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No More Clock Watchers!

Motivating and Engaging the Disengaged

http://clockwatchers.ning.com/

Stevi Quate

Schlechty Center on Engagement1

ENGAGEMENT

The student sees the activity as personal meaningful. The student’s level of interest is sufficiently high that

he persists in the face of difficulty. The student finds the task sufficiently challenging

that she believes she will accomplish something of worth by doing it.

The student’s emphasis is on optimum performance and on “getting it right.”

DISENGAGEMENTCOMPLIANCE

Strategic Compliance The official reason for the work is not the reason the student

does the work – she substitutes her own goals for the goals of the work.

The substituted goals are instrumental – grades, class rank, college acceptance, parental approval.

The focus is on what it takes to get the desired personal outcome rather than on the nature of the task itself –satisfactions are extrinsic.

If the task doesn’t promise to meet the extrinsic goal, the student will abandon it.

Ritual Compliance The work has no meaning to the student and is not connected to what does have meaning. There are no substitute goals for the student. The student seeks to avoid either confrontation or

approbation. The emphasis is on minimums and exit requirements –

what do I have to do to get this over and get out?

NON-COMPLIANCE

Retreatism The student is disengaged from the current classroom activities and goals.

1 From http://www.schlechtycenter.org/tools-for-change; used with permission from Phillip C. Schlecthy and the Schlecthy Center.

Students who are engaged: Learn at high levels and have a

profound grasp of what they learn. Retain what they learn. Can transfer what they learn to

new contexts.

Students who are strategically compliant:

Learn at high levels but have a superficial grasp of what they learn.

Usually cannot transfer what they learn from one context to another.

Students who are ritually compliant: Learn only at low levels and

have a superficial grasp of what they learn.

Do not retain what they learn.

Seldom can transfer what they learn from one. context to another

Students who are in retreat: Do not participate, and

therefore learn little or nothing from the task or activity assigned.

The student is thinking about other things or is emotionally withdrawn from the action. The student rejects both the official goals and the official means of achieving the goals. The student feels unable to do what is being asked or is uncertain about what is being asked. The student sees little that is relevant to life in the academic work.

Rebellion The student is disengaged from current classroom activities and goals. The student is actively engaged in another agenda. The student creates her own means and her own goals. The student’s rebellion is usually seen in acting out – and other in encouraging others to rebel.

Students who are in rebellion: Learn little or nothing from

the task or activity assigned.

Sometimes learn a great deal from what they elect to do, though rarely that which was expected.

Develop poor work habits and sometimes develop negative attitudes toward intellectual tasks and formal education.

Csikszentmihalyi: Challenge/Skills Match

Skills

FLOW

APATHY

WORRY

ANXIETY

BOREDOM

RELAXATION

CONTROL

AROUSAL

Chal

leng

e

Low High

High

EVIDENCE OF THE 6 CS

THE CS PAT’S LESSON MARTHA’S LESSON

CHALLENGE

Challenge/skills match

Scaffolding

CARING CLASSROOM COMMUNITY

Teacher and students know each well

Teacher cares enough to be a warm demander

CHECKING IN

Setting clear learning targets

Assessing for learning

Formative assessment with feedback

Student involvement

CHOICE

Student voice and ownership

Choice in product, process, or content

COLLABORATION

Students working well together to accomplish learning goals

CELEBRATION

Being vigilant in looking for student strengths

Excerpts from Pat Jackson’s letter to visitors:

…I continue to be amazed by the smart thinking of my students… My most important goals as a teacher are to empower students to think on their own, tackle difficult tasks without giving up, depend on their own skills as a literate person, and have confidence in themselves as intelligent and valued members of society. I strive to maintain a classroom atmosphere conducive to thinking where students are not afraid to speak their opinions. Sometimes it’s loud and messy, but hopefully always productive and purposeful.

