Welcome! The Highly Engaged Classroom. Dr. Tina H. Boogren. Approximate attention spans. For pre-adolescents: For adolescents into

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1 Welcome! Handout, page 2 The Highly Engaged Classroom Dr. Tina H. Boogren cutting-edge research concrete strategies sustainable success 3 Boosting Retention Lecture Reading Audio-visual Demonstration Discussion Groups Practice by doing Teach others/immediate use of learning Average Retention Rate after 24 hours 5% 10% 20% 30% 50% 75% 90% Approximate attention spans For pre-adolescents: Change up instruction approximately every 5-10 minutes. For adolescents into adults Change up instruction approximately every minutes. Elbow Partners: Seven times EACH: I love my job when Adapted from David Sousa s figure 3.8 in his text, How the Brain Learns 1

2 When people experience positive emotions their thinking tends to become more creative, inclusive, flexible, and integrative. An Old Proverb states: You can lead a horse to water, but you can t make it drink. We learned that maybe with reward and punishment the horse will do whatever we ask. However, consider a different goal: How can I make the horse thirsty? Dr. Marzano s Four Questions (HO, pg. 3) How Do I Feel? Am I Interested? Is This Important? Can I Do This? How do I feel? (pg. 4) Attention How Do I Feel? Am I Interested? Question One: How do I feel? Effective pacing Physical movement Demonstrating intensity and enthusiasm Engagement Is This Important? Can I Do This? Note-taking space, page 4 Handout, pages 5-8 Using humor Building positive relationships 2

3 Pacing Too slow: Energy drops and attention wanes. Too fast: Students can become confused and frustrated. Four areas of focus when planning pacing. Administrative tasks Transitions Seatwork Presentation of new content Effectively Presenting New Content Present information in chunks. After each chunk, students in small groups summarize or answer a question. Chunk and chew. Whip around with table family What are some effective transitions, administrative tasks, and/or seatwork ideas you use in your classroom? Begin with the person who has the most pockets. How do I feel? Effective pacing Physical movement Demonstrating intensity and enthusiasm Using humor Building positive relationships Amazingly, the part of the brain that processes movement is the same part of the brain that processes learning. Eric Jensen, Teaching With the Brain in Mind, 2005 John Ratey, Spark The real reason we feel so good when we get our blood pumping is that it makes the brain function at its best This benefit of physical activity is far more important than what it does for the body. 3

4 Physical Movement Movement has an impact on energy that affects students abilities or dispositions to attend. Brainstorm Own your own: List as many brain break activities that you can think of (that take less than two minutes and use little/no equipment) Pair-Share: Combine your list with your elbow partner Pair-Square: Combine your list with another set of elbow partners How do I feel? Effective pacing Physical movement Demonstrating intensity and enthusiasm Using humor Building positive relationships Positive Teacher Demeanor Demonstrating enthusiasm All the time Demonstrating intensity Timing Verbal and nonverbal expressions Gestures Modeling may not only be the best way to teach; it may be the only way to teach. How do I feel? Effective pacing Physical movement Demonstrating intensity and enthusiasm Using humor Building positive relationships --Albert Schweitzer 4

5 Humor Humor in the Classroom How do I feel? When teachers use humor, students feel better about the content, the teacher, and perhaps even themselves. More oxygen Endorphin surge Positive climate Gets attention Increased retention Bantering with students should be approached with great caution. (Avoid teasing and sarcasm.) A teacher using himself or herself as the subject of humor is appropriate and useful. Effective pacing Physical movement Using humor Demonstrating intensity and enthusiasm Building positive relationships TED Talk Rita Pierson: Every Student Deserves a Champion What do you want to remember from Rita s talk? Without significant relationships, there is no significant learning. Question Two: Am I interested? Note-taking space, page 9 Handout, pages

6 Question Two: Am I interested? 1. Using GAMES and inconsequential competition 2. Initiating friendly CONTROVERSY 3. Introducing UNUSUAL INFORMATION 4. QUESTIONING to increase response rates Research on The Use of Games to Improve Student Learning Marzano Research Lab reports the results of three meta-analyses. Student growth in classrooms that used games ranged from a 13 percentile gain to an 18 percentile gain. This is significant. Games and Inconsequential (Just for Fun) Competition Games should always have an academic focus. Regroup students so that all students experience winning and losing. Points are tallied but not used to increase or decrease scores or grades. Talk a Mile a Minute Everyone sees the category One person faces the screen, one turns away Talker provides clues for each term/phrase Continue until partner guesses all Stand up and declare, We won! Question Two: Am I interested? 1. Using GAMES and inconsequential competition 2. Initiating friendly CONTROVERSY 3. Introducing UNUSUAL INFORMATION 4. QUESTIONING to increase response rates Five examples: Friendly Controversy The Class Vote The Debate Model The Town Hall Meeting Legal Model Perspective Analysis 6

7 Friendly Controversy When people express opposing views, their interest is not fleeting. Set ground rules up front. Listen. Don t interrupt. Provide evidence for your opinion. A and B Partners: Partner A: 30 seconds to share why your viewpoint is right. Partner B: Paraphrase what you heard Partner A say. Partner B: 30 seconds to share why your viewpoint is right. Partner A: Paraphrase what you heard Partner B say. Question Two: Am I interested? 1. Using GAMES and inconsequential competition 2. Initiating friendly CONTROVERSY 3. Introducing UNUSUAL INFORMATION 4. QUESTIONING to increase response rates Unusual Information Question Two: Am I interested? 80% of what occurs in a classroom: People are naturally curious, so atypical information within a content area can pique students attention. Check out: * The New York Times ( * Edutopia ( * PBS ( * Trivia-Library (ww.trivia-library.com) * Coolmath ( 1. Using GAMES and inconsequential competition 2. Initiating friendly CONTROVERSY 3. Introducing UNUSUAL INFORMATION 4. QUESTIONING to increase response rates Cueing Questioning 7

