e5 – The Journey Continues

The Engage Domain

Presented by Melissa Corps, Julie Armstrong & Sarah BrittainMay, 2010

Mixin’ it up!On your handout is the name of anitem/landmark etc. Eg cigar

Move to the table that has the city tomatch your item. Eg Cuba

Refreshing your memory about e5

Which Capabilities are found within eachDomain?

Looking at the laminated cards, sort out which Symbols, Capabilities and Statements match up with which Domains.

Another layer!Now looking at the general descriptions of

eachDomain on the sheet at your table, re-evaluateyour positioning of the Teacher Capabilities. Move them around as you see fit.

e5 – A holistic view

LOOKING AT THE LEVELS

Unpacking the Levels in EngageOn your tables are A3 sheets that

provide a breakdown of each of the capabilities within the

Domain of Engage.

Focusing on Engage

ENGAGE - focuses on the teacher capabilities of:

Develops shared normsDetermines readiness for learningEstablishes learning goalsDevelops metacognitive capacity

Matching to capabilities and levels

You have been given strips of card that contain ‘I statements’ and practical examples of what the teacher does within each capability and under each level of the Engage domain.

Read through the cards and discuss which capability they relate to.

Which level?Using blue tac place each statement against the appropriate level within the capability to show its developmental nature.

Swap and check...Swap your sheets with another group

at yourtable and consider the work that the

otherteam has done. When you question

thedevelopmental nature of their

responses,discuss it with them and only move

cards ifthere is agreement from the original

team.Check on pages 3 to 6 of your booklet.

PHYSICAL ENVIRONMENT How do YOU like to work?

It’s report writing time. Reflect upon the environment that allows you to work at youroptimum level.

Cold Hot

PHYSICAL ENVIRONMENT How do YOU like to work?

Cold HotSilent Noisy

PHYSICAL ENVIRONMENT How do YOU like to work?

Cold HotSilent NoisyLying on the floor Sitting nice and

straight at a desk

PHYSICAL ENVIRONMENT How do YOU like to work?

Cold HotSilent NoisyLying on the floor Sitting nice and

straight at a deskWork spread all over the floor/table Nothing on desk other than work being done at

the time.

PHYSICAL ENVIRONMENT How do YOU like to work?

Cold HotSilent NoisyLying on the floor Sitting nice and

straight at a deskWork spread all over the floor/table

Nothing on desk other than work being done at the time.

Nothing to eat/drink Food and drink available ALL the time

Developing Shared Normse5 :The teacher refers to shared norms in their interactions with students and shares responsibility with them for reinforcing protocols.

WRITE QUESTIONSIn your first week with a new class youwant to work with them on establishing norms

to makethe year enjoyable and productive for everyone.For example ‘ How could we deal with the

different waysthat we like our physical environment to be?’

On the back of your booklet, list ways that you have established shared norms in your classroom this year.

Develops metacognitive capacity

e5 : The teacher supports students to evaluate their own and others’ thinking. The teacher facilitates processes for students to monitor the effectiveness of their learning.

Bloom’s LadderThink of a task your students have completed

this weekWrite it down on a Post–It Note in front of

youShare with others at your tableTurn to page 9 of your booklet to find action

verbs aligned with Bloom’s Taxonomy of Thinking

Select the ‘best fit’ for the taskPlace your Post-It Note alongside the

appropriate level on the ladder

If she can do it . . . . .

Determines readiness for learninge5 : The teacher uses all available evidence to determine each individual student’s current level of understanding. They use questions generated by students to extend the focus of learning and to connect with students lives.

Reflecting with a Graphic Organiser – Page 10

How do I stimulate interest and curiosity, promote questioning and connect learning

to real world experiences?

How do I support students to make connections to past

learning experiences?

How do I

structure

tasks to

elicit

students’

prior

knowledge?

Establishes Learning GoalsThe teacher supports students to use evidence to personalise their learning goals and align them with curriculum standards. The teacher provides assessment rubrics, illustrating increasing levels of proficiency based on curriculum standards.

Picture ChatLook at the pictures and as a group discuss

how providing students with evidence allows them to establish learning goals. CRITERIA ABOVE EXPECTED LEVEL

AT EXPECTED LEVEL

WORKING TOWARDS EXPECTED

LEVEL

Content We have described the rights of all people within society.

We have defined the rights of all people within society.

We have needed assistance to define the rights of all people within society.

We have described and justified the structure, roles and responsibilities of the members of our society.

We have defined the structure, roles and responsibilities of the members of our society.

Our definition of the structure, roles and responsibilities of the members of our society is incomplete.

We have defined what a society is and related it to our situation on the island.

We have defined what a society is.

Our definition demonstrates a limited understanding of what a society is.

We have defined and ranked the needs and wants of our society.

We have defined the needs and wants of our society.

The needs and wants of our society are not clear.

We have defined the relationships between the levels of government

We have selected and justified our system of government.

Our system of government is not fully developed.

We have created and justified laws for our society.

We have created laws for our society.

Our laws are inappropriate to the situation.

We have identified availability of resources and proposed ways to sustain resources on the island.

We have identified availability of resources for survival on the island.

Our understandings of the island’s resources are limited.

Creativity We have justified our use of different thinking strategies.

We have included a list of the different strategies we have used to think about the task.

We have included a list of the different strategies we have used with teacher assistance.

Personal/Interpersonal Learning

I have worked cooperatively and supported others in the classroom.

I have worked cooperatively and supported others in our group.

I have needed teacher support to work cooperatively and support others.

I have completed and made ongoing adjustments to my timeline.

I have used a timeline to define short and long term goals.

My timeline is incomplete.

I have exceeded my responsibilities in my group.

I have fulfilled my allocated responsibilities in my group.

I have needed teacher support to fulfill my responsibilities in my group.

I have provided my team and others in the classroom with positive and constructive feedback.

I have provided my team members with positive and constructive feedback.

I have needed reminders to provide my team with positive and constructive feedback.

Task Requirements I have completed all required entries in my Reflective Journal and additional entries as needed.

I have completed all required entries in my Reflective Journal.

I have completed less than all required entries in my Reflective Journal or entries are incomplete.

We have produced a product that exceeds all rubric requirements.

We have produced a product that demonstrates our learning.

We have produced a product.

I have shared my knowledge with others during the Year 6 Showcase Afternoon/ Evening.

I have participated in the Year 6 Showcase Afternoon/ Evening.

I did not actively participate in the Year 6 Showcase Afternoon/ Evening.

Reflective Journal (2 mins) Turn to the back of your folder and take out your Reflective Journal.

List one piece of information that you received about the Engage domain and explain how you could develop it in your teacher practice.

Sixty Second ChallengeHow many can you answer?