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Student Engagement

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by

Michael Johnson

on 16 November 2016

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Transcript of Student Engagement

"During a low energy time, you can improve students’ engagement with simple activities characterized by change, movement, small learning risks, artificial urgency, or excitement" (Jensen 38).
Get Students Moving
"Students rarely get training in how to be calm, thoughtful, or reflective, and they are given little time to practice these skills in class" (Jensen 36).
Making meaning is done internally and it takes time
When teachers ask questions to the whole group, “many students learn to ‘play the game’ and are physically present, passively engaged, but psychologically absent.
(Hattie 72).
Teachers talk between 70 and 80% of class time, on average.

When students are active and teachers talk less, there is higher engagement “and the greatest beneficiaries were at-risk students” (Hattie 72).
Talk Less
“Presenting more content per minute, or moving from one piece of learning to the next too rapidly, virtually guarantees that little will be learned or retained. . . The brain is not built for continuous focused input” (Jensen)

"Either you can have your learners’ attention or they can be making meaning, but never both at the same time." (Jensen)
Stand and talk to a partner about Lemov's ideas. What makes sense? What are your questions? How might these ideas be applied in your classroom?
Threshold
Entry Routine
Do Now
Goal setting:
Students write the learning intention for the class period, and self-assess what they know about the topic and how much effort they will put into it.
At the end of class period, they review the goal, where they are in their understanding, and their effort.

When teachers asked students to set goals, “There were much larger gains for attention and motivation, an enhanced commitment to reach goals, and specific information for teachers as to why students did or did not reach the goals. (Hattie 49).
Have Students Set Goals
with Intention
Create Exit Slips and vary the questions–
What questions do you have?
What’s still confusing to you?
List three things you’ve learned today.
What obstacles are preventing you from learning the material?
What’s something I should know about you and your learning in this class?
What part of today’s lesson was most helpful to you?
Create FEEDBACK Loops
Share your Do Now reflection with a neighbor.
Think – Write – Pair – Share
Objectives - I will...
Complete five question self-assessment (both sides)
Do Now
Motivation and Student Engagement
FILL OUT A POST-IT!
LEAVE IT IN THE PARKING LOT.
What is one thing you want to remember from this session? Or...
What is one strategy or technique you will try to increase motivation and engagement in the classroom?

“...if you want to increase student academic achievement, give each student a friend” (Hattie 79).

Set up classroom partners or groups.
Create Student Collaboration
Guiding question:
What specific teaching techniques get students engaged in learning? What works?
Reflect on my current practice
Commit to implementing at least one engagement technique in my classroom
Eric Jensen - Brain Based Strategies
Give Time For Reflection
“When we keep students active, we keep their energy levels up and provide their brains with the oxygen-rich blood.”

“Educators should purposefully integrate movement activities into everyday learning” (Jensen 66).
Establish Entry Routine
DO NOW
Guard
the
Magic
Threshold
A Threshold Keeper...
establishes a personal connection
reinforces classroom expectations
speaks to a student's subconscious expectation
Entry Routine
Have students pick up materials from a table
Assign seats
Collect work the same way
Post objective, agenda, homework, etc. in the same place
Do Now
Students should be able to complete without any direction or discussion
Three to five minutes
Should require pen/cil to paper
Should access a student's prior knowledge
Should preview the day's lesson
Get up, move to a different part of the room, and talk to someone about Jensen's techniques. What makes sense? What are your questions? How might Jensen's ideas be applied in your classroom?
Reflection
Talk Less
Get students moving
“Students are given, on average, one second or less to think, consider their ideas, and respond” (Hattie 75).
Gather Information and Respond.
“Feedback is most powerful when it goes from the student to the teacher.” (Hattie)
Stand and talk about the last four techniques:
Guard the Threshold
Do Now
Have Students Set Goals
Create Feedback Loop
Full transcript