StudentEngagement

Presenter(s)August 22nd, 2013

Who is here?

• Go around your table and introduce yourself:– Name– School and Grade Level/ Subject– What you do to unwind from work

Who is here?• Stand up if you are a elementary teacher?• Stand up if you are a middle school teacher?• Stand up if you are a high school teacher?

• Stand up if this is your first teaching job?• Stand up if you have taught before in another

district?

Learning Intention

• Those present will experience and discuss what student engagement looks like in a classroom and understand how to prepare for engagement before the first day of school and how to create engagement on a daily basis within their classroom.

Success CriteriaYou know you are successful when:• You understand what you need to implement before

school begins to have academic and behavior engagement in your classroom.

• You understand and can implement various academic and behavior strategies on a daily basis to increate engagement in your classroom.

Blank Action Plan

• Complete as we go through the day• Any ideas you here or think of that you want

to take back to your classroom• What steps do you need to take to implement

these ideas?• What support and resources do you need?

What is engagement?Imagine you are walking into a classroom that has

students engaged in the learning process?– What do the students and the teacher look like,

sound like, and what are they doing?

•Share at table•10 minutes

– http://www.online-stopwatch.com/countdown-timer/

High Quality Instruction

High quality instruction for MPS includes rigorous curriculum, instruction and assessments presented in a safe, caring and respectful environment. Instructional practices are differentiated, developmentally appropriate, engaging, standards and research based, data driven, and culturally responsive for all students. High quality instruction occurs at every grade with a multi-level system of support, from the universal core to selected interventions.

8

Definition for High Quality Instruction on Engagement…

“Instruction that results in students being actively involved, interested, persistent and responsible for their own behavior and learning centered around clearly articulated and posted learning intentions and success criteria aligned to standard.”

MPS District-Wide Plan for School Improvement2012-2013

Preparing for Engagement

How to prepare your classroom for students to be behaviorally and

academically engaged

Classroom Expectations and Procedures

Creating and Using a Classroom Matrix of Expectations

Not……..

• List behavior expectations

• What behaviors do you want?

• When do you want to see them?

• All rules fit under the school-wide expectations

–Be Safe, Be Respectful, and Be Responsible

• How will they know if they are meeting the expectations?

• Consistency

Instead….

Expectation Posters as adults• On the freeway there are frequent speed limit signs

• Reminder to turn off cell phone before a movie

• Before entering a sports game there is a sign reminding you what you can and can’t bring in

• Stores have a sign saying “no shoes, no shirt, no service”

• Others?

Old Classroom Rules• No talking • No horseplay• Raise hand and wait to be called upon• No gum, drinks, or food• Don’t get our of your seat without permission• No sleeping• Always have your supplies• Sharpen your pencil at the beginning of class

Whole GroupWhole Group Small GroupSmall Group Assessment Assessment

Be Be SafeSafe

Remain in seat Remain in seat Keep materials on or below Keep materials on or below your desk your desk

Stay with your assigned group Stay with your assigned group membersmembers Use materials for their Use materials for their intended useintended use

Remain in you seatRemain in you seat Keep materials on or below Keep materials on or below your deskyour desk

BeBeRespectfulRespectful

Raise your hand to shareRaise your hand to share

Actively listen to all members Actively listen to all members of the classroomof the classroom

Raise your hand to share or Raise your hand to share or for questionsfor questions

Actively listen to all members Actively listen to all members of your groupof your group

Use a 4 foot voice level Use a 4 foot voice level

Quiet until all have completed Quiet until all have completed the assessment the assessment Raise your hand if you have Raise your hand if you have questionsquestions

BeBeResponsible Responsible

Stay focused on the assigned Stay focused on the assigned task task Bring supplies everydayBring supplies everyday

Hand-in your workHand-in your work

Work cooperatively with Work cooperatively with group membersgroup members Perform the duties of your Perform the duties of your individual roleindividual role

Have materials ready before the Have materials ready before the assessment beginsassessment begins Read all directions ,use your Read all directions ,use your time wisely, & check your work time wisely, & check your work when finishedwhen finished

Routines

Expectations

Create a Matrix

• Think of 3 transitions within your classroom – Whole group, small group, assessment, etc

• For each transition think of 1-2 rules under each of Be Safe, Be Respectful, Be Responsible

http://youtu.be/2sc1A8EqN9g

5 minuteshttp://www.online-stopwatch.com/countdown-timer/

Small GroupBe Safe: stay in your groupBe Respectful: listen to your partnerBe Responsible: contribute to group

Share out at table

Procedures

• Do you take the same route to work every day or a different route?

