Cranford Teachers Oct 3 2013 Effort

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Engagement, Effort and Learning:

Engagement, Effort and Learning Steve Barkley October 2013

Mark Prensky :

Mark Prensky All the students we teach have something in their lives that’s really engaging — something that they do and that they are good at, something that has an engaging, creative component to it. http://net.educause.edu/ir/library/pdf/erm0553,pdf

Ken Robinson:

Ken Robinson http :// www.youtube.com/watch?v=wX78iKhInsc Learners are diverse Curiosity is the engine of learning Human life is creative

PowerPoint Presentation:

Observing Students Fear Attention Comfort Bored What do you see in students that you place at each spot on this continuum?

School Change:

School Change Source: Model developed by Stephen Barkley 6 Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Engagement:

Engagement Can you identify students who at times exhibited the following: Engagement Strategic Engagement Ritual Compliance Retreatism Rebellion

Engagement:

Engagement Engagement: The student is attentive and focuses on the task with commitment and persistence and finds value and meaning in the task. This learner volunteers personal resources of time, effort and attention. Strategic Engagement: The student is willing to do the work as long as extrinsic rewards are present. Remove the reward (often grades) and the student withdraws effort. This learner invests as much as is needed to gain the reward

Ritual Compliance:

Ritual Compliance This student is compliant without engagement. They want assurance that what they do will pay off in grades and improved chances to enter a college of their choice. This learner generally requires supervision to get work completed. At worst, this compliance can devolve into institutional cheating.

Retreatism:

Retreatism This student manifests a lack of compliance in passive ways, withdrawing from the work and task. “Do nothing and bother no one”. When confronted by the teacher, this learner either moves to ritual compliance or to rebellion. (My personal observation is that this student is often overlooked by teachers. They fly under the radar.)

Rebellion:

Rebellion This student is more active than the retreating student. This student focuses attention on something else and is often seen as disruptive. Interesting that this student may be engaged in learning not connected to a school assignment or assigned by another teacher.

PowerPoint Presentation:

Observing Students Fear Attention Comfort Bored Rebel Engage Strategic Retreat Rebel What do you see in students that you place at each spot on this continuum?

PowerPoint Presentation:

Effort x Ability M anageable Task 13 = Success

Angela Duckworth:

Angela Duckworth GRIT http :// www.youtube.com/watch?v=H14bBuluwB8

What is your view of ABILITY?:

What is your view of ABILITY? Fixed or Growth The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way — in their initial talents and aptitudes, interests or temperaments — everyone can change and grow through application and experience. http://www.youtube.com/watch?v=aPNeu07I52w Mindset…The New Psychology of Success Carol Dweck , 2006 15

How To Engage Students in Learning Vito Perrone:

How To Engage Students in Learning Vito Perrone As part of my research for the Teaching for Understanding Project, I have asked students of all ages and levels of academic success to describe those occasions in educational settings when they were most engaged intellectually. Among the common elements they listed are: Students helped define the content. Students had time to wonder and to find a particular direction that interested them. Topics had a “strange” quality—something common seen in a new way, evoking a “lingering question.”

Hook students’ interest by posing shocking questions::

Hook students’ interest by posing shocking questions: Is it better to kiss your girlfriend on the lips or lick her armpit? ( pathogenicity ) Why don't you have to plow your way through road kill to get to school? (decomposition) Where does your breakfast come from? (nitrogen cycle/ primary producers) What do a bottle of wine, cheese and a compost heap have in common? (fermentation) Bacteria live WHERE?! (digestion & symbiosis) What do diabetics and bacteria have in common? (genetic engineering) http://www.accessexcellence.org/LC/TL/buchanan/

PowerPoint Presentation:

Teachers permitted—even encouraged—different forms of expression and respected students' views. Teachers were passionate about their work. The richest activities were those “invented” by the teachers. Students created original and public products; they gained some form of “expertness.” Students did something—participated in a political action, wrote a letter to the editor, worked with the homeless. Students sensed that the results of their work were not predetermined or fully predictable How To Engage Students in Learning Vito Perrone

Motivators from Daniel Pink:

Motivators from Daniel Pink Autonomy – The urge to direct our own lives Mastery – The desire to get better and better at something that matters Purpose – The yearning to do something that we do in the service of something larger than ourselves.

Engaging Students in Learning (proficient):

Engaging Students in Learning (proficient) The learning tasks and activities are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Engaging Students in Learning (distinguished):

Engaging Students in Learning (distinguished) Virtually all students are intellectually engaged in challenging content, through well designed learning tasks, and suitable scaffolding by the teacher, and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry , and student contributions to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning , and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another.

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