Starter:
You have been given an index card with a quote from
research related to student engagement.
Please read and reflect on the quote.
Then on the back of the card, write down your personal
connection or takeaway at this point.
Engage Me! (I’m Waiting.)
Presented by:
Laura Davis, Ed.S.,
School Transformation Coach, NCDPI
Lakisha Rice, Ed.D.
FCS Director, Office of Professional Learning
Essential Questions:
• Why is student engagement important in effective
classrooms?
• What are teachers and students doing in a highly
engaged classroom?
• How do instructional leaders grow a school culture
that supports authentic learning?
Why is Student Engagement Important
in Effective Classrooms?
NCEES Standard I expects teachers to lead in their
classrooms by empowering students.
NCEES Standard II states:
“Teachers establish a respectful environment for a
diverse population of students.”
Talk to a shoulder partner now about what these
standards have to do with engagement.
What are teachers and students doing
in an engaged classroom?
The look-fors in the rubric for NCEES Standard II:
A. An environment in which each child has a positive,
nurturing relationship with caring adults.
B. Diversity is embraced.
C. Students are treated as individuals.
D. Teaching is adapted for the benefit of special
needs.
E. Collaboration with families and significant adults.
How do Instructional Leaders Grow A
School Culture that Supports Authentic
Learning?
NCEES Standard 2 for Building Leaders expects:
“The school executive must be knowledgeable of best
instructional and school practices and must use
this knowledge to:
cause the creation of collaborative structures within the
school
for the design of highly engaging schoolwork for
students,
the on-going peer review of this work and
the sharing of this work throughout the professional
community.”
Research on Engagement:
Tea Party Activity:
There were different quotes on index cards that were
handed out when you came in. You read, reflected and
wrote on your card.
Now, you will get up and mingle about the room, stopping
to talk to another person every minute.
At each stop:
•
•
•
Read your card
to your partner
Tell him/her
what your
connection/take
away was
Look for
commonalities
What Motivates & Engages Students?
Sass, 1989
•
•
•
•
•
•
•
•
Instructor enthusiasm
Active involvement
Relevance
Organization
Appropriate difficulty
Variety
Concrete/Understandable
Examples
Relationship/Rapport
Marzano/Pickering, 2010
•
•
•
Teacher positive demeanor
Movement with rehearsal to
lift energy
Four Major Questions:
•
•
•
•
•
•
•
How do I feel?
Am I interested?
Is this important?
Can I do this?
Pacing and Wait Time
Teacher/student relationship
Student Self-Efficacy
Partners with Whiteboards
Locate your other shoulder partner.
Listen to each statement, then discuss with your partner
whether it is true or false.
Record your answer on your whiteboard.
When asked, hold up your board to show the class.
Be prepared to defend your answer.
Numbered Heads Together
Gather in groups of Four people.
Number off 1-4 within your group.
Quietly discuss each statement and determine if it is
true or false and why.
Make sure everyone in your group is prepared to
explain the group’s answer.
The instructor will choose one number.
Everyone in the room with that number will stand and
be prepared to explain.
Debrief
Compare and contrast the two engagement activities
from the point of view of the students, then from the
point of view of the teacher.
Partners with White
Boards
Point of View
Teacher’s
Student’s
Numbered Heads
Together
People Generally Remember:
Classroom Energizers
www.eatsmartmovemorenc.com
https://www.gonoodle.com/play/gonoodle
Consider the following as we
re-assemble for our next section:
1. What engages students?
2. What does an engaged classroom look/sound
like?
3. How can instructional
leaders and peer teachers
support student engagement
throughout a building?
Analyzing A Lesson Plan
1. Take the lesson plan in your packet and underline the
objective.
2. Examine the instructional strategies and determine if
they are aligned with the objective. Place a check by
those that ARE.
3. Take a yellow highlighter and highlight the portions of
the lesson that reflect teacher actions.
4. Take a blue highlighter and highlight the portions of the
lesson that reflect student actions.
5. Rate from 1-10 the level of student engagement you
would expect to see in this class as evidenced by the
lesson plan.
Engagement Checklist
Examine the “Student Engagement Walkthrough
Checklist” provided at your tables.
Based on the lesson plan you just observed, jot down
some “look-fors” you might expect during an actual
observation of that lesson.
Discussion: Lesson plans alone don’t tell the story.
Instructional activities are never enough. We have to
look for the impact of the planned activities on student
learning, and the evidence for our judgment.
Evidence/Im
pact
On your table is a data
collection sheet to use
during actual
observations.
Video observation of lesson
from lesson plan
8th Grade Math
HUMAN THERMOMETER:
Reflect on the video in terms of evidence of
student engagement only.
Decide a rating from 1-10 with 1 being no
evidence of engagement at all and 10 being
perfectly engaged students with maximum
learning occurring.
Take your video activity scripting chart with you.
Without talking about it, arrange yourselves
in a human thermometer across the room.
Cupid Shuffle by “Cupid”
Timed Pair Share
Identify a partner at your table. Decide who
is partner A and who is partner B.
You will each speak for 1 minute sharing
your take-aways from this lesson
plan/observation activity.
We will tell you when it is time to switch.
Debrief
What feedback or coaching
would you give this
teacher?
