Engagement StrategiesPresented by Dara KlineApril 21, 2010

• Understand the connection between effort and achievement and develop strategies to convey this to students

• Articulate examples of how to reinforce student effort

• Apply research on the benefits of providing recognition to individual classroom settings

• Increase student engagement through the use of strategies provided

Objectives

REINFORCING EFFORT

• Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.

Generalizations from the Research

1. Not all students realize the importance of believing in effort.

2. Students can learn to operate from a belief that effort pays off even if they do not initially have this belief.

Recommendations for Classroom Practice Reinforcing Effort

•Explicitly teach students about the importance of effort.•Have students keep track of their effort and

achievement.

Which statements reinforce effort?

1. Wow, that was easy for you!

1. I can see that you really stuck with it, even when it was difficult.

1. Thank you for working hard.

1. You’re a natural at this!

1. What did you do differently this time that helped you do better on the test?

Quick Write

• What will you do to acknowledge the efforts students make?

Providing Recognition

PROVIDING RECOGNITION

• Provide students with rewards or praise for their accomplishments related to the attainment of a goal.

Carousel Walk

• What does providing recognition mean to you?

• What do you currently do in your classroom to provide recognition to students?

• What makes recognition effective or ineffective?

Generalizations from the Research 1. Rewards do not necessarily have a

negative effect on intrinsic motivation. 2. Reward is most effective when it is

contingent on the attainment of some standard of performance.

3. Abstract symbolic recognition (e.g., verbal praise) is generally more effective than tangible rewards (e.g., candy, money).

Recommendations for Classroom Practice

• Personalize recognition.

• Use the Pause, Prompt, and Praise strategy.

• Use concrete symbols of recognition.

Guidelines for PraiseEFFECTIVE

• contingent• specific• credible, spontaneous• specified performance

criteria• provides information• focus on effort

INEFFECTIVE

• random, unsystematic• global• bland, uniform• mere participation

• no information• no regard to effort

Effective vs Ineffective

Example• Dan loved to learn and was generally successful, but for

some reason, he was feeling burned out this semester. His grades had slipped a little, and his mind was wandering in class. His teacher noticed this and saw similar symptoms in other students. Fortunately for Dan, she decided that rather than come down on them, she would lighten things up. During the few weeks leading up to the midterm, she systematically gave short practice quizzes. Every time a student scored between 90-100%, or scored 10 points higher than the previous quiz, he or she received a prize. The prizes? Small toys, cracker jacks, paper party hats. Because she made it funny and light, the kids got into it. Cheers and laughter accompanied every awards ceremony.

Reflection Activity:

• Brainstorm ideas for providing recognition.

• Complete Marzano’s Looks Like/Sounds Like sheet for this strategy.

Engagement Strategies

Engagement Strategies

• Wake Up Thinking• Marking Text• Metaphor Charms• Text Message Summary/Twitter

Summary

Anne Beninghof in a presentation at the CCIU, December, 2009

Engagement Strategies• List-Group-Label• My Top 10• Headline News

http://interactives.mped.org/view_interactive.aspx?id=110&title=

• Vocabulary Tic-Tac-Toe• Alternate Text Vocabulary• Challenge Questions

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Dodge, Judith. 25 Quick Formative Assessments for a Differentiated Classroom. Scholastic, 2009.Rutherford, Paula. Meeting the Needs of Diverse Learners. Just Ask Publications, 2010.

Anne Beninghof in a presentation at the CCIU, December, 2009

Vocabulary Tic-Tac-Toe

Abraham Lincoln

slavery civil right

UnionEmancipation Proclamation

Ulysses S. Grant

13th Amendment

Civil War Confederates

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Who Are They?

Math Terminology

Action Plan

• Do Now . . .• Plan For . . .• Reflect On . . .