WELCOME
DQ5: ENGAGING STUDENTS
SEMINOLE COUNTY
PUBLIC SCHOOLS
 Please sign in and collect materials.
(Choose 3 colored sheets of paper.)
 Sit 3 to a table.
 Fold all three colored sheets of
paper in half hamburger style.
(Do NOT tear.)
 Complete the bell work activity
provided at your table on a half
sheet of colored paper.
BEV PERRAULT
DONNA HUNZIKER
SEMINOLE COUNTY
PUBLIC SCHOOLS
WELCOME
DQ5: ENGAGING STUDENTS
Please sit 3 to a table and
complete your
Bell Work Activity
Wow!
4 Minutes
My students were really
engaged in this lesson!
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
Fold your colored sheet of paper in
half. (Do NOT tear.)
On a half sheet, write about a time
when your students were highly
engaged in learning.
Underline or highlight the elements
of the lesson and environment that
resulted in this high level of
engagement.
GROUP NORMS
Are Respectful of Other’s Opinions and
Listen with an Open Mind; Limit the Use of
Electronics for Checking Emails to Breaks;
Focus on Instructional Model and not
Evaluation Process
Collaborate in Group Work
Take Responsibility for Engaging in Learning
and Continuous Growth
It’s Okay to have Fun! Suffering is Optional.
Resources on Web page
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Select Instructional Model and Evaluation
under Departments.
PowerPoint Presentations, along with district
PD schedule, are found under the Learning
Opportunities tab.
Additional information may be found under
the Teacher Resources tab.
You are welcome use an electronic device to
open this presentation from our webpage.
GOAL
The participant will be
able to use strategies
to effectively engage
students in learning.
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Fold three sheets of colored paper in half hamburger style.
Select two sheets and along the fold, cut one inch from
the top and the bottom.
Third Sheet: From one inch in from top and bottom, cut
along the fold. (Do not cut to the edges.)
 Thread
the first set of two sheets through the center
cut of the third sheet.
Label the cover of your academic journal:
DESIGN QUESTION 5
WHAT WILL I DO TO HELP
ENGAGE STUDENTS?
Label the back of your academic journal:
RESOURCES
“Researchers agree that
engaged students learn more,
retain more, and enjoy learning
activities more than students
who are not engaged.”
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of
the Literature”
Questions of Engagement
How do I feel?
 Am I interested?
 Is this important?
 Can I do this?

- Marzano
Table Discussion
In
your journal, create a
graphic organizer about your
engaging lesson. (3 minutes)
 Identify
the elements and
environment that increased
engagement.
Share your graphic organizer
at your table. (1 minute each
person)

