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Independent Schools Conference
This document discusses strategies for improving student engagement through the use of technology in education. It recommends focusing on both the present and future by reflecting the real world while preparing students for future tools and problems. Specific strategies proposed include having students identify examples of curriculum topics in the real world, transforming them from audio consumers to producers through music creation tools, providing photo-taking tips and opportunities, and thinking of devices as video cameras to create simple video projects. The document emphasizes connecting with every student, especially prickly ones, through the use of games, gamification, and higher-order thinking questions.
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Independent Schools Conference
- 1. 1 ____ + ____+ ____ = Solving the Student Engagement Equation Curtis Chandler, Ph.D. @CurtisChandler6 Prescriptions4Education.com student engagement
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- 3. “Please draw whatteaching looks like in this school.”
- 4. “Please draw whatteaching looks like in this school.”
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- 9. 9 ____ + ____+ ____ = student engagement
- 10. What mo(vates and engages each of them?
- 12. What would happen if...? 12
- 13. What would happen if...? 13
- 14. What would happen if...? 14
- 15. What would happen if...? 15
- 16. What would happen if...?
- 25. What mo(vates and engages each of them?
- 26. 26 ____ + ____+ ____ = student engagement
- 27. 27 ____ + ____+ ____ = engagement student
- 28. 28 ____ + ____+ ____ = engagement student
- 29. 29 ____ + ____+ ____ = engagement student What makes him/her prickly?
- 30. 30 ____ + ____+ ____ = engagement student What do you know about him/her other than that he/she annoys you?
- 31. CONNECT W/ EVERY STUDENT... ESPECIALLYTHE PRICKLY ONES!
- 32. 32 ____ + ____+ ____ = engagement student
- 33. 33 ____ + ____+ ____ = engagement student
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- 35. 35 ____ + ____+ ____ = engagement student
- 36. 36 ____ + ____+ ____ = student engagement Expectancy/Value Theory
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- 60. What did he doto try to improve both?
- 61. 61 ____ + ____+ ____ = student engagement Expectancy/Value Theory
- 65. belief that there are benefitsto the given task belief that they will succeed in a given task
- 67. WORK STRATEGICALLY TO IMPROVE STUDENTS’ EXPECTANCYAND VALUE OF LEARNING
- 68. 68 ____ + ____+ ____ = student engagement Expectancy/Value Theory
- 69. 69 ____ + ____+ ____ = engagement student
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- 82. 82 ____ + ____= student engagement
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- 84. GET KIDS TOWHERE THEY NEED TO GO FASTER
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- 95. # Hashtags toFollow #earlyed #elemchat #educoach #STEM #pbl #pblchat #literacy #edtech #spedchat #homeschooling #homeschool #unschool
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- 102. 7 Tech Tools for Fast FormaDve Assessment (MiddleWeb) 102
- 103. SPEND SOME TIME PLAYINGAROUND
- 106. SPEND SOME TIME PLAYINGAROUND
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- 110. 110 ____ + ____+ ____ = engagement student
- 113. Google ‘Top FreeApps on iTunes’
- 114. Google ‘Top FreeApps on iTunes’ 1-25 26-50
- 115. 1-25 26-50 What dowe seem to be doing with technology?
- 116.
- 117. 1-25 26-50 Checking theweather...
- 118. 1-25 26-50 Searching forInformation
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- 123. 1-25 26-50 Trying tofind romance online...
- 124. 1-25 26-50 Taking &Sharing Pics
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- 126. 1-25 26-50 Drawing &Coloring
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- 129. 1-25 26-50 Paying forrides with strangers...
- 130. 1-25 26-50 Trying tofind their phone...
- 131. 1-25 26-50 Listening to& sharing music...
- 132. 1-25 26-50 Creating audio &music...
- 133. 1-25 26-50 Playing LOTSof games!
- 134. 1-25 26-50 What dowe seem to be doing with technology?
- 135. What is thepurpose of technology enriched education?
- 136. Focus on thePRESENT--school should reflect the world that they are in now!
- 137. Focus on theFUTURE--School should prepare them for tools and problems they will occur later on!
- 138. Reflect the real-worldAND prepare them for the future!
- 139. 1-25 26-50 Drawing &Coloring
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- 144. 1-25 26-50 Drawing &Coloring
- 145. 1-25 26-50 Listening to& sharing music...
- 146. 1-25 26-50 Creating audio &music...
- 148.
- 149. From Consumers toCreators
- 150. TRANSFORM THEM FROM AUDIO CONSUMERSTO AUDIO PRODUCERS
- 151. From Consumers toCreators Songs Jingles Podcasts
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- 154. From Consumers toCreators Songs Jingles Podcasts
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- 160. From Consumers toCreators
- 161. From Consumers toCreators Songs Jingles Podcasts
- 162. 1-25 26-50 Taking &Sharing Pics
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- 164. PROVIDE STUDENTS WITH PHOTO-TAKING TIPSAND OPPORTUNITIES!
- 165. Take pictures andvideo!
- 167. 5 Dollar PhotoCompetition
- 168. 5 Dollar PhotoCompetition
- 169. 5 Dollar PhotoCompetition Send your ‘pics’ to timhass@essdack.org
- 170. PROVIDE STUDENTS WITH PHOTO-TAKING TIPSAND OPPORTUNITIES!
- 171. Have students identifyexamples of what they are learning in the world around them.
- 172. Chemical Energy Thermal Energy KineticEnergy Have students identify examples of what they are learning in the world around them.