8 Research finding #1 Teachers ask many questions Teachers asked an average of 50.6 questions; students posed only 1.8 questions in a 30 minute period. Research Finding #2: Most teacher questions are at the lowest cognitive level known as fact, recall, or knowledge. Research finding #3: Not all students are accountable to respond to all questions. Teachers frequently call on volunteers, and these volunteers constitute a select group of students. Research finding #4: Teachers typically wait less than 1 second after asking a question before calling on a student to answer. They wait even less time before speaking after the student has answered. Research finding #5: Teachers often accept incorrect answers without probing; they frequently answer their own questions. 8

9 6/27/17 PollEverywhere.com Research finding #6: Students ask very few contentrelated questions. How can you assess your questioning style? Tape record a complete day of teaching Review in privacy Watch it MORE THAN ONCE Bottom Line: A teacher s questioning behaviors affect which students learn how much. 9

10 Question Three: Is this important? Attention How Do I Feel? Am I Interested? If students do not perceive classroom tasks as important, engagement will be muted or nonexistent. Note-taking space, page 13 Handout, pages Engagement Is This Important? Can I Do This? Marzano, 2010,The Highly Engaged Classroom Four ways to tap into a student s personal goals: Comparisons to student interests Providing choice Real-world application Personal projects Boosting Retention Lecture Reading Audio-visual Demonstration Discussion Groups Practice by doing Teach others/immediate use of learning Average Retention Rate after 24 hours Adapted from David Sousa s figure 3.8 in his text, How the Brain Learns 5% 10% 20% 30% 50% 75% 90% Mix-And-Mingle Review When the music s playing, you re moving (or dancing!). When the music stops, you stop then pair up with one or two people who are stopped close to you. Respond to the prompt on the screen. When you hear the music, it s time to move it, move it! We will conduct four rounds. 10

11 Round 1 Round 2 Round 3 How do you tap into your students interests when planning your lessons? How do you help students apply their learning to the real world? How do you provide your students with CHOICE? Round 4 When are your students able to pursue their own interests? Personal Projects: Identify a goal: What do I want to accomplish? Identify mentors and role models: Who else has accomplished the same goal, and who will support me? Research the necessary experiences and skills: What skills and resources will I need to accomplish my goal? Engage in behavior analysis: What will I have to change in order to achieve my goal? Create short-term and long-term plans: What is my plan for achieving my goal? Take small steps: What small steps can I take right now? Reflect on the process: How have I been doing? What have I learned about myself? When/how might you incorporate personal projects into your classroom/school? 11

12 6/27/17 Four strategies can enhance students sense of self-efficacy: Question Four: Can I do this? Note-taking space, page 16 Handout, pages Tracking and studying PROGRESS Using effective praise and verbal FEEDBACK Providing EXAMPLES of efficacy Teaching about EFFICACY My Progress in Writing Process Content and Organization 4 Goal 3 2 Effort 1 Date Date Date_10/31_ Date_11/15_ Date_10/20_ Date_10/1_ Date_9/24_ Date 9/17_ Achievement Four strategies can enhance students sense of self-efficacy: Tracking and studying PROGRESS Using effective praise and verbal FEEDBACK Providing EXAMPLES of efficacy Teaching about EFFICACY 12

13 Grading & Feedback An interesting finding Grading vs. Feedback? Grades, feedback and grades, feedback only Unfortunately, the grade trumps the comments if used together. Detailed feedback? 70% teachers claimed they provided such detailed feedback often or always 45% of students agreed with their teachers claims Feedback is most powerful when it comes from the student to the teacher. Dweck, Mindset: The New Psychology of Success, 2007 Fixed mindset: talents are carved in stone Growth mindset: qualities are things to be cultivated through effort and can change through application and experience Hattie,J. (2009). Visible learning a synthesis of over 800 meta-analyses relating to achievement. New York, NY; Routledge Dweck, Mindset: The New Psychology of Success,

14 Growth Mindset There are some subjects in school I try harder at than others. Failing can be okay if I learn something. Some of my peers try harder than I do. If I wanted to be smarter in certain subjects or better at certain activities, I could try harder. I know I can do well at anything if I really want to. Fixed Mindset There are some subjects in school that I am good at and some that I am not good at. Failing is never okay. Some of my peers are smarter than I am. Sometimes trying harder helps, but it doesn t really change how smart you are. I know I can do well at the things I m good at. Three Little Letters YET Four strategies can enhance students sense of self-efficacy: Tracking and studying PROGRESS Using effective praise and verbal FEEDBACK Providing EXAMPLES of efficacy Teaching about EFFICACY Building Efficacy Reward student effort along with quality of completed work. Build in short-term rewards for student effort and work completion. Give students frequent positive attention at least 3 positives for each negative interaction Quotes If you want to truly understand something, try to change it, Kurt Lewin If you done it, it ain t bragging, Walt Whitman Ability might get you to the top, but it takes character to keep you there, John Wooden The man on the top of the mountain did not fall there, Anonymous It s not whether you get knocked down; it s whether you get up, Vince Lombardi Genius is 99% perspiration and 1% inspiration, --Thomas Edison THANK YOU, THANK YOU! tinaboogren@live.com Twitter & Instagram: THBoogren JOIN ME HERE (and spread the word!): A PDF of today s slides will be sent to Tish. 14