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GreatIdeasConvention2016LearningLab

BuildingStudentEngagement:SavingStudentsFromFailure

RobinMcCutcheon,Stetson&Associates

Saving Students from Failure!

BUILDING STUDENT

ENGAGEMENT

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© 2015, Stetson & Associates, Inc. Page 1

DESIGNING LESSONS THAT ENGAGE ALL LEARNERS: Engagement Strategies • Continuous Round Robin • Quick Write • Exit Tickets • Give one- Take one • Think-pair-share • Peer Editing • Cold Calling • Conversation Circle • Graphic Organizers

• Stand to Sit • Quick Draw • Foldables • Sorting Games • Quiz Quiz Trade • Response Cards • Numbered Heads Together • Jigsaw

BUILDING AUTHENTIC RELATIONSHIPS What does it look like? What does the teacher do? • Student sets goals for the content they

want and need to learn • Students receive peer support in their

learning • Students generate their own questions • Students experience success and

persevere through failure

• Builds rapport and relationships with students

• Provides positive praise and constructive feedback

• Uses mistakes and errors as teachable moments

• Exhibits excitement and passion for teaching

STRATEGIES FOR BUILDING AUTHENTIC RELATIONSHIPS £ Celebrate student successes £ Celebrate student birthdays, if appropriate £ Give every student a class routine, responsibility or job and rotate these

responsibilities/jobs often, like caring for plants and/or pets, if appropriate £ As a whole class, work on a community service project £ Keep a class gratitude journal up to date and posted £ Make a class book £ Post photos of the students and teacher along with family members around the classroom £ Have a “Student of the Week” bulletin board (be sure you get to everyone) £ Have healthy snacks and water available in the classroom, if allowed £ Use genuine humor and smile a lot £ Make it a point to know what all of your students are interested in outside of school and

tie that into instruction where appropriate £ Make one positive parent phone call per day or week £ Go on an instructional field trip £ Have students give talks about their favorite books, experiences, etc. £ Have each student bring in an object or picture of an object and tell why it’s important

to him/her £ At the beginning of the year, each student makes a biographical poster, mobile, collage,

etc. and then shares with the rest of the class, posted throughout the classroom and left up all year

Lessons that Engage

Authentic Relationships

Self-Responsibility

High Expectations

Student Self-Evaluation



© 2015, Stetson and Associates, Inc.

MY WEEKLY GOALS NAME: WEEK:

SUBJECT THIS WEEK I WILL: HOW I DID: NEXT WEEK, I WILL:


MY WORK PLAN FOR:

PROJECT: NAME:

COMPLETION DATE:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY OBJECTIVE:

GOAL:

OBJECTIVE:

GOAL

REFLECTION:



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©2014, Stetson and Associates, Inc.

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!1. Divide!students!into!groups.!Assign!roles:!Facilitator,!Timekeeper!and!

Scribe.!Facilitator!will!direct!discussion!to!key!points,!timekeeper!will!keep!group!moving!toward!completion!within!a!set!time,!and!scribe!will!record!the!group’s!input.!

2. Ask!groups!to!discuss!and!record!their!expectations!for!behavior!in!the!class:!What!are!their!expectations!for!student!behavior!and!what!are!their!expectations!for!teacher!behavior?!Ask!them!to!think!about!the!atmosphere!or!feeling!they!want!in!their!class.!

3. Reconvene!class!as!a!whole!and!scribe!the!group’s!responses.!4. Once!expectations!are!recorded,!create!a!TJChart!to!explicitly!teach!the!

expectations.!5. When!expectations!are!clear!for!the!whole!class,!have!students!sign!the!

sheet!on!which!the!expectations!are!written.!!6. Post!the!expectations.!As!new!students!enter!the!class!throughout!the!

year,!consider!theses!as!opportunities!to!review!the!expectations.!It!is!most!effective!if!students!are!the!“teachers”!for!this!review.!

7. In!a!separate!session,!address!consequences!and!post!them.!!!

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1. Separate!procedures!from!expectations.!Determine!which!procedures!you!will!preJdetermine!for!your!classroom!and!those!in!which!students!should!have!input.!

2. Consider!each!step!in!the!process.!Be!sure!you!have!materials!required!for!the!procedures!to!work!smoothly.!

3. Remember,!everything!should!have!a!place.!Teach!students!where!it!is.!!

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CLASSROOM EXPECTATIONS STRATEGY

DESCRIPTION Classroom!rules!and!procedures!create!and!sustain!a!learning!environment!in!which!students!feel!safe,!know!what!to!expect!and!can!take!risks.!When!students!actively!participate!in!the!creation!of!these!rules!and!procedures,!they!have!ownership!of!their!classroom.!

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CLASS EXPECTATIONS

!! Don’t!assume!students!

understand!these!expectations.!

! Have!students!“act!out”!or!model!the!expected!behavior.!

! Allow!discussion!of!the!finer!points!of!the!expectations.!This!will!ensure!understanding!later.!

! Make!your!class!expectations!a!class!contract!signed!by!all!students!and!teacher.!