- 173. Chemical Energy Thermal Energy KineticEnergy Have students identify examples of what they are learning in the world around them.
- 174. Chemical Energy Thermal Energy KineticEnergy Have students identify examples of what they are learning in the world around them.
- 175. Chemical Energy Thermal Energy KineticEnergy Have students identify examples of what they are learning in the world around them.
- 176. Chemical Energy Thermal Energy KineticEnergy Have students identify examples of what they are learning in the world around them. email it to me at curtisc@essdack.org
- 179. 1-25 26-50 Taking &Sharing Pics
- 180.
- 181. 181 Think of youdevice as video making device!
- 185. 185 Think of youdevice as video camera!
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- 190. 190 Think of youdevice as video camera!
- 191.
- 192. Teachers must experiencethis as learner for it to permeate their own instructional/assessment practices!
- 193. 1. In agroup of two or three “like” persons, pick something coming up in your content area. 2. Create a short introductory video or one verse of a vocabulary song. 3. Make it accurate and funny. 4. Do it in one take, and record it. 5. Share your video with Curtis.
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- 198. Playing LOTS ofGames 1-25 26-50
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- 202. 202 ____ + ____+ ____ = student engagement
- 203. 203 ____ + ____+ ____ = engagement student
- 204. CONNECT W/ EVERY STUDENT... ESPECIALLYTHE PRICKLY ONES!
- 205. 205 ____ + ____+ ____ = student engagement Expectancy/Value Theory
- 210. 210 ____ + ____+ ____ = engagement student
- 211. 1-25 26-50 What dowe seem to be doing with technology?
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- 214. 214 ____ + ____+ ____ = student engagement
- 215. 215 ____ + ____+ ____ = Solving the Student Engagement Equation Curtis Chandler, Ph.D. @CurtisChandler6 Prescriptions4Education.com student engagement
- 216. Apps and Activitiesfor Fostering Creativity and Content Creation 785-844-0899 CurtisC@essdack.org Prescriptions4Education.com @CurtisChandler6
- 218. Creativity is balanceamong synthetic, analytic, and practical abilities. 1 2 3 Sternberg & Williams, 1996
- 219. Creativity--the ability to createsomething unique, inventive, novel, and... of course...useful.
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- 228. How can Iget my students to learn this?learn
- 229. How can Iget my students to learn this?experience
- 232. How can Iget my students to learn this?experience
- 237. What sort ofrestaurant could I create?
- 238. What sort ofrestaurant could I create?
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- 251. Simple (creative) videoprojects 251
- 252. Simple (creative) videoprojects 252
- 253. 253 What learning activitiescould take the form of stop motion?
- 254. 254 Think of youdevice as video camera!
- 258. 258 Think of youdevice as video camera!
- 259. Simple (creative) videoprojects 259
- 260. Simple (creative) videoprojects 260
- 261. Simple (creative) videoprojects 261
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- 272. Creativity is balanceamong synthetic, analytic, and practical abilities. 1 2 3 Sternberg & Williams, 1996
- 273. Creativity--the ability to createsomething unique, inventive, novel, and... of course...useful.
- 274. Apps and Activitiesfor Fostering Creativity 785-844-0899 CurtisC@essdack.org www.BetterLearningForSchools.com @CurtisChandler6
- 275. 275 Higher-level ! Thinking" Curtis Chandler,Ph.D. @CurtisChandler6 Prescriptions4Education.com
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- 279. 279 The use ofquestions, especially higher-order questions, is often considered a worthwhile teaching strategy.! Hattie, 2009; Marzano et al., 2001!
- 280. 280 Seek to maximize participation.! Silveret al., 2012!
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- 283. 283 Engage students inevidence- based writing and thinking!! ...Me!
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- 286. 286 Who would winin a battle...a ninja or a pirate?!
- 287. 287 The reason I feelthis way is because...! For example...! Who would win in a battle...a ninja or a pirate?!
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- 289. 289 Inferential questions teach studentsto read/look closely and to draw conclusions.! ...Me!
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- 292. 292 What does this seem tobe a map of?!
- 293. 293 What does this seem tobe a map of?!
- 294. 294 What does this seem tobe a map of?!
- 295. 295 What does this seem tobe a map of?!
- 296. 296 What are some potentialresults of such high densities of racial groups?!
- 297.
- 298. 298 Inferential questions teach studentsto read/look closely and to draw conclusions.! ...Me!
- 299. 299 What did he/shedo wrong?!
- 300.
- 301. 301 250 ! ml! 250! ml! 250 ! ml! 250 ! ml! 250 ! ml! 250 ! ml!
- 302. 302 -30 mL! -49 mL! -51mL! -48 mL! -73 mL! -29 mL! 250 ! ml! 250 ! ml! 250 ! ml! 250 ! ml! 250 ! ml! 250 ! ml!
- 303. 303 -30 mL! -49 mL! -51mL! -48 mL! -73 mL! -29 mL! 250 ! ml! 250 ! ml! 250 ! ml! 250 ! ml! 250 ! ml! 250 ! ml!
- 304. 304 What is thecorrect answer? ! !
- 305. 305 What is thecorrect answer? ! ! What do you think? Why? ! !
- 306. 306 What is thecorrect answer? ! ! What are other perspectives? ! !
- 307. 307 What is thecorrect answer? ! ! Explain your thinking/solution to me. ! !
- 308. 308 What is thecorrect answer? ! ! What are other ways to solve this problem? ! !
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- 316. 316 Higher-level ! Thinking" Curtis Chandler,Ph.D. @CurtisChandler6 Prescriptions4Education.com