Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Student Engagement Strategies

Instructional strategies to support teaching and learning
by

Kristen Shand

on 18 November 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Student Engagement Strategies

What strategies can be used to support teaching and learning?
Communication
Collaboration
Presentation
Organization
Intel's Thinking with Technology Tools
Collection
Teacher Websites
Simulations
Data-Driven Interactives
Communication strategies enable students to reflect on content through written or verbal means, and facilitate the flow of ideas between teacher, students and text. Communication strategies can be one-way (i.e., teacher to student or student to teacher) and two-way (exchange between teacher and student, between students or between students and text).
Collection strategies engage students in searching, gathering, sorting and storing data and sources for inquiry and analysis. Collection incorporates such instructional activities as webquests, scavenger hunts, archive exploration, interviews and document searches.
Presentation strategies facilitate the sharing of new information or learned knowledge, and comprise such activities as creating storyboards, political cartoons, digital slideshows and posters, and audio and visual displays.
Primary Source Collections
Organization strategies are used to organize new information in meaningful ways, display relationships among ideas, and make connections to prior knowledge.
Collaboration strategies aid in the collective construction and display of new knowledge among peers, and comprise such strategies as project-based learning.

Collaboration tools encourage cooperation across time and space, and provide a platform that encourages less vocal students to more readily contribute their ideas and talents to a group project.
Interactive Tools and Games
Webquests & Scavenger Hunts
Instructional strategies can be grouped into six categories to help promote teaching and learning. These categories include:
During the planning process, you need to continually reflect on what you want students to do with the information they are learning.

Consider the following questions
– Do I want my students (0r myself) to...
collect
additional content or evidence?
communicate
ideas about the content with their teacher or peers?
present
their understanding of the content?
collaborate
with fellow students on group projects?
organize
the information into meaningful chunks?
interact
directly with the content in some other way?
Consider a Common Format for Planning an Effective Lesson....

Lesson Introduction
Content Delivery
Formative Assessment/Checking for Understanding
Student Engagement/Critical-Thinking
Summative Assessment
Lesson Closure

How can
communication, collaboration, collection, presentation, organization
and
interaction
strategies be used at various stages within a lesson, and for what purpose?
I hope you enjoyed the presentation!

Graphic Organizers
Mind Maps
Timelines
Student Engagement Strategies
Pairing Purpose with Performance

Interaction
What PRESENTATION strategies can TEACHERS use to facilitate teaching and learning?
Posters and bulletin boards allow both teachers and students to create visual displays of information which include documents, images, graphs, charts and more. These can be done by hand or digitally, with whatever supplies you have available. Posters and bulletin boards are ideal projects for collaboration.
Posters & Bulletin Boards
Storyboards & Cartoons
Storyboards, Comic Strip Makers and Digital Storytellers allow students to create visual stories to display their understanding of the content
Infographics
Video & Photo Presentations
Written Responses
Strategic Questions
Both surveys and audience response systems allow you to assess prior knowledge at the beginning of a lesson, check for understanding during a lesson, evaluate student learning at the end of a lesson, and gather student opinions on content-related issues along the way....
Surveys and Polls
Research Reports & Projects
Instructional strategies may have more than one purpose. Some may have a primary purpose and a secondary purpose.

For example:
You may want students to complete a graphic organizer on a new topic and have them work on it in groups
primary purpose:
Organization
secondary purpose:
Collaboration
You may want students to research a topic and create a poster with the results
primary purpose:
Collection
secondary purpose:
Presentation
Digital Presentations
Teachers and students can create digital presentations (slideshows, posters, etc.) to convey new information (or learned information) to the class. They can be linear (like powerpoint and sliderocket) or free form (like prezi). Digital presentations allow videos, music and digital images to be embedded which helps to create a comprehensive narrative!

Remember to keep presentations short and concise. No one remembers a long presentation!

When assigning presentations to students you must provide clear, written directions, a student sample, and a rubric or scoring guide which details how the presentation will be evaluated.
Interaction strategies allow students to grapple with and analyze content. These activities require critical-thinking and application of knowledge, and encourage students to work with the content directly.
Brochures & Newsletters
Brochures and newsletters allow for the creation and publication of information on a smaller scale. These publications encourage students to depict the main topics and ideas of a subject through text and images. They can be created by hand or by using digital tools.

