Active Engagement Active Engagement and Reciprocal and Reciprocal

TeachingTeaching

““A teacher’s job is not to teach A teacher’s job is not to teach kids, a teacher’s job is to create kids, a teacher’s job is to create

meaningful engaging work meaningful engaging work whereby the student learns the whereby the student learns the things we want them to learn.”things we want them to learn.”

Phil SchlectyPhil Schlecty

Active Engagement AgendaActive Engagement Agenda

Daily Outcome: Participants will Daily Outcome: Participants will determine key factors in creating a determine key factors in creating a classroom as a place of learning.classroom as a place of learning.

Before: Interview ResponseBefore: Interview Response During: Reciprocal TeachingDuring: Reciprocal Teaching After: After: Collecting KeepersCollecting Keepers

Before: Interview ResponseBefore: Interview Response

Directions: Directions: 1.1. Interview question:Interview question:

What are the characteristics of What are the characteristics of an effective learning an effective learning environment?environment?

2. Interview three people - ask the question, 2. Interview three people - ask the question, record the response, then move to another record the response, then move to another person.person.

3. Summarize findings on the back of the 3. Summarize findings on the back of the

note card.note card.

During: Modified During: Modified Reciprocal Teaching TasksReciprocal Teaching Tasks

Questioner – makes connections to Questioner – makes connections to the text by asking questionsthe text by asking questions

Word Builder – selects vocabulary that Word Builder – selects vocabulary that is important to the understanding of is important to the understanding of the text and try to definethe text and try to define

Keeper – chooses details and facts Keeper – chooses details and facts that stand outthat stand out

Summarizer – describes the text in a Summarizer – describes the text in a comprehensive and concise comprehensive and concise statementstatement

Modified Modified Reciprocal Teaching DirectionsReciprocal Teaching Directions Assign initial tasksAssign initial tasks Read and complete taskRead and complete task Share informationShare information Pass cards to the rightPass cards to the right Repeat processRepeat process

““A Tale of Two Classrooms: A Tale of Two Classrooms: Transforming a ‘Place’ of Learning”Transforming a ‘Place’ of Learning”

The contradiction exemplified so eloquently in the first paragraph ofThe contradiction exemplified so eloquently in the first paragraph of

A Tale of Two Cities A Tale of Two Cities by Charles Dickens poignantly creates a metaphor by Charles Dickens poignantly creates a metaphor

for the possibilities of creating a classroom as a positive learningfor the possibilities of creating a classroom as a positive learning

environment. For one classroom, it can provide the best of times, theenvironment. For one classroom, it can provide the best of times, the

age of wisdom, the epoch of belief, the season of Light, and the springage of wisdom, the epoch of belief, the season of Light, and the spring

of hope. In comparison, another classroom can experience the worst of of hope. In comparison, another classroom can experience the worst of

times, the epoch of incredulity, the season of Darkness, and a winter of times, the epoch of incredulity, the season of Darkness, and a winter of

despair. despair.

How does a brick building transform into a place of learning? HowHow does a brick building transform into a place of learning? How

can individual rooms within this place become ones in which “learning” can individual rooms within this place become ones in which “learning”

turns into a tangible and desired need not only for students butturns into a tangible and desired need not only for students but

teachers as well? The answer lies within the assumptions that studentsteachers as well? The answer lies within the assumptions that students

have about learning and the use of active engagement as a means tohave about learning and the use of active engagement as a means to

address these assumptions.address these assumptions.

Job ExamplesJob Examples““A Tale of Two Classrooms: Transforming a A Tale of Two Classrooms: Transforming a

‘Place’ of Learning”‘Place’ of Learning” Word builder – Word builder – contradiction contradiction – –

disagreement in meaning; disagreement in meaning; transformtransform – to – to change; change; assumptions –assumptions – making an opinion making an opinion based on informationbased on information

Keeper – Keeper – Students assumptions about learning Students assumptions about learning Assumptions affect engagement and learningAssumptions affect engagement and learning

Summarizer – Classrooms are places of Summarizer – Classrooms are places of learning that can be positive or negative learning that can be positive or negative experiences for students. experiences for students.

Questioner – How can I, as a teacher, Questioner – How can I, as a teacher, transform my class into a positive place of transform my class into a positive place of learning?learning?

Labeling Your Paper for Reciprocal TeachingLabeling Your Paper for Reciprocal Teaching

Chunk 1Chunk 1 Chunk 2Chunk 2

Chunk 3Chunk 3 Chunk 4Chunk 4

Job (Word Builder, Keeper, Etc.)

After: Collecting KeepersAfter: Collecting Keepers

Directions:Directions: As a group, decide on the five most As a group, decide on the five most

important keepers.important keepers. Record the keepers on chart paper.Record the keepers on chart paper. Explain the importance of these details Explain the importance of these details

as they apply to the understanding of as they apply to the understanding of the concept.the concept.

Active Engagement Lesson Active Engagement Lesson Plan Plan

Daily Outcome: Participants will determine key factors Daily Outcome: Participants will determine key factors in creating a classroom as a place of learning.in creating a classroom as a place of learning.

Before: Before: Interview ResponseInterview Response

Purposes: build background knowledge; summarizePurposes: build background knowledge; summarize

During: During: Reciprocal TeachingReciprocal Teaching

Purposes: engage with the text; identify vocabulary; Purposes: engage with the text; identify vocabulary; summarize; generate questions; identify main ideassummarize; generate questions; identify main ideas

After: After: Collecting KeepersCollecting Keepers

Purpose: analyze and evaluate key informationPurpose: analyze and evaluate key information

Parking Lot PostingsParking Lot Postings

Reflect on the learning from Reflect on the learning from today:today:• QuestionsQuestions• ConcernsConcerns• CommentsComments

This is the exit slip. This is the exit slip.