Professional Development to Practice
Engaging Student
Learners
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Handouts
Pre- and Post Tests
Critical Design Qualities of Student Work
(Schlechty)
Student Engagement Graphic Organizer
Minds on Fire (Kathleen Cushman)
Student Survey (Grant Wiggins)
Growth Guides and Growth Guide Organizer
Practice Profile, Fidelity Checklist, Action Plan
Professional Development to Practice
Purpose and Content
Learning Objective:
Learn to recognize, plan, and apply high student
engagement practices, strategies, and techniques for all
learning, regardless of grade level or content area.
Expectations for the training:
Participants will be able to recognize and describe the
lesson design qualities that promote engagement.
Participants will be able to select and incorporate effective
unit and lesson design qualities.
Professional Development to Practice
Approximate Times for Sections of Presentation
Section
Appx Time
Handouts /Items Needed
Antiques Roadshow*
10 minutes
(Pretest afterward)
Suitcase Mystery*
20 minutes
Prepare cases; index cards, pens
Part 1: Motivation
30 minutes
“Minds on Fire”, chart paper, markers
Part 2: Engagement
25 minutes
Schlechty Design Qualities, sticky notes
Part 3: Checking for
Engaging Qualities
1 hour
Sticky notes, graphic organizer, access to Internet
for Teaching Channel videos, access to Wiggins’
survey and blog
Part 4: Enhancing
Lessons and Units*
25-30 minutes
This could be an optional piece; it involves
accessing DESE’s Proven Practices online, or
making hard copies for participants to use. Should
still make participants aware of this resource.
Part 5: SelfAssessment and
Reflection
25-30 minutes
Chart paper, markers
Part 6: Next Steps
20-30 minutes
Practice Profile, Fidelity Checklist, Next Steps
Planner, Post-test
*Optional section
Professional Development to Practice
Engaging Student Learners
Effect Size and Connection to
Missouri Teaching Standards
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Effective Teaching/Learning
Practices
Engaging Student Learners
Professional Development to Practice
Effect Size
Hattie, J. (2009). Visible Learning. New York: Routledge
Hattie, J. (2012). Visible Learning for Teachers. New York: Routledge
Professional Development to Practice
Engaging Student Learners
(.48 Effect Size)
Hattie, J. (2009). Visible Learning. New York: Routledge
Hattie, J. (2012). Visible Learning for Teachers. New York: Routledge
Professional Development to Practice
Connection to Missouri Teaching Standards
Standard 1, Quality Indicator 2: Engaging Students in
Subject Matter
Standard 4, Quality Indicator 1: Instructional
Strategies Leading to Student Engagement in Problem
Solving and Critical Thinking
Standard 4, Quality Indicator 2: Appropriate Use of
Instructional Resources to Enhance Student Learning
Standard 5, Quality Indicator 1: Classroom
Management, Motivation, and Engagement
Professional Development to Practice
Opening & Introductions
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
How do I know my students are
engaged, and not just compliant?
Professional Development to Practice
Introductions: Antiques Roadshow
Your team has two minutes to locate the oldest
item brought by one of your team members
today. It might be a coin, picture, ring, etc.
The owner of the oldest item will introduce
him/herself first, sharing name, school district,
and what his/her duties are. Give a brief
history of the “antique” being shared.
Other team members will then introduce
themselves.
Professional Development to Practice
Session-at-a-Glance
Definition and Clarification of Student Engagement
Practice
 Hattie Effect Size
Identifying the qualities and conditions of
engagement
Application of qualities of engagement to a lesson
Self-Assessment and Reflection
Summarize and Organize
Professional Development to Practice
Norms
Begin and end on time.
Be an engaged participant.
Be an active listener—open to new ideas.
Use notes for sidebar conversations.
Use electronics respectfully.
Professional Development to Practice
Essential Question
How do teachers effectively
engage students?
Professional Development to Practice
Guiding Questions
What connects motivation and engagement?
What are components of high student
engagement?
What actions, practices, strategies, and
techniques promote high engagement for all
learners?
How can teachers assess lessons and units for
engaging qualities?
