but a working relationship. • Occasionally change the partnerships (every three to six weeks) • Join two partnerships to work in cooperative teams • Consider using a sentence starter like “ I agree with the assertion….” • Consider putting numbers 1 and 2 on tables

19. Anita Archer- SLANT Strategy

20. More verbal responses... • žChants (When we write, we TAP, TAP, TAP. They know this means think Topic, Audience, Purpose) • žSongs • žPull sticks-They all have to be on task as they do not know who will be called on. You can also ‘faux pull sticks’ when needed. • žStudy, tell, help, check • žWhip around or pass

21. Effective Engagement Planning • Think about your objective • What do you want students to understand at the end of the lesson? • Think about assessment • What is the best way to determine if students are meeting the objective? • How will you be able to see their thinking? • Think about feedback • How can you provide the most effective, timely feedback to the most students?

22. Planning Time Which verbal strategy would you like to try and incorporate on your first day? • Pick 1 • Star your choice on the Engagement Strategies handout or add to the bottom if not on the list How do you plan to use this strategy? • Remember to consider the objective, assessment, and feedback

23. Engagement Written Response THINK, INK, PAIR, SHARE This is a 4 step protocol. • First we will think of as many ways as possible that a student could respond in writing to a lesson. • Then, we will individually write a list of all the ways we can think of. • Then, we will share with our elbow partners. • Then we will share out with the large group.

24. Written Response: Whiteboard • Use to quickly formatively assess all students • Teach students how to pass out or have access to white boards, marker, erasers • Keep the pace quick • Model how students will show their answers • Provide instructions on what to answer • Give the cue of "write your answer" then give the cue of "show me."

25. Sentence Frames • Teacher provides student with sentence starter • ex- “ I predict that…” • Provides students with academic language that we want them to use • Reminder of what you want them to be writing about so they can focus on the content

26. More Written Responses • žTimeline • žHi-light • žGraphic Organizer • žDraw • žWrite a sentence or word on paper, post-it, journal, log • Quick write, • žWritten exit ticket

27. Planning Time Which written response strategy would you like to try and incorporate on your first day? • Pick 1 • Star your choice on the Engagement Strategies handout or add to the bottom if not on the list How do you plan to use this strategy? • Remember to consider the objective, assessment, and feedback

28. Engagement - Action Responses THINK, INK, PAIR, SHARE This is a 4 step protocol. • First we will think of as many ways as possible that a student could respond with actions to a lesson. • Then, we will individually write a list of all the ways we can think of. • Then, we will share with our elbow partners. • Then we will share out with the large group.

30. More Action Responses • Touch things (Put your finger on....) • Clickers • Thumbs up/down • Fist to Five (report out answer or level of understanding) • Stand up/sit down • Agree/disagree cards • Claps • 4 corners • Act something out

31. Planning time Which action response strategy would you like to try and incorporate on your first day? • Pick 1 • Star your choice on the Engagement Strategies handout or add to the bottom if not on the list How do you plan to use this strategy? • Remember to consider the objective, assessment, and feedback

32. Practice • Watch Emily Fisher a LPS Teacher at Dawes Middle School • Write down each engagement strategy you see Emily using • After video, use give one, get one strategy with elbow partner

33. Two Closing Thoughts It’s not what you say or do that ultimately matters. It is what you get the STUDENTS to do as a result of what you said and did that counts. ~Kevin Feldman If we choose to take just a few well-known, straightforward actions, in every subject area, we can make swift, dramatic improvements in schools. Some believe we could virtually eliminate the achievement gap within a few years. ~Mike Schmoker

34. Exit Ticket On half sheet of paper please answer the following questions • Write down one way you will intentionally plan to use engagement strategies to make student learning visible in your classroom. • What resources will you need to carry out your plan? • How we can make this presentation more useful to others in the future?

35. References Archer, Anita L., and Charles A. Hughes. Explicit Instruction: Effective and Efficient Teaching. New York: Guilford, 2011. Brookhart, Susan M. How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Fisher, Douglas, and Nancy Frey. Checking for Understanding: Formative Assessment Techniques for Your Classroom.Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Schmoker, Michael J. Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD, 2011.

36. Video/Web Resources http://docushare.lps.org/docushare/dsweb/Get/Document-1074509/Emily%20Fisher%20Root%20Words.m4v http://www.google.com/url?q=http%3A%2F%2Fwww.theteachertoolkit.com%2Findex.php%2Ftool%2Fstudent-response-cards&sa=D&sntz=1&usg=AFQjCNFuwTibBaIegnBCUI0XAIzZzn8eig http://www.google.com/url?q=http%3A%2F%2Fdocushare.lps.org%2Fdocushare%2Fdsweb%2FGet%2FDocument-1208738%2FRachel%2520Bruce%2520Choral%2520Response%2520and%2520Reading.mov&sa=D&sntz=1&usg=AFQjCNFZ3QCxySpOBuygPkpbfdT8HhqYmQ http://explicitinstruction.org/