Jeff Irvine
Brock University
Four Corners
Strongly Agree
Agree
I can tell when my students are
engaged
Disagree
Strongly Disagree
Engagement
 "Engagement refers to a student's active involvement
in a learning activity. It functions as a studentinitiated pathway to highly valued educational
outcomes, such as academic progress and
achievement."
(Reeve, 2013)
 "a positive and inspiring state of mind that is
characterized by vigor, dedication, and absorption"
(Ouweneel, Schaufeli, & LeBlanc, 2008)
Engagement
 Behavioural
 Emotional
 Cognitive
 Agentic
 Attends class, follows the
rules, effort, persistence, asks
questions, pays attention
 Interest, boredom,
happiness, sadness, anxiety
 Prefers hard work, self
regulation, flexible problem
solving, copes with failure,
uses metacognitive strategies
 Self advocacy, offers opinions,
states preferences, identifies
areas of interest
Ways to engage our students
Table brainstorm
Stand and deliver
Ways to engage our students
 Technology
 What if?
 Choice
 Problem posing
 Investigations
 Open questions
 Instructional strategies
 Cooperative learning
 Challenge
 Math talk learning
 Active learning (MINASS)
communities
 Big ideas
 Focus on math processes
 Deep learning
 Real world
 Problem solving
Technology
Placemat
Table sharing
CHOICE
Explicit
Implicit
Brain Stuff
Serotonin
Cortisol
Explicit Choice
 Menus
 RAFT
 Learning Contracts
 Tiered Assignments
 Cubing
 Choice Boards
Where to find some Math samples
http://www.edugains.ca/newsite/di/
dilearningexamples.html
Menus
 A differentiated instruction strategy
 All tasks based on a common
topic/theme/big idea
 Side dishes can vary based on learning style,
interest or readiness
 Desserts can be “fun” or enrichment
 May be a multi-day structure
Menus
Today’s Menu Choices
SD Task A
Side Dishes (Choose 2)
SD Task B SD Task C SD Task D
Task E
Main Course (Must be chosen)
MC Task
Desserts (Optional—may choose 1 if you wish)
D Task A D Task B D Task C
SD
Menus
2-5-8
Total 19
Menus
Today’s Menu Choices (T A C K)
K Task A
Side Dishes (Choose 2)
K Task B K Task C K Task D
Main Course (Must be chosen)
T Task
Desserts (Choose 1)
A Task A A Task B A Task C
K Task E
RAFT
Role
Audience
Format
Topic
e2r
Learning Contracts
Structured
Self Directed
e
Tiered Assignments
e
Cubing
Choice Boards
e
Think-Tac-Toe
CHOICE—some considerations
 Motivation
 Can be used in instruction or assessment
 Differentiated instruction
 Bounded choice
 Maximum 5 choices (e.g. choose 3 out of 5)
 If a mix of compulsory and choice, lead with
choice
Investigations
Placemat
Table Share
Instructional Strategies
 Jigsaw
 Placemat
 Frayer Models
 Concept Attainment
 Anticipation Guides
 Inside/Outside Circle
 Graffiti and Gallery Walk
 Snowball
 Ticket to Leave
Home Groups
Expert Subgroups
JIGSAW
Frayer Model
Frayer Model version 2
 YES Examples
 NO Examples
 Conjecture Concept
 Testers
•Do before unit of study
•Conjecture results
•Activate prior knowledge
•NOT a pretest
•Come back at end of unit
A
B
C
D
Snowball
 Provides closure to class
 Demonstrate understanding
 Reflection
 Application
 Evaluation
 Extension
Challenge
Table Graffiti
Table Share
-
Csíkszentmihályi (1990)
Active Learning (MINASS)
 Yarn it
 Live normal
 Barbie bungee
 Case study
 Surveys
 Perms and combs
 MMM
 Sorting activities
 Crossword puzzles
Yarn It
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Rules:
Use the circle of yarn to make each of the shapes listed below.
Everyone in the group must keep both hands on the yarn at all times.
Each shape must be inspected by a supervisor before going on to the next shape.
Be prepared to justify that your solution is correct.
Make these shapes:
A triangle
An isosceles triangle
A right triangle
A rectangle
A square
A parallelogram that is not a rhombus
A hexagon
Three equilateral triangles
Four congruent triangles
Five non-congruent triangles
Three parallelograms that are not rectangles
Three hexagons with the greatest possible number of shared sides
A cube
Real World
Placemat
Table sharing
Problem Solving/What If?/Problem
Posing/Open Questions
 Trapezoidal tables
 Leaking cylinders
 Liquid assets
Trapezoidal Tables Task
Sally set up trapezoidal tables as shown below. The diagrams below show how many
people can sit around one table, two tables and three tables.
1 table
2 tables
3 tables
Sally says 39 people can sit around 12 tables that are pushed together like the pictures
shown. Is she correct? Justify your choice.
Show your thinking and your work.
Liquid Assets
Liquid Assets Evaluation
 Sketch your glass:
 Sketch a graph of what happens to the liquid:
Written justification for your graph:
Cooperative Learning/MTLC
Table chat
Big Ideas/Focus on Math Processes
 Big Ideas—Marian Small
 Math Processes—www.edugains.ca
 http://www.edugains.ca/newsite/math/mathprocesses
.html
 TIPS PPQ
 http://www.edugains.ca/resources/LearningMaterials/
TIPS/TIPS_PPQ/MPM1D_Volume_for_Surface_Area
.pdf
Deep Learning
Deep learning has three
dimensions: higher order
thinking, integrative learning,
and critical reflection
(Campbell & Cabrera, 2014)
Deep Learning—some strategies
 Bloom/Marzano Taxonomies
 Mind Maps
 Concept Maps
 Webbing
 Journals
Your TICKET TO LEAVE
 List
 3 ideas that were new to you
 2 ideas you will implement in your classroom
 1 idea you will investigate further
 Share with a partner
Blast off!!
jirvine2@brocku.ca
Those who can, do
Those who can’t,
teach
George Bernard Shaw
Man and Superman, 1903
Those who know, do
Those who
understand, teach
Aristotle
384-322 BCE