1. Increasing Student
Engagement
This slide show was prepared by
Aimee Evans, Professional
Development Specialist
at Arch Ford Education Service Cooperative
using resources listed on the last page.

2. Increasing Student
Engagement
Working on the Work

3. Five Levels of Student
Engagement
 Passive Compliance
 Rebellion
 Ritual Engagement
 Retreatism
 Authentic Engagement

4. Five Levels of Student
Engagement
 Authentic Engagement
 Ritual Engagement
 Passive Compliance
 Retreatism
 Rebellion

5. Round Robin Share
 Three minutes—think of a student and
scenario that you think is representative of
one of the levels of engagement
 Taking turns, describe a student and scenario
and let the group decide which level of
engagement it represents--discuss

6. CP Reflection
Describe circumstances
under which you would
fit into each category of
engagement

7. Types of Classrooms
 The Highly Engaged Classroom
 The Well-Managed Classroom
 The Pathological Classroom

8. Personal Written Reflection
How would you go about finding out the present
status of your school relative to levels of
engagement?
What questions would you ask and of whom?

9. Talking Slips Share
 Each person takes three sticky notes in his
hand.
 Select a person to begin a discussion about the
ideas relative to the personal reflection topic.
 Sharing can go in any order, but as each person
contributes to the discussion he places a sticky
note in the center of the table. Each person
contributes three times.
 Stop and add new information to your personal
written reflection.

10. From Vision to Reality
 Beliefs serve as the basis for visions.
 Visions shape missions and strategic goals.
 Missions set strategic goals.
 Strategic goals indicate needed actions.
 Action goals define tasks and specify activity.

11. Team Statement
 Three minutes—in writing, describe the
school you would like to build relative to
levels of engagement.
 Round Robin Share the descriptions.
 Work together to develop a team statement
upon which all can agree.

12. CP Reflection
Re-read and discuss the Basic Assumptions on
page xviii. Make note of anything you wish to
discuss with the whole group or that you wish
to remember from your reflection.

13. Factors that Influence Student
Achievement
 Teachers Can Control
 Teachers Can Influence
 Teachers Can’t Control

14. Standards for a WOW School
1. Highly Engaged Classrooms
2. Satisfactory Student Achievement
3. Common Understanding of What Students
Should Know and Be Able To Do
4. Organize Knowledge To Appeal to Students
5. Link Tasks to Performances and Products
About Which Students Care
6. Communicate Standards for Work

15. Standards for a WOW School
7. Physically and Psychologically Safe Place
8. Affirm Performances By Involving
Significant Others
9. Provide Opportunities To Work With Others
In Meaningful Ways
10. Novelty and Variety In Tasks
11. Incorporate Appropriate Choice
12. Assign Tasks That Are Real and Important

16. Personal Written Reflection
Where do you think your school stands today in
relation to the standards for a WOW school?
Are any of the standards topics on which a group
within the PLC ought to focus?
Which standards affect parent involvement and how
could they influence the parent involvement plan at
your school?
Which standards focus on classroom instruction and
how could they influence instruction in your school?

17. Increasing Student
Engagement
Motivation: The Key to Success
in Teaching and Learning

18. Systems Involved in Learning
 Self System
 Metacognitive
System
 Cognitive System

19. Self System
 Is the incoming information important? (Does
it meet a basic need or a personal goal?
 Can I be successful with this?
 Do I have positive associations with the
learning environment, topic, or teacher?

20. Metacognitive System
 Set goals for student learning.
 Ask students to set personal goals.
 Provide consistent, specific feedback in
reference to the goals.
 Teach students skills to direct their work
toward goals, such as positive self-talk and
breaking down large assignments into
small tasks.

21. Cognitive System
 Input of information (modalities)
 Constructing meaning
 Storing in memory
 Accessing from memory

22. Motivationally Anchored
Instruction
 Understand why intrinsically motivating
instruction can improve student learning and
achievement.
 Identify the four conditions that create highly
motivating classrooms for a broad range of
students.
 Identify approaches to a school-wide focus
on motivating instruction.

23. Team Brainstorm
 Three minutes—think of an experience (as
teacher, learner or observer) of highly
motivated learning.
 Round Robin share your experience.
 Brainstorm a list on big paper: What does
highly motivated learning look like?

24. CP T-chart
Create a T-chart to compare and contrast
Intrinsic and Extrinsic motivation.
Intrinsic Extrinsic

25. CP Discussion
 What are the advantages and challenges of
using intrinsic motivation for learning?
 How could intrinsic motivation be used to
support the current emphasis on standards?
 How might intrinsic motivation work with a
scripted curriculum?
 If your school relies on an extrinsic approach
to learning, how might you make it more
effective?

26. Anticipation Guide
 Agree or Disagree
Teachers can develop intrinsic motivation in
students.
 What are some ways a teacher can:
 establish an inclusive classroom?
 help students develop positive attitudes?
 enhance student development of meaning?
 engender competence?
 How does the Motivation Framework appear to
relate to the 10 critical qualities of student work?

27. Round Robin
 What activities contribute to developing a community
of learners who feel respected and connected to
one another and to the teacher?
 What activities offer meaningful choices and
promote personal relevance to contribute to a
positive attitude?
 What activities engage students in challenging
learning that has social merit?
 What activities help students understand that they
are becoming more effective in the authentic
learning that they value?