31. Providing Opportunities for Students to
Appropriately Talk about Themselves
The teacher provides students with opportunities to relate
what is being addressed in class to their personal interests
Teacher Evidence
 Teacher is aware of student interests and makes connections
between these interests and class content
 Teacher structures activities that ask students to make
connections between the content and their personal interests
 When students are explaining how content relates to their
personal interests, the teacher appears encouraging and
interested
31. Providing Opportunities for Students to
Appropriately Talk about Themselves
The teacher provides students with opportunities to relate
what is being addressed in class to their personal interests
Student Evidence
 Students engage in activities that require them to make
connections between their personal interests and the content
 When asked, students explain how making connections between
content and their personal interests engages them and helps
them better understand the content
Self-motivation
 Comes
from a desire to achieve
understanding for the enjoyment of
learning or to accomplish a personal
goal, rather than for a reward or incentive
 Intrinsically motivated students tend to
access more of their previous learning
and creativity in new learning
experiences
 Extrinsically motivated students tend to
retain less and show a weaker
commitment to learning
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the
Literature”
Students are motivated to engage when…
Motivation
See Value in
the Learning
Believe They
Can Learn It
Can make an Emotional/Personal
Link to the Content/Process
(Relate to Prior Knowledge/Experiences)
Understanding Engagement is not…
Rocket science!
Nuclear physics!
But it is critical to learning…
following are some basic concepts!
29. Demonstrating Intensity and Enthusiasm
The teacher demonstrates intensity and enthusiasm for the
content in a variety of ways.
Teacher Evidence
 Teacher describes personal experiences that relate to the
content
 Teacher signals excitement for content by:
 Physical gestures
 Voice tone
 Dramatization of information
 Teacher overtly adjusts energy level
https://www.teachingchannel.org/videos/b
est-teachingadvice?utm_source=Alpha+List&utm_camp
aign=239a89574dNewsletter_December_8_2012&utm_medium
=email
29. Demonstrating Intensity and Enthusiasm
The teacher demonstrates intensity and enthusiasm for the
content in a variety of ways.
Student Evidence
 When asked, students say that the teacher “likes the content”
and “likes teaching”
 Students’ attention levels increase when the teacher
demonstrates enthusiasm and intensity for the content
Teacher Passion
 https://www.teachingchannel.org/videos
/best-teachingadvice?utm_source=Alpha+List&utm_ca
mpaign=239a89574dNewsletter_December_8_2012&utm_medi
um=email
36. Acknowledging Students’ Interests and
Backgrounds
The teacher uses students’ interests and background to
produce a climate of acceptance and community
Teacher Evidence
 Teacher has side discussions with students about events in their
lives
 Teacher has discussions with students about topics in which they
are interested
 Teacher builds student interests into lessons
Student Evidence
 When asked, students describe the teacher as someone who
knows them and/or is interested in them
 Students respond when teacher demonstrates understanding of
their interests and background
 When asked students say they feel accepted
Learning Relationships
“Students show increased effort in
classroom activities when teachers take an
interest in students as individuals, get to
know them by name, and talk to them not
only in the classroom but during other
activities in the school as well.”
-Dr. Richard Jones, “Strengthening Student Engagement,” 2008
32. Presenting Unusual or Intriguing
Information
The teacher uses unusual or intriguing information about
the content in a manner that enhances student
engagement.
Teacher Evidence
 Teacher systematically provides interesting facts and details
about the content
 Teacher encourages students to identify interesting information
about the content
 Teacher engages students in activities like “Believe it or not”
about the content
 Teacher uses guest speakers to provide unusual information
about the content
32. Presenting Unusual or Intriguing
Information
The teacher uses unusual or intriguing information about
the content in a manner that enhances student
engagement.
Student Evidence
 Students’ attention increases when unusual information is
presented about the content
 When asked, students explain how the unusual information makes
them more interested in the content
Intriguing Picture Activity