Professional Development to Practice
Optional Opening Activity: Suitcase Mystery
 Use if there is time to open with an engaging activity.
 Preparation is required beforehand; a suitcase will need to be packed with around a dozen
items. For a large group, you may need two suitcases. If the group is very large, this activity is
not appropriate.
 Scenario: The goal is to describe the suitcase and its contents as accurately as possible,
because this case has been left behind at the airport in the baggage claim area.
 In order to help the baggage handlers unite the bag with its owner, participants need to
describe the items inside as clearly as possible and match them to the type of person who
would use them. The goal is NOT trying to find a name, just the type of person.
 After describing the outside of the case, open it and have participants select an item for their
team to describe. If they choose a pair of jeans, they might record, “They’re light-colored
jeans. They are old and worn. They have a tear on the back pocket. The pants are ragged on
the bottom.” Have them sketch the item also. They will be talking and trying to surmise who this
might be.
 Ask teams, one by one, to show the item to everyone and read their description. When
everyone is finished, come to consensus about who this might be.
 Collect the index cards and place them in the suitcase.
Professional Development to Practice
Suitcase Mystery
Imagine this suitcase was left at the
airport or train station without any
identification. In order for the baggage handlers
to return the suitcase to its owner, they are
going to have to describe the suitcase and items
inside as precisely as they can in order to match
them to the person who would own them.
Professional Development to Practice
Suitcase Mystery
What words can be used to describe this
suitcase? Write a description on your index
card, and be as specific as possible.
Professional Development to Practice
Suitcase Mystery
Partner up—choose something from the
suitcase…write a description of the item you
selected on the other side of your index card.
Draw a picture of the item, too.
Begin to consider who this person might
be…
Professional Development to Practice
Suitcase Mystery
Who was this person?
Professional Development to Practice
Processing the Suitcase Activity
What kinds of thinking and collaboration
skills and strategies did you use?
Did you change your mind when you began
to articulate your thinking? Why?
Were you motivated? Engaged?
FINALLY: Consider the grade level and
content you teach…how might you use a similar
activity to begin a unit? Please share.
Professional Development to Practice
Part One: Define and Clarify
“Motivation”
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Thinking About Motivation
Create teams of 3 or 4, or table teams.
On a sticky note, first answer the following
questions solo:
Who was your favorite teacher?
Why was s/he your favorite?
As a team, share your findings and note:
What characteristics do your favorites have in
common?
Each team will share with the larger group.
Professional Development to Practice
Motivation
In general terms, student motivation refers to a
student’s willingness, need, desire and compulsion to
participate in, and be successful in, the learning process.
…Students who are motivated to engage in school
select tasks at the border of their competencies, initiate
action when given the opportunity, and exert intense
effort and concentration in the implementation of
learning tasks; they show generally positive emotions
during ongoing action, including enthusiasm, optimism,
curiosity, and interest.
Brewster, Fager 2000
Professional Development to Practice
Motivating Students to Engage in
Class Activities
It only makes sense that the more interesting an
assignment is, the more likely students are to
immerse themselves in the task and stick with it
through completion. Even highly motivated
students need school work that actively
engages them by building on their interests and
prior knowledge.
Brewster, Fager 2000
Professional Development to Practice
Understanding Motivation: Center
of Gravity Summary
Move into teams.
Read the assigned section of “Minds on Fire” by
Kathleen Cushman.
Teams complete a “Center of Gravity” summary by
recording on chart paper to share aloud-The most important paragraph, and why;
The most important sentence, and why;
The most important word, and why;
A connection between motivation and mastery learning.
Professional Development to Practice
Motivation: Minds on Fire
“To be motivated means to be moved to do
something. A person who feels no impetus or
inspiration to act is unmotivated, whereas
someone who is energized or activated toward
an end is considered motivated.
In the classroom setting, student motivation
refers to the degree to which a student puts
effort into and focus on learning in order to
achieve successful outcomes.”
Saeed, Zyngier 2012
Professional Development to Practice
Motivation and Engagement
“To assess student motivation researchers also
have to examine engagement in and as part of
learning, understanding or mastery of the
knowledge…high levels of engagement show
high levels of motivation.”
