Student Engagement Strategies and Critical Thinking CTE Professional Development Session Session 2 - 2015 Bellwork How can you become a teacher that students will remember forever? Do this on the yellow bellwork log in your binder. IcebreakerShare Wear Think about something you are wearing today that might have an interesting story behind it. Share your story with your table and decide who has the BEST story and share it with the rest of the class. Section Objective Topic: Meaningful Feedback Do: Level Identify and discuss effective ways to provide meaningful feedback of Thinking: Understanding Read the first page of the article, “Giving Student Feedback: 20 Tips to Do It Right “. Think about these questions while reading. How does feedback relate to the learning process? What is the ultimate goal of providing feedback to our students? What happens when feedback is negative? How can you become a teacher that students will remember forever? So exactly what is feedback? Feedback is any response from a teacher in regard to a students performance or behavior. It can be verbal, written or a gesture. JIGSAW Read 2 (assigned) tips from the article. Explain your 2 tips to the group. Put a star next to the tips you already do well Highlight the tips that you will work to improve upon. The Feedback Link to Engagement Correction can’t happen without feedback Feedback can’t happen without monitoring Monitoring can’t happen without student responses through active engagement Key Features of Feedback Occurs frequently Descriptive Timely/Frequent Highly Specific Corrective/reinforcing Non-punitive 3,2,1 Closure on Feedback 3 key features of feedback 2 ways you plan to provide effective feedback 1 question or comment you still have about feedback Closure Topic: Lesson Planning/Closure Do: Identify and discuss effective ways to close a lesson Level of Thinking: Understanding Closure… What is it … and why is it important to have it every day? ◦ On your slates, answer this prompt. Closure is what the instructor does to facilitate wrap up of the end of a lesson. It is a quick review of what should have been learned It should come from your students It should provide you with information for planning for the next day 34 Engaging Closure Ideas Highlight two closure examples that you have used or think you would like to use. Explain how to implement your choices to the class. Class will do a “thumbs up or thumbs down” if this is something they like too. Closure 3-W’s 1. What did I learn today about Closure? 2. So What? (relevancy, importance, usefulness) 3. Now What? (How does this fit into what I am doing in the classroom) Section objective Topic: Student Engagement Do: Define Student Engagement / Critical Thinking Identify simple and more structured ways to incorporate more engagement into your informational lessons Examine the significance of feedback Level of Thinking: Analyzing Engagement strategies provide opportunities for formative feedback Teachers can check for understanding through the effective use of engagement strategies that indicate levels of understanding These strategies can be a way to assess every student every day and provide them with valuable feedback. Engagement is emphasized in the Framework for Teaching Engagement is key to: Domain 3 – Instruction ◦ Engaging students in learning Activities and assignments Grouping of students ◦ Using assessment in instruction Monitoring of student learning Feedback to students Domain 1 – Planning and Preparation ◦ Learning activities & Instructional groups Domain 2 – The Classroom Environment ◦ Culture for learning, Classroom procedures, & Instructional groups Crucial Points for Setting up engaging activities Set rules in advance BE SPECIFIC with your expectations Management – Monitor closely! Insist on participation from all Re-teach expectations as needed Look at the Article from Schlechty Center on engagement… Your task: With a highlighter and/or pencil in hand, read to the article. Anonymously On an index card, write a text-dependent question about what you read. Please write legibly enough for others to read and understand your question! It’s our job! Teachers must take responsibility for engaging their students – Do not expect them to come to class engaged! Break Time! Topic: Student Thinking Do: • Identify characteristics of critical thinkers and how teachers can encourage higher level thinking • Think creatively Levels of thinking: Understanding / Applying Thinking is… any mental activity that helps formulate or solve a problem, make a decision, or fulfill a desire to understand searching for answers or reaching for meaning Replace Mind-stuffing with Mind-building By teaching students to ◦ ◦ ◦ ◦ ◦ ◦ Look for connections between ideas Explain their thinking Test hypotheses Identify errors in reasoning Solve problems Come up with their own questions Slate Activity Independently, write down two things that you think would be characteristics of good thinkers Compare among your table group Characteristics of Critical Thinkers Curious Risk taker Creative / Imaginative Flexible Interested in the thinking process (metacognitive) Interest in one’s own attitudes, beliefs, and values Good listeners Characteristics of Critical Thinkers (continued) Desire to base judgments on evidence Reflective – ponder ideas of self and others Tolerance of complexity, ambiguity and controversy Seeks connections between ideas Willingness to consider others’ points of view Skills Possessed by Critical Thinkers (They Can and Do:) Define problems Identify and pursue promising lines of inquiry Ask worthwhile questions Test hypotheses Interpret factual data Evaluate ideas Identify bias and reliability of sources Skills possessed by critical thinkers (continued) Detect errors in thinking Draw conclusions from evidence Recognizes when evidence is insufficient Test ideas to make sure they are sound