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2016 skinner engagement

  1. I used to be a good reader until around third or fourth grade, then I suddenly got stupider. Smith and Wilhelm, 2002 Wilhelm and Smith
  2. Overview of the Morning • East: – The vision for today is to explore ways to create a classroom culture that nurtures engagement for all students. – Set the stage for the Restorative Practices that you’ll be learning about this week.
  3. West LEARNING TARGETS 1. I can identify and recognize five ways students might respond to tasks. 2. I can apply two themes of culture building to my classroom. ASSESSMENT A public quiz
  4. NORTH • What will we do? –Rambling autobiography –Explore engagement and responses to tasks –Watch and discuss a video –Investigate themes for engagement –Write a note to our October selves –Take a public quiz
  5. South • Community building: –We’ll collaborate with a variety of folks. –We’ll learn more about each other through lots of discourse
  7. Rambling Autobiography I was born at the height of World War II just as Anne Frank was forced into Bergen-Belsen by the Nazis. I adore Brigham’s vanilla ice cream in sugar cone and dipped in chocolate jimmies. I bought my favorite jacket for a dime at the Methodist church rummage sale. I have lied to my parents. I never read a book for pleasure until I was 38 years old. One of my students once leaned in to me in an interview and said, “My mother’s having a baby; this is the one she wants.” When I was 12 I set the organdy curtains in our bathroom on fire, playing with matches. My favorite place to hide was high in the maple tree in our front yard where I could spy on neighbors. I can still smell wet white sheets pulled through the ringer washer when I think of Grammy Mac. I dated Edmundo in high school because it angered my father. I fainted when I heard the sound of the zipper as the mortician closed the body bag holding my mother. I gave birth to twin sons. I once had dinner with Judy Blume. I am a teacher who writes. I want to be a writer who teaches.
  8. Engagement is the ability to try a thing that’s difficult: fail at that thing, muck it up completely and still have the emotional, social, and intellectual energy to try it again. --Cornelius Minor
  9. Engagement: the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it. -- Csikszentmihalyi
  10. High Commitment & High Attention --Schlechty
  11. How might a student respond to tasks? What levels of engagement might a teacher see?
  12. COMPLIANCE: Strategic & Ritualistic
  13. NON- COMPLIANCE: Retreat & Rebellion
  14. 0 10 20 30 40 50 60 70 80 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 school.html
  15. What can we do? Cultivate teacher/student relationships: Know their story Ferociously commit to students’ potential
  16. Rita Pierson • What do I aspire to? • What do I agree with? • What do I want to argue with? Kdkw
  17.  What do I aspire to?  What do I agree with?  What do I want to argue with?
  18. Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.
  19. Jeff Wilhelm’s research on boys • …boys resist learning from people who do not take an interest in them and who don’t show care for them.
  20. Learning their story
  21. The 2 x 10 Strategy: Give it a try!
  23. Other ways to learn their story My Passions My dg Shaun may look like a quiet fellow, but he’s not. If you saw him at a Bronco game, you’d know that he’s filled with passion and loves the sport. In the summers when the Broncos aren’t playing, he plays football himself. His favorite position is Cali Kimpel My friendsMy dog, Mick Science: doing labs Eating cupcakes!
  24. u1Ys-1FaY/edit?ts=57ad08bf
  25. True or False? • Peter Smagorinsky has Aspergers. • Peter Smagorinsky has obsessive/compulsive thinking. • Peter Smagorinksy has Tourette's syndrome. • Peter Smagorinksy has mental disorders.
  27. Unintended consequences You don’t think you’re being a tad bit overprotective?
  28. Peter Johnston Choice Words There are hidden costs in telling people things. If a student can figure something out for him- or herself, explicitly providing the information preempts the student’s opportunity to build a sense of agency and independence, which, in terms, affects the relationship between teacher and student.
  29. The interpretation might be that you are the kind of person who cannot figure things out for yourself.
  30. The Challenge of Scaffolding

Editor's Notes

  1. MEET JUSTIN, the great faker
  2. MEET CONNOR who ended up saying to school: Thanks, but no thanks.
  3. Form groups
  4. Get another pic!
  6. Low attention/ low commitment
  7. Diverted attention/no commitment
  8. Think about when you were in middle school. Which of the type of response best describes you?
  9. Most students engaged most of the time; sometimes there’s compliance and occasionally noncompliance, but not enough to see it as a pattern; idiosyncratic.
  10. Most common type of classroom; strategic compliance and ritual compliance are dominate modes on response; little or no rebellion; students appear to be engaged but they’re compliant
  11. What Schlechty calls the pathological classroom; presence of rebellion; no isolated; many students actively reject doing the assigned work; teachers tend to settle for retreatism or compliance, perhaps even lower their expectations.
  12. Drops from 67% in 6th grade to 45% in 8th grade
  13. One desk for every student who drops out each hour of the day, according to College Board; Ed Leadership, 2007, 1.2 million annually Show video 24% sit down --elem 39%--ms 56%--hs
  14. LiveSlide Site
  15. MEET JUSTIN, the great faker
  16. At table talk about what you all do to create a caring classroom community. Write one or two ideas on sticky note and add to the poster on CARE.
  17. Connor’s advice to middle school teachers: build a relationship with their teachers
  18. Connor: feeling like a ghost (no attention, low commitment)
  19. Where I’m From poems The Story of My Name Neighborhood Map
  21. Written over 17 books
  22. Read quote 1 and talk about it.
  23. Read quote 2
  24. We must shift perspectives in terms of how we view students.
  25. Sometimes due to empathy we overprotect our students – and that includes keeping scaffolding in place way too long.
  26. Remember attention and commitment? Sense of agency and independence – direct connections!
  27. Scaffolding tends to work best early in the learning process, but we must remove it as soon as possible.