Breakout session from NTCTELA June 13, 2014

1. E=MC2
Engagement Equals
Meeting Conditions,
Too!
Teri Lesesne
Donalyn Miller

2. www.slideshare.net/professornana
@professornana
www. http://professornana.livejournal.com

3. www.slideshare.net/donalynm
@donalynbooks
www.bookwhisperer.com

4. A Manifesto…
Heinemann, 2015

5. Engagement

6. What engagement is NOT
What engagement IS
How can we tell?

7. Cambourne’s Conditions
for Learning
(1995)

8. Immersion

9. Learners need to be immersed in text of all
kinds.

10. Learners’ interests are sparked by what they
see and hear so that they want to learn the
new skill.

11. Some Factors to Consider
Genre
Form
Format
Length

12. Genres
Historical Fiction
Realistic Fiction
Traditional Literature
Science Fiction and Fantasy

13. Forms and Formats
Picture books
Graphic novels
Poetry
Short stories
Drama

14. IMMERSION: TAKE 1
Pairs, ladders, thematic units, read-alikes

15. IMMERSION TAKE 2
Laddering GNs

16. IMMERSION TAKE 3
Textless Set

17. IMMERSION TAKE 4
Genre

18. Demonstrations

19. Learners are shown numerous models and given
a lot of direct instruction (demonstration)
Learners have plenty of opportunity to practice new
skills and strategies and try to improve proficiency
(demonstration/immersion)

20. Learners need to receive many
demonstrations of how texts are
constructed and used.

21. Expectations

22. Learners believe that they can achieve
competence (expectation)

23. Expectations of those to whom learners are
bonded are powerful coercers of learners'
behaviors. "We achieve what we expect to
achieve; we fail if we expect to fail; we are
more likely to engage with demonstrations
of those whom we regard as significant and
who hold high expectations for us.

24. Rigor vs. Complexity
Rigor Complexity

25. Complex Texts
But accessible

26. Just Right Books
that are also complex

27. Employment

28. Learners need many opportunities to engage
in print.

29. Learners need time and opportunity to
use, employ, and practice their
developing control in functional,
realistic, and non-artificial ways.

30. Responsibility

31. Learners are able to make decisions about
how much they will attempt (responsibility)

32. Learners need to make their own
decisions about when, how, and what
"bits" to learn in any learning task.
Learners who lose the ability to make
decisions are disempowered.

33. How do students learn
responsibility?
Choice
Narrow choices and set some limits
Genres
Award winners
Forms and formats

34. Provide Guidance
Booktalks
Read Alouds
Displays
Peer Suggestions

35. Allowing students to choose their
own texts fosters engagement
and increases reading motivation
and interest.
--Gambrell, Coding, & Palmer (1996); Worthy &
McKool (1996); Guthrie & Wigfield (2000)

36. Differentiation (Tomlinson, 2000)
Content
Process
Product
Learning Environment

37. Some “Choice” Selections
IRA Choices Lists

38. Choices
CHILDREN’S AND YA CHOICES

39. Approximations

40. Learners are safe from criticism when they
take risks (approximation)

41. Learners must be free to approximate
the desired model—"mistakes" are
essential for learning to occur.

42. Audiobooks
Reading with our ears promotes fluency, prosody. It
levels the field so that striving readers can access text,
too.

43. Response

44. Learners receive feedback in a timely manner
(response)

45. Learners must receive feedback from
exchanges with more knowledgeable
others. Response must be relevant,
appropriate, timely, readily available,
and non-threatening, with no strings
attached.

46. Response
Not just one type
Interpretive
Personal
Critical
Evaluative

47. Personal/Emotive
WHAT IS YOUR “GUT” TELLING
YOU?

48. Interpretive
If I were the main character…

49. Critical
Analyze and dissect

50. Evaluative
Is it GOOD or BAD?

51. Books that Engage