Two stages of thinking: Creative – produce ideas Evaluative – judge ideas Creative Thinking break in the action! In 3 minutes write down as many similarities as you can think of between a chicken and a grape Processing Task: Independently scan through the handout What Teachers Can Do to Guide Students to be Deeper Thinkers Highlight anything that you think is realistic for you to do in your class! Specific things the teacher can do to help students become better thinkers: Teach students about metacognition – being aware of one’s own thinking by modeling thinkalouds and encouraging them to self-assess Provide learning activities that require problem solving Provide opportunities for students to generate ideas Encourage risk taking Create a culture of “explanation” instead of a culture of “right answer” Why is it important to teach students to become better thinkers? LOTS of reasons, including… They will be more independent in problem solving, and less reliant on you They will be better prepared to be successful in college and careers The AzMerit assessment will be evaluating both the students’ answers and the mental processes that lead to them Using a variety of strategies is key to setting the stage for students to think critically… Get out the Engagement Strategies list from last week! From the list of strategies be prepared to share one with the group that you thought was “doable” in your situation. Crucial Points for Setting up engaging activities Set rules in advance BE SPECIFIC with your expectations Management – Monitor closely! Insist on participation from all Re-teach expectations as needed On your slates With your group determine at least three specific instructions you would give your students related to USING whiteboards (slates) as an engagement strategy In a couple of minutes I will call on nonvolunteers from each group to share! Onto some of the Active Engagement Strategies! Response Cards Hold up a card to indicate your answer Let’s try this! Each of you has a set – as each slide is shown hold up the card that matches your “take” on the strategy Write on your Slates Independently - What do you think would be the biggest challenge in using engagement strategies in your classes? Think-Pair-Share Do not think students will do this proficiently without much direction and practice! The following slides will illustrate how to teach the process Think / Pair / Share This time around I am going to let you choose your partner If there are an uneven number of people at your table, three people can work together Raise your hand when you know who your partner is Decide who partner “A” is and who is “B” When we do this strategy I will pose a question that is important enough for me to want you to really think about it and share your ideas (There should not be one obvious answer – the goal is to share IDEAS!) Think / Pair / Share After adequate time to think I will ask you to share your ideas with your partner Let’s try it! Here’s your question: What’s an example of a think-pair-share question you could use in a lesson? Think “B” partners share first I will call on non-volunteers to share, and if you are called you can give either your answer or your partner’s! Give One-Get One Draw a vertical line down the middle of a piece of paper Write 3-5 ideas or answers to the question in the left column When time is called rotate and exchange ideas Write new ideas gained from your peers in the right column 48 Numbered Heads 4 Students Number 1-4 Teacher-Posed Question or Prompt allow groups to process and one “number” from the group responds Or… use the numbers to create new groups for subsequent activities! Identification Underline Circle or Highlight key vocabulary or key concepts 4 Stations or Corners • Move with your group to your assigned station • Discuss the activity and take notes • Move to the next station when time is called Sort Sort the cards or items into groups Create a label for each group you are creating Be prepared to share Predict Work independently or with your group to predict the outcome to the scenario Be prepared to share Jigsaw 1. Each group member is assigned a different portion of the text to read 2. Read your selection 3. Optional: Have “expert groups” discuss the part of article they read with one person from each group forming new expert groups 4. Teach your section to the rest of the group 5. Be prepared to share your learning with the whole group K-W-L What I know What I would like to learn What I learned Or K-P-(Predict)-L Partner A turn to partner B. Tell or teach your partner the two most important things you have learned so far about... Switch roles and repeat the process. Graphic Organizer Write down information from the text or presentation into your graphic organizer OUTCOME STATEMENTS I need more help with . . . 3 - 2 - 1 3 important terms 2 ideas or facts you would like to know more about 1 skill or concept that you have mastered Ticket out the door •Write directions here. •Write closure question here. •Be sure it aligns to lesson objective. 21 48 37 13 14 18 23 In 12 words or less, summarize the most important aspects from today's lesson. Snapshot Write a “snapshot” of today’s learning in 25 words or less. Minute Paper You have one minute to write down the key points of today’s lesson. Be prepared to share. Find Someone Who… Find someone who can answer one of the questions on your handout. Have them write the answer and sign your paper. Now, find a different person to answer another question. Keep going until all of the questions are answered. Active Learning Checklist Assessment If we have time for this… Take a look at the tool that can be used to for teachers to evaluate their lessons. Closure – 12 word summary! On a Post-it use EXACTLY 12 words to respond to this prompt: Why is incorporating active engagement strategies an important component to ALL informational lessons?