A DOK Level 3 core content indicator for 7th grade reading asks the students to compare themes, thoughts, and ideas across various genres. Our lesson today will address this indicator. The purpose of this lesson is to allow students to examine a variety of texts on a controversial issue and then form an objective opinion based on evidence. In this lesson students will read a poem, information from a website, a news article, and an email that tells a personal family story. Also they view a news segment video. Students will concentrate on remaining objective until they have gathered all the information to form their opinion.

This lesson will follow the workshop model of instruction. In this model, the teacher begins by assessing background knowledge, completes a mini lesson that models a skill and sets the purpose of the day, then releases students to complete a task. As the students work, the teacher moves around to confer with various students and ensure they are focused on constructing meaning and gathering data from the text. At any point the teacher may stop the students momentarily to “catch” the class to clear up any misconception or to share amazing thinking. The end of class is some type of debrief either with the teacher pulling everyone back together to summarize as a whole group or to have students share in pairs or threes. Typically, students record their thoughts on an exit slip to hand in as they leave class.

Through all my trials and errors this year, I have seen the power of the workshop model. In previous lessons, many students who typically aren’t really interested amazingly have become quite engaged and often the most vocal speakers. It’s been quite difficult to force myself to turn the learning over to the students, because I initially feared that they wouldn’t figure out what I wanted them to learn. However, I’ve been impressed with their ability to construct meaning and learn when we tackle real life issues.

Throughout this year, we have been working on annotating text in order to hold their thinking and that will happen in this lesson…The lesson you will see is day two of a three day mini unit. We are focusing on the question “Is it ethical to remove a wild animal from its habitat?” and will examine texts, annotate, share thinking, and then form an opinion based on the various texts. On day three, students will have a mini debate for 15 minutes, then organize their thoughts and choose the most appropriate form in which to share their new thinking. They may write an essay or poem, create a cartoon strip, editorial cartoon, song lyrics, or rap song. Finished pieces will be displayed in the hall directly across from my room under the heading “7th Graders with an Opinion.”

Learning Targets o I can draw conclusions and make generalizations based on what I read.o I can use text features to help me understand a passage.o I can form an opinion based on information from various texts.o I can express my opinion and back it up with evidence.

Excerpts from Martha’s note to the visitors:

Lesson Title: Relationship between lava properties and volcano typesSubject Area: Freshmen Integrated ScienceStudent Profile: Number of Students: 25- 1 IEP, 3 504, 1 HB, 1 ESL

Performance Objectives: Students will be able to: Access information from text using comprehension strategies including creating images

while reading Explain the relationship between magma properties and volcanic type

Curricular Connections: SC-HS-2.3.7 SC-HS-2.3.8Assessment: Informal- monitoring conversations, looking at methods of data collection from article

Formal- analysis of materials selected for modelsMaterials: Article and assignment sheet, lab suppliesProcedures: 1) Collect homework- volcano formation (text into graphic)

2) Daily objective and assignment- use imagery strategy and brainstorm way to collect data from text (how will you document your findings?)

3) Activity and post-lab questions4) Clean up

Welcome!

Yesterday we began a new unit, volcanoes, and talked in general about how volcanoes are created. We

practiced creating images as we read in order to better understand the text and to monitor understanding.

Today’s activity introduces students to the three types of volcanoes and asks them to identify the

relationship that exists between properties of lava and the type of volcano formed. In the past, I would have

first lectured over the different types of lava and properties of each, the different types of eruptions, and the

different types of volcanoes. The model building activity that you will see would have been used later in the

unit and only after students had all of the aforementioned notes. This activity would not have required

much, if any, thinking on the part of the students, as they would already know the outcome and would have

followed a detailed step by step procedure telling them which materials to use, why, and what their finished

product should be. Messy and fun, but valuable?

I’m hoping that in today’s lesson we’ll see evidence of student thinking and students accessing information

in the text by using some of the strategies we’ve practiced in class- creating images from text, monitoring

for understanding while reading, inferring, asking questions, and determining importance in text…