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TEACHER PRACTICE: FOSTERING

INTELLECTUAL ENGAGEMENT

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AGENDA

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• INTRODUCTION

• FOUNDATION FOR ENGAGEMENT

• CORE ENGAGEMENT STRATEGIES

• ENHANCING ENGAGEMENT

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understand the role of management and planning. . .

design questions to create opportunities for learning. . .

plan for appropriate instructional groups . . .

incorporate technology and reflection techniques. . .

. . . in order to foster intellectual engagement

OBJECTIVES

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1. Classroom routines function smoothly.

2. Plans include student learning activities.

3. Higher order questions are asked.4. Students work in small and large

groups.5. Technology is used to enhance

learning.6. Students reflect on their learning.

INTRODUCTION

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Traffic Light Protocol

Rarely

Sometimes

Always

• Read each statement about teacher practice. Place a green, yellow or red dot to indicate the frequency with which you use this practice.

• Think of a colleague, mentor, or new teacher. Place a green, yellow or red dot to indicate the frequency with which he or she uses this practice.

INTRODUCTION

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1. Classroom routines function smoothly.

“[Teachers] plan for classroom management. ...students practice procedures enough to execute them in a routine fashion.”Marzano – Classroom Management

2. Plans include student learning activities.

“...a teacher’s role is not so much to teach as it is to arrange for learning. That is, a teacher’s essential responsibility is…to design (or select or adapt) learning activities such that students learn important content.”Danielson – Planning

TEACHER PRACTICES FOR CREATING OPPORTUNITIES FOR

ENGAGEMENT

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3. Higher order questions are asked.“Teachers’ questions probe student thinking and serve to extend understanding.”Danielson – Questions

4. Students work in small and large groups.

“Students may be grouped in many different ways to enhance their level of engagement: in a single, large group, led by either the teacher or another student; in small groups, either working on their own or in an instructional activity with a teacher; or independently.” Danielson – Groups

TEACHER PRACTICES FOR PROMOTING ENGAGEMENT

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5. Technology is used to enhance learning.

“Teacher uses instructional technology to enhance student learning.”

Stronge – Technology

6. Students self-reflect.“...to actively process information...students reflect on their experiences.” Marzano – Reflection

TEACHER PRACTICES FOR ENHANCING ENGAGEMENT

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WHY INTELLECTUAL ENGAGEMENT?

• Leading experts on teaching practice identify student engagement as core to learning.

Danielson Marshall Marzano McREL Stronge

3c A.GC.G DQ: 5 Standard IV Performance

Standard 3

This crosswalk includes the most commonly selected (but not all) NJDOE- approved instruments.

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WHY INTELLECTUAL ENGAGEMENT?

• Additionally, these frameworks all point to student-leadership in lessons as evidence of effective instruction throughout their domains.

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Building a Foundation for Engagement • Management• Planning

Core Engagement Strategies:• Questioning• Grouping

Enhancing Student Engagement:

• Technology• Reflection

FOSTERING INTELLECTUAL ENGAGEMENT

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AGENDA

• INTRODUCTION AND FRAMING

• FOUNDATION FOR ENGAGEMENT

• CORE ENGAGEMENT STRATEGIES

• ENHANCING ENGAGEMENT

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Essential Question:How does classroom management support

intellectual engagement?

CLASSROOM MANAGEMENT

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• On separate post-its, write 3-5 classroom management strategies that you utilize.

CLASSROOM MANAGEMENT

ACTIVITY

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• In your group, place the post-its on the Control/Engagement Venn Diagram.

CLASSROOM MANAGEMENT ACTIVITY

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• With your group, choose a strategy used for Control and discuss how it can be modified for greater Engagement.

CLASSROOM MANAGEMENT ACTIVITY

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• How do effective teachers make the best use of instructional time?

―Maximize instructional time

―Ensure smooth transitions

―Maintain momentum

―Limit disruptions

• Debrief: How does classroom management foster intellectual engagement?

CLASSROOM MANAGEMENT

KEY CONCEPTS

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Essential Question:How does planning support

intellectual engagement?

PLANNING

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Effective teachers plan for intellectual engagement by identifying clear lesson and learning objectives, and carefully linking activities to them that engage students based on their needs.

PLANNING RESEARCH

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PLANNING ACTIVITY

Grade One Reading

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• Using your video guide, share what you noticed with a partner.

Share with whole group:• What evidence do you have that the

students were engaged?• What did the teacher do to make this

happen?