Saeed, Zyngier 2012
Professional Development to Practice
John Hattie’s Concerns
“No manner of school reform will be successful
until we first face and resolve the engagement
problem–
Too many students are ‘physically present but
psychologically absent’.
Students can be easily confused.
Many are bored.
Students spend 85% of their time listening to a
teacher talking”.
Professional Development to Practice
Part 2: Defining Engagement
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Definition of Engagement
In education, student engagement refers to the degree
of attention, curiosity, interest, optimism, and passion that
students show when they are learning or being taught,
which extends to the level of motivation they have to
learn and progress in their education. Generally
speaking, the concept of “student engagement” is
predicated on the belief that learning improves when
students are inquisitive, interested, or inspired, and that
learning tends to suffer when students are bored,
dispassionate, disaffected, or otherwise “disengaged.”
Professional Development to Practice
Components of Engagement
The student is attentive; he/she pays attention to and
focuses on the tasks associated with the work being
done.
The student is committed (without the promise of
extrinsic rewards or the threat of negative
consequence).
The student is persistent. He/she sticks to the task
even when it presents difficulty.
The student finds meaning and value in the tasks of
the work.
Phillip C. Schlechty (2011)
Professional Development to Practice
Engaged students make a
“….psychological investment in learning.
They try hard to learn what school
offers. They take pride not simply in
earning the formal indicators of success
(grades), but in understanding the
material and incorporating or
internalizing it in their lives.”
Fred Newmann 1992
Professional Development to Practice
Discussion: Research on Engagement
Teachers and students were asked two
questions:
1. What kind of work do you find engaging?
Work that allowed for creativity, sparked curiosity,
provided an opportunity to work with others, and
produced a feeling of success.
2. What kind of work do you hate?
Work that was repetitive, required no thought, or was
forced on them.
Discuss: Recall what we said about our favorite teachers…
Strong, Silver, and Robinson (1995)
Professional Development to Practice
Teachers Can Heighten Student
Engagement
What research tell us about student
engagement:
Engagement is associated with student
achievement.
Teachers can increase and decrease engagement,
depending on classroom environment.
There are a variety of ways to evaluate student
engagement.
Parsons, Nuland, Parsons. 2014
Professional Development to Practice
“Student Engagement is Malleable”
“Student engagement is malleable, and
teachers have the ability to design contexts and
tasks that encourage or discourage student
engagement. Teachers create an engaging
environment by fostering cooperation,
positiveness, and tasks that are authentic,
collaborative, and challenging.”
Parsons, Nuland, Parsons. 2014
Professional Development to Practice
“The core business of our schools is to
ensure that every student, every day, is
provided challenging, interesting, and
satisfying work.”
Phillip Schlechty
Professional Development to Practice
How do I go about
incorporating
elements of
engagement?
What will a lesson
look like? Sound
like?
Professional Development to Practice
Lesson Design Qualities
Phillip Schlechty proposed a Framework for
Lesson Design Qualities of Student Work.
1. Design Qualities of Context
These are must-haves
2. Design Qualities of Choice
Not all must be present in a lesson
Professional Development to Practice
Schlechty’s Proposed
Design Qualities of Context:
Must-Haves
Content and Substance
Organization and Knowledge
Clear and Compelling Product
Standards
Protection from Adverse Consequences
Professional Development to Practice
Schlechty’s Design Qualities of
Choice: Not All Must be
Present
Product Focus
Affirmation of Performance
Affiliation
Novelty and Variety
Choice
Authenticity
Lessons may contain a combination of these.
Professional Development to Practice
Critical Design Qualities Jigsaw
After counting off and creating teams, read
and summarize Schlechty’s Critical Design
Qualities of Student Work in 9 words or less.
Record on a Sticky Note.
Be ready to share your summary with the
group.
Handout: Critical Design Qualities of Student Work
Professional Development to Practice
The Design Qualities Enhance
Student Engagement
“Student engagement refers to the
degree of attention, curiosity, interest,
value, and perseverance that students
show when they are learning or being
taught.”
Professional Development to Practice
Creating Engaging Lessons
Since the design qualities of engaging
work are definable and distinct, the next
task is to recognize and observe them in
practice.
