New Staff Training 2012-2013
July 27, 2012
Warm Up: What’s wrong with this picture?
An Opening Thought
“Unless students are paying attention to
the instruction, it does not matter how
good the lesson may be otherwise.
Engaging and involving students on task
is what management is all about. It is the
precondition for instruction, the sine qua
non for curriculum implementation.”
- Jon Saphier & Robert Gower, The Skillful Teacher
Session Aims & Agenda
Session Aims:
GTWBAT learn and use 14
different strategies to ensure
high levels of student
engagement in their lessons
GTWBAT analyze lesson
video and identify the
specific moves that great
teachers make to increase
student engagement
GTWBAT evaluate the
engagement strategies used
by presenters in this week’s
training
Session Agenda:
• Warm Up / Quick Quiz (10 min)
• Moves from the Taxonomy: Cold
Call and Call & Response (30)
• Games / Competitions (10)
• Vegas (12)
• Kinesthetic Moves (10)
• More Strategies for High Student
Engagement / Evaluate Us (10 min)
• Increasing Student Participation (4)
• Your Turn  (3 min)
Quick Quiz – Get ready to “flash” your answer
What is the name of the engagement
technique when a teacher asks a student
a question regardless of whether that
student has his/her hand in the air?
A.
B.
C.
D.
Everyone writes
Cold call
Salt
Winging it
Quick Quiz 
The following are all advantages of cold calling, except:
A. Cold calling enables you to check for student
understanding effectively and systematically
B. Cold calling increases your pacing and the rate at
which you can cover material
C. Cold calling creates an expectation in the classroom
that all students need to be paying attention at all
times
D. Cold calling is a way of cleverly disciplining a child
who is off-task
Doug Lemov is a really smart guy 
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Taxonomy Technique #1: Cold Call
Key Idea: Call on students regardless of whether
they have raised their hands in order to reinforce
the expectation that everyone is expected to be
engaged and on task
4 Keys to Effective Cold Calling:
Predictable
Systematic
Positive
Scaffolded
Clip Notes: Cold Call
Clip
1
2
sss
What made the teacher’s use of this technique successful?
Quick Quiz 
The following are all purposes of the call
and response technique except:
A. Academic review and reinforcement
B. High-energy fun
C. Making sure scholars in the class next
door aren’t sleeping
D. Behavioral reinforcement
Quick Quiz 
The key to effective use of “call and response”
is to:
A. Have a reliable and effective cue routine to trigger
an all-student response
B. Only use it when you are asking a really
sophisticated, multi-part question
C. Have fun cheers that your scholars know how to
do on your signal
D. Only use it when you don’t know the answer to a
question and are hoping the kids do
Quick Quiz 
The following are all successful cue options for
call and response except:
A.
B.
C.
D.
“One, two, ready you”
“What does chaos mean?”
“U Penn, it’s your turn …”
Dropping your hand from your shoulder to
your waist
Taxonomy Technique #2: Call and Response
Key Idea: Using choral group response
(you ask; the whole class responds in
unison) can provide excellent academic
review and reinforcement and help to
build a culture of positive, energetic
engagement in your classroom.
Call & Response Cues
It is incredibly important that students
understand what kind of response you want
(e.g., everyone responds, one student
responds, raised hands or response from all).
There are 4 types of cues:
• Count-based cue
• Group prompt
• Non-verbal gesture
• Specialized routine
Clip Notes: Call and Response
Clip
1
2
sss
Questions / strategies you saw the teacher use
A Quick Note On Using Games
Effectively …
The key to a rigorous, engaging game is to
have every scholar doing the work
Team Competition!!!
– (-2)
+ (25% of 40)
- # of sides in a
pentagon
2
8
Let’s Do This Again 
3
2 +(-7)
- (10% of 40)
+ # of sides of a
octagon
Thanks, Chi!
19
 Vegas
20
Let’s Get Moving!
Kinesthetic
Reminders
Kinesthetic Vocabulary
Commotion: Lots of movement
and noise
Absurd: Ridiculous, something that
makes no sense
Your Turn 
Get into groups of 3
Teach your teammates one effective kinesthetic
move or song with hand-motions that reinforces
essential content
Be prepared to teach it to the rest of us!
More Strategies for High Student Engagement
Whole-Class Flash
o Mini White Boards
o Paper Flash
o Card Flash
o  KEYS: Cue everyone to flash at once; students need to write
big enough for the teacher @ the front to see
Turn & Talk
•  KEYS: Seating arrangement
Hand Signals
o Raise your hand if you agree / disagree; thumbs up / thumbs down
o Sign Language
o  KEY: Ensure that participation is authentic through cold calling,
show hands clearly, not allowed to look side-to-side
More Strategies for High Student Engagement
Pre-Work Before Response
o Think-Pair-Share
o Everyone writes
o  KEYS: Hold scholars accountable for being on task, monitor talk and
independent work
Pepper / Rapid Questioning
Group Work
o  KEYS: Everybody has a clear role and has to do the work; who gets called on
/ presents is random
Class Discussion
o
o
o
o
o
“Co-Sign” / “Rejoice”
Desk Pound
Ask a student to summarize or react to what a peer just said
Accountable Talk (see sentence starters from Academic Rigor session)
Clear rubrics
4-Corners/Continuum line up
Engagement Tools – Evaluate US 
 Teacher Enthusiasm =
Student Enthusiasm
 Cold Call
 Call and Response
 Vegas








Chants & cheers
Hooks
Humor
Activities structured with intentional
“J” factor
Move, Move, Move, Move!
Pepper
Everyone Writes
Whole Class Flash









Kinesthetic Reinforcement
Hand Signals
Think-Pair-Share
Competitions / Games
Rejoice / Co-Sign
4-Corners / Line Up
Accountable Talk
Group work
Other engagement
strategies you saw
presenters use this week:
27
Increasing Student Participation
Making class participation an explicit part of the
child’s grade in the class
o 0-2 score for every student every day
o Tracking sheets for # of times a scholar
participates
Tickets
Individual goal-setting
Other strategies?
Your Turn – Exit Ticket
Take one of your aims from this week (or use mine) and select TWO
specific strategies that you will use to maximize student engagement
in that lesson
Aim: ________________________________________________
____________________________________________________
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Extra Aims if you need them ….
SWBAT identify key elements of allegory by
analyzing “The Terrible Things.”
SWBAT revise writing for pronoun/antecedent
agreement by checking that they match in
gender and number
SWBAT add and subtract fractions with unlike
denominators
30