Remember to provide students clear written directions, a sample and a rubric or scoring guide
Foldables
Guided Notes
Infographics allow students to create data-rich presentations that tell a story, present information, or build an argument using graphs, charts, images, maps and text. Infographics are most appropriate when data and statistics are used to show trends and make comparisons.
Discussion and Debate
Discussions and debates provide a forum for thoughtful and systematic exchange of ideas, and allows for practice of rhetorical skills (persuasion, argument, etc.) For a discussion or debate to be constructive, ground rules need to be established and everyone needs to be given an opportunity to participate. There are myriad approaches to class discussion and debate. Some examples include:
Socratic seminar
Fishbowl
Four corners
SPAR
Town Hall Circle

Look these strategies up for a full explanation of how to plan and implement these discussions. http://csufsocialstudies.weebly.com/student-engagement.html
Journals, Quickwrites, Essays, Structured Poetry,

Interactive Notebooks
and
Discussion Prompts
allow students to reflect on and respond to content-related topics. Students can keep personal journals where they individually respond to scripted prompts, or there can be a whole class blog where students participate in a facilitated group-discussion.
Storyboards and cartoons allow students to sequence events, and explore the hearts and minds of historical figures by creating dialogue between characters (or thoughts of a single character).
Students can create videos using still or moving images to convey their knowledge about a new topic, person, or time period. This allows students to work with primary and secondary sources in a creative way. It also allows music or narration to enhance the presentation.
Teacher websites allow the teacher to communicate with students (and parents) about class assignments, upcoming events and overall student progress. A website can also be used to house class presentations, lecture notes, assignment directions, student samples and rubrics
One of the most efficient ways to gauge student understanding and promote critical-thinking is to ask questions. Questions need to be asked at all levels of inquiry (see Costa's Levels of Questioning http://mrkash.com/costa.html). Plan questions in advance so that you target all levels of questioning, and devise ways for ALL students to respond to questions (post-it-notes, mini whiteboards, think-pair-share, clickers, etc.)
Surveys and polls allow students to provide personal opinions about the topic at hand through written or digital means. Surveys may be anonymous (or not), and can provide instant results. Survey results may be used to further a class discussion. Surveys are great formative assessments.
Tests and quizzes allow students to answer comprehension, evaluative and analytical questions through written means. Teachers can use test results to assess student learning, pinpoint areas of misunderstanding and identify student's strengths and weaknesses. Analysis of test results enables the teacher to make plans to re-teach and re-assess, if necessary.
Tests & Quizzes
Primary source archives have myriad documents, images, recordings and videos to enhance the learning environment in all subjects. These archives have extensive search capabilities that allow both the teacher and students to find both expected and unexpected sources.

These archives have activities for students that have been created by experts in the field, and have the capacity for teachers to create their own activities utilizing the many sources held in the archives.
Webquests and scavenger hunts enable students to explore both digital and printed sources in search of new information. These activities are usually scripted by the teacher with specific books, journals or websites designated for the search. The webquest or scavenger hunt generally leads students to obtain specific information that is important to the lesson.
Interviews & Speeches
Students can search for interviews, speeches or written personal accounts (audio, video, or written) of people who were participants or witnesses of an important event or who lived during an era of interest.

Students can also interview people who are experts in a field (scientist, author, politician) to gather specific information about a topic and ask questions that are of particular interest to them
Research reports and projects allow students to formulate a research question and then use their research skills to seek out relevant sources of information to support or refute their claim. This requires that students evaluate the validity and reliability of the sources they find, determine if the information is relevant to topic they are researching, and compare sources to corroborate accounts.
What COMMUNICATION strategies can TEACHERS use to facilitate teaching and learning?
What INTERACTION strategies can TEACHERS use to facilitate teaching and learning?
What COLLABORATION strategies can TEACHERS use to facilitate teaching and learning?
What ORGANIZATION strategies can TEACHERS use to facilitate teaching and learning?
What COLLECTION strategies can TEACHERS use to facilitate teaching and learning?
Mindmaps allow students to organize information they learn from a lecture, video or textbook into meaningful chunks. In a mindmap, students identify the main topic, sub-topics and supporting details. Mindmaps help students focus on the big ideas and determine how these ideas are related to each other.
Mindmaps can be created digitally or by hand and may include images, charts and graphs, if appropriate. Students can create mindmaps in preparation for a discussion or debate, or to organize their thoughts for a writing assignment.
Timelines allow students to sequence important events to determine how social, political and cultural events of a specific time period influenced historical outcomes.