Professional Development to Practice
Part Three: Identifying and
Checking For Engaging Qualities
in Teacher Practice
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Students Who Are Engaged…
learn at high levels and have a profound grasp
of what they learn,
retain what they learn, and
can transfer what they learn to new contexts.
Phillip Schlechty
Professional Development to Practice
Students Who Are Strategically
Compliant…
learn at high levels but have a superficial
grasp of what they learn,
do not retain what they learn, and
usually cannot transfer what they learn from
one context to another.
Professional Development to Practice
Unpack “Strategically
Compliant” and “Engaged”
With a shoulder partner, discuss what teachers
will see and hear when students are engaged
rather than just compliant. Jot your thoughts on
a sticky note.
Engaged
Compliant
Professional Development to Practice
Engagement
“Student engagement cannot be directly
observed and is ‘difficult to define
operationally, but we know it when we see it,
and we know it when it is missing.’” Newman
“Engagement is active. It requires the students
to be attentive as well as in attendance; it
requires the students to be committed to the
task and find some inherent value in what he or
she is being asked to do.”
Schlechty
Professional Development to Practice
Application: Identifying and
Checking for Student Engagement
Using what you have learned about lesson design
qualities for engagement and what one would
expect to see and hear from engaged students,
evaluate the Tiny House video, a building unit, by
using the Student Engagement Graphic Organizer.
Does Tiny House contain the design concepts of context?
Mark all you observe.
Does it contain design concepts of choice? Which ones?
Does it exemplify an engaging lesson?
Handout: Student Engagement Graphic Organizer
Professional Development to Practice
Organizer for Identifying the
Critical Design Qualities
Definition
Clear and Apparent
Missing or Unclear
Product Focus
Student
Engagement
Phillip
Schlechty’s
Design
Qualities of
Student Work:
Context (Must
be present)
Content and
Substance
What is to be learned and the
level of student interest in the
subject or topic
Organization of
Knowledge
How the work is organized—
problem solving approach,
discovery approach, didactic
teaching—with consideration
for learning styles that are
assumed or are to be
addressed
Clear and
Compelling
Product
Standards
The extent to which students
are clear about what they are
to do, what the products they
produce would look like, what
standards will be applied to
evaluate these products and
their performances, and how
much value students attach to
the standards that are to be
used; that is, do the students
believe in the standards and
see them as personally
compelling?
Protection
from Adverse
Consequences
for Initial
Failures
Extent to which the task is
designed so students feel free
to try without fear that initial
failures will bring them
humiliation, implicit
punishment, or negative
sanctions
Definition
The opportunity to structure tasks
and activities so that what students
are to learn is linked to some
product, performance, or exhibition
to which the student attaches
personal value.
Affirmation of
Performance
The possibility of designing tasks
and activities so that the
performance of students is made
visible to persons who are
significant in their lives, as well as
designing the work in ways that
make it clear that the quality of the
performance of the student has
meaning and value to peers and
others whose opinions the student
values and cares about.
Affiliation
The possibility of designing tasks so
that students are provided the
opportunity to work with peers as
well as with parents, outside
experts, and other adults, including
but not limited to the teacher.
Novelty and
Variety
The possibility of providing students
the opportunity to employ a wide
range of media and approaches
when engaged in the activities
assigned and encouraged.
Choice
The possibility of designing tasks
and activities so that students can
exercise choice either in what they
are to learn or how they go about
learning that which it is required
that they learn.
Authenticity
The possibility of linking learning
tasks to things that are of real
interest to the student, especially
when the student is not interested
in learning what adults have
determined s/he needs to learn.
Clear and Apparent
Missing or Unclear
Handout: Organizer of Schlechty’s Design Qualities
Professional Development to Practice
Video from Teaching Channel
Tiny House
https://www.teachingchannel.org/videos/tinyhouse-collaborative-project-hth
Professional Development to Practice
Engaging Students
Watch the next video. Once again, look for
Schlechty’s Critical Design Elements.
This time, watch as a Critical Friend.
On an organizer, mark all the design qualities you observe.
Compare your organizer with that of a table partner or
team member.