PLANNING ACTIVITY

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PLANNING ACTIVITY

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• Lesson plans which foster intellectual

engagement have:

−clear student objectives

−organized content presentation that include student

activities

−selected curriculum resources that reflect the

objectives and student characteristics

−prepared questions to check for understanding and

extend the learning opportunities

PLANNING KEY CONCEPTS

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• Effective lesson plans include the following:

− Objective

− Teacher activities

− Student activities

− Materials and resources

− Assessment strategy

Planning & Management Interview

PLANNING KEY CONCEPTS

Notice, the educator used past assessment data to tailor her objectives, activities, and materials to meet the needs of her students. This is key to enhancing engagement.

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• Review your lesson plan.

• Identify routines and student activities which foster intellectual engagement.

• Add to your lesson plan to foster greater intellectual engagement.

PLANNING APPLICATION

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PLANNING APPLICATION

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PLANNING APPLICATION

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REFLECTION:

How does classroom management and planning

serve as the foundation for intellectual engagement?

REFLECTION JOURNALENTRY 1: MANAGEMENT &

PLANNING

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AGENDA

• INTRODUCTION AND FRAMING

• FOUNDATION FOR ENGAGEMENT

• CORE ENGAGEMENT STRATEGIES

• ENHANCING ENGAGEMENT

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Building a Foundation for Engagement • Management• Planning

Core Engagement Strategies:• Questioning

FOSTERING INTELLECTUAL ENGAGEMENT

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Essential Question:What kinds of questions create

opportunities for learning?

QUESTIONS

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How do questions promote learning?• Stimulate thinking• Clarify understanding• Reveal misconceptions • Deepen understanding• Hear alternate views• Make connections

QUESTIONS RESEARCH

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• On separate post-its, write each question that you hear in the video.

Questions

QUESTIONS ACTIVITY

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Affinity Protocol: • With your group, place all of

your post-its on the wall.• Sort all of the questions

that you collected by only moving your post-its (No talking).

• Share how you sorted them in your group.

• Share out with whole group.

QUESTIONS ACTIVITY

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• Possible ways to categorize questions− Low level/high level

−Open/closed

−Teacher/student

−Divergent/convergent

−Google/good

QUESTIONS ACTIVITY

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Questions need to be purposeful.

Intellectual engagement requires a mix of questions, beginning with lower level, teacher-created, convergent, Google-type questions for management and assessment . . .

QUESTIONS KEY CONCEPTS

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. . . and leading towards open ended, higher-order, divergent, “good” questions which cause engagement and learning because they require discussion, research, and evidence to support the answer.

QUESTIONS KEY CONCEPTS

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• Write higher order questions.

• Questions which cause learning require planning.

QUESTIONS ACTIVITY

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QUESTIONS ACTIVITY

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• Write three questions using the chart, and identify the purpose of the question.

QUESTIONS ACTIVITY

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Examples of questions with different purposes:

Management • How do we move into groups?• Who is the time-keeper?

Assessment• What is the capital of China?• Who is the main character?• When would photosynthesis occur?

QUESTIONS ACTIVITY

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Examples of questions with different purposes:

Cause engagement & learning• Where did we use this concept before?• How might this impact the future?• Why do you multiply by the reciprocal when

dividing fractions?• How will you support your thesis statement?

QUESTIONS ACTIVITY

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• Review your lesson plan.

• Identify questions which foster intellectual engagement.

• Add questions to your lesson plan to foster greater intellectual engagement.

QUESTIONS APPLICATION

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QUESTIONS APPLICATION

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REFLECTION:

What kinds of questions foster an environment that supports students’

intellectual engagement?

REFLECTION JOURNALENTRY 2: QUESTIONS

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Building a Foundation for Engagement • Management• Planning

Core Engagement Strategies:• Questioning• Grouping

FOSTERING INTELLECTUAL ENGAGEMENT

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Essential Question: How can using appropriate instructional groups support

intellectual engagement?

INSTRUCTIONAL GROUPS

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• Working with a small group provides “high quality”, intensive instruction appropriate for every member of the group. (Fountas and Pinnell, 2001)

• Teachers challenge all learners by providing instruction at varied levels of difficulty based on needs by using instructional groups.(Tomlinson, 2000)

• Cooperative group work results in increased self esteem, improved relationships among students, and increased social and educational skills. (Gillies, 2008)

• The most powerful single modification that enhances achievement is feedback through small group instruction. (Hattie, 1992)

INSTRUCTIONAL GROUPS RESEARCH

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Teacher Talk: Let’s Do the Math! 

In a study, it was found that teachers talk about of the time and students talk about of the time. 

So, in a one-hour class, the teacher talks ______minutes and the

students talk ______minutes.

If the teacher calls on 30 students one at a time in a one hour period, how long is each student given to interact in

class? 