28. Personal Written Reflection
Which of the four conditions seems
hardest to accomplish?

29. Motivationally Anchored
Classrooms
 Implement all four conditions of the
Motivational Framework for Culturally
Responsive Teaching in your classroom or
school.
 Identify what an effective instructional coach
does to support motivationally anchored
instruction.

30. Dot Graphing-
To what extent does my school…
 Help all students feel respected and
connected to each other?
 Offer culturally relevant learning
experiences?
 Offer meaningful choices to students as they
learn?
 Challenge a broad range of students?
 Help students know that they are becoming
effective learners?

31. Viewing the segments on the
four components:
 Review handout describing criteria for the
component in the upcoming segment.
 View segment, making relevant observations
along the way.
 Think about the notes taken, then pair and
share observations.
 Provide teacher with “warm feedback.”
 Provide teacher with “cool feedback.”

32. Mental Model
Work with your group to create a
Mental Model to help you organize
the information you now know about
the Motivational Framework.

33. Carousel Feedback
Visit the Mental Model that was created by
each of the other groups. Offer a “warm”
comment or a question on a sticky note and
leave it behind.
Discuss the models—similarities/differences

34. Motivationally Anchored
Schools
 Know how motivationally anchored adult
learning and collaboration can become part
of a daily school environment and guide
professional development.
 Understand the advantages of five-minute
administrative walkthroughs.
 Understand how to design and implement an
approach to action research known as data-
in-a-day.

35. Mining for Motivation
 What insights were stimulated by this
activity?
 What positive potential actions could be
taken?
 How might this activity be used in your
classroom or school?

36. Talking Slips Share
 How can we create a learning atmosphere in which
teachers feel respected by and connected to one
another?
 How can we help teachers develop a favorable
disposition toward a learning experience through
personal relevance and choice?
 How can we create challenging, thoughtful learning
experiences that include teacher perspectives and
values?
 How can we help teachers create an understanding that
they are effective in learning something that they value?

37. Think-Pair-Share
 Take 8 minutes to read and respond to each
question personally, then pair and share.
 How did the coach support the teacher’s
motivation while reflecting with her on lesson?
 What are advantages and challenges of
organizing opportunities for motivationally
anchored adult learning and collaboration?
 What structures and routines already exist
within your school to organize motivationally
anchored adult learning?

38. Whole Class Discussion
 What was interesting?
 What surprised you?
 What additional questions about either
walkthroughs or data-in-a-day would you like
to have answered?

39. Increasing Student
Engagement
What Every Teacher Should
Know About Student Motivation
Teaching with the Brain in Mind

40. Reward vs. Celebration
 Rewards have market value AND are
expected.
 Celebrations have market value OR are
expected, but not both.

41. Key Points—Book Study
Strategy
 Read Chapter 2 of What Every Teacher
Should Know About Student Motivation.
 As you read, note key points on sticky notes,
one per page.
 Use Talking Slips Strategy to share key ideas
you noted.
 Team Mind Map the chapter, using
appropriate symbols and color-coding.

42. Getting Attention Jigsaw
 Teaching with the Brain in Mind pages 42-48,
50-51
 Teaching with the Brain in Mind pages 55-61
 What Every Teacher Should Know About
Motivation pages 25-33
 What Every Teacher Should Know About
Motivation pages 19-28

43. Getting Attention Jigsaw
 Divide two sheets of paper into four sections
each (total of 8 sections).
 Label the sections: Motivation, Attention,
Emotion, Learned Helplessness, Threats,
Novelty, Processing Time, Key Ideas
 Use the sections to make notes of what you
need to share during the teach time.

44. Folder 3, Activity 3: Attention
Effective attentions system must be able to:
 Identify and focus on most important
items;
 Sustain attention while monitoring and
ignoring other;
 Access memories that might be relevant;
 Shift attention quickly.

45. Passive to Active
 We are passively attuned to a limited range
of stimuli all the time.
 We actively attend when our emotional
system is activated or when our analytic
system moves the information to the frontal
lobe.

46. Processing Complex
Information
 Multi-tasking; simultaneous processing
 Chunking
 Connecting and patterning

47. Biochemistry of Attention
 Cyclic—90 minute cycles
 Peaks in morning
 Decreases throughout day

48. Anticipation Guide—Book
Study Strategy
 Read and respond to the anticipation guide.
 Discuss with your CP.
 Read Chapter 4 and make notes on the
anticipation guide.
 Discuss with group.

49. MEMORY:
The only evidence that
learning has occurred

50. Memory Pathways
 Semantic-stores words and facts
 Episodic-based on context and location
 Procedural-motor memory
 Automatic-conditional, possibly part of
procedural
 Emotional-joy, fear, surprise, sadness,
disgust, acceptance, anticipation, anger,
may not be a separate pathway

51. Practice Writing Anticipation
Guide
 Work with your CP.
 Select a reading passage from your inquiry
kit folders.
 Peruse the passage and create an
anticipation guide for a book study session.

52. Resources
 Working on the Work by Philip Schlecty
 What Every Teacher Should Know About
Student Motivation by Donna Walker Tileston
 Motivation: The Key to Success in Learning
a video set by ASCD
 Teaching with the Brain in Mind by Eric
Jensen
 The Human Brain Inquiry Kit by ASCD