Tools for EngagementHow to Involve

Every Student,

Every DayWhile Using C-H-A-M-P-S

2010 -2011 Leadership Academy

Welcome

Framework for Student Framework for Student AchievementAchievement

Promoting student engagement is our responsibility!Promoting student engagement is our responsibility!

• EEngaged studentsngaged students

• Students Articulate the lesson’s purpose

• Lessons are linked to GLEs

• The teacher is utilizing The teacher is utilizing EEffective strategiesffective strategies

• Appropriately high intellectual Rigor

Standards-Based “EAGER” Classrooms

Monthly Topics

Date Tools of Engagement Topic

InstructionalStrategies

C.H.A. M.P. S. Connections

Sept. 27, 2010 Overview of 2010-2011 LA; What are states; Why bother?

Summarizing, Vocabulary

Champion Mindset; Hope; Processing

Oct. 25, 2010 Arousal States and Healthy Concern

Summarizing,Questioning

Attention

Dec. 6, 2010 States of Transition Cueing,Graphic organizers

Memory and Sequencing

Jan. 31, 2011 States of Well Being, Reflection, and Calm

Vocabulary,Distributed Practice

Processing and Sequencing

Feb. 28, 2011 States of Celebration and Reward

Returning toEssential Questions, Feedback

Champion Mindsetand Hope

March 28, 2011 Weather Makeup Date if Needed

May, 9 2011 Timeline Presentation

2010-2011 Leadership Academy Essential Question

How do educators influence states for learning?

• Pair up with a shoulder partner and play Rock, Paper, Scissors.

• The winner of Rock, Paper, Scissors will have to choose whether he/she is the clue receiver or the clue giver.

• While sitting in your seat, the clue receiver turns and faces the back of the room. The clue giver faces the screen.

• The clue giver will begin giving clues for the bottom right box of the pyramid.

• You will have 30 seconds to play Pyramid.

Review Pyramid

CuriousEssential Questions

Transient

Healthy Concern

Anticipation

Stress

Review Pyramid

START!

FINISH!

Q and A from Exit Tickets

Do you really read Exit Tickets?

Your Ticket

Out

One new idea I learned today and will share with others.

One new way I will focus

Q and A from Exit Tickets

Could we have more information about Marzano research?

Q and A from Exit Tickets

• Are Lesson Essential Questions expected on our board?

• Should we re-write our objectives as Lesson Essential Questions?

• Should Essential Questions be used along with GLEs?

• Why do we write EQs for children who do not read?

C.H.A.M.P.S.

• Memory

• Sequencing

Tonight’s Essential Questions

• How can states of transition be fostered in students?

• Why are states of transition essential to student learning?

What are transitions?

• The movin’ on states

• No particular body language

• Quick and fleeting

• Noticeable but make sense

Tip

• It is harder to transition someone in armchair with his/her feet up than it is to transition someone already standing.

• Transition students before they are stuck in a state.

Everyone Clean Up!!!!

• Transitioning learners without warning them gives them no time to set aside one activity to make room for another.

Example: 2 minute warning

2 Types of Transition Activities

• Physical, Cognitive, and Emotional Breaks

• Cues, Questions, and Advance Organizers

Physical, Cognitive, and Emotional Breaks

Smooth, simple mini-activities that move students from one activity to the next (“move-ons”).

Physical, Cognitive, and Emotional Breaks

• Brain Breaks

• Cross Laterals

• Visualization

• Stretching

• Voting on a Topic

Cues, Questions, and Advance Organizers

• Ways for students to use information they already know about a topic to connect to new learning

• Cues and Questions have different uses

Cues

• Lead-in for upcoming learning

• Activates prior knowledge

• Preview of what they are about to experience

• Establishes expectations for students

Marzano, R., Classroom Instruction That Works,p.112-114.

Questions

• Ask before or after a learning experience

• Questions should focus on what is important or critical to what needs to be learned as opposed to what is unusual or interesting to the teacher

• Questions elicit prior knowledge

• Help students gain a deeper understanding of content

Marzano, R., Classroom Instruction That Works, p.112-114

More about Questions

• Waiting briefly before accepting responses from students increases the depth of student responses.

• Higher level questions produce deeper learning than lower level questions. They also require longer wait time.

Advance Organizers

• Expository

• Narrative

• Skimming

• Graphic Advance

Expository Advance Organizers

Describe new content to which students are to be exposed

Narrative Advance Organizers

Information is presented to students in a story format

Skimming

Information is skimmed before reading

A BRIEF HISTORY OF TRANSPORTATION

Travel by Land:In 1492 when Columbus discovered America, human travel on land was limited to walking or riding on animals such as horses. Walking speed is only about 3 miles per hour (mph). Since people are seldom willing to walk for more than one hour per day, the distance they traveled from home was usually about 1-2 miles. Horse-drawn stagecoaches transported several people at once, but only averaged about 2 mph. The most rapid land travel was by horseback; the average speed was about 7 mph.

By 1800 the era of motorized vehicles had begun. In 1829, the Rocket Train in England transported passengers at an average speed of 17 mph. The Model-T Ford, introduced in the United States in 1914, had a top speed of 45 mph. By 1950, with faster automobiles, travel reached 65 mph, the highest legal speed on many interstate highways in the United States. In 1964 the Japanese Bullet Train averaged 100 mph. By 1979 the TVA high speed French train moved at an average speed of 132 mph.

Graphic Advance Organizers

Know Want to Learn Learned

In Conclusion (closure)…

“Rock paper scissors” pairs:

Clue Giver (winner) tells the Clue Receiver:

How can states of transition be fostered in students?

Reverse Roles:

Why are states of transition essential to student learning?