• Do you get ready in the morning in the same order?

• Procedures allow you (and students) to focus on what is important (learning)

• Students know what is expected of them• Consistency (same thing occurs daily)• No wiggle room to “bend the rules”• More time for instruction/ less time spent on

explaining what to do and giving directions• New students can enter class and pick up on

classroom procedures• If your students know what to do and how to do

it during class, they can more easily attend to what is most important.

• Students can focus on learning

Benefits of Procedures

• Entering the classroom• Getting to work immediately• End of class dismissal• Participating in class

discussions• Going into groups• Turning in papers/

homework• When you finish early• How/ when to use the pencil

sharpener, tissue, garbage• During announcements

Procedures to Consider• Asking a question• Responding to fire,

severe weather, and tornado drills

• Leaving the classroom

• When visitors arrive• Keeping a notebook• Interruptions• Getting classroom

materials/ supplies• Teacher getting

entire class’s attention

From The First Days of School, by Harry Wong

Complete Procedures Sheet

10 minuteshttp://timer.onlineclock.net/

Share Out as Group

Academic Engagement

Inquiry Approach vs.

Coverage Approach

Mr. Coverage

= “ The What”

Source: : The Common Core is the “what.” PBL is the “how.” Experts and NewBies Blog. Buck institute for Education 2012.

= “ The How”

Source: : The Common Core is the “what.” PBL is the “how.” Experts and NewBies Blog. Buck institute for Education 2012.

Does NOT Solve the Problems of

Engagement

Directions:Work in small groups to generate a word, short phrase or sentence that begins with each letter in the word “inquiry” that defines what inquiry-based learning means to you.

Inquiry-Oriented Instruction: Curriculum Models

Project-based learning Questions circlesExpeditionary learning Idea circlesProblem-based learning Learning circlesGroup investigation Writing circlesInquiry groups Peer writing groupsStudy groups Negotiated curriculumTopic studies Multigenre projectsGuided inquiry Inquiry circlesLiterature circles

Break and Reflect15 minute break to stretch your legs and minds.

Respond on poster paper: Two things you will work on before students enter

your classroom on Day One

http://www.online-stopwatch.com/countdown-timer/

Creating Engagement

How to create engagement on a daily basis in your classroom

Behavior Engagement

• Attention Signal• Active Supervision• Pre-Correction• Re-Direction• Verbal Acknowledgements

• Used to get the attention of all students• Involves visual and sounds• Students all stop what they are doing and pay

attention to teacher• Needs to be practiced with students• Acknowledge students who follow the attention

signal• https://www.teachingchannel.org/videos/

attention-getting-signals-practice

Attention Signal

Ideas for Attention Signal- share out

Active Supervision• Continually moving and scanning the entire

room• Ensure you know what every student is

involved in at all times• Never turning your back on students• Interacting with students and “checking-in” as

you move randomly throughout the room

• When entering an area – hallway, cafeteria, etc

• When transitioning within a classroom– Going into small groups

• Stop, teach the expectations (use poster)• Wait to see expectations in students• Transition

**Use the Classroom Matrix**

Pre-Correction

Adults are pre-corrected

• When you go to see a movie, everyone is reminded every time to turn off their cell phone. It isn’t assumed that people know to turn off their cell phone, they are reminded.

• Same with students. Teacher should remind every student, every time what the expectations are before transitioning. Don’t assume they “should know” the expectations.

Pre-Correction in MPS

http://youtu.be/bDg2tNr4dXg

• You are going to pass out a test, how might you use your classroom expectations to prepare the students?