Restroom Break
https://www.gonoodle.com/play/zumba-kids/youlike-to-move-it
Consider the following as we
re-assemble for our next section:
1. Why is student engagement necessary for an
effective classroom?
2. How can you determine if students are truly
engaged?
3. How may leaders best support authentic
learning for all students school-wide?
How Can Leaders/Peer Coaches Help?
• Analyze lesson plans for evidence of engagement.
• Visit classrooms regularly and stay at least 10 mins.
• Observe teacher proximity to students.
• Absorb energy level in classrooms.
• Make notes about pace and transitions.
• Ask students, “What are you learning?”
• Visit PLCs regularly and spark the conversation.
• Ask teachers to share best practices with this focus.
• Highlight successes in weekly bulletin.
• Model expectations in how you conduct staff
meetings and PD.
Directions: Write your thoughts about the topic in your
section of the placemat at your table. Your prompt is
“What is student engagement?”
Benefit: All learners reflect, participate, and
engage with others, extending their learning while
accomplishing a task.
“Blue Velvet” -- Instrumental
Exemplar video with
evidence/impact data
collection
http://fw.to/0ieTWjX
https://www.teachingchannel.org/videos/directinstruction-lesson-tips
Growing the Culture
Depends on Clear
Communication
http://www.schooltube.com/video/7836329a6ed6462cb5
26/Xtranormal%20Rigor%20in%20the%20Classroom
So, how DO we coach teachers?
Situation
Behavior
Impact
Next
Steps
Ken Blanchard, author of The One Minute Manager,
recommends the model above for giving effective feedback
to employees.
So, how DO we coach
teachers?
Situation
Behavior
Impact
Next
Steps
Video of poor lesson
https://www.youtube.com/watch?v=uhiCFdWeQfA
So, how DO we coach
teachers?
Situation
Behavior
Impact
Next
Steps
Go Noodle Brain Break
https://www.gonoodle.com/play/koo-koo-kanga-roo/iget-loose
Coming into the Home Stretch!
School-wide Systemic
Practices are Key
http://www.edutopia.org/stw-school-turnaround
Reflecting on Student
Engagement checklist
Commitment vs.
Compliance
Build relationship so students want to work for you. (How
do I feel?)
Provide choices in research, projects, assignments, and
work products to increase student ownership. (Is this
important to me?)
Establish relevance and connection to their lives today
so students see the meaning in learning. (Am I
interested?)
Build student efficacy (Can I do this?) through rubrics
and exemplars, modeling, and scaffolding work so that
all students can successfully complete work that is
rigorous for them.
Toolkit of Engagement Strategies Used:
ESSENTIAL QUESTIONS
TEA PARTY
STUDENT RESPONSE WHITE BOARDS
NUMBERED HEADS TOGETHER
COMPARE AND CONTRAST CHART
CONSENSUS PLACEMAT
VIDEO ADVANCE ORGANIZER
HUMAN THERMOMETER
TIMED PAIR SHARE
CLASSROOM ENERGIZERS and GoNOODLE
ROLE PLAY
SBIN COACHING MODEL
MUSIC AND TIMERS
“Eastwood” – Brad Paisley, featuring Clint Eastwood
Teaching Tools• Relationships!
• Access Prior Knowledge
• Collaboration
• Variety of Strategies
• 80/20 Student to Teacher Talk
Ratio
Principal ToolsExamine Student Work Products
• Observe the Tone and Body Language of Teachers and
Students
• Note Teacher Proximity
• Examine lesson plans for intent to engage
• Document Use of Varied Strategies
• Look For Established NON-NEGOTIABLES
• SBIN Model for coaching
In closure, we ask you to do the following:
1. Take 30 seconds to find a partner in this room and do steps
2-4 below, then return to your seat for final
instructions.
2. Share with your partner an engagement strategy
you will commit to using with your staff or students this week.
3. Share with your partner how you will commit to
integrating the SBIN model in your coaching practices
this week.
4. Commit to a day and time this week when you will follow up
with each other through email, meeting or phone call.
5. Keep it!
“Ain’t No Mountain High Enough” – Marvin Gaye and Tammi
Terrell
Resources
Dale, E. (1969). Audiovisual methods in teaching. NY: Dryden Press. Retrieved from https://
www.etsu.edu/uged/etsu1000/documents/Dales_Cone_of_Experience.pdf
Gordon, G. (2006). Building engaged schools, NY: Gallup Press.
Jackson, R.R., Smith, J.R. (2009). Never work harder than your students: The journey to great
teaching. Alexandria, VA: ASCD.
Kagan, Spencer & Kagan, Miguel. (2009). Kagan cooperative learning. San Clemente, CA:
Kagan Publishing.
Marzano, R., & Pickering, D. (2010). The highly engaged classroom. Bloomington, IN: Marzano
Research.
Prensky, M. (2005). Engage me or enrage me: What today’s learners demand. EDUCAUSE
Review, 40(5).
Sass, E. J. "Motivation in the college classroom: What students tell us." Teaching of
psychology, 1989,16(2), 86-88.
Schlechty, P. C. (2002) Working on the work: An action plan for teachers, principals, and
superintendents. San Francisco: Jossey-Bass.