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Engagement and Design Qualities
Transcript of Engagement and Design Qualities
Lesson Design I will develop an
understanding of what
is and apply it to lesson
design using Schlechty's
10 design qualities. What is Not Engagement? What is Engagement? Engagement
Is Not In your group, create a
T-chart and list examples of
what engagement is and what
engagement is not. Five ways that
students respond or adapt to
tasks and activities Four characteristics of an engaged student:
Focused and attentive
Finds meaning and value
Learns at high levels
Retains what is learned
Makes connections "Students who are engaged are
involved, but not all students
who are involved are
engaged." Authentic Engagement
Rebellion Engagement: High Attention/High Committment
Strategic Compliance: High Attention/Low Committment
Ritual Compliance: Low Attention/Low Committment
Retreatism: No Attention/No Committment
Rebellion: Diverted Attention/No Committment Authentic Engagement
The student is attentive to the task
because he or she finds personal
meaning and value. Strategic Compliance
The student persists with the task
only up to the point of ensuring
that the desired reward is offered.
-then willing to give up or
abandon the task. Ritual Compliance
The student pays minimal attention to the work, is easily distracted, and is constantly seeking an alternative activity to pursue. Retreatism
The student does not attend to work, but does not engage in activity that distracts others.
-has strategies to conceal lack of involvement Rebellion
The student overtly refuses to comply with the requirements of the task.
-cheating, refusal, doing other work If students become engaged in
the right "stuff", they are likely
to learn what we want them to learn. Expect Excellence
No Excuses Six Exceptional Systems What will the six exceptional systems
look like at Burks Elementary? The Highly Engaged Classroom
The Well-Managed Classroom
The Pathological Classroom Design -vs- Plan Think-Pair-Share Design Begins with "The WHO" Schlechty's
10 Design Qualities Team Activity What step do you believe
our school is on? Content and Substance What do we want students to
know and be able to do?
What is the level of student interest? Organization of Knowledge What learning styles will be addressed and what instructional strategies will be used?
What technologies will be employed and how will this be done? Clear and Compelling Product Standards Do students have rubrics, models
and checklists to help them
know what quality looks like? Protection from Adverse Consequences for Initial Failures Are students provided a supportive environment: an environment where initial failure is viewed as just
another try? Product Focus Is the work linked to a product
that students care about?
Does the product require
students to use knowledge
and skills to demonstrate mastery? Affirmation of Performance Do students know that their
work is valued ?
Are audiences provided with opportunities to see and
hear work? Affiliation Do students work with others
to complete tasks?
Does the group work assigned encourage interdependence and teamwork? Novelty and Variety Do the tasks assigned call on students to use a variety of
skills, styles and approaches
to do quality work? Choice Are students given choices
regarding how they go about
doing their work and how
they will demonstrate what
they know? Authenticity Does the task address the
present realities of
Is participation in the task a
source of pride for most
students? What's Next for Burks?