Boost Student Engagement, a webinar by Reading Horizons
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In this webinar, Stacy Hurst of Reading Horizons explains what student engagement is, the benefits of student engagement, and how to improve student engagement in the classroom. To view the presentation, visit https://www.readinghorizons.com/webinars/boost-student-engagement-and-motivation-in-your-classroom
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Boost Student Engagement, a webinar by Reading Horizons
- 1. Boost Student Engagement and Motivation In Your Classroom
- 2. Today’s Webinar • Student Motivation • Activities for Engaged Learning
- 3. Today’s Webinar • Student Motivation • Activities for Engaged Learning
- 4. Motivation: To be moved to do something The degree to which a student puts effort into and focus on learning in order to experience success
- 5. Four Critical Factors in Student Motivation • Competence/Mastery • Autonomy • Value/Interest • Relatedness (Bandura, 1996; Dweck, 2010; Pintrich, 2003; Ryan & Deci, 2000; Seifert, 2004)
- 6. Student Engagement Student willingness, need, desire, and compulsion, to participate in, and be successful in the learning process. (Bomia, Beluzo, Demeester, Elander, Johnson, & Sheldon, 1997)
- 7. Benefits of Student Engagement • Increased motivation • Greater attention and focus • Retention of learning • Enhanced ability to transfer learning to multiple contexts
- 8. Classroom Engagement • During a lesson, aim to engage students 90-100% of the time. • Lessons where students are engaged 50% of the time or less are an ineffective use of instructional time. • Wasting just 5 minutes a day will add up to 15 hours of lost instructional time in the course of a 180 day school year.
- 10. The Engaged Classroom • All students are authentically engaged at least some of the time or most of students are authentically engaged most of the time. • Ritual compliance and re- treatism is rarely observed and rebellion is non-existent.
- 11. The Well Managed Classroom • Compliant and orderly classroom • Picture of traditional education • Most students appear to be working • Little evidence of rebellion • Retreatism is a real danger
- 12. The Pathological Classroom • Students are off-task • Retreatism and rebellion are easy to observe • Some degree of authentic, ritual, and passive engagement • Teacher spends most of time dealing with rebelling students rather than teaching
- 13. Great Big Piece of Advice…
- 14. Activities for Increased Engagement
- 15. Pretest with a Partner • One test • One pencil • One computer • Similar to posttest • Not scored • Teacher circulates around the room
- 16. Immediate Response (5-7 second wait-time) • Stand Up – Sit Down • Thumbs Up – Thumbs Down • Secret Answer
- 17. Response Cards (5-10 second wait-time) • Agree/Disagree • True/False • Yes/No • Multiple Choice • Greater Than/Less Than • Emotions
- 18. Pause and Process (10:2) • Think-Pair-Share • Quick Writes • One Word Splash • Quick Draw
- 19. Think-Pair-Share • Ask students to reflect on question or prompt • Give them time to process (30 seconds) • Turn to partner • Discuss Responses • Share Response
- 20. Gallery Walk • Students walk to see other student responses/ideas • Whiteboard on desk • Chart paper around the room • Procedures in place • Time to discuss
- 21. End of Lesson Responses • A-Z Topic Summary Individually In pairs • 3-2-1 3 Facts I learned 2 Questions 1 Opinion
- 22. Find Your Match • Rhyming Words • Uppercase/Lowercase • Antonyms/Synonyms • Words/Definitions • Problem/Solution • Words/Pictures
- 23. Dictation Multisensory (auditory, visual, kinesthetic, tactile) Increases Working Memory Integrates all Language Skills/Modalities – Listening – Speaking – Writing – Reading
- 24. Building Vocabulary During Dictation/Instruction Always use the word in context. Quick Check for understanding (1,2,3). 1 = The word is new to me 2 = Kind of familiar or I could probably figure it out in context 3 = I understand this word and use this word in my writing
- 25. Questions?
