E=MC2

Engagement EqualsMeeting Conditions,

Too!

Teri Lesesne

Donalyn Miller

www.slideshare.net/professornana@professornana

www. http://professornana.livejournal.com

www.slideshare.net/donalynm@donalynbooks

www.bookwhisperer.com

A Manifesto…

Heinemann, 2015

Engagement

What engagement is NOT

What engagement IS

How can we tell?

Cambourne’s Conditions for

Learning (1995)

Immersion

Learners need to be immersed in text of all kinds.

Learners’ interests are sparked by what they see and hear so that they want to

learn the new skill.

Some Factors to Consider

Genre

Form

Format

Length

Genres

Historical Fiction

Realistic Fiction

Traditional Literature

Science Fiction and Fantasy

Forms and Formats

Picture books

Graphic novels

Poetry

Short stories

Drama

IMMERSION: TAKE 1

Pairs, ladders, thematic units, read-alikes

IMMERSION TAKE 2Laddering GNs

IMMERSION TAKE 3Textless Set

IMMERSION TAKE 4

Genre

Demonstrations

Learners are shown numerous models and given a lot of direct instruction

(demonstration)

Learners have plenty of opportunity to practice new

skills and strategies and try to improve proficiency

(demonstration/immersion)

Learners need to receive many

demonstrations of how texts are

constructed and used.

Expectations

Learners believe that they can achieve competence (expectation)

Expectations of those to whom learners

are bonded are powerful coercers of

learners' behaviors. "We achieve what

we expect to achieve; we fail if we

expect to fail; we are more likely to

engage with demonstrations of those

whom we regard as significant and who

hold high expectations for us.

Rigor vs. Complexity

Rigor Complexity

Complex TextsBut accessible

Just Right Booksthat are also complex

Employment

Learners need many opportunities to engage in print.

Learners need time and

opportunity to use, employ, and

practice their developing control

in functional, realistic, and non-

artificial ways.

Responsibility

Learners are able to make decisions about how much they will attempt

(responsibility)

Learners need to make their own

decisions about when, how, and

what "bits" to learn in any learning

task. Learners who lose the ability

to make decisions are

disempowered.

How do students learn responsibility?

Choice

Narrow choices and set some

limits

Genres

Award winners

Forms and formats

Provide Guidance

Booktalks

Read Alouds

Displays

Peer Suggestions

Allowing students to choose

their own texts fosters

engagement and increases

reading motivation and interest.

--Gambrell, Coding, & Palmer (1996); Worthy &

McKool (1996); Guthrie & Wigfield (2000)

Differentiation (Tomlinson, 2000)

Content

Process

Product

Learning Environment

Some “Choice” Selections

IRA Choices Lists

ChoicesCHILDREN’S AND YA CHOICES

Approximations

Learners are safe from criticism when they take risks (approximation)

Learners must be free to

approximate the desired model

—"mistakes" are essential for

learning to occur.

AudiobooksReading with our ears promotes fluency, prosody. It levels the field so that striving readers can access text, too.

Response

Learners receive feedback in a timely manner

(response)

Learners must receive feedback

from exchanges with more

knowledgeable others. Response

must be relevant, appropriate,

timely, readily available, and non-

threatening, with no strings

attached.

Response

Not just one type

Interpretive

Personal

Critical

Evaluative

Personal/EmotiveWHAT IS YOUR “GUT”

TELLING YOU?

InterpretiveIf I were the main character…

CriticalAnalyze and dissect

EvaluativeIs it GOOD or BAD?

Books that Engage