How Do You Effectively Engage Your Students in Learning?


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Special topics 1. How Do You Effectively Engage Your Students in Learning?

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How Do You Effectively Engage Your Students in Learning?

  1. 1. How Do You EffectivelyEngage Your Students inLearning?Domain 1- Regard for Learning
  2. 2. What do I need to know? Student engagements occurs when students make apsychological investment in learning. Student engagement was identified in 1996 as thelatest “buzzword” in education circles. Student engagement also refers to a “student’swillingness, need, desire and compulsion toparticipate in, and be successful in the learningprocess promoting higher level thinking for enduringunderstanding”.
  3. 3.  Student engagement requires teachers to activelyseek and create instructional activities andconditions that foster learning. Student engagement is also a usefully ambiguousterm. Instructional strategies:• Activating strategies• Cognitive strategies• Summarizing strategies
  4. 4. Activating Strategies
  5. 5. Carousel BrainstormingProcedure:1. Generate X number of questions for your topic ofstudy and write each question on a separate pieceof poster board or chart paper.2. Divide your students into groups of 5 or less.3. Direct each group to stand in front of a home-basequestion station.4. Inform groups that they will have X number ofminutes to brainstorm and write ideas at eachquestion station. When the time is called, groupswill rotate to the next station in clockwise order.5. Using a stopwatch, begin the group rotation.Continue until each group reaches their last station.
  6. 6. 6. Before leaving the final question station, have eachgroup select the top 3 ideas from their station toshare with the entire class. Two Minute TalksProcedure:1. Group students into pair.2. Inform students that they will each be talking abouttopic X for two minutes. They will need to select whichstudent will begin first.3. Using a stopwatch, tell students to begin talking.4. At two minutes, instruct students to switch.5. Have a few group share some of their responses withthe entire class when the activity is done.
  7. 7.  Think-Pair-ShareProcedure:1. Generate a higher-level question related to the topicyou are about to study.2. Group students into [air.3. Pass out a Think-Pair-Share worksheet to each student.4. Give students 5 minutes to write down their individualthoughts in the “think” section of the worksheet.5. Then in pair, have groups share their individual thoughts.6. finally, pair choose one major idea to share with the entireclass. This should be written in the “share” section of theirworksheets.
  8. 8. Talking DrawingsProcedure:1. Ask students to close their eyes and think about the topic X.Using the Talking Drawing worksheet, have students draw apicture what they saw while they were thinking about topicX.2. Teach cognitive portion of your lesson.3. At the end of the lesson, ask students to elaborate upontheir initial drawing by creating a new drawing thatincorporates what they learned about topic X during thelesson.4. Have students share their before and after drawings with apartner. Students should discuss the differences betweenthe two depictions of topic X.5. finally, have students respond in writing at the bottom of theirTalking Drawing worksheet. What do the two drawings tellthem about what they learned about the class.
  9. 9.  Possible SentencesProcedure:1. Generate a list of 10 words related to your lesson (familiarand un familiar)2. Have students create 5 possible sentences by using twowords in each sentence until all words are done.3. Teach your lesson on the topic.4. After the main instruction is over, have students go back andevaluate the accuracy of their possible sentences by placinga +(for incorrect), or a? (for a cannot determine) beside eachsentence.5. For sentences marked incorrect, students should write acorrected sentence.
  10. 10. Anticipation/Reaction Guide1. 8-10 statements related to the topic and place these onan Anticipation/Reaction Guide.2. Give students each guide.3. Let students write whether they AGREE or DISAGREEwith the statements on the guide.4. Teach your lesson content.5. Have students react with the new information.6. Discuss why their before and after answers aredifferent.
  11. 11.  The first WordProcedure:1. Assign students the name of an object, a topic, or keyconcept to write vertically down the side of a page.2. Students working in a small groups, should generate ashort phrase or sentence that begins with each letter ofthe vertical work.3. Students can illustrate their “first word” for postingaround the classroom. This will allow students toidentify important concepts that may have been left outof their own work.
