Engagement - ISTE 2010

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Latest (and probably last) version of the engagement talk with several improvements. Presented at ISTE, Denver CO, June 28, 2010.

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Engagement - ISTE 2010

  1. 1. What Is It? Engagement: Where Can I Get Some? Bernie Dodge, PhD San Diego State University http://webquest.org/workshops/engagement7
  2. 2. My Questions to the Twitterverse:  What is engagement? What does it look like?  What looks like engagement but really isn’t?
  3. 3. What does engagement mean to YOU?
  4. 4. What IS Engagement?  unklar @berniedodge I think "engagement" sometimes has to be taking notes, listening to the teacher, doing homework alone; oh, yeah, and STUDYING!
  5. 5. What IS Engagement?  mmuir@berniedodge Eye contact w Head nodding w a smile while the teacher presents looks like engagement but often isn't...  mmuir@berniedodge Kids asking their own questions and finding answers and being excited and teaching others about it is engagement
  6. 6. What IS Engagement?  thecleversheep@berniedodge Engagement: utterly tuned in, focused and undistractable; and they don't realize they're learning.
  7. 7. Informal Study  N = 265  Describe a learning experience you had that was boring  And one that was fun
  8. 8.  The subject was the Civil War and we were discussing the tools, weapons, and clothing used during that era. We worked in small teams and moved from one artifact table to another.  We had to figure out what the artifact was, what it was used for, and why it was invented.  We then presented our findings to the class.
  9. 9.  In my junior American Literature class, we were expected to write a narrative based upon a selected piece of famous art.  We were to study every aspect of the painting and then create a story around it. We were allowed to pick the painting we wanted from a selection and we were allowed to work with a partner.
  10. 10.  This is gross, but we were learning what causes finger/toenails to become discolored or misshaped.  We looked at slides, read out loud, took notes and then took our shoes off and identified the things we had learned on each other.
  11. 11.  We constructed hurricane proof houses that we tested using a fan and then a leaf blower. you were given little materials, expected to come up with your own design structure and to explain your selections to a group.
  12. 12. Expectations Think Critically Think Creatively Remember Perform or Present Move around Sit still Fun Interact with an Artifact Boring Interact with Instructor Interact with Other Learners Watch Listen 0% 20% 40% 60% 80% 100%
  13. 13. Second Study http://edweb2.net/lmf/index.php
  14. 14. http://edweb2.net/lmf/index.php
  15. 15. http://edweb2.net/lmf/index.php
  16. 16. Challenge high moderate easy 0 20 40 60 80 # Stories
  17. 17. Teacher Enthusiasm high medium low 0 20 40 60 80 100 120
  18. 18. Interaction with other learners high medium low 0 20 40 60 80
  19. 19. Other Common Attributes  Instructor warmth  Human interest  More concrete than abstract  Sensory rich  Hands on  Physical activity
  20. 20. Out of 160 stories only 2 were about a lecture
  21. 21. Out of 160 stories only 2 were about a lecture
  22. 22. Engagement & Technology They’re all digital natives… so all we need is more hardware, right?
  23. 23. Caught up in the moment, I actually bought things like this. (Well, not quite like this.)
  24. 24. Every day we hear about new tools especially at conferences like this.
  25. 25. Each day is like a visit to a new country We get excited and a part of our brain shuts down.
  26. 26. You’ve got to remember where you came from Don’t forget what you already knew as a teacher
  27. 27. An ad I recently received
  28. 28. Reminded me of this…
  29. 29. And came with claims that make my BS detector light up.
  30. 30. Magazines are adopting new technologies in the name of engagement and so will textbooks. Be skeptical. And excited.
  31. 31. OK, so what IS engagement?
  32. 32. Conrad & Donaldson Engaged Learning Model Collaboration Problem- Constructivist Based Principles Learning Engaged Learning
  33. 33. Engagement Research  STROBE  Used in medical education  Cycle of observing teacher and students  Validated against self-reports O’Malley, K. et al, (2003). Validation of an observational instrument for measuring student engagement in health professions settings. Evaluation & the health professions, 2003, 26; 86.
  34. 34. Observation protocol
  35. 35. Interactions
  36. 36. Interactions
  37. 37. Interactions
  38. 38. Interactions
  39. 39. Interactions
  40. 40. Maria Muldaur  It ain’t the meat,  It’s the motion.
  41. 41. To sum it up: Engagement…  is about lots of interaction,  about the thing you’re trying to teach,  using as much of the brain as possible.
  42. 42. WebQuest.org
  43. 43. It’s not easy to get this across to novice teachers They’ve been damaged
  44. 44. If only we had a visual language for talking about this…
  45. 45. SDSU Playbook
  46. 46. Rhumba
  47. 47. Figure Skating
  48. 48. Teaching is at least as complicated as football Or rhumba
  49. 49. Interactions Thick lines = intense interaction requiring deep processing
  50. 50. Interactions Thin lines = weak interaction requiring shallow processing
  51. 51. News Dots http://slatest.slate.com/features/news_dots/default.htm
  52. 52. Teacher Engagement = low Interactions demonstrates the site. Learners watch
  53. 53. Teacher gives URL. Engagement = low to medium Interactions Learners explore.
  54. 54. Teacher gives URL and a task: What is in the news Engagement = medium Interactions that interests you least? Learners explore and reflect.
  55. 55. Teacher gives URL and a task: Within Engagement = high Interactions groups, become an expert on one aspect of the news. Then work together and decide on a prediction about what the top five topics will be tomorrow.
  56. 56. The SAME tool leads to DIFFERENT engagement It’s all about teaching, not technology
  57. 57. 360 Cities http://www.360cities.net/image/sanaa-sunset
  58. 58. How could you maximize engaged, powerful learning with the 360 cities site?
  59. 59. Working in groups of three, decide how to maximize this, Interactions this, and this.
  60. 60. What did you come up with?
  61. 61. So how can we measure engagement in our own teaching?
  62. 62. EOP
  63. 63. EOP Put a number from 1 to 10 to indicate the amount of interaction of each type.
  64. 64. EOP Put a number from 1 to 6 to indicate the kind of thinking required by the interaction: 1 = Remembering 2 = Understanding 3 = Applying 4 = Analyzing 5 = Evaluating 6 = Creating
  65. 65. EOP
  66. 66. MEOP Testing now in Oklahoma Will be used in San Diego in our Qualcomm project Quantified feedback Immediate results Learning by focused observation
  67. 67. Pre-Class Setup
  68. 68. Random Student Generation
  69. 69. 3-Minute Cycles 0:00 – 0:59 Observe Teacher & Class 1:00 – 1:29 Observe Student A 1:30 – 1:59 Observe Student B 2:00 – 2:29 Observe Student C 2:30 – 2:59 Observe Student D
  70. 70. Teacher Observation
  71. 71. Student Observation
  72. 72. Interactions Thick lines = intense interaction requiring deep processing
  73. 73. The Ebb & Flow of Teaching Student-Teacher Student-Student Student-Data Student-Self 0 10 20 30 40 50 60
  74. 74. Homework: Get a friend to watch you teach And watch the interactions. Why? Because you’re too caught up in the moment to catch it all, no matter how experienced you are.
  75. 75. Engagement: Where Can I Get Some? It’s under your nose
  76. 76. Engagement: Where Can I Get Some? Actually, it’s above and behind your nose
  77. 77. What Is It? Engagement: Where Can I Get Some? Bernie Dodge, PhD San Diego State University http://webquest.org/workshops/engagement7

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