! Post!consequences!separately!from!expectations.!

! List!procedures!and!teach!them!before!content!is!taught.!Practice!!

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CLASS PROCEDURES

HOT T IPS



COMMUNICATE HIGH EXPECTATIONS IN THE CLASSROOM: I’m Important! £ Students have classroom and school jobs. £ Students are involved in planning instruction. £ Students are given opportunities to participate in school-wide decision making. £ Students are given opportunities to assist in other’s learning through peer support. £ Students participate in extra-curricular activities.

REVIEW SELF-EVALUATION INSTRUMENTS & CHECKLISTS TO PROMOTE IMPLEMENTATION & UNDERSTANDING OF THE IMPORTANCE OF STUDENT ENGAGEMENT.

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©2014, Stetson and Associates, Inc.

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ELEMENTS!FOR!JUDGMENT:!

#!of!pepperonis,!texture,!color,!taste!

RANK!4:!!DELICIOUS!

Pepperoni!in!every!bite,!chewy,!golden!brown!crust!w/!melted!cheese!

RANK!3:!!GOOD!

Pepperoni!in!75%!of!bites,!chewy!in!middle,!crispy!edges,!brown!from!overcooking!or!light!from!undercooking,!quality!storeUbought!taste!

RANK!2:!!NEEDS!

IMPROVEMENT!

Pepperoni!in!50%!of!bites,!texture!crispy!from!overcooking,!either!dark!or!light!brown,!tasteless!lowUfat!contents!

RANK!1:!!POOR!

Too!few!pepperonis,!texture!resembles!cardboard,!burned,!storeUbought!flavor!with!freezer!burn!

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RUBRICS !

HOT T IPS ! Teach!the!rubric!process!and!

have!students!develop!a!rubric.!

! Encourages!student!ownership!&!increases!learning.!!

! Assign!different!weights!to!different!aspects!of!the!elements!to!determine!a!numerical!grade.!

! Provides!the!teacher!a!means!to!offer!necessary!scaffolding.!

! Use!the!rubric!as!a!dialogue!tool!between!teacher!and!learner.!

! Students!can!use!rubrics!as!a!tool!to!develop!skills.!

STRATEGY: Progress Monitoring

DESCRIPTION A!Rubric!is!an!authentic!assessment!strategy.!It!is!a!scoring!tool!that!allows!for!evaluation!of!a!student’s!work!product!that!is!based!on!a!range!of!elements.!!It!is!appropriate!for!use!in!any!content!area.!!A!rubric!provides!students!with!explicit!guidelines!regarding!teacher!expectations!and!criteria!for!success,!thus!the!teacher!has!clarity!of!evaluation!and!the!student!has!clarity!for!performance!!

STEPS FOR IMPLEMENTING THIS STRATEGY:

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!1. Determine!the!concept!and!the!essential!learning!objective(s).!2. Choose!the!criteria!and!evidence!to!be!produced.!3. Develop!a!grid!and!apply!the!concept!and!criteria.!4. Share!the!grid!and!criteria!with!the!student.!5. Evaluate!the!final!product.!!

EXAMPLE: Pepperoni Pizza

DELICIOUS (4) GOOD (3) NEEDS IMPROVEMENT (2) POOR (1) # PEPPERONI SLICES Every bite TEXTURE Chewy COLOR Golden Brown TASTE Home-Baked




MY WORK PLAN

NAME: DATE:

CENTER HOW MANY? M T W TH F WORK ON THIS:

THIS WEEK I LEARNED:


THIS WEEK I LEARNED... MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

! Pair Reading ! Pair Reading ! Pair Reading ! Pair Reading ! Pair Reading

! Listening Center ! Listening Center ! Listening Center ! Listening Center ! Listening Center

! Sequencing ! Sequencing ! Sequencing ! Sequencing ! Sequencing

! Main Idea ! Main Idea ! Main Idea ! Main Idea ! Main Idea

! Handwriting ! Handwriting ! Handwriting ! Handwriting ! Handwriting

! Spelling Sentences ! Spelling Sentences ! Spelling Sentences ! Spelling Sentences ! Spelling Sentences

! Spelling Families ! Spelling Families ! Spelling Families ! Spelling Families ! Spelling Families

! Story Skills ! Story Skills ! Story Skills ! Story Skills ! Story Skills

! Skill Center ! Skill Center ! Skill Center ! Skill Center ! Skill Center

! Board Center ! Board Center ! Board Center ! Board Center ! Board Center

! Journal ! Journal ! Journal ! Journal ! Journal

! Other: ! Other: ! Other: ! Other: ! Other:



Reflecting on Engagement • Work toward 50% of a class being collaborative work among students • Make collaboration and active learning a daily part of your classroom

routine • Build skills through use of pairs or at most 3 students • Get good at 4-5 engagement strategies – Add one at a time • Be sure to teach students behavioral expectations for collaborative work

and active learning • Students retain more when they talk or write about content • Repeating information about content in different ways will significantly

increase retention

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