  12. 12.  Walk Around SurveyProcedure:1. Assign a topic for the Walk Around Survey.2. Pass out a survey form from each student in the class.3. Allow students an allotted amount of time to surveythree classmates (informers) on the given topic.4. When students are completing the survey form, thesoliciting student should write the name of the informerof his/her worksheet in the left-hand column. He/shewill then record three facts from the student informeron the worksheet in the three empty blocks. He/she willthen move on to find a second and third informingstudent to complete the survey worksheet.
  13. 13. 5. Have students return to their seats and complete thesurvey summary. Three Step InterviewProcedure:1. Students work in pairs. One is the interviewer, the otheris the interviewee.2. Students pairs reverse roles, repeating the interviewprocess.3. Each pair then joins another pair to form groups of four.Students introduce their pair partner and share whatthe partner had to say about the topic at hand.
  14. 14. In the Hot SeatProcedure:1. To the beginning of the class, teacher will prepare 4 to 5questions related to the topic of study and write themon a sticky notes placed underneath student desk/chairso that they are hidden for view.2. Inform students that several of them are sitting on the“hot seats”.3. Have students check their desks/chairs.4. Students who have questions on sticky notes will thentake turns reading the question and attempting toprovide an answer.
  15. 15. Cognitive strategies
  16. 16. RaftProcedure:1. Introduce this activity by explaining the RAFT acronym;R- Role of the writerA- Audience to whom product is being directedF- Format of the product being directedT- Topic of the product2. Pass out a sheet of possible roles, audiences, andformats.3. Assign students to create a RAFT for a given topic relatedto your unit of study.4. Allow a student to share their RAFTs with the class in theform of short presentation.
  17. 17. Dump and ClumpProcedure:1. Group students into small groups of 2-32. “Dump”- Have students develop a list of words, items,or new information related to the topic study.3. “Clump”- students should then group words on the listinto categories and assign labels.4. Have students write a descriptive summary sentence foreach category of words in their list.5. Upon completion, these should be posted around theroom or shared in some manner with the entire class.
  18. 18. Collaborative and Viewing Guide (CLVG)Procedure:1. Give an overview of the topic, pre-teach significantterms if needed and/or elicit the student’s backgroundknowledge on the topic.2. Record individually. Notes should be recorded insequential order.3. Elaborate in small group.4. Synthesize the whole class.
  19. 19. Frayer ModelProcedure:1. Brainstorm a list of ideas related to your topic.2. Have students read a selection or participate in anactivity related to your topic.3. Pass out a blank copy of a Frayer Model.4. Students will group their words into one of fourcategories.5. Have students add additional words to the FrayerModel unit all four categories are substantially.
  20. 20. 3 X 3 VocabularyProcedure:1. Pass out a 3x3 Vocabulary worksheet to each of thestudents.2. the sheet could be filled out in two ways.3. Once the sheet is filled out, students should write sixsentences which illustrates the relationships betweenthe words in column 1 down, 2 down, 3 down, and rows1 across, 2 across, 3 across.
  21. 21. Venn DiagramProcedure:1. Draw to overlapping circles on an overheadtransparency or chart paper.2. Label each side with attributes belonging to that item.3. fill in one side with attributes belonging to that item.4. Fill in the other side with attributes belonging to thatitem.5. Now fill in the center area where
  22. 22. Concept MappingProcedure:1. Choose a key word or topic related to a unit of study.2. Write a word on a sheet of chart paper.3. Ask students to think of words or ideas related to thefocal word.4. Write the words on a map in categories.5. Have the students suggest labels for the categories andwrite them on the map.6. If there are vocabulary words that are important, addthem to the map.7. Discuss the concept map.
  23. 23. Semantic Feature AnalysisProcedure:1. Select a topic.2. List 4 to 5 words related to the topic.3. List traits and properties shared by some of the words.4. Determine which objects/words possess each of thetraits and properties listed across the top of the chart.5. Examine and discuss patterns.
  24. 24. Four CornersProcedure:1. Generate a controversial scenario related to your topicof study.2. Formulate four divergent opinions related to thescenario.3. Present the controversial scenario to your students.4. Ask students to move to one of the four corners.5. Follow up by having students present a summary oftheir opinions.
  25. 25. Power NotesProcedure:1. Model the Power Notes strategy with a commonexample like animals.2. Select an appropriate information to share with thestudents.3. Pass out a Power Note structure with Power 1s and 2salready filled out.4. Allow the students to use the Power Note organizingstructure.