What necessary elements were missing, if any?
How could the lesson be improved?
Handout: Student Engagement Graphic Organizer
Professional Development to Practice
Video from Teaching Channel
“Keep it or Junk It”
https://www.teachingchannel.org/videos/stude
nt-run-lesson
Professional Development to Practice
Checking a Lesson for Engaging
Design Qualities
The goal is not to redesign each lesson, or to
present an alternate plan for writing lesson plans.
The goal is to purposely incorporate qualities that
will enhance and promote student engagement.
Then we can consider the degree of attention,
curiosity, interest, value, and perseverance that
students show when they are learning or being taught.
Professional Development to Practice
Teacher Reflection: Checking For
and Sustaining Student Engagement
Teachers should seek feedback from students as
to the success of the teaching, providing criteria
for younger or inexperienced student
evaluators.
Teachers should then reflect on their own
performance; how can lessons be changed in
order to be more engaging?
Professional Development to Practice
Getting Feedback: Teachers Need
to Evaluate Student Engagement
One means of assessment is observation:
Do students talk about their learning outside of
class?
Can students handle mild frustration?
Do students have the strategies they need in order
to persevere?
Do they participate in class discussions?
Are they enthusiastic?
Do they have a positive attitude?
Professional Development to Practice
Sample Survey from Grant Wiggins
Examine a copy of Wiggins’ online student
survey.
https://grantwiggins.files.wordpress.com/2014
/10/ae-student-survey-2014-15.pdf
What kinds of information and feedback
would teachers receive?
Handout: Wiggins Student Survey Instrument
Professional Development to Practice
Activity: Constructing an
Engagement Assessment Instrument
Consider your grade level and teaching goals.
With a colleague or team, create an end-ofunit Student Survey with no more than 4
questions: what questions would you ask
students that would indicate students were
engaged?
When time is called, each team will share one
of their questions with the whole group.
Professional Development to Practice
More From a Student’s Viewpoint
What a veteran teacher observed after
shadowing students aligns with what Hattie warns
about, (too much teacher talk, too little student
participation) and what Schlechty’s model
suggests needs to be implemented.
http://grantwiggins.wordpress.com/2014/10/10/a-veteranteacher-turned-coach-shadows-2-students-for-2-days-a-soberinglesson-learned/
Professional Development to Practice
Designing Engaging Work
We have learned to recognize and define
engaging design qualities in lessons.
We have practiced creating an assessment
instrument to check for student engagement.
The next task is to consider our own lessons and
how to enhance them with the design qualities
of engagement.
Professional Development to Practice
Part 4: Enhancing Lessons and Units
Using the Design Qualities of
Engagement--Accessing and Using
DESE’s Proven Practice Documents
Featuring the work of Robert J.
Marzano, John Hattie, Doug Lemov
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Qualities that Help Increase Student
Engagement
DESE has provided “Research and Proven
Practices” documents on its website to help
educators as they review and develop lessons
with engaging qualities.
These guides provide numerous strategies,
techniques, and practices recommended by John
Hattie, Robert Marzano, and Doug Lemov.
Professional Development to Practice
Locating the Documents
Access the DESE website
In the Search bar, enter either
Growth Guide Marzano
Growth Guide Lemov
Growth Guide Hattie
Professional Development to Practice
Proven Practices Expert Groups
As a team, examine the growth guides for
Standard1,Quality Indicator 2: Student
Engagement in Subject Matter
Complete the organizer by choosing one
practice/technique/strategy from each
researcher that you could implement to
increase student engagement in a current lesson
or unit.
Be ready to share with the whole group.
Professional Development to Practice
Part 5: Self-Assessment and
Reflection
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Engaging Student Learners
What have you taught that started fires in the
minds of students?
How will you enhance lessons to engage
student learners?
Professional Development to Practice
Self-Assessment: Graffiti Wall
Activity
As a team, discuss-- and then design a new
lesson to share. Use what you have learned about
the design qualities of student engagement to
create the lesson.
Splash a lesson title, grade level, and the main
lesson components in an attention-grabbing way
on chart paper using markers, “graffiti style.”
Post the lesson.