• You are going to break into small groups, how might you ensure the students behavior will be appropriate while transitioning and while in groups?

Scenarios

• When students fail to meet expectations• Need to remind of expectations• Allow for student to reach expectation• Implement classroom level intervention• Interventions:– Proximity to student– Moving student– Call home– Behavior Contract

Re-direction

Brainstorm

• What are some re-direction strategies you can use with students (for example using proximity control)

• Discuss at table and share out• 5 minutes

– http://www.online-stopwatch.com/countdown-timer/

Redirection Being Used

MPS Examples•http://youtu.be/6JN-IgGuiXU

Verbal Acknowledgements• Acknowledging all positive student behaviors

from all students• All students should hear 5-1 positive feedback

to corrective feedback– Thank you for being respectful and taking the test

in silence.– I appreciate how you are in class, on time, and

with all your materials.– Great job cleaning up your area around your desk.

Acknowledgements in the Classroom

• http://youtu.be/TIjrpV5xOH0

Practicing Acknowledgements

• Imagine you are in a classroom in which students are all engaged in small group activities.

• Go around your table and everyone give an example of a verbal acknowledgement you could give to individual students or a group.

Danielson and Behavior• Domain 1 Component B: Demonstrating Knowledge of Students• Domain 1 D: Demonstrating Knowledge of Resources• Domain 2 A: Creating an environment of Respect and Rapport• Domain 2 B: Establishing a Culture of Learning• Domain 2 C: Managing Classroom Procedures• Domain 2 D: Managing Student Behavior• Domain 3 C: Engaging Students in Learning• Domain 3 D: Providing Feedback to Students• Domain 4 C: Communicating with Families• Domain 4 D: Contributing to the School and Community

Academic Engagement

Inquiry-Oriented Instruction: Curriculum Models

Project-based learning Questions circlesExpeditionary learning Idea circlesProblem-based learning Learning circlesGroup investigation Writing circlesInquiry groups Peer writing groupsStudy groups Negotiated curriculumTopic studies Multigenre projectsGuided inquiry Inquiry circlesLiterature circles

= “ The How”

Source: : The Common Core is the “what.” PBL is the “how.” Experts and NewBies Blog. Buck institute for Education 2012.

Driving Question…

“How can we help our parents pick the best cell phone plan?

Designing PBL•Start with the standards – The Core•What standards will be taught and assessed?

•CC Math•Driving Question: “How can we pick the best cell phone plan for our family?”

•- F – IF – Interpret functions that arise in applications in terms of context•- F – IF – Analyze functions using different representations•- F – BF – Build a function that models a relationship between two quantities

•In-Depth Inquiry vs. Breadth•Application of Content and HOTS•Real World Connection and Application•Meets a Need!

• Go around table and each mention:– One item for academic engagement that you are

going to prepare for before students enter your classroom.

– One item for behavior engagement that you are going to implement before students enter your classroom.

– What follow-up/ support will you need to ensure this occurs?

Your take-aways

• What best practices do you see in this video:• http://youtu.be/9FeFB25Y2BQ

• Jot down notes, then we will share out

Exit Sheet

• “PBIS Classroom” or “Teacher Cheat Sheet”• What is a PBIS Classroom in terms of:– Environment (relationships, welcoming, etc)– Pre-Correction of Behaviors (classroom matrix)– Procedures (practice, practice, practice)– Re-direction (proximity control, etc)– Attention Signal

Resources Available• MPS RtI and PBIS Website:

– http://www5.milwaukee.k12.wi.us/dept/rti/

• Various Resources:– http://www5.milwaukee.k12.wi.us/dept/rti/resources/behavior/

• MPS PBIS Youtube Channel– http://www.youtube.com/mpspbis

• MPS PBIS Pinterest Page– http://pinterest.com/mpspbis/

Engagement

MPS Board of School Directors

Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large

Senior Team

Gregory E. Thornton, Ed.D., Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Chief Academic OfficerKaren Jackson, Ph.D., Chief Human Capital Services OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerDenise Callaway, Executive Director, Community EngagementPatricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives