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Cariboo.engagement
- 1. Tuning In: Engaging All Learners Jan. 30th, 2012 Cariboo Hill Secondary, Burnaby Faye Brownlie www. slideshare.net
- 2. Learning IntenEons • I have a beGer idea of what counts in engaging students. • I have a plan to incorporate a different teaching strategy/sequence into my teaching. • I have a plan to increase student choice in my assignments or in my assessments.
- 3. Engagement • Schlechty: high aGenEon and commitment – task or acEvity has inherent meaning or value to the student • Stuart Shanker – self-‐regulaEon; calmly focused and alert • Karen Hume – competence, creaEvity, context, community, challenge • Brownlie and Schnellert – voice and choice
- 4. The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and CreaEvity at Work – Amabile & Kramer • Analyzed 238 electronic daily diaries from people doing innovaEve work in 7 companies • What was the #1 source of engagement?
- 5. #1 source of engagement • Making progress on a task that day, no maGer how trivial
- 6. Causes of disengagement • Micro-‐management or a lack of autonomy • Failure of management to communicate clear goals
- 7. BC Learning Principles • Learning requires the acEve parEcipaEon of the learner • People learn in a variety of ways and at different rates • Learning is both an individual and a group process • Ministry of EducaEon
- 8. Features of High-‐Engagement Learning Environments • available supply of appropriately difficult texts • opEons that allow students more control over the texts to be read and the work to be accomplished • the collaboraEve nature of much of the work • the opportunity to discuss what was read and wriGen • the meaningfulness of the acEviEes • Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996; Turner, 1995
- 9. Frameworks It’s All AboutThinking – Brownlie & Schnellert, 2009
- 10. Universal Design forLearning MulEple means: -‐to tap into background knowledge, to acEvate prior knowledge, to increase engagement and moEvaEon -‐to acquire the informaEon and knowledge to process new ideas and informaEon -‐to express what they know. Rose & Meyer, 2002
- 11. Backwards Design • What important ideas and enduring understandings do you want the students to know? • What thinking strategies will students need to demonstrate these understandings? McTighe & Wiggins, 2001
- 12. 1. Learning Intentions “Students can reach any target as long as it holds sEll for them.” -‐ SEggins -‐ 2. Criteria Work with learners to develop criteria so they know what quality looks like. 3. Questions Increase quality quesEons to show evidence of learning
- 13. 4. Descrip+ve Feedback Timely, relevant descripEve feedback contributes most powerfully to student learning! 5. Self & Peer Assessment Involve learners more in self & peer assessment 6. Ownership Have students communicate their learning with others
- 14. Silent reading – to be or not to be…
- 15. Erica Foote, Princess Margaret Secondary • If students were given the opportunity (4 Emes per semester) to show what they know in different ways, would it not only increase their interest and effort but also increase their understanding?
- 16. English 10 • 4 wriEng assignments, 4 choice assignments – PowerPoint presentaEons, drawing, poetry, collages, creaEng their own test with answer keys, presenEng their informaEon orally or using drama to represent their thinking • 6 students • AFL strategies – Ranked exemplars with the PS – Analyzed the exemplars to co-‐create criteria – Used the criteria for their work – Ownership – with choice
- 17. 2 wriEng 2 choice assignments – demonstrate your knowledge & understanding of various literature Not yet Approaching Mee+ng Exceeding %/# WriEng 16/2 41/5 25/3 16/2 (essay/ paragraph) Choice 0/0 16/2 33/4 50/6
- 18. Erica’s ReflecEons • 100% of students reported they liked the choice and wanted to do have choices again in another semester • 91% of students felt they did beGer with choice • About 50% sEll chose some form of wriEng when given a choice, but liked the choice • Fewer complained about the non-‐choice wriEng assignments • Fewer assignments were handed in late
- 19. Grade 9 Science– Starleigh Grass & Mindy Casselman Electricity • The Challenge: • Many of the students are disengaged and dislike ‘book learning’. They acquire more knowledge, concept and skill when they are acEve, collaboraEve and reading in chunks. • Starleigh and Mindy in It’s All about Thinking (Math and Science), 2011.
- 20. Essential Question • If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?
- 21. • Individually, brainstorm what you can recall about the characterisEcs of an atom. • Meet in groups of 3 to add to and revise your list. • Compare this list to the master list. • …(word derivaEons, label an atom…) • Exit slip: 2 characterisEcs you want to remember about atoms.
- 22. The Atom • All maGer is made of atoms. • Atoms have electrons, neutrons, and protons. Electrons move, protons and neutrons do not move. • Atoms have negaEve and posiEve charges. • Electrons have a negaEve charge; protons have a posiEve charge. • Protons and neutrons are located at the centre of the atom, in the nucleus. • Electrons orbit around the outside of the nucleus, in energy “shells.” • An object can be negaEvely or posiEvely charged, depending on the raEo of protons and neutrons.
- 23. Lit 12: pracEce without penalty Naryn Searcy, PenEcton • Goal: learn how to represent your understanding of a poem in a different ways • Poet: Robert Burns – Auld Lang Syne (read aloud) – To a Mouse (teams)
- 24. 1. Read aloud and pracEce stanza with partner 2. Connect to themes: – Mankind has broken its union with nature – Even our best laid plans osen do not work out 3. Microcosm & universal truths
- 25. Assignment 1. Mouse Dance – all 8 stanzas (2-‐4 students) 2. Comic (1-‐2 students) 3. Reduced poetry (1-‐2 students)
- 26. Criteria • Demonstrate understanding of the meaning of all 8 stanzas of the poem • Recognize and demonstrate the 2 themes
- 27. Feedback • What worked? • What’s missing? • What’s next?
- 28. Robert Burns (1759-‐1796)To a Mouse On Turning Up Her Nest with the Plough, November, 1785 Wee, sleeket, cowrin, +m'rous beas+e, Oh, what a panic's in thy breas+e! Thou need na start awa sae hasty Wi' bickerin braXle! I wad be laith to rin an' chase thee Wi' murd'ring paXle!
- 29. A Change Journey – Jacob Martens, gr. 8 science, 11 physics • Self-‐regulaEon • Inquiry and criEcal thinking • engagement • Jacob’s blog: hGp://martensvsb.wordpress.com
- 30. KinemaEcs • The future locaEon and moEon of objects can be predicted based on their past locaEon and moEon.
- 31. B D A Learning Inten+ons -‐ Knowing I can define and relate the terms: clock reading, posi+on and event. I can differenEate between a clock reading and a +me interval. I can define and relate distance and average speed. I can define and relate displacement and average velocity. I can differenEate between scalars and vectors. I can define instantaneous velocity and instantaneous speed.
- 32. B D A Learning Inten+ons -‐ Doing I can solve problems involving: displacement, Eme interval, and average velocity. I can construct posiEon-‐Eme graphs based on data from various sources. I can use posiEon-‐Eme graphs to determine: •displacement & average velocity •distance travelled & average speed •instantaneous velocity I can construct velocity-‐Eme graphs based on data from various sources.
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- 34. Joni Chui, Aliisa Sarte, Port Moody Secondary • I used this acEvity as an introducEon to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others). • We completed the acEvity and I made sure every student in class wondered at least one thing. Let’s try it….
- 35. Earthquakes • You may ask quesEons out loud. • You may NOT ANSWER any quesEons. EVEN IF YOU KNOW THE ANSWER!!!! • All quesEons should start with “I wonder”…
- 39. Example 2 Nerves – Biology 12
- 43. What I Found: • Every student could contribute. There is no risk in asking a quesEon that no one is supposed to answer. • Students remembered a lot of previous informaEon. • When moving on to the lesson, they actually cared about the material!!! • The quesEons that they asked were osen very good and related to the content that I was subsequently teaching.