Professional Development to Practice
Take an Alley Walk
Take an “Alley Walk” around the room and,
using colored markers, note and applaud
appropriate design elements that will increase
student engagement.
Write in suggestions for other engaging
strategies.
Use the Schlechty handout and Growth Guide
information if needed.
Professional Development to Practice
Part Six: Where Are You Going?
Planning Next Steps
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Practice Profile
Professional Development to Practice
Implementation Fidelity
Engaging Student Learners PRACTICE: IMPLEMENTATION FIDELITY CHECKLIST
Instructions: This checklist is designed for frequent checking on the fidelity of implementing the Engaging Student Learners Practice.
It is suggested that educators self-monitor their fidelity daily during early implementation. An on-site coach may also observe and
use this form to record fidelity. Completed checklists can be discussed during coaching conversations. If the number of ‘Yes’ items is
repeatedly fewer than four, (4), then coaching may be beneficial.
Teacher…
Yes
1
Includes design elements of Content
and Substance, Organization of
Knowledge, Clear and Compelling
Product Standards, and Protection from
Adverse Consequences for Initial
Failures in lessons.
2
Includes a design element of choice:
Product Focus, Affirmation of
Performance, Affiliation, Novelty and
Variety, Choice, and Authenticity.
3
Monitors students to observe that they
are attentive, committed, persistent,
and find meaning and value in tasks.
4
Seeks end-of-unit student input and
reflection on the qualities of
engagement.
5
Refers to the Proven Practices on the
DESE website in order to include
strategies and techniques to enhance
student engagement.
Total
Partially
No
If partially or no, explain.
Professional Development to Practice
Next Steps: Action=Results
Next Steps: Actions = Results
Content Focus
Collaborative Data Teams
Effective Teaching/Learning Practices
School: _________________________
Common Formative Assessment
Data-based Decision-making
Date Next Steps Form Written:_______________________________
Teams (e.g. grade level or content): _________________________________________________________________________________
Action Planned
What?
Responsible
Person(s)
Who?
Timeline
When?
Resources/Support Needed
Results
So What?
What steps will you take to start
implementing?
Professional Development to Practice
Sources

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
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Brewster & Fager. Increasing Student Engagement and Motivation: From Time on Task to Homework
Northwest Regional Educational Laboratory. Oct. 2000.
Cushman, Kathleen. “Minds On Fire”. Educational Leadership. Dec. 2013/Jan. 2014. 38-43.
Culham, Ruth. 6+1 Traits of Writing: The Complete Guide for the Primary Grades. Scholastic, 2005.
Dack, Hillary and Tomlinson, Carol Ann. Searching for the Irresistible. kappanmagazine.org. V95 N8. 43-47.
Daniels, Kevin. 2014 MSDC Conference presentation. Creating Conditions for the Highly Engaged Classroom
and Student. Kevin.daniel@raypec.org
Gardiner, Steve. Stop the Pay, Stop the Play. Kappanmagazine.org. 39-42. V95 N8.
Hattie, John. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. 2009.
Missouri Department of Education Website. Growth Guide. http://dese.mo.gov/sites/default/files/02GrowthGuide.pdf
Parsons, Seth A.; Nuland, Leila Richey; Parsons, Allison Ward. The ABCs of Student Engagement.
kappanmagazine.org. 23-27. V95 N8.
Schlechty, Phillip. Introduction to the Schlechty Center. www.schlechtycenter.org.
Saeed, Zyngier. How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of
Education and Learning; Vol. 1, No. 2; 2012. Accessed 2/25/15.
Wiggins, Grant. Blog. http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-
turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/
Professional Development to Practice
Teacher Resources
 For research and proven practices with regard to implementing
teaching standards in the classroom, see the following:
 http://dese.mo.gov/sites/default/files/09-ResearchProvenPracticesMarzano.pdf
 http://dese.mo.gov/sites/default/files/10-ResearchProvenPracticesHattie.pdf
 http://dese.mo.gov/sites/default/files/11-ResearchProvenPracticesTLAC.pdf
 https://www.teachingchannel.org/?gclid=CLTb7LCG_sMCFYI6
gQodTE0AUg