Engagement Strategies

Up-Grading Your MRS Toolkit 8+Let Us Upgrade YA

Play Upgrade Ya by Beyonce in the backgroun: Opening activity: hand out oversized popsicle sticks and give participants 3 minutes to decorate sticks with name. Place names in a ziploc baggie and pull names throughout session to facilitate engagement.1Response Card After watching the videoWhich multiple response strategy would you use to foster student engagement and why?Pull a popsicle stick from ziploc bag. 2 minutes for CICs to generate a response2Multiple Response Strategies (M.R.S)Multiple response strategies are techniques designed to elicit responses from most of the students in a class numerous times during a class period.

Pull from ziploc to have a participant read.38 Multiple Response Strategies (M.R.S.) Response CardWhip-aroundModified Whip-aroundThink-pair- shareTable TalkQuick ResponseOral/Choral ResponseWhite BoardsplusLet Us UPGRADE YA!!!Numbered HeadsQuick-DrawsHead to HeadFacilitator read.4Response Card (M.R.S.)A response card requires a student to write a brief answer to a question. Facilitator 5Response CardThis can be used throughout your entire lesson.

Each response is meant to be QUICK!

Can be used as a formative assessment or as a Demonstration of Learning (DOL).

Can invite individual oral response, pair share &/or Table TalkParticipant.6Response Card Upgrade:Total Participation TechniqueLets make and take!!!

8 page booklet. This booklet is also made and kept by students in their binders or you can have them keep in a toolkit on grouped desks. The 8 pages: A/B/C/D, TRUE/FALSE, 1/2/3/4, ETC.7Whip-Around (M.R.S.)Requires a quick response from each student. Students are given up to a minute to formulate an answer and then a few seconds to respond in succession. Facilitator read. 8Modified WHIP-AROUND (M.R.S.)

Similar to the Whip-around, except students with similar answers sit down once their answer is given by another student.

Facilitator read9 Core Beliefs

Our main purpose is to improve student academic achievement.Effective instruction makes the most difference in student academic achievement.There is no excuse for poor quality instruction.With our help, at-risk students will achieve at the same rate as non-risk students.Staff members must have a commitment to children AND a commitment to the pursuit of excellence.

Facilitator allow participants to read silently while thinking about the following question: What core belief aligns with MRS? Have participants reply using a modified whip-around

10Think-Pair-Share aka ..share with your neighbor ! (M.R.S.)Strategy used to promote purposeful and relevant conversations between two or three students.Facilitator reads11Think-Pair-ShareEncourages listening skills

Gives time for processing information & verbalizing learning

It must be timed and include a specific outcome

Can be written

Its a good idea to state When time is up, I expect you to have _____________Pull Popsicle12Table Talk (M.R.S.)Response strategy for a small group (3-5) that focuses student discussions.Facilitator read13Quick Response (M.R.S.)Response strategy used to encourage all students to process information, formulate their responses, and provide a quick response when called upon.Pull popsicle14White Boards (M.R.S.)Response strategy that supports multiple learning modalities (visual, kinesthetic, auditory) while teacher provides immediate feedback during a check for understanding.

White Board Make & TakeHave participants make low-budget white boards. (5 min) Then have them respond to the following question: List one MRS discussed thus far that would be great for adult learner share your response with your elbow partner15Oral/Choral Response (M.R.S.)High energy, fun, response strategy, requiring students to respond in unison. Facilitator read the slide and then state.CICs when I raise my hands Im going to ask a question. Please dont share your answer until I lower my hands. Facilitator raise both of your hands and ask the following questionWhat does the acronym MRS stand represent? Count to five in your head then lower your hands then participants will chorally share the answer. Tell CICs this is a great way to maintain order when doing oral/choral response.16Good Engagement

After watching video. What are some advantages to cold call? Table talk and then pull popsicle sticks.17Let Us Upgrade YaUp-grade #1: Numbered Heads Together

Videonumbered heads. 18Let Us Upgrade YAUp-grade #2:Quick-DrawsSelect a big idea or major concept within your lesson.Ask students to reflect on the meaning of the concept and create a visual image that represents that concept.Have students share (use turn and talk or table talk).Have one member from the group present anothers drawing and explain what it represents.

QDs are opportunities for students to demonstrate their understanding of an abstract term or concept by representing it in a drawing.

19Let Us Upgrade YAUp-grade #3Head to HeadTwo students stand up to answer the question, the student who gets the correct answer first, remains standing and selects a new challenger

Facilitator reads then explains to CICs Head to Head is a great MRS for reviewing academic vocabulary and teachers can reward the last student standing.20Demonstration of Learning (DOL):Include your responses on your second indexcardthis is your exit ticket.

List the eight multiple response strategies (M.R.S)

List one Upgrade you would like to introduceto your colleagues & why

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