________________________________ 

INSTRUCTIONAL GROUPS

70%30

%

421

8

36 Seconds

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INSTRUCTIONAL GROUPS ACTIVITY

Instructional Groups

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• After watching the videos and taking notes, what characteristics were necessary for the groups to work?

• Use Silent Discussion Protocol to share with your group. Use words, pictures, or phrases to write one thing you noticed on the chart paper. When prompted, turn chart paper, read and write more. Continue until you are back to your initial comment.

INSTRUCTIONAL GROUPS ACTIVITY

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• Planning for Groups

• Review notes and discussion board

• Group Share

INSTRUCTIONAL GROUPS ACTIVITY

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• Visible characteristics for success

• Invisible characteristics for success

INSTRUCTIONAL GROUPSKEY CONCEPTS

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Visible characteristics for success

• defined meeting space• organized and available materials• routines established

INSTRUCTIONAL GROUPSKEY CONCEPTS

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Invisible characteristics for success

• data were used in planning• used at appropriate times in unit• used often enough, but not every day • self-assessment or teacher

assessment is included

INSTRUCTIONAL GROUPSKEY CONCEPTS

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Grouping patterns • Turn and talk (random)• Turn and talk (partners chosen by

teacher)• Small groups (low structure)• Small groups (high structure)• Differentiated groups –

assessment/data based

INSTRUCTIONAL GROUPS KEY CONCEPTS

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Use the Instructional Group Planning Tool to design one group strategy to include in your lesson.

INSTRUCTIONAL GROUPS KEY CONCEPTS

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INSTRUCTIONAL GROUPS ACTIVITY

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INSTRUCTIONAL GROUPS ACTIVITY

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INSTRUCTIONAL GROUPS ACTIVITY

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• Review your lesson plan.

• Identify instructional grouping strategies which foster intellectual engagement.

• Add an instructional grouping strategy to your lesson plan to foster greater intellectual engagement.

INSTRUCTIONAL GROUPS APPLICATION

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INSTRUCTIONAL GROUPS APPLICATION

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REFLECTION:How do instructional groups support students’ intellectual engagement?

REFLECTION JOURNALENTRY 3: INSTRUCTIONAL

GROUPS

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AGENDA

• INTRODUCTION

• FOUNDATION FOR ENGAGEMENT

• CORE ENGAGEMENT STRATEGIES

• ENHANCING ENGAGEMENT

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TECHNOLOGY

• As we discuss technology as a strategy to facilitate engagement, you are invited to contribute to an online discussion

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• “A Vision for Mobile Learning: More Verbs, Fewer Nouns”• Record “Wow” and “Wonder” on the

index card provided• Share responses using the 1, 2, 3 Jigsaw

Protocol

TECHNOLOGY RESEARCH DISCUSSION

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• How does technology support engagement?

• “For many students, mobile devices and resources are the ideal means to realize new experiences that they believe are essential to their future success as leaders, innovators and engaged world citizens.”(Educational Leadership, 2015)

TECHNOLOGY RESEARCH

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• Technology

• How do students use technology to increase intellectual engagement?

TECHNOLOGY ACTIVITY

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• Technology in the classroom supports engagement, assessment, and differentiation.(Examples: Today’s Meet, Socrative, Google Forms)

• Technology outside the classroom supports ongoing learning.(Examples: Google Docs, Online classrooms such as Moodle, Google Classroom and Canvas, Edmodo, Weebly, Twitter, YouTube, Instagram, Remind)

• Use what’s permitted – there is plenty to choose from.

TECHNOLOGY KEY CONCEPTS

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• Use “The Epic BYOD Checklist” to brainstorm how you might use technology in a lesson you have taught or are planning to teach.

TECHNOLOGY ACTIVITY

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Essential Question: How can planning time for reflection

support intellectual engagement?

REFLECTION

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• Take a moment to look back at your reflection journal prompts.

• After reading your 3 responses, reflect on your learning about intellectual engagement.

REFLECTION ACTIVITY

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4 R’s of Reflecting

• Restate - what did you learn • React - what is your opinion • Remember – relate to your

experience • Respond - with a question

REFLECTION ACTIVITY

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How might this adult reflection activity be used in a classroom to

support students’ intellectual engagement?

REFLECTION

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• When teachers

– establish strong routines and plan well

– use higher order questions routinely

– use instructional groups routinely

– enhance experiences with appropriate technology and

reflection

• then students take control of their learning.

PUTTING IT ALL TOGETHER

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PUTTING IT ALL TOGETHER

Grade 7 Science

Grade 3 Social Studies

Grade 11 History

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Set a SMART Goal

for your practice

CLOSURE

Specific:Measurable:Appropriate:Realistic:Time-limited:

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Now that you’ve set a goal,

make it stick!

CLOSURE