- 27. Clubhouse
- 28. Clubhouse
- 29. Mini Games
- 30. Mini Games
- 31. Mini Games
- 32. Teacher Preview
- 33. Teacher Preview
- 34. Teacher Preview
- 36. Questions?
Editor's Notes
- Competency/Mastery: Students feel capable of accomplishing what is required of them. Teacher knows content and delivers instruction effectively. Specific learning goals are clearly comunicated. Students have adequate time for practice and application. Students receive effective feedback. Autonomy: Choices. Time to explore content. Students set learning goals. Variety of materials and resources for learning. Flip it. Give topic let students explore with a partner and report (can videotape, etc) Value/Interest: Model interest and enthusiasm. Get to know what your students are interested in. Make connections between learning and real-life. Facilitate intrinsic motivation Relatedness: Learning is social. The need to feel a part of a group. Appropriate interactions with others
- Benefit for walk-through evaluations, student graduation rates (3/4 prisoners are drop outs) claim boredom as #1 reason.
- Practice using higher level thinking skills Reduces anxiety for a student if done correctly
- Schlechty, P. (2002) Working on the Work.
- Schlechty, P. (2002) Working on the Work. San Francisco, CA: Jossey-Bass.
- Videotape your STUDENTS during instruction to measure their levels of engagement.
- There are tooo many to cover all possible ways to engage students during instruction. We will talk about a few.
- Especially helpful for ELLs.
- Common and Proper Nouns, anything that would have two categories or a yes/no answer for Stand Up, Sit Down, etc. Can all be done in pairs or small groups as well One benef
- Can be done in pairs or small groups also
- For every 10 minutes of instruction, 2 minutes to process, Quick Writes and Draws may take 3-5 minutes
- Response can be whole class (craft sticks), on a white-board, poster paper, etc.
- Math problems, questions about the story, quick draws, quick writes, one word, etc. Discuss: did you see something you didn’t think of, a new way to solve the problem, etc.
- Other End of Lesson Responses involving technology: Blogs, email, texting, responders, etc.
- Math equations,
- Increases working memory
- Increases working memory
- Clubhouse store: Kids can upgrade clubhouse using coins to purchase stuff. Items vary according to theme and other considerations. Link is under the nameplate. When the limit is reached a lock and timer will appear for the student. They can’t just watch it. They have to be DOING something in the software.
- Admin can enable or disable, set store days, similar to game options, teacher can determine the amount of time a student spends in the store (store is enabled and have unlimited time so a teacher could limit time global and individually from 5-30 min). Teacher sets required amount of instructional time before student can enter the store again (60 (default)-120 minutes of instructional time). Once the instructional time goal has been met, it is unlimitedly unlocked on a daily basis. Resets the next day. Store items unlock according to progress through chapters (chapter related stuff).
- Appear during assessments, tests, and long lessons to give them a brain break. As long as it takes to complete the action (generally speaking about a minute or two) . 3 types of mini games. Crate Crashers, Plinko, Picture Match: get points for crashing crates and uncovering an item. A way to earn coins.
- Like Plinko. Earn points.
- Spinner. Trying to match all three parts of the picture.
- Menu is bigger. Preview Content. At bottom is the Vocabulary Word Wall/ Pronunciation Tool. Color-coded lessons to show lesson-types.
- Start 100% populated so teacher can click on a word and then the student will have to spell and mark each word. They will see the definition, context sentence and picture. Click the close button to exit instead of button that takes you back to the clubhouse.
- Letter Formation and pronunciation.
- Will track student progress through skills in the software that correlate with CC standards and report the percentage of lessons that they have completed that are covered in the sequence of instruction. Foundational Skills Standards, Language Standards. It can be disabled from our end. If you don’t want it, contact us. Can print it out but it’s a 16 page document. Class averages on the Student Summary report will need to be selected to solve the problem of taking too long to load. Batch reports “Batch Print” button when looking at various reports. Which reports and which students (it takes awhile depending on how many students and how many reports you have selected). Student Summary Test Summary, PA Summary MCW Spelling/Word Recognition