  26. 26. Summarizing Strategies
  27. 27. Sharing Up ReviewProcedure:1. Pass out the Sharing Up Review worksheet.2. In the upper left-hand corner, “The Heart”, havestudents write one thing that they loved learning aboutin the lesson being reviewed.3. In the upper right-hand corner, “The Square”, havestudents write 4 things that they feel are importantconcepts from the lesson being reviewed.4. In the lower left-hand corner, “The Triangle”, havestudents write the 3 important facts they learned fromthe lesson being reviewed.5. In the lower right-hand corner, “The Circle”, havestudents write one, all-encompassing that summarizesall of the important concepts and facts.
  28. 28. Exit SlipsProcedure:1. As a summary activity in your classroom, decide upon itspurpose.2. During the last 5-10 mins. of class, inform students of thepurpose/task associated with their exit Slip.3. Let the students complete the Exit Slip.4. As students exit your room that day, collect their Exit Slipas a pass out.
  29. 29. Four-Two-oneProcedure:1. Students individually generate 4 words that capture themost important aspects of the learning aspects.2. Share their 4 words and compile a list of the learningexperience.3. Determine the big idea that best represents the mostimportant learning of the experience.4. Share the various list generated by their group.
  30. 30. Final CountdownProcedure:1. Ask the students to individually reflect over what theyhave learned about the topic being reviewed.2. Have the students write the 3 most important thingsthey learned about the topic.3. Have students write 2 questions they still have aboutthe topic.4. Have students write 1 way in which what they havelearned relates to the material previously learned.
  31. 31. Word SorterProcedure:1. Generate a list of words related to the topic review.2. Make a copy of both of the word list and the FayerModel graphic organizer on the transparency paper.3. Lay the graphic organizer on an overhead projector.4. Place word list words in the center of the graphicorganizer one a time.
  32. 32. Challenge EnvelopesProcedure:1. Divide the class into small groups.2. Give each group of students an envelope.3. Have each group write a challenge questions on thefront of the envelope.4. Have each group generate the answer.5. Have the groups rotate the envelope.6. Have each group put their own response.7. The groups are to compare their responses.
  33. 33. Vanity PlatesProcedure:1. Assign a topic of study.2. Have students take the role of the topic.3. Students will then create a vanity plate related tothe topic.4. Have students share their vanity plates.5. Rotate one line of students.
  34. 34. Learning FramesProcedure:1. Display a transparency copy of the Learning Frameon an overhead.2. Model it by filling in the frame using informationlearned in the days lesson.3. Read the frame aloud.4. Pass out a blank Learning Frame to each student.5. Allow students to fill out their Learning Frames in amanner which reflects what they learned in theday’s lesson.
  35. 35. Four Box SynecticsProcedure:1. Prepare a chart2. Put a students in to a small group.3. Ask for 4 items in an assigned category.4. Allow groups 3mins to brainstorm sentences usingeach of the 4 items at least once.5. Stop after 3 minutes.
  36. 36. ABC ReviewProcedure:1. In a bucket, hat, or paper bag, assemble a set ofletter tiles.2. Group students into a small group.3. Determine the ratio of tiles to groups.4. Groups are to recall a topic, concept, word, orphrase from the unit or lesson that begins with thatletter.5. Groups can either write down the topic.
  37. 37. Remember the Following Students are engage when they are involved. Students engagement refers to student’s willingness,need, desire and compulsion to participate and besuccessful in the learning process, and promotinghigher level thinking for enduring understanding. Activitating strategies activates’ students priorknowledge through the use of engaging strategiesdesigned to focus learning. Cognitive strategies provide a structure for learning
  38. 38.  Cognitive strategies provide a structure for learningthat actively promotes the comprehension andretention of knowledge through the use of engagingstrategies that acknowledge the brain’s limitations ofcapacity and processing. Summarizing strategies promote the retention ofknowledge through the use of engaging strategiesdesigned to rehearse and practice skills for thepurpose of moving knowledge into long-termmemory.
  39. 39. Prepared by:ALMA BELLA AGUAMembers:Almera AlolorMira Joey AradoSantos Albasin