On a page in your academic journal, label your sheet
with the following underlined words/phrases:
1) What facts & details do I
notice?
2) 5 Senses: What do I taste,
hear, see, touch, smell?
3) What questions/ideas do I 4) Class Application: How
have when I view this
can I use this type of
picture?
activity with my students?
Photograph used with permission.
– Daniela White Images
While viewing the photograph, complete
each section of your graphic organizer.
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1st participant shares a single fact
or detail from section 1.
Rotate clockwise for each
participant to share a single fact
or detail from section 1, not
shared by another team member.
Participants may add to graphic
organizers as the team shares.
Repeat for Sections 2-4. (Share
only one item from each section.)
Photograph used with permission.
– Daniela White Images
Share your ideas and borrow someone's ideas!
Student Feedback: What kind of
work do you find engaging? What
kind of work do you hate?
 Students
stated that the most engaging
work “allowed for creativity, sparked
curiosity, provided an opportunity to work
with others, and provided a feeling of
success.”
 Students responded that they hated work
that was “repetitive, required no thought,
or was forced upon them.”
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the
Literature”
Working on the Work
 Schlechty
is credited with the “Working on
the Work” theory.
 When teachers work on the quality of the
work, student engagement will increase.
 Increased engagement will result in
increased academic performance as
students work harder to achieve desired
results.
 This is known as the “WOW” framework
-Elizabeth R. Bowen, “Student Engagement and Its Relation to Quality Work Design: A Review of the
Literature”
Activity
Read & Reflect Response Cards
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Number your whiteboard 1-4.
Read “Schlechty Center on Engagement.”
Whoever has the red plate, draw a question
card; read the question aloud and think about
your answer. Verbally answer the question
using evidence from the text. Participants with
blue plates should agree, add on, or disagree
and tell why.
Every participant records answer on plate.
(both red & blue plates)
Rotate plates clockwise one person.
Repeat.
“I need to get at least 92% on this assignment to
get straight A’s this semester. Then my GPA will be
4.421 & I’ll be in the top 10 of my graduating class.”
This is an example of
A. Cognitive Engagement
B. Strategic Compliance
C. Ritual Compliance
D. Rebellion
Explain using evidence from the text.
What distinguishes
strategic compliance from
ritual compliance?
Explain using evidence from the text.
What is the impact to
learning when a student is
cognitively engaged rather
than compliant?
Explain using evidence from the text.
How might you move a
student from Retreatism to
Cognitively Engaged?
Explain using evidence from the text.
Schlechty
“The tasks students are assigned and
the activities students are
encouraged to undertake are clearly
linked in the minds of the teacher
and the students to problems, issues,
products, performances, and
exhibitions about which the students
care and upon which students place
value.”
-Schlechty, Shaking Up the Schoolhouse 2001, p. 113
In your academic journal,
write about student
engagement reflecting on what
you learned from the Schlechty
Article.
Add notes on how you might use
the “Read & Reflect Response
Cards” activity and white boards
(plastic plates) in your classroom.
Teacher Actions
“Teachers can foster an environment
conducive to student engagement by
practicing small, seemingly unimportant
activities: greeting students at the door,
making eye contact, allowing enough
“wait” time when expecting a student to
answer a question before moving on to
another student, dignifying wrong
responses, repeating a question, or giving
hints that will encourage students to try
again.”
-Marzano, A Different Kind of Classroom, 1992
Managing Response Rates
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Participants leave their “home” group and
meet in “expert” groups.
Read, Discuss & Plan – 20 minutes
Individually read provided article. Expert
groups discuss the content and plan how
to present the information to the whole
group.
Presentation – 5 minutes or less each
Each Expert Group will present examples of
the assigned questioning techniques.
Group Presentations
During
each presentation record
information about Managing
Response Rates in your academic.
Include note on how you might use
these strategies with your students.
26. Managing Response Rates
The teacher uses response rate techniques to maintain
student engagement in questions.
Teacher Evidence
 Teacher uses wait time
 Teacher uses response cards
 Teacher has students use hand signals to respond to questions
 Teacher uses choral response
 Teacher uses technology to keep track of students’ responses
 Teacher uses response chaining
Student Evidence
 Multiple students or the entire class responds to questions posed
by the teacher
 When asked, students can describe their thinking about specific
questions posed by the teacher
27. Using Physical Movement
The teacher uses physical movement to maintain student
engagement.
Teacher Evidence
 Teacher has students stand up and stretch or related activities
when their energy is low
 Teacher uses activities that require students to physically move to
respond do questions
 Vote with your feet
 Go to the part of the room that represents the answer you
agree with
 Teacher has students physically act out or model content to
increase energy and engagement
 Teacher use give-one-get one activities that require students to
move about the room
27. Using Physical Movement