Timelines also allow for cross-cultural comparison during specific eras to foster greater understanding of time.

Timelines can be completed digitally or by hand and should include text, images, data and graphs when appropriate.
Graphic organizers allow students to arrange important information in various ways. Students can compare two or more topics in a Venn diagram, sequence events in a flow chart, identify critical elements in a cycle diagram, organize information in a matrix and rank ideas in a hierarchical diagram.

Graphic organizers can be created digitally or by hand, or teachers can use pre-existing templates.
Intel's Visual Ranking and Showing Evidence tools allow students to make decisions about content by ranking items in order of importance, or rate and sort facts that help provide evidence for a claim.
Simulations allow students to interact with the content in meaningful ways. Simulations allow students to take on the role of historical characters engaging in significant events. They may face tough choices and be forced to make decisions and experience the consequences. This helps build historical empathy and helps students understand the choices made by others who lived in different times and under different conditions.

Simulations can either be done either in class or online. Several websites host simulations and games. Simulations can also be designed (or purchased) by the teacher and enacted in class. Many students dress up and really get into the roles they are playing.
Geographical Information Systems (GIS) are geared toward the exploration of historical events in relation to geography. They often use large data sets to show when and where events happened and how geography influenced these events.

For example, some GIS interactives show the casualties of war by region so students can see how the environment played a part in the outcome of certain battles.

GIS can support student’s conceptual understanding and critical-thinking through guided questions, data analysis and geospatial awareness.
Many websites offer a variety of digital interactives from activities on Supreme Court cases, games on being President, and Stock Market simulations. These games help students make informed decisions and see the results of their actions.
Presentations
Students can work collaboratively on many different presentations including slideshows, posters, brochures, videos and infographics.

For each of these presentation assignments, students need to be assigned different roles in the group according to their strengths and the needs of the project. The teacher needs to create mixed-ability groups and place students in roles with great care.
Mindmaps and Graphic Organizers
Students can work collectively on mindmaps and graphic organizers. This provides an opportunity for students to add their own ideas to a project and to build upon the ideas of others. Students can brainstorm together before they start work on the mindmap or graphic organizer to determine who will be responsible for each section of the organizer.
Remember to provide students with clear written directions, a sample and a rubric or scoring guide.
Remember to provide students with clear written directions, a sample and a rubric or scoring guide.
Remember to provide students with clear written directions, a sample and a rubric or scoring guide
Remember to provide students with clear written directions, a sample and a rubric or scoring guide.
Some great sites for simulations include:
http://www.muzzylane.com
http://www.playinghistory.com
http://www.icivics.org
Strategies from all categories (presentation, organization, communication, interaction and collection) can be worked on collaboratively. It is up to the teacher to devise ways to make group-work work!
Collaboration
Foldables are handmade organizers that students make out of ordinary pieces of paper. They are great to use when students are reading the textbook and you want them to make sense of a large amount of information.There are many different types of foldables that can be used to categorize, compare, sequence and elaborate.

To learn more about how you can us foldables in the classroom, visit:
http://www.dinah.com/index.php
Guided notes are structured notes students take either during a lecture or reading assignment. The basic structure is designed by the teacher so that big ideas and important terms are highlighted, and there are opportunities for critical-thinking. The notes may be structured in an outline form with key topics and terms already filled in, or they may be structured as a graphic organizer with the main topics identified.
Pause and take some time to explore the myriad presentation strategies and tech tools on the CSUF Social Studies website

http://www.csufsocialstudies.com/student-engagement.html
Pause and take some time to explore the myriad communication strategies and tech tools on the CSUF Social Studies website

http://www.csufsocialstudies.com/student-engagement.html
Pause and take some time to explore the myriad collection strategies and tech tools on the CSUF Social Studies website

http://www.csufsocialstudies.com/student-engagement.html
Pause and take some time to explore the myriad organization strategies and tech tools on the CSUF Social Studies website

http://www.csufsocialstudies.com/student-engagement.html
Pause and take some time to explore the myriad interaction strategies and tech tools on the CSUF Social Studies website

http://www.csufsocialstudies.com/student-engagement.html
Pause and take some time to explore the myriad collaboration strategies and tech tools on the CSUF Social Studies website

http://www.csufsocialstudies.com/student-engagement.html
Full transcript