This document summarizes a presentation on engaging students given by Faye Brownlie. It discusses various frameworks for engagement, including giving students voice and choice in assignments. Examples are provided of teachers who incorporated more student choice into their lessons, which increased engagement and understanding. Strategies presented include backwards design, formative assessment, and incorporating movement and collaboration into science lessons on electricity and atoms. The overall message is that providing opportunities for student choice and active learning can boost engagement.
1. Tuning
In:
Engaging
All
Learners
March
16th,
2012
Fort
La
Bosse
Secondary
Teachers
Faye
Brownlie
www.
slideshare.net
2. Learning
IntenBons
• I
have
a
beEer
idea
of
what
counts
in
engaging
students.
• I
have
a
plan
to
incorporate
a
different
teaching
strategy/sequence
into
my
teaching.
• I
have
a
plan
to
increase
student
choice
in
my
assignments
or
in
my
assessments.
3. Engagement
• Schlechty:
high
aEenBon
and
commitment
–
task
or
acBvity
has
inherent
meaning
or
value
to
the
student
• Stuart
Shanker
–
self-‐regulaBon;
calmly
focused
and
alert
• Karen
Hume
–
competence,
creaBvity,
context,
community,
challenge
• Brownlie
and
Schnellert
–
voice
and
choice
4. Highly Engaged
Source:
Schlechty
Center
for
Leadership
in
School
Reform.
(2006).
Accessed
online
at
h"p://www.stlucie.k12.fl.us/includes/PDWeb/Files/Engagement.ppt
Accessed
December
2,
2007.
5. The
Progress
Principle:
Using
Small
Wins
to
Ignite
Joy,
Engagement,
and
CreaBvity
at
Work
–
Amabile
&
Kramer
• Analyzed
238
electronic
daily
diaries
from
people
doing
innovaBve
work
in
7
companies
• What
was
the
#1
source
of
engagement?
6. #1
source
of
engagement
• Making
progress
on
a
task
that
day,
no
maEer
how
trivial
7. Causes
of
disengagement
• Micro-‐management
or
a
lack
of
autonomy
• Failure
of
management
to
communicate
clear
goals
11. Universal Design for Learning
MulBple
means:
-‐to
tap
into
background
knowledge,
to
acBvate
prior
knowledge,
to
increase
engagement
and
moBvaBon
-‐to
acquire
the
informaBon
and
knowledge
to
process
new
ideas
and
informaBon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
12. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001
13. Erica
Foote,
Princess
Margaret
Secondary
• If
students
were
given
the
opportunity
(4
Bmes
per
semester)
to
show
what
they
know
in
different
ways,
would
it
not
only
increase
their
interest
and
effort
but
also
increase
their
understanding?
14. English
10
• 4
wriBng
assignments,
4
choice
assignments
– PowerPoint
presentaBons,
drawing,
poetry,
collages,
creaBng
their
own
test
with
answer
keys,
presenBng
their
informaBon
orally
or
using
drama
to
represent
their
thinking
• 6
students
• AFL
strategies
– Ranked
exemplars
with
the
PS
– Analyzed
the
exemplars
to
co-‐create
criteria
– Used
the
criteria
for
their
work
– Ownership
–
with
choice
15. 2
wriBng
2
choice
assignments
–
demonstrate
your
knowledge
&
understanding
of
various
literature
Not
yet
Approaching
Mee4ng
Exceeding
%/#
WriBng
16/2
41/5
25/3
16/2
(essay/
paragraph)
Choice
0/0
16/2
33/4
50/6
16. Erica’s
ReflecBons
• 100%
of
students
reported
they
liked
the
choice
and
wanted
to
do
have
choices
again
in
another
semester
• 91%
of
students
felt
they
did
beEer
with
choice
• About
50%
sBll
chose
some
form
of
wriBng
when
given
a
choice,
but
liked
the
choice
• Fewer
complained
about
the
non-‐choice
wriBng
assignments
• Fewer
assignments
were
handed
in
late
17. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
acBve,
collaboraBve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science),
2011.
18. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
19. • Individually,
brainstorm
what
you
can
recall
about
the
characterisBcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaBons,
label
an
atom…)
• Exit
slip:
2
characterisBcs
you
want
to
remember
about
atoms.
20. The
Atom
• All
maEer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaBve
and
posiBve
charges.
• Electrons
have
a
negaBve
charge;
protons
have
a
posiBve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
negaBvely
or
posiBvely
charged,
depending
on
the
raBo
of
protons
and
neutrons.
21. Lit
12:
pracBce
without
penalty
Naryn
Searcy,
PenBcton
• Goal:
learn
how
to
represent
your
understanding
of
a
poem
in
a
different
ways
• Poet:
Robert
Burns
– Auld
Lang
Syne
(read
aloud)
– To
a
Mouse
(teams)
22. 1.
Read
aloud
and
pracBce
stanza
with
partner
2.
Connect
to
themes:
– Mankind
has
broken
its
union
with
nature
– Even
our
best
laid
plans
open
do
not
work
out
3.
Microcosm
&
universal
truths
26. Robert
Burns
(1759-‐1796)To
a
Mouse
On
Turning
Up
Her
Nest
with
the
Plough,
November,
1785
Wee,
sleeket,
cowrin,
4m'rous
beas4e,
Oh,
what
a
panic's
in
thy
breas4e!
Thou
need
na
start
awa
sae
hasty
Wi'
bickerin
braTle!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
paTle!
27.
28.
29. Reduced Poem
Poor
liEle
mouse
petrified
Don’t
run
away
quickly!
Humans
break
nature’s
contract
–
theme
1
No
trust
well
deserved
You
don’t
request
much
Have
too
much
myself
Oh
your
house
gone!
December
approaches
uncomfortably
close
Security
beneath
the
chill
Soon
destroyed
with
cut
Home
lost
high
price
Not
alone
in
lesson:
Best
plans
open
fail
–
theme
2
Mouse
lucky
because
humans
Regret
past/fear
future
30. A
Change
Journey
–
Jacob
Martens,
gr.
8
science,
11
physics
• Self-‐regulaBon
• Inquiry
and
criBcal
thinking
• engagement
• Jacob’s
blog:
hEp://martensvsb.wordpress.com
31. KinemaBcs
• The
future
locaBon
and
moBon
of
objects
can
be
predicted
based
on
their
past
locaBon
and
moBon.
32. B
D
A
Learning
Inten4ons
-‐
Knowing
I
can
define
and
relate
the
terms:
clock
reading,
posi4on
and
event.
I
can
differenBate
between
a
clock
reading
and
a
4me
interval.
I
can
define
and
relate
distance
and
average
speed.
I
can
define
and
relate
displacement
and
average
velocity.
I
can
differenBate
between
scalars
and
vectors.
I
can
define
instantaneous
velocity
and
instantaneous
speed.
33. B
D
A
Learning
Inten4ons
-‐
Doing
I
can
solve
problems
involving:
displacement,
Bme
interval,
and
average
velocity.
I
can
construct
posiBon-‐Bme
graphs
based
on
data
from
various
sources.
I
can
use
posiBon-‐Bme
graphs
to
determine:
•displacement
&
average
velocity
•distance
travelled
&
average
speed
•instantaneous
velocity
I
can
construct
velocity-‐Bme
graphs
based
on
data
from
various
sources.
43. What
I
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
quesBon
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informaBon.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
quesBons
that
they
asked
were
open
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.
44. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
3
boxes.
One
is
labeled
APPLES,
one
ORANGES
and
one
APPLES
AND
ORANGES.
All
the
boxes
are
labeled
incorrectly.
Pick
one
piece
of
fruit
from
one
box
and
re-‐label
all
the
labels
correctly.
45. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
20
socks
in
the
drawer,
10
are
blue,
10
are
brown.
What
is
the
minimum
number
of
socks
you
can
pull
out
to
make
a
pair?
47. How
to
read
the
text
–
co-‐teaching
• Think
aloud
– Model
– Guided
pracBce
– Read
independently
48. Learning Intentions
•I can slow down my reading to really
understand the text
•I can describe the strategies my partner
and I use to make sense as we read
49. Mountain
Climate
Many
things
affect
a
mountain’s
climate.
One
factor
is
alBtude.
AlBtude
is
the
height
of
a
mountain
about
sea
level.
At
the
base
of
a
mountain
the
climate
can
be
warmer.
Higher
up,
it
will
be
much
colder.
p.
6.,
In
the
Mountains
50. Farming
The
growing
season
in
the
mountains
is
open
shorter
than
in
low-‐lying
regions.
Winters
are
also
colder.
Farmers
plant
corn,
beans,
potatoes,
and
other
hardy
crops.
These
plants
grow
well
in
cold
regions.
p.23
51. Farmers
in
the
mountains
have
found
special
ways
to
grow
their
crops.
In
some
areas
they
cut
giant
steps
in
the
side
of
the
mountain.
This
technique
is
called
terracing.
Terracing
keeps
soil
and
water
from
washing
downhill.
p.23
52. InformaBon
Circles
• Select
4-‐5
different
arBcles,
focused
on
central
topic
or
theme.
• Present
arBcles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
meeBng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
arBcle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-‐alike
groups
and
present
their
informaBon
from
their
arBcle.
54. Double-‐Entry
Response
Journals
–
InformaBon
Circles
• Choose
a
book
that
works
for
you
• Be
prepared
to
enter
a
conversaBon
with
others
who
are
reading
the
same
book.
• Choose
a
secBon
of
the
text
to
read
aloud
to
start
the
conversaBon
• Create
a
double-‐entry
response
journal
to
show
your
thinking
about
some
aspect
of
what
you
have
read
55. Communicating Mathematically
• Sit
back
to
back
with
a
partner
• Partner
A
observes
the
diagram
and
describes
it
to
partner
B
• Partner
B
draws
what
he
hears
Partner
A
describing
• Reflect:
what
worked
in
the
partnership?
What
didn’t?
How
can
it
be
improved?
56.
57. People
living
in
the
mountains
of
Banaue,
Philippines,
use
terracing
to
grow
rice.
p.23
58. Resources
• Grand
ConversaQons,
ThoughRul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collaboraQng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniQes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraQng
to
support
all
learners
(in
Math
and
Science)
-‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
InstrucQon
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press
59. The
ReformaBon
RT
in
class
once
a
week
• Co-‐planned:
vocabulary
strategy
• Co-‐taught:
lesson
sequence
• Co-‐planned:
personal
connecBon
– I
can
describe
what
it
would
take
for
me
to
speak
out
against
the
system
– I
can
respond
‘yes’
to
all
content
Learning
IntenBons
60. Learning Intentions
• I can identify what the Reformation was
• I can identify 3 causes people had for
fighting against the Catholic Church
• I can identify the 5 W’s of the Reformation
61. Big
Ideas
• people
idenBfied
with
the
lord
of
their
manor
(their
ruler)
and/or
a
united,
Catholic
Europe
• 16th
century
–
ReformaBon
began
a
change
from
a
united,
Catholic
Europe
to
naBon
states
and
countries
• complaints
against
the
Catholic
Church:
– taxes
– selling
jobs
or
posiBons
(simony)
– charging
for
services
62. Before
During
A^er
simony
indulgence
nepoBsm
purgatory
mortal
sin
remission
hereBcs
63. Lesson
Sequence
• Learning
intenBons
• ConnecBng:
QuesBoning
from
pictures
• Processing:
Think
aloud
• Transforming
and
Personalizing:
Power
paragraphs