The teacher uses physical movement to maintain student
engagement.
Student Evidence
 Students engage in the physical activities designed by the
teacher
 When asked, students can explain how the physical movement
keeps their interest and helps them learn
24. Noticing & Reacting When Students are
Not Engaged
The teacher scans the room making note of when
students are not engaged and takes overt action.
Teacher Evidence
 Teacher notices when specific students or groups of students are
not engaged
 Teacher notices when the energy level in the room is low
 Teacher takes action to re-engage students
Student Evidence
 Students appear aware of the fact that the teacher is taking
note of their level of engagement
 Students try to increase their level of engagement when
prompted
 When asked, students explain that the teacher expects high
levels of engagement
25. Using Academic Games
The teacher uses academic games and inconsequential
competition to maintain student engagement.
Teacher Evidence
 Teacher uses structured games such as Jeopardy!, family feud,
and the like
 Teacher develops impromptu games such as making a game out
of which answer might be correct for a given question
 Teacher uses friendly competition along with classroom games
Student Evidence
 Students engage in the games with some enthusiasm
 When asked, students can explain how the games keep their
interest and help them learn or remember content
Modeling the Game
Talk a Mile a Minute Game
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Project a subject with a list of related
vocabulary.
Participants are in pairs. Participant A will
face the screen and Participant B will have
his/her back to the screen.
While facing the screen, Participant A
describe each word on the list by giving
clues. Clues may not include any of the
words or the subject.
Participant B will guess individual vocabulary
words and will name the general subject.
Vocabulary may be skipped and returned to
later.
We need two volunteers to model this game.
Subject: Types of Animals
Mammal
Reptile
Amphibian
Bird
Insect
Fish
Spider
You have 15 seconds to find a
partner who is not at your table.
Partner A is closest to the ceiling!
Round 1
• Partner A faces screen &
gives clues.
• Partner B has back to screen
and responds to clues.
Subject: Abraham Lincoln
Civil War
President
Emancipation Proclamation
Gettysburg Address
Assassination
John Wilkes Booth
Ford’s Theater
Round 2 – Exchange Roles
• Partner B faces screen &
gives clues.
• Partner A has back to screen
and responds to clues.
(Partner A is closest to the ceiling!)
Subject: Engaging Students
Noticing and Reacting When Students are Not Engaged
Using Academic Games
Managing Response Rates
Using Physical Movement
Maintaining a Lively Pace
Demonstrating Intensity and Enthusiasm
Presenting Unusual or Intriguing Information
Classroom Application
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Return to your tables.
Discuss how you can use the
“Talk a Mile a Minute” game in
your classroom? – 3 minutes
Reflect in your Journal. – 2 min.
28. Maintaining a Lively Pace
The teacher uses pacing techniques to maintain students’
engagement.
Teacher Evidence
 Teacher employs crisp transitions from one activity to another
 Teacher alters pace appropriately (i.e. speeds up and slows
down)
Student Evidence
 Students quickly adapt to transitions and re-engage when a new
activity is begun
 When asked about the pace of the class, students describe it as
not too fast or not too slow
30. Using Friendly Controversy Among
Students (team talk)*
The teacher uses friendly controversy techniques to
maintain student engagement.
Teacher Evidence
 Teacher structures mini-debates about the content
 Teacher has students examine multiple perspectives and opinions
about the content
 Teacher elicits different opinions on content from members of the
class
30. Using Friendly Controversy Among
Students (team talk)*
The teacher uses friendly controversy techniques to
maintain student engagement.
Student Evidence
 Students engage in friendly controversy activities with enhanced
engagement
 When asked, students describe friendly controversy activities as
“stimulating,” “fun,” and so on
 When asked, students explain how a friendly controversy activity
helped them better understand the content
In which instructional method is
cognitive engagement the highest?
Engagement
Instructional Method
Rank
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Laboratory (Hands-on
work)
Group work
Presentation
(creating/making)
Individualized (seat)
work
Class discussions
(whole group T-led)
Teacher lecture
Is the Learning
Active/Passive?
1
2
Active for all
3
Active for all
4
Passive for all
5
Passive for most
6
Passive for all
Active for all
Sources: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000); Valentine (NSDC Conference (December, 2010)
Engagement and Instructional
Methods
 When
compared to teacher lecture learning
experiences, the odds that students will be cognitively
engaged are:

125% higher during group learning experiences

115% higher during a laboratory learning experiences

90% higher during class presentation learning experiences

70% higher during individualized learning experiences
Source: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000)
Classroom Application
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
Reflect in your Journal on what
elements create cognitive
engaging activities. – 3 minutes
Identify one strategy that you
will implement in the next week.
Take responsibility for student
engagement practices.
“It is primarily the teacher’s
responsibility to engage the
students, as opposed to the
teacher expecting students to
come to class naturally and
automatically engaged.”
-Dr. Richard Jones, “Strengthening